{"1": {"fulltext": "\u00e2\u0080\u00a2H^ f\\nI loo\\n.ART S\\nElementary Graa^mar\\n\u00e2\u0080\u00a2I-", "height": "4517", "width": "2810", "jp2-path": "elementarygramma01hart_0001.jp2"}, "2": {"fulltext": "", "height": "4287", "width": "2600", "jp2-path": "elementarygramma01hart_0002.jp2"}, "3": {"fulltext": "", "height": "4287", "width": "2600", "jp2-path": "elementarygramma01hart_0003.jp2"}, "4": {"fulltext": "", "height": "4240", "width": "2495", "jp2-path": "elementarygramma01hart_0004.jp2"}, "5": {"fulltext": "", "height": "4240", "width": "2495", "jp2-path": "elementarygramma01hart_0005.jp2"}, "6": {"fulltext": "", "height": "4240", "width": "2495", "jp2-path": "elementarygramma01hart_0006.jp2"}, "7": {"fulltext": "AN\\nELEMENTARY GRAMMAR\\nOF THE\\nENGLISH LANGUAGE\\nWITH AN\\nANALYSIS OF THE SENTENCE.\\nBY\\nJOHN S. HART, LL.B.,\\nliATE PROFESSOR OF RHETORIC AND OF THE ENGLISH LANGUAGE AND\\nLITERATURE IN THE COLLEGE OF NEW JERSEY.\\nREVISED EDITION,\\nBy Edward Gideon, A. M., Supervising Principal op George G. Meade\\nSchool, Philadelphia.\\nPHILADELPHIA:\\nEldredge Brother,\\nNo. 17 North Seventh Street.\\n1900.", "height": "4240", "width": "2495", "jp2-path": "elementarygramma01hart_0007.jp2"}, "8": {"fulltext": "25634\\njLibrsiry of Covi^e,;\\nJUL 27 1900\\nCopyr.ght entry\\nSECOND COPY,\\nD\u00c2\u00abiliver(xi to\\nORDER DiVISiON,\\n-iUL^8_J900\\n7.\\n\u00c2\u00bb\u00c2\u00bb0^0\u00c2\u00ab\\nEntered, according to Act ol Congress, in the year 1900, by\\nELDREDGE BROTHER,\\nin the OflSce of the Librarian of Congress, at Washington.\\n\u00e2\u0080\u00a2\u00e2\u0080\u00a2o^o*\\nELECTROTYPED BY\\nWESTCOTT THOMSON, PHILADA.\\nPRESS OF\\nFERGUSON BROS. CO., PHILADA.", "height": "4259", "width": "2628", "jp2-path": "elementarygramma01hart_0008.jp2"}, "9": {"fulltext": "Preface to the Original Edition.\\nIn this volume the author has selected from his larger\\nGrammar those portions which are purely of an elementary\\ncharacter, and which are studied by beginners in first going\\nover the subject. The whole of Prosody, all of the chapter\\non the Derivation of Words, and the fine print matter of the\\nother portions, are omitted. On the other hand, copious\\nexplanations, and a complete series of practical exercises, are\\nappended to the several definitions and rules. The knowl-\\nedge of each rule and definition is thus thoroughly tested and\\nimpressed on the memory before the pupil is allowed to pro-\\nceed to more advanced knowledge.\\nThe work, as now offered, is the result of long experience\\nin the class-room, and of no little reading and study. The\\nEnglish language and its literature have been for many years\\nthe main subjects of the author s inquiry, and he has\\nendeavored in this volume to give the results of his observa-\\ntions in the form which his experience as a teacher has con-\\nvinced him to be the best adapted to the wants of the learner.\\nA word as to the method pursued. The author has en-\\ndeavored to bear in mind that he was writing, not a treatise\\nfor the learned, but a text-book for learners. For such a\\nbook,\\nThe first and most imperative demand is clearness, clear-\\nness of arrangement, and clearness of expression.\\nNext and hardly less imperative is the demand that the\\nmore and the less important should be carefully discrimi-\\nnated, and the difference plainly set forth to the eye.", "height": "4240", "width": "2543", "jp2-path": "elementarygramma01hart_0009.jp2"}, "10": {"fulltext": "IV PREFACE.\\nA third imperative demand is that the rules, definitions,\\nand other matter to be committed to memory, should be ex-\\npressed with the utmost possible conciseness.\\nA fourth requisite is that every rule and definition should\\nbe supported and illustrated by a goodly array of apt practical\\nexamples. These are as necessary in teaching grammar as\\nsums are in teaching arithmetic.\\nHow far these things have been secured is for the reader\\nto judge.\\nPreface to the Revised Edition.\\n0K a O\\nThe demands of modern life for a better and quicker\\nacquisition of the principles governing the construction of\\nthe English language necessitate a revision of the old forms\\nand methods of technical grammar. While some advocate\\nthe retention of the extreme technicality of the past, others\\ninsist that it has no place in the elementary school. A third\\npart advocate the acquisition of a knowledge of the essentials,\\ncombined with an extensive use of exercises, bearing upon\\nall the vital points of the construction of the language.\\nTo meet this last requirement this revision has been made.\\nMuch unnecessary matter has been eliminated. Numerous\\nexercises have been added, and the phraseology has been\\nchanged to meet the demands of modern methods with the\\nhope that the change will be acceptable. The revision is sub-\\nmitted to the teachers of the schools, who are the only judges\\nof the value of a school-book.\\nE. G.", "height": "4259", "width": "2628", "jp2-path": "elementarygramma01hart_0010.jp2"}, "11": {"fulltext": "Preface, iii, iv\\nIntroduction, 7\\nFirst Part.\\noX\u00c2\u00bb o\\nORTHOGRAPHY.\\nOrthography, 8\\nSecond Part\\n-\u00c2\u00abK) 0\\nETYMOLOGY.\\nThe Article, 16\\nThe Noun, 17\\nThe Adjective, 27\\nThe Pronoifn, 31\\nThe Verb, 37\\nThe Adverb, 68\\nThe Conjunction, 71\\nThe Preposition, 72\\nThe Interjection, 74\\nWords used as Different Parts of Speech, 75\\nV", "height": "4240", "width": "2543", "jp2-path": "elementarygramma01hart_0011.jp2"}, "12": {"fulltext": "vi CONTENTS.\\nThird Part.\\n^v^OO\\nSYNTAX AND ANALYSIS.\\nPAGE\\nSyntax, 78\\nRule 1. The NomiDative, 80\\nRule 2. The Verb, 84\\nRule 3. The Objective Case and the Verb, 88\\nRule 4. The Objective Case and the Preposition, 91\\nRule 5. The Possessive Case, 93\\nRule 6. Apposition, 95\\nRule 7. Case after the Verb To he, 97\\nRule 8. The Pronoun, 99\\nRule 9. The Article, 106\\nRule 10. The Adjective, 107\\nRule 11. The Adjective Pronoun, 109\\nRule 12. The Participle, Ill\\nRule 13. The Adverb, 114\\nRule 14. The Infinitive Mood, 116\\nRule 15. The Conjunction, 118\\nRule 16. The Interjection, 119\\nAnalysis, 120\\nSelections for Analysis and Parsing, 139", "height": "4259", "width": "2628", "jp2-path": "elementarygramma01hart_0012.jp2"}, "13": {"fulltext": "Elementary\\nEnglish Grammar.\\noj*:o\\nGrammar is the science which treats of Language.*\\nGrammar is divided into four parts namely, Or-\\nTHOGRAPHY, ETYMOLOGY, SyNTAX, and PrOSODY.\\nOrthography treats of Letters, Etymology of Words,\\nSyntax of Sentences, and Prosody of Versification,\\nThe matter in this book is divided into two kinds, indicated by\\ntwo varieties of type, and it is important that the object of this\\narrangement should be clearly understood.\\nIt is intended that the pupil should first go through the book, learn-\\ning the matter in the larger type, the declensions and conjugations,\\nsuch portion of the matter in the smaller type, and such portions of the\\nExercises, as may be found expedient, with such oral explanations\\nfrom the teacher as may be necessary.\\nHaving gone over the whole ground once, or perhaps twice, in this\\nway, the pupil will be prepared to take up profitably the remaining\\nportion of the Exercises, and the matter in the smaller type.\\n7", "height": "4240", "width": "2543", "jp2-path": "elementarygramma01hart_0013.jp2"}, "14": {"fulltext": "First Part.\\nK 5\u00c2\u00ab 0\\nORTHOGRAPHY.\\nOrthography treats of Letters.\\nI. LETTERS TAKEN SEPARATELY.\\nLetters are written characters or signs used to rep-\\nresent certain sounds of the human voice.\\nA letter that is not sounded in speaking is called a silent\\nletter.\\nThe letters of any language are called its Alphabet.\\nThe English Alphabet contains twenty-six letters.\\nLetters are divided into Vowels and Consonants.\\nA Vowel can be fully sounded by itself.\\nA Consonant cannot be fully sounded unless in\\nconnection with a vowel.\\nVowels.\\nThe Vowels are a, e, i, o, u, and sometimes w and\\ny. All the other letters are Consonants.\\n8", "height": "4259", "width": "2628", "jp2-path": "elementarygramma01hart_0014.jp2"}, "15": {"fulltext": "ORTHOGRAPHY, 9\\nW and y are consonants when they precede a vowel sound\\nin the same syllable; as, won, young; but are vowels in all\\nother places; as, hoy^ law.\\nA Diphthong is the union of two vowels in one\\nsound; as^ oi in voice,\\nA Triphthong is the union of three vowels in one\\nsound; as, ieu in adieu.\\nThe triphthongs are three in number, eau^ ieu, lew as in\\nbeauty y lieutenant^ review.\\nU after q is never counted as part of a diphthong or of a\\ntriphthong.\\nExercises. Which of the letters in the word Philadelphia\\nare vowels? Which are consonants? Name the vowels, con-\\nsonants, diphthongs, and triphthongs in the following words\\nSounding Lieutenant Separation\\nAbundant Loitering Boisterous\\nWrite three words in which w is used as a consonant, three\\nin which y is used as a consonant, three in w^hich w is used as\\na vowel, three in which y is used as a vowel.\\nWrite five w^ords each containing a diphthong, five each\\ncontaining a triphthong.\\nII. WORDS AND SYLLABLES.\\nA Word is a collection of letters used together to\\nrepresent some idea.\\nA Syllable is so much of a Avord as can be pro-\\nnounced by one impulse of the voice as^ co7i in con-\\ntain.\\nSpelling is putting letters together correctly so as to\\nform syllables and words.\\nA Sentence is a number of words put together so as\\nto make complete sense as, John wrote a letter.", "height": "4240", "width": "2543", "jp2-path": "elementarygramma01hart_0015.jp2"}, "16": {"fulltext": "10 ELEMENTARY GRAMMAR.\\nA word of one syllable is called a Monosyllable of\\ntwo, a Dissyllable; of three, a Trisyllable; of more\\nthan three, a Polysyllable.\\nExample. Truth is a monosyllable; truth-ful, a dissyllable;\\ntruth-ful-ness, a trisyllable un-truth-ful-ness, a polysyllable.\\nExercise.\u00e2\u0080\u0094 To what class does each of the following words\\nbelong\\nNation, uprightness, incomprehensible, authority, frequent,\\nplague, opportunity, horse, element, elementary, robber, vowel,\\nconsonant.\\nRULES FOR SPELLING.\\nRULE I.\u00e2\u0080\u0094 Y final.\\nPart 1. 1^ final, preceded by a consonant, is changed\\ninto i on taking a suffix as, fanc-y, fanc-i-fuly (not\\nfanc-y-ful).\\nA suffix is a letter or syllable added to the end of a word.\\nException 1. Before ous, y sometimes becomes e; as,\\nbeaut-y, beaut-e-ous.\\nException 2. Before m^, y is not changed; as, tarr-y,\\ntarr-y-ing.\\nPart 2. Y final, preceded by a vowel, is not changed\\non taking a suffix as, play, play-er.\\nExceptions. Day, which makes daily lay, pay, and say,\\nwhich make laid, paid, and said, together with various other\\nderivatives and compounds, as mislaid, unpaid, unsaid.\\nExercises. Write the words formed by adding ful to\\nmercy, plenty, bounty, duty, pity by adding es and ing to cry,\\npry, try, apply, deny, rely by adding er and est to merry, sorry,\\nsaucy, holy by adding hood to likely craft to handy ed to\\nquarry, journey ful to beauty, pity ous to glory, pity es tq", "height": "4231", "width": "2609", "jp2-path": "elementarygramma01hart_0016.jp2"}, "17": {"fulltext": "ORTHOGRAPHY. 11\\nmelody; ous to melody; ety to gay; ly to gay, witty er to betray,\\nwitty ing to journey.\\nWrite five examples of y final changed to under Part 1\\nof the Kule.\\nFive examples of y final becoming e, under Exception 1.\\nFive examples of y final not changed, under Exception 2.\\nFive examples of y final not changed, under Part 2 of the\\nKule.\\nRULE II.\u00e2\u0080\u0094 E final, silent.\\nPart 1. E final, silent, on taking a suffix beginning\\nwith a vowel, is dropped as, carCy car-ing.\\nException 1. le, on taking the suffix m^, is changed into\\ny as, die, dy-ing.\\nException 2. Dye (to color), hoe, and shoe do not drop e\\non taking the suffix ing as, dye-ing, hoe-ing, shoe-ing.\\nException 3. Singe, swinge, and tinge do not drop e on\\ntaking the suffix ing. This is to retain the soft sound of the\\ng, and to distinguish them from the corresponding forms of\\nsing, swing, ting. Thus: sing-ing, swing-ing, ting-ing singe-ing,\\nswinge-ing, tinge-ing.\\nException 4. Ce and ge, on taking a suffix beginning with\\na, 0, or u, do not drop the e. This is to retain the soft sound\\nof the c and g. Thus service-able, not servic-able change-able,\\nnot chang-able.\\nPart 2. E final, silent, on taking a suffix beginning\\nwith a consonant, is not dropped as, care^ care-fuL\\nExceptions. Judgment, lodgment, abridgment, ax^knowledg-\\nment, argument; wisdom, nursling; duly, truly, awful, with some\\ncorresponding derivatives of due and true, such as duty, dutiful,\\ntruth, truthful.\\nExercises. Write the words formed by adding ing to bite,\\nforce, revive; by adding able to admire, adore, deplore; en to\\nripe; ing to smoke, tie, pave, trace, lie ness to ripe, repulsive;\\nical to sphere ant to dispute some to ti7X ment to pave able", "height": "4249", "width": "2562", "jp2-path": "elementarygramma01hart_0017.jp2"}, "18": {"fulltext": "12 ELEMENTARY GRAMMAR.\\nto service, cure, marriagCy trace; ible to defense; ous to fame\\ncourage; less to defense.\\nWrite five examples of e final dropped, under Part 1 of the\\nRule.\\nFive examples of ie changed to y, under Exception 1.\\nFive examples of e final not dropped, under Part 2 of the\\nRuleu\\nRULE III.\u00e2\u0080\u0094 Words ending in IL\\nWords ending in U drop one I on taking a suffix be-\\nginning with a consonant as, fuU^ ful-ness also some-\\ntimes on taking a prefix as, full^ hand-ful till, un-tiL\\nExercises. Write the words formed by adding to all the\\nwords though, together; by combining with and all; by com-\\nbining a7in and fidl; all and most; all and ways; full and\\nfill well and come use and fidl.\\nWrite five examples of dropped on taking a suffix.\\nFive examples of dropped on taking a prefix.\\nRULE IV. Doubling the final consonant.\\nIn words accented on the last syllable, a final conso-\\nnant, if single, and if preceded by a single vowel, is\\ndoubled on taking a suffix beginning with a vowel as,\\npermity permit-t-ing.\\nMonosyllables, being always accented, come of course\\nunder this Eule.\\nHere are four conditions\\n1. The last syllable must must have the accent.\\n2. It must end in a single consonant.\\n3. This single consonant must be preceded by a single\\nvowel.\\n4. The suffix must begin with a vowel.\\nExercises. Write the words formed by adding ing and ed\\nto remit, impel; ist to drug, machine, novel, natural er to revel;\\ned to fulfil, rub, fail, refer ing to squat, sail, gallop, hum ant", "height": "4259", "width": "2628", "jp2-path": "elementarygramma01hart_0018.jp2"}, "19": {"fulltext": "ORTHOGRAPHY. 13\\nto assist; ent to excel; ine to adamant; ate to alien origin; en\\nto red J moist, fright ar to consul; er to propel; ous to mountain;\\ny to mwd, mealy sleep ee to commit, absent, patent ard to slug,\\ndrunk.\\nIn forming each combination, give the Kule applicable\\nto it.\\nExercises. Write Ten examples of doubling the final\\nconsonant under the Kule. Five examples in which the first\\ncondition only is wanting. Five, in which the second only is\\nwanting. Five, in which the third only is wanting. Five, in\\nwhich the fourth only is wanting.\\nRULE v.\u00e2\u0080\u0094 The terminations ciVC and teve.\\nIn such words as receive^ relieve, ei is used if the\\nletter c precedes as, receive, deceive but ie is used if\\nany other letter precedes as, relieve, believe.\\nMiscellaneous Exercises.\\nCombine the following words and suffixes, making the\\nnecessary changes; and show in each case the application\\nof the Eule.\\n1. Add i7ig to live, assail, compel, repent; est to lively; so to\\nall; ish to boy; ed to commit; ment to commit.\\n2. Add ness to happy, lovely; full to art; some to whole; y to\\nsmoke, trick; able to love; th to true; full to truth; ness to truth-\\nful; ty to due; full to duty ly to dutiful.\\n3. Add ing to copy, induce, propel, embroil, infer ed to copy,\\ndelay ly to ivhole ment to induce; ence to infer.\\n4. Add er to refine, libel; ment to amaze, refine; ing to amaze,\\nwhip; ous to glory, beauty; ed to sulphuret; ful to beauty.\\n5. Add some to full; full to awe; fare to tvell ing to abet,\\nconsent, remit, differ ment to fulfil.\\nWrite the words so combined.\\nDraw a line through the silent letters.\\nMark the accented syllable.", "height": "4249", "width": "2562", "jp2-path": "elementarygramma01hart_0019.jp2"}, "20": {"fulltext": "Second Part.\\n^o\\nETYMOLOGY.\\nEtymology treats of Words.\\nCLASSIFICATION OF WORDS.\\nThe classes of words in English are nine namely\\nArticles, Nouns, Adjectives, Pronouns, Verbs,\\nAdverbs, Conjunctions, Prepositions, and Inter-\\njections. These classes of words are sometimes called\\nThe Parts of Speech.\\nThe Parts of Speech may be classed and defined as\\nfollows\\n1. Name Words.\\nNouns. A Noun is the name of any person, place, or\\nthing; as, Johrij school, hook,\\n2. Representative Words.\\nPronouns. A Pronoun is a word used instead of a noun\\nas, The man is happy because he is benevolent.\\n3. Action Words.\\nVerbs. A Verb is a word used to assert or affirm as, John\\nstrikes the table Mary studies her lesson.\\n14", "height": "4259", "width": "2628", "jp2-path": "elementarygramma01hart_0020.jp2"}, "21": {"fulltext": "ETYMOLOGY, 15\\n4-. Modifyingr Words.\\nArticles. An Article is the word a, an, or thCj placed before\\na noun to show whether the noun is used in a definite, or in\\nan indefinite sense.\\nAdjectives. An Adjective is a word used to modify a noun\\nor a pronoun as, A green tree, A wise man, Brave soldiers. She\\nis studious.\\nAdverbs. An Adverb is a word used to modify a verb, an\\nadjective, or another adverb as. He writes rapidly^ A very fast\\nhorse, He wrote very rapidly.\\n5. Relation Words.\\nPrepositions. A Preposition is a word placed before a noun\\nor a pronoun to show its relation to some other word as. He\\nwrites with a pen. He lives in a tent. He spoke to them.\\n6. Connecting Words.\\nConjunctions. A Conjunction is a word used to connect\\nwords, sentences, and parts of sentences as, John and James\\nstudy, John writes and James reads. He is neither strong in\\nbody nor sound in mind.\\n7. Independent Words.\\nInterjections. An Interjection is a word used in making\\nsudden exclamations as, oh ah alas\\nName the part of speech to which each of the following\\nwords belongs\\nRiver, sea, see, men, committee, eat, look (2), armory, arm\\n(2), arms, tiger, leopard, sergeant, we, who, my, mine (3),\\nwith, great, kind (2), crowd (2), large, and, or, neither, ah,\\ncentre, how, up, that, nobody, hill, hilly, mountainous, great-\\nest, an, action, charge (2), giant (2), down, whether, wharf,\\nmusic, musician, musical, musically, now, never, more.\\nIn the following sentences, name the part of speech of\\neach word\\nThe enemy is upon us. I did not see him. He lifted his", "height": "4249", "width": "2562", "jp2-path": "elementarygramma01hart_0021.jp2"}, "22": {"fulltext": "16 ELEMENTARY GRAMMAR,\\nhand. He will come when he is called. I have no friends\\nwho will help me. How can I help my friend Who is he\\nWhat sort of a man is he Have you heard the news\\nI. THE ARTICLE.\\nAn Article is the word a, an^ or the placed before a\\nnoun to show whether the noun is used in a definite, or\\nin an indefinite sense.\\nThe articles are a and the.\\nA is the Indefinite Article, the is the Definite\\nArticle.\\nThe Article a is written before a consonant sound\\nas, a man^ a bird.\\nThe Article a is written an before a vowel sound as,\\nan eagle^ an old man.\\nO and t^ sometimes have a consonant sound at the\\nbeginning of a word as, one^ unit.\\nH before a vowel is sometimes silent; as, houvy\\nhonor.\\nA or an means one, and is used only before the sin-\\ngular number as, a man, an apple.\\nThe is used before both numbers as, the many the men.\\nArticles are sometimes called limiting or definitive adjectives.\\nAs a limiting word an article modifies the word to which it\\nrelates.\\nExercises. Name the appropriate indefinite article to be\\nused before each of the following words\\nEwe, yew, eye, ear, watch, one-eyed man, European, In-\\ndian, umbrella, use, end, day, opening, engineer, horse,", "height": "4268", "width": "2514", "jp2-path": "elementarygramma01hart_0022.jp2"}, "23": {"fulltext": "ETYMOLOGY, 17\\nhonest, hiatus, human, humble, onion, orchard, usury, unit,\\neagle.\\nWrite each t)f these words in a sentence.\\nWrite the following sentences and fill the blanks with the\\nproper article\\nold man and boy walked on highway.\\neagle is noble bird.\\nmills of gods grind slowly.\\nwater rushed like torrent down hillsides.\\nhonest man is noblest work of God.\\nBorneo is island.\\nPhiladelphia is city.\\nman is known by company he keeps.\\nWhat word does each of the articles used in the preceding\\nsentences modify\\n11. THE NOUN.\\nA Noun is the name of any person, place, or thing\\nas, Johuy school, book.\\nIn the sentence, Charles Avent to Boston in the boat,\\nwhat part of speech is Charles? Wliy? Boston? Why?\\nBoat? Why?\\nIn the following sentences state which words are nouns,\\nand why\\nIn coming from Trenton to Philadelphia, I saw John on the\\nboat with a satchel of books in his hand.\\nThe book had good covers, but bad print.\\nThe boy had a knife with a small blade.\\nThe horse in the stable has a good disposition.\\nTemperance and industr}^ promote health.\\nReligion exalts a nation.\\nBeauty is a fading flower.\\n2", "height": "4268", "width": "2514", "jp2-path": "elementarygramma01hart_0023.jp2"}, "24": {"fulltext": "18 elementahy guammar.\\nWrite ten nouns, names of persons.\\nWrite ten nouns, names of places.\\nWrite ten nouns, names of things.\\nI. CLASSIFICATION OF NOUNS.\\nNouns are divided into two general classes, Proper\\nand Common.\\nA Proper noun is a name given to only one of a\\nclass of objects as, John, London Delaware,\\nA Proper noun should always begin with a capital letter.\\nA Common noun is a name given to any one of a\\nclass of objects as, boy, city, river,\\nA Collective noun is the name of a collection of\\nobjects considered as one as, army, crowd. A col-\\nlective noun is also called a Noun of Multitude.\\nExercises. Which of the following nouns are Proper?\\nwhich Common? and which Collective? james, isaiah,\\nprophet, australia, island, regiment, plymouth, town, herd,\\nWashington, england, county, flock, elizabeth, woman, class,\\ntable, chair, book, hudson.\\nWhich of the foregoing nouns should begin with a capital\\nletter? Write each of these nouns in a sentence.\\nWrite six proper nouns, six common nouns, six collective\\nnouns, and write each one in a sentence.\\nII. ATTRIBUTES OF NOUNS.\\nNouns have the attributes of Gender, Number,\\nPerson, and Case.\\nI. OENDER.\\nGender is the distinction of nouns in regard to Sex.\\nNouns have three genders, Masculine, Feminine,\\nand Neuter.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0024.jp2"}, "25": {"fulltext": "ETYMOLOGY.\\n19\\nThe Masculine Gender denotes objects of the male\\nSEX as, boyy man.\\nThe Feminine Gender denotes objects of the fe-\\nmale SEX as, girly woman.\\nThe Neuter Gender denotes objects without sex\\nas, bookf river.\\nModes of Distinguishing Gender.\\nThere are three ways of distinguishing gender\\n1. By the use of different words; as, bachelor^ maid; son,\\ndaughter,\\n2. By difference of termination as, giants giantess editor,\\neditress,\\n3. By prefixing or affixing another word; as, man-servant,\\nmaid-servant; land-lord, land-lady.\\n1. By the use of different words.\\nMasculine.\\nFeminine,\\nMasculine.\\nFeminine.\\nBachelor\\nmaid\\nKing\\nqueen\\nBeau\\nbelle\\nLad\\nlass\\nBoy\\ngirl\\nLord\\nlady\\nBrother\\nsister\\nMale\\nfemale\\nBull\\nMan\\nwoman\\nBullock\\ncow\\nMaster\\nmiss, mistress\\nOx\\nSteer\\nor\\nheifer\\nNephew\\nPapa\\nniece\\nmamma\\nColt\\nfilly\\nRam\\newe\\nEarl\\ncountess\\nSir\\nmadam\\nFather\\nmother\\nSon\\ndaughter\\nFriar, monk\\nnun\\nStag\\nhind\\nGander\\ngoose\\nSwain\\nnymph\\nHorse\\nmare\\nUncle\\naunt\\nHusband\\nwife\\nWizard\\nwitch\\nand many others.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0025.jp2"}, "26": {"fulltext": "20\\nELEMENTARY GRAMMAR.\\n2. By difference of termination.\\nMasculine,\\nFeminine.\\nMasculine.\\nFeminine.\\nAbbot\\nabbess\\nHeir\\nheiress\\nActor\\nactress\\nHero\\nheroine\\nArbiter\\narbitress\\nLion\\nlioness\\nAuthor\\nauthoress\\nNegro\\nnegress\\nBaron\\nbaroness\\nPoet\\npoetess\\nBenefactor\\nbenefactress\\nShepherd\\nshepherdess\\nCount\\ncountess\\nTailor\\ntailoress\\nDeacon\\ndeaconess\\nTestator\\ntestatrix\\nDuke\\nduchess\\nBridegroom\\nbride\\nEditor\\neditress\\nCzar\\nczarina\\nFounder\\nfoundress\\nDon\\ndonna\\nGiant\\ngiantess\\nSultan\\nsultana\\n3.\\nBy prefixing or\\naffixing another word.\\nMasculine.\\nFeminine.\\nMasculine.\\nFeminine.\\nGentleman\\ngentleivoman\\nMale-child\\nfemale-child\\nGmndfather\\ngrandmother\\nMan-servant\\nm,aid-sery\u00c2\u00a3int\\nHe-gosit\\nshe-gout\\nTesicock\\nlpea.hen\\nLand/ord\\nIsindlady\\nSchoolmaster\\nschoolmistress\\nSome nouns denote objects which may be either male or\\nfemale as, bird, parent. These are said to be of the Common\\ngender.\\nExercises. Name each of the nouns in the following sen-\\ntences, state whether it is a proper noun or a common noun,\\nand state the gender of each.\\nThe teacher explained the lesson to the boys and the girls.\\nMary made a fan of the feathers of a peacock.\\nThe hunter killed a deer and its fawn.\\nThe king and the queen were on the throne.\\nThe landlord turned the man, his wife, and their children\\nout of the house.\\nMr. Dale bought a horse and a colt for two hundred dollars.\\nThe shepherdess kept watch over her sheep.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0026.jp2"}, "27": {"fulltext": "ETYMOLOGY, 21\\nJohn caught a fish in the lake.\\nMy uncle, aunt, and cousin have gone home.\\nWrite five nouns of the masculine gender, five of the fem-\\ninine gender, five of the neuter gender, and five of the com-\\nmon gender.\\nII. NUMBER.\\nNumber is that attribute of Nouns which indicates\\nwhether One or More than One is meant.\\nNouns have two numbers; the Singular and the\\nPlural.\\nThe Singular Number denotes One, the Plural\\nNumber denotes More than one.\\nModes of Forming the PluraL\\n1. Plural in S\u00c2\u00bb\\nNouns are usually made Plural by adding s to the\\nSingular; as, book, books.\\nExercise. Write the phiral of house, room, cliair, book,\\nbee, bird, dog, cat, pen, pencil, noun, poet, tree, flower, ship.\\n2. PliAral in es.\\nNouns ending in ch soft, s, sh, x, and z, are made\\nPlural by adding es as, church, churches miss, misses\\nlash^ lashes box, boxes topaz, topazes.\\nNouns ending in o differ as to the mode of forming the\\nplural. Some form the plural by adding es as, cargo, car-\\ngoes. Others form the plural by adding simply s as, canto\\ncantos.\\nExercises. Write the plural of dish, peach, larch, match,\\nlatch, dash, lash, kiss, mess, moss, loss, muss, mass, fuss, rush,\\nhiss, wish, sash, fish, quiz, fox, miss, lynx, radish, rhombus,\\nnegro, Cato, echo, buffalo, bamboo, lasso, potato, trio, motto,\\nhalo.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0027.jp2"}, "28": {"fulltext": "22 ELEMENTARY GRAMMAR.\\nWrite sentences each containing one or more of these\\nnouns.\\nEe-write the sentences changing the number of the nouns.\\n3. Plural in Ves\u00c2\u00bb\\nMost nouns ending in single or in /e, are made\\nPlural by changing or fe into ves as, loaf^ loaves\\nlife, lives.\\nNouns ending in double form the plural according to the\\ngeneral rule as, muff muffs.\\nExercises. Write the plural of wharf, half, cuff, leaf, beef,\\ncalf, thief, wife, roof, life.\\nWrite sentences each containing one or more of these\\nnouns.\\nKe-write the sentences, changing the number of the nouns.\\n4. Plural in ies.\\nNouns ending in y after a consonant are made Plural\\nby changing y into ies as, lady, ladies.\\nNouns ending in y after a vowel do not change y into ieSy\\nbut form the plural by the general rule; as, day, days.\\nExercises. Write the plural of ray, toy, chimney, tray,\\nartery, Monday, February, buoy, boy, attorney, valley, money,\\nwhisky, whiskey, fancy, fairy, sky, penny.\\nWrite sentences each containing one or more of these\\nnouns.\\nChange the number to the plural form and re-write the\\nsentences.\\n5. Nouns irregular in the Plural.\\nSingular. Plural. Singular. Plural.\\nMan men Tooth teeth\\nWoman women Goose geese\\nChild children Mouse mice\\nFoot feet Louse lice\\nOx oxen", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0028.jp2"}, "29": {"fulltext": "ETYMOLOGY. 23\\nWrite sentences each containing one or more of these nouns.\\nExercises. Change the following nouns into the plural,\\nand give the rule for each change\\nSky, church, army, wolf, knife, leaf, wish, crucifix, fish,\\ncrutch, monarch, peach, patriarch, kiss, sex, pony, ox, calf,\\nmuff, loaf, radish, valley, turkey, half, money, thief.\\nName all the nouns in the following sentences, and state\\nin regard to each (1) whether it is proper or common, (2) its\\ngender, and (3) its number\\nJames and his sister study their lesson in the same book.\\nI learned the facts from Mary while going home.\\nMany pigeons were seen on the top of the house.\\nMice are great thieves; they exercise their nimble feet\\nwhen they hear the cat coming.\\nIII. PERSON.\\nPerson is the distinction of nouns in their relation to\\nthe speaker.\\nNouns have three persons, First, Second, and Third.\\nThe First person is the Speaker; the Second\\nperson is the one spoken to; the Third person is\\nthe one spoken of.\\nExamples. First person, J, Paul, beseech you; second\\nperson, Children, obey your parents; third person, The\\nchildren obey their parents.\\nExercises. Indicate all the nouns in the following sen-\\ntences, and state in regard to each (1) whether it is proper or\\ncommon, (2) its gender, (3) its number, and (4) its person\\nI, the captain of this company, gave the order.\\nJohn, take the slate into the next room.\\nParents are kind to their children.\\nParents, be kind to your children.\\nWrite five sentences containing nouns of the second person,\\nfive of the third person.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0029.jp2"}, "30": {"fulltext": "24 ELEMENTARY GRAMMAR.\\nIV. CASE.\\nCase distinguishes the relation of a noun or a pro-\\nnoun to other words in the satne sentence.\\nNouns have three cases, Nominative, Possessive,\\nand Objective.\\nThe Nominative Case is that in which a noun is\\nTHE SUBJECT OF A VERB as, The girl reads.\\nThe Possessive Case is that which denotes own-\\nership OR POSSESSION as, Mary^s book.\\nThe Objective Case is that in which the noun IS\\nTHE OBJECT OF SOME VERB OR PREPOSITION aS,\\nMary wrote a letter, William went into the\\nstreet:\\nHow to find the Nominative. The subject of the verb\\nmay be found by putting who or what before the verb\\nand asking the question. Example A man bought a hat.\\nWho bought? Ans. Man. Therefore, man is the subject\\nof the verb bought, and is in the nominative case.\\nExercises. Name the subject of each verb in the follow-\\ning sentences\\nA butcher killed a calf.\\nJohn hurt William.\\nWilliam hurt John.\\nA horse kicked a man.\\nA man kicked a horse.\\nIdleness produces poverty.\\nPoverty produces idleness.\\nHow to find the Objective. The object of a verb or of\\na preposition may be found by putting whom or what\\nafter the verb or the preposition and asking the question.\\nExamples WilHam hurt his sister. Hurt whom Ans.\\nSister. Therefore, sister is the object of the verb hurt.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0030.jp2"}, "31": {"fulltext": "ETYMOLOGY, 25\\nWilliam went into the street. Into what? Ans. Street.\\nTherefore, street is the object of the preposition into.\\nExercises. Name the object of each verb and preposition\\nin the following sentences\\nJohn lost his book in the street.\\nMary studied her lesson from the book,\\nWilHam gave a ball to John.\\nThe horse kicked the man.\\nThe butcher killed the calf.\\nLucy found a dollar on the floor.\\nHenry caught a fish in the creek.\\nThe leaves fall from the trees in Autumn.\\nName the object of each of the prepositions in the follow-\\ning sentence\\nWilliam placed his hat on the table in the parlor at the\\ntime of recess when the boys w^ere at dinner.\\nName all the nouns in the following sentences, and tell in\\nregard to each (1) whether it is common or proper, (2) its\\ngender, (3) its number, (4) its person, (5) its case\\nJohn s dog caught a rabbit in the meadow.\\nSamuel has a pencil in the pocket of his vest.\\nElizabeth saw a man in the field.\\nThe boys found a nest on a tree in the grove.\\nHarry and his cousin caught a large fish in the lake.\\nMary s brother lost his knife in the road.\\nCharles rode in his brother s carriage.\\nThe boys caught a squirrel in the hedge.\\nJohn s friend left his books in the car.\\nWrite fi\\\\e sentences containing a noun in the nominative\\ncase five in the possessive case ^\\\\q in the objective case in\\nwhich the noun is the object of a verb, five in which the noun\\nis the object of a preposition.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0031.jp2"}, "32": {"fulltext": "26\\nELEMENTARY GRAMMAR,\\nFormation of the Possessive.\\nThe Possessive Singular is formed from the nomi-\\nnative singular by adding an apostrophe and s.\\nThe Possessive Plural is formed from the nomi-\\nnative plural by adding an apostrophe only when the\\nplural ends in Sy and by adding both the apostrophe\\nand s when the plural does not end in s.\\nExercises. Write the following nouns in the possessive\\ncase singular: dog, man, baby, boy, James, Thomas, Jane.\\nWrite the following nouns in the possessive case plural\\nattorney, lawyer, mother, beauty, ox, monarch, dandy, dray.\\nDeclension of Nouns.\\nAn arrangement of the different forms of the gender,\\nnumber, person, or case of a noun or a pronoun is called\\nits Declension.\\nSingular.\\nPlural^\\nNom.\\nPoss.\\nObj.\\nNom.\\nPoss.\\nObj.\\nFriend\\nfriend s\\nfriend\\nFriends\\nfriends\\nfriends\\nMan\\nman s\\nman\\nMen\\nmen s\\nmen\\nChurch\\nchurch s\\nchurch\\nChurches\\nchurches\\nchurch\\nLady\\nlady s\\nlady\\nLadies\\nladies\\nladies\\nJones Jones s Jones\\nJoneses Joneses Joneses\\nExercises. Decline fox, farmer, Benjamin, James, city, attor-\\nney, lass, miss.\\nWrite the possessive case, singular, of Agnes, Robert Morris,\\nRoger Williams, Martin Van Buren, John Quincy Adams, maid-\\nof-all-work.\\nWrite the possessive case, singular and plural, of hahy,\\ncolony, landlady, dray, calf, mulatto, ox, ox-cart, mouse.\\nWrite the singular and plural forms of each of these words\\nin sentences.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0032.jp2"}, "33": {"fulltext": "ETYMOLOGY. 27\\nName all the Articles and the Nouns in the following sen-\\ntences. Name the gender, number, person, and case of each\\nnoun. Name the verb and give its subject\\nMary s dress was torn.\\nJohn s knife is sharp.\\nMary lost a book in the street.\\nJohn s dog caught a rabbit in the grove.\\nMary s kitten ran dow^n the stairs.\\nThe boys caught a fish in the lake.\\nJohn caught a squirrel in a trap.\\nLucy s sister found a dollar on the floor.\\nHenry s cousin killed a snake in the meadow.\\nMary s book was found by John in the street.\\n-o Ko\\nIII. THE ADJECTIVE.\\nAn Adjective is a word used to modify a Noun or a\\nPronoun as, A green tree, A wise man, Brave soldiers,\\nShe is studious.\\nThe adjective does not always stand immediately before\\nthe noun which it modifies or describes. Thus we may say,\\nThe studious girl, or, The girl is studious. In either case, the\\nword studious describes or modifies girl.\\nNouns become adjectives when they are used to express\\nsome quality of another noun as, gold ring, sea water.\\nAdjectives are sometimes used as nouns, and admit of\\nnumber and case as, our superiors, his betters, by fifties, for\\ntwenty^s sake.\\nExercises. You have a pretty book. What part of\\nspeech is book? What word is here used to describe the\\nbook? What part of speech is pretty? What is an adjec-\\ntive?", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0033.jp2"}, "34": {"fulltext": "28 ELEMENTARY GRAMMAR.\\nName three other words that you can put before the word\\nbook, telling what kind of a book it is.\\nPut a modifying word in the blank space before each of the\\nnouns in the following sentence I saw a boy with a\\nknife cutting a stick. What are these three modifying\\nwords\\nName the adjective in each of the following sentences\\nJane has a new dress.\\nJohn has a sharp knife.\\nThe lesson is not difficult.\\nThey went home by the wrong road.\\nThe bird was thought to be beautiful.\\nHow hot you have made the fire.\\nName the nouns, articles, and adjectives in the following\\nsentences\\nThis new slate is broken into many pieces.\\nI had a pleasant dream last night.\\nWicked men do not have good thoughts.\\nA merry heart maketh a glad countenance.\\nThe old window is so dirty that you cannot see the new\\nhouses on the hill.\\nUse the following adjectives with a noun fast, rich, bad,\\nnew, wise, black, first, clean, happy, old, beautiful, industrious,\\ntroublesome, soft, plentiful, hungry.\\nWrite five sentences, each containing an article, an adjec-\\ntive, and a noun.\\nI. NUMERAL ADJECTIVES.\\nAdjectives which express number are called Numer-\\nals.\\nNumeral Adjectives are of three kinds, Cardinal,\\nOrdinal, and Multiplicative.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0034.jp2"}, "35": {"fulltext": "ETYMOLOGY, 29\\nThe Cardinal Adjectives denote the number or\\nquantity as, one^ two, three, four.\\nThe Ordinal Adjectives denote the order or arrange-\\nment as, first, second, third, fourth.\\nThe Multiplicatives denote how many times as,\\nsingle, double, triple.\\nII. COMPARISON OF ADJECTIVES.\\nAdjectives are varied by Comparison.\\nThe Degrees of Comparison are three. Positive,\\nComparative, and Superlative.\\nThe Positive Degree expresses the quality as, small,\\nwise.\\nThe Comparative Degree expresses the quality in a\\nhigher or lower degree as, smaller, wiser.\\nThe Superlative Degree expresses the quality in the\\nhighest or lowest degree as, smallest, wisest.\\nRegular Comparison.\\nThe Comparative Degree of Adjectives of one syllable\\nis usually formed by adding er, and the Superlative by\\nadding est, to the Positive as, great, greater, greatest.\\nAdjectives of more than one syllable are usually\\ncompared by prefixing to the Positive the words more\\nand most, less and least as, numerous more numerous,\\nmost numerous; less numerous, least numerous.\\nDissyllables ending in oiv, y, or e are usually compared by\\nadding er and est as, narrow, nartvwer, na7rowcst happy, hap-\\npier, happiest; able, abler, ablest.\\nSome adjectives form the Superlative by adding most to the\\nend of the word as, upper, uppermost.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0035.jp2"}, "36": {"fulltext": "m\\nELEMENTARY GRAMMAR.\\nIrregular Comparison.\\nPositive.\\nComparative.\\nSuperlative.\\nGood\\nbetter\\nbest\\nBad\\nworse\\nworst\\nLittle\\nless\\nleast\\nMuch\\nmore\\nmost\\nFnr\\nfarther\\nfurther\\nfarthest\\nfurthest\\nIJ Oil\\nCompare the following adjectives: large, small, straight,\\nhigh, long, wide, deep, heavy, happy, wealthy, lovely, lonely,\\nbeautiful, beloved, foolish, troublesome, unhappy, little, good,\\nbad.\\nExercises.\\nName the Nouns, Articles, and Adjectives in the following\\nsentences. Name the gender, number, person, and case of\\neach of the nouns. What does each of the adjectives and\\narticles modify? Name the degree of the adjectives used.\\nName the verb and its subject:\\nA wise son maketh a glad father.\\nWilliam wanted a sweeter orange.\\nA large vessel came to New York.\\nThe beautiful landscape resembles a bright picture.\\nHe gave a double eagle for a silk dress for his third\\ndaughter.\\nTwenty large vessels sailed up the river in one day.\\nWrite five examples of adjectives used in the positive\\ndegree.\\nWrite these adjectives in the comparative and in the\\nsuperlative degrees.\\nWrite five sentences, each containing one of these adjec-\\ntives.\\nWrite three sentences, each containing a cardinal adjec-\\ntive; three, each containing an ordinal adjective; three, each\\ncontaining a multiplicative adjective.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0036.jp2"}, "37": {"fulltext": "ETYMOLOGY. 31\\nIV. THE PRONOUN.\\nA Pronoun is a word used instead of a noun as,\\nThe man is happy, because he is benevolent/^\\nPronouns are divided into three classes Personal,,\\nRelative, and Adjective.\\nPersonal and Relative Pronouns have Gender, Number,\\nPerson, and Case. Adjective Pronouns have Number only.\\nL PERSONAL PRONOUNS.\\nThe Personal Pronouns are, thou, he, she, it; and\\ntheir plurals, tve, you, they.\\nThe Personal Pronouns are so called because they\\ndenote person by themselves, without reference to any\\nother word.\\nThe pronoun it is sometimes used indefinitely, that is,\\nwithout referring to any other word; as, It snows.\\nDeclension of the Personal Pronouns.\\nFirst Person Masc. or Fem.\\nSingular.\\nPlural.\\nNomTi^yt\\nNom. we\\nPoss. m^/, or mine\\nPoss. our^ or ours\\nObj. me.\\nObj. us.\\nSecond Person\\nMas. or Fem.\\nSingular.\\nPlural.\\nNom. thou\\nNom. you\\nPoss. thy^ or thine\\nPoss. youvy or yours\\nObj. thee.\\nObj. you.\\nThird Persoi\\nMasculine.\\nSingular.\\nPlural\\nNom. he\\nNom. they\\nPoss. his\\nPoss. their^ or theirs\\nObj. him.\\nObj. them.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0037.jp2"}, "38": {"fulltext": "32 ELEMENTARY GRAMMAR.\\nThird Person\u00e2\u0080\u0094 Feminine.\\nSingular.\\nNom. she\\nPoss. her J or hers\\nObj. her.\\nPlural.\\nNom. ^/ie^/\\nPoss. /TiezV, or theirs\\nObj. ^/iem.\\nThird Person Neuter.\\nSingular.\\nNom. it\\nPoss. its\\nObj. ^7.\\nPZwraL\\nNom. they\\nPoss. ^/i6ir, or theirs\\nObj. ^/lem.\\nRemarks on the Personal Pronouns.\\nThe person, gender, number, and case of a personal pro-\\nnoun are usually indicated by the form of the pronoun.\\nException 1. In the first and second persons, however,\\nthe gender is not indicated by the form of the pronoun, I,\\nthou, we, you. The prDnoun will be of the same gender as\\nthe noun to which the pronoun refers. Thus, in the sen-\\ntence, Mary, will you bring me the book? you is femi-\\nnine, because it refers to Mary. If the noun referred to is\\nnot given, as, Will you bring me the book? we say that\\nthe pronoun is either masculine or feminine.\\nException 2. So in the third person plural, they,\\ntheirs, them, the gender is not indicated by the form of\\nthe pronoun, but must be found by referring to the noun for\\nwhich the pronoun stands. Thus, in the sentences, The\\nboys were here when you saw them/^ The girls were here\\nwhen you saw them,^ The books were here when you saw\\nthem the pronoun them in the first sentence is mascu-\\nline, feminine in the second, and neuter in the third.\\nException 3. In the second person plural, you, and\\nin the third person singular neuter, it, the nominative and\\nobjective cases have the same form. Therefore, in any par-\\nticular instance, to know whether you and it are nomi-\\nnative or objective, we must refer to the general meaning of\\nthe sentence.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0038.jp2"}, "39": {"fulltext": "ETYMOLOGY, 33\\nExercises.\\nIn the following sentences, name the nouns, pronouns, ad-\\njectives, and articles. Name the class, properties, and use of\\neach. State what each article and each adjective modifies.\\nTo what noun does each pronoun refer? In what case is\\neach pronoun Name the verbs in each sentence, and name\\nthe subject of each.\\nMary lent her book to her cousin.\\nJohn lost his knife in the grove.\\nMy cousin brought her books with her.\\nThe girls recited their lessons to the teacher.\\nThe teacher said to the boys of her class, I wish you to\\ntake your slates and raise them quietly.\\nSee how it rains. It is a dark night.\\nWrite eight sentences, each containing one or more per-\\nsonal pronouns.\\nCompound Personal Pronouns.\\nThe Compound Personal Pronouns are myself thyself\\nhimself y herself y and itself with their plurals, ourselves,\\nyourselves, themselves.\\nExercise. Write eight sentences, each containing one or\\nmore of the compound personal pronouns.\\nII. RELATIVE PRONOUNS.\\nThe Relative Pronouns are, who, which, what, and\\nthat.\\nThe Relative Pronouns are so called because they\\nrelate to some word going before, called the anteced-\\nent as, The boy who wishes to be learned must be\\nstudious.^^\\nA Relative Pronoun is always of the same gender, number,\\nand person as its antecedent.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0039.jp2"}, "40": {"fulltext": "34 ELEMENTARY GRAMMAR.\\nWho is used in speaking of persons as, The gen-\\ntleman who called/^ ^^Tlie lady who sang.\\nWhich is used in speaking of inferior animals, or of\\nthings without life as, The horse which was bought/^\\nThe pencil which you gave to meJ\\nThat is sometimes used instead of who or which.\\nWhat, as a relative, takes the place of which when-\\never the antecedent is omitted, and is equivalent to the\\nthing which or the things which, hence, may be either\\nsingular or plural.\\nThis is the thing which I wanted. If we omit the ante-\\ncedent (thing), which must be changed to what. This is what\\nI wanted/\\nWho and which -are alike in both numbers, and are\\nthus declined\\nSing, and Plur.\\nNom. who\\nPoss. whose\\nObj. whom\\nSing, and Plur.\\nNom. which\\nPoss. whose\\nObj which.\\nWhat and that are indeclinable.\\nExercise. Write four sentences, each containing one or\\nmore relative pronouns.\\nCompound Relatives,\\nThe Compound Relatives are, whoever, whosoever,\\nwhichever, whichsoever, whatever, whatsoever. Tliey are\\nformed by adding ever and soever to the relatives who,\\nwhich, and what.\\nWhosoever is regularly declined like who thus,", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0040.jp2"}, "41": {"fulltext": "ETYMOLOGY. 35\\nSing, and Plur.\\nNom. whosoever\\nPoss. whosesoever\\nObj. whomsoever.\\nThe other Compound Relatives are indeclinable.\\nExercise. Write six sentences, each containing one or\\nmore of the compound relative pronouns.\\nInterrogatives and Responsives.\\nIn ashing questions, who^ which and what are called\\nInterrogatives,\\nIn answering questions, whoy whichy and what are\\ncalled Responsives.\\nExercises. In the following sentences, name the nouns,\\npronouns, articles, and adjectives. Give the class, properties,\\nand use of each.\\nWe should avoid all habits which injure the health.\\nA thief, who stole a cow which belonged to a poor man, was\\ncaught in the trap which had been laid for him.\\nChildren, who fear the Lord, obey their parents.\\nThe man, of whom I bought the knife, which I lost, gave a\\nbetter knife to me in its place.\\nThe bird, whose nest John robbed, uttered pitiful cries.\\nWrite three sentences, each containing an interrogative;\\nthree, each containing a responsive.\\nIII. ADJECTIVE PRONOUNS.\\nThe Adjective Pronouns are so called because they\\nmodify or limit a noun in the manner of an adjective;\\nthey are frequently called Pronominal Adjectives.\\nThe Adjective Pronouns are subdivided into three\\nclasses Distributive, Demonstrative, and Indefinite.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0041.jp2"}, "42": {"fulltext": "36 ELEMENTARY GRAMMAR.\\nI. DISTRIBUTIVES.\\nThe Distributive Adjective Pronouns are each, every,\\neither, neither.\\nThe Distributive Adjective Pronouns are so called, because\\nthey refer separately and singly to each person or thing of a\\nnumber of persons or things. The Distributives, therefore,\\nare all in the singular number.\\nEach is used when speaking of two or more; as, Each of\\nyou must go directly home. This will be correct whether it\\nis addressed to two persons, or to more than two.\\nEvery is never used except when speaking of more than\\ntwo. Example Every one of you must go directly home.\\nThis would not be correct if addressed to only two persons.\\nEach and every mean all that make up the number, although\\ntaken separately.\\nEither means one or the other, but not both. It is used,\\ntherefore, when speaking of but two persons or things.\\nNeither means not either.\\nExercise. Write four sentences, each containing a distrib-\\nutive adjective pronoun.\\nII. DKMONSTRATIVES.\\nThe Demonstrative Adjective Pronouns are this and\\nthat, with their plurals, these and those.\\nThe Demonstrative Adjective Pronouns are so called, be-\\ncause they point out in a definite manner the objects to\\nwhich they relate as, This boy recited well, but that boy\\ndid not; These men are officers, but those men are pri-\\nvates.\\nBxercise.^Write four sentences, each containing a demon-\\nstrative adjective pronoun.\\nIII. INDEFINITES.\\nThe Indefinite Adjective Pronouns are ar)y, all, such,\\nsomCy both, one, none, other, another.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0042.jp2"}, "43": {"fulltext": "ETYMOLOGY, 37\\nThe Indefinite Adjective Pronouns are so called because\\nthey point out in an indefinite manner the objects to which\\nthey relate.\\nOne, other, another are sometimes used as nouns. When\\nthus used, they are declined. Thus:\\nr Nom. One C Nom. Other\\nSing. I Poss. One^s Sing. Poss. Other^s\\n(Obj. One (obj. Other\\nilSTom. Ones Nom. Others\\nPoss. Ones* Plur. I Poss. Others\\nObj. Ones. (obj. Others.\\nExercises. In the following sentences, name the nouns,\\npronouns, articles, and adjectives used. Give the class,\\nproperties, and use of each. Give a reason for your answer\\nin each case. What does each article and each adjective\\nmodify? To what does each pronoun refer? Name each\\nverb and its subject:\\nEvery person who receives these favors, should be thankful\\nfor them.\\nThe father said to his son, Do you remember any of those\\nstories which your teacher told in either of his lectures?\\nWhere is that book which I gave to you on Monday, and\\nthat other book which you received on Tuesday? Ans. I\\nhave both books; each is in its right place.\\nWrite ten sentences, each containing one or more of the\\nindefinite adjective pronouns.\\n-\u00c2\u00bbo \u00c2\u00bb^o\\nV. THE VERB.\\nA Verb is a word used to assert or affirm as, John\\nstrikes the table.\\nExercises. Suppose I say, John walks; w^hat do I", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0043.jp2"}, "44": {"fulltext": "38 ELEMENTARY GRAMMAR.\\nassert or affirm of John Ans. That he walks. What part\\nof speech is walks? What is a verb?\\nIn the following sentences, what words are subjects? What\\nwords assert or affirm something of the subjects? What are\\nthese words called Why\\nThe man rode on a horse.\\nThe girl spoke to me.\\nClouds move over the earth.\\nThe man eats his dinner.\\nThe boy went to school early.\\nThe slate fell and broke.\\nWater runs down hill.\\nI heard a loud noise.\\nWilliam looks sick.\\nCharles is here.\\nThe horse was in the field.\\nThe fish are in the lake.\\nJohn was in the boat.\\nThe boys were in the barn.\\nThe girls are in the parlor.\\nThe horses were in the stable.\\nExercises. A verb is necessary to make a complete sen-\\ntence, that is, a sentence in which something is asserted or\\naffirmed. In the following sentence, supply some word\\nwhich will complete the sentence and make it affirm some-\\nthing Susan into the house. What part of speech is\\nthe word What is a verb\\nSupply a verb in each of the following sentences\\nThe rain upon the earth.\\nI you there.\\nThey him in the field.\\nThe cows in the meadow.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0044.jp2"}, "45": {"fulltext": "ETYMOLOGY. 39\\nBirds in the air.\\nThe boys in school.\\nSummer hotter than winter.\\nThe horse the wagon.\\nI. ATTRIBUTES OF VERBS.\\nVerbs have the attributes of Voice, Mood, Tense,\\nNumber, and Person.\\nCertain parts of the verb are called Participles.\\nI. VOICE.\\nVoice is that attribute of the verb which denotes\\nwhether the subject of the verb acts, or is acted upon.\\nVerbs have two voices, the Active, and the Passive.\\nThe Active Voice is that form of the verb which\\ndenotes that the subject acts, or does the thing men-\\ntioned as, John strikes the table.\\nThe Passive Voice is that form of the verb which\\ndenotes that the subject is acted upon as, The table\\nis struck by John.\\nExercises. In what voice is the verb in each of the fol-\\nlowing sentences? Change the voice of the verb where pos-\\nsible, and write the sentence with the verb so changed.\\nThe birds flew over the house.\\nMary studies her lessons.\\nThe lessons were studied by Mary.\\nHenry caught a fish in the lake.\\nThe squirrel was caught in the trap by John.\\nThe sheep were watched by the shepherd.\\nThe soldiers marched to the fort.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0045.jp2"}, "46": {"fulltext": "40 ELEMENTARY GRAMMAR.\\nThe fish were caught in a net by the sailor.\\nThe army is commanded by the general.\\nWrite three sentences containing a verb in the Active\\nVoice. Three, containing a verb in the Passive Voice.\\nII. MOOD.\\nMood is that attribute of a verb by which it denotes\\nthe manner or way in which the assertion is expressed.\\nVerbs have five Moods: the Indicative, the Subjunc-\\ntive, the Potential, the Imperative, and the Infinitive.\\nThe Indicative Mood is that form of the verb in\\nwhich the assertion is expressed directly and without\\nlimitation as, He writes.\\nThe Indicative mood is also used in asking direct ques-\\ntions as. Does the sun shine Does my mother love me\\nThis is sometimes called the Interrogative form.\\nThe Subjunctive Mood is that form of the verb in\\nwhich the assertion is expressed as a supposition, a\\nwish, or a future contingency as, If it rain this after-\\nnoon, you must not go. I would I were a boy again.\\nThough he fall, he shall not be utterly cast down.\\nThe Subjunctive mood is generally preceded by a conjunc-\\ntion, such as if J though, although, unless, except, whether, lest.\\nThe Subjunctive mood is always accompanied by another\\nverb in some other mood. Without this it cannot make com-\\nplete sense. Thus, If he study diligently, he will improve.\\nThe Potential Mood is that form of the verb which\\nexpresses possibility, liberty, power, willingness, or obli-\\ngation as, he can write he may write he must write\\nyou could write.\\nExplanation. To say, A thing may he, or might he, ex-", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0046.jp2"}, "47": {"fulltext": "ETYMOLOGY. 41\\npresses possibility. To say, You may do it, or You might do\\nit, is giving liberty to do it. To say, You can do it, or You\\ncould do it, shows that you have the power to do it. To say,\\nYou would do it, expresses a willingness to do it. To say, You\\nmust do it, expresses an obligation to do it.\\nThe Potential mood is also used in asking questions as,\\nMay I write Must I write\\nA verb in the Potential mood is always accompanied\\nby some one of the words, may^ can, must, might, could,\\nwould, should and this accompanying word is consid-\\nered a part of the verb.\\nThe Imperative Mood is that form of the verb\\nwhich is used to command, exhort, entreat, or permit\\nas, Write the copy according to the directions Father,\\nforgive us.\\nThe subject of a verb in the Imperative mood is always\\nthou or you, but it is seldom expressed. Example Sit still,\\nmeans Thou or you sit still.\\nThe Infinitive Mood is that form of the verb w hich\\nis not limited to a subject, or which has no subject as.\\nTo write.\\nExercises.\u00e2\u0080\u0094 In the following sentences select all the verbs,\\nand state the voice and mood of each\\nCharles studies his lesson.\\nThe boys caught a rabbit in the woods.\\nThe rabbit was caught by the boys.\\nThe lesson was assigned by the teacher.\\nIf he study his lesson he will improve.\\nThough he slay me yet will I trust him.\\nIf the lesson be recited properly, the class will be dismissed.\\nMary must return home when her task is finished.\\nThe letter may be returned by the postman.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0047.jp2"}, "48": {"fulltext": "42 ELEMENTARY GRAMMAR,\\nIf I had a book I would study the lesson.\\nCharles, bring me that book.\\nBoys, study your lessons.\\nGod said, Children, obey your parents. You should\\nkeep this commandment, if you wish to obtain the reward,\\nwhich he promises, that your days may be long in the\\nland.\\nThe shepherd takes care of his sheep. If they wander\\nnear a precipice, he uses a crook to draw them away, for\\nthey are timid animals. If he ran towards them, they might\\nfall over into the gulf.\\nListen to the merry bells. I listen to them with delight.\\nYou may listen to them without growing weary, if you de-\\nlight to listen to sweet music.\\nWrite three sentences, each containing a verb in the In-\\ndicative mood; three in each of the other Moods.\\nWith a given subject write five sentences containing verbs\\nin the indicative mood.\\nWith other given subjects write five sentences in the sub-\\njunctive mood, in the potential mood, in the imperative\\nmood.\\nIII. TENSE.\\nTense is that attribute of a verb by which it ex-\\npresses distinctions of Time.\\nThere are six Tenses the Present, the Past, the\\nFuture, the Present-Perfect, the Past-Perfect, and the\\nFuture-Perfect.\\nThe Present, Past, and Future are called Primary\\nTenses the Present-Perfect, Past-Perfect, and Future-\\nPerfect are called Secondary Tenses.\\nThe Present Tense is that form of the verb which\\ndenotes simply present time as, I write.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0048.jp2"}, "49": {"fulltext": "ETYMOLOGY. 43\\nThe Past Tense is that form of the verb which\\ndenotes simply past time as, I wrote.\\nThe Future Tense is that form of the verb which\\ndenotes simply future time as, I shall write.\\nThe Present-Perfect Tense is that form of the verb\\nwhich denotes what is past and finished, but which is\\nconnected also with the present time as, I have written\\na letter this week.\\nExplanation. An event may be past and finished, when\\nthe period of time referred to is not all past, but comes down\\nto the present moment. Thus I have recited my lesson\\nthis morning/^ Here this morning is the period of time\\nreferred to, and this period is not all past yet. But the recit-\\ning of the lesson was completed in a period of time of which\\nthe present time is a part. It is therefore a past and finished\\nact, but connected also with the present time.\\nThe Past-Perfect Tense is that form of the verb\\nwhich denotes what was past and finished, before some\\nother event which is also past; as, I had written the\\nletter, before it was called for.\\nExplanation. An event may have happened some time\\nago, and before another event which also happened some\\ntime ago. Thus I had washed my hands when they called\\nme to breakfast. Here the washing and the calling both\\noccurred in past time, but the washing occurred before the\\ncalling.\\nThe Future-Perfect Tense is that form of the verb\\nwhich denotes a future time prior to some other time\\nwhich is itself future as, I shall have written the letter\\nbefore it will be called for.\\nExplanation. Here, the writing of the letter and the\\ncalling for it are both future. They are both to take place", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0049.jp2"}, "50": {"fulltext": "44 ELEMENTARY GRAMMAR,\\nhereafter. But the writing will be done and finished before\\nthe calling for it.\\nExercises. Name the tense of each of the verbs con-\\ntained in the following sentences\\nI have many friends.\\nHe is strong in hope.\\nJohn was hopeful of the result.\\nWe have studied our lessons to-day.\\nWill you read so that you can be heard?\\nWashington determined to attack the enemy.\\nThough he was rich, yet for our sakes he became poor.\\nRainy and cold as it was, we were compelled to go out.\\nJames should have answered when his name was called.\\nHe had reached this decision after he came to the place.\\nI shall have studied my lesson before you are prepared to\\ngo out.\\nIn what voice and mood is each verb given?\\nWrite sentences each containing one or more of the fol-\\nlowing verbs:\\nSpeak, hear, bring, obey, praise, blame, whistle, rejoice,\\ndeceive, betray, sleep, go, play, retire, listen.\\nChange the tense of the verbs used in the sentences given.\\nIV. PARTICIPLES.\\nA Participle is that form of the verb which partakes\\nof the nature both of a verb and of an adjective.\\nThe Participles are three the Present, the Past or\\nPerfect, and the Compound-Perfect.\\nThe Present Participle denotes that which is now\\nin progress as, going being, livingy working. The Pres-\\nent participles all end in ing.\\nThe Past or Perfect Participle denotes that which", "height": "4231", "width": "2503", "jp2-path": "elementarygramma01hart_0050.jp2"}, "51": {"fulltext": "ETYMOLOGY, 45\\nis complete or finished as, written^ stolen^ added. It\\neither ends in ed, or has an irregular form, as shown\\nin the list of irregular verbs.\\nThe Compound-Perfect Participle denotes that\\nwhich is finished before something else mentioned as,\\nhaving writteUy having stolen, having added.\\nExercises. In the following examples, name the partici-\\nple, tell the kind, and state how it is used\\nThe bells are ringing.\\nShe sat near him, writing a letter.\\nStones came rattling from the clifi*.\\nMary, being disgusted, retired from the room.\\nA cunning fox, prowling around a farmyard, saw some\\nchickens scratching vigorously for the grain hidden among\\nthe chaff.\\nHaving concealed his valuables, he came from his hiding\\nplace and, approaching the visitors, desired to know their\\nmission. They, surprised at his appearance, and becoming\\nalarmed, left him standing in the road.\\nV. NUMBER AND PERSON.\\nVerbs have variations of form, to correspond with\\nthe number and person of their subject. These varia-\\ntions are called the Numbers and Persons of the verb.\\nVerbs have two numbers, Singular and Plural and\\nthree Persons First, Second, and Third. Thus\\nSingular.\\nFirst Person, I am.\\nSecond Person. Thou art.\\nThird Person, He is.\\nPlural.\\nFirst Person. We are.\\nSecond Person. You are.\\nThird Person. They are.\\nII. CLASSES OF VERBS.\\nVerbs are divided into the following classes Transi-\\ntive, Intransitive Regular, Irregular De-\\nfective, and Auxiliary,", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0051.jp2"}, "52": {"fulltext": "46 ELEMENTARY GBAMMAE.\\nI. TRANSITIVE AND INTRANSITIVE VERBS.\\nA Transitive Verb is one which requires an objec-\\ntive case to complete the meaning as, James writes a\\nletter.\\nAn Intransitive Verb is one which does not require\\nan objective case to complete the meaning as, John\\nsleepsJ^\\nExplanation. In the sentences, James touched Peter y^\\nJames touched him,, if the object is left out, and we say\\nsimply James touched, the meaning is incomplete.\\nSome verbs are used both transitively and intransitively;\\nas, *He reads well, ^^He reads a book.\\nIntransitive verbs are not used in the Passive Voice thus,\\nwe may say to laugh^ but not to be laughed.\\nExercises. Which of the following verbs are transitive,\\nand which are intransitive? Hurt, lift, walk, sit, believe,\\nforget, say, rise, raise, fly, go, depart.\\nIn the following sentences, state which verbs are transitive\\nand which are intransitive\\nThe fire burns.\\nBees make honey.\\nThe eagle screams.\\nFoxes eat chickens.\\nJames caught a fish.\\nRoses bloom in June.\\nThe boy raked the field.\\nThou shalt not destroy life.\\nThe eagle eats small animals.\\nIron is found in Pennsylvania.\\nTall oaks grow from little acorns.\\nThe hunter found the crowd s nest and destroyed it.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0052.jp2"}, "53": {"fulltext": "ETYMOLOGY, 47\\nWrite sentences, each containing one or more of the fol-\\nlowing verbs in the active voice\\nLead, know, see, fear, pursue, punish, contemplate, desire,\\nbuild, scare.\\nRewrite the sentences, changing the verb to the passive\\nform.\\nII. REGULAR AND IRREGULAR VERBS.\\nA Regular Verb is one that forms its Past Tense\\nand its Past Participle by the addition of ed to its\\npresent tense as, Present, walk Past, walked Past\\nParticiple, walked.\\nAn Irregular Verb is one that does not form its\\nPast Tense and Past Participle by the addition of ed\\nto its present tense as. Present, write Past, wrote\\nPast Participle, written.\\nExampl\\nas of Regular\\nVerbs.\\nPresent Tense.\\nPast Tense.\\nPast Participle.\\nLive,\\nlived,\\nlived.\\nLove,\\nloved,\\nloved.\\nInstruct,\\ninstructed.\\ninstructed.\\nPortray,\\nportrayed.\\nportrayed.\\nWalk,\\nwalked,\\nwalked.\\nExercises. Write ten regular verbs. Write ten sentences,\\neach containing one or more of these verbs.\\nThe Irregular Verbs.\\nPresent.\\nPast.\\nPast Part.\\nAbide,\\nabode,\\nabode.\\nAm, Is,\\nwas,\\nbeen.\\nArise,\\narose,\\narisen.\\nAwake,\\nawoke,\\nawaked,\\nawaked.\\nBear {to bring forth)\\nbore, bare,\\nborn.\\nBear {to cm\\nrry),\\nbore,\\nborne.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0053.jp2"}, "54": {"fulltext": "48\\nELEMENTARY GRAMMAR.\\nPresent.\\nPast.\\nPast Part.\\nBeat,\\nbeat.\\nbeat, beaten.\\nBegin,\\nbegan.\\nbegun.\\nBend,\\nbended, bent,\\nbended, bent.\\nBereave,\\nbereaved, bereft,\\nbereaved, bereft.\\nBeseech,\\nfeesought,\\nbesought.\\nBestride,\\nbestrid, bestrode,\\nbestrid, bestridden,\\nBid,\\nbid, bade.\\nbid, bidden.\\nBind,\\nbound.\\nbound.\\nBite,\\nbit.\\nbitten, bit.\\nBleed,\\nbled.\\nbled.\\nBlow,\\nblew.\\nblown.\\nBreak,\\nbroke,\\nbroken.\\nBreed,\\nbred,\\nbred.\\nBring,\\nbrought,\\nbrought.\\nBuild,\\nbuilt, builded.\\nbuilt, builded.\\nBurn,\\nburned, burnt.\\nburned, burnt.\\nBurst,\\nburst.\\nburst.\\nBuy,\\nbought.\\nbought.\\nCast,\\ncast.\\ncast.\\nCatch,\\ncaught, catch ed,\\ncaught, catched.\\nChide,\\nchid.\\nchid, chidden.\\nChoose,\\nchose,\\nchosen, chose.\\nCleave {to split),\\ncleft, clove.\\ncleft, cloven.\\nCling,\\nclung,\\nclung.\\nClothe,\\nclothed, clad,\\nclothed, clad.\\nCome,\\ncame,\\ncome.\\nCost,\\ncost.\\ncost.\\nCreep,\\ncrept.\\ncrept.\\nCrow,\\ncrew, crowed,\\ncrowed.\\nCut,\\ncut,\\ncut.\\nDare {to venture),\\ndared, durst.\\ndared.\\nDeal,\\ndealed, dealt.\\ndealed, dealt.\\nDig,\\ndug, digged.\\ndug, digged.\\nDo,\\ndid.\\ndone.\\nDraw,\\ndrew,\\ndrawn.\\nDream,\\ndreamed, dreamt.\\ndreamed, dreamt.\\nDrink,\\ndrank,\\ndrunk.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0054.jp2"}, "55": {"fulltext": "ETYMOLOGY.\\nPresent.\\nPast.\\nPast Part.\\nDrive,\\ndrove,\\ndriven.\\nDwell,\\ndwelled, dwelt,\\ndwelled, dwelt.\\nEat,\\neat, ate,\\neat, eaten.\\nFall,\\nfell,\\nfallen.\\nFeed,\\nfed.\\nfed.\\nFeel,\\nfelt,\\nfelt.\\nFight,\\nfought,\\nfought.\\nFind,\\nfound,\\nfound.\\nFlee,\\nfled,\\nfled.\\nFling,\\nflung.\\nflung.\\nFly,\\nflew.\\nflown.\\nForsake,\\nforsook,\\nforsaken.\\nFreeze,\\nfroze,\\nfrozen.\\nGet,\\ngot,\\ngot, gotten.\\nGild,\\ngilded, gilt,\\ngilded, gilt.\\nGird,\\ngirded, girt.\\ngirded, girt.\\nGive,\\ngave,\\ngiven.\\nGo,\\nwent,\\ngone.\\nGrave,\\ngraved.\\ngraven, graved\\nGrind,\\nground.\\nground.\\nGrow,\\ngrew,\\ngrown.\\nHang,\\nhanged, hung.\\nhanged, hung.\\nHave,\\nhad,\\nhad.\\nHear,\\nheard.\\nheard.\\nHeave,\\nheaved, hove.\\nheaved.\\nHew,\\nhewed,\\nhewed, hewn.\\nHide,\\nhid.\\nhid, hidden.\\nHit,\\nhit,\\nhit.\\nHold,\\nheld,\\nheld.\\nHurt,\\nhurt,\\nhurt.\\nKeep,\\nkept,\\nkept.\\nKneel,\\nkneeled, knelt.\\nkneeled, knelt.\\nKnit,\\nknit, knitted,\\nknit, knitted.\\nKnow,\\nknew,\\nknown.\\nLade,\\nladed.\\nladed, laden.\\nLay,*\\nlaid.\\nlaid.\\nif\\nLay (transitive), To place; to put\\nto cause to lie.\\n49", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0055.jp2"}, "56": {"fulltext": "50\\nELEMENTARY GRAMMAR.\\nPresent\\nPast\\nPast Part\\nLead,\\nled.\\nled.\\nLeave,\\nleft.\\nleft.\\nLend,\\nlent.\\nlent.\\nLet,\\nlet,\\nlet.\\nLie,*\\nlay,\\nlain.\\nLight,\\nlighted, lit,\\nlighted, lit.\\nLose,\\nlost,\\nlost.\\nMake,\\nmade.\\nmade.\\nMean,\\nmeant,\\nmeant.\\nMeet,\\nmet.\\nmet.\\nMow,\\nmowed.\\nmowed, mown.\\nPay,\\npaid,\\npaid.\\nPen (to coop)y\\npenned, pent,\\npenned, pent.\\nPut,\\nput.\\nput.\\nQuit,\\nquit, quitted,\\nquit, quitted.\\nBead,\\nread,\\nread.\\nRend,\\nrent,\\nrent.\\nRid,\\nrid, ridded.\\nrid, ridded.\\nRide.\\nrode.\\nridden.\\nRing,\\nrang, rung,\\nrung.\\nRise,\\nrose,\\nrisen.\\nRive,\\nrived,\\nrived, riven.\\nRun,\\nran, run.\\nrun.\\nSay,\\nsaid,\\nsaid.\\nSaw,\\nsawed,\\nsawed, sawn.\\nSee,\\nsaw,\\nseen.\\nSeek,\\nsought.\\nsought.\\nSeethe,\\nseethed.\\nseethed, sodden.\\nSell,\\nsold,\\nsold.\\nSend,\\nsent,\\nsent.\\nSet,t\\nset.\\nset.\\nShake,\\nshook,\\nshaken.\\nShape,\\nshaped,\\nshaped, shapen.\\nLie (intransitive), To be at rest in a horizontal position; to recline,\\nto rest; to remain.\\nt Set (transitive), To place; to affix; to adjust; to plant; intransi-\\ntive), To fall below the horizon, as the sun.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0056.jp2"}, "57": {"fulltext": "ETYMOLOGY.\\n5\\nPresent\\nPast.\\nPast Part.\\nShave,\\nshaved.\\nshaved, shaven.\\nShear,\\nsheared.\\nsheared, shorn.\\nShed,\\nshed,\\nshed.\\nShine,\\nshone, shined.\\nshone, shined.\\nShoe,\\nshod.\\nshod.\\nShoot,\\nshot.\\nshot.\\nShow,\\nshowed.\\nshown, showed.\\nShred,\\nshred.\\nshred.\\nShrink,\\nshrunk.\\nshrunk.\\nShut,\\nshut.\\nshut.\\nSing,\\nsung, sang.\\nsung.\\nSink,\\nsunk, sank.\\nsunk.\\nSit,^\\nsat.\\nsat.\\nSlay,\\nslew,\\nslain.\\nSleep,\\nslept.\\nslept.\\nSlide,\\nslid,\\nslid, slidden.\\nSling,\\nslung.\\nslung.\\nSlink,\\nslunk.\\nslunk.\\nSlit,\\nslit, slitted,\\nslit, slitted.\\nSmell,\\nsmelled, smelt.\\nsmelled, smelt.\\nSmite,\\nsmote,\\nsmitten, smit.\\nSow,\\nsowed,\\nsowed, sown.\\nSpeak,\\nspoke, spake,\\nspoken.\\nSpeed,\\nsped, speeded.\\nsped, speeded.\\nSpell,\\nspelled, spelt.\\nspelled, spelt.\\nSpend,\\nspent,\\nspent.\\nSpill,\\nspilled, spilt.\\nspilled, spilt.\\nSpin,\\nspun,\\nspun.\\nSpit,\\nspit, spat.\\nspit.\\nSplit,\\nsplit, splitted.\\nsplit, splitted.\\nSpoil,\\nspoiled, spoilt.\\nspoiled, spoilt.\\nSpread,\\nspread.\\nspread.\\nSpring,\\nsprung, sprang,\\nsprung.\\nStand,\\nstood,\\nstood.\\nStave,\\nstaved, stove.\\nstaved, stove.\\nSit To be in any local position to rest\\nto hold a session; to incu-\\nhate.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0057.jp2"}, "58": {"fulltext": "52\\nELEMENTARY GRAMMAR.\\nPresent\\nPast\\nPast Part\\nStay,\\nstayed, staid,\\nstayed, staid.\\nSteal,\\nstole.\\nstolen.\\nStick,\\nstuck,\\nstuck.\\nSting,\\nstung,\\nstung.\\nStink,\\nstunk.\\nstunk.\\nStrew,\\nstrewed,\\nstrewed, strewn.\\nStride,\\nstrid, strode.\\nstrid, stridden.\\nStrike,\\nstruck.\\nstruck, stricken.\\nString,\\nstrung,\\nstrung.\\nStrive,\\nstrove.\\nstriven.\\nSwear,\\nswore.\\nsworn.\\nSweat,\\nsweat, sweated,\\nsweat, sweated.\\nSweep,\\nswept,\\nswept.\\nSwell,\\nswelled.\\nswelled, swollen.\\nSwim,\\nswam, swum.\\nswum.\\nSwing,\\nswung.\\nswung.\\nTake,\\ntook,\\ntaken.\\nTeach,\\ntaught,\\ntaught.\\nTear,\\ntore,\\ntorn.\\nTell,\\ntold,\\ntold.\\nThink,\\nthought.\\nthought.\\nThrive,\\nthrived.\\nthrived, thriven.\\nThrow,\\nthrew,\\nthrown.\\nThrust,\\nthrust.\\nthrust.\\nTread,\\ntrod.\\ntrod, trodden.\\nWeave,\\nwove.\\nwoven, wove.\\nWeep,\\nwept.\\nwept.\\nWet,\\nwet, wetted.\\nwet, wetted.\\nWin,\\nw^on.\\nwon.\\nWind,\\nwound.\\nwound.\\nWork,\\nworked, wrought,\\nworked, wrought.\\nWring,\\nwrung.\\nwrung.\\nWrite,\\nwrote,\\nwritten.\\nExercises. Fill the blanks with the proper verb sit or set\\nin the following sentences\\ndown and rest.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0058.jp2"}, "59": {"fulltext": "ETYMOLOGY. 53\\nA hen on eggs.\\nWe on a horse.\\nWe around the table.\\nThe sun at five o clock.\\nWe the duck on her nest.\\nHe down to take a short rest.\\nThe boys by the lake watching the fish.\\nIII. DEFECTIVE VERBS.\\nA Defective Verb is one that is not used in all the\\nMoods and Tenses as, must, ought, quoth.\\nIV. AUXILIARY VERBS.\\nAn Auxiliary Verb is one which helps to form the\\nMoods and Tenses of other verbs.\\nThe auxiliary verbs are, shall, may, can, must, be, do,\\nhave, and will.\\nExercise. Give the meaning of each of the auxiliary\\nverbs, and write each of them in a sentence.\\nRemarks on the Auxiliary Verbs.\\nAuxiliary, or helping, verbs are so called because by their\\nhelp the other verbs form most of their moods and tenses.\\nBCj do^ havSy and sometimes will, are also used as princi-\\npal verbs as, they unay he here they do nothing they hxive\\nnothing they will it to be so. As principal verbs, they have\\nall the moods and tenses which other verbs have.\\nBe, as an Auxiliary, is used in all its moods, tenses, num-\\nbers, and persons, in forming the passive voice of other verbs\\nas, I am loved, I was loved, I have been loved.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0059.jp2"}, "60": {"fulltext": "54\\nELEMENTARY GRAMMAR.\\nIII. CONJUGATION.\\nThe Conjugation of a verb is the orderly arrange-\\nment of its voices, moods, tenses, numbers, and persons.\\nThe verb To Be is irregular and intransitive, and has no\\nvoice. Voice is an attribute of transitive verbs only.\\nConjugation of the Verb To Be.\\nINDICATIVE MOOD.\\nSingular,\\n1. I am.\\n2. Thou art.\\n3. He is.\\nSingular.\\n1. I was.\\n2. Thou wast.\\n3. He was.\\nSingular.\\n1. I shall be.\\n2. Thou wilt be.\\n3. He will be.\\nPresent Tense.\\nPlural.\\n1. We are.\\n2. You are.\\n3. They are.\\nPast Tense.\\nPlural.\\n1. We were.\\n2. You were.\\n3. They were.\\nFuture Tense.\\nPlural.\\n1. We shall be.\\n2. You will be.\\n3. They will be.\\nPresent-Perfect Tense.\\nSingular. Plural.\\n1. I have been. 1. We have been.\\n2. Thou hast been. 2. You have been.\\n3. He has been. 3. They have been\\nPast-Perfect Tense.\\nSingular. Plural.\\n1. I had been. 1. We had been.\\n2. Thou hadst been. 2. You had heen.\\n3. He had heen. 3. They had been.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0060.jp2"}, "61": {"fulltext": "ETYMOLOGY.\\n56\\nFuture-Perfect Tense.\\nSingular. Plural.\\n1. I shall have been. 1. We shall have been.\\n2. Thou wilt have been. 2. You will have been.\\n3. He will have been. 3. They will have been.\\nSingular.\\n1. If I be.\\n2. If thou be.\\n3. If he be.\\nSUBJUNCTIVE MOOD.\\nPresent Tense.\\nPlural.\\n1. If we be.\\n2. If you be.\\n3. If they be.\\nSingular.\\n1. If I were.\\n2. If thou wert.\\n3. If he were.\\nPast Tense.\\nPlural.\\n1. If we were.\\n2. If you were.\\n3. If they were.\\nSingular.\\n1. I may be.\\n2. Thou mayst be.\\n3. He may be.\\nPOTENTIAL MOOD.\\nPresent Tense.\\nPlural.\\n1. We may be.\\n2. You may be.\\n3. They may be.\\nSingular.\\n1. I might be.\\n2. Thou mightst be.\\n3. He might be.\\nPast Tense.\\nPlural.\\n1. We might be.\\n2. You might be.\\n3. They might be.\\nPresent-Perfect Tense.\\nSingular. Plural.\\n1. I may have been. 1. We may have been.\\n2. Thou mayst have been. 2. You may have been.\\n3. He may have been. 3. They may have been.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0061.jp2"}, "62": {"fulltext": "5G ELEMENTARY GRAMMAR.\\nPast-Perfect Tense,\\nlingular. Plural.\\n1. I might have been. 1. We might have been.\\n2. Thou mightst have been. 2. You might have been.\\n3. He might have been. 3. They might have been.\\nIMPERATIVE MOOD.\\nPresent Tense.\\nSingular. Plural.\\n2. Be, or be thou. 2. Be, or be you.\\nINFINITIVE MOOD.\\nPresent, To be. Present- Perfect. To have been.\\nPARTICIPLES.\\nPresent, Being. Past or Perfect. Been.\\nCompound-Perfect. Having been.\\nRemarks on the Conjugation.\\nIn the formation of the Futures, we have two Auxilia-\\nries, shall and will. For the expression of simple futurity,\\nwe use shall in the First Person, and will in the Second and\\nThird Persons, as given in the table. On the other hand, by\\nusing will in the First Person, we express the determination\\nof the speaker for himself and associates by using shall in\\nthe Second and Third Persons, we express the determination\\nof the speaker as to the actions or states of others. In other\\nwords, shall in the First Person, and will in the Second and\\nThird Persons, foretell or express a future action. Will in\\nthe First Person, and shall in the Second and Third Persons,\\nexpress a promise or a threat.\\nThe singular form, thou art, is now used only in acts\\nof worship, or on other solemn occasions. In ordinary dis-\\ncourse, in addressing one person, we say you are, you were^\\netc., the meaning being singular, although the form is plural.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0062.jp2"}, "63": {"fulltext": "ETYMOLOGY. 57\\nIn the third person, the subject of the verb may be any\\nof the personal pronouns, he^ she, it; any of the relative pro-\\nnouns, who, which, what, that, etc., or any noun. For conven-\\nience in reciting the conjugations, one subject only is in-\\nserted.\\nIn the Potential mood the auxiliary may be\\nIn the Present tense, may, can, or must\\nIn the Past tense, might, could, would, or should\\nIn the Present-Perfect tense, may have, can have, or must\\nhave\\nIn the Past-Perfect tense, might have, could have, would have,\\nor should have.\\nExercises.\u00e2\u0080\u0094 Fill the blanks with shall or will:\\nI set the table\\nI go to town this afternoon, but my sister go\\nto-morrow.\\nHow old you be in October?\\nMary is determined that the boy help her.\\nI call the boys\\nWe have to run to catch the train.\\nShe meet you at her cousin^s house.\\nI call for you as I pass the house\\nIf you come into the next room, I think we see\\nhim.\\nI be permitted to speak to the lady\\nI drown, nobody help me.\\nwe be contented\\nYou be satisfied.\\nI go to the circus.\\nThere be no danger as father go.\\nWhen I receive the money\\nWhat dress I wear\\nThey not remain in the house.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0063.jp2"}, "64": {"fulltext": "58 ELEMENTARY GRAMMAR.\\nyou take part in the exercises\\nI wonder if Lucy remember to tell her mother.\\nDo you think we have a good time\\nConjugation of the verb To Love.\\nI. ACTIVE VOICE.\\nINDICATIVE MOOD.\\nPresent Tense.\\nSingular,\\nPlural,\\n1.\\nI love.\\n1. We love.\\n2.\\nThou lovest.\\n2. You love.\\n3.\\nHe loves.\\n3. They love.\\nPast Tense,\\nSingular,\\nPlural.\\n1.\\nI loved.\\n1. We loved.\\n2.\\nThou lovedst.\\n2. You loved.\\n3.\\nHe loved.\\n3. They loved.\\nFuture Tense,\\nSingular.\\nPlural.\\n1.\\n1 shall love.\\n1. We shall love.\\n2.\\nThou wilt love.\\n2. You will love.\\n3.\\nHe will love.\\n3. They will love,\\nPresent-Perfect Tense.\\nliar. Plural.\\n1. I have loved. 1. We have loved.\\n2. Thou hast loved. 2. You have loved.\\n3. He has loved. 3. They have loved.\\nPast-Perfect Tense.\\nSingular, Plural.\\n1. I had loved. 1. We had loved.\\n2. Thou hadst loved. 2. You had loved.\\n3. He had loved. 3. They had loved.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0064.jp2"}, "65": {"fulltext": "ETYMOLOGY.\\n59\\nFuture-Perfect Tense.\\nSingular. Plural.\\n1. I shall have loved. 1. We shall have loved.\\n2. Thou wilt have loved. 2. You will have loved.\\n3. He will have loved. 3. They will have loved.\\nSUBJUNCTIVE MOOD.\\nPresent Tense.\\n1.\\nSingular.\\nIf I love.\\nPlural.\\n1. If we love.\\n2.\\nIf thou love.\\n2. If you love.\\n3.\\nIf he love.\\n3. If they love.\\nPast Tense.\\n1.\\nSingular.\\nIf I loved.\\nPlural.\\n1. If we loved.\\n2.\\nIf thou loved.\\n2. If you loved.\\n3.\\nIf he loved.\\n3. If they loved.\\nPOTENTIAL MOOD.\\nPresent Tense.\\n1.\\n2.\\nSingular.\\nI may love.\\nThou niaj^st love.\\nPlural.\\n1. We may love.\\n2. You may love.\\n3.\\nHe may love.\\n3. They may love.\\nPast Tense.\\n1.\\n2.\\n3.\\nSingular.\\nI might love.\\nThou mightst love.\\nHe might love.\\nPlural.\\n1. We might love.\\n2. You might love.\\n3. They might love.\\nPresent-Perfect Tense.\\nSingular. Plurah\\n1. I may have loved. 1. We may have loved.\\n2. Thou mayst have loved. 2. You may have loved.\\n3. He may have loved. 3. They may have loved.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0065.jp2"}, "66": {"fulltext": "60\\nELEMENTARY GRAMMAR,\\nPast-Perfect Tense,\\nSingular. Plural.\\n1. I might have loved. 1. We might have loved.\\n2. Thou mightet have loved. 2. You might have loved.\\n3. He might have loved. 3. They might have loved.\\nSingular.\\nLove, or love thou\\nIMPERATIVE MOOD.\\nPresent Tense.\\nPlural.\\nLove, or love you.\\nINFINITIVE MOOD.\\nPresent. To love. Present- Perfect. To have loved.\\nPAETICIPLES.\\nPresent. Loving. Past or Perfect. Loved.\\nCompound-Perfect. Having loved.\\nII. PASSIVE VOICE.\\nThe Passive Voice of a verb is formed by placing\\nbefore its Past Participle the various moods, tenses,\\nnumbers, and persons of the verb To be.\\nSingular.\\n1. I am loved.\\n2. Thou art loved\\n3. He is loved.\\nINDICATIVE MOOD.\\nPresent Tense.\\nPlural.\\n1. We are loved.\\n2. You are loved.\\n3. They are loved.\\nSingular.\\n1. I was loved.\\n2. Thou wast loved.\\n3. He was loved.\\nPast Tense.\\n1.\\n2.\\n3.\\nPlural.\\nWe were loved.\\nYou were loved.\\nThey were loved.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0066.jp2"}, "67": {"fulltext": "ETYMOLOGY. 61\\nFuture Tense.\\nSingular. Plural,\\n1. I shall be loved. 1. We shall be loved.\\n2. Thou wilt be loved. 2. You will be loved.\\n3. He will be loved. 3. They will be loved.\\nPresent-Perfect Tense.\\nSingular. Plural.\\n1. I have been loved. 1. We have been loved.\\n2. Thou hast been loved. 2. You have been loved.\\n3. He has been loved. 3. They have been loved.\\nPaM Perfect Tense.\\nSingtdar. Plural.\\n1. I had been loved. 1. We had been loved.\\n2. Thou hadst been loved. 2. You had been loved.\\n3. He had been loved. 3. They had been loved.\\nFuture-Perfect Tense.\\nSingular. Plural.\\n1. I shall have been loved. 1. We shall have been loved.\\n2. Thou wilt have been loved. 2. You will have been loved.\\n3. He will have been loved. 3. They will have been loved.\\nSUBJUNCTIVE MOOD.\\nPresent Tense.\\nSingular. Plural.\\n1. If I be loved. 1. If we be loved.\\n2. If thou be loved. 2. If you be loved.\\n3. If he be loved. 3. If they be loved.\\nPast Tense.\\nSingular. Plural.\\n1. If I were loved. 1. If we were loved.\\n2. If thou wert loved. 2. If you were loved.\\n3. If he were loved. 3. If they were loved.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0067.jp2"}, "68": {"fulltext": "62 ELEMENTARY GBAMMAE.\\nPOTENTIAL MOOD.\\nPresent Tense.\\nSingular. Plural.\\n1. I may be loved. 1. We may be loved.\\n2. Thou mayst be loved. 2. You may be loved.\\n3. He may be loved. 3. They may be loved.\\nPast Tense,\\nSingular, Plural.\\n1. I might be loved. 1. We might be loved.\\n2. Thou mightst be loved. 2. You might be loved.\\n3. He might be loved. 3. They might be loved.\\nPresent-Perfect Tense,\\nSingular, Plural.\\n1. I may have been loved. 1. We may have been loved.\\n2. Thou mayst have been loved. 2. You may have been loved.\\n3. He may have been loved. 3. They may have been loved.\\nPast-Perfect Tense.\\nSingular. Plural.\\n1. I might have been loved. 1. We might have been loved.\\n2. Thou mightst have been loved. 2. You might have been loved.\\n3. He might have been loved. 3. They might have been loved.\\nIMPERATIVE MOOD.\\nPresent Tense,\\n2. Be loved, or be thou loved. 2. Be loved, or be you loved.\\nINFIlSriTIVE MOOD.\\nPresent, To be loved. Present-Perfect. To have been loved.\\nPARTICIPLES.\\nPresent, Being loved. Past or Perfect. Loved.\\nCompound-Perfect, Having been loved.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0068.jp2"}, "69": {"fulltext": "ETYMOLOGY. 63\\nExercises.\\nConjugate the verb\\nCome, in the Active voice, Indicative mood, Present tense.\\nDo, in the Active voice, Potential mood, Present-Perfect\\ntense.\\nStudy, in the Active voice. Subjunctive mood. Past tense.\\nKnow, in the Passive voice. Indicative mood, Future-Per-\\nfect tense.\\nLeave, in the Passive voice. Potential mood, Past-Perfect\\ntense.\\nTell, in the Passive voice, Subjunctive mood, Past tense.\\nWrite all the Participles of the verbs given in the preceding\\nexercises.\\nIII. PROGRESSIVE FORM.\\nThe Progressive Form of a verb is that form which\\nrepresents the action as in progress, or incomplete.\\nThe Progressive form of any verb is made by placing before\\nits Present Participle the various moods, tenses, numbers, and\\npersons of the verb to be. Thus I am writing, I was writing,\\nI shall be writing.\\nExercises in the Progressive Form.\\nConjugate the verb sing through all the tenses of the\\nIndicative mood, in the Progressive form.\\nConjugate learn through the Subjunctive mood. Pro-\\ngressive form.\\nConjugate write through the Potential mood. Progress-\\nive form.\\nConjugate stand through the Imperative and Infinitive\\nmoods, Progressive form.\\nIV. EMPHATIC FORM.\\nThe Emphatic Form of a verb is that in which the\\nassertion is expressed with emphasis.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0069.jp2"}, "70": {"fulltext": "64\\nELEMENTARY GRAMMAR.\\nThe Emphatic Form of a verb is made by placing before it\\nthe verb do as an auxiliary.\\nThe Emphatic Form is used only in the Present and Past\\ntenses of the Indicative and Subjunctive moods, Active voice,\\nand in the Imperative mood, both Active and Passive.\\nConjugation of the verb To Love^ in the Em-\\nphatic Form.\\nINDICATIVE MOOD.\\nPresent Tense,\\nSingular,\\n1. I do love.\\n2. Thou dost love.\\n3. He does love.\\nPlural.\\n1. We do love.\\n2. You do love.\\n3. They do love.\\nmr.\\n1. I did love.\\n2. Thou didst love.\\n3. He did love.\\nPast Tense,\\nPlural.\\n1. We did love.\\n2. You did love.\\n3. They did love.\\nSUBJUNCTIVE MOOD.\\nPresent Tense,\\nliar. Plural.\\n1. If I do love. 1. If we do love.\\n2. If thou do love. 2. If you do love.\\n3. If he do love. 3. If they do love.\\nSingular.\\n1. If I did love.\\n2. If thou did love.\\n3. If he did love.\\nPast Tense,\\nPlural.\\n1. If we did love.\\n2. If you did love.\\n3. If they did love.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0070.jp2"}, "71": {"fulltext": "ETYMOLOGY. 65\\nIMPERATIVE.\\nActive Present Tense.\\nSingular, Do (thou) love. Plural. Do (you) love.\\nPassive Present Tense.\\nSingular. Do (thou) beloved. Plural. Do (you) be loved.\\nThe participle of a transitive verb, with its object, is called\\na participial phrase, and is adjectival in character.\\nThe infinitive form of a transitive verb is called an infinitive\\nphrase J and is adverbial or adjectival in character.\\nExercises. In the following sentences and paragraphs,\\nname each part of speech, its class, its properties, and its\\nuse. State what each article and each adjective modifies.\\nName the word to which each pronoun refers. Name the\\nvoice, mood, tense, number, and person of each verb. Name\\nthe gen*der, number, person, and case of each noun and pro-\\nnoun. Name the subject of each verb. Name the partici-\\nples. Name the phrases, and tell the kind, its use, and state\\nwhat it modifies.\\nMary loves her mother.\\nCharles lent his book to his brother.\\nGeorge has studied his lesson.\\nHenry had studied his lessons before the teacher arrived.\\nI shall have finished my task before my father returns.\\nCharles will read his book.\\nIf John study, he will improve.\\nThough he slay me, yet will I trust in him.\\nUnless you hurry, you will be left.\\nThe boys may go into the woods to play.\\nWilliam could attend to the business for you, if he were\\nhere.\\nThe soldiers must obey the orders of their officers.\\nYou must study, if you desire to excel.\\n5", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0071.jp2"}, "72": {"fulltext": "66 ELEMENTARY GRAMMAR.\\nPity the sorrows of a poor old man.\\nFear God and keep his comnandments.\\nMary is loved by her friends.\\nThe teacher was respected by his pupils.\\nThe lesson has been recited by each member of the class.\\nYou will be promoted, if you persevere in your endeavor\\nto improve.\\nThe prisoner will be brought before the judge, to-morrow,\\nto hear his sentence.\\nBe industrious, and you will succeed.\\nBe studious, and you will improve.\\nCharles is studying his lesson.\\nThe boys are hunting for rabbits in the w^oods.\\nIf he were more attentive, he might have escaped the pun-\\nishment, which, he thought, was so grievous to be borne.\\nWhen the mail shall have arrived, I will send immediately\\nfor my letters and I will send replies to them by the next\\nmail.\\nCharles had sufficient time to study his lesson before he\\nwas called to his breakfast. William appears to have studied\\nhis lesson, and to have had time for exercise.\\nI have not seen my dictionary do tell me where it is, if\\nyou know. I did not use it at home. I cannot learn my\\nlesson without it. Somebody must have hidden it to vex\\nme. Ask the maid; perhaps she put it away. I will take\\ncare, to-morrow, to put it in the closet before I go out to\\nplay.\\nIf it were raining while you were walking to the city, you\\nshould have carried your umbrella, or you should have waited\\nunder some shelter until the rain had ceased. Be more pru-\\ndent, or you may impair your health.\\nThe child, seeing its mother, ran to meet her.\\nMary, walking in the woods, found a beautiful fern.\\nThe snow, falling rapidly, soon covered the ground.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0072.jp2"}, "73": {"fulltext": "ETYMOLOGY. 67\\nA man deserving blame should be censured.\\nWashington died honored by all his countrymen.\\nThe house, destroyed by fire, was soon rebuilt.\\nThe laborer, fatigued with the toil of the day, returned to\\nhis home.\\nThe exercise written by Charles was admired by all.\\nThe boys, having recited their lessons, were dismissed.\\nThe thief, having stolen the horse, made his escape.\\nJohn, having written his composition, gave it to the\\nteacher.\\nThe sun having risen, the clouds disappeared.\\nThe general, being advised of the approach of the enemy,\\nordered his troops into line of battle.\\nThe father being informed of his son s death, exhibited\\ngreat sorrow.\\nCharles, being aroused from his slumber, discovered that\\nthe house was on fire.\\nThe day being far spent, we returned to our homes.\\nThe lesson having been recited, the class was dismissed.\\nThe fire having been extinguished, the crowd dispersed.\\nWar having been declared, the regiments were rapidly\\nmustered into service.\\nThe physician having been called, pronounced it a hopeless\\ncase.\\nHe had a dagger concealed under his coat.\\nHonor, defined by Cicero, is the approbation of good men.\\nWilliam, being successful in his examination, expects pro-\\nmotion.\\nWilliam, having been successful in his examination, was\\npromoted.\\nWilliam, having succeeded in his examination, expects to\\nbe promoted.\\nThe fire breaking out in the night, and the night being\\ndark, the house was destroyed, the inmates barely escaping", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0073.jp2"}, "74": {"fulltext": "68 ELEMENTARY GRAMMAR.\\nwith their hves, with their clothing scorched, and some with\\nUmbs broken or bodies mutilated.\\nThomas being employed at his studies, could not engage in\\nthe sports of the younger members of the family but, having\\ncompleted his lessons, he looked on their sports delighted,\\nand joined in them with pleasure.\\nHaving been informed that the enemy was approaching,\\nand being without arms, the general ordered his men to pre-\\npare to retreat to a place concealed from the enemy s view,\\nlest the enemy, seeing their defenceless condition, should\\nmake an easy conquest.\\nExercises. Write three sentences each containing a\\nPresent Participle, Active three, Compound-Perfect, Active\\nthree, Present-Passive; three, Perfect-Passive; three, Com-\\npound-Perfect, Passive.\\n-iK KO\\nVI. THE ADVERB.\\nAn Adverb is a word used to modify a Verb, an\\nAdjective, or another Adverb as, He writes rapidly.\\nA very fast horse. He wrote very rapidly.\\nSome words are used sometimes as adverbs, and sometimes\\nas adjectives. Among these are the following little, less, least,\\nbetter, best, much, more^ most, no, only, well, ill, still, first. If any\\nof these words modifies a noun, it is an adjective; but, if it\\nmodifies a verb, an adjective, or another adverb, then it is an\\nadverb.\\nExamples. I have no money, and I can support you no\\nlonger. The first no is an adjective, modifying the noun\\nmoney. The second no is an adverb, modifying the\\nadverb longer.\\nHe could not behave worse, nor deserve a worse punish-\\nment. The first worse is an adverb, modifying the verb", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0074.jp2"}, "75": {"fulltext": "ETYMOLOGY,\\n69\\nbehave. The second worse is an adjective, modifying\\nthe noun punishment.\\nExercises. Write sentences containing the words little,\\nless, least, better, more, first, ill, best, used as adjectives.\\nWrite sentences containing the same words used as adverbs.\\nComparison of Adverbs.\\nMany Adverbs are varied by Comparison.\\nSome Adverbs are compared by adding er and est to\\nthe Positive as, soon, sooner, soonest.\\nAdverbs ending in ly are compared by prefixing\\nmore and most, less and least; as, happily, more hap-\\npily, most happily less happily, least happily.\\nIrregular Comparison.\\nPositive.\\nComparative.\\nSuperlative.\\nWell\\nbetter\\nbest\\n111\\nworse\\nworst\\nBadly\\nworse\\nworst\\nMuch\\nmore\\nmost\\nFar\\nfarther\\nfarthest.\\nClasses of Adverbs.\\nAdverbs are divided into classes, according to their signi-\\nfication. The most important of these classes are\\n1. Adverbs of Manner or Quality as, well, ill, swifthj,\\nsmoothly, truly, with a great many others formed from adjec-\\ntives by adding the termination ly. This is by far the most\\nnumerous class of adverbs.\\n2. Adverbs of Place as, here, there, where, hither, thither,\\nwhither, hence, tuhence, somewhere, noivhere.\\n3. Adverbs of Time as, noiv, then, tvhen, ever, never, soon,\\noften, seldom, lately, yearly, yesterday, to-morrow.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0075.jp2"}, "76": {"fulltext": "70 ELEMENTARY GEAMMAB.\\n4. Adverbs of Quantity as, much, little sufficiently^\\nenough, scarcely.\\n5. Adverbs of Direction as, downward, upward, fonvard,\\nbackivard, homeward, heavenward, hitherward, thitherward.\\n6. Adverbs of Number, Order, etc., including all those\\nformed from the Numeral Adjectives; as, first, secondly,\\nthirdly once, twice, thrice; singly, doubly, triply.\\n7. Adverbs of Affirmation and Neg-ation as, yes, no,\\nverily, indeed, nay, nowise, doubtless.\\n8. Adverbs of Interrogation as, how, why, when, where,\\nwhither, whence.\\n9. Adverbs of Comparison; as, more, most, less, least,\\nbetter, best, very, exceedingly, nearly, almost.\\n10. Adverbs of Uncertainty as, perchance, perhaps, per-\\nadventure, possibly, probably.\\nExercises. Write ten or more verbs write each of these\\nverbs in a sentence. Modify each of them in the sentence\\ngiven by an adverb.\\nWrite ten or more adjectives write each of them in a sen-\\ntence. Modify each of these adjectives in the sentence by an\\nadverb.\\nWrite ten or more adverbs write each of them in a sen-\\ntence. Modify, if possible, each of the adverbs given in the\\nsentence by another adverb.\\nWrite three sentences, each containing an adverb of Man-\\nner or Quality three, each containing an adverb of Place\\nthree, each containing an adverb of Time three, each con-\\ntaining an adverb of Quantity.\\nIn the following sentences, name the part of speech of\\neach word, its class, its attributes, and its use. Name each\\nverb used and give its subject. Name the articles, adjectives,\\nand adverbs used as modifiers, and tell what they modify.\\nCharles reads well.\\nMary sang sweetly.\\nThe horse runs swiftly.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0076.jp2"}, "77": {"fulltext": "ETYMOLOGY. 71\\nHe was to meet me here.\\nGreat men are greatly admired.\\nThus the farmer sows his seed.\\nThe lady sang so very sweetly that she was greatly ap-\\nplauded.\\nRemember now thy Creator in the days of thy youth.\\nJohn knows where to catch the largest fish.\\nI know a spot where the wild rose blooms.\\nWe had scarcely reached the wharf when the boat left.\\nThe boys will return from school to-morr(3w.\\nMary will probably arrive promptly.\\nSoftly, slowly, toll the bell.\\nHe will certainly secure the reward.\\nProbably he will return in time.\\nHe was absent twice in one week.\\nWe had nearly reached our destination when the sun set.\\nPerhaps the excursion will be postponed.\\nYou must write more carefully you are the least careful\\nwriter in the class.\\nYou will first recite the first paragraph on the first page.\\nHow can you behave so badly?\\nWhy do you neglect your duty\\nThe farmer homeward turned his weary steps, and cast his\\neyes upward to gaze upon the sky, while he thought cheer-\\nfully of those at home.\\n-\u00c2\u00abo ^o\\nVII. THE CONJUNCTION.\\nA Conjunction is a word used to connect words,\\nsentences, and parts of sentences as, John and James\\nstudy John writes and James reads He is neither\\nstrong in body nor sound in mind.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0077.jp2"}, "78": {"fulltext": "72\\nELEMENTARY GUAMMAR.\\nThe following are the principal Conjunctions.\\nAlso\\nbut\\nnor\\ntherefore\\nAlthough\\neither\\nor\\nthough\\nAnd\\nfor\\nsince\\nunless\\nAs\\nif\\nthan\\nwherefore\\nBecause\\nlest\\nthat\\nwhether\\nBoth\\nneither\\nthen\\nyet\\nExercises. Write ten sentences, each containing one or\\nmore of the Conjunctions named in the list.\\nIn the following sentences, name the part of speech of each\\nword, its class, its attributes, and its use. Name the conjunc-\\ntions, and tell what they connect\\nAny coward can fight a battle when he is sure of winning.\\nMary and John have gone to town.\\nJohn and James study.\\nJames writes and John reads.\\nCharles studies his lessons carefully, but John is very negli-\\ngent with his lessons.\\nThe boy wrote well, though his hands were badly injured.\\nHe supported his mother, though he was quite young.\\nI cannot go to school, because the weather is so bad.\\nIt is so dark that I cannot see.\\noJ^Koo\\nVIII. THE PREPOSITION.\\nA Preposition is a word placed before a noun or a\\npronoun to show its relation to some other word as,\\nHe writes iijith a pen He lives in a tent He spoke\\nto them.\\nThe principal relations indicated by Prepositions are\\ntime, place, cause, possession, manner, etc.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0078.jp2"}, "79": {"fulltext": "ETYMOLOGY,\\n73\\nThere are two classes of Prepositions, Simple and Compound.\\nSimple Prepositions are those which are not compounded\\nwith any other word.\\nA preposition with its related word is called a prepositional\\nphrase. Phrases of this kind are adjectival or adverbial, and\\nmodify nouns, adjectives, verbs, or adverbs after the manner\\nof adjectives and adverbs.\\nThe Simple Prepositions are nineteen, viz.\\nAt\\nfrom\\npast\\nto\\nAfter\\nin\\nround\\nunder\\nBy\\nof\\nsince\\nup\\nDown\\non\\nthrough\\nwith\\nFor\\nover\\ntill\\nExercises. Write ten sentences, each containing one or\\nmore of the simple prepositions.\\nWrite five or more sentences, each containing a preposi-\\ntional phrase.\\nState whether the phrases in the sentences you have writ-\\nten are used as adjectives or as adverbs.\\nCompound Prepositions are those wdiich are formed by\\nuniting two words or parts of words.\\nThe Compound Prepositions are\\nAbove\\nbefore\\ntoward\\nAbout\\nbehind\\ntowards\\nAcross\\nbelow\\nunto\\nAgainst\\nbeneath\\ninto\\nAlong\\nbeside\\nwithin\\nAmid or amidst\\nbesides\\nwithout\\nAmong or\\namongst\\nbetween or\\nbetwixt\\nthroughout\\nAround\\nbeyond\\nunderneath\\nAthwart\\nupon\\nExercises. Write ten sentences, each containing one or\\nmore of the Compound Prepositions named in the list.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0079.jp2"}, "80": {"fulltext": "74 ELEMENTARY GRAMMAR.\\nIn the following sentences and paragraphs, name the part\\nof speech of each word, its class, its attributes, and its use.\\nSelect the prepositional phrases, and state whether they\\nmodify as adjectives or as adverbs\\nJohn went to Boston on the boat.\\nThe old mill stood beside the road.\\nThe city of Philadelphia is situated between two rivers.\\nHe went in a carriage, drawn by two horses, on a fine day\\nin the morning, into the city after his sister. As he rode\\nover the roads and through the streets, he saw objects before\\nhim with which he was greatly pleased.\\nWhen the widow stood beside the grave of her husband,\\nshe thought over his many acts of kindness towards her.\\nNow he was to rest beneath the clods of the valley, and she\\nwas to be left without a partner. The good minister told her\\nto look for comfort in her affliction unto her heavenly Father,\\nand to think of that blissful abode above the weary world, and\\nof that better life beyond the grave.\\nIX. THE INTERJECTION.\\nAn Interjection is a word used in making sudden\\nexclamations as^ oli ah alas\\nThe principal Interjections are\\nAdieu\\nha\\nhist\\nlo\\nAh\\nhail\\nho\\nAha\\nhalloo\\nhum\\noh\\nAlack\\nhark\\nhush\\npshaw\\nAlas\\nhe\\nhuzza\\nsee\\nBegone\\nBxercise.-\\n\u00e2\u0080\u0094Write ten sentences\\n5, each conti\\naining one c\\nmore of the interjections.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0080.jp2"}, "81": {"fulltext": "ETYMOLOGY. 75\\nWORDS USED AS DIFFERENT PARTS OF\\nSPEECH.\\nAs, meaning because, or since, is a Conjunction. Example\\nAs the wind was favorable, we set sail. It is also a\\npart of the Correlative Conjunction as so, and of sev-\\neral Complex Conjunctions, as ivell as, etc.\\nAs, in all other cases, is an Adverb.\\nBefore, After, Till, and Until, when followed by a noun or\\na pronoun in the objective case, are Prepositions; as,\\nCome before dinner.\\nCome after dinner.\\nWait till midnight.\\nWait until your turn.\\nBefore, After, Till, and Until, when not followed by a\\nnoun or a pronoun in the objective case, are Ad-\\nverbs; as,\\nCome before I have dined.\\nCome after 1 have dined.\\nWait till I have dined.\\nWait until I have dined.\\nBoth is an Adjective, when it means the tivo as. Both shoes\\nneed mending.\\nBoth is a Conjunction in all other cases as, I both love and\\nrespect him.\\nBut is a Preposition, when it means except; as. He lost all his\\nbooks but (except) his dictionary.\\nBut is an Adverb, when it means only; as, I but (only)\\ntouched him and he cried.\\nBut is a Conjunction in all other instances.\\nEither is a Distributive Adjective Pronoun, when it means\\n07ie of the two; as. Either of the boys may do it.\\nEither is a Conjunction in all other cases.\\nNeither is a Distributive Adjective Pronoun, when it means\\nnot one of the tivo.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0081.jp2"}, "82": {"fulltext": "76 ELEMENTARY GRAMMAR.\\nNeither is a Conjunction in all other cases.\\nFor is a Conjunction when it means because, and is used in\\ngiving a reason as, I obey him, for he is my father,\\nthat is, because he is my father.\\nFor is a Preposition in all other cases.\\nSince, meaning for the reason that, is a Conjunction; as, Since\\nit is your wish, I will certainly do it.\\nSince, when placed before a noun denoting a period of time,\\nis a Preposition as, I have had no food since Monday.\\nSince, in other cases, is an Adverb.\\nThen, meaning in that case, or therefore, is a Conjunction as,\\nIf all this be so, then I am right.\\nThen, in all. other instances, is an Adverb.\\nThat is a Relative Pronoun when who, whom, or which may\\nbe used in its place as. He is the wisest man that lives\\nin our village.\\nThat is a Demonstrative Adjective Pronoun when the may\\nbe used instead of it as, That house which I see,\\nmeans the house which I see.\\nThat is a Conjunction in all other cases as. He wears warm\\nclothes that he may not catch cold. Here, who, ivhom,\\nwhich, or the, could not be used for that.\\nWhat is a Relative Pronoun when that which or those which\\ncan be used in its stead as, Eat ivhat is set before you.\\nThat is. Eat that ivhich is set before you.\\nWhat is an Interrogative Pronoun when used to ask a ques-\\ntion as, What do you see\\nWhat is an Adjective Pronoun when joined with a noun,\\nbut not asking a question as, What wonders he per-\\nformed. He gave what money he had to the poor.\\nWhat, when uttered as a mere exclamation, and to denote\\nsurprise, is an Interjection; as. What! abuse your\\nmother!\\nWhile, meaning to pass or spend time, is a Verb; as, They\\nmanaged to 2vhile away the hour very pleasantly.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0082.jp2"}, "83": {"fulltext": "ETYMOLOGY. 77\\nWhile, meaning a jportion of time, is a Noun as, Let us sing\\na while.\\nWhile, meaning during the time that, is an Adverb as. The\\nact was done while I was absent.\\nYet, meaning nevertheless, notwithstanding, is a Conjunction;\\nas, Though he slay me, yet will I trust in him.\\nYet, meaning up to a certain time, or over and above, is an Ad-\\nverb as, Has the boy come yet f I will give you yet\\none more reason.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0083.jp2"}, "84": {"fulltext": "Third Part.\\no Ko\\nSYNTAX AND ANALYSIS.\\nSyntax treats of putting words together into sen-\\ntences.\\nAnalysis treats of the separation of a sentence into\\nthe parts which compose it.\\n^o\\n1. SYNTAX.\\nGeneral Observations.\\nA Sentence is a number of words put together so\\nas to make complete sense; as, Man is mortal.\\nThe principal parts of a sentence are the Subject (or\\nnominative) and the Predicate (or verb).\\nA Phrase is a number of words, connected in mean-\\ning, but not containing a predicate, and not making by\\nthemselves complete sense as, The good man, in the\\nmidst of his usefulness, has departed. In this sentence,\\nthe words, in the midst of his usefulness, form a phrase.\\n78", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0084.jp2"}, "85": {"fulltext": "SYNTAX AND ANALYSIS. 79\\nPhrases in their office or use are either adjectival or\\nadverbial.\\nA Clause is a part of a sentence, containing a predi-\\ncate with its subject, making by themselves complete\\nsense, yet not independent, being used to modify some\\nother part or parts of the sentence of which it is a\\npart as, The good man, who had gained great renown,\\nhas departed. In this sentence, the words, who had\\ngained great renown, form a clause.\\nA Simple sentence is one which contains but one\\nsubject and one predicate; as. Life is short\\nA Complex sentence is one which contains a simple\\nsentence, with one or more clauses modifying either its\\nsubject or its predicate; as, A life which is spent in\\ndoing good cannot be a failure.\\nA Compound sentence is one which contains two\\nor more sentences, connected by one or more conjunc-\\ntions as, Life is short, but art is long.\\nThe sentences which compose a compound sentence\\nare called its Members.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0085.jp2"}, "86": {"fulltext": "80 ELEMENTARY GEAMMAB.\\nRULE I.\\nThe Subject of a Verb must be in the J^ominative\\nCase.\\nNOTES.\\n1. The subject of a verb may be, 1. A noun as,\\nJohn wrote. 2. A pronoun as, She is happy. 3. A\\nverb in the infinitive mood or an infinitive phrase as,\\nTo study seemed his greatest desire. To see the sun is\\npleasant. 4. A participle or a participial phrase as,\\nReading usefid books promotes knowledge. 5. A sen-\\ntence or a part of a sentence as, Thou shalt not kill is\\nthe sixth commandment. In all these instances the\\nsubjects are used as nouns.\\n2. The subject of a verb is usually placed before the\\nverb.\\n3. Rule I. is violated by using the subject of the verb in\\nany other case than the nominative.\\n4. Complex names, such as George Washington, Charles\\nHenry Grant, etc., should be taken together in parsing, as if\\nthey were one word. Thus, Charles Henry Grant, a com-\\nplex name, is a proper noun.\\n5. A noun or a pronoun addressed, and not the subject of\\nany verb, is in the Nominative Case Independent; as,\\nFather, forgive them. Boys, go home.\\n6. A noun or a pronoun put before a participle as its sub-\\nject, and not being the subject of any verb, is in the Nomi-\\nnative Case Absolute as, My father dying, I was left\\nan orphan.\\nParsing.\\nParsing consists in stating the grammatical properties\\nand relations of words and the rules of syntax which apply\\nto them.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0086.jp2"}, "87": {"fulltext": "SYNTAX AND ANALYSIS. 81\\nGeneral Directions for Parsing.\\nPart of speech, and why; the class, and why; the\\nproperties, and why; the relation it holds to any other\\nword or words in the sentence; the rule of syntax appli-\\ncable.\\nThis form of parsing may be abridged by excluding all\\nreasons. It may be still further abridged by simpl}^ stating\\nthe use or office of the word in the sentence.*\\nModels for Parsing.\\nJames wrote a letter. James is a proper noun, mas-\\nculine gender, singular number, third person, nominative\\ncase, subject of the verb wrote, according to Rule I. The\\nsubject of the verb must be in the nominative case.\\nHe will write a letter. He is a personal pronoun,\\nmasc. gen., sing, n., 3d p., nom. case, subject of the verb\\nwill write, according to Rule I. (Quote the Rule.)\\nTo study seemed his greatest desire. To study is a\\nverb in the infinitive mood, used as a noun. It is in the\\nneut. gen., sing, n., 3d per., nom. c, and is the subject of the\\nverb seemed, according to Note under Rule I. (Quote the\\nNote.)\\nThou shalt not kill is a divine command. Thou shalt\\nnot kill, is a part of a sentence, used as a noun. It is in\\nthe neut. gen., sing, n., 3d per., nom. c, and is the subject of\\nthe verb is, according to Note under Rule I. (Quote the\\nNote.)\\nFather, forgive them. Father is a com. noun, masc.\\ng., sing, n., 2d p., and in the nominative case independent,\\naccording to Note under Rule I. (Quote Note.)\\nThe sash falling suddenly, his finger was crushed.\\nSash is a com. noun, n. g., sing, n., 3d p., and in the\\nnominative case absolute before the participle falling,\\naccording to Note under Rule I. (Quote Note.)\\nThe models for parsing herein given are suggestive only, and may\\nbe changed in such manner as the teacher may think best.\\n6", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0087.jp2"}, "88": {"fulltext": "o\\nt4-t\\n82 ELEMENTARY GRAMMAR,\\nExercises.\\n1. Write three sentences, each containing a noun\\nthree, each containing a pronoun three, each con-\\ntaining a verb in the infinitive mood; three, each\\ncontaining an infinitive phrase three, each contain-\\ning a participle; three, each containing a partici-\\npial phrase; three, each containing a sentence or a\\npart of a sentence\\n2. Write three sentences, each containing a complex noun\\nused as the subject of a verb.\\n3. Write three sentences, each containing a noun in the\\nnominative case independent.\\n4. Write three sentences, each containing a noun or a pro-\\nnoun in the nominative case absolute.\\nName the predicates of each of the following sentences.\\nName the adjectival modifiers of the subjects. Name the\\nadverbial modifiers of the predicates. Parse all the Subjects\\nand Nominatives\\nMary wrote a letter.\\nThe child loves its mother.\\nThe letter was written by Mary.\\nOur neighbors have sold their property.\\nThe boys are hunting in the woods.\\nPerseverance overcomes difficulties.\\nDifficulties are overcome by perseverance.\\nGod loves a cheerful giver.\\nShe has gone home.\\nHas he not said it, and will he net do it\\nKeading good books is an aid to culture.\\nChristopher Columbus discovered North America.\\nGeorge Washington was the first President of the United\\nStates.\\nJohn Quincy Adams was the sixth President of the United\\nStates.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0088.jp2"}, "89": {"fulltext": "SYNTAX AND ANALYSIS. 83\\nNapoleon, at the head of a large army, crossed the Alps.\\nTo study seemed his only desire.\\nTo deceive is always wrong.\\nTo skate is healthful amusement.\\nTo play is pleasant.\\nTo despair is madness.\\nNever despair is a good motto.\\nThou shalt not steal, is a divine command.\\nTo cultivate the ground is a pleasant occupation.\\nHenry, have you studied your lesson?\\nWelcome, little stranger.\\nSarah, be quiet.\\nFellow-citizens, listen to my cause.\\nTeach me, O Lord, to serve thee aright.\\nShow pity, Lord O, Lord, forgive.\\nOur Father, who art in heaven.\\nSupper being finished, they left the table.\\nMy father being w^eary, I relieved him.\\nThe sun having risen, the clouds disappeared.\\nNapoleon being banished, peace w^as restored to Europe.\\nThe teacher having been so long ill, his friends feared he\\nwould not recover.\\nThe lieutenant led the men, the captain having been dis-\\nabled.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0089.jp2"}, "90": {"fulltext": "84 ELEMENTARY GRAMMAR.\\nRULE II.\\nA Verb agrees with its Subject in Jfumber and\\nPerson.\\nNOTES.\\n1. Rule II. is violated by using the verb in any other num-\\nber or person than its subject; thus, They was present,\\nshould be, They were present.\\n2. When the subject of the verb is an infinitive mood, or\\na part of a sentence, the verb should be singular; as, To\\nskate is healthful amusement. Thou shalt not kill, is a\\ndivine command. But if there are two or more infinitives,\\nor clauses, making distinct subjects, then the verb should be\\nplural as, To skate and to play cricket are healthful amuse-\\nments, Thou shalt not kill, and Thou shalt not steal, are\\ndivine commands.\\n3. When a verb has for its subject a collective noun, the\\nverb should be singular if the idea expressed by the subject is\\nsingular, that is, if the assertion is made of the collection as\\none thing as, The class is large. But, if the idea expressed\\nby the subject is plural, that is, if the assertion is made of\\nthe individuals composing the collection, the verb should be\\nplural; as, The multitude pursue pleasure as their chief\\ngood.\\n4. Two or more subjects, connected by and, require a verb\\nin the plural as, Socrates and Plato were wise.\\n5. Two or more subjects, connected by and, if used to ex-\\npress only one person or thing, require a verb in the singular;\\nas, That eminent statesman and orator is dead.\\n6. Two or more subjects in the singular, connected by or or\\nnory require a verb in the singular as, Ignorance or preju-\\ndice has caused this mistake.\\n7. If any one of several subjects connected by or or nor is\\nplural, the verb must be plural; as, Either he or they were\\nmistaken.\\n8. When a verb has subjects of different persons, connected", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0090.jp2"}, "91": {"fulltext": "SYNTAX AND ANALYSIS. 85\\nby andf the verb agrees with the first person rather than the\\nsecond, and with the second rather than the third; as, ^^He\\nand I shared the peach between us. Shared, here, should\\nbe parsed as in the first person.\\n9. When a verb has subjects of different persons, connected\\nby or or nor, the verb agrees in person with the subject near-\\nest to it as, Either thou or I am mistaken.\\nModels for Parsing.\\nJames wrote a letter. Wrote is a transitive verb, ir-\\nregular (Pres. write, Past wrote, Past P. written), active voice,\\nindicative mood, past tense, and is in the singular number,\\nthird person, to agree with its subject James, according to\\nRule II. (Quote the Rule.)\\n**To study seems his greatest desire. Seems is an in-\\ntrans. verb, reg., ind. m., pres. t., 3d p., and in the sing, n.,\\nto agree with its subject Ho study, a verb in the inf. mood\\nused as a noun, according to Note under Rule II. (Quote\\nNote.)\\nThou shalt not steal, is the eighth commandment. Is\\nis an int. v., irr. (Am, was, been), ind. m., pres. t., 3d p., sing.\\nn., to agree with its subject, Thou shalt not steal, a part of\\na sentence used as a noun, according to Note under Rule II.\\n(Quote Note.)\\n**The multitude pursue pleasure. Pursue is a trans,\\nverb, reg., act. v., ind. m., pres. t., 3d p., and in the pi. n., to\\nagree with its subject multitude, a collective noun express-\\ning a plural idea, according to Note under Rule II. (Quote\\nNote.)\\nSocrates and Plato were wise. Were is an intrans.\\nverb, irr. (Am, was, been), ind. m., past t., 3d p., and in the\\npi. n., because it has two subjects, Socrates and Plato,\\nconnected by and, according to Note under Rule II.\\n(Quote Note.)\\nIf that skilful painter and glazier is in town, be sure to\\nemploy him. Is is an intrans. verb, irr. (Am, was, been),\\nind. m., pres. t., 3d p., and in the sing, n., because its two", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0091.jp2"}, "92": {"fulltext": "86 ELEMENTARY GRAMMAR,\\nsubjects, painter and glazier, express only one personj\\naccording to Note under Rule II. (Quote Note.)\\nIgnorance or prejudice has caused the mistake. Has\\ncaused is a trans, verb, reg., act. v, ind. m., pres.-perf. t., 3d\\np., and in the sing, n., because its two subjects, ignorance\\nand prejudice, are in the singular, connected by or, accord-\\ning to Note under Rule II. (Quote Note.)\\nHe and I shared the peach between us. Shared is a\\ntrans, verb, reg., act. v., ind. m., past t., in the pi. n., because\\nit has two subjects connected by and, according to Note\\nunder Rule II. (quote Note), and in the 1st p., according to\\nNote under Rule II. (Quote Note.)\\nNote. Verbs in the Infinitive mood may be parsed for\\nthe present as follows\\nJames expects to win the prize. To win is a trans,\\nverb, irr. (Win, won, won), act. v., infin. m., pres. t.\\nExercises.\\n1. Write three sentences, each containing a verb having an\\ninfinitive verb for its subject; three, each containing a sen-\\ntence or a part of a sentence used as the subject.\\n2. Write three sentences, each containing a verb having\\nfor its subject a collective noun in the singular number;\\nthree, each containing a collective noun in the plural num-\\nber used as the subject.\\n3. Write three sentences, each containing a verb in the\\nplural number having two or more subjects connected by\\nanc?; three, each containing a verb in the singular num-\\nber having two or more subjects connected by aiid.\\n4. Write three sentences, each containing a verb in the\\nsingular number having two or more subjects connected by\\nor or nor; three, each containing a verb in the plural\\nnumber having two or more subjects connected by **or^^\\nor ^^nory\\nName the subject or subjects in each of the following sen-\\ntences. Name the predicate. Is the predication made of", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0092.jp2"}, "93": {"fulltext": "SYNTAX AND ANALYSIS. 87\\none thing or of more than one thing? What single words\\nmodify the subject? What part of speech is each? What\\nsingle words modify the predicate What part of speech is\\neach Parse all the Verbs and all the Subjects\\nPerseverance overcomes difficulties.\\nDifficulties are overeome by perseverance.\\nForgive your enemies.\\nThe lesson was recited by the class.\\nNorth America was discovered by Columbus.\\nBless them that persecute you.\\nTo study seemed his only desire.\\nTo skate is a healthful amusement.\\nTo contradict persons older and wiser than ourselves, vio-\\nlates the rules of politeness.\\nTo be carnally minded is death.\\nA gunner and his dog were seen in the woods.\\nThe father and daughter were buried in the same grave.\\nFamine, pestilence, and death follow in the warrior s path.\\nMy friend and teacher has gone to England.\\nThat distinguished poet, orator, and scholar has fallen.\\nNeither kindness nor harshness had the desired effect.\\nNeither gold nor silver is found in that country.\\nNeither time nor tide waits for man.\\nNeither the troops, nor their commander, were rewarded.\\nNeither John nor his friends were present.\\nEither the general or the soldiers are worthy of reward.\\nYou and he are of the same opinion.\\nYou and Susan have studied your lessons.\\nYou and I have forgotten our books.\\nEither thou, or the teacher, or I am mistaken.\\nEither thou, or I, or the teacher is mistaken.\\nEither the teacher, or I, or thou art mistaken.\\nThe teacher, I, and you are mistaken.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0093.jp2"}, "94": {"fulltext": "88 ELEMENTARY GRAMMAR\\nRULE III.\\nA Transitive Verb in the Active Voice requires\\nan Object in the Objective Case,\\nNOTES.\\n1. The noun or pronoun in the objective case is said\\nto be governed by the verb.\\n2. The object of the verb may be^ 1. A noun; as,\\nJohn wrote a letter. 2. A pronoun as, We saw him.\\n3. A verb in the infinitive mood or an infinitive phrase;\\nas, He tried to win the prize. Boys love to play ball.\\n4. A participle or a participial phrase as, We should\\navoid talking nonsense. 5. A sentence or a part of a\\nsentence; as, God said, Let there be light J^ In all\\nthese instances the objectives are used as nouns.\\n3. The object of a verb is usually placed after the\\nverb.\\n4. The object of a transitive verb, whether noun,\\npronoun, or part of a sentence, is called a modifier or\\nadjunct of the predicate. It is sometimes called the\\nobject complement of the verb.\\n5. Eule III. is violated in four ways, namely\\na. By using the object of the verb in any other case than\\nthe objective; ^^She asked him and I to do it, should be,\\n*She asked him and me to do it.\\nh. By using a transitive verb in the active voice without\\nan object; **He ingratiates with people, should be, *^He\\ningratiates himself with people.\\nc. By inserting a preposition between the verb and its\\nobject; I shall premise with a few observations, should\\nbe, *I shall premise a few observations.\\nd. By using an objective with a verb that is not transi-", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0094.jp2"}, "95": {"fulltext": "SYNTAX AND ANALYSIS. 89\\ntive; I lie me down to sleep/ should be, I lie down to\\nsleep.\\n6. A participle of a Transitive verb in the Active voice\\nrequires an object in the objective case; as, The boy, having\\neaten unripe fruity became sick.\\n7. The Relative Pronoun, when in the objective case, usu-\\nally precedes the verb by which it is governed; as, The\\nbook tvhich you see is mine. Here which is the object\\nof the verb see, and is placed before it.\\nModels for Parsing.\\nJames wrote a letter. Letter is a com. noun, n. g.,\\nsing, n., 3d p., and is in the obj. c, governed by wrote, a\\ntransitive verb in the active voice, according to Eule III.\\n(Quote Rule.)\\nThe boy, having eaten unripe fruit, became sick.\\nFruit is a com. noun, n. g., sing, n., 3d p., and in the\\nobj. c, governed by the participle having eaten, accord-\\ning to a note under Rule III. (Quote Note.)\\nJames saw him. Him is a pers. pronoun, masc. g.,\\nsing, n., 3d p., and in the obj. c, governed by saw, a trans,\\nv. in the act. v., according to Rule III. (Quote Rule.)^\\nExercises.\\n1. Write three sentences, each containing a\\nnoun three, each containing a pronoun three,\\neach containing an infinitive verb or an infinitive\\nphrase three, each containing a participle or a\\nparticipial phrase; three, each containing a sen-\\ntence or a part of a sentence\\nName the subject in each of the following sentences.\\nName the predicate or verb agreeing with the subject.\\nThe parsing of the Pronoun here is complete as far as it goes. But\\nthere are other things to be learned concerning it under Eule VIII.,\\nbefore it can be parsed in full.\\n?r. O", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0095.jp2"}, "96": {"fulltext": "90 ELEMENTARY GRAMMAR,\\nWhich of these verbs are transitive? What is the object of\\neach of these transitive verbs? Parse the Objectives which\\nare the objects of verbs and participles, and all the Subjects\\nand Verbs\\nCharles lost his knife.\\nMary found a book.\\nWilliam has recited his lesson.\\nJohn caught a bird in the trap.\\nA good conscience fears nothing.\\nIf you love God, keep his commandments.\\nTemperance promotes health.\\nPerseverance and industry will surmount every difficulty.\\nWe saw them go into the house.\\nThe child, seeing its mother, ran to meet her.\\nThe boys, having recited their lessons, were dismissed.\\nThe thief, having stolen the horse, made his escape.\\nThe merchant sold a yard of cloth.\\nThe teacher observed a boy breaking the rules.\\nAfter capturing the fort, the troops entered the city.\\nThe man whom I saw, informed me that he had a collec-\\ntion of wild beasts, which he would exhibit if you permit\\nhim.\\nGod said, Let there be light.\\nBoys love to play.\\nCharles desires to learn.\\nEvery child should learn to read.\\nPaul said, Children, obey your parents.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0096.jp2"}, "97": {"fulltext": "SYNTAX AND ANALYSIS, 91\\nRULE IV.\\nA Preposition requires an Object in the Objective\\nCase,\\nNOTES.\\n1. The noun or pronoun in the objective case after a\\npreposition is said to be governed by the preposition.\\n2. The preposition and the word governed by it is\\ncalled a Prepositional Phrase or an Adjunct. As such\\nit may be either adverbial or adjectival in character,\\nand may modify a verb, an adverb, an adjective, or a\\nnoun.\\n3. When a preposition is followed by an adjective without\\na noun, supply the noun, and parse the preposition accord-\\ningly as, Keep to the right, meaning Keep to the right\\nside.\\n4. The preposition is frequently omitted, particularly after\\nverbs oi giving and procuring; after adjectives of likeness or\\nnearness and before nouns denoting iime^ place, price, meas-\\nure, etc. When it is practicable to supply the ellipsis, the\\nnoun or pronoun is parsed as in the objective, governed by\\nthe preposition thus supplied. Thus, Give me a book.\\n*Get me an apple. Like his father. Books worth a\\ndollar, meaning, Give to me a book. Get /or me an\\napple. Like to his father. Books to the worth of a dol-\\nlar. But when no such preposition can be supplied, we say\\nthe noun is in the objective, expressing time, place, price, meas-\\nure, etc., without any governing word.\\n5. Sometimes one preposition immediately precedes an-\\nother; as, From before the altar. The two prepositions in\\nsuch cases should be considered as one, just as in the case of\\nthe compound prepositions upon, within, etc.\\nModels for Parsing.\\nJames wrote a letter to his father. To is a preposi-\\ntion, showing the relation between wrote and father,", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0097.jp2"}, "98": {"fulltext": "92 ELEMENTARY GRAMMAR.\\nand governs father in the obj. c, according to Rule IV.\\n(Quote.)\\nFather is a com. noun, mas. g., sing, n., 3d p., and in\\nthe obj. c, governed by the preposition to, according to\\nRule IV. (Quote.)\\nGod seeth in secret. In is a preposition, showing the\\nrelation between seeth and places, or some such noun\\nunderstood. The meaning is, God seeth in secret places.\\n**Give your brother the book. Brother is a common\\nnoun, masc. g., sing, n., 3d p., and in the obj. c, governed by\\nthe preposition to, understood, according to note under\\nRule IV. (Quote.)\\nExercises.\\n1. Write three sentences, each containing a preposition\\nfollowed by an adjective without any noun expressed.\\n2. Write three sentences, each containing a noun in the\\nobjective case, the object of some omitted preposition.\\nName the prepositions in the following sentences. Name\\nthe word governed by each. Name the phrases formed by\\nthe preposition and the word governed by it. State whether\\nadjectival or adverbial in character, and what they modify.\\nParse all the Prepositions, Subjects, Verbs, and Objectives\\nThe soldier was true to his country.\\nHis absence from school was the cause of his failure.\\nHis promotion depends upon his industry,\\nI can depend upon your support.\\nTurn to the left.\\nHe selected an apple from the best in his orchard.\\nMary looks like her mother.\\nCharles, give me that book.\\nHis ability won him much renown.\\nThe clouds seemed like piles of snow.\\nA bird can fly twenty miles an hour.\\nChildren near the sea gather shells.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0098.jp2"}, "99": {"fulltext": "SYNTAX AND ANALYSIS. 93\\nRULE V.\\nA JVoun or a Pronoun in the Possessive Case is\\ndependent upon the Jfoun signifying the things\\npossessed.\\nNOTES.\\n1. The noun or pronoun in the possessive case is said\\nto be governed by the noun signifying the thing pos-\\nsessed.\\n2. The noun governing the possessive case is often omit-\\nted; as, I bought this slate at the bookseller s, meaning,\\nat the bookseller s store. In such cases, supply the omis-\\nsion, and parse according to the general rule.\\n3. In complex names and in complex titles, the sign\\nof the possessive is put only at the end, and the whole\\ncomplex name, or title, is parsed as one word. Thus,\\nGeorge Washington s farewell address, not George s\\nWashington s.\\n4. A complex title sometimes consists of several words,\\nsome of which may be different parts of speech, and may\\nhave an independent construction of their own; thus, The\\ncaptain of the guard s horse was slain. In parsing such a\\nsentence, of the guard should be parsed first, each word\\nseparately, guard being in the objective. Then, captain\\nof the guard s should be parsed as one complex title, in the\\npossessive case, governed by horse. The s belongs not to\\nguard, but to the whole expression.\\n5. The possessive is sometimes governed by a participle\\nused as a noun; as, The cause of John s forgetting the\\nlesson w^as his anxiety about the excursion. Here John s\\nis in the possessive case, governed by forgetting used as a\\nnoun. It would not be correct to put John in the object-\\nive case governed by of. Of governs forgetting, not\\nJohn. The cause of John forgetting the lesson, should\\nbe, the cause of John s forgetting the lesson.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0099.jp2"}, "100": {"fulltext": "94 ELEMENTARY GRAMMAR.\\nModels for Parsing.\\nJames wrote a letter by his father^s permission. Fath-\\ner s is a com. noun, masc. g., sing, n., 3d p., and in the poss.\\nc, governed by permission, according to Rule V. (Quote.)\\nGeorge Washington s Farewell Address has just been\\nread. George Washington s, a complex name, is a prop,\\nnoun, masc. g., sing, n., 3d p., poss. c, governed by Ad-\\ndress, according to Eule V. (Quote.)\\nExercises.\\n1. Write three sentences, each containing a noun in the\\npossessive case with the governing noun omitted.\\n2. Write three sentences, each containing a complex name\\nin the possessive case.\\n3. Write three sentences, each containing a complex title\\nin the possessive case.\\n4. Write three sentences, each containing a noun in the\\npossessive case governed by a participle.\\nName all the nouns in the following sentences that are in\\nthe possessive case. Name all the subjects and predicates.\\nName the single word modifiers of each. How used? Name\\nthe phrase modifiers of each. How used Parse all the Pos-\\nsessives. Subjects, Verbs, Objectives, and Prepositions:\\nCruel boys rob birds nests.\\nThe widow s friend will not defraud her children.\\nThe boy s politeness caused his friends to respect him.\\nMary s friend arrived home safely.\\nThe girl, who lost her book, has found it.\\nHe preferred a shepherd s life to a monarch s throne.\\nBenjamin Franklin s grave is in Philadelphia.\\nMy father-in-law s house was destroyed by fire.\\nMy brother s behavior is better than my sister s.\\nShe went to the baker s and bought bread for her children.\\nHe spends his spare time at the lawyer s.\\nThey stopped at the bookseller s and made their purchases.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0100.jp2"}, "101": {"fulltext": "SYNTAX AND ANALYSIS, 95\\nRULE VI.\\nA Jfoun or a Pronoun in Apposition with an-\\nother, agrees with it in Case,\\nNOTES.\\n1. A word is said to be in apposition with another when\\nit is used to explain the other, or when it is repeated for\\nemphasis; as, Smith, the bookselleVy Uves in that house.\\nCisterns, broken cisterns, that can hold no water. We,\\nthe people of the United States.\\n2. The words in apposition may be in any case, nominative,\\npossessive, or objective.\\n3. A noun may be used in apposition with a whole sen-\\ntence; as, He promptly acceded to my request, an act\\nwhich redounds greatly to his honor. Act is here\\nnominative, in apposition with the whole of the preceding\\nsentence.\\n4. One of the most frequent instances of apposition is\\nwhere the proper noun of an object is appended to its\\ncommon name; as, The river Delaware.\\n5. The phrases They love one another, They love\\neach other, etc., afford instances of apposition that very\\nfrequently occur. In the first of these examples, one is\\nin the nominative, and is in apposition with they; and\\nanother is in the objective, governed by love. The\\nmeaning is, One loves another.\\nModel for Parsing.\\nJames wrote a letter to his brother John. John is a\\nprop, noun, masc. g., sing, n., 3d p., obj. c, in apposition with\\nthe noun brother, according to Rule VI. (Quote.)\\nExercises.\\n1. Write three sentences, each containing a noun in appo-\\nsition with another noun in the nominative case.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0101.jp2"}, "102": {"fulltext": "96 ELEMENTARY GRAMMAR.\\n2. Write three sentences, each containing a noun in appo-\\nsition with another noun in the possessive case.\\n3. Write three sentences, each containing a noun in appo-\\nsition with another noun in the objective case.\\n4. Write three sentences, each containing a noun in appo-\\nsition with a sentence or a part of a sentence.\\nIn the following sentences, name the word in apposition\\nand the word which it explains. The word in apposition is a\\nmodifier or adjunct of the word explained. In what partic-\\nular does the latter agree with the former Does it agree in\\ngender? Number? Person? Name the subjects and the\\npredicates. Name all the modifiers (single words and\\nphrases) of each. Parse the Nouns and Pronouns in Appo-\\nsition, and all the Subjects, Verbs, Possessives, Objectives, and\\nPrepositions\\nAlexander, the coppersmith, did me great harm.\\nMy brother, James, has gone home.\\nWashington, the first President, was buried at Mount\\nVernon.\\nMy cousin, Mary, has written me a letter.\\nKidd, the notorious pirate, suffered the felon s reward,\\ndeath upon the gallows.\\nWilliam bought a book for his sister Mary.\\nMr. Embury crossed the river Delaware in the ferry-boat\\nEagle.\\nThe steamer Pennsylvania will sail on Monday.\\nWe should make our business our pleasure.\\nWhy do you assail me, your only brother\\nHarrisburg, the capital of Pennsylvania, lies on the east\\nbank of the river Susquehanna.\\nPreserve your health, the poor man s wealth, the rich\\nman s bliss.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0102.jp2"}, "103": {"fulltext": "SYNTAX AND ANALYSIS 97\\nRULE VII.\\nThe Verb To Be has the same Case after it as\\nbefore it,\\nNOTES.\\n1. The noun or pronoun after the verb to he is not in appo-\\nsition with the noun or pronoun before it, but is a part of the\\npredicate of the verb as, James is commander of the troops.^\\nCommander should be parsed as nominative after the verb\\nis, and forming a part of the predicate. As a part of the\\npredicate, the words so used after the verb to he are consid-\\nered adjuncts or modifiers of the predicate.\\n2. This rule applies to all the variations of the verb to\\nhe, such as, am, art, is, luas, were, etc. It applies also to the\\nverb hecoyne and to several other intransitive verbs, and also\\nto the passive voice of some transitive verbs, such as to he\\nnamed, to he called, etc.\\n3. The verb to he in the infinitive mood used as a noun\\nmay have a noun or a pronoun after it without any other\\nnoun before it; as, To be a good man, is not so easy a\\nthing as many people imagine. Here inxin should be\\nparsed as used indefinitely after the verb to 6e, without .say-\\ning what its case is. The infinitive mood of many other\\nintransitive verbs, and likewise the infinitive passive of\\nsome transitive verbs, may also have a noun or a pronoun\\nafter them used indefinitely as, To live a consistent Chris-\\ntian is not easy, To be called a Roman was counted a great\\nhonor.\\nModel for Parsing.\\nJames is commander of the troops. Commander is\\na com. noun, masc. g., sing, n., 3d p., nom. c, after the verb\\nis, according to Rule VII. (Quote.)\\nExercises.\\n1. Write three sentences, each containing the verb to he\\nor one of its variations, having a noun or pronoun after the\\n7", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0103.jp2"}, "104": {"fulltext": "98 ELEMENTARY GRAMMAR,\\nverb, not in apposition with the noun or pronoun before the\\nverb.\\n2. Write three sentences, each containing the verb to he\\nused as a noun, having a noun or a pronoun after it used\\nindefinitely.\\nWhat words in the following sentences have the same case\\nas the word before the verb? Name the subject and predi-\\ncate in each sentence. What words or phrases modify each\\nsubject and predicate In each sentence, parse the Nouns\\nand Pronouns after the verb in the same case as the noun or\\npronoun before it, and all the Subjects, Verbs, Possessives,\\nObjectives, and Prepositions\\nEllen is the best scholar in the class.\\nArnold was a traitor to his country.\\nI am the owner of this property.\\nNathan said unto David, Thou art the man.\\nGodliness, with contentment, is great gain.\\nIt was he that did it.\\nIt was she that told us the story.\\nIt was Charles that we saw on the boat.\\nWashington w^as the first President.\\nI am sure it was John who passed.\\nThomson, the author of The Seasons, is a delightful poet.\\nIntemperance has been the ruin of many.\\nHe was considered to be a suitable person.\\nTo be called a coward does not make one so.\\nTo be a good citizen should be ever}^ man s desire.\\nThe Senate caused Scylla to be proclaimed dictator.\\nTo die a hero is better than to live a coward.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0104.jp2"}, "105": {"fulltext": "SYNTAX AND ANALYSIS, 99\\nRULE VIIL\\nA Pronoun agrees with the Koun or the Pronoun\\nfor which it stands, in Gender, JYumber, and Per-\\nson,\\nNOTES.\\n1. When a pronoun stands for a Collective noun, the pro-\\nnoun should be singular if the idea expressed by the noun is\\nsingular, and should be in the neuter gender; as, **The class\\nis too large it must be divided. But if the idea expressed\\nby the noun is plural, the pronoun should be plural. Send\\nthe multitude away that they may buy themselves bread.\\n2. When a pronoun stands for two or more words, con-\\nnected by and, the pronoun should be plural. Thus, Wil-\\nliam and Mary were both there; I saw them He and\\nMary were both there I saw ihemJ He and she were\\nboth there I saw them, Them in the first example\\nstands for two nouns, in the second, for a noun and a pro-\\nnoun, and in the third, for tw^o pronouns.\\n3. When a pronoun stands for tw^o or more words, con-\\nnected by and, but used to express only one subject, the\\npronoun should be singular. Thus, He knew his Lord\\nand Saviour, and loved Him.\\n4. When a pronoun stands for two or more words, in the\\nsingular, connected by or or nor, the pronoun should be sin-\\ngular. Thus, Either play or work is injurious, if it is car-\\nried to excess. If one of the words connected by or or nor\\nis plural, the pronoun should be plural as, Neither the\\ncaptain nor the crew knew their danger.\\n5. When a pronoun stands for two or more words, con-\\nnected by and, but of different persons, the pronoun agrees\\nwith the first person rather than with the second, and with\\nthe second rather than with the third. Thus, William and\\nI had our skates with us. Our and us are plural, be-\\ncause they stand for two subjects, William and I. But\\none of these subjects, William, being in the third person,\\nand the other, I, being in the first person, the pronoun", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0105.jp2"}, "106": {"fulltext": "100 ELEMENTARY GRAMMAR,\\nwhich stands for both must be in the first person. We would\\nnot express the meaning, if we were to say, William and\\nI had their skates with them.^\\n6. A pronoun may stand for an infinitive mood as, To\\ncontradict may be rude, but it is not criminal. A pronoun\\nmay stand also for a part of a sentence as, He is very\\nwitty, but unfortunately he is aware of it. The pronoun in\\nsuch cases should be in the neuter gender, singular number,\\nand third person. But if there are two or more infinitives,\\nor parts of sentences, making distinct subjects, then the pro-\\nnoun should be plural; as, ^To be temperate, and to use\\nexercise in the open air, are good preservatives of health,\\nbut they are not infallible.\\n7. The pronoun it is sometimes used indefinitely, that is,\\nwithout standing for any particular noun. When so used, it\\nis in the neuter gender, singular number, and third person.\\nThus, Come and trip it as you go, It rains, See how it\\nsnows, It is he.\\n8. Who is used in referring to persons; Which is used in\\nreferring to inferior animals, to things without life, to infants,\\nto collective nouns expressing a singular idea, and to persons\\nin asking questions where the particular individual was in-\\nquired for. Which was formerly applied to persons as\\nwell as things as, Our Father, which art in heaven.\\n9. That is used instead of Who or Which in the following\\ncases\\na. After two antecedents, one requiring whOj and the other\\nrequiring which; as, The 7nan and the house that we saw\\nyesterday.\\nb. After the Superlative; as, It is the best book that can\\nbe got.\\nc. After /Same; as, He is the same kind-hearted mantliat\\nhe used to be.\\nd. After All^ or any similar antecedent expressing a gen-\\neral meaning, limited by the following verb; as, All that\\nheard me can testify.", "height": "4231", "width": "2656", "jp2-path": "elementarygramma01hart_0106.jp2"}, "107": {"fulltext": "SYNTAX AND ANALYSIS. 101\\ne. After WhOj used interrogatively; as, Who^thathsiS seen\\nanything of human nature, can beUeve it?\\nAfter Itj used indefinitely; as, It was he that did it.\\n10. The relative is sometimes omitted; as, The letter\\nyou wrote me on Saturday, came duly to hand, meaning,\\nThe letter which you wrote me.\\n11. The antecedent is sometimes omitted as, Who lives\\nto nature, rarely can be poor, meaning, The person who\\nlives.\\nModels for Parsing.\\nMary lost her book. Her is a pers. pron., relating to\\nMary; it is in the fem. gen., sing, numb., 3d per., to agree\\nwith Mary, according to Rule VIII. (Quote), and is in the\\npossessive case, governed by book, according to Eule V.\\n(Quote.)\\nJohn, who was at school, wrote a letter to his father.\\nWho is a rel. pron., relating to John for its antecedent;\\nit is in the masc. g., sing, n., 3d p., to agree with John, ac-\\ncording to Rule VIII. (Quote), and is in the nom. c, subject\\nof the verb was, according to Rule I. (Quote.)\\nThe class is too large; it must be divided. It is a\\npers. pron., relating to class; it is in the neut. g., sing, n.,\\n3d p., to agree with class, a collective noun expressing a\\nsingular idea, according to a Note under Rule VIII. (Quote\\nNote), and is in the nom. c, subject of the verb must be\\ndivided, according to Rule I. (Quote.)\\nCharles and Henry were both there; I saw them.\\nThem is a pers. pron., relating to Charles and Henry;\\nit is in masc. g., plur. n., 3d p., to agree with Charles and\\nHenry, two words connected by and, according to a\\nNote under Rule VIII. (Quote), and is in the obj. c, object\\nof the verb saw, according to Rule III. (Quote.)\\nWilliam and I had our skates with us. Us is a\\npers. pron., relating to William and I, two words of\\ndifferent persons it is therefore in the 1st p., according to\\na Note under Rule VIII. (Quote), plur. n., according to a", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0107.jp2"}, "108": {"fulltext": "102 ELEMENTARY GRAMMAR\\nNote under Rule VIII. (Quote), and is in the obj. c, gov-\\nerned by the preposition with, according to Rule IV.\\n(Quote.)\\nTo contradict may be rude, but it is not criminal. It\\nis a pers. pron., relating to To contradict, a verb in the\\ninfinitive mood used as a noun it is therefore in the neut. g.,\\nsing, n., 3d p., according to a Note under Rule VIII. (Quote),\\nand is in the nom. c, subject of the verb 4s, according to\\nRule I. (Quote.)\\nIt rained all night. It is a pers. pron., used indefi-\\nnitely; it is in the neut. g., sing, n., 3d p., according to a Note\\nunder Rule VIII. (Quote Note), and is in the nom. c, subject\\nof the verb rained, according to Rule I. (Quote.)\\nThe man and the house that we saw yesterday. That\\nis a rel. pron., relating to two antecedents, man and\\nhouse, and used instead of Svho or which, accord-\\ning to a Note under Rule VIII. (Quote), plur. n., accord-\\ning to a Note under Rule VIII. (Quote Note), 3d p., and is\\nin the obj. c, governed by the verb saw, according to Rule\\nIII. (Quote.)\\nGive me what I want. What is a rel. pron., and\\nrelates to the object of give, understood, for its ante-\\ncedent; it is in the neut. g., sing, n., 3d p., to agree with\\nthe omitted antecedent, according to Rule VIII. (Quote),\\nand is in the obj. c, object of the verb want, according to\\nRule III. (Quote.)\\nWhoever hopes to win the prize, must labor hard. Who-\\never is a compound rel. pron., composed of who and ever^\\nrelating to person, or some other like w^ord omitted, for its\\nantecedent; in the com. g., sing, n., 3d p., to agree with the\\nomitted antecedent, according to Rule VIII. (Quote), and is\\nin the nom. c, subject of the verb hopes, according to Rule\\nI. (Quote.)\\nWho wrote the letter John. Who is an interroga-\\ntive pronoun, relating to the subsequent w^ord John; it is\\nin the masculine gender, singular number, and third person,\\nto agree with John, according to Rule VIII. (Quote), and", "height": "4231", "width": "2637", "jp2-path": "elementarygramma01hart_0108.jp2"}, "109": {"fulltext": "SYNTAX AND ANALYSIS. 103\\nis in the nominative case, subject of the verb wrote, ac-\\ncording to Kule I. (Quote.)\\nWho wrote the letter Who is an interrogative pro-\\nnoun, relating to some noun contained in the answer, and\\nnot yet given; its gender, number, and person, therefore,\\ncannot be determined; it is in the nominative case, subject\\nof the verb wrote, according to Rule I. (Quote.)\\nI do not know who wrote it. Who is a responsive\\npronoun, not relating to any word, either antecedent or sub-\\nsequent; its gender, number, and person cannot be deter-\\nmined; it is in the nom. c, subject of the verb wrote/\\naccording to Eule I. (Quote.)\\nExercises,\\n1. Write three sentences, each containing a pronoun stand-\\ning for a collective noun.\\n2. Write three sentences, each containing a pronoun in the\\nplural number standing for two or more words connected by\\nand.\\n3. Write three sentences, each containing a pronoun in the\\nsingular number standing for two or more words connected\\nby and.\\n4. Write three sentences, each containing a pronoun in the\\nsingular number standing for two or more words connected\\nby or or nor.\\n5. Write three sentences, each containing a pronoun in the\\nplural number standing for two or more words connected by\\nor or nor.\\n6. Write three sentences, each containing a pronoun stand-\\ning for two or more words of different persons connected by\\nand.\\n7. Write three sentences, each containing a pronoun stand-\\ning for a verb in the infinitive mood used as a noun.\\n8. Write three sentences containing the pronoun it used\\nindefinitely.\\n9. Write twelve sentences, two of each class (see 2 8, page", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0109.jp2"}, "110": {"fulltext": "104 ELEMENTARY GHAMMAR.\\n100), each containing the pronoun that^ used instead of\\nwho or which.\\n10. Write three sentences, in each of which the relative\\npronoun is omitted.\\n11. Write three sentences, in each of which the antecedent\\nis omitted.\\nIn the following sentences, name the pronouns. To which\\nclass of pronouns does each belong? Name the gender,\\nnumber, person, and case of each of the personal pronouns.\\nName the clause which is introduced by each relative pro-\\nnoun. In relation to each clause, state whether it is used\\nin an adjectival sense, in an adverbial sense, or as a substan-\\ntive or noun. Divide each of the sentences containing a rel-\\native pronoun into two or more separate sentences. Parse\\nall the Pronouns, Subjects, Verbs, Possessives, Objectives, and\\nPrepositions\\nJohn sold his colt to his brother.\\nLucy gave her book to her cousin.\\nWhile Charles was at school he wrote a letter to his brother.\\nThe boy was arrested by the officer who detected him in\\nthe act.\\nI lost my knife in the woods.\\nThe general, who knew the treachery of the enemy, cau-\\ntioned his troops of their danger.\\nThe boy who studies will improve.\\nGeorge received the letter which Charles wrote to him.\\nTrust not him whose friendship is bought.\\nWe come to you to complain of your soldiers they have\\ndestroyed our playground. We requested them not to dis-\\nturb it, but they called us rebels, and told us to help ourselves\\nif we could.\\nThe regiment is now in winter quarters, but it will soon be\\nordered to the front.\\nThe captain reproved the company because they came\\nwithout their muskets.", "height": "4222", "width": "2590", "jp2-path": "elementarygramma01hart_0110.jp2"}, "111": {"fulltext": "SYNTAX AND ANALYSIS. 105\\nMary wrote to Charles and John, and advised them to\\nreturn to their homes.\\nHe and Lucy are in the city, for I saw them.\\nThe captain and the crew were nearly exhausted when\\nthey were discovered.\\nHe remembered his benefactor and friend, and loved him\\nfor his kindness.\\nThe tyrant and coward is despised by all that know him.\\nCharles wrote to his friend and playmate, and promised to\\nvisit him.\\nNeither Mary nor Lucy studied her lesson.\\nEither the officer or the men have failed to perform their\\nduty.\\nHenry and I took our books to school with us.\\nMother and I took our friends with us to see the painting.\\nYou and Henry must study your lessons.\\nTo swear is as impolite as it is wicked.\\nIt is snowing very fast.\\nIt is useless to search further.\\nWho broke the slate John.\\nWho won the prize Mary.\\nWho recited the lesson?\\nWhose book was lost\\nI do not know who recited the lesson.\\nI cannot tell whose book was lost.\\nYou may do what you please, say whatever you will, and\\ntake whatsoever you like, but what you do, or whatever you\\nsay, and whatsoever you take, you must account for.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0111.jp2"}, "112": {"fulltext": "106 ELEMENTARY GRAMMAR,\\nRULE IX.\\n^n Article Tnodifies the Koun to which it relates.\\nNOTES.\\n1. The noun to which the article relates is sometimes omit-\\nted as, Turn neither to the right nor to the left meaning,\\nTurn neither to the right side nor to the left side. In\\nsuch cases, supply the noun, and parse the article according\\nto the rule, as modifying the noun thus supplied.\\n2. A is often an abbreviation for some other short word,\\nai^ in, on; as, His greatness is a ripening. In such cases\\nit is not an article, but a preposition, and is to be parsed\\naccordingly.\\nModel for Parsing.\\nJames wrote a letter. A is the ind. art., modifying\\nthe noun letter, to which it relates, according to Eule IX.\\n(Quote.)\\nExercises.\\n1. Write three sentences, each containing the definite arti-\\ncle, with the related noun omitted.\\n2. Eewrite the sentences, inserting the omitted noun.\\nName the subject and the predicate in each of the follow-\\ning sentences. Xame the modifiers of each. Add clauses to\\neach of the subjects. Parse all the Articles, Pronouns, Sub-\\njects, Verbs, Possessives, and Objectives\\nA book. A good man. The new coat. The fast horse.\\nA is an indefiite article.\\nThe is a definite article.\\nIn crossing a bridge, you must always keep to the right.\\nJames the Second was banished from the kingdom.\\nGive glory to God in the highest.\\nThe poor have claims on the rich.\\nThe less you spend, the more you will have.", "height": "4222", "width": "2590", "jp2-path": "elementarygramma01hart_0112.jp2"}, "113": {"fulltext": "SYNTAX AND ANALYSIS. 107\\nRULE X.\\n,^71 Adjective modifies the Koun or the Pronoun\\nto which it relates.\\nNOTES.\\n1. The noun to which the adjective belongs is sometimes\\nomitted; as, Of many evils, choose the least, meaning,\\n0f many evils, choose the least evil. In such cases, sup-\\nply the omission, and parse the adjective according to the\\nRule, as modifying the noun thus supplied.\\n2. An adjective sometimes modifies a verb in the infin-\\nitive mood, or a part of a sentence, used as a noun as,\\nTo play is pleasant. To use profane language is both\\nfoolish and wicked. In such cases the adjective should\\nbe parsed as modifying the infinitive verb, or the part of\\na sentence used as a noun.\\nModels for Parsing.\\nJames wrote a long letter. Long is an adj., in the\\npos. deg. (long, longer, longest), modifying the noun letter,\\nto which it relates, according to Rule X. (Quote.)\\nOf many evils, choose the least. Least is an adj., in\\nthe superlative deg. (little, less, least), modifying the noun\\nevil understood, to which it relates, according to Rule X.\\n(Quote.)\\nTo play is pleasant. Pleasant is an adj., pos. deg.\\n(pleasant, more pleasant, most pleasant), modifying To\\nplay, a verb in the infin. m., used as a noun, to which it\\nrelates, according to Note under Rule X. (Quote Note.)\\nExercises.\\n1. Write three sentences, each containing an adjective,\\nand omitting the noun which the adjective modifies.\\n2. Write three sentences, each containing an adjective\\nmodifying a verb in the infinitive mood used as a noun.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0113.jp2"}, "114": {"fulltext": "108 ELEMENTARY GBAMM^^-\\n3. Write three sentences, each conti^ining an adjective\\nmodifying a part of a sentence used as noun.\\nName the subject and predicate in each of the following\\nsentences. Name the single words whi(-h modify the sub-\\njects. Name such as modify other noui^^j ^ot used as sub-\\njects. Name the phrases found in th^ sentences. How\\nused? Name the pronouns, and state the attributes of\\neach. Name the clauses. Parse all the Adjectives, Arti-\\ncles, Pronouns, Subjects, Verbs, PossessiV^s, and Objectives:\\nA large reward was offered.\\nJohn is a rapid writer.\\nShe is a good girl.\\nJohn is a better writer than Charles.\\nThe darkest night will pass away.\\nThe example is not difficult.\\nThe train went to New York at a rapid i^te.\\nHis new slate was broken into many sm.^^l pieces.\\nA merry heart maketh a glad countenai^ce.\\nCharles is the most industrious boy in his class.\\nMary is a better writer than Charles.\\nThe poor have claims upon the rich.\\nIn crossing a bridge keep to the right.\\nHenry the Eighth was then on the throne-\\nJames the Second was banished from the kingdom.\\nThe less you spend, the more you will ha^e.\\nTo steal is wicked.\\nTo eat unripe fruit is injurious.\\nThe window is so located that you can see the beautiful\\nnew houses on the opposite side of the river.", "height": "4222", "width": "2590", "jp2-path": "elementarygramma01hart_0114.jp2"}, "115": {"fulltext": "SYNTAX AND ANALYSIS, 109\\nRULE XI.\\nAn Adjective Fronoun modifies the Moun or\\nthe Pronoun to which it relates,\\nNOTES.\\n1. The Distributives and Demonstratives agree in number\\nwith the nouns to which they relate as, This sort of per-\\nsons, not These sort. The distributives, each, every, either,\\nneither, are all singular. Of the demonstratives, this and that\\nare singular, these and those plural.\\n2. The noun is often omitted after adjective pronouns; as,\\nLet each do his duty, meaning Let each man do his\\nduty. In such cases, supply the noun, and parse as usual.\\nModel for Parsing.\\nJames wrote this letter. This is a dem. adj. pron.,\\nmodifying the noun letter, to which it relates, according\\nto Kule XL (Quote), and is in the singular number, to agree\\nwith letter, according to Note under Rule XL (Quote).\\nExercises.\\n1. Write three sentences, each containing an adjective pro-\\nnoun modifying some omitted noun.\\n2. RcAvrite the sentences, inserting the omitted noun.\\nName the subject and predicate in each of the following\\nsentences. Name the single words which modify the sub-\\njects. Name such as modify other nouns not used as sub-\\njects. Which of these are adjective pronouns or pronominal\\nadjectives? Name the phrases found in these sentences.\\nHow used? Parse all the Adjective Pronouns, Articles, Ad-\\njectives, Subjects, Verbs, Possessives, Objectives, Pronouns,\\nand Prepositions\\nThose men only are great who are good.\\nThis house belongs to my father.\\nThat style of dress is admired.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0115.jp2"}, "116": {"fulltext": "110 ELEMENTARY GRAMMAR,\\nThose books are not in their places.\\nSuch boys are worthy of respect.\\nSome rivers are shallow.\\nGive me the other hat.\\nEvery station in life has its cares.\\nAll men must die.\\nEach boy took his book and went home.\\nNeither of the boys has arrived.\\nThat horse which you see is mine.\\nThat statement is not correct.\\nJohn, you can take one book, and Mary can take the other.\\nSuch conduct deserves reproof.\\nBoth boys have arrived in time.\\nThis knife w^as given to me by my brother.\\nThese books were purchased for our library.\\nSome live in poverty, some in wealth.", "height": "4222", "width": "2590", "jp2-path": "elementarygramma01hart_0116.jp2"}, "117": {"fulltext": "SYNTAX AND ANALYSIS. Ill\\nRULE XII.\\nParticiple modifies the JVoun or the Pronoun\\nto which it relates,\\nNOTES.\\n1. The participle is often used as a noun, either in the\\nnominative or in the objective case, and at the same time as\\npart of a verb, it retains its government of the objective; as,\\nWriting letters is easier than writing compositions (nom.);\\nIn writing letters he soon became expert (obj.).\\n2. The participle used as a noun, is frequently found gov-\\nerning another noun in the possessive case; as, Much\\ndepends on John s writing his letters rapidly.\\n3. The participle is sometimes used simply as a noun as,\\nAvoid foolish talking and jesting. When so used, parse the\\nword as a participial noun in the third person, neuter gender.\\n4. The participle is sometimes used simply as an adjective\\nas, Singing birds abound in summer, He is a learned\\nman. When a participle is so used, call it a participial\\nadjective, and parse it as any other adjective.\\n5. A participle of the verb to he may have a noun or a\\npronoun after it in the same case as the one before it; as,\\nThomas, being an apt scholar, won the favor of his\\nteacher. This rule applies also to the participles of many\\nother intransitive verbs, and likewise to the participles of the\\npassive voice of some transitive verbs; as, Solomon, while\\nreigning kingy built the temple, Washington, being ap-\\npointed commander-in-chiefs proceeded at once to Cam-\\nbridge.\\nModels for Parsing.\\nThe child, seeing its mother, ran to meet her. Seeing\\nis the present participle, active, of the irregular transitive\\nverb to see (see, saw, seen), modifying child, to which\\nit relates, according to Rule XI I. (Quote.)\\nWriting letters is easier than writing compositions.\\nWriting is the pres. part., active, of the irreg. trans.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0117.jp2"}, "118": {"fulltext": "112 ELEMENTARY GEAMMAE.\\nverb to write (write, wrote, written). It is here used as\\na noun, according to a note under Rule XII. (Quote\\nNote.) It is in the nom. case, subject of the verb is,\\naccording to Eule I. (Quote.)\\nAvoid fooUsh talking and jesting. Talking is a par-\\nticipial noun, in the neut. gen., sing, numb., 3d per., obj. c,\\nobject of the verb avoid, according to Hule III. (Quote.)\\nSinging birds abound in summer. Singing is a par-\\nticipial adj., not compared, modifying the noun birds, to\\nwhich it relates, according to Rule X.\\nJames, having written a letter, sent it to the post-office.\\nHaving written is the comp. perf. part., active, of the irr.\\ntrans, verb to write (write, wrote, written), modifying the\\nnoun James, to which it relates, according to Rule XII.\\n(Quote.)\\nExercises.\\n1. Write three sentences, each containing a participle used\\nas a noun in the nominative case, and retaining its govern-\\nment of the objective case.\\n2. Write three sentences, each containing a participle used\\nas a noun in the objective case, and retaining its government\\nof the objective.\\n3. Write three sentences, each containing a participle used\\nas a noun, and governing another noun in the possessive\\ncase.\\n4. Write three sentences, each containing a participle used\\nsimply as a noun.\\n5. Write three sentences, each containing a participle used\\nsimply as an adjective.\\n6. Write three sentences, each containing a participle of\\nthe verb to be, having a noun or pronoun after it in the\\nsame case as the one before it.\\nName the subject and the predicate in each of the follow-\\ning sentences. Name the phrases. Which of the phrases\\nare introduced by a preposition? Which by a participle?\\nWhich of the participles in the sentences are used ^s sub-", "height": "4222", "width": "2590", "jp2-path": "elementarygramma01hart_0118.jp2"}, "119": {"fulltext": "SYNTAX AND ANALYSIS, 113\\njects? Which are used as objects of prepositions? As\\nobjects of transitive verbs? Name the clauses. What is\\ntheir use? Parse the Participles, Subjects, Verbs, Objectives,\\nPossessives, Prepositions, Articles, Adjectives, and Adjective\\nPronouns\\nThe snow, falling rapidly, soon covered the ground.\\nA man deserving blame should be censured.\\nThe laborer, fatigued with the toil of the day, slept soundly.\\nThe exercise written by Charles was admired by all.\\nThe boys, having recited their lessons, were dismissed.\\nJohn, having written his composition, gave it to the\\nteacher.\\nThe day being far spent, we returned to our homes.\\nThe lesson having been recited, the class was dismissed.\\nThe fire having been extinguished, the crowd dispersed.\\nHonor, defined by Cicero, is the approbation of good men.\\nWilliam, being successful in his examination, expects pro-\\nmotion.\\nWilliam, having been successful in his examination, was\\npromoted.\\nWilliam, having succeeded in his examination, expects to\\nbe promoted.\\nReading good books promotes knowledge.\\nIn catching fish he soon became expert.\\nCharles takes pleasure in studying his lessons.\\nMuch depends on Mary s reaching the city promptly.\\nJohn s writing is worthy of commendation.\\nThe astronomer spent the night in studying the heavens.\\nLoud talking and laughing are rude.\\nBryant is a distinguished poet.\\nThe roaring lion is an object of fear.\\nCharles, being the first boy to arrive, was rewarded.\\nMary, being an industrious girl, was commended by her\\nteacher.\\n8", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0119.jp2"}, "120": {"fulltext": "114 ELEMENTARY GRAMMAR.\\nRULE XIII.\\nAn Adverb modifies the Verb, Adjective, or other\\nAdverb to which it relates,\\nNOTES.\\n1. Adverbs are usually placed before adjectives, after verbs,\\nand often between the auxiliary and the verb; as, He is\\nvery attentive/ She behaves welV^ They are much es-\\nteemed. This rule is far from being universal in its appli-\\ncation.\\n2. There is often used indefinitely, its only force being to\\nintroduce the verb as, There is truth in the old proverb.\\nIn such sentences, there does not mean in that place.\\n3. Nay^ no, yea, yes, expressing simply negation or affirma-\\ntion, contain in themselves a complete sense, and do not\\nmodify any verb. The same is true of Amen. In parsing\\nsuch words state merely that they are adverbs.\\n4. Adverbs should not be used where adjectives are re-\\nquired, that is, to modify nouns or pronouns. Thus, The\\ndress looked pretty, not prettily. Pretty, here, is an\\nadjective describing dress, and does not modify the verb\\nlooked. It does not express the manner of looking.\\n5. Two negatives are improper, if intended to express the\\nsame negation. When so used, they destroy each other,\\nand are equivalent to an affirmative. Thus, I CRunoi by\\nno means allow it, should be, I can by no means allow it,\\nor I cannot by any means allow it.\\n6. An adverb is sometimes preceded by a preposition as,\\nat once, for ever. In such cases the two words should be taken\\ntogether and called an adverb or an adverbial phrase.\\nModels for Parsing.\\nJames wrote a letter hastily. Hastily is an adv. in\\nthe pos. deg. (hastily, more hastily, most hastily), modifying\\nthe verb wrote, to which it relates, according to Rule XII.\\n(Quote.)", "height": "4222", "width": "2590", "jp2-path": "elementarygramma01hart_0120.jp2"}, "121": {"fulltext": "SYNTAX AND ANALYSIS, 115\\nA thoroughly bad man. Thoroughly is an adv. in the\\npos. deg. (thoroughly, more thoroughly, most thoroughly),\\nmodifying the adj. bad, to which it relates, according to\\nRule XII. (Quote.)\\nExercises.\\n1. Write three sentences, each containing a preposition\\nand an adverb to be taken together as an adverb.\\nName the subject and predicate in each of the following\\nsentences. What single words modify the predicate What\\nphrases modify the predicate? What clauses modify the pred-\\nicate What adjectives, if any, are modified by single words\\nWhat phrases are found in the sentence What kind What\\nuse Parse all the words in the following sentences except\\nConjunctions:\\nLive temperately.\\nShe is particularly careful.\\nThis horse runs very rapidly.\\nThe most cautious are often deceived.\\nThus the farmer sows his seed.\\nGreat men are greatly admired.\\nHow can you behave so badly\\nWhy do you neglect your duty\\nA smart child may learn more rapidly than is desirable.\\nRemember now thy Creator in the days of thy youth.\\nYou must try to write more carefully; you are the least\\ncareful writer in the class.\\nCherish me kindly, cheer my young heart,\\nI will follow thee ever, and never depart.\\nThere was a man sent from God whose name was John.\\nThere is truth in the old proverb.\\nThere is nothing to be seen.\\nDid you recite the lesson Yes.\\nHas Charles returned from school No.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0121.jp2"}, "122": {"fulltext": "116 ELEMENTARY GRAMMAR.\\nRULE XIV.\\nThe Infinitive Mood depends upon some Verb,\\nAdjective, or J^oun.\\nExplanation. *^He delights to tease his companions.\\nHere, *Ho tease depends on the verb delights. That\\nis the word with which it must be connected in order to\\nmake sense.\\nHis time to die had not yet come. In this example, to\\ndie depends on the nomi time.\\nHe was too stupid to learn, Here, to learn depends\\non the adjective ^stupid\\nNOTES.\\n1. The preposition o, which is used in making the form\\ncalled the infinitive mood, and which is generally called the\\nsign of the infinitive mood, is not to be parsed by itself, but\\nwith the verb.\\n2. Toy the sign of the infinitive, is usually omitted after\\nthe active voice of the verbs hid, dare (to venture), need, make,\\nsee, hear, feel, let, and some others as, I saw him (to) doit.\\nIn the passive voice of these verbs, however, the to is\\nusually expressed as, He was seen to do it.\\n3. The infinitive mood is frequently used as a noun, and at\\nthe same time retains its government of the objective case.\\nThus, To write letters is easy. Here, to write, as a\\nnoun, is the subject of the verb is, and at the same time,\\nas a verb, governs letters.\\nModel for Parsing.\\nCharles expects to win the prize. To win is a trans,\\nverb, irr. (win, won, won), act. v., inf. m., pres. t., and depends\\nupon the verb expects, according to Eule XIV. (Quote.)\\nExercises.\\n1. Write three sentences, each containing a verb in the\\ninfinitive mood depending upon some other verb.", "height": "4222", "width": "2590", "jp2-path": "elementarygramma01hart_0122.jp2"}, "123": {"fulltext": "SYNTAX AND ANALYSIS. 117\\n2. Write three sentences, each containing a verb in the\\ninfinitive mood depending upon an adjective.\\n3. Write three sentences, each containing a verb in the\\ninfinitive mood depending upon a noun.\\n4. Write three sentences, each containing a verb in the\\ninfinitive mood, with the sign of the infinitive omitted.\\n5. Write three sentences, each containing a verb in the\\ninfinitive mood used as a noun in the nominative case, and\\nretaining its government of the objective.\\nName the subject and the predicate in each of the following\\nsentences. Name all the single word modifiers of each.\\nName all the phrases. How used? Name the infinitives.\\nWhat does each one modify Parse all the words in the fol-\\nlowing sentences except the Conjunctions\\nCharles expects to return to school.\\nMary tried to catch the train.\\nHenry wanted to borrow my knife.\\nThe sinner was not prepared to die.\\nHe was too scurrilous to be tolerated in decent societ5\\\\\\nThe President was to have been inaugurated last Friday.\\nShe seemed to love her child, and yet she was seen to treat\\nit badly.\\nIt was too late to travel any farther.\\nIt is too early to visit her.\\nIt was too wet to go out.\\nI saw him take the book.\\nI heard him recite the lesson.\\nThey need not call her.\\nI bade him go home.\\nEmploy your time judiciously, and you will not find it pass\\nso slowly.\\nTo write letters is easy.\\nTo write a good composition requires care.\\nTo love our friends is natural.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0123.jp2"}, "124": {"fulltext": "118 ELEMENTARY GRAMMAR.\\nRULE XV.\\nA Conjunction connects the Words, Sentences,\\nPhrases, or Clauses, between which it stands.\\nNOTES.\\n1. The words connected by conjunctions must be of the\\nsame class. Nouns are connected with nouns, adjectives with\\nadjectives, verbs with verbs, adverbs with adverbs, etc.\\nNouns and pronouns are here considered as belonging to one\\nclass.\\n2. Words and clauses are often connected not by a single\\nconjunction, but by two conjunctions, or by a conjunction and\\nan adverb, corresponding to each other; as, Give me neither\\npoverty nor riches. The method proposed was defective,\\ninasmuch as it did not provide the means for carrying the\\nplan into effect.\\nModels for Parsing.\\nJames and John are brothers. And is a conjunction,\\nconnecting James and John, according to Rule XV.\\n(Quote.)\\nIt is neither cold nor hot. Neither and nor are\\ncorresponding conjunctions, connecting cold and hot,\\naccording to a note under Rule XV. (Quote.)\\nExercises.\\nName the subject and predicate in each of the following\\nsentences. Name the clauses in each. How connected?\\nTell how each is used principal or dependent If dependent,\\nwhat does it modify? Is it adverbial or adjectival in its use?\\nName all phrases, and tell what each modifies and give its\\nuse. Name all other modifiers. Parse all the words in the\\nsentences\\nJohn and James have gone to school.\\nThe farmer sold his wheat and corn to the miller.\\nForget the faults of others, and remember your own.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0124.jp2"}, "125": {"fulltext": "SYNTAX AND ANALYSIS. 119\\nYou shall never fail, if you do these things.\\nThough he slay me, yet will I trust in him.\\nHe is a friend to-day, but may be an enemy to-morrow.\\nAs he treats others, so will he be treated by them.\\nWashington was a better man than Napoleon.\\nUnless it blossom in the spring, the tree will not bear fruit.\\nThe hour has arrived, therefore we must depart.\\nRULE XVI.\u00e2\u0080\u0094 INTERJECTIONS.\\nAn Interjection has no dependence upon other\\nwords.\\nNOTES.\\n1. In parsing an interjection, all that is necessary is to tell\\nwhat part of speech it is.\\n2. Sometimes interjections have the appearance of govern-\\ning the objective case; as, Ah, me! But such sentences\\nare always elliptical, some verb or preposition being under-\\nstood; as, *Ah! (pity) me.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0125.jp2"}, "126": {"fulltext": "II. Analysis\\n-\u00c2\u00ab\u00c2\u00bbo a o\\n1. Analysis treats of the separation of a sentence\\ninto the parts which compose it.\\nI. PARTS OF A SENTENCE.\\nA Sentence is a number of words put together so\\nas to make complete sense as, Man is mortal.\\nA sentence may consist of a single word as, Depart/\\nThe Essential Parts of a Sentence are the Subject\\nand the Predicate.\\nThe Subject is that of which something is affirmed.\\nThe Predicate is that which is affirmed or asserted\\nof the Subject.\\nIn the sentence, Man lives, man is the Subject, lives is\\nthe Predicate.\\nThere cannot be a sentence without a Subject,\\nexpressed or understood.\\nIn the sentence, Depart, the subject is thou or you under-\\nstood.\\nThere cannot be a sentence without a Predicate,\\nexpressed or understood,\\n120", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0126.jp2"}, "127": {"fulltext": "ANALYSIS, 121\\nA Subject and a Predicate, together, make a sen-\\ntence.\\nI. THE SUBJECT.\\nDistinction of Grammatical Subject and Logical\\nSubject.\\nThe Grammatical Subject is simply the noun or\\nthe pronoun which is the subject of the verb.\\nExamples. Man lives. The good old man still lives.\\nIT^ lives.* He, the eloquent and able defender of Chris-\\ntianity, still lives. In the first two examples, the Gram-\\nmatical Subject is man; in the other two, it is he.\\nThe Logical Subject is not simply the noun or pro-\\nnoun which is the subject of the verb, but includes also\\nall the attendant words which in any way modify the\\nmeaning of the subject.\\nIn the second example above, the Logical Subject is The\\ngood old man in the fourth example, it is -He, the eloquent and\\nable defender of Christianity.\\nThe Logical Subject of the sentence includes all the\\nwords which, taken together, form the subject of dis-\\ncourse.\\nThe Logical Subject is the one treated of in Analysis.\\nThe Subject is of three kinds. Simple, Complex, and\\nCompound.*\\nI. SIMPLE SUBJECTS.\\nA Simple Subject is a single noun or pronoun, the\\nsubject of a verb, with no modifying word or words.\\nExamples.\u00e2\u0080\u0094 James wrote the letter. He wrote the\\nIn the remainder of this chapter, it will be understood that the\\nterm Subject, unless otherwise specified, means the Logical Subject.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0127.jp2"}, "128": {"fulltext": "122 ELEMENTARY GRAMMAR.\\nletter. Henry Clay rose in his place, and addressed the\\nHouse. Rivers flow into the sea.\\nThe Logical Subject and the Grammatical Subject are here\\nthe same.\\nII. COMPLEX SUBJECTS.\\nA Complex Subject is one in which the noun or\\npronoun which is the subject of the verb is accompanied\\nby some other word or words which in some way limit\\nor modify its meaning.\\nExample. The miserable man, overwhelmed with dehtj and\\nconvicted of crime, lived a most unhappy life. Here the sub-\\nject is man with all the other accompanying words in\\nitalics. These accompanying words modify or limit the word\\nman. They all, taken together, form the subject of which\\nthe affirmation is made.\\nAdjuncts to the Subject.\\nAdjuncts are the accompanying words which make\\na Subject complex.\\nThe Adjuncts of the Subject are of three kinds,\\nnamely, Single Words, Phrases, and Clauses.\\nA Phrase is a number of words, connected in meaning,\\nbut not containing a predicate, and not making by them-\\nselves complete sense. Phrases, in their office or use, are\\neither adjectival or adverbial.\\nA Clause is a part of a sentence containing a predicate\\nwath its subject, making by themselves complete sense, yet\\nnot independent, being used to modify some other part or\\nparts of the sentence of which it is a part.\\nClauses, in their office or use, are either substantive, adjec-\\ntival, or adverbial.\\nThe following are examples of each of these three kinds of\\nadjuncts.\\n1. Single Words. The good man has departed. Here", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0128.jp2"}, "129": {"fulltext": "ANALYSIS, 123\\nthe and good are single words, modifying the subject\\nman/\\n2. Phrases. The good man, in the midst of his usefulness^\\nhas departed. Here the words, in the midst of his useful-\\nness, form a modifying phrase.\\n3. Clauses. The good man, who had gained great renown,\\ndeparted. Here the words, who had gained great renown,\\nform a modifying clause.\\nWays in which Adjuncts Modify the Subject.\\nThe Subject is modified by Adjuncts, as follows\\n1. By an article; as, The man has arrived.\\n2. By an adjective as, Good men are few.\\n3. By a noun or pronoun in apposition as, James Brown,\\nartist, is dead Elizabeth herself has arrived.\\n4. By a noun or pronoun in the possessive as, Winter s\\nfrosts have disappeared Your time has come.\\n5. By a participle as, Brothers divided are a sad sight.\\n6. By a verb in the infinitive as, The time to study should\\nnot be lost.\\n7. By a phrase, which may be\\n1. A preposition and its object; as, The lessons of the\\nday were not recited.\\n2. Appositive as, John, the Baptist, preached in the\\nwilderness.\\n3. Participial as, The sun, shining through the mist,\\nlooked white and ghastly.\\n8. By a clause; as, Lessons which are easy are apt to be\\nneglected The fear that he might he detected kept him from\\ncommitting the crime.\\nModel. A large increase of wealth might make him\\ncareless.\\nIn this sentence,\\n1. The simple subject is increase.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0129.jp2"}, "130": {"fulltext": "124 ELEMENTARY GRAMMAR.\\n2. Its adjuncts or modifiers are the article a. the adjective\\nlarge, and the preposition and its object, of wealth,\\n3. The whole complex subject is a large increase of wealth.\\nExercises. Name in each of the following sentences\\n(1) The simple subject.\\n(2) The adjuncts or modifiers of the simple subject.\\n(3) The whole complex subject.\\n1. The thorough knowledge of Scripture helps us in under-\\nstanding all other truth.\\n2. An anxious desire to do right was manifest in all his\\nconduct.\\n3. James s impetuous disposition, which ought to have\\nbeen checked, was allowed to have free sway.\\n4. The great apostle Paul himself was subject to calumny.\\n6. A selfish desire for wealth, unchecked, is apt to pervert\\nthe moral principles.\\n6. A neat little cottage, standing by the river s brink, at-\\ntracted his attention.\\n7. The tallest oak must bend before the mighty power of\\nthe wind.\\n8. Henry, an English king, was considered to be a great\\nscholar because he could write his name.\\nWays in which the Adjuncts of the Subject are\\nModified by other Adjuncts.\\nAdjuncts of the Subject may themselves be modified by\\nother words, as follows\\n1. A Noun used as an adjunct of the subject may be modi-\\nfied in all respects as the principal noun.\\nExample. James Applegate, the old man that you spoke\\nof, has left for parts unknown.\\n2. An Adjective used as an adjunct of the subject may be\\nmodified\\n(1) By a preposition and its object.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0130.jp2"}, "131": {"fulltext": "ANALYSIS, 125\\n(2) By an infinitive.\\n(3) By an adverb.\\nExamples. A man merciful in disposition. A man\\nquick to resent injury.^ A very abundant harvest.\\nAn adverb used to modify an adjunct adjective may itself\\nbe modified\\n(1) By another adverb.\\n(2) By a preposition and its object.\\nExamples. Most thoroughly wicked. An essay re-\\nplete, agreeably to expedationy with varied knowledge.\\n3. A Participle, or an Infinitive, used as an adjunct of the\\nsubject, may be modified\\n(1) By an object.\\n(2) By a preposition with its object.\\n(3) By an infinitive.\\n(4) By an adverb.\\nExamples of the Participle. The man, having written\\nthe letter y mailed it. The man, living in ease, became indo-\\nlent. The man, wishing to sleep, retired to his room.\\nThe man, thoroughly frightened, fled from the house.\\nExamples of the Infinitive. A desire to gain honor.\\nA desire to live in ease. A resolution to cease to do evil.\\nA resolution to cease immediately from evil courses.\\nNOTES.\\n1. A Participle, or an Infinitive, with its adjuncts, may be\\nused as a subject; as, Learning Latin thoroughly requires\\nmuch time. To learn Latin thoroughly requires much\\ntime.\\n2. A Participle, when used as a subject, may be modified\\nby a noun, or an adjective, having no other grammatical\\ndependence as, Being a hero requires courage. Being\\nheroic requires courage.\\n3. An Infinitive, when used as a subject, may be modified\\nby a noun, an adjective, or a participle, having no other", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0131.jp2"}, "132": {"fulltext": "126 ELEMENTARY GRAMMAR.\\ngrammatical dependence as, To be a hero requires courage.\\nTo be heroic requires courage. To live constantly fearing\\ndeath requires patience.\\nModel. The desire of the aspiring boy to receive in his\\nyouth a suitable education was natural.\\nIn this sentence,\\n1. The simple subject is desire desire was natural\\n2. The adjuncts or modifiers of this subject are the fol-\\nlowing\\n[a) The article the the desire\\n[h) The preposition and its object, of hoy, the desire of\\nboy\\n[c) The infinitive to receive the desire of boy to re-\\nceive\\n3. The adjuncts are themselves modified by other adjuncts,\\nas follows\\n(a) The adjunct of hoy is modified by the article the and\\nthe adjective aspiring of the aspiring boy\\n(6) The adjunct to receive is modified by the object educa-\\ntion and the preposition and its object, in youth\\nto receive in youth education\\n(c) The adjunct in youth is modified by the possessive\\npronoun his in his youth\\n[d) The Sidi]MnQ,i education is modified by the article a and\\nthe adjective suitahle a suitable education\\n4. The whole complex subject is, The desire of the aspiring\\nhoy to receive in his youth a suitahle education.\\nExercises. In each of the following sentences, name\\n(1) The simple subject.\\n(2) Its adjuncts or modifiers.\\n(3) The adjuncts of the adjuncts.\\n(4) The whole complex subject.\\n1. The earnest conviction of Christopher Columbus that he", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0132.jp2"}, "133": {"fulltext": "ANALYSIS. 127\\nwould reach land by sailing westward led to the discovery of\\nthe new world.\\n2. Paul, the apostle of the gentiles, rejoicing steadfastly in\\nthe hope set before him, suffered martyrdom.\\n3. The birds with their bright feathers, sailing through the\\nair, gladden the heart of man.\\n4. Careless of fame, the youth pursues the even tenor of\\nhis way.\\n5. In the centre was a vast hollow square filled with innu-\\nmerable flowering plants.\\nNote.\u00e2\u0080\u0094 The Subject is often transposed and placed after\\nthe predicate, as in this last example.\\nIII. COMPOUND SUBJECTS.\\nA Compound Subject is one which consists of two\\nor more subjects, either simple or complex, connected\\nby one or more conjunctions.\\nNOTES.\\n1. Sometimes the separate subjects which form the Com-\\npound Subject may make separate sentences, by repeating the\\npredicate.\\nExample. Lakes and oceans are large bodies of water.\\nThis may be separated into two sentences, thus Lakes are\\nlarge bodies of water. Oceans are large bodies of water.\\n2. Sometimes the several subjects cannot be thus separated,\\nbecause the predicate does not admit of it.\\nExample. The Raritan river, the Delaware river, and\\nthe connecting canal, form a continuous line of inland navi-\\ngation between New York and Philadelphia. Here the pred-\\nicate is true of the compound subject as a whole, but not of\\nany of the single subjects taken by itself.\\n3. This separation into distinct sentences may be made\\nwhenever the predicate is true of each subject taken by itself,\\nbut cannot be made when the predicate is true of the different\\nsubjects only when taken togetlier as a whole.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0133.jp2"}, "134": {"fulltext": "128 ELEMENTARY GRAMMAR.\\n4. Each of the separate subjects which form a compound\\nsubject may be complex, and as such may be modified by\\nadjuncts in all the different ways already described under the\\nhead of Complex Subjects.\\nExercises. Write simple sentences with simple subjects.\\nWrite simple sentences with complex subjects. Write simple\\nsentences with compound subjects. Write separate sentences\\nin which the subject will be modified (1) by an article (2) by\\nan adjective; (3) by a word in apposition; (4) by a word in\\nthe possessive case; (5) by a participle; (6) by a verb in the\\ninfinitive (7) by a prepositional phrase by an appositive\\nphrase by a participial phrase (8) by a clause.\\nII. THE PREDICATE.\\nDistinction of Grammatical Predicate and\\nLogical Predicate.\\nThe Grammatical Predicate is simply the finite\\nverb to which the noun or pronoun forming the gram-\\nmatical subject is nominative.\\nExamples. The man lives.^^ The man has at length\\nreached home safely/ Caesar wa^ the conqueror of Gaul.\\nThe grammatical predicates here are the verbs liveSj has\\nreached, and was.\\nThe Logical Predicate is not simply the verb of\\nwhich the noun or pronoun is the subject^ but includes\\nalso all the attendant words which in any way modify\\nthe meaning of the verb.\\nIn the second example above, the Logical Predicate is, has\\nat length reached home safely in the third example it is, was\\nthe conqueror of Gaul,\\nThe Logical Predicate, then, includes all the words\\nwhich, taken together, tell what is said or affirmed of\\nthe subject.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0134.jp2"}, "135": {"fulltext": "ANALYSIS. 129\\nThe Logical Predicate is the one treated of in\\nAnalysis.\\nThe Predicate is of three kinds, Simple, Complex,\\nand Compound.\\nI. SIMPLE PREDICATES.\\nA Simple Predicate is a single finite verb, having\\nsome noun or pronoun for its nominative.\\nThe Logical Predicate and the Grammatical Predicate here\\nare the same.\\nExamples.\u00e2\u0080\u0094 The sun has risen, The illustrious general,\\nwho had been victorious in a hundred fights, was defeated.\\nII. COMPLEX PREDICATES.\\nA Complex Predicate is one in which the predicate\\nverb is accompanied by some other word or words which\\nin some way limit or modify its meaning.\\nExample. The life of such a man will at length come to\\nan end in the midst of shame and sorrow. Here the predicate\\nis the verb will come, with all the other accompanying\\nwords in italics. These accompanying words modify or limit\\nthe verb will come. They all, taken together, form the\\naffirmation which is made in regard to the life of such a\\nman.\\nAdjuncts to the Predicate.\\nAdjuncts are the accompanying w^ords which make\\na Predicate complex.\\nThe Adjuncts of the Predicate are of three kinds,\\nnamely, Single Words, Phrases, and Clauses.\\nThe following are examples of each of these three kinds of\\nadjuncts\\n1. Single Words. The old man went hack slowly. Here\\n9", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0135.jp2"}, "136": {"fulltext": "130 ELEMENTARY GBAMMAB.\\n**back and slowly are single words modifying or quali-\\nfying the predicate went.\\n2. Phrases. The old man went to his home in great\\nlorath. Here the phrases, to his home, and in great\\nwrath, modify the predicate went.\\n3. Clauses. The man lived in the house which was upon\\nthe hill-side^ Here the clause, which was upon the hill-\\nside, is one of the modifiers of the predicate lived.\\nWays in which Adjuncts Modify the Predicate.\\nThe Predicate is modified by Adjuncts, as follows\\n1. By an adjective relating to the subject-nominative; as,\\nGood men are/e^t;. The adjective in this case is called the\\nadjective-predicate, and is parsed as belonging to the noun or\\npronoun which is the subject of the verb.\\n2. By a participle relating to the subject-nominative as,\\nHe sat watching y\\n3. By a noun or pronoun in the nominative after the verb\\nas, The men have become drunkards, It is J. The noun\\nor pronoun in this case is called the nominative-predicate.\\nNote 1. The nominative-predicate after a verb is some-\\ntimes introduced by the conjunction as. He was regarded\\nas a scholar.\\nNote 2. A noun or pronoun can be nominative-predicate\\nonly after intransitive verbs and after the passive voice of\\ntransitive verbs as, He was called a villain.\\nNote 3. A noun-predicate after an infinitive may be in\\nthe objective, if the word which it represents is in the objec-\\ntive as, We allowed them to become drunkards.\\n4. By a noun or pronoun which is the object of the verb;\\nas, We saw him We heard noises.\\nNote. An objective-predicate can occur only after a transi-\\ntive verb in the active voice, or after an intransitive verb\\nhaving the same meaning as the object as, He runs a race.\\n5. By a preposition with its object; as, The man has gone\\nto town.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0136.jp2"}, "137": {"fulltext": "ANALYSIS. 131\\n6. By a verb in the infinitive as, He continued to move.\\n7. By an adverb as, He writes rapidly.\\n8. By a clause as, He asked that the time might be ex-\\ntended.\\n.O^^OO\\nModel. No man can truly say that he is without sin.\\nIn this sentence,\\n1. The simple predicate is, can say.\\n2. Its adjuncts or modifiers are the adverb tridyy and the\\nclause, that he is without sin.\\n3. The whole complex predicate is, can truly say that he is\\nwithout sin.\\nExercises. In each of the following sentences name\\n(1) The simple predicate.\\n(2) The adjuncts or modifiers of the simple predicate.\\n(3) The whole complex predicate\\n1. Wealth begets desire for wealth.\\n2. Men of learning have often been unwise.\\n3. The lark rises toward heaven singing.\\n4. Fishes glide rapidly through water by swimming.\\n5. Christopher Columbus believed after study that the\\nearth was round.\\nWays in which the Adjuncts of the Predicate\\nare Modified by other Adjuncts.\\nAdjuncts of the predicate may themselves be modified by\\nother words.\\nThe several parts of speech, when used as adjuncts to the\\npredicate, are modified in the same manner as the same\\nwords are when used as adjuncts to the subject.\\nokjV\u00c2\u00ab o\u00c2\u00ab\\nModel. *The wrestler found in the city a young man\\nwilling to compete with him.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0137.jp2"}, "138": {"fulltext": "132 ELEMENTARY GRAMMAR,\\nIn this sentence,\\n1. The simple predicate is the verb found wrestler\\nfound\\n2. The adjuncts or modifiers of this predicate are the fol-\\nlowing\\n(a) The noun man, object of the verb wrestler found\\nman\\n(b) The preposition and its object, in the city The\\nwrestler found in the city man\\n3. The adjuncts are themselves modified by other adjuncts,\\nas follows\\n(a) The adjunct 77ian is modified by the article a and the\\nadjectives young and willing a young man\\nwilling\\n(b) The adjunct willing is itself modified by the infini-\\ntive to compete, and that again by the preposition\\nand object with him willing to compete with\\nhim\\n4. The whole complex predicate is, found in the city a young\\nman willing to compete with him.\\nExercises. In each of the following sentences name\\n(1) The simple predicate.\\n(2) Its adjuncts or modifiers.\\n(3) The adjuncts of the adjuncts.\\n(4) The whole complex predicate\\n1. The silver mines of Mexico and Peru far exceed in value\\nthe whole of the European and Asiatic mines.\\n2. The distance from the earth to the sun is, in round\\nnumbers, one hundred millions of miles.\\n3. The ordinary processes of direct instruction are of im-\\nmense importance, presupposing in the mind to which they\\nare applied an active co-operation.\\n4. The faith of the first Christians expressed itself in vehe-\\nment reaction against the prevailing tendencies of an exceed-\\ningly corrupt civilization.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0138.jp2"}, "139": {"fulltext": "ANALYSIS, 133\\n5. The genius for disorder, which shows itself in some\\nyoung persons, is not a hopeful sign for their future comfort\\nin life.\\nIII. COMPOUND PREDICATES.\\nA Compound Predicate is one which consists of\\ntwo or more predicates, whether simple or complex,\\nunited by one or more conjunctions.\\nNOTES.\\n1. The several predicates which form the compound predi-\\ncate may generally make separate sentences, by repeating the\\nsubject.\\nExamples. The Atlantic ocean is the large body of\\nwater lying between Europe and America, and is traversed\\ncontinually by steamers and sailing vessels. This may be\\nseparated into two distinct sentences, thus The Atlantic\\nocean is the large body of w^ater lying between Europe and\\nAmerica. The Atlantic ocean is traversed continually by\\nsteamers and sailing vessels.\\nDrunkenness enslaves and debases a man. This may be\\nseparated into the two sentences, Drunkenness enslaves a\\nman, Drunkenness debases a man.\\n2. Each of the separate predicates which form a compound\\npredicate may be complex, and as such may be modified by\\nadjuncts, in all the different ways described under the head\\nof Complex Predicates.\\nExercises. Write simple sentences containing simple\\npredicates. Change these simple predicates to complex\\npredicates. Write them again with compound predicates.\\nWrite separate sentences in which the predicate will be modi-\\nfied (1) by a predicate adjective (2) by a participle (3) by\\na noun or pronoun nominative after the verb (4) by a noun\\nor pronoun which is the object of a verb (5) by a prepositional\\nphrase (6) by a verb in the infinitive (7) by an adverb\\n(8) by a clause.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0139.jp2"}, "140": {"fulltext": "134 ELEMENTARY GRAMMAR.\\nII. KINDS OF SENTENCES.\\nTwo Ways of Classifying Sentences.\\nSentences are divided into classes or kinds, first in\\nreference to their use, secondly in reference to their\\nstructure.\\nI. Sentences, as to their use, are divided into three\\nkinds, namely, Declarative, Interrogative, and Im-\\nperative.\\nA Declarative Sentence is one which is used simply to\\ndeclare or to deny.\\nA Declarative sentence must always contain a verb in the\\nIndicative or the Potential mood as, He has not failed,\\nA life spent in doing good could not be a failure.\\nAn Interrogative Sentence is one which is used to ask\\na question.\\nAn Interrogative sentence must always contain a verb in\\nthe Indicative or the Potential mood; as, Has he failed?\\nCould a life spent in doing good be a failure\\nAn Imperative Sentence is one which is used to com-\\nmand, exhort, entreat, or permit.\\nAn Imperative sentence must always contain a verb in the\\nImperative mood as, Write the copy according to your\\ndirections, Father, forgive us, Go, if you desire it.\\nII. Sentences, as to their structure, are divided into\\nthree kinds. Simple, Complex, and Compound.\\nI. SIMPLE SENTENCES.\\nA Simple Sentence is one which contains but one\\nsubject and one predicate.\\nThe subject and the predicate may have any kind and de-\\ngree of complexity, except that arising from the introduction\\nof a clause, and yet the sentence be simple.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0140.jp2"}, "141": {"fulltext": "ANALYSIS. 135\\nThe Delaware, the Raritan, and the connecting canal\\nform a continuous line of navigation. This is a sim-\\nple sentence, because, although three things are named,\\nthey constitute but one inseparable subject. The prop-\\nosition would not be true, if made of any one of them\\nseparately.\\nLakes and oceans are large bodies of water. This is not\\nsimple, because it may be resolved into the two sentences,\\nLakes are large bodies of water, Oceans are large bodies\\nof water.\\nA canoe which is made of bark is easily broken.\\nThis is not simple, because the subject is modified by a\\nclause. The sentence thus has two predicates, is made, and\\nis broken.\\nThe man learned that the canoe was made of bark.\\nThis is not simple, because the predicate is modified by a\\nclause. The sentence thus has two predicates, learned, and\\nwas made.\\nThe foolish young man, in the flush of a momentary\\nexcitement, rushing into the surging stream, at the time of\\nhigh water, in a frail canoe made of bark, was rapidly whirled\\nby the impetuosity of the descending current into the yawn-\\ning abyss below. Here, both the subject and the predicate\\nare very complex, yet the sentence is simple. It has but one\\nsubject and one predicate.\\nII. COMPLEX SENTENCES.\\nA Complex Sentence is one which contains a\\nsimple sentence, with one or more clauses modifying\\neither its subject or its predicate.\\nA life which is spent in doing good cannot be a failure.\\nThis is a complex sentence, because the subject is modified\\nby the clause, tuhich is spent in doing good.\\nHe was at the station when the train arrived. This is\\ncomplex, because the predicate is modified by the clause,\\nwhen the train arrived.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0141.jp2"}, "142": {"fulltext": "136 ELEMENTARY GRAMMAR.\\nIII. COMPOUND SENTENCES.\\nA Compound Sentence is one which contains two\\nor more sentences, connected by one or more con-\\njunctions.\\nHe left home in good season, and was at the station when\\nthe train arrived. This is a compound sentence, containing\\nthe simple sentence, He left home in good season, and the com-\\nplex sentence, [He] was at the station when the train arrived, the\\ntwo being connected by the conjunction and.\\nThe sentences which compose a Compound Sentence are\\ncalled its Members.\\no o\\nIII. EXPLANATION OF TERMS.\\nThe terms Phrase, Clause, and Member frequently\\noccur in speaking of Sentences. These terms have\\nbeen already defined, but some additional illustration\\nseems desirable.\\nI. PHRASES.\\nA Phrase is a number of words, connected in mean-\\ning, but not containing a predicate, and not making by\\nthemselves complete sense.\\nThe principal Phrases are the following\\n1. The Appositional Phrase as, June, the month of roses,\\nhas come at length.\\n2. The Prepositional Phrase as, The cause of all this\\nmisery was bad temper.\\n3. The Adjective Phrase; as, Youth full of expectation, is\\never sanguine.\\n4. The Participial Phrase as, Living on vegetables, he was\\nnot strong.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0142.jp2"}, "143": {"fulltext": "ANALYSIS. 137\\n5. The Infinitive Phrase as, He determined to live on vege-\\ntables only^\\n6. The Subject Phrase. This is where a Participial Phrase\\nor an Infinitive Phrase is used as the subject to the\\nverb as, Living on vegetables only is not conducive to\\nstrength, To live on vegetables only is not conducive to\\nstrength.\\nThe Absolute Phrase as, The king being dead^ his oldest\\nson succeeds to the throne,\\n8. The Independent Phrase. This includes all mere excla-\\nmations, and all words addressed to persons or things, and\\nnot grammatically dependent upon the other parts of the\\nsentence as, Out upon the villain I he deserves the halter,\\nDetestable villain you deserve the halter. These exclama-\\ntions and addresses often consist of a single word; as, Vil-\\nlainy leave the house.\\nII. CLAUSES.\\nA Clause is a part of a sentence, containing a verb\\nand its subject, making by themselves complete sense,\\nyet not independent, being used to modify some other\\npart or parts of that sentence of which it is a part.\\nThe principal Clauses are the following\\n1. The Relative Clause; as, **The man who is faithful to\\nduty is to be honored.\\n2. The Appositional Clause; as, The maxim. Put not off\\ntill to-morrow ivhat can be done to-day, has much wisdom.\\n3. The Subject Clause; as, That life is uncertain is known\\nto all.\\n4. The Object Clause; as, They knew that the nian was a\\nvillain.^\\n5. The Adverbial Clause as, He remained at the station\\nuntil the train left.\\n6. The Conjunctional Clause as, He will meet you at\\nthe station, if you come in timey", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0143.jp2"}, "144": {"fulltext": "138 ELEMENTARY GRAMMAR,\\nIII. MEMBERS.\\nA Member is a sentence, complete and independent\\nin itself, and not used to modify any word or clause,\\nyet united by a conjunction with some other sentence\\nto form a compound sentence.\\nThe difference between Members and Clauses is this\\nMembers are parts of compound sentences Clauses, of com-\\nplex sentences. A Member of a sentence can stand alone as\\nan independent sentence a Clause, though containing a sub-\\nject and predicate, is yet always dependent upon something\\noutside of itself.\\nThe sun, when it had riseUy scorched the grass. When it\\nhad risen cannot stand alone, as an independent sentence,\\nit is, therefore, a clause.\\nThe sun had risen, and the grass was scorched. Here\\nare two sentences, each complete and independent in itself,\\nbut both united to form a Compound sentence. These two\\nsentences, taken separately, are called the Members of the\\nCompound sentence.\\nA complex sentence may be reduced to a simple sentence\\nby abridging the dependent clause to the form of a phrase.\\nThe phrase may be reduced to the form of a single word\\nmodifier.\\nExamples. A generous man has many admirers. A\\nman of generosity has many admirers. A man who is\\ngenerous has many admirers.\\nThe general rule for the abridgement of a dependent clause\\nis to take away the connective and change the predicate\\neither to an infinitive or to a participle.\\nThe abridged form thus becomes a participle and a parti-\\ncipial noun, and a nominative absolute or an infinitive.\\noj^o", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0144.jp2"}, "145": {"fulltext": "Selections\\nFOR\\nAnalysis and Parsing.\\n00^:^0^,^\\nIn the following extracts name the subjects and predicates\\nin each proposition. Name the single word modifiers. Name\\nthe phrase modifiers, and state how they are used. If the\\nsentence is complex, name the clause modifier, and state how\\nit is used. If the sentence ig compound, name its members.\\no \u00c2\u00abo.-\\nOTRAIGHT from the mighty bow this truth is driven\\nThey fail, and they alone, who have not striven.\\nC. Urmy.\\nN\\nO rock so hard, but that a little wave\\nMay beat admission in a thousand years.\\nTennyson.\\n*^^^CK^\\nTTOWE EK it be, it seems to me,\\nTis only noble to be good\\nKind hearts are more than coronets.\\nAnd simple faith than Norman blood.\\nTennyson\\n139", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0145.jp2"}, "146": {"fulltext": "140 ELEMENTARY GRAMMAR.\\nTZTEKE the fringed gentian of the poet blows,\\nYielding dim odor yellow violets still\\nJewel Spring s naked bosom till it glows,\\nWhile yet the air holds fast its wintry chill.\\n\u00e2\u0080\u0094Bryant.\\nf pHE little toy dog is covered with dust,\\nBut sturdy and stanch he stands\\nAnd the little boy soldier is red with rust,\\nAnd his musket moulds in his hands.\\nTime was when the little toy dog was new,\\nAnd the soldier was passing fair\\nAnd that was the time when our Little Boy Blue\\nKissed them and put them there.\\nEugene Field.\\n-*o d^o\\nTTTHAT are you good for, my brave little man?\\nAnswer that question for me if you can.\\nOver the carpet the dear little feet\\nCame with a patter to climb in my seat\\nTwo merry eyes, full of frolic and glee.\\nUnder their lashes looked up unto me\\nTwo little hands pressing soft on my face,\\nDrew me down close in a loving embrace\\nTwo rosy lips gave the answer so true,\\nGood to love you, mamma, good to love you.\\nEmily Hartington Miller\\nOO^I^OO\\nREAT, wide, beautiful, wonderful world,\\nWith the wonderful water round you curled,\\nAnd the wonderful grass upon your breast,\\nWorld, you are beautifully dressed.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0146.jp2"}, "147": {"fulltext": "SELECTIONS, 141\\nThe wonderful air is over me,\\nAnd the wonderful wind is shaking the tree,\\nIt walks on the water, and whirls the mills,\\nAnd talks to itself on the tops of the hills.\\nLiLLiPUT Lectures.\\n^v^o\\nrpHE frost looked forth on a still clear night,\\nAnd whispered, Now, I shall be out of sight\\nSo, through the valley, and over the height,\\nIn silence I ll take my way.\\nI will not go on like that blustering train,\\nThe wind and the snow, the hail and the rain,\\nThat make such a bustle and noise in vain\\nBut I ll be as busy as they\\nHannah F. Gould.\\n\u00c2\u00bbo a o\u00c2\u00ab\\nA MONG the beautiful pictures\\nThat hang on memory s wall,\\nIs one of a dim old forest,\\nThat seemeth the best of all\\nNot for its gnarled oaks olden.\\nDark with the mistletoe\\nNot for the violets golden\\nThat sprinkle the vale below\\nNot for the milk-white lilies\\nThat lean from the fragrant hedge,\\nCoquetting all day with the sunbeams,\\nAnd stealing their golden edge\\nNot for the vines on the upland\\nWhere the bright red berries rest\\nNor the pinks, nor the pale, sweet cowslip,\\nIt seemeth to me the best.\\nAnonymous.\\n^o", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0147.jp2"}, "148": {"fulltext": "142 ELEMENTARY GBAMMAB,\\nrpHREE little noses are flattened against the pane\\nThree little rosy mouths are bemoaning the rain\\nSaint Swithin is christening the apples with might and with\\nmain.\\nO Saint Swithin, Saint Swithin, the children say,\\nSurely yau ve christened the apples enough to-day.\\nKain, rain, say the children, be off to Spain\\nNever, never, we charge yovi, come back again\\nWe want to run in the garden, and down comes the rain\\nSaint Swithin, Saint Swithin, the children plead,\\nWe want our run in the garden, we do indeed.\\nE. H. HiCKEY.\\nTZTE had played for his lordship s levee.\\nHe had played for her ladyship s whim,\\nTill the poor little head was heavy.\\nAnd the poor little brain would swim.\\nAnd the face grew peaked and eerie,\\nAnd the large eyes strange and bright\\nAnd they said too late He is weary\\nHe shall rest, for at least to-night\\n\u00e2\u0080\u0094Austin Dobson.\\nTDIPED the blackbird on the beech wood spray\\nPretty maid, slow wandering this way,\\nWhat s your name? quoth he\\nWhat s your name Oh, stop and straight unfold,\\nPretty maid with showery curls of gold,\\nLittle Bell, said she.\\nLittle Bell sat down beneath the rocks\\nTossed aside her gleaming golden locks\\nBonny bird, quoth she,\\nSing me your best song before I go.\\nHere s the very finest song I know,\\nLittle Bell, said he.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0148.jp2"}, "149": {"fulltext": "SELECTIONS, 143\\nAnd the blackbird piped you never heard\\nHalf so gay a song from any bird\\nFull of quips and wiles,\\nNow so round and rich, noAv soft and slow,\\nAll for love of that sw^eet face below,\\nDimpled o er with smiles.\\nT. B. West WOOD.\\n^^a o\\nrpHE dear God hears and pities all,\\nHe knoweth all. our wants\\nAnd what we blindly ask of him,\\nHis love withholds or grants.\\nAnd so I sometimes think our prayers\\nMight well be merged in one\\nAnd nest and perch, and hearth and church,\\nEepeat, Thy will be done\\nJohn G. Whittier.\\nOK5 ^00\\nOOME murmur, when their sky is clear\\nAnd wholly bright to view,\\nIf one small speck of dark appear\\nIn their great heaven of blue\\nAnd some with thankful love are filled.\\nIf but one streak of light.\\nOne ray of God s good mercy, gild\\nThe darkness of their night.\\nKicHAKD C. Trench.\\nrpHEY say that God lives very high,\\nBut if you look above the pines\\nYou cannot see our God and why", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0149.jp2"}, "150": {"fulltext": "144 ELEMENTARY GRAMMAR,\\nAnd if you dig down in the mines,\\nYou never see him in the gold\\nThough from him all that glory shines.\\nGod is so good, he wears a fold\\nOf heaven and earth across his face\\nLike secrets kept, for love, untold.\\nBut still I feel that his embrace\\nSlides down by thrills, through all things made,\\nThrough sight and sound of every place\\nAs if my tender mother laid\\nOn my shut lids her tender pressure.\\nHalf- waking me at night, and said,\\nWho kissed you in the dark, dear guesser V\\n\u00e2\u0080\u0094Elizabeth Barrett Browning.\\n\u00c2\u00bb4oc\\nI\\nrpHEY drive home the cows from the pasture,\\nUp through the long shady lane,\\nWhere the quail whistles loud in the wheat-fields,\\nThat are yellow with ripening grain.\\nThey find in the thick waving grasses.\\nWhere the scarlet-lipped strawberry grows.\\nThey gather the earliest snowdrops,\\nAnd the first crimson buds of the rose.\\nM. H. Krout.\\n\u00c2\u00a9-oo\\n/^VER and over again,\\nNo matter which way I turn,\\nI always find in the book of life,\\nSome lesson I have to learn.\\nI must take my turn at the mill,\\nI must grind out the golden grain,\\nI must work at my task with a resolute will,\\nOver and over again.\\n\u00e2\u0080\u0094Anonymous.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0150.jp2"}, "151": {"fulltext": "SELECTIONS. 145\\nrpHE children crowned themselves with roses,\\nAnd all the roses died\\nPale on the soft brown locks they lay,\\nLike a dream of spring on a cold white day,\\nIn the barren winter-tide\\nThrow the fading vision by\\nMake a crown that cannot die.\\nThe children crowned themselves with diamonds,\\nAnd could not bear the weight\\nDown they droop their weary curls,\\nLike a leaf that falls or a sail that furls.\\nWhen the night is dark and late.\\nThrow away the useless things\\nCrowns should be as light as wings.\\nThe children crowned themselves with wishes,\\nAnd every wish came true\\nLove lies soft on each fair head.\\nKisses dry the tears they shed,\\nHope each day is new.\\nKeep that crown, nor keep in vain!\\nIf it dies, it grows again.\\nA FAIR little girl sat under a tree,\\nSewing as long as her eyes could see\\nThen smoothed her work and folded it right,\\nAnd said, Dear work, good-night, good-night!\\nSuch a number of rooks came over her head.\\nCrying Caw Caw on their way to bed.\\nShe said, as she watched their curious flight,\\nLittle black things, good-night, good-night\\nThe horses neighed, and the oxen lowed.\\nThe sheeps Bleat! Bleat came over the road;\\nAll seeming to say, with a quiet delight,\\nGood little girl, good-night, good-night", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0151.jp2"}, "152": {"fulltext": "146 ELEMENTARY GRAMMAR,\\nShe did not say to the sun, Good-night!\\nThough she saw him there hke a ball of light;\\nFor she knew he had God s time to keep\\nAll over the world, and never could sleep.\\nLord Houghton.\\nK) 0\\nf~\\\\ THE Broom, the yellow Broom,\\nThe ancient poet sung it.\\nAnd dear it is on summer days\\nTo lie at rest among it.\\nI know the realms where people say.\\nThe flowers have not their fellow\\nI know where they shine out like sunSj\\nThe purple and the yellow.\\nI know where ladies live enchained\\nIn luxury s silken fetters,\\nAnd flowers as bright as glittering gems\\nAre used for written letters.\\nBut ne er was flower so fair a\u00c2\u00ab this.\\nIn modern days or olden\\nIt groweth on its nodding stem\\nLike to a garland golden.\\n\u00e2\u0080\u0094Mary Howitt.\\noo ^o.\\nT ADY-BIED, lady-bird fly away home 1\\nThe field-mouse has gone to her nest.\\nThe daisies have shut up their sleepy red eyes,\\nAnd the bees and the birds are at rest.\\nLady-bird, lady-bird fly away home\\nThe glow-worm is lighting her lamp,\\nThe dew s falling fast, and your fine speckled wings\\nWill flag with the close-clinging damp.\\nCaroline B. Southey.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0152.jp2"}, "153": {"fulltext": "SELECTIONS. 147\\nTTTHEN cats run home and light is come,\\nAnd dew is cold upon the ground,\\nAnd the far-off stream is dumb,\\nAnd the whirring sail goes round,\\nAnd the whirring sail goes round\\nAlone and warming his five wits.\\nThe white owl in the belfry sits.\\nWhen merry milkmaids click the latch.\\nAnd rarely smells the new-mown hay.\\nAnd the cock hath sung beneath the thatch\\nTwice or thrice his roundelay,\\nTwice or thrice his roundelay\\nAlone and warming his five wits,\\nThe white owl in the belfry sits.\\n\u00e2\u0080\u0094Alfred Tennyson.\\n/^VER the river and through the wood,\\nTo grandfather s house we go\\nThe horse knows the way\\nTo carry the sleigh\\nThrough the white and drifted snow.\\nOver the river and through the wood\\nOh, how the wind does blow\\nIt stings the toes\\nAnd bites the nose.\\nAs over the ground we go.\\nLydia Maria Child.\\no o^\\nOOD-NIGHT, Sir Rook V said a little lark,\\nThe daylight fades it will soon be dark\\nI ve bathed my wings in the sun s last ray,\\nI ve sung my hymn to the parting day\\nSo now I haste to my quiet nook\\nIn yon dewy meadow good-night. Sir Rook", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0153.jp2"}, "154": {"fulltext": "148 ELEMENTARY GRAMMAR,\\nGood-night, poor Lark, said his titled friend,\\nWith a haughty toss and a distant bend\\nI also go to my rest profound.\\nBut not to sleep on the cold, damp ground\\nThe fittest place for a bird like me\\nIs the topmost bough of yon tall pine-tree.\\n\u00e2\u0080\u0094Anonymous.\\nA FAIEY was mending a daisy\\nWhich some one had torn in half;\\nHer sisters all thought her crazy,\\nAnd only looked on to laugh.\\nThey showed her scores in the hedges,\\nAnd scores that grew by the tarn,\\nAnd scores on the green field-edges.\\nBut she went on with her darn.\\nAnonymous.\\n\u00e2\u0080\u00a2o ^iKcx^\\nQTAND by the flag Its stars, like meteors gleaming,\\nHave lighted Arctic icebergs, southern seas,\\nAnd shone responsive to the stormy beaming\\nOf old Arcturus and the Pleiades.\\nStand by the flag Its stripes have streamed in glory,\\nTo foes a fear, to friends a festal robe,\\nAnd spread in rhythmic lines the sacred story\\nOf Freedom s triumphs over all the globe.\\n\u00e2\u0080\u0094John Nicholas Wilder.\\nK) KO\\nTTAVE you heard the tale they tell of the swan,\\nThe snow-white bird of the lake\\nIt noiselessly floats on the silvery wave,\\nIt silently sits in the brake\\nFor it saves its song till the end of life.\\nAnd then in the soft, still even,", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0154.jp2"}, "155": {"fulltext": "SELECTIONS. 149\\nMid the golden light of the setting sun,\\nIt sings as it soars into heaven,\\nAnd the blessed notes fall back from the skies\\nTis its only song, for on singing it dies.\\nHarbaugh.\\n\u00c2\u00abK ^0\\nA\\nMAN defends the truth with his right hand\\nThe coward only is the tyrant s slave.\\nInglis.\\n^o\\nrpHE consul s brow was sad,\\nAnd the consul s speech was low,\\nAnd darkly looked he at the wall,\\nAnd darkly at the foe\\nTheir van will be upon us\\nBefore the bridge goes down\\nAnd if they once may win the bridge,\\nWhat hope to save the town?\\nThen out spake brave Horatius,\\nThe captain of the gate\\nTo every man upon this earth\\nDeath cometh soon or late.\\nAnd how can man die better\\nThan facing fearful odds\\nFor the ashes of his fathers,\\nAnd the temples of his gods\\n\u00e2\u0080\u0094Thomas Babington Macaulay.\\nT MHE sky is clouded, the rocks are bare\\nThe spray of the tempest is white in air\\nThe winds are out with the waves at play\\nAnd I shall not tempt the sea to-day.\\nThe trail is narrow, the wood is dim.\\nThe panther clings to the arching limb\\nAnd the lion s whelps are abroad at play,\\nAnd I shall not join in the chase to-day.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0155.jp2"}, "156": {"fulltext": "150 ELEMENTARY GRAMMAR.\\nBut the ship sailed safely over the sea,\\nAnd the hunters came from the chase in glee\\nAnd the town that was builded upon a rock\\nWas swallowed up in the earthquake-shock.\\n\u00e2\u0080\u0094Bret Harte.\\nTTTINGS for the angels, but feet for men\\nWe may borrow the wings to find the way\\nWe may hope and resolve and aspire and pray,\\nBut our feet must rise or we fall again.\\nOnly in dreams is a ladder thrown\\nFrom the weary earth to the sapphire walls\\nBut the dreams depart, and the vision falls,\\nAnd the sleeper wakes on his pillow of stone.\\nHeaven is not reached at a single bound\\nBut we build the ladder by which we rise\\nFrom the lowly earth to the vaulted skies.\\nAnd we mount to its summit round by round.\\nJosiAH Gilbert Holland.\\nTTAD I wist, quoth Spring to the swallow,\\nXJ_ u rpj^^i- earth could forget me, kissed\\nBy Summer, and lured to follow\\nDown ways that I know not of, I,\\nMy heart had not waxed so high\\nMid-March would have seen me die,\\nHad I wist!\\nHad I wist, Spring, said the swallow,\\nThat hope was a sun-lit mist.\\nAnd the faint light heart of it hollow.\\nThy woods had not heard me sing,\\nThy winds had not known my wing\\nIt had faltered ere thine did. Spring,\\nHad I wist\\n\u00e2\u0080\u0094Algernon Charles Swinburne.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0156.jp2"}, "157": {"fulltext": "SELECTIONS. 151\\nIVyT OENING, evening, noon, and night,\\nJ3lL h Praise God sang Theocrite.\\nThen to his poor trade he turned,\\nWhereby the daily meal was earned.\\nHard he labored, long and well\\nO er his work the boy s curls fell.\\nBut ever, at each period,\\nHe stopped and sang, Praise God\\nThen back again his curls he threw,\\nAnd cheerful turned to work anew.\\nRobert Browning.\\n0 ^00-\u00e2\u0080\u0094\\nTj^OETUNE will not come with seeking\\nI have sought it, and I know\\nI have looked for four-leaved clover\\nAll the hillside on and over\\nBy the brook, and in the meadow,\\nIn the sunshine, in the shadow,\\nBut my clover does not grow.\\nFortune will not come with seeking\\nHere beside my open door\\nI will rest, my search is over\\nI can find no four-leaved clover\\nOn, through the deceitful meadow.\\nIn the sunshine, in the shadow,\\nI shall never seek it more\\n\u00e2\u0080\u0094Anonymous.\\n\u00c2\u00abM5 a 00\\nTTTHO counts himself as nobly born\\nIs noble in despite of place.\\nAnd honors are but brands, to one\\nWho wears them not with Nature s grace.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0157.jp2"}, "158": {"fulltext": "152 ELEMENTARY GRAMMAR,\\nThen, be thou peasant, be thou peer.\\nCount it still more, thou art thine own\\nStand on a larger heraldry\\nThan that of nation or of zone.\\nWhat though not bid to knightly halls\\nThose halls have missed a courtly guest\\nThat mansion is not privileged,\\nWhich is not open to the best.\\nAnonymous.\\nA CLOUD possessed the hollow field,\\nThe gathering battle s smoky shield.\\nAthwart the gloom the lightning flashed.\\nAnd through the cloud some horsemen dashed,\\nAnd from the heights the thunder pealed.\\nThen at the brief command of Lee,\\nMoved out that matchless infantry.\\nWith Pickett leading grandly down,\\nTo rush against the roaring crown\\nOf those dread heights of destiny.\\nGod lives He forged the iron will\\nThat clutched and held that trembling hill.\\nGod lives and reigns He built and lent\\nThe heights for Freedom s battlement\\nWhere floats her flag in triumph still\\nFold up the banners Smelt the guns\\nLove rules. Her gentler purpose runs.\\nA mighty mother turns in tears\\nThe pages of her battle years,\\nLamenting all her fallen sons\\n\u00e2\u0080\u0094Will. H. Thompson,\\n^o\\nOD give us men A time like this demands\\nStrong minds, great hearts, true faith, and ready hand^-\\nMen whom the lust of oflice will not kill\\nMen whom the spoils of office cannot buy", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0158.jp2"}, "159": {"fulltext": "SELECTIONS, 153\\nMen who possess opinions and a will\\nMen who have honor men who will not lie\\nTall men, sun-crowned, who live above the fog\\nIn public duty and in private thinking.\\n\u00e2\u0080\u0094J. G. Holland.\\no a o v-\\nA TIRED little worm went to sleep one day\\nIn a soft little cradle of silken gray,\\nAnd he said, as he snugly curled up in his nest,\\nOh, crawling was pleasant, but rest is the best.\\nHe slept through the winter, long and cold.\\nAll tightly up in his blankets rolled\\nAnd at last awoke on a warm spring day,\\nTo find that winter had gone away.\\nHe woke to find he had golden wings.\\nAnd no longer need crawl over sticks and things.\\nOh, the earth was nice, said the glad butterfly,\\nBut heaven is best when we learn to fly.\\nOur Little Folks Vb.im.e^. Educational Pub, Co.\\nA GRIM old king,\\nWhose blood leapt madly when the trumpets brayed\\nTo joyous battle ^mid a storm of steeds,\\nWon a rich kingdom on a battle-day\\nBut in the sunset he was ebbing fast.\\nRinged by his weeping lords.\\n\u00e2\u0080\u0094Alexander Smith.\\n\u00c2\u00abK) KO\u00c2\u00ab\\n/^NE day at a time That s all it can be\\nNo faster than that is the hardest fate\\nAnd days have their limits, however w^e\\nBegin them too early and stretch them too late.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0159.jp2"}, "160": {"fulltext": "154 ELEMENTARY GRAMMAR,\\nOne day at a time Every heart that aches\\nKnows only too well how long it can seem,\\nBut it s never to-day when the spirit breaks\\nIt s the darkened future, without a gleam.\\nOne day at a time But a single day,\\nWhatever its load, whatever its length\\nAnd there s a bit of precious Scripture to say,\\nThat according to each shall be our strength.\\n\u00e2\u0080\u0094Helen Hunt Jackson.\\n\u00c2\u00abK)XKo\\nT KNOW a land where the streets are paved\\nWith the things we meant to achieve\\nIt is walled with the money we meant to have saved\\nAnd the pleasures for which we grieve\\nThe kind words unspoken, the promises broken,\\nAnd many a coveted boon.\\nAre stowed away there in that land somewhere\\nThe land of Pretty Soon.\\nThere are uncut jewels of possible fame\\nLying about in the dust,\\nAnd many a noble and lofty aim\\nCovered with mold and rust\\nAnd O, this place, while it seems so near\\nIs farther away than the moon\\nThough our purpose is fair, yet we never get there\\nThe land of Pretty Soon.\\nThe road that leads to that mystic land\\nIs strewn with pitiful wrecks,\\nAnd the ships that have sailed for its shining strand\\nBear skeletons on their decks.\\nIt is farther at noon than it was at dawn.\\nAnd farther at night than at noon\\nO, let us beware of that land down there\\nThe land of Pretty Soon.\\nElla Wheeler Wilcox.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0160.jp2"}, "161": {"fulltext": "SELECTIONS. 155\\nAND clip it round the edge, and challenge him\\nWhose twas to swear to it. To serve things thus\\nIs as foul witches to cut up old moons\\nInto new stars. Some never rise above\\nA pretty fault, like faulty dahlias\\nAnd of whose best things it is kindly said,\\nThe thought is fair.\\n-Festus.\\n-^\\\\^o\\nONE morn a Peri at the gate\\nOf Eden stood disconsolate\\nAnd as she Hstened to the Springs\\nOf Life within, like music flowing,\\nAnd caught the light upon her wings\\nThrough the half-open portal glowing,\\nShe wept to think her recreant race\\nShould e er have lost that glorious place\\nLalla Rookh.\\n\u00e2\u0080\u00a2o\u00c2\u00bb o\\nOOUND the loud timbrel o er Egypt s dark sea\\nJehovah has triumphed his people are free.\\nSing for the pride of the tyrant is broken,\\nHis chariots, his horsemen, all splendid and brave.\\nHow vain was their boasting the Lord hath but spoken.\\nAnd chariots and horsemen are sunk in the wave.\\nMOOKE.\\n^XKcx*\\nTTTHAT plant we in this apple tree\\nBuds, which the breath of summer days\\nShall lengthen into leafy sprays;\\nBoughs where the thrush, with crimson breast,\\nShall haunt and sing and hide her nest;\\nWe plant, upon the sunny lea,\\nA shadow for the noontide hour,\\nA shelter from the summer shower.\\nWhen we plant the apple tree.\\nBryant.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0161.jp2"}, "162": {"fulltext": "156 ELEMENTARY GRAMMAR.\\nnpHE stars rush forth in myriads as to wage\\nWar with the Knes of Darkness and the moon,\\nPale ghost of Night, comes haunting the cold earth\\nAfter the sun s red sea-death quietless.\\nFestus.\\nKO D\\nrpHE earth was green, the sky was blue\\nI saw and heard one sunny morn\\nA skylark hang between the two,\\nA singing speck above the corn\\nA stage below, in gay accord,\\nWhite butterflies danced on the wing,\\nAnd still the singing skylark soared\\nAnd silent sank, and soared to sing.\\nC. EOSSETTI.\\n1 HAVE read, in the marvelous heart of man,\\nThat strange and mystic scroll,\\nThat an army of phantoms vast and wan\\nBeleaguer the human soul.\\nEncamped beside Life s rushing stream.\\nIn Fancy s misty light,\\nGigantic shapes and shadows gleam\\nPortentous through the night.\\nAnd when the solemn and deep church-bell\\nEntreats the soul to pray.\\nThe midnight phantoms feel the spell,\\nThe shadows sweep away.\\n\u00e2\u0080\u0094Longfellow.\\no-oj^oo\u00e2\u0080\u0094\\nFUST as of old The world rolls on and on\\nThe day dies into night night into dawn\\nDawn into dusk through centuries untold\\nJust as of old.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0162.jp2"}, "163": {"fulltext": "SELECTIONS, 157\\nLo where is the beginning, where the end\\nOf living, loving, longing Listen, friend\\nGod answers with a silence of pure gold\\nJust as of old.\\nElLEY.\\nooV^Koo\\nr^VER the river, on the hill,\\nLieth a village white and still\\nAll around it the forest trees\\nShiver and whisper in the breeze,\\nOver it sailing shadows go\\nOf soaring hawk and screaming crow,\\nAnd mountain grasses low and sweet\\nGrow in the middle of every street.\\nKosE Terry.\\noo^Xoo\\nry^HE wise and active conquer difficulties\\nBy daring to attempt them sloth and folly\\nShiver and shrink at sights of toil and hazard.\\nAnd make the impossibility they fear.\\nEOWE.\\n\u00c2\u00abo ^o\u00c2\u00ab\\nnnHE heathery hills are covered with snow,\\nThe flakes are floating, and falling slow*\\nThe tame wee robin is cheeping low,\\nBare hedges give no cover\\nThe ice-pond chirps, the cold winds sweep\\nI pity the poor little mountain-sheep\\nSo slumber. Baby, slumber and sleep\\nTill winter days are over.\\n\u00e2\u0080\u0094SiGERSON.\\nTT7 E, the People of the United States, in order to form a\\nmore perfect union, establish justice, insure domestic\\ntranquillity, provide for the common defence, promote the\\ngeneral welfare, and secure the blessings of liberty to ourselves\\nand our posterity, do ordain and establish this Constitution\\nfor the United States of America.\\nPreamble to Constitution.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0163.jp2"}, "164": {"fulltext": "158 ELEMENTARY GRAMMAR,\\nTTTHEI^, in the course of human events, it becomes neces-\\nsary for one people to dissolve the political bands\\nwhich have connected them with another, and to assume,\\namong the powers of the earth, the separate and equal sta-\\ntion to which the laws of Nature and of Nature s God entitle\\nthem, a decent respect to the opinions of mankiVid requires\\nthat they should declare the causes which impel them to the\\nseparation.\\nDeclaration of Independence.\\nnpHE day is done, and the darkness\\nFalls from the wings of Night\\nAs a feather is wafted downward\\nFrom an eagle in his flight.\\nI see the lights of the village\\nGleam through the rain and the mist,\\nAnd a feeling of sadness comes o er me\\nThat my soul cannot resist.\\nLongfellow.\\nc\u00c2\u00ab3 a oo\u00e2\u0080\u0094\\n/^HIDHAR, the prophet, ever young,\\nThus loosed the bridle of his tongue\\nI journeyed through a noble town\\nWith many a mansion fair and good,\\nAnd asked of one w^ho sat him down\\nTo rest, how long the town had stood.\\nHe roused himself; twas but to say,\\nThe town has stood for many a day.\\nAnd will be here for ever and aye.\\nA thousand years went by, and then\\nI went the selfsame road again.\\nEUCKERT.\\nnpHE accusing spirit that flew up to Heaven s chancery\\nwith the oath, blushed as he gave it in, and the Record-\\ning Angel dropped a tear upon the word as he wrote it down\\nand blotted it out forever.\\nSterne.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0164.jp2"}, "165": {"fulltext": "SELECTIONS. 159\\nA BOU Ben Adhem (ma}^ his tribe increase\\nAwoke one night from a sweet dream of peace,\\nAnd saw, within the moonUght in his room,\\nMaking it rich, and Hke a lily in bloom,\\nAn angel writing in a book of gold.\\nExceeding peace had made Ben Adhem bold,\\nAnd, to the Presence in the room, he said\\nWhat writest thou The vision raised its head,\\nAnd, with a look made all of sweet accord,\\nAnswered, The names of those who love the Lord\\nAnd is mine one? asked Abou. Nay, not so,\\nReplied the angel. Abou spake more low,\\nBut cheerily still and said, I pray thee, then.\\nWrite me as one that loves his fellow-men.\\nThe angel wrote, and vanished. The next night\\nIt came again, with a great wakening light,\\nAnd showed the names whom love of God had bless d\\nAnd, lo Ben Adhem s name led all the rest\\nLeigh Hunt.\\nThe ^MtllL End.", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0165.jp2"}, "166": {"fulltext": "MODEL\\nTEXT-BOOKS\\nFOR\\nWe invite the attention of Teachers\\nand School Officers to our Puhlica-\\ntionSy a Catalogue of which will he\\nsent on application. On our List will\\nbe found some of the most popular\\nand widely used of Modern Text-\\nBooks. Please addjress\\nELDREDGE BRO,\\n17 North Seventh St.,\\n.Kl\\n160\\nPHILADELPHIA.", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0166.jp2"}, "167": {"fulltext": "", "height": "4212", "width": "2532", "jp2-path": "elementarygramma01hart_0167.jp2"}, "168": {"fulltext": "27 1900", "height": "4222", "width": "2543", "jp2-path": "elementarygramma01hart_0168.jp2"}, "169": {"fulltext": "", "height": "4222", "width": "2543", "jp2-path": "elementarygramma01hart_0169.jp2"}, "170": {"fulltext": "ii!^\\\\.^.\\n-l\\\\\\n:^v\\nJ^:", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0170.jp2"}, "171": {"fulltext": "", "height": "4222", "width": "2562", "jp2-path": "elementarygramma01hart_0171.jp2"}, "172": {"fulltext": "", "height": "4528", "width": "2782", "jp2-path": "elementarygramma01hart_0172.jp2"}}