{"1": {"fulltext": "M i\\nm\\nu ,f\\nmfMmSM\\ni; :^M\\nmi\\nliilli\\n!:H\\nuw\\nmi I\\nM!\\nf:i\\n[Mil\\nIf^\\nIf 1^\\nn\\\\v^\\nlit\\niii\\nUiMH-1-\\n\u00e2\u0099\u00a6i Hi! ur! i,w*Hili\\nOf\\nI\\n!i\\ni ii\\nt\\nmm\\nUli j M- M ,1,1 1 li\\nf pi it;) J*;\\nI nil! .(iii;\\n!!!iiil!!|jii|1i,fi.(l;t\\nli ii!!!\\nmm\\ni\\nli I\\n;iii!! ii,::v\\nI It\\nliiil!\\niiiir\\nw\\nm\\nm", "height": "3599", "width": "2428", "jp2-path": "elementsofenglis00bask_0001.jp2"}, "2": {"fulltext": "V\\nX\\n,-i;^\\n4\u00c2\u00bb:\\nV\\nVj^^\\nO M .\\\\0\\nc^^.\\nV i^ c\\nK^ A\\nV\\nV\\n4?\\nX A\\n^oN\\nJv\\nO^ X A\\nA- r^^ .^V)\\nm:^\\n\u00e2\u0080\u00a2V\\n.^^Vco^^/.V^**\\n,i-t Xv., O\\nC c\\\\..r;\\n^^iia^^\\nm^^\\ns^ U\\ne^ .^OKO^.^O\\n^0^ ^o\\n^.y*\\nc^^\\n-^iO\\nV* u\\nA\\no o .x^\\n.V", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0002.jp2"}, "3": {"fulltext": "8 I\\n\\\\LL\\n0^\\nV .1%\\n-^0,\\nR..^\\nV\\n,|i\\ns^\\ni\\n.0\\no\\nx^-\\nN O ^,i\\n.s\\nv^\\nf^\\nC^r\\nt v.\\nx\\ny^", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0003.jp2"}, "4": {"fulltext": "", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0004.jp2"}, "5": {"fulltext": "I", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0005.jp2"}, "6": {"fulltext": "", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0006.jp2"}, "7": {"fulltext": "THE\\nELEMENTS OF ENGLISH GRAMMAR\\nCLASSES OF GRAMMAR-SCHOOL GRADE\\nTM^A\\nWrMs^ASKERVILL\\nPROFESSOR OP THE ENGLISH LANGUAGE AND LITERATURE IN VANDERBILT\\nUNIVERSITY, NASHVILLE, TENNESSEE\\nJ. W. SEWELL\\nOP THE FOGG HIGH SCHOOL, NASHVILLE, TENNESSEE\\nBrandon Printing Company\\nnashville, tennessee\\n1900", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0007.jp2"}, "8": {"fulltext": "54697\\n|l_ibrMi y of Gon\\nOCT 1 1900\\nStCO^O COPY.\\n1 OROEU OWIStON,\\nUCT IS-\\nCopyright, 1900,\\nBY\\nBrandon Printing Company", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0008.jp2"}, "9": {"fulltext": "PREFACE.\\nAny who attempt an elementary text-book on English grammar\\nare confronted by the question, whether to include only the barest\\noutlines of parts of speech and analysis or to furnish in greater detail\\nthe essentials of grammatical forms and structure, though avoiding\\ndiscussions of the historical development of the language. By the\\nformer method, the pupil is left to gather most of his knowledge of\\ngrammatical laws by contact with other languages by the latter, his\\nmind is early stored with the principles of English grammar, the\\neffort not being divided with the labor of learning a foreign vocabu-\\nlary and its attendant idioms.\\nThe authors have decided to follow the latter method. Hence,\\nteachers who may expect a volume sufficiently easy and elementary\\nfor young pupils to master in one continuous, perhaps rapid, course\\nwill be disappointed. If successful, this book will be taken up after\\na preparation in simple language lessons then two courses through\\nthis book will be taken. One will include the main facts about the\\nparts of speech, inflections, and analysis (Parts I and II). The\\nsecond course will review this, and also take in such matters as re-\\nmarks on number forms of nouns, on the table of personal pronouns,\\ndirect and indirect questions, restrictive and unrestrictive clauses,\\nadjective pronouns, subjunctive mood, words in -ing, shall and will,\\nindirect ^scourse, parsing of verb phrases, and correction of false\\nsyntax.\\nThe exercises on false syntax have been made a separate division,\\nPart III. This will accommodate those teachers who wish to use\\nthem, whereas other teachers who do not desire that examples of\\nfalse syntax be placed before pupils, may use the discussions of\\nsyntax in Part I, and omit Part III.\\n(3)", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0009.jp2"}, "10": {"fulltext": "PRKFACK.\\nThe general exercises in Part I may be used for parsing by those\\nwho prefer that means of drill, or for other purposes by those who\\ndo not consider parsing beneficial.\\nThe illustrative sentences are not so simple as made-up ones,\\nbut they perhaps have more life and if the pupil has to use with\\nsome attention exercises of good quality, his literary instincts and\\nalso his respect for the laws of grammar may be appreciably elevated.\\nThe manuscript of this book was completed and repeatedly revised\\nbefore the death of my distinguished colleague. Dr. W. M. Baskervill.\\nGreatly interested in its success, he had given it his keenest and\\nmost scholarly study. The undersigned will be grateful for any\\ncorrections or suggestions that will lead to the improvement of the\\nvolume.\\nJ. W. Sewell.\\nNashville^ August, 1900.\\ni", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0010.jp2"}, "11": {"fulltext": "CONTENTS.\\nPAGE\\nINTRODUCTION 9\\nPart I.\\nPARTS OF SPEECH,\\nNouns 23\\nPronouns 52\\nAdjectives 97\\nArticles iii\\nVerbs 113\\nVerbals 149\\nt)irect and Indirect Discourse .164\\nAdverbs i67\\nConjunctions 175\\nPrepositions 187\\nInterjections. 194\\n(5)", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0011.jp2"}, "12": {"fulltext": "CONTENTS.\\nPart II.\\nSUMMARY OF ANAL YSIS.\\nPAGE\\nKinds of Sentences 197\\nAnalysis of Simple Sentences .197\\nof Complex Sentences 206\\nof Compound Sentences 212\\nPart HI.\\nEXERCISES IN SYNTAX.\\nNouns .219\\nPronouns 220\\nAdjectives 226\\nArticles 227\\nVerbs 228\\nVerbals 232\\nAdverbs 233\\nConjunctions 234\\nPrepositions 236\\nIndex 239", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0012.jp2"}, "13": {"fulltext": "INTRODUCTION,", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0013.jp2"}, "14": {"fulltext": "", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0014.jp2"}, "15": {"fulltext": "INTRODUCTION.\\nSentences.\\nWhat gram-\\nmar deals\\nwith.\\nA sentence is a group of words so put together\\nas to express a thought.\\nLanguage is made up of sentences, and in form-\\ning sentences a writer or a speaker must choose\\nwords according to their use and their meaning.\\nIn the study of grammar we are to separate sen-\\ntences into their parts, so as to study the nature of\\nthe words, their forms, and their uses. For ex-\\nample, in the sentence, Children learn, one may\\nsee that the two words are not of the same nature,\\nfor children is the name of persons, and learn tells\\nwhat they do; again, grammar will ask why the\\nform children is used instead of child or child s or\\nchildren s, and why learn is used instead of learns\\nor learned; and so on.\\nEnglish grammar is the science which treats of\\nforms of English words, their uses, and their rela-\\ntions to each other in the sentence.\\nOne way of studying the nature of the thousands\\nof English words is to divide them into parts of\\nspeech.\\nThe parts of speech are the different classes of Definition.\\nwords used in the expression of thought.\\nIn the sentence, Children learn, it is plain that\\nthe two words belong to different classes that is,\\nthey are different parts of speech.\\nIn studying the parts of speech the purposes\\nwill be to find out: first, how^ to classify words\\n(9)\\nDefinition.\\nWhy study\\nthese.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0015.jp2"}, "16": {"fulltext": "lO\\nINTRODUCTION.\\nA nalysis.\\naccording to their use and meaning second, what\\nforms words may take to express relations to\\nother parts of the sentence; third, when it is\\nproper to use one form and when another.\\nAnother way of studying sentences is by\\nanalysis, which means separating a sentence into\\nits elements so as to show their relations to each\\nother.\\nThese two methods of studying the sentence\\ncan not be kept strictly separate, for some knowl-\\nedge of each is needed in order to understand fully\\nthe other; hence a short study of both may be\\ntaken before entering fully into the treatment of\\neither one separately.\\nI. Parts of\\nSpeech-\\noutline.\\nIn order to understand the parts of speech it\\nwill be necessary to study the uses of words in\\nsentences thus\\nNouns.\\n(a) He was tumbled headlong into the dust; and\\nGunpowder, the black steed, and the goblin passed by\\nlike a whirlwind.\\nThe words dust, Gunpozvder, steed, goblin and\\nwhirlwind are names of things. In order to know\\nagain anything we have once known, we usually\\ngive it a name; and the name word is called a\\nnoun.\\nExercise. Mention the nouns in these sentences:\\nThe coach was crowded, both inside and out, with\\npassengers, who, by their talk, seemed principally bound\\nto the mansions of relations or friends, to eat the Christ-", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0016.jp2"}, "17": {"fulltext": "INTRODUCTION. II\\nmas dinner. It was loaded also with hampers of game,\\nand baskets and boxes of delicacies and hares hung\\ndangling their long ears about the coachman s box,\\npresents from distant friends for the impending feast.\\n(b) So intent were the servants upon their sports\\nthat we had to ring repeatedly before we could make\\nourselves heard.\\nInstead of saying, So intent were the servants\\nupon the servants sports, the writer here makes\\nthe sentence shorter and smoother by putting the\\nword their for the servants Their is called a\\npronoun, meaning for or instead of a name.\\nAgain, instead of the name of the writer and his\\nfriend, the words we and ourselves are used, and\\nare also pronouns.\\nPronouns.\\nExercise. Each pronoun is in italics in the following\\nsentences tell what each one stands for\\nI was informed by Frank Bracebridge that the parson\\nhad been a chum of his father s at Oxford, and had\\nreceived this living soon after the latter had come to his\\nestate The parson had pored over some old\\nvolumes so intently that they seemed to have been re-\\nflected into his countenance, which might be compared to\\na title page of black letter.\\n(c) A fine day, however, with a tranquil sea and\\nfavoring breeze, soon put these dismal reflections to\\nflight.\\nIt will be noticed that the words fine, tranquil,\\nfavoring and dismal describe, or tell what kind of ^^j^ ^ti ^es.\\nobject or thing is spoken of; Une tells what kind\\nof day, tranquil what kind of sea, etc. Such\\nwords are called adjectives, and each one is joined\\nto a noun to describe the thing named.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0017.jp2"}, "18": {"fulltext": "12\\nINTRODUCTION.\\nVerbs.\\nExercise. Mention the adjectives in the following\\nsentences, and tell what noun each limits\\nOf all the old festivals, that of Christmas awakens\\nthe strongest and most heartfelt associations. There is\\na tone of solemn and sacred feeling that blends with our\\nconviviality, and lifts the spirit into a state of hallowed\\nand elevated enjoyment.\\n{d) As we passed over a rising ground which com-\\nmanded something of a prospect, the sounds of rustic\\nmerriment now and then reached our ears.\\nThis sentence makes some statements, but if the\\nwords passed, commanded and reached were left\\nout no statement would be made. These words\\nare called verbs, since they are used for making\\nstatements about persons or things passed tells\\nwhat we did; reached tells what the sounds did,\\netc.\\nA dverbs.\\nExercise. Mention the verbs in the following sen-\\ntence, and tell what each makes a statement about\\nAs Ichabod approached the stream his heart began\\nto thump. He summoned up all his resolution, gave his\\nhorse half a score of kicks in the ribs, and attempted to\\ndash briskly across the bridge; but, instead of starting\\nforward, the perverse old animal made a lateral move-\\nment and ran against the fence.\\nThe English have always been fond of those\\n.festivals and holidays which agreeably interrupt the\\nstillness of country life.\\nThe statement, The English have been fond of\\nthose festivals, is modified, or changed in mean-\\ning, by the word always, which expresses time, or\\ntells how long; it is called an adverb, that is, a\\nword joined to a verb^ to rnodify the meaniu2r\u00c2\u00bb", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0018.jp2"}, "19": {"fulltext": "INTRODUCTION. 13\\nLikewise the word agreeably modifies interrupt\\nand tells the way, or manner, of the action.\\nExercise. Mention the adverbs in the exercises under\\n(a), {b), (d), and (g), and tell what verb each modifies.\\n(f) He passed the tree in safety, but new perils lay\\nbefore him.\\nHere two statements are made, and they are co7vunc-\\nunited into one sentence by the word but. A\\nword that connects words or groups of words is\\ncalled a conjunction. It merely links, or joins,\\ndoes nothing- more.\\nExercise. The conjunctions are in italics below; tell\\nwhat words or word groups each connects\\nAs we approached the house, we heard the sound of\\nmusic, and now and then a burst of laughter.\\nHis only resource on such occasions, either to drown\\nthoughts or drive away evil spirits, was to sing psalm\\ntunes.\\nTo have taken the field openly against his rival would\\nhave been madness for he was not a man to be\\nthwarted.\\nHe now suspected that the grave roysters of the\\nmountain had put a trick upon him.\\n(g) The rays of a bright morning sun had a dazzling\\neffect among the glittering leaves.\\nIn this sentence it is necessary to express some\\nconnection and relation between rays and sun,\\nalso between had a dazzling effect and foliage.\\nThe expression of a bright morning sun clearly\\nshows possession or source the word of connects\\nrays and sun and shows the relation of possession\\nPrepositions.\\nor source. Among connects the verb had with", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0019.jp2"}, "20": {"fulltext": "14 INTRODUCTION.\\nthe noun foliage and expresses the relation of\\nplace. A word that connects words and shows\\nthe relation between them is called a preposition.\\nIt does more than a conjunction.\\nExercise. Point out the prepositions in this sentence\\nand tell what words they show relation between\\nA sloop was loitering in the distance, dropping slowly\\ndown with the tide, her sail hanging uselessly against the\\nmast and, as the reflection of the sky gleamed along the\\nstill water, it seemed as if the vessel was suspended in\\nthe air.\\nInterjections.\\nNote this.\\nThere is one other class of words to be noted,\\nthose that merely express feeling; as, Alas!\\nWhat! Psha! Ho! They are called interjections,\\nwhich means thrown into the midst. They are\\nmerely dropped into the sentence to attract atten-\\ntion, but have no part in building up the sentence.\\nThey are not properly parts of speech.\\nSome words may be several parts of speech,\\naccording to the use they have in different places\\nand the most important thing to remember is that\\nthe use, not the fonii, of English words must be\\nregarded. For example: An excited crowd\\nswept by (adverb) Crowds were running by\\nthe jail (preposition) They heard that he still\\nlived (adverb); The waves are stiir (ad-\\njective).\\nExercise. Write sentences using words as directed\\nbelow\\n(i) Handle as a noun and a verb. (2) Light as\\nnoun, adjective, verb. (3) Brown as noun, adjective,\\nverb. (4) Before as adverb, preposition, conjunction.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0020.jp2"}, "21": {"fulltext": "INTRODUCTION. 15\\n(5) Water as noun, adjective, verb. (6) Iron as noun,\\nadjective, verb. (7) In as adverb and preposition. (8)\\nPast as noun, adjective, adverb, preposition. (9) While\\nas noun, verb, and conjunction.\\n-outline.\\nJntporlance\\nAnalysis is a very important subject in gram- n. Analysis\\nmar, lying at the basis of most of the work in mas-\\ntering good English.\\nA person can understand much better what he\\nreads if he is able to tell at a glance the relations of analysis.\\nof all the parts of a sentence. While studying the\\nparts of speech it is necessary to describe the use\\nof words by their relations to each other in the\\nsentence. This depends on analysis, and is to be\\nlearned only by careful thinking. Then, too, in\\nwriting sentences, no one can tell where to use the\\nmarks of punctuation without knowing when the\\nsentence is complete, and what parts of it are re-\\nlated, and how.\\nFor analysis, take the following sentence\\nThe golden sun poured a dusty beam through the\\nclosed blinds.\\nEvery sentence must have at least two parts:\\nthat of which something is said, and that which\\nis said of it. The golden sun is called the subject,\\nbecause it is the part brought especially to our subject and\\nnotice, that of which something is said; the\\nrest of the sentence is called the predicate, because\\nit declares or says something about the subject.\\nAs no sentence can be made without these two", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0021.jp2"}, "22": {"fulltext": "INTRODUCTION.\\nComplete sub-\\nject simple\\nsubject\\nmodifiers.\\nComplete\\npredicate\\nsimple predi-\\ncate\\nmodifiers.\\nVerb with a\\ndirect object.\\nThe parts of\\na sentence.\\nmembers, they are often called the main or prin-\\ncipal elements of the sentence.\\nNow, noticing more closely, we find that the\\none word sun names that of which the statement\\nis made, and sun is modified by the and golden.\\nThe golden sun is called the complete subject;\\nsun is the simple subject, and the and golden are\\nmodifiers of the simple subject.\\nWe also find that poured a dusty beam through\\nthe closed blinds is the complete predicate; poured\\nalone is the simple predicate. The expression\\nthrough the closed blinds tells where, and is a\\nmodifier of the simple predicate.\\nFurther, the meaning of the verb is not com-\\nplete without the words a dusty beam. The sun\\npoured what, through the closed blinds An-\\nswer, a dusty beam. Poured expresses action,\\nand beam names that which receives the action of\\nthe verb such a word is called the direct object\\nof the verb. Beam is modified by a and dusty.\\nThe subject or object may be modified by a group\\nof words, introduced by a preposition.\\nTo sum up, the main elements are\\n1. The complete subject.\\n2. The complete predicate.\\nAfter full analysis, we find in this sentence\\nThe simple subject.\\nThe modifiers of the subject.\\nThe simple predicate.\\nA modifier of the predicate.\\nThe simple direct object.\\nI.\\n2.\\n3-\\n4-\\n5-\\n6. The modifiers of the direct object.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0022.jp2"}, "23": {"fulltext": "INTRODUCTION.\\n17\\nIn order to complete the list, however, some\\nmore sentences must be examined these may be\\ntaken\\n(a) Her eyes became red from weeping.\\n(b) One touch of nature makes the whole world kin.\\n(c) This fell sergeant, Death, is strict in his arrest.\\nIn sentence (a) became is the simple predicate,\\nbut does not express action hence it can not have Complements-.\\nan object. The adjective red completes the\\nmeaning of the predicate and expresses quality of Ofan iutran-\\nthe subject. Such a verb is called intransitive,\\n^nd such completing words are called comple-\\nments.\\nIn sentence (b) the simple predicate makes is a\\ntransitive verb, but it is not complete even with ojatransi-\\nthe object zvorld. The expression, One touch\\nof nature makes the whole world is not clear; if\\nwe say makes the whole world kin or makes\\nkin the whole world, it is plain at once how nec-\\nessary is the word kin. World is really the object,\\nnot of makes, but of makes kin. The word kin\\nis also a complement, completing the verb and\\nbeing also an adjunct of the direct object.\\nIn sentence (c), the subject sergeant needs the\\nword Death to explain it; the latter, indeed, is\\nequivalent to the added statement, And his name apposition.\\nis Death. A word thus added to another to\\nmodify and explain it is called an appositive word,\\nor a term in apposition with another.\\nAdd now these three to the list of elements\\n7. The complement of an intransitive verb.\\n8. The complement of a transitive verb.\\n9. An appositional modifier.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0023.jp2"}, "24": {"fulltext": "1 8 INTRODUCTION.\\nExercises.\\n1. Give definition of: complete subject, complete\\npredicate; simple subject, simple predicate; direct\\nobject; transitive verb, intransitive verb; complement;\\nappositional term.\\n2. Write sentences using the following words as\\nsubjects: hook, pencil, slate, door, window, playground,\\napple, button, dollar, stove.\\n3. Write sentences using the above words as objects\\nof transitive verbs.\\n4. Write sentences in which the above words are\\nmodified by adjectives.\\n5. Change the sentences of exercise 3 so the verbs\\nshall be modified by adverbs.\\n6. (a) Write 5 sentences having nouns in apposition\\nwith other nouns. {h) Write 5 sentences having nouns\\nas complements of intransitive verbs. {c) Write 5 sen-\\nitences having adjectives as complements of intransitive\\nverbs.\\n7. Show by analysis the difference between\\n(i) All good souls praise the Lord.\\n(2) All good souls, praise the Lord.\\n8. Analyze in full these sentences:\\n(i) I particularly noticed one young woman of\\nhumble dress but interesting demeanor.\\n(2) My holiday afternoons were spent in rambles\\nabout the surrounding country.\\n(3) Manners make beauty superfluous and ugly.\\n(4) Never did Christmas board display a more goodly\\nand gracious assemblage of countenances.\\n(5) The interior of the church was venerable but\\nsimple.\\n(6) A river formed the boundary the river Meuse.\\n(7) I made myself familiar with all its places famous\\nin history or fable.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0024.jp2"}, "25": {"fulltext": "INTRODUCTION. 19\\n(8) I admired for the hundredth time that picture of\\nconvenience, neatness and broad, honest enjoyment, the\\nkitchen of an English inn.\\n(9) The temperate are the most truly luxurious.\\n(10) The joyous disposition of the worthy Squire was\\nperfectly contagious.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0025.jp2"}, "26": {"fulltext": "i", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0026.jp2"}, "27": {"fulltext": "PART I.\\nPARTS OF SPEECH.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0027.jp2"}, "28": {"fulltext": "", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0028.jp2"}, "29": {"fulltext": "NOUNS.\\n1. Let us examine this sentence\\nIn the Acadian land, on the shores of the Basin of Minas,\\nDistant, secluded, still, the little village of Grand-Pre\\nLay in the fruitful valley.\\nWe find that two words are names of particular classes:\\nplaces: Basin of Minas and Grand-Pre. The\\nnames are used only when the purpose is to speak\\nof these places and no others. They are called\\nproper nouns, from a Latin word meaning* one s propcr.\\nown, belonging to one person or thing.\\nYet there are other names in the sentence;\\nnamely, land, shores, village, valley. These are\\ngeneral names: we may speak of the land of\\nAmerica, or the land of any state, county or other ^^o\\ndivision we may refer to the shores of the Gulf\\nof Mexico, or the Atlantic Ocean, or of any lake,\\nsea, etc. so with village, valley and similar words.\\nThey are called common nouns, because common ^^\u00c2\u00ab5^ nawes.\\nmeans belonging to any of a class.\\n2. Study now these additional sentences\\n(a) The savage army was in war-paint, plumed for\\nbattle.\\n(b) No man is so sunk in vice and ignorance but\\nthere are still some hidden seeds of goodness and knowl-\\nedge in him.\\nIn (a), the word army is a general name, a\\ncommon noun but it differs from the class nouns nouns include\\nof Section i in being the name of a number of\\n(23)", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0029.jp2"}, "30": {"fulltext": "24\\nPARTS OF SPEECH.\\nCollective\\nand\\nmaterial.\\nIll,\\nA b struct\\npersons taken together. Hence it is called a col-\\nlective noun. Nouns of this kind are in very fre-\\nquent use; as, iieet, herd, Hock, crowd, party.\\nThe word war-paint is a common noun, being a\\nname of general application; but instead of being\\nthe name of a separate object it is the name of a\\nsubstance, of the material of which something is\\ncomposed. Such are called nouns of material;\\nother examples are glass, iron, clay, silk, etc.\\n3. In sentence {h), the words vice, ignorance,\\ngoodness, and knozvledge are not names of ob-\\njects, but of qualities. All are derived from other\\nparts of speech. To explain a person leads a\\nvicious life (adjective) or a life of vice (noun)\\nhe knows (verb) or has knozvledge (noun), etc.\\nIn each case where the noun is used, action or\\nquality or condition is not asserted of the person,\\nbut is only named, or spoken of in the abstract;\\nthat is, apart from the object to which it belongs.\\nAll names of quality, condition or action are ab-\\nstract nouns.\\n4. To sum up the classes of nouns, we have\\nProper nouns.\\n(a) Class names.\\n(b) Collective.\\n(c) Material.\\nCommon nouns, divided into\\nAbstract nouns.\\nExercises.\\n1. Of which class is each of the following italicized\\nnouns\\nHe was a kind and thankful creature, whose heart\\ndilated in proportion as his skin was filled with good", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0030.jp2"}, "31": {"fulltext": "NOUNS. 25\\ncheer, and whose spirits rose with eating as some men s\\ndo with drink. He could not help, too, rolling his large\\neyes round him as he ate, and chuckling with the possi-\\nbility that he might one day be lord of all this scene o\u00c2\u00a3\\nalmost unimaginable splendor. Then, he thought, how\\nsoon he d turn his hack upon the old schoolhouse snap\\nhis -fingers in the face of Hans Van Ripper, and every\\nother niggardly /^a^row; and kick any itinerant pedagogue\\nout of doors that should dare to call him comrade!\\n2. Mention the nouns in the following sentences, and\\ntell which class each belongs to\\nAs Rip and his companion approached them, they sud-\\ndenly desisted from their play, and stared at him with\\nsuch fixed, statue-like gaze, and such strange, uncouth,\\nlack-luster countenances, that his heart turned within\\nhim, and his knees smote together. His companion now\\nemptied the contents of the keg into large flagons, and,\\nmade signs to him to wait upon the company. He,\\nobeyed with fear and trembling. They quaffed the\\nliquor in profound silence, and then returned to their\\ngame.\\n3. Write one or more class names corresponding to\\neach collective noun in the following list\\nSwarm, drove, school, flock, regiment, crew, committee.\\nExample: A swarm of bees or gnats or Hies, etc.\\n4. Write one or more collective nouns corresponding\\nto each class noun in the following list\\nRuffian, room, horse, Hstener, girl, neighbor, camel,\\ncitizen.\\nExample: A horde or band or mob of ruffians.\\n5. Bring up sentences to illustrate these classes and\\nsub-classes of nouns, at least two of each division.\\n[Note to Teacher.\u00e2\u0080\u0094 Pupils may be instructed to\\nmake up sentences of their own, or they may select them\\nfrom books. The latter plan is far better, as it keeps\\nthe pupil s attention upon good literature, quickens ob-\\nservation, and improves the taste.]", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0031.jp2"}, "32": {"fulltext": "26\\nPARTS OF SPEECH.\\nSubstantive\\nuse of\\nOTHER WORDS USED AS NOUNS.\\n5. Many kinds of expressions may become\\nnouns by being placed as the subject, object, etc.,\\nor in some instances by being- used merely as\\nwords.\\n{a) Examples of other parts of speech used as\\nnouns\\nEvil, according to philosophers, is good in the\\nmaking.\\nNone but the brave deserves the fair.\\nThe Assyrian came down like a wolf on the fold.\\nMust we in all things look for the how, and the why,\\nand the wherefore?\\nConjutictions. Youf if is the only peacemaker.\\n{h) Groups of words used as nouns, especially\\nthe titles of books, papers, essays, etc.\\nSesame and Lilies is Ruskin s creed for girls.\\nThe Fair Penitent was to be acted that evening.\\nExercise. In the first two sentences under (a) above,\\ntell which kind of noun each adjective becomes.\\nA djectives.\\nA dverbs.\\nWord\\ngroups.\\nMeaning.\\nThree of\\nnouns.\\nINFLECTIONS OF NOUNS.\\n6. Inflection means a change of form that a\\nword undergoes to express a change in its use or\\nmeaning.\\nFive parts of speech are inflected nouns, pro-\\nnouns, adjectives, verbs, and adverbs.\\nNouns have three kinds of inflection: gender,\\nmimber, and case.\\nGENDER.\\n7. One way to classify individual persons and\\nto distinguish them from inanimate things is to", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0032.jp2"}, "33": {"fulltext": "NOUNS. 27\\nSpeak of their sex; hence, all are divided into se:t:and\\nmale and female.\\nIn English grammar the words used as names\\nof persons or animals are classified in a way to\\ncorrespond to the sex of the living beings them-\\nselves thus, the name of a male being is said to\\nbe of the masculine gender; the name of a female, Gender.\\nof the feminine gender. The term sex belongs\\nto the object; the term gender belongs to the\\nword naming the object.\\n8. Names of inanimate objects are called The neuter.\\nneuter, the word meaning neither masculine nor\\nfeminine.\\nLatin and some other inflected languages place\\nmany names of things under the head of mascu-\\nline or feminine for example, in Latin, manus\\n(hand) is feminine; pes (foot) is masculine; in\\nGerman, die Wand (wall) is feminine; der Stuhl\\n(chair) is masculine.\\n9. Gender is the form or use of a word to des-\\nignate an object as male, female, or without sex.\\nExamples: Man, horse, ox, masculine; woman,\\nmare, cow, feminine hook, stove, chalk, neuter.\\nThere is one class of words to which some at- Nou\u00c2\u00bbsof\\ntention should be given persons may be referred gender.\\nto by nouns that do not determine the sex; as,\\ncousin, teacher, acquaintance, friend, parent. If\\nthese are used in the sentence in such a way that\\nthe sex is made clear, they are at once classified as\\nmasculine or feminine. If the sentence does not\\nshow the sex of the person in question, the pupil", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0033.jp2"}, "34": {"fulltext": "28\\nPARTS OF SPEECH.\\nExceptions.\\nPefsonijica-\\niton.\\nSex of\\nanimals\\ndisf egarded.\\nInfants,\\nneuter.\\nwill merely say the nouns name living beings that\\nmay be of either sex.\\n10. There are some exceptions to these rules of\\ngender\\n1 By personification, names of inanimate ob-\\njects are changed to gender nouns. When this\\nis done, either the thought of the sentence shows\\nwhich gender is meant, or a pronoun marks the\\nnoun as masculine or feminine as\\nThere Honor comes, a pilgrim gray.\\nThe ship was still as she could be.\\nStern Winter loves a dirge-like sound.\\n(2) Instead of dividing the names of animals\\ninto masculine or feminine according to sex, two\\nother methods are used\\n(a) The sex is not regarded as important, so\\nthe object is referred to as neuter for example\\nThe little gorilla flung its arms around my\\nneck.\\nHe next stooped down to feel the pig, if there were\\nany signs of life in it.\\n(b) The names of certain species may be re-\\ngarded as masculine or feminine, according to\\ncertain traits for which they are noted as, lion is\\nmasculine, cat feminine, etc.\\nThe panther shall yield his spotted hide.\\nThe cat shook herself as if disgusted that she had\\nwet her foot in such a cause.\\nThe tunneling fox looked out of his den.\\n(3) Words referring to young children are\\noften neuter, the sex not being considered as in\\nthe sentence\\nThe child opened wide its clear blue eyes.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0034.jp2"}, "35": {"fulltext": "NOUNS. 29\\ngenders.\\n11. Gender forms belong only to masculine and\\nfeminine nouns. We have three ways by which\\nthe feminine noun is distinguished from the mas-\\nculine\\n1 By placing a gender word before one with- ^^J^^^^^^\\nout gender.\\n(2) By adding a suffix to a masculine word.\\n(3) By using a different word for each gender.\\n12. A prefix is a syllable added at the begin-\\nning of a word: as un-imih., 7/2i.y-spell. A suffix\\nis a syllable added at the end of a word as, truth-\\nfnl, kind-;2^^^. An affix is either a prefix or a\\nsuffix.\\nDefinitions.\\nWith\\nI. Gender Shown by Compounds.\\n13. The pronouns he and she are often affixed\\nto a noun that docs not indicate sex: as, he-goat, pronouns,\\nshe-goat; he-zvolf, she-zvolf.\\nNouns indicating gender are often employed in ivnh nouns.\\nthe same way: as, manservant, maidservant;\\nsalesman, saleswoman.\\nThe word woman belongs to this list. The old\\nword wlf meant woman, but was joined with the\\nword mann to form wif-mann, this gradually\\nchanging to the form woman.\\nFrequently, instead of adding the suffix spoken\\nof in Section 14, a feminine word is used before\\na noun that is clearly masculine in form. Exam-\\nples are doctor, lazvyer; woman doctor, woman\\nlawyer.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0035.jp2"}, "36": {"fulltext": "30\\nPARTS OI^ SPEECH.\\nMatters of\\nspelling.\\nII. Gender Shown by Suffixes.\\n14. The suffix most used now to form a femi-\\nnine from a masculine noun is -ess; as, giant^\\ngiantess.\\nSome points in spelling should be noticed here\\n1 The word may not change its form before\\nadding the suffix host, hostess; baron, baroness.\\n(2) Words of one syllable ending in a single\\nconsonant preceded by a single vowel double the\\nfinal consonant before adding the suffix as, god,\\ngoddess.\\n(3) A letter or syllable may be dropped and\\n-ess added to the root of the word abbot, abbess;\\nsorcerer, sorceress.\\n(4) A vowel preceding the final consonant\\nmay be dropped before adding -ess: actor, actress;\\nenchanter, enchantress.\\n15. As stated in Section 13, it is customary\\nGender word now to usc a gcudcr word before the mxasculine\\nused or\\nmstead of writing poetess, doctress, waitress, etc.\\nthat is, if we wish to make an emphatic contrast\\nto the masculine form. Ordinarily, however, the\\nmasculine form is used to represent the feminine,\\nthe context showing the sex of the person.\\nNot only the words author, poet, nnrse, teacher,\\netc. but also lawyer, preacher, librarian, doctor,\\ndentist, artist, sculptor, architect, editor, book-\\nkeeper, cashier, superintendent, and others fre-\\nquently refer to females, who have adopted these\\nprofessions while in using such words as dress-\\nmaker, housekeeper, typewriter, we hardly think\\nof a male person.\\nomitted.\\nThis list\\nincreasing.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0036.jp2"}, "37": {"fulltext": "NOUNS.\\n31\\nExercise. Tell the gender of each noun in the sen-\\ntences on pages 48 and 50.\\n16. A few words from foreign languages, with\\ntheir original suffixes, are in good use as English\\nwords. Those most often met with are the fol-\\nlowing pairs\\nadministrator, administratrix\\nbeau, belle\\nczar, czarina\\ndon, donna\\nexecutor, executrix\\nhero, heroine\\nsehor, sefiora\\nsignor, signora\\nsultan, sultana\\ntestator, testatrix\\nExercise. Write sentences using all the foreign words\\ngiven in this list.\\nir.\\nIII. Gender Shown by Different Words.\\nThis distinction between masculine and\\nNot an in-\\nfeminine is not made by inflection, but by the use JiectedUst.\\nof pairs of words entirely unHke in form. The\\nmost important are\\nbachelor, maid\\nor spinster\\nboy, girl\\nbrother, sister\\nearl, countess\\nfather, mother\\nhusband, wife\\nking, queen\\nlord, lady\\nmonk, nun\\nnephew, niece\\nson, daughter\\ntutor, governess\\nuncle, aunt\\nwizard, witch\\nboar, sow\\nbuck, doe\\nbull, cow\\nbullock, heifer\\nor steer\\ndrake, duck\\ngander, goose\\nhart, roe\\nhorse, mare\\nram, ewe\\nsire, dam", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0037.jp2"}, "38": {"fulltext": "32\\nPARTS OF SPKEiCH.\\nWhat it IS.\\nTwo nuvi-\\nbers.\\nThe ustial\\nway.\\nTwo old\\nways.\\nAs to spell-\\ning:\\nEnding -es.\\nExercises.\\n1. The teacher will give out a list of words, some\\nmasculine and some feminine, selected at random, and\\nhave the pupils write the corresponding word for each\\nof these.\\n2. Write five sentences containing masculine nouns,\\nand five using the same nouns as feminine. (See Sec-\\ntion 15.)\\nNUMBER.\\n18. Number is the form or use of a word to\\nshow whether one person or thing is meant, or\\nmore than one.\\nWords meaning one thing, as table, porch, lily,\\nare said to be of the sing^ular number; those\\nmeaning more than one, as tables, porches, lilies,\\nare of the plural number.\\n19. The present way of forming the plural of\\nnouns Is by adding -s or -es. Any new words\\nadopted Into the language take this inflection.\\nOf other ways formerly used in making words\\nplural, two yet remain by adding -en, and by a\\nchange in the vowel of the word itself. Three\\nwords still have the ending -en: oxen, children,\\nbrethren. Only a few with vowel change survive\\nfoot, feet; man, men; goose, geese; louse, lice;\\nmouse, mice; tooth, teeth.\\n20. It will be helpful to give now some sugges-\\ntions as to when one should add -s and when -es\\nI Words ending in s, x, z, ch, and sh (letters\\nthat will not unite with the sound oi s) add -es;\\nfor example, glasses, boxes, topazes, churches,\\n\u00e2\u0096\u00a0fishes.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0038.jp2"}, "39": {"fulltext": "NOUNS. 33\\nEnding -ves.\\n(2) A few words ending in change this to v\\nand add -es to form the plural some of them are\\nheef, calf, leaf, loaf, self, wife, wolf. Notice,\\nhowever, that brief, chief, dwarf, Hfe, hoof, proof,\\nreef, roof, strife, and turf add -s. Wharf usually\\nhas -ves in the plural scarf usually adds -s; stait\\nhas the plural staves unless a military suite is\\nmeant, when the form staffs is used.\\n(3) Words ending in -y preceded by a conso-\\nnant change the y to and add -es; as, ladies, so- LV.^\\nliloquies. In such words as soliloquy and collo-\\nquy the u is not a vowel, but a consonant, having\\na w sound with q.\\nNote. If the final 3; is preceded by a vowel, the reg-\\nular ending .y is used as turkeys, boys, Fridays.\\nEndiyig in s.\\n(4) Words of foreign derivation ending in -0\\nmay add -s or -es. The words alto, cameo, canto,\\nfolio, oratorio, piano, solo, and zero add -s; but\\ncargo, echo, embargo, hero, motto, negro, potato,\\nand volcano add -es.\\nThe endings must be learned by close observa-\\ntion.\\nSpecial Remarks on Number Forms.\\n21. Material and abstract nouns have no plural\\nfor when such nouns take the plural inflection they\\nassume a different meaning and become common\\nclass nouns; as, glass, glasses; iron, irons; sor-\\nrozv, sorrow s.\\n22. Certain nouns have only a plural form, jvo singular.\\nOf the following list very few ever have a singular\\nform:\\nNo plural.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0039.jp2"}, "40": {"fulltext": "34\\nPARTS OF spke:ch.\\naborigines\\nbellows\\nmatins\\nscissors\\namends\\nbilliards\\nnuptials\\nthanks\\nannals\\ndregs\\noats\\nspectacles\\nantipodes\\ngallows\\nobsequies\\nvespers\\nassets\\ntongs\\npremises\\nvictuals\\nspecial\\nwords.\\nSame form\\nfor both\\nnumbers.\\nForm plural\\nmeaning\\nsingular.\\nThe singular form asset is sometimes seen; as,\\nHe used every available asset. The singular\\nform premise is a term used in logic; the word\\npremises above means the surroundings or\\ngrounds about a building. The word spectacle,\\nmeaning scene, is not the singular of the above\\nword spectacles, which means eye-glasses.\\nVery rarely some of this list, while retaining\\nthe plural form, are thought of as singular thus,\\na forceps.\\nExercise. Write sentences using each word in the\\nabove list as a subject.\\n23. Some words have the same form for singu-\\nlar and plural: as, deer, sheep, szvine; trout,\\nsalmon, shad; cannon, heathen, yoke (of oxen),\\nhead (of cattle), sail (a vessel), Chinese.\\nSuch nouns as pair, score, dozen, hundred, have\\nusually the same form for the plural if they follow\\nnumerals; but if not limited by numerals or if\\nafter certain prepositions, they take -s for the\\nplural; as, five thousand of the citizens or\\npeople by the thousands.\\n24. Many words having a plural form are used\\nas singular; such as optics, physics, mathematics,\\nand names of other sciences; pains (care), news,\\nmolasses, summons. The words means and poli-", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0040.jp2"}, "41": {"fulltext": "NOUNS. 35\\ntics may be treated as singular or plural in mean-\\ning: we may say, a means of success, or sue- Twosinguiar\\ncess by these means politics is his favorite\\nstudy, or politics are very annoying to him.\\nor plural.\\n25. A few singular words have two plurals Twopiurais,\\nL-t -i-iv A. r 1 two niean-\\nwitn different meanings; for example ings.\\nbrothers (of a family), brethren (of a society or church)\\ncloths (kinds or pieces), clothes (garments)\\ndies (stamps for coins, etc.), dice (for gaming)\\nfishes (individuals or kinds), fish (collectively)\\ngeniuses (persons of genius), genii (fabled spirits)\\nindexes (to books), indices (signs in algebra)\\npeas (separately), pease (collectively)\\npennies (separate coins), pence (collective value)\\nshots (times fired), shot (collective balls)\\nThe word pence may add in speaking of\\ncoins, thus making a double plural; as, a few^\\nsixpences.\\nExercise. Make sentences using all these words.\\niwu mean-\\n26. Some singulars have one plural form with piuvais wuk\\ntwo or more meanings. The following are exam- ^g\\npies\\ncustoms: i. habits, manners 2. revenue taxes,\\nduties i. obligations 2. revenue taxes,\\nletters i. the alphabet, or epistles 2. literature,\\nnumbers: i. figures; 2. poetry; 3. issues of a pe-\\nriodical,\\npains: i, suffering; 2. care, trouble,\\n27. The pluralizing of compound words depends\\nupon the relation of their parts.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0041.jp2"}, "42": {"fulltext": "36\\nPARTS OF SPEECH.\\nClose com-\\nSome are closely united, so that\\nwe think of the\\npounds.\\nparts as forming\\none unit: the\\nlast part adds\\n-s; as\\nattorney-general\\nsteamboat\\nhandful\\nhousewife\\nforget-me-not\\nmaidservant\\ntypewriter\\nkingfisher\\nspoonful\\nfellow-servant\\ngoosequill\\nstepson\\nLoose com-\\npounds.\\nIn most compound words which have the parts\\nloosely joined by hyphens or even standing apart,\\nand in which one member is described by another\\nword or phrase, the chief member adds -s; as in\\nthe words\\naid-de-camp commander-in-chief knight-errant\\nbillet-doux court-martial father-in-law\\nattorney at law cousin-german hanger-on\\nExceptions.\\nCaution,\\nWe may also write attorneys- general and\\nhnight-errants.\\nA few compound words make both parts plural\\nas, menservants, zvoinen lazvyers, knights tem-\\nplars.\\nNot all words ending in -man are compounds of\\nthe English word man consequently some do not\\nchange the ending to men, but add -s. Exam-\\nples are Brahman, firman, German, Mussulman,\\nNorman, Ottoman, etc.\\nExercise. Write sentences using the singular and\\nplural of each noun in this Section.\\n28. In forming the plural of proper names with\\ntitles, as Mr. Brozvn, Miss Hill, Mrs. Adams, Dr.\\nWilliamson, there are two methods authorized by", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0042.jp2"}, "43": {"fulltext": "NOUNS. 37\\ngood usage. We may pluralize the name, and\\nsay, the two Mr. Browns, or Miss Hills, or Mrs. Two ways.\\nAdamses, or Dr. Williamsons; or we may plural-\\nize the title, and say, the two Messrs. Brown, or\\nMisses Hill, or Mesdames Adams, or Drs. WilU\\niamson.\\n29. In making the plural of letters, figures,\\nsigns, and words used merely as words, there is\\nlikewise a choice of two methods. Some writers Two ways.\\nadd the apostrophe and s s), some add only s;\\nfor example, tall h s, crooked fs, W- s like\\nX too many and s; or, tall hs, crooked\\nfs, like y.s, too many ands.\\nIn either case, always have regard for clearness\\nin the sentence, He does not write as clearly, as\\nmay mean the letter a or the word as.\\n30. Foreign words are of two classes, and the\\npluralizing depends upon the nature of each word\\n1 Those retaining a foreign plural only j\\nsuch as axis, criterion, erratum, analysis, anti- P^^\\nthesis, genus; plurals axes, criteria, errata, analy-\\nses, antitheses, genera.\\n(2) Those having an English form of plural as\\nwell as their original form; examples (in the\\nplural)\\nbandits or banditti formulas or formulae\\nbeaus or beaux memorandums or memoranda\\ncherubs or cherubim seraphs or seraphim\\ndogmas or dogmata stratums or strata\\nfocuses or foci vertexes or vertices", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0043.jp2"}, "44": {"fulltext": "38\\nPARTS oi^ spe;e)ch.\\nExercises.\\n1. Write sentences containing the plural of these\\nwords life, reef, valley, sheaf, half, ally, strife, roof,\\nsoliloquy, wharf, monkey, story, dwarf, attorney.\\n2. Write sentences containing the plural of these\\nwords brother, cameo, goosequill, volcano, father-in-\\nlaw, Mrs. Young, knight-templar, domino, oratorio,\\ntalisman, piano, attorney at law, Brahman, genius, cloth,\\nformula, bandit, Mr. Allen, antithesis, negro, spoonful,\\nMussulman.\\nN. B. Make good use of the dictionary here.\\nRelations of\\nwords.\\nDefinition.\\nThe cases.\\nCASE.\\n31. Examine the following sentences\\n(1) My father was amongst the mighty crowd.\\n(2) He drew his cloak around him.\\n(3) Night s silvery veil hung low.\\nIn (i), the word father is the subject of the\\nverb in (2) the word cloak is the object of drew;\\nin (3), the word Night s expresses ownership or\\npossession; in (i), again, crowd is the object of\\nthe preposition amongst.\\nAll these four nouns have certain relations to\\nother words in the sentence, and the manner of\\nshowing this relation is called case. Thus, father\\nis in the case of subject, cloak in the case of object,\\netc.\\n32. Case Is the form or use of a noun or pro-\\nnoun to express its relation to other words in the\\nsentence.\\nNominative case is the term used to denote the\\nrelation of subject; the objective case expresses", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0044.jp2"}, "45": {"fulltext": "NOUNS.\\n39\\nCase forms\\nave few.\\nthe relation of the object; and the possessive case\\nexpresses the relation of possession, source^ own-\\nership, etc.\\n33. English is not rich in case forms, like Latin\\nand some other languages. In some of the Latin\\ndeclensions, almost every case in the singular and\\nplural has a separate form. But in English so\\nmany inflected forms have been lost, and so many\\nof the relations are now expressed by the help of\\nprepositions, that we have remaining only two\\ncase forms for three cases one form for the nom-\\ninative and objective, and one form for the pos-\\nsessive.\\n34. Yet in studying pronouns we find that some\\nr f 1 1 IVhv study\\nof them have a separate form for each case; this thv ee cases?\\nIS one reason why three cases of nouns are given.\\nAnother reason is, that in learning English the\\nimportant thing for pupils is to know the relations\\nof words, not merely the forms.\\nI. Uses of the Nominative Case.\\n35. The most common use that the nominative\\ncase has is that as subject. Other uses, however,\\nare shown below\\n1 Subject; as Tly pride, says the pea-\\ncock.\\n(2) Predicate nominative, or complement of an\\nintransitive verb for example, This is my own,\\nmy native land.\\n(3) In apposition with another nominative\\nword thus, Rich gift of God A year of time\\nThree coyn-\\nmoti uses.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0045.jp2"}, "46": {"fulltext": "40 PARIES OF SPKKCH.\\n(4) Independent or absolute uses, in which the\\nnoun is considered to be in the nominative case,\\nbut has no real office in the sentence. There are\\nthree of these uses\\n{a) Direct address; as, O death, where is thy\\nsting?\\nThree abso- (b) Exclamation as, The Old Manse! we\\ntute uses. t r -r^ r\\nhad almost forgotten it. Direct address is often\\nput in the form of an exclamation but direct ad-\\ndress concerns a person or thing spoken to, while\\nthe exclamation here mentioned and illustrated\\nconcerns a person or thing spoken of.\\n(c) With a participle (a verbal form in -ing or\\n-cd that does not assert), in a phrase independent\\nof the rest of the sentence; as, But the rain\\ncoming on, or the east wind blowing, or some\\nother reason arising, his honor turns his horses*\\nheads down St. James s Street.\\nExercise. Mention the nouns in the nominative case\\nin these sentences, and tell which use each has\\n(i) Sitting in front of the fire was a tallish gentleman\\nin a great coat, the only other occupant of the room.\\n(2) It was a rather cool evening for the season of the\\nyear, and the gentleman drew his chair aside,\\n(3) My good fellow, said Mr. Winkle, his teeth\\nchattering all the time he spoke, I respect your attach-\\nment to my excellent friend.\\nExercise. Illustrate nominative uses i, 2, 3, and 4 (a)\\nby five sentences for each use.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0046.jp2"}, "47": {"fulltext": "NOUNS. 41\\nII. Uses of the Objective Case.\\n36. The objective case has the following uses\\n(i) Direct object of a verb; as, Behold the odjech,\\nman.\\n(2) Object of a preposition; as, I stood on\\nthe bridge.\\n(3) Indirect object, naming the person or\\nthing to or for whom something is done it al-\\nways precedes a direct object; as, Hast thou\\ngiven the horse strength\\n(4) Predicate objective, or complement of a see p. 17,\\ntransitive verb; as, The Spaniards made them-\\nselves masters of the Empire.\\n(5) Adverbial objective, a noun used without\\na preposition to express time, distance, measure,\\nvalue, etc. For example: The next night it\\ncame again; But a few steps farther on; a\\nmile wide worth a dollar years after, etc.\\n(6) In apposition with another objective word\\nas, Hardly a moment between the two lights, the\\nday and the lamplight.\\nExercises.\\n1. In the following sentences, mention the nouns in\\nthe objective case, and tell which use each has\\n(i) They made themselves servants of the king of\\nSpain.\\n(2) But the next day, when the priest returned with\\nfresh offerings to the tomb, he found that to the relics\\nof heathen superstition some unknown hands had added\\na palm-branch.\\n(3) But the law gives a man no power over the life of\\na slave.\\nAdverbial\\nuse.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0047.jp2"}, "48": {"fulltext": "42 PARTS OF SPKKCH.\\n(4) Yet this was the last night for the gay Pompeii!\\nthe fabled city of Hercules the delight of the voluptu-\\nous Roman\\n2. Write 20 sentences illustrating all of the uses of\\nthe objective case.\\nIII. Use of the Possessive Case.\\n37. The term possessive is given because own-\\nership or some other close relation is usually im-\\nplied The gentleman s mode of speaking means\\nthe mode characteristic of the gentleman; Our\\nfathers God means the God whom our fathers\\nworshiped A sale of ladies shoes means a sale\\nof shoes suitable for ladies to wear.\\n772^ }iame\\npossessive.\\nEquivalent to\\n38. A possessive noun is generally equivalent\\nto the preposition of and its object; for example,\\nin Section 37, the gentleman s is equivalent to\\na ^phrase. qj ffig gentleman; our fathers to of our\\nfathers; but ladies shoes, as shown above, has\\na slightly different equivalent phrase.\\nOn this account the prepositional phrase is often\\nused instead of the possessive case, and especially\\nif the possessive form is less smooth in sound.\\n39. Often we meet with a peculiar form called\\na double possessive, in which the preposition of is\\nPhrase and followcd by the posscssivc case for example,\\nHe was brought to my house as a countryman of\\nmy father s.\\nThis is called an idiom; that is, an expression\\nnot falling under the usual rules of grammar.\\nSometimes the ordinary possessive or phrase\\ndoes not give as clear meaning as the double pos-\\npossessive.\\nAdvantage of\\nthis idiom.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0048.jp2"}, "49": {"fulltext": "NOUNS. 43\\nOmission of\\nnoun\\nmodified.\\nsessive. For instance, The newspaper speaks of\\nmy sister s portrait may mean a likeness of my\\nsister executed by some one else, or a portrait\\npainted by my sister to represent some other per-\\nson. But this portrait of my sister s clearly\\nmeans the portrait that my sister possesses. The\\ndouble possessive is often used for convenience\\neven when it is not necessary for clearness.\\n40. The noun modified by the possessive is\\nsometimes omitted, such a word as ho use store,\\netc., being understood; as, A visit to my uncle s;\\nthe silks at Macy s.\\nThe omission is noticed especially in case of\\nwell-known public places; as, A dinner at Del-\\nmonico s (restaurant) the greatness of St.\\nPaul s or St. Peter s (church) the season at\\nMcVicker s (theater) his career at St.\\nJames s (court).\\n41. The apostrophe is called the possessive\\nsign, and the pupil will need to exercise care in the possessive\\nuse of it. The following directions will be found\\nhelpful\\nSingular nouns add -s to form the possessive\\ncase; as, hoy s, neighbor s, committee s, America s.\\nPlural nouns not ending in -s also add -s to\\nform the possessive thus, children s, deer s, men\\nof war s.\\nPlural nouns ending in .y add the apostrophe\\nonly; attorneys friends committees neighbors\\n42. Some few expressions have only the apos-\\ntrophe in the singular especially the phrases, for\\nWriting the\\nGeneral\\nrules.\\nExceptions", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0049.jp2"}, "50": {"fulltext": "44\\nPARTS OF SPEECH.\\nCaution.\\nCompound\\nwords.\\nAppositional\\nwords.\\nAnother way.\\nCommon\\npossession.\\nappearance sake/ for convenience sake, for\\nconscience sake, for Jesus sake. But the\\nusual custom is to add s even if the singular noun\\nends in an sound; for example, St. James s\\nSquare; the princess s bicycle; for her mis-\\ntress s comfort Erasmus s dialogue Pytha-\\ngoras s first rule.\\n43. Compound words form the possessive case\\nsingular and plural by the same rules as simple\\nwords; thus, the aid-de-camp s orders; my\\nfellow-pupH s troubles; the zvomen-servants\\nwages; the men-of-zvar s gallant crews.\\n44. Two words in apposition are usually treat-\\ned as one compound noun, the possessive sign\\nbeing added to the last one only as, The recital\\nof Hodge the farmers woes the length of Vic-\\ntoria queen of England s reign.\\nOften, however, it is found to be clearer as well\\nas smoother in sound to use the prepositional\\nphrase instead of a compound noun or a pair of\\nappositional words; as, The woes of Hodge the\\nfarmer/ thQ reign of Victoria queen of England,\\nthe gallant crews of the men-of-war,\\n45. If two nouns modify the same word and\\ndenote joint ownership, origin, etc., the apostro-\\nphe is added to the second modifier only; as,\\nMason and Dixon s line; Wheeler and Wil-\\nson s machines. Examples are to be seen every\\nday in newspaper advertisements and business an-\\nnouncements.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0050.jp2"}, "51": {"fulltext": "NOUNS. 45\\npossessio7i.\\nIf one of two possessive nouns has its modified\\nword omitted and the other has its modified word separate\\nexpressed, separate ownership, etc., being impHed,\\nthe apostrophe is used with both modifiers; as,\\nHuyler s and Giinther s candies Byron s and\\nShelley s poetry.\\n46. The declension of a noun is the orderly\\narrangement of the forms for number and case.\\nThe following nouns are declined in full\\nSINGULAR. PLURAL.\\nNom. and Obj. fairy fairies\\nPossessive fairy s fairies\\nNom. and Obj. wife wives\\nPossessive wife s wives\\nNom. and Obj. negro negroes\\nPossessive negro s negroes\\nNom. and Obj. father-in-law fathers-in-law\\nPossessive father-in-law s fathers-in-law s\\nExercises.\\n1. Write sentences using the possessive singular and\\nplural of the following words\\nOx, Mussulman, postmaster-general, virtuoso, thief,\\nenemy, attorney, sheep, Mrs. Jackson, brother-in-law,\\ndwarf, Miss Hall, hero, bandit. Englishman, fellow-pupil,\\ngentleman.\\n2. Use the possessive equivalent of each of the fol-\\nlowing phrases\\n(i) Shoes for men and boys.\\n(2) Hats for ladies and misses.\\n(3) The pianos of Knabe and Steinway.\\n(4) The machines of Wilcox and Gibbs.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0051.jp2"}, "52": {"fulltext": "46\\nPARTS OT^ vSPEECH,\\n(5) The marbles of Albert and Henry (together).\\n(6) The marbles of Albert and Henry (separately).\\n(7) Dresses for girls and women.\\n(8) The boat belonging to Wilson and Baker.\\n(9) The tennis court of the Reds and the Blues.\\n(10) Books of the Putnams and the Scribners.\\nDefinition\\nThree\\npersons\\nPERSON.\\n47. Person is the form or use of a noun or pro-\\nnoun to indicate the person speaking, the person\\nor thing spoken to, or the person or thing\\nspoken of.\\nThe word representing the speaker is said to be\\nof the first person one representing the person or\\nthing spoken to is of the second person; and one\\nrepresenting the person or thing spoken of is of\\nthe third person.\\nIn the study of pronouns person is more impor-\\ntant, because the personal pronouns have separate\\nforms for the three persons In nouns person de-\\npends upon the use of the words.\\n48. Nouns are most often of the third person,\\nsince they name the person or thing spoken of.\\nA noun is said to be of the first person when it\\nstands in apposition with a pronoun which repre-\\nsents the speaker; as, I, a household pet, nat-\\nurally fell into her hands; We, the children,\\nwere all touched with pensiveness. A common\\nuse is in proclamations as, I, Thomas Jefferson,^\\nPresident of the United States of America, do\\nhereby, etc.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0052.jp2"}, "53": {"fulltext": "NOUNS.\\n47\\nNouns denoting the person or thing addressed\\nare of the second person; as, Ye crags and\\npeaks/\\nTHE PARSING OF NOUNS.\\n49. Parsing is the statement of ah the facts\\nabout the form of a word and its relation to other\\nwords in the sentence.\\nWe have studied the classes of nouns, and\\nlearned to recognize the gender, number, person,\\nand case now in parsing we shall take each word\\npresented and give the facts about it separately.\\nIn the work of parsing, the natural, sensible\\norder is to tell what a word denotes or what it\\ndoes, and then to tell what it is.\\nParsing deals with the regular facts and laws of\\nthe language and the pupil should take notice at\\nthe start that in parsing we must make allowance\\nfor idioms, which may defy all rules and make\\nthei-r own laws.\\n50. To parse a noun, one should state\\n(i) Its class (and sub-class, if a common\\nnoun).\\n(2) Its gender.\\n(3) Its number.\\n(4) Its person.\\n(5) Its case.\\n51. The parsing of one noun will suggest the\\nmethod to be followed\\nIs yon mute thing carved by man s art a goddess?\\nfV/iai it is.\\nThe best ivay.\\nAs (o idioms.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0053.jp2"}, "54": {"fulltext": "48 PARTS OF SPEECH.\\nThing is a name, therefore a noun the name of\\nany object of its class, therefore a common class\\nnomi; it names an object without life, hence is\\nneuter gender; names one object, therefore singu-\\nlar number; names an object spoken of, and is\\nthird person subject of is, hence nominative case.\\nFollow this order with mans, art, and goddess.\\nSentences for General Exercise.\\n(1) Death, self-interest, and fortune s changes are\\nevery day breaking up many a happy group, and scatter-\\ning them far and wide.\\n(2) We write these words now, many miles distant\\nfrom the spot at which, year after year, we met on that\\nday, a merry and joyous circle.\\n(3) Happy, happy Christmas, that can win us back to\\nthe delusions of youth\\n(4) This last observation of Mr. Weller s bore refer-\\nence to a demonstration that Mr. Winkle made at the\\ninstant.\\n(5) And now show the man of misery and gloom a\\nfew of the pictures from our great store-house\\n(6) The bride s father, our good friend here, is a\\nnoble person, and I am proud to know him.\\n(7) I have called from Dodson and Fogg s, said\\nMr. Jackson.\\n(8) The ward meetings on election days are not soft-\\nened by any misgiving of the value of these ballotings.\\n(9) He was a complete family chronicle, which made\\nhim a great favorite with the old folks.\\n(10) That keeps the good from our homes and hearts.\\nAnd lets the evil in.\\n(11) Ere long he reached the magnificent glacier of\\n,the Rhone a frozen cataract more than two thousand\\nfeet in height, and many miles broad.\\n(12) Maiden, that read st this simple rhyme.\\nEnjoy thy youth, it will not stay.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0054.jp2"}, "55": {"fulltext": "NOUNS. 49\\nCAPITALS AND PUNCTUATION.\\n52. All words and expressions used as proper Ge?ierai\\nrule.\\nnames begin with a capital letter.\\nThey include such words as the following\\n(i) Names of persons, places, etc.; as, Gari- Propev\\nnatnes.\\nhaldi, New Yoi k, the City of Rocks, Buckeye\\nState, Orphans Home.\\n(2) Words, either nouns or adjectives, derived\\nfrom proper nouns; as, American, Parisian,\\nShakespearean.\\n(3) Names of months, days of the week, special\\ndays appointed as holidays or for religious observ- special days,\\nance, etc.; but ^zo^ the names of the seasons. Ex-\\namples are: September, Sunday, Thanksgiving\\nDay, Easter, Fourth of July.\\n(4) Names of religious bodies and political\\nparties; as, Mohammedan, Presbyterian, Tory,\\nDemocrat.\\n(5) Names for the Deity; as, Jehovah, the In-\\nfinite.\\n(6) Names of things personified; as, When\\nMusic, heavenly maid, was young; Now came\\nstill Evening on; But Error, wounded, writhes\\nwith pain.\\n(7) In names of books, newspapers, essays,\\netc., not only the nouns have capitals, but all the\\nprincipal words as, An Introduction to Chem-\\nical Science; The Scientiiic American/ The\\nNineteenth Century/ A Treatise on the Free-\\ndom of the Press.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0055.jp2"}, "56": {"fulltext": "50 PARTS OF SPEECH.\\n(8) Such words as street, river, mountain, etc.,\\nif they are used in connection with proper names\\nthe words of direction. North, East, etc., if they\\nare used as nouns to name sections of country;\\nand all titles used as part of proper names. Ex-\\namples are This is Fleet Street, or Euclid Ave-\\nnue; Roane Mountain; the prairies of the\\nWest; the Duke of Wellington; Colonel\\nBonaparte\\nExercise. Copy these sentences and use capitals\\nwherever they are needed, giving reasons\\n(i) Now came still evening on, and twilight gray\\nHad in her sober hvery all things clad.\\n(2) One of dickens s stories was published in the\\npaper called all the year round.\\n(3) Honor the light brigade,\\nNoble six hundred\\n(4) He was a believer in the church of Rome.\\n(5) Master simon gave them a Christmas song.\\n(6) These wise men came from the east.\\n(7) But, Mr. speaker, the gentleman says we have a\\nright to tax america\\n(8) Ben Jonson lived in queen Elizabeth s reign.\\n(9) I think uncle Henry lives on Broad street.\\n(10) This essay, called the rights of man, caused\\ndiscussion throughout the united states of america.\\nThree uses\\nof the\\n53. The apostrophe has the following uses\\n(i) To mark the possessive case; as, The\\n(2) To mark the plural of letters, figures, etc.\\nas, x s, 8 s, oh s.\\n(3) To show that letters are omitted from\\nwords; as, Tis (it is) distance lends enchant-", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0056.jp2"}, "57": {"fulltext": "NOUNS. 51\\nment; They ll (they will) bare their snowy\\nscalps; We ve (we have) been long together.\\n54. Some uses of the comma should be noticed a /ew uses of\\n1 1 r comma.\\nhere m connection witn the study of nouns\\n(i) Nouns independent by direct address, un-\\nless exclamatory, are set off from the rest of the\\nsentence by the comma; as, King Agrippa, be-\\nlievest thou the prophets?\\n(2) Nouns in apposition are separated by the\\ncomma, unless they are used as parts of one name\\nfor example, O gentle sleep, Nature s soft nurse\\n(3) Nouns used as nominative absolute with\\na participle are set off by the comma; as, His\\nfather yielding to old age, the prince ascended the\\nthrone.\\nExercise. Copy these sentences, insert apostrophes\\nand commas where needed, and give reasons\\n(i) O sir Im sorry to give you a pain!\\n(2) Twas the fishers wife at her neighbors door.\\n(3) The moon a phantom vessel sails\\nPast reefs of cloud in rugged lines.\\n(4) The road passing straight through a waste moor\\nthe towers of a distant city appear.\\n(5) I wouldnt hurt you for a farm\\nMy pretty little neighbor\\n(6) He had under him In one of his dominions a\\nbriber a gift-taker a gratifier of rich men.\\n(7) The end being given the means could not well be\\nmistaken.\\n(8) Anne the mother of Francis Bacon was distin-\\nguished both as a linguist and as a theologian.\\n(9) He came clattering up to the school door with an\\ninvitation to Ichabod to attend a merry-making or quilt-", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0057.jp2"}, "58": {"fulltext": "52\\nPARTS OK SPEECH.\\ning-frolic to be held that evening at Mynheer Van\\nTassels.\\n(lo) Well my dear said her father with a quiet\\nlaugh, I didnt say you dont manage for everybodys\\ngood.\\nWhat a pro-\\nnoun does.\\nWhat per-\\nson is.\\nDefinition of\\npersonal\\npronoun.\\nPRONOUNS.\\n55. We have learned that the office of the pro-\\nnoun is to stand for a name, or for a noun. It\\nmay have other uses in the sentence, but must\\nhave this quality of standing for a noun or its\\nequivalent.\\nThe various classes of pronouns may be found\\nby a study of the following sentences\\nI. The person who effected so much by his eloquence\\nwas called Peter the Hermit.\\nIn this sentence, two statements are put to-\\ngether. The main statement is, The person was\\ncalled Peter the Hermit; and in this the word\\nperson is modified by the expression, who effect-\\ned so much by his eloquence. The word his\\nevidently stands for person, and denotes a person\\nspoken of. It is called a personal pronoun.\\nOther personal pronouns, as we, me, etc., denote\\nthe person speaking; and yet others, as, you,\\nthou, thee, etc., denote the person or thing\\nspoken to.\\nA personal pronoun is one that shows by its\\nform whether it represents the person speaking,\\nthe person or thing spoken to, or the person or\\nthing spoken of.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0058.jp2"}, "59": {"fulltext": "PRONOUNS. 53\\n56. In the sentence quoted above, the expres-\\nsion, who effected so much by his eloquence, is a double\\nequivalent to and he effected, etc. and being a\\nconjunction connecting the two members of the\\nsentence, and he referring to person in the main\\ndivision.\\nA division of a sentence containing a subject clauses,\\nand its predicate is called a clause.\\nTwo clauses have now been shown in this sen-\\ntence. The word who, being equivalent to if he,\\nconnects clatises and also refers to a noun in the\\nsentence.\\nA word which refers to some noun or equiva-\\nlent of a noun in the sentence and also connects Definition.\\nclauses is called a relative pronoun.\\n57.\u00e2\u0080\u0094\\nII. What was the Priory like?\\nHere the word zvhat does not stand for any jnterrogative\\nword in the sentence, but is used to ask a question.\\nThe answer might be, It is like a church, or It\\nis like an inn and the word church or the word\\ninn would take the place of what in the sentence.\\nHence, zvhat stands for a word or group of words,\\nand is a pronoun.\\nA pronoun that is used to ask a question is\\ncalled an interrogative pronoun.\\nDefinition.\\n58.\u00e2\u0080\u0094\\nIII. (a) These too belonged to the past. (6) I\\nhad no advantage over others of my age. (c) All v^^as\\nnow placed beyond a doubt.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0059.jp2"}, "60": {"fulltext": "54\\nPARTS OF SPEECH.\\nA djectives en\\nprOtiouns, ac-\\ncording to\\nuse.\\nDefinition.\\nThe words these in (a), others in (Z?), and all\\nin (c), are terms that might modify nouns; as in\\nthe sentences, These customs are strange; I\\nsaw other persons; All doubt disappeared.\\nBut in sentences (a), (Z?), and (c), the words do\\nnot modify, but stand for nouns; in (a), these\\nmeans the things previously mentioned; in (b),\\nothers contains the idea of persons; and so on.\\nA word primarily an adjective, but used to\\nstand for a noun, is called an adjective pronoun.\\nTo sum up, the four classes of pronouns are\\nPersonal, Interrogative, Relative, and Adjective.\\nSentences of\\none state-\\nment, etc.\\nSe7itefices\\nwith two\\nclauses.\\nKinds of Sentences.\\n59. In studying analysis in the Introduction we\\ntook up only those sentences which have one sub-\\nject and predicate, and found out what elements\\nthese sentences contained.\\nA sentence having only one statement, question,\\nor command is a simple sentence.\\n60. In Section 55, however, we studied a\\ngroup of words having two clauses so knit to-\\ngether as to form one sentence.\\nThe main division, The person was called\\nPeter the Hermit, is one that makes a complete\\nmeaning when standing alone, that does not need\\nthe aid of any other clause; the other division,\\nwho effected so much by his eloquence, does not\\nmake sense when standing alone, but, like an ad-\\njective, modifies the word person in the preceding\\nclause.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0060.jp2"}, "61": {"fulltext": "PRONOUNS.\\n55\\nA main, principal, or indejiendent clause is one\\nthat makes a statement, question or command\\nwithout the aid of another clause.\\nA subordinate or dependent clause is one that\\ndoes not make complete sense when alone, but is a\\nsubordinate element in a sentence.\\nA complex sentence is one that consists of one\\nmain clause, and one or more subordinate clauses.\\nIn the study of relative pronouns especially, a\\nknowledge of complex sentences is very necessary.\\nDefinition,\\nPERSONAL PRONOUNS.\\n61. The declension of personal pronouns is as\\nfollows\\nFIRST PERSON.\\nSingular.\\nNom. I\\nSECOND PERSON.\\nOld Common\\nForm. Form.\\nthou you\\nTHIRD PERSON.\\nMasc. Fern. Neut.\\nhe she it\\nTable of\\nfor?ns.\\nPoss.\\nmine,\\nmy\\nthine,\\nthy\\nyour,\\nyours\\nhis\\nher, its\\nhers\\nObj.\\nme\\nthee\\nyou\\nhim\\nher it\\nNom.\\nPlural\\nwe\\nPlural.\\nye you\\nPlural\\nof all three.\\nthey\\nPoss.\\nour,\\nours\\nyour,\\nyours\\nyour,\\nyours\\ntheir,\\ntheirs\\nObj.\\nus\\nyou\\nyou\\nthem\\n62. The pronouns of the first and the second mtesonthe\\nperson do not, by their form, indicate gender. pJJn^JJfns.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0061.jp2"}, "62": {"fulltext": "56\\nPARTS OF SPKECH.\\nGender. They do iiot always refer to words in the sentence,\\nbut may stand for the names of persons speaking,\\nFirst and sec- qv persons or thing-s spoken to and since they are\\nond persons. 0x7 j\\nused in direct speech, the gender need not be ex-\\npressed by the form of the pronoun.\\nIf, however, the context has a word to accom-\\npany the pronoun, the gender of the latter is clear;\\nfor example\\n7 like the old custom, said the Squire.\\nNiece, I hope I see you well in health.\\nThou hast done well, good fellozv.\\nThird person^\\nirregular.\\nTo show the\\ngender of\\nnouns.\\n63. The singular pronouns of the third person,\\non the other hand, show by the form whether the\\nobject spoken of is a male or a female being, an\\ninanimate object, or a living being whose sex is\\nnot important (Section lo).\\nSo exact are these forms in indicating gender\\nthat they are used to show whether certain nouns\\nare regarded as masculine or feminine for ex-\\nample, friend, acquaintance cousin, etc. as in the\\nsentences\\nMy companion looked around him with transport.\\nThe invalid retired with her maid to her bedroom.\\nTo mark i er They also accompauy names of things personi-\\nsonification. \u00c2\u00a3g(j^ j^g ghowu in the following expressions\\nNight, sable goddess, from her ebon throne.\\nAs if Death were raging, seeking for his prey.\\nExercise. Write sentences using 5 nouns from Section\\n15 with masculine pronouns, then with feminine, as illus-\\ntrated above.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0062.jp2"}, "63": {"fulltext": "PRONOUNS. 57\\n64. There is no pronoun, however, of the third a word\\nperson singular to stand for terms that inchide\\nboth mascuHne and feminine. The first examples\\nin Section 63 are used expressly to show that a\\nmale or a female person is spoken of; but when\\ncertain nouns or other words imply that both male\\nand female persons are meant, the pronouns are\\ndefective. For instance, what shall we use to fill\\nthis blank Every friend of mine has\\nown plans\\nThe preferred way is to let the masculine pro-\\nnoun stand for both masculine and feminine utedfiT^\\nnames; as, ^^his own plans, in the sentence just\\nquoted. Other examples are\\nWho can tell, when he sets forth to wander, whither\\nhe may be driven?\\nEvery one had his tale of shipwreck and disaster.\\nAny man or zvoman with a pennyworth of brains,\\nmust have gone off into a digression of his own.\\nSometimes writers use both a masculine and a Both mascu-\\nline and\\nlemmme pronoun m such a case as feminine.\\nNo male or female remembers his or her first inclina-\\ntion any more than his or her own christening.\\n65. But there is no such difficulty when several\\nobjects or persons are represented by a plural pro-\\nnoun. The forms they, their, them, are the only\\nplurals for all genders\\n(Persons) The villagers doffed their hats to the\\nSquire.\\n(Things) The sounds, as they receded, became more\\nsoft.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0063.jp2"}, "64": {"fulltext": "58\\nPARTS OF SPEECH.\\n(Persons and things) What has become of the\\ncharms of music, by which men and beasts, fishes, fowls,\\nand serpents were so frequently enchanted, and their very\\nnatures changed?\\nNumber. 66. Occasionally the plural forms we, our, etc.,\\nare used to represent only one person, especially a\\nruler; thus:\\nWe have summoned\\nmaiden.\\nto our presence a Jewish\\nUse q/wc,\\netc.\\nThey are also often used by authors and editors,\\nwho are speaking with the purpose of making\\ntheir words prominent but themselves less prom-\\ninent for example\\nWe shall be pardoned, we hope, if we call the atten-\\ntion of our readers to the causes and to the consequences\\nof that great event.\\nA plural as\\nsingular.\\nOld forms in\\nthe Bible, etc,.\\nin poetry.\\n67. A form originally plural is used as a singu-\\nlar pronoun of the second person. We no longer\\nsay thou, thee, etc., in ordinary speech, but you,\\nyour. These latter are used in speaking to one\\nperson or more than one, always taking a plural\\nverb, however, whether one or more be addressed.\\nIt is not correct to say, You zvas a good friend,\\nor the like.\\nThe forms thou, thine or thy, thee, and ye, are\\noften called the solemn forms, since they are used\\nin the Bible, also in prayers and other kinds of\\nworship; no quotations are needed to illustrate\\nthis familiar usage.\\nThey may be called the poetic forms also, since", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0064.jp2"}, "65": {"fulltext": "PRONOUNS. 59\\nthey occur frequently in poetry and elevated prose\\nstyle; as\\nThere was a boy, ye know him well, ye cliffs.\\nI fear thee and thy glittering eye.\\nBishop of Beauvais thy victim died upon a scaffold\\nthou upon a down bed.\\nCase,\\nMany case\\nforms.\\nA caution.\\n68. As has been stated, the personal pronouns\\nare rich in case forms; of the first person, there\\nare three in the singular and three in the plural\\nof the old form of the second person, the same\\nnumber; of the third person, the masculine sin-\\ngular has three, and the plural three forms. This\\nis an advantage, in that the case of these may be\\nrecognized by their form as well as by their use;\\nbut, on account of the number of forms, the stu-\\ndent needs great care in using the nominative and\\nobjective forms, a caution not needed in speak-\\ning of the use of nouns.\\n69. The word it has several distinct uses uses of it.\\nI. The regular use as a pronoun, to refer to\\nsome word or expression in the same sentence or\\na sentence close by. This reference may be back- to refer\\nbackward.\\nward to a preceding word as\\nThe cheerful fire glanced its rays through the lattice.\\nIndeed, he was the idol of the younger part of the\\ncompany I could not wonder at it.\\nIn the first sentence, it stands for the noun Hre;\\nin the second, it stands for the whole statement\\npreceding.\\nThe reference may be forzvard to some noun or jorZiVd.\\nRegular use:", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0065.jp2"}, "66": {"fulltext": "6o\\nPARTS OF SPKECH.\\nits equivalent in the sentence or a sentence close\\nby; as\\nNone but those who have experienced it can form an\\nidea of the delicious throng of sensations.\\nShorn as if is of its ancient and festive honors,\\nChristmas is still a period of delightful excitement.\\nIntroductory\\nuse-\\nTo transpose\\na word.\\na phrase.\\na clause.\\n70. Beside the regular use just given, there are\\nsome that are strikingly idiomatic, quite unlike the\\nreference to particular expressions. These uses\\nare\\nII. It introductory: here it does not really stand\\nfor a noun and take the exact place of it in the sen-\\ntence, but occupies a place as subject, while the\\nreal or logical subject is a word, phrase, or clause\\nfollowing the predicate. Though it is singular,\\nthe real subject may be a plural word\\n(a) It was a fine, sunny morning.\\nIt was the English Kaspar cried,\\nWho put the French to rout.\\n(h) It is impossible to resist the gladdening intluence\\nof tine zveather and fair wind.\\n(c) It is a beautiful arrangement that this festival has\\nbeen made the season for gathering together of family\\nconnections.\\nMeaningless\\nsubject.\\nIII. Impersonal subject; as in the common ex-\\npressions, It is raining, It turned cold, It\\nthundered and lightened, It was very late, etc.\\nHere the verb has no other subject than it,\\nwhich is a meaningless word in this use, the real\\nidea being in the verb which follows, or in such a", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0066.jp2"}, "67": {"fulltext": "PRONOUNS. 6l\\nMeaningless\\nobject.\\nword as rain, weather, air, time, etc., in the mind\\nof the speaker.\\nIV. Impersonal object; merely completing the\\nassertion of the verb, but having no meaning of\\nits own for example\\nHow she (the ship) seems to lord it over the deep\\nShe sweeps it through the court with troops of\\nladies.\\n71, The name for which the pronoun stands is\\ncalled its antecedent, from a Latin word that Antecedent.\\nmeans going before. The antecedent, as the term\\nimplies, usually comes before the pronoun, as\\nshown in the sentences under Sections 63, 64, etc.\\nExercises.\\n1. Tell what is the antecedent of each personal pro-\\nnoun of the third person in these sentences\\n(i) My own demurs to these harsh judgments were\\nnot so many as they might have been.\\n(2) My brother did not share my inexpressible de-\\nlight his taste ran in a different channel.\\n(3) No motive existed any longer for living near to a\\ngreat trading town, so long after the commercial connec-\\ntion with it had ceased.\\n(4) Cicero tells us that he never liked an orator who\\ndid not appear in some little confusion at the beginning\\nof his speech.\\n(5) To teach is to learn according to an old expe-\\nrience, it is the very best mode of learning.\\n(6) Every one ought to reflect how much more un-\\nhappy he might be than he really is.\\n2. In the following sentences, tell which use the\\npronoun it has in each instance", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0067.jp2"}, "68": {"fulltext": "62 PARTS OF SPEKCH.\\n(i) It was a very good time for talking.\\n(2) It has been either my good or evil lot to have ray\\nroving passion gratified.\\n(3) I might fill a volume with the reveries of a sea\\nvoyage for with me it is almost a continual reverie\\nbut it is time to get to shore.\\n(4) Certain it is, the place still continues under the\\nsway of some witching power.\\n(5) Ah! thus it is with youth.\\n(6) He lorded it over his little empire, the school.\\n(7) And when I awoke, it rained.\\nNominative Case of Personal Pronouns.\\n72. The nominative forms of these pronouns\\nhave, like nouns, the following uses\\n(i) Subject of a verb; as, Thither we went.\\n(2) Predicate nominative, or complement of an\\nintransitive verb; as, You are he who decided\\nthe victory.\\n(3) /n a/j/JO^i^Jon with a nominative word as,\\nSabbathless Satan he who his unglad\\nTask ever plies mid rotary burnings.\\nUses like\\nthose of\\nnouns.\\n(4) Direct address (thou, ye, and you), either\\nalone, as in this expression, O ye, whom wrath\\nconsumes or, much oftener, an a;djunct of a\\nnoun addressed; for example, Thou Wind, that\\nravest without.\\n(5) In an absolute phrase, usually with a parti-\\nciple as, I was obliged to part from my friends,\\nthey having been called away by a message.\\nExercise. Write 10 sentences illustrating all the above\\nuses.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0068.jp2"}, "69": {"fulltext": "PRONOUNS. 63\\nObjective Case of Personal Pronouns.\\n73. The objective forms of the personal pro-\\nnouns have mainly the same uses as objective\\nnouns\\n(i) Direct object of a verb Touch us gently, monuser\\nTime!\\n(2) Object of a preposition: For I will fly to\\nthee/\\n(3) Indirect object of a verb: Sing ine the\\nsong.\\n(4) In exclamations the objective form me is One less\\noften used; as, Ah me! what rumor do I hear?\\nExercise. Write 15 sentences illustrating uses (i),\\n(2), and (3), above, 5 for each use.\\n74. A pronoun is used reflexively when it is Meaning of\\n11. 1 1 r reflexive.\\nthe direct or mdirect object of a verb and also re-\\nfers to the same person or thing as the subject of\\nthat verb.\\nPersonal pronouns are not often reflexive unless\\nthey are the indirect object of the verb; for ex-\\nample\\nSuch pearl from Life s fresh crown\\nFain would I shake me down.\\nAlso in the every-day expressions, He bought\\nhim a new horse, You may get you some flow-\\ners, They have won them honor by this action,\\nand such like.\\nPossessive Case of Personal Pronouns.\\n75. The possessive forms my, our, thy, your,\\nher, its, and their always stand before nouns and Two sets oj\\nmodify like adjectives.\\nExamples.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0069.jp2"}, "70": {"fulltext": "64\\nPARTS OF SPHKCH.\\nDouble\\npossessive.\\nBesides these there are the possessive forms\\nmine, ours, thine, yours, hers, and theirs, which\\nimply possession but are seldom used to stand be-\\nfore a noun. The word his may stand before a\\nnoun or be used without a noun following.\\nThis use of possessive forms, modifying but not\\nstanding before the modified noun, is called abso-\\nLUTE_, which means cut loose from the modified\\nword; and the pronouns so used are called abso-\\nlute personal pronouns.\\nThey are not a separate class, but a special use\\nof the personal pronouns examples of their use\\nTwas mine, tis his, and has been slave to thousands.\\nSome provinces have tried the experiment, as we have\\ntried ours; and theirs has succeeded.\\n76. Personal pronouns also have the idiomatic\\ndouble possessive. It answers the same purpose\\nof clearness, and also adds some variety, as the\\nwriter may use sometimes the regular possessive,\\nsometimes the double possessive phrase. Exam-\\nples of the construction are\\nThat big muscular frame of his held plenty of animal\\nIn this land of ours, which million of Englishmen\\nwould we not rather give up than the Stratford Peasant?\\nNote. Strictly speaking, these forms are more than\\ndouble possessives, since the absolute pronouns are really\\ndouble possessive. But for the sake of comparison with\\nnouns we speak of them above as double possessive\\nphrases.\\nThe regular\\nreflexives.\\nCompound Personal (or Reflexive) Pronouns.\\n77. Though the simple personal pronouns are\\nsometimes reflexive, there are some words usually", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0070.jp2"}, "71": {"fulltext": "PRONOUNS. 65\\nclassed separately as reflexive pronouns. They\\nare more properly called compound personal pro-\\nnouns, as they are not always reflexive.\\nThey consist usually of the possessive form of\\nthe personal pronoun united with the word self,\\nplural selves; as, myself, yourselves.\\nThe following is a list of these compounds\\nFIRST PERSON. SECOND PERSON. THIRD PERSON.\\nOld Common\\nForm. Form. Masc. Fern. Neuf.\\nSing, myself thyself yourself himself herself itself\\nPlur. ourselves yourselves themselves\\nAnd ourself, a peculiar form not often used (Seccion 79).\\nAll these are in the nominative or the objective\\ncase.\\n78. The principal uses of the compoimd per- Their u\\nsonal pronouns are as follows\\n(i) Af positional, to emphasize some noun or\\npronoun in the sentence as In the expressions\\nThe Squire himself mingled among the rustics.\\nA delay with which had nothing to do myself.\\nas JHodiJier;\\n(2) Without accoinpanyiuo- a noun, a use in as subsniute\\normodijier;\\nwhich it may be regarded as modifying a personal\\npronoun omitted, or as merely taking the place of\\na simple personal pronoun as\\nEspecially if each passenger were encumbered with\\nas heavy luggage as that gentleman and myself.\\nWhile I gazed and was dreaming only of herself I\\nfound him also in a dream.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0071.jp2"}, "72": {"fulltext": "66\\nPARTS OF SPKKCH.\\nAs reflexive. (3) Reftexlve, wliich use may be direct or indi-\\nrect object of a verb or object of a preposition;\\nfor example\\n(a) Silas s hand satisfied itself with throwing the\\nshuttle.\\n{h) What is it, if we dare tell ourselves the truth?\\n(c) They broiled a quarter of mutton for themselves,\\nand gave another to the king and his attendant.\\nExercise. Select 4 pronouns from Section yy, and use\\nthem as in Section 78 (i), then as in 78 (2), then as in\\n78 (3).\\nYourself,\\nYourselves.\\nOurself.\\nTwo uses.\\n79. The words yourself and yourselves are both\\nformed from the possessive your; but yourself is\\nused as singular and yourselves as plural.\\nThe word ourself has the same uses as those\\nnoted under the form zve (Section 66) to illus-\\ntrate\\n(a) By rulers The mark of your sovereignty, to\\nwhich none vows homage more sincerely than ourself.\\n(b) By writers: We cannot commit ourself to such\\na policy as that proposed.\\nSYNTAX OF PERSONAL PRONOUNS.\\nIntroductory. 80. Most of the pcrsoual pronouns have distinct\\nforms for all the cases as well as for the three per-\\nsons, and it is necessary to stop and consider care-\\nfully some of the relations requiring the different\\nforms. Young students often make errors in the\\nuse of these words, and need frequent cautions\\nand explanations, unless they keep close to the\\nsources of pure English good literature and\\ncultivated speech.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0072.jp2"}, "73": {"fulltext": "PRONOUNS. 67\\nSyntax is that department of English grammar Definition.\\nwhich deals with the relations of words, and with\\ntheir right use in sentences.\\n81. When personal pronouns refer to two or\\nmore antecedents in the same sentence, clearness becuar.\\nrequires that the pronouns should be used in such\\na way that the meaning can be clearly seen. Ob-\\nserve this sentence\\nReference to\\nA hale, ruddy-faced, white-headed farmer appeared\\nto be the wit of the village, for I observed all his com-\\npanions to wait with open mouths for his retorts, and\\nburst into a gratuitous laugh before they could well\\nunderstand them.\\nIn this we can hardly fail to see that they refers\\nto companions and them refers to retorts; but\\nnow and then sentences are so carelessly put to-\\ngether that the reader can get the meaning only\\nafter a good deal of trouble and sometimes the\\napparent meaning is ludicrously different from\\nthat intended.\\n(a) When Pittacus, after the death of his brother,\\nwho had left him a good estate, was offered a great sum\\nof money by the king of Lydia, he thanked him for his\\nkindness, but told him that he had already more by half\\nthan he knew what to do with.\\nIn this case some labor might be avoided by the\\nuse of a direct quotation, thus When\\nhe said, I thank you for your kindness, but I have\\nalready more by half than I, etc.\\n(b) His father died soon after his birth, and his\\nearly life was spent in poverty.\\nCorrection", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0073.jp2"}, "74": {"fulltext": "PARTS OP SPKKCH.\\nCorrection 2. Tliis wonclcrf ul Statement would be avoided by\\nthe repetition of the antecedents, or by the use of\\nsome distinguishing word, as His father died\\nsoon after the hoy s birth, and the early life of the\\nlatter was spent in poverty.\\nagleemetiL Pcrsoual pronouus should agree zvith their\\nantecedents in gender, person, and number; for\\ninstance, if the antecedent is singular, masculine,\\nthird person, the pronoun will be he, his, or himj\\nif the antecedent is feminine, so will the pronoun\\nbe; etc. Remember that if the antecedent is a\\nword that does not make clear the sex of the per-\\nson named, the pronoun is to be of the third\\nperson and singular, if the antecedent is singular.\\nExamples of the agreement of personal pro-\\nnouns\\nEvery student, before he is matriculated, must sub-\\nscribe his assent to the thirty-nine articles.\\nAs soon as I was able to converse with the natives,\\nI began to feel some satisfaction in their company.\\nEvery one looked on himself as in the utmost\\ndanger.\\nEvery man who rises above the common level has\\nreceived two educations the first from his teachers the\\nsecond, more personal and important, from himself.\\nExercise. Mention the antecedent of each pronoun In\\nthese four sentences, and show in what respects they\\nagree.\\nCaution 1. 83. An error frequently made is caused by one s\\nforgetting that the antecedent may be singular in\\nform while referring to many persons or things\\nReference to\\npersons\\nsingly. separately; and that consequently the pronoun", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0074.jp2"}, "75": {"fulltext": "PRONOUNS. 69\\nshould take the singular form. As an example\\nof this error, Any one who has a question they\\nwish answered can drop it in the box.\\nNote. A collective noun referring to persons or things\\nas a unit will take a singular pronoun; as, The Ways\\nand Means Committee had just completed its labors.\\nBut if the collective noun refers to the individuals of the\\ncollection, a plural pronoun is used; as The quiet eon-\\ngregation of trees set their feet in the flood.\\n84. Another error is caused by making the pro- caution 2.\\nnoun agree in person and number with some word\\nnear the antecedent and not with the antecedent\\nitself. Example of the correct construction. Reference to\\nthe wrong\\nEach of us [two] shall count his own wrinkles -^ord.\\non the other s brow and his white hairs upon the\\nother s head.\\nInstead of this, a careless writer would have\\nsaid, Each of us shall count our wrinkles, etc.,\\nwhich is not only bad syntax but really absurd in\\nmeaning.\\n85. Sometimes, on account of haste in writing, Q^^^io^ 3\\nan introductory pronoun of one person and num-\\nber is followed in the same sentence by pronouns\\nof other persons and numbers referring to the Mixing\\nr- 1 1 11 11 pronouns,\\nsame person as the hrst; also the old and the\\ncommon form of the second person may be\\nthoughtlessly confused in the same sentence.\\n86. In using the personal pronouns, care must\\nbe taken to mark the nominative uses by the nomi-\\nnative forms, and the objective uses by the ob-\\njective forms.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0075.jp2"}, "76": {"fulltext": "70 PARTS OF SPEKCH.\\nObjective for Objective forms may be improperly used for the\\nnominative.\\nnommative forms m the followmg ways\\n(i) In the language of the ignorant or heed-\\nless, who employ the objective forms as subjects\\nof verbs expressed as\\nThere now, father, you won t work in the garden till\\nit s all easy, and you and me can mark out the beds.\\n(2) In such a sentence as this, If such as thee\\nare noble, then are we vile sinners indeed, the\\nwriter forgets that the verb is understood after\\nthee, and that as is not a preposition. The nomi-\\nnative form should be used to mark the use of\\nthe word as subject such as thou [art], are\\nnoble, then are, etc. The same error often oc-\\ncurs after the conjunction than. Example of the\\ncorrect use\\nI think nobody could be happier than we [are].\\nNominative 87. A commou misusc of the nominative forms\\nfor objective.\\nfor the objective is the placing of nominative pro-\\nnouns as objects of verbs and prepositions: espe-\\ncially when two pronouns of different persons, or\\nfarl/uuy. noun and a pronoun, are used together. The\\nproper way to determine which form of the pro-\\nnoun is correct is to take each of the words sepa-\\nrately, and see if it can stand in the position and\\nexpress correctly the relation.\\nIn the sentence, The policeman directed her\\nand to the wrong place, it is right to say, The\\npoliceman directed her/ but may we say direct-\\ned f", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0076.jp2"}, "77": {"fulltext": "PRONOUNS.\\n71\\n88. In order that a subject may be made more\\nstriking and emphatic, it is sometimes mentioned\\nand then repeated in the form of a pronoun in-\\nstead of having its verb just after it in the usual\\nway: as, *Thy rod and thy staif, they comfort\\nme/\\nSuch repetition of words is cahed pleonasm.\\nNotice that the purpose is emphasis, and the ar-\\nrangement of words is intentionally made but\\nwhen, in speaking, people carelessly repeat a sub-\\nject, the only effect is that the sentence is slovenly\\nas, Napoleon fought well, but Bliicher he was\\nlate.\\nGeneral\\nEemarks.\\nPleonasm.\\n\u00e2\u0080\u00a2Business\\nEnglish.\\n89. An error of another kind is the omission of omitting the\\npronoun.\\npronouns that are necessary to the meanmg 01 the\\nsentence. This occurs often in business letters\\nin the language of those who imitate this manner\\nof expression in their writing; and sometimes in\\nsentences where the omission causes a different\\nmeanmg from that intended.\\nExercise. Explain the use of italicized words in these\\nsentences\\n(i) The committee differed in their opinions to-day.\\n(2) The sheriff, not his deputy, was wounded in hh\\neffort to arrest the murderer.\\n(3) The tired child came to its mother s arms.\\n(4) The speaker thought that every mechanic, every\\nfarmer, every tradesman should give his hearty support.\\n(5) The aged philosopher and statesman is gradually-\\npassing to his home in another world.\\n(6) Either the judge or the lawyer must acknowledge\\nhis error in this unfortunate affair.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0077.jp2"}, "78": {"fulltext": "72\\nPARTS OF SPEECH.\\nOrder of\\nstatements.\\nOrder of\\nquestions.\\n(7) I dislike mathematics because it is difficult.\\n(8) The jury gave its verdict within an hour.\\n(9) He and I were talking over our plans.\\n(10) Neither you nor anyone else gained his point.\\nAnalysis of Interrogative Sentences.\\n90. Sentences are most often ptit into the form\\nof a statement; as, A burnt child fears the fire.\\nNotice that the words of this sentence are\\nplaced in the following order: (i) Subject (a\\nburnt child) (2) Predicate (fears) (3) Object\\n{the fire). This is known as the regular or nor-\\nmal order of words in a sentence.\\n91. Sentences may also be put into the form of\\na question; as, Who calls me at the dead of\\nnight\\nThis sentence has the regular or normal order,\\njust like that of the statement quoted above; but\\nin many questions the subject does not come first;\\nfor example\\nA (i) What sort of a house is Woodstock?\\n(2) Who and what could it be?\\n(3) What was the Cyclops doing here?\\n(4) Which do you think Fate will give us?\\nThe real relations of the words may best be seen\\nif they be arranged in the regular order\\nB (i) Woodstock is what sort of a house?\\n(2) It could be who and what?\\n(3) The Cyclops was doing what here?\\n(4) You (do) think Fate will give us which?\\nIn group A, the first word in each sentence asks\\nthe question; but we see from group B that the\\nsubjects are Woodstock, it, the Cyclops, and you.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0078.jp2"}, "79": {"fulltext": "PRONOUNS. 73\\nSentences which ask direct questions are called Definition.\\ninterrogative sentences.\\nExercise. Rearrange the words of these sentences if\\nnecessary, then tell the office of each italicized word\\n(i) And by what appeal hereafter shall we attempt to\\nrouse up native valor?\\n(2) Who can estimate the power of gentle influences?\\n(3) What could the little bird mean by pouring forth\\nsuch a song at midnight?\\n(4) Which way should the unhappy victim turn\\n(5) Whom had he gained by this contempt?\\n(6) For z chat had we come up to London?\\n(7) Which would my uncle the captain prefer?\\n(8) Who is she in bloody coronation robes?\\n(9) What was the reason that the Greeks and the\\nRomans had not the advantage of printed books?\\n(10) This soldier, this officer who are they?\\n[Note. The pupil will be careful to use an interroga-\\ntion point after each interrogative sentence.]\\nINTERROGATIVE PRONOUNS.\\n92. The office of an interrogative pronoun is to Thdr office.\\nask a question and stand for the noun or equiva-\\nlent of a noun that would answer the question.\\nThe interrogative pronouns are who, which,\\nand what.\\n93. The followinq- sentences illustrate the uses _,,.\\nwho uses\\nand also the forms of the interrogative pronoun and/orms.\\nwho:\\nWho can say how extensive the effect of this single\\nbreak may be?\\nWho were the persons that lodged in this house\\nwhen it was first built?", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0079.jp2"}, "80": {"fulltext": "74\\nPARTS OF SPEECH.\\nFacts about\\nwho.\\nUse of\\nwhich.\\nFacts about\\nwhich.\\nWhose monument is this? A neglected poet s who\\ndied not long ago.\\nI turned to share the transport Oh with whom\\nBut Thee, deep buried in the silent tomb?\\nExercise. State in which case each interrogative pro-\\nnoun is in the above sentences, and why.\\n94. From these sentences it may be seen that\\nzvho as an interrogative pronoun refers to persons\\nonly; that it is inflected for case, but not for num-\\nber, as the first two sentences above show; and\\nthat, since it asks about a person, it is always of\\nthe third person.\\n95. The following sentences show the uses of\\nthe interrogative pronoun which:\\nA rich young English peer in the reign of George the\\nSecond a wealthy patrician in the reign of Augustus\\nwhich would you rather have been?\\nWhich of us was so witty? Was it I or you?\\nWhich of the children can the fond mother punish?\\nThere was war with its horrors, and peace at a sac-\\nrifice zuhich would he prefer\\nExercise. Tell the use of each interrogative pronoun\\nin these sentences, and tell in which case each is.\\n96. These show that the interrogative pronoun\\nzvhich asks about either persons or things; that\\nit is not inflected for case, the form for the nom-\\ninative and objective being the only one nor is it\\ninflected for number, as the simple form refers to\\none person or thing or more than one that it is\\nalways of the third person and that it is selective\\nin its use, that is, it picks out one or more from\\na number of known objects.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0080.jp2"}, "81": {"fulltext": "PRONOUNS. 75\\n97i The uses of the interrogative pronoun\\nwhat are shown in the following sentences\\nWhat have I but my word, and my honor? 6 i what.\\nAnd what had been his conduct in that country?\\nWhen we sum up all the useful truths which we owe\\nto that philosophy, to what do they amount?\\nAfter all, what were the charms that had laid the\\nlorn 3 outh a slave at her feet?\\nExercise. Tell the use of the italicized word in these\\nsentences, then tell in which case it is.\\n98. It will be observed that the interrogative\\npronoun what stands for things; that it is not in- what.\\nfleeted for case, or for number; that it is of the\\nthird person always; that it is usually singular,\\nbut may be the complement after a plural subject.\\n99. The forms of the interrogative pronouns,\\nthen, are\\nSING. AND PLUR. SING. AND PLUR. SING. AND PLUR.\\nNom. who? which? what?\\nPoss. whose?\\nDeclension.\\nOther uses.\\nOhj. whom? which? what?\\nWhose, being a possessive form, is always a\\nmodifier; who (with whose and zvhom), zvhich\\nand zvhat are also relative pronouns; which and\\nw haf are also interrogative or relative adjectives;\\nand what has still other uses, to be mentioned\\nlater.\\n100. Since the interrogative who Is the form\\nfor nominative use and whom is the form for ob- Errors in\\njective use, errors are likely to arise in the hand-\\nling of these. Especially is this true when the\\ncase forms.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0081.jp2"}, "82": {"fulltext": "76 PARTS OF SPEECH.\\none is not in close connection with a verb of which\\nit is the subject, or when the other is distant from\\na verb or a preposition of which it is the object.\\nRearrangement and analysis will bring out the\\ntrue relations of the words.\\nAnalysis of Complex Sentences.\\n101. In the two sentences following may be\\nseen two knids of dependent, or subordinate\\nclauses\\n(a) The great stream which fertiHzes the soil is the\\nchief highway of Eastern commerce.\\n(b) How dost thou know what he containeth?\\nTo find the We may, in analyzing these, first treat each as\\nkind of\\nclause. a Simple sentence, takmg as its subject the subject\\nof the main clause. This is the analysis\\nIn (a). The great stream which fertilizes the\\nsoil, is the subject; is the chief highway of East-\\nern commerce is the predicate. To be more\\nminute, the bare or simple subject is stream, mod-\\nified by a clause which fertilizes the soil; which\\nclause, modifying a noun, must be an adjective\\nclause. This clause may then be analyzed sub-\\nject zvhich, predicate, fertilizes, etc.\\nIn thott is the subject, dost knozv what he\\ncontaineth is the predicate of the predicate, dost\\nknow is the verb, zvhai he containeth is the object,\\nand, having this use, must be a noun clause.\\nThis clause will now be analyzed like a simple\\nsentence.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0082.jp2"}, "83": {"fulltext": "PRONOUNS, 77\\nAn adjective clause is one having the use of an DefiniUons.\\nadjective. A noun clause is one used as subject,\\ncomplement, object, etc., like a single noun.\\nExercises.\\n1. Point out the dependent clauses in the following\\nsentences; tell how each clause is used, then analyze it\\nlike a simple sentence\\n(i) Amidst all the evils that threaten me, I will look\\nup to Him for help.\\n(2) Hov/ many men are country curates that might\\nhave made themselves aldermen in London\\n(3) Till about twelve o clock in the morning, these\\nneedy persons know not what they shall say.\\n(4) My landlord, who was a jolly good-natured man,\\ntook it into his head that I wanted company.\\n(5) I love to read books which he delighted in.\\n(6) What I have to say regards only the vain part of\\nthe sex, whom for certain reasons, which the reader will\\nhereafter see, I shall distinguish by the name of idols.\\n(7) That form of government seems to me the most\\nreasonable which is most conformable to the equaHty that\\nwe find in human nature.\\n(8) What is most pleasant to observe In them is, that\\nthey assume to themselves the merit of the persons whom\\nthey have in their custody.\\n2. Write five sentences In which relative pronouns\\nintroduce adjective clauses, and five in which they intro-\\nduce noun clauses.\\nRELATIVE PRONOUNS.\\n102. The relative pronoun does the double\\nwork of joining two clauses and of standing for a\\nnoim. Its name is given because words of this\\nclass usually relaie to an antecedent in another\\nclause. Sometimes the name conjunctive pro-", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0083.jp2"}, "84": {"fulltext": "78\\nPARTS OF SPEKCH.\\nTo find the\\nantecedent.\\nAs to case.\\nThe list.\\nnoun is given them because of their connecting\\nclauses, as conjunctions do.\\n103. In order to find out the antecedent of a\\nrelative pronoun, the best way at first is to divide\\nthe sentence into its clauses and find out what\\nword the pronoun takes the place of. For exam-\\nple, the sentence, He maintained the same cheer-\\nfulness of heart upon the scaffold which he used\\nto show at his table, is made up of two state-\\nments He maintained scaffold, and\\nhe used to show this cheerfulness at his table.\\nIt is clear that zvhich takes the place of cheerful-\\nness.\\nFurther, the word cheerfulness is of the third\\nperson, neuter gender, singular number; and\\nsince which takes its place, zvhich has the same\\nperson, gender, and number.\\n104. As to the case of these words, that de-\\npends upon the use of each relative pronoun in its\\nown clause. The same rules about case hold\\ngood here as with nouns, personal and interrog-\\native pronouns, etc.\\n105. The simple relative pronouns are who,\\nwhich, that; the word what is sometimes called\\na double relative pronoun; and whoever, which-\\never, whatsoever, etc., are called indefinite or\\ncompound relative pronouns.\\nExercises.\\n1- Unite the following sets of statements, using rela-\\ntive pronouns to join them:", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0084.jp2"}, "85": {"fulltext": "PRONOUNS.\\n79\\n(i) All the men were lost.\\n(2) My hair was tied down\\n(3) One made me a speech.\\n(4)\\n(6)\\n(5)\\n(7)\\nThey were m the ship.\\nIt was very long.\\nHe was a nobleman.\\nOne soldier was killed. His sword was broken.\\nTheir horses are useful. They are very small.\\nThe men have come. You sent for them.\\nThe watch is lost. The boy had bought it.\\n(8) Those are the men. Their sons are in the army.\\n2. In the sentences you have made, tell whether each\\nrelative pronoun is the subject of its clause, the object,\\nor a possessive modifier.\\n106. The following- sentences illustrate the\\nforms and the rises of the relative pronoun who:\\n(i) T, who had been placed under the tuition of one who.\\nof my guardians, remained some time longer under his\\ncare.\\n(2) To us who have seen the solution, the question\\npresents few ditticulties.\\n(3) O Time who know st a lenient hand to lay\\nSoftest on sorrow s wound.\\n(4) O ye who teach the ingenuous youth of nations,\\nI pray ye flog them upon all occasions.\\n(5) The clergyman zvho then dwelt in the manse\\nstood watching the outbreak of a long and deadly strug-\\ngle.\\n(6) The hermit had called the dogs zvho made this\\nclamor to aid him in his defense.\\n(7) We whose names are hereunto subscribed do Whose,\\nsolemnly declare, that we do believe that two and two\\nmake four.\\n(8) A few barons, ivhose names ought to be dear to\\ntheir country, joined Bruce in his attempt.\\n(9) O thou with whom my heart was wont to share whom.\\nFrom Reason s dawn each pleasure and each\\ncare.\\n(10) It is not merely, sir, those whom I, John Lam-\\nbert, priest, have joined, let no man put asunder.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0085.jp2"}, "86": {"fulltext": "8o\\nPARTS OF SPEECH.\\nForms and\\nuies.\\nWhich.\\nWhose.\\nExercise. Point out the antecedent of each relative\\npronoun, and give its gender, person, and number.\\n107. The above sentences show that the rela-\\ntive pronoun who relates usually to peisons,\\nthough sometimes to animals; that it is inflected\\nfor case, but not for gender, number, and person.\\nThe agreement of the pronoun with its antecedent\\nis, however, often shown by the form of the verb\\nof which the pronoun is the subject.\\n108, The quotations below will illustrate the\\nforms and uses of the relative pronoun which\\n(i) We heard a distant thwacking sound, which he\\ninformed me v^as a signal for the serving-up of dinner.\\n(2) The poor lady was herself agitated by the flutter\\nand agitation which she saw in her young companion.\\n(3) We were escorted by a number of gentlemanlike\\ndogs, the last of which was of a race that had been in\\nthe family time out of mind.\\n(4) The gallant Frith the eye might note,\\nWhose islands on its bosom float,\\nLike emeralds chased in gold.\\n(5) The high-roads were choked with loaded wains,\\nwhose axle-trees crackled under the burdens of wine-\\ncasks and hogsheads of ale.\\n(6) At the sarne time he delivered a letter, which my\\nfriend read to me as soon as the messenger had left him.\\nExercise. In the above sentences, point out the ante-\\ncedent of each relative pronoun, and give the person,\\nnumber, and case of the latter.\\nForms and\\nuses.\\n109. A study of the first four sentences in Sec-\\ntion 108 shows that zvhich relates to animals and\\nthings; that it has one case form for the possess-", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0086.jp2"}, "87": {"fulltext": "PRONOUNS. 8 1\\nive, and one for the nominative and objective:\\nthat it does not change its form to indicate the\\ngender, person, and number of its antecedent.\\n110. Formerly, zvhich related to persons as Forms and\\nwell as to animals and things for example, from\\nthe Bible, We have four men which have a vow\\nupon them.\\nInstead of the form zvhose as possessive of\\nzvhich, many writers prefer the phrase of zvhich,\\nreserving zvhose as the possessive case of zvho\\nonly; as, Nor was anything abstracted except\\nthose papers of zvhich he so deeply deplored the\\nabsence.\\nHowever, many of the best writers use zvhose\\ninstead of the phrase for examples, see sentences\\n(4) and (5) of Section 108.\\n111. The follov/ing quotations illustrate the\\nuses of the relative pronoun that\\n(i) Dear Babe, that sleepest cradled by my side. That.\\n(2) My garden, that skirted the avenue of the manse\\nwas of precisely the right extent.\\n(3) Who that has seen the world, has not admired\\nthat astonishing ease with which fine ladies drop you and\\npick you up again?\\n(4) You friends, that have stood by me all these\\nyears, help me now\\n(5) I was making some remarks upon a flock of pea-\\ncocks, that were basking upon a sunny wall.\\n(6) Such a solitude as the Old Manse, where he\\nplucks the fruit of trees that he did not plant.\\nExercise. Give the gender, person, number, and case\\nof each relative pronoun in the above quotations.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0087.jp2"}, "88": {"fulltext": "82\\nPARTS OF SPEECH.\\nf/i^o/that. 112. As shown in Section iii, that relates to\\npersons, animals, and things; it has only one form\\nfor singular and plural number, and for all gen-\\nders, numbers, and cases.\\n113. To sum up all the facts about the simple\\nrelative pronouns, we find that\\nWho and its forms refer to persons usually,\\nbut not seldom to the higher animals also.\\nA sumtnary. Which and its forms refer to animals and\\nthings.\\nThat relates to persons, animals, and things.\\nWho has three case forms, zvhich has two,\\nwhile that has only one form.\\nThe declension of who and zvhich is just like\\nthat of the interrogatives, except that the relative\\nwhich has a possessive form, ivhose.\\nExercise. Write sentences using the relatives who,\\nwhich, and that, as follows:\\n(i) Who as subject, third person singular; (2) who\\nas subject, second person plural; (3) who as object of\\na verb, third person plural (4) form of who as possess-\\nive, first person singular; (5, 6, 7) which and its forms\\nas nominative, possessive, and objective, third person\\nplural; (8, 9, 10) that nominative plural, objective\\nplural, objective singular, second person.\\nWhat. 114. What is often called a double relative\\npronoun, because it is considered equivalent to\\nthat zvhich or those which. By some writers it\\nis called an indefinite relative, because usually\\nno definite antecedent is expressed.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0088.jp2"}, "89": {"fulltext": "PRONOUNS. 83\\nTo explain more fully, we will take a sentence\\nThe window looked out upon what in summer would\\nhave been a beautiful landscape.\\n(i) It means upon that which would have\\nbeen, etc.; in which expression that is the object\\nof upon and which is the subject of zvould have\\nbeen. Or, another way\\n(2) As it stands, the object of n/ cn is the noun ^Zlt.^\\nclause what in summer landscape; in\\nthis clause what is the subject, zvould have been\\nis the predicate, etc.\\n115. The following sentences serve to illus-\\ntrate the uses of the relative pronoun what\\n(i) In the world some persons assimilate only zvhat\\nis ugly and evil.\\n(2) What was good and nourishing food for the\\nspirits of one generation will not do for the next.\\n(3) It is my belief that social intercourse can not\\nlong continue zvhat it has been.\\n(4) I wandered among what once were chapels.\\n(5) The trial of skill was made with what were\\ncalled the arms of courtesy.\\n(6) Nothing retained any sap except what was writ-\\nten for the passing day and year.\\nExercise. Give the number and case of wliat in each\\nof the sentences just quoted.\\n116. The relative pronoun zvhat is always uses 0/ vfha.i,\\nneuter and of the third person it is usually sin-\\ngular, but may be plural; it has only one form\\nfor number and case.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0089.jp2"}, "90": {"fulltext": "84\\nPARTS OF SPEECH.\\nIndefinite\\nrelatives.\\n117. When who, which, and what are joined\\nwith the suffix -eijcr or -soever, the indefinite\\nor COMPOUND relative pronouns are formed. In\\ngeneral they have the same uses as the relative\\npronoun what; thus\\nWhoever has made a voyage up the Hudson must\\nremember the Catskill Mountains.\\nPass on, whosoever thou art/ was the answer given\\nby a deep, hoarse voice from within the hut.\\nFor unto whomsoever much is given, of him shall\\nbe much required.\\nWhatever had looked ugly was now beautiful.\\nHe would hit me with his stable broom or the fork,\\nwhichever he might have in his hand.\\nExercise. In the above sentences, tell the case of each\\nindefinite relative pronoun, and see whether each refers\\nto a person or a thing.\\nDirect and\\nindirect\\nquestions.\\n118. All the sentences that were studied under\\ninterrogative pronouns were direct questions, that\\nis, quoted directly, in the language of the ques-\\ntioner himself.\\nInstead of quoting a question exactly as a per-\\nson asks it, we may put it into our own words so\\nas to make it part of another sentence; thus:\\nHis curiosity began to awake, and he demanded\\nof the guide who and zvhat he was This latter\\npart is called an indirect question. The original\\nwords were, Who and what are you\\nIt is to be noticed that usually only a direct\\nquestion is followed by an interrogation point.\\n119. Hitherto all interrogative pronouns have\\nbeen studied in direct questions and all relative", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0090.jp2"}, "91": {"fulltext": "PRONOUNS. 85\\npronouns in direct statements; but in fact (as in\\nExercise i) interrogative pronouns are often\\nfound in an indirect question contained in a state-\\nment, and relative pronouns may form part of a\\nsentence making a direct question. watch the\\nIn deciding which kind of pronoun any word is,\\ndetermine (i) whether it has an antecedent; (2)\\nwhether it introduces an indirect question.\\nExercises.\\n1. Tell which kind of pronoun each italicized word\\nis in the following sentences\\n(i) It need not be inquired where or from whom he\\nlearned the lesson of filial disobedience.\\n(2) Who were the persons in whom he placed the\\ngreatest confidence, and ivho took the warmest interest\\nin his schemes?\\n(3) It moaned as near as near can be,\\nBut what it is she cannot tell.\\n(4) I pray your Lordship to let me know whom you\\nwill favor.\\n(5) How can I talk to gentlemen when I do not know\\nwhich of them have received gratification?\\n(6) What is so pleasant as these jets of affection\\nwhich make a young world for me again?\\n(7) He had twenty friends who would release him\\nfrom his confinement to which of them should he apply,\\nwas the question.\\n(8) He demanded again of the unknown culprit what\\nhe came there for, and zvhom he was seeking.\\n2. Rewrite Nos. 4 and 8 so as to form direct ques-\\ntions.\\n120. An important distinction between clauses ?ndunreJ-\\nintroduced by relative pronouns is yet to be made oiauses.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0091.jp2"}, "92": {"fulltext": "86 PARTS OF SPEECH.\\nand it will best be brought out by studying two\\nsentences\\n(i) Like all men who know but a few books, he looked\\nup to them with a kind of idolatry.\\n(2) They all liked the lad, whose frank cordial ways\\nand honest face got him a welcome in most places.\\nIn sentence (i), the statement, Like all men,\\nhe looked up to them, etc., would not be a truth-\\nful one; the action is not stated of all men, but\\nof all men who know but a few books. The\\nclause zvho knozv but a few books, is called a\\nrestrictive clause, because it restricts or limits\\nthe meaning of the word it modifies.\\nAs to sentence (2), the reader is supposed to\\nknow who the lad is the clause zvhose frank cor-\\ndial zvays, etc., is not needed to describe the lad,\\nbut adds another fact to what is already known.\\nIt is really equivalent to and his frank cordial\\nways, etc. a conjunction and a personal pro-\\nnoun, and is called a coordinate, or unrestrictive\\nclause.\\nA relative clause which is necessary to the\\nmeaning of the word it modifies, is a restrictive\\nclause.\\nA relative clause which adds a fact to one al-\\nready clear and complete, is an unrestrictive\\nclause.\\nThe pronouns zvho and zvhich introduce both\\nkinds of clauses that, usually a restrictive clause\\nonly.\\nDefinitions.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0092.jp2"}, "93": {"fulltext": "PRONOUNS. 87\\n121. In many cases nothing but the punctua- Punctuation\\nimportant.\\ntion shows whether the clause is restrictive or not.\\nIf a comma were placed after men in sentence (i)\\nabove, or if the comma were omitted from sen-\\ntence (2), the meaning of each sentence would be\\nchanged.\\nA comma is always used to separate an unre-\\nstrictive relative clause from the rest of the sen-\\ntence.\\nExercises.\\n1. Tell which of the relative clauses in the following\\nsentences are restrictive, and which unrestrictive\\n(i) Mr. Harry, who ought to have known better, was\\nlying on his face quite motionless.\\n(2) You who are ill and sore from the buffets of Fate,\\nhave you one or two of these sweet physicians?\\n(3) Doubtless there were thousands of men employed\\nwho were as good as they.\\n(4) He was engaged in capturing those guns at\\nLouisbourg, of which the arrival caused such joy.\\n(5) His nose curved boldly forth, flushed with a frost-\\nbitten bloom that seemed the trophy of December.\\n2. Distinguish in meaning these sentences as they\\nstand, from the same with commas inserted\\n(i) A traveler falls in with a berry which he has\\nnever seen before.\\n(2) When we sum up all the useful truths which\\nwe owe to that philosophy, to what do they amount\\n(3) His object was to free millions of his subjects\\nfrom penal laws and disabilities which hardly any\\nperson now considers as just.\\n(4) He could turn his eyes nowhere without meeting\\nsome object which reminded him that he was a\\nstranger.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0093.jp2"}, "94": {"fulltext": "PARTS OF SPKECH.\\n(5) He had to deal with a people whose noble\\nweakness it is not to press too hard on the vanquished.\\n3. Punctuate such of the following sentences as need\\nit, and give the reason in each case\\n(i) He was soon at ease with his honest host whose\\nmanners were quite simple and cordial.\\n(2) What honest man that can choose his lot would\\nbe a prince, let us say\\n(3) A gravel walk ran around this green beyond\\nwhich was a wall and gate-sign.\\n(4) Her complexion which was exceedingly fair was\\nfarther ornamented with a pair of red cheeks which he\\ntook to be natural roses.\\n(5) Almost all who beheld him, nay, even those who\\ncheated him, trusted him.\\n(6) This was no other than Mr. Wolfe who was\\nsoberly eating a chicken and salad.\\n(7) I must make them a present, said he, clapping\\nhis hand into his pocket which was filled with the crisp\\nnotes.\\n(8) He was Jiving with a man and woman who had\\nseen the world, though they lived retired from it.\\nADJECTIVE PRONOUNS.\\n122. In studying words of this kind, some care\\nwill be needed In deciding whether or not the\\n0/ihese pflven word modifies a noun. If it does not mod-\\nwords, o\\nify any noun, either expressed or understood, it\\nIs a pronoun; If It does modify some noun, ex-\\npressed or understood, it is an adjective (unless\\nIt happen to be the possessive case of a pronoun).\\nFor example\\n(i) He shrugged his shoulders, shook his head, cast\\nxp ana ton. nothing. This, however, always\\nprovoked a fresh volley from his wife.\\nWatch the use", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0094.jp2"}, "95": {"fulltext": "PRONOUNS,\\n(2) One taste provoked another; and he reiterated\\nhis visits so often to the flagon, etc.\\nIn (i), the word this stands for the sentence\\nbefore it, but does not modify; it is a pronoun.\\nIn (2), another modifies taste understood, just aa\\none modifies taste expressed, and both are ad-\\njectives.\\nExercise. In the following paragraphs, tell which of\\nthe italicized words are pronouns, and which adjectives:\\n(1) They were dressed in a quaint, outlandish fash-\\nion. Some wore short doublets; others, jerkins, with\\nlong knives in their belts and most of them had enor-\\nmous breeches, of similar style with that of the guide s.\\nOne had a large head, broad face, and small piggish eyes.\\nThe face of another seemed to consist entirely of nose.\\nThey all had beards.\\n(2) The blast that bore it to our ears swept us out\\nof all further hearing. I shall never forget that cry. It\\nwas some time before we could put the ship about, she\\nwas under such headway. We cruised about for several\\nhours in the dense fog. We fired signal guns, and lis-\\ntened if we might hear the halloo of any survivors but\\nall was silent.\\n123. Adjective pronouns are of three classes aasses and\\ndefinitions.\\nDemonstrative, those used to point out some\\nspecial object, person, or expression.\\nDistributive, which are used in speaking of\\npersons or things separately.\\nIndefinite, which stand for an uncertain num-\\nber of persons or things. They may be Simple\\nor Compound.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0095.jp2"}, "96": {"fulltext": "90\\nPARTS OF SPKKCH.\\nDemonstra-\\ntive pro-\\nnouns.\\nTkei- use.\\n124. The demonstrative pronouns are this, that\\n(plurals these, those), such, the same, the former\\nthe latter, the one the other.\\nTheir use is shown in the following: sentences\\n(i) (a) When any one exposed himself, this was\\nmade evident by the bullet which was sent in search of\\nhim.\\n{b) The head, the diadem, the arm, these all had\\nsunk.\\n(2) (a) Have you forgotten me T/m^ might well\\nbe the case if I were as much altered as yourself.\\n{h) The behavior of the present family was con-\\nitrasted with that of the old lord and lady; who were\\nbetter folks than those now in possession.\\n(3) He hurled the mace against the head of the\\nEmir, for such his enemy appeared.\\n(4) Ichabod pulled up, and fell into a walk, thinking\\nto lag behind the other did the same.\\n(5) His Eastern attendants wore silver collars round\\ntheir throats, and bracelets of the same metal upon their\\nswarthy arms and legs, of which the former were naked\\nfrom the elbow, and the latter from mid-leg to ankle.\\n(6) In this city Alcander and Septimius were fellow\\nstudents together. The one the most subtile reasoner\\nof all the Lyceum the other the most eloquent speaker.\\nExercise. Mention the word or expression for which\\neach demonstrative pronoun stands in these sentences.\\nThat, those.\\n125. That and those have several uses: (i)\\nthat may refer to a group of words, as in (2) (a),\\nSection 124; (2) that and those may stand for\\nsome single word being used to prevent the repeti-\\ntion of that word, as In (2) {h), Section 124;\\n(3) those is often used as the antecedent of a\\nrelative pronoun, to refer to a number of persons", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0096.jp2"}, "97": {"fulltext": "PRONOUNS. 91\\nthus, As to those who have bad constitutions, he\\nsaid, let them die.\\nThe former the latter and the one\\nthe other are useful words in pointing out two\\npersons or objects named in a sentence, the former\\nor tlie one referring tO the first mentioned, the\\nlatter or the other referring to the last.\\n126. The distributive pronouns are each, either,\\n77 1 7 Distnbu-\\nneither, each other, and one another. tive pro-\\nExamples, showing the use of the first three\\nI could almost doubt which of us is the visionary\\nform, or whether each be not the other s mystery.\\nPleasure and study are not to be thus mixed to-\\ngether; the Romans lose both, and prove they have no\\nsouls for either.\\nTheir eyes met, and neither, for some moments, had\\npower to withdraw his gaze.\\nEither and neither refer regularly to two\\nthings, but each to any number, though singling\\nout one by one. All three words are frequently\\nused as adjectives.\\n127. Each other and one another are some-\\ntimes called reciprocals. No distinction between\\nthem is made by writers generally, both referring\\nto two persons or things or more than two, as\\nshown in the sentences\\nThe vaulted passages rung with the furious blows\\nwhich these two champions dealt each other.\\nWe churchmen do not exhaust each other s hospital-\\nity.\\nBut almost the whole zeal of the Protestants was\\ndirected against each other.\\nnouns.\\nEach other.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0097.jp2"}, "98": {"fulltext": "92\\nPARTS OF SPEKCH.\\nOne another. The clergyman and his father looked at one another/*\\nThe fine ladies buzzed into one another s ears over\\ntheir pews, and uttered their praises and comments.\\nAll the passengers were rubbing their eyes, com-\\nparing watches, and congratulating one another/\\nIndefinite\\npronouns.\\n128. Some of the simple indefinite pronouns\\nare shown in the following- quotations\\nSome purchased the paltry wreaths with their lives,\\nothers by a toilsome servitude of years, and many sacri-\\nficed whatever was most valuable.\\nTo all who love human faces best for what they tell\\nof human experience, Nancy s beauty has a heightened\\ninterest.\\nThe livid and motley hues completed a countenance\\nwhich none could behold without repugnance, and few\\nwithout terror and distrust.\\nAnd there several were taking the slight morning\\nrepast that made an Italian breakfast.\\nThe witch did not reply she seemed like one who\\nhas awakened for a moment from the dead.\\nExercise. Write sentences using 5 of the above adjec-\\ntive pronouns in the nominative cas\u00e2\u0082\u00ac, then in the ob-\\njective.\\nRemarks on\\nthese words.\\nOthers-\\nothers\\n129. The pronoun others may be used in the\\nnominative or the objective case; it also has a\\npossessive form\\nSome purchased these paltry wreaths with their lives,\\nothers by a toilsome servitude of years.\\nIt is natural that his friendship should be purer than\\nAat of others/\\nThe good old sire the first prepared to go\\nTo new-found worlds, and wept for others woe.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0098.jp2"}, "99": {"fulltext": "PRONOUNS. 93\\nThe pronouns any and none, though they were Any, none,\\noriginally singular, usually take a plural verb;\\nthus:\\nPunish every rogue, if any are found.\\nThe houses in the city were opened, but none were\\nyet astir in the streets.\\nThe pronoun one has several uses, the chief of one, one s,\\nwhich are i to stand for a certain person or\\nthing mentioned in the sentence, If the legend\\nwere not one which I heard on my grandmother s\\nknee, etc.; (2) without an antecedent, in the\\nsense of any one or some one, I am as one who\\nis left alone at a banq^uet, the lights dead, and the\\nflowers faded.\\nIt has a possessive form, a plural form, and a\\nreflexive form, shown in the following quotations\\nA purpose as little to my taste as might be that of\\nrouging the venerable cheeks of one s grandmother.\\nHe was even the companion of the larger boys, and\\nwould convoy some of the smaller ones home.\\nThere is an exquisite delight in picking up for one s\\nself an arrow-head that was dropped centuries ago.\\nWhen it is desired to refer more than once in a a point of\\nsentence to persons in general, the pronoun one\\nis repeated as\\nI have always imagined you under different forms,\\nand one likes to know when one is right.\\nIf one wrote an epitaph for his eminence, one might\\nbe tempted into saying, etc.\\nIt is not the best usage to repeat by means of a\\npersonal pronoun in such a case as, It was^ well", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0099.jp2"}, "100": {"fulltext": "94\\nPARTS OF SPKKCH.\\nCompound\\nfirst list.\\nSecond list.\\nworth oyies while, even if he had no idea of buy-\\ning, etc.\\n130. The COMPOUND indefinite pronouns are\\nmade up of the adjectives some, any, every, and\\nno, w4th the words hody, thing, one: somebody,\\nany one, everything, nobody, etc. They are all\\nsingular, though referring to any of an indefinite\\nnumber; when antecedents, they are followed by\\na singular pronoun, for which see Section 82.\\nThese compounds join with the word else to\\nform other compounds; as some one else, every-\\nbody else, anything else, etc.\\nThat these groups are used as single pronouns\\nis shown by the way in which they form the pos-\\nsessive case thus\\nIf Mr. Pickwick had declined to keep himself tip for\\nanybody else s sake, it would have occurred to him that\\nhe might as well for his own.\\nHints on\\nparsing.\\nExercise. Write sentences using 3 of the above words\\nas subject, 4 as object, 3 as possessives.\\n131. The parsing of adjective pronouns differs\\nlittle from that of nouns. For example, in the\\nsentence, One might have mistaken him for the\\ngenius of famine, one is an adjective pronoun,\\nsimple indefinite; singular, masculine, or fem-\\ninine; third person; nominative case, subject of\\nthe verb.\\nIn parsing pronouns in general, follow the\\norder for parsing nouns; also, if the pronoun is\\na simple relative, tell what its antecedent is.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0100.jp2"}, "101": {"fulltext": "PRONOUNS. 95\\nSentences for General Exercise.\\n(i) They squeezed the heads of some with knotted\\ncords till they pierced their brains, while they threw\\nothers into dungeons swarming with serpents and toads.\\n(2) What has the law of Moses done for thee that\\nthou shouldest die for it\\n(3) This having the rainy months of March and April\\nto water it, sprung up very pleasantly, and yielded a very\\ngood crop.\\n(4) Being anxious to discover who and what he really\\nis, and how connected with me, and what are to be the\\nresults to him and to myself of the joint interest which\\nseems to be permanently established between us, I have\\ndetermined to notice a few of his remarkable points.\\n(5) When we feel that another is to share the self-\\nsame fortune with ourselves, we judge more severely of\\nour prospects and withhold our confidence,\\n(6) The more we kept in each other s company, the\\ngreater coxcombs we mutually grew. But neither of us\\nneed apprehend any such misfortune now.\\n(7) In its upper stories are apartments where the in-\\nhabitants of earth may converse with those of the moon.\\n(8) We will rank together all who have the symptom\\nof dizziness in the brain, and as fast as any drop by the\\nway supply their places with new members.\\n(9) With their sad sisterhood are mingled many\\nyouthful maidens who have sickened in aristocratic man-\\nsions, and for whose aid science has unavailingly searched\\nits volumes and whom breathless love has watched.\\n(10) We will assign them as partners those lonely\\nlaborers and handicraftsme-n who have pined as with a\\ndying thirst after the unattainable fountains of knowl-\\nedge.\\n(11) The remainder, if any, may connect themselves\\nwith whatever rank of the procession they shall find best\\nadapted to their tastes and consciences.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0101.jp2"}, "102": {"fulltext": "96 PARTS OF SPEECH.\\n(12) Thus threatened, the unhappy scarecrow had\\nnothing for it but to puff away for dear life.\\n(13) Let even an affectionate GoHath get himself tied\\nto a small tender thing, dreading to hurt it by pulling,\\nand which of the two, pray, will be master\\n(14) Can thy gods, whosoever they be, look with\\nwrath on a conflict with such as these?\\n(15) Now, old boy, pray the gods that that victor be\\nneither of the Romans\\n(16) The fox, who had attended the steps of his fell\\nmistress, uttered a dismal howl.\\n(17) The challengers, rallying each from his pavilion,\\nmounted their horses and descended to the platform.\\n(18) Not for the world would I have sought sympathy\\nfrom her or from anybody else.\\n(19) The surgeon who attended me at one time talked\\nof trepanning. This was an awful word; but I now\\ndoubt whether anything serious had followed.\\n(20) For what had we come? To see London. And\\nwhat were the limits within which we proposed to crowd\\nthat little feat?\\n(21) Whatever may be the number of those in whom\\nthis faculty of dreaming splendidly can be supposed to\\nlurk, there are perhaps not many in whom it is developed.\\n(22) She could turn her hand to anything; of which\\nI will give you two memorable instances.\\n(23) The man certainly did utter the jest; but who\\nit was that he stole it from is another question.\\n(24) What could be done who was it that could do\\nit to check the storm-flight of these maniacal horses\\n(25) Like the fabled opossum we have read of, who,\\nwhen he spied the unerring gunner from his gum-tree,\\nsaid: It s no use. Major, I will come down, so S. gave\\nhimself up to his pursuers.\\n(26) He confided the command of his various cities\\nto such as had distinguished themselves by valor.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0102.jp2"}, "103": {"fulltext": "ADJECTIVES. 97\\nDescriptive;\\nADJECTIVES.\\n132. To discover the different classes of ad-\\njectives, let us examine the following sentences Classes:\\nI. (a) Telemachus was for jumping overboard but\\nthe tough old crew held the silly, bawling lad. (b) A\\nred-headed calf was observing her with alarmed doubt.\\nThe words in italics all modify the nouns that\\nfollow them, and all describe, or tell what kind\\nof crew, lad, calf, etc. They are called descriptive\\nadjectives.\\nII. (a) It was a bright autumn Sunday, sixteen\\nyears after. (b) Throwing on some dried leaves, he\\nraised a flame. (c) There were not many days that\\nhe was not seen riding.\\nThe word sixteen mentions an exact, definite\\nnumber; some and many express an indefinite\\namount or number; hence such are called ad-\\njectives of quantity. QuanHtaUve;\\nIII. (a) Mother Rigby took the pipe from her own\\nmouth, and thrust it into the crevice which represented\\nthe same feature in the pumpkin-visage of the scare-\\ncrow. (b) She was not famihar enough with those\\nmonotonous lanes.\\nIn these two sentences are found the same\\nwords that were studied as demonstrative pro-\\nnouns. Since they now modify, they are called\\ndemonstrative adjectives. Devionstra-\\ntive;\\nIV. (a) He would play with them for what stakes\\nthey chose to name. (Z?) What objects are the fount-\\nains of thy happy strain?\\nSome words that were treated of under pro-\\nnouns may modify nouns. Since such words", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0103.jp2"}, "104": {"fulltext": "98\\nPARTS OF SPEECH.\\nPronominal.\\nSummary.\\nDescriptive\\nadjectives.\\nare usually pronouns, they are called pronominal\\nadjectives when they modify.\\n133. The classes of adjectives then are as fol-\\nlows\\nDescriptive, which tell of what kind an object\\nis, or describe it by telling some of its qualities.\\nQuantitative, which tell either exactly or in a\\ngeneral way how much of a thing is spoken of, or\\nhow many persons or things are meant.\\nDemonstrative, which stand before a noun and\\npoint out which person or thing is referred to.\\nPronominal, words that, though generally pro-\\nnouns, stand before nouns and modify ihem.\\n134. Descriptive adjectives may be either sim-\\nple words or compounds of several words, or ad-\\njectives derived from proper nouns; examples of\\nthese are\\nThere cannot be a stronger proof of the degree in\\nwhich the human mind had been misdirected than the\\nhistory of the two greatest events of the middle ages.\\nThe mere substitution of the Academic for the Peri-\\npatetic philosophy would have done little good.\\nOn the greatest and most useful of all human inven-\\ntions, the invention of alphabetical writing, Plato did not\\nlook with much complacency.\\nThe one was a slouch-hatted, long-cloaked, sour-\\nfaced fanatic like the rest of you the other was a short,\\nsturdy fellow, a black-haired knave.\\nExercises.\\n1. Tell what noun each descriptive adjective modifies\\nin these sentences.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0104.jp2"}, "105": {"fulltext": "adje:ctivks. 99\\n2. Write 20 sentences with descriptive adjectives\\nmodifying the subject, predicate nominative, direct or\\nindirect object.\\n135. There are several divisions of these Adjectives\\n(i) Definite numerals, or numeral ad-\\njectives; as\\nNot one Londoner in ten thousand can lay down the\\nrules for the proper use of shall and will Yet not\\none Londoner in a million ever misplaces his shall or\\nwill.\\n(2) Indefinite numerals, or indefinite ad-\\njectives; thus\\n(a) It has been observed by many writers that Soc-\\nrates was several times at its being acted.\\nThere were none left but a fezv servants and strag-\\nglers of the army.\\n{h) One consideration I hope will have some weight.\\nThey may do so without any hindrance to business.\\nExercise. Find two examples of these last under\\nSection 134.\\n(3) Distributive adjectives, which single\\nout persons or things from any number. There\\nare four of these in common use: each, every,\\neither, neither. To illustrate,\\nThe exercise consists in brandishing two short sticks\\ngrasped in each hand and loaded with lead at either end.\\nHe entertains his mother every night with observa-\\ntions that he makes both in town and in court.\\nWhen the arguments press equally on both sides in\\nmatters that are indifferent to us, the safest method is to\\ngive up ourselves to neither [side].\\nurf*.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0105.jp2"}, "106": {"fulltext": "lOO\\nPARTS OF SPEECH.\\nOrdinals.\\nFractionals.\\nDemonstra-\\ntive ad-\\njectives.\\nPronominal,\\nadjectives.\\nInterroga-\\ntive.\\nExercise. Select lo adjectives of quantity from this\\nSection and use them in sentences of your own.\\n136. Another class of numeral words, the\\nordinals, may be mentioned here. They tell what\\nplace a thing has in a series; as, iirst, fiftieth.\\nAll of them but first and second are derived from\\nthe definite numerals.\\nThe fractionals are formed by uniting the nu-\\nmerals to the ordinals as, tivo-sevenths, five-six-\\nteenths, etc.\\n137. The demonstrative adjectives are the\\nsame words that were studied as demonstrative\\npronouns thus\\nIn my last paper I mentioned some of these false wits\\namong the ancients and in this I shall give the reader\\ntwo or three that flourished in the same early ages.\\nSome persons, he said, might accuse him. He de-\\nsired such persons to remember, etc.\\nNow here are two objects: one is the protection of\\nthe persons and estates of citizens from injury; the\\nother is the propagation of religious truth. The former\\nbelongs to this life the latter to that which is to come.\\nExercise. Tell what noun each demonstrative ad-\\njective modifies in these three sentences.\\n138. These may be interrogative, relative, or\\nexclamatory\\n(i) The INTERROGATIVE ADJECTIVES are which\\nand what. Examples of their use in direct ques-\\ntions are\\nNow which way could they wend? All was rayless.\\nIn the whirl of London life, what man sees his neigh-\\nbor, what brother his sister?", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0106.jp2"}, "107": {"fulltext": "ADJECTIVKS. lOI\\nExamples of their use in indirect questions\\nare\\nIt is a solitary huntsman, who asks you if you can\\ntell him which way the stag has gone.\\nA friend prevailed on one of the interpreters to in-\\nquire what tradition they have of this matter.\\n(2) As RELxVTiVE ADJECTIVES are used the\\nwords which and zvhat, and the compounds\\nzvhichever, whatever, etc. thus\\nIt was midnight, up to which time she still had a j^^j^^-^^\\nlingering hope of some welcome shout.\\nShe hastened to give Ivanhoe what information she\\ncould.\\nWe swore that zvhichever side was victorious, he of\\nus who adhered to it should protect, etc.\\n(3) The EXCLAMATORY ADJECTIVE is zvhat or\\nwhat a; as,\\nAh what a heap of wreck lies beneath some of those\\nquiet surfaces! What treasures we have dropped into Exdama-\\nthem! What chased golden dishes, what precious\\njewels\\nExercises.\\n1. In this Section [138 (i)] change the indirect ques-\\ntions to direct.\\n2. Write sentences using that as a relative pronoun,\\nas a demonstrative pronoun, as an adjective.\\n3. Write sentences using which and what as relative\\npronouns as interrogative pronouns in direct and indi-\\nrect questions; as adjectives in direct and indirect ques-\\ntions.\\n4. Write sentences using whichever and whatever as\\npronouns and then as adjectives.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0107.jp2"}, "108": {"fulltext": "I02\\nPARTS OF SPEECH.\\nCompari-\\nson.\\nINFLECTIONS OF ADJECTIVES.\\n139. There are two ways in which adjectives\\nchange their form to express different meanings\\nthese inflections are for number and comparison.\\n140. The words this and that (pkirals these\\nand those) are the only adjectives that are inflect-\\nNumber. number; most adjectives modify both\\nsingular and plural nouns, but do not change their\\nform to correspond to that of the noun modified.\\n141. A great many adjectives express quality;\\nas, He was happy himself, and disposed to make\\nall the world happy/ In the word happy, noth-\\ning is implied as to the amount of the quality of\\njoyfulness or happiness.\\nIf it be desired to indicate more of the quality,\\none may say, He became happier in his old age.\\nThe form happiest expresses as high a degree\\nof the quality as can be shown by the form of the\\nadjective; as, His happiest moments were the\\nbusiest.\\nComparison is that inflection of an adjective\\nwhich expresses different degrees of a quality.\\n142. There are three degrees of comparison,\\nas illustrated above. Degree means step, and the\\ndegrees express the amount of. quality step by\\nstep. They are\\nDefinitions. The positive degree, indicating the simple qual-\\nity; the comparative degree, indicating a greater\\ndegree of the quality; the superlative degree,\\nshowing the greatest degree of the quality.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0108.jp2"}, "109": {"fulltext": "ADJKCTIVKS. 103\\n143. There are only two inflections for com-\\nparison -er to form the comparative degree, and -er, -est.\\n-est to form the superlative. But there are so\\nmany words in English which would become\\nharsh and awkward if another syllable were\\nadded, that the adverbs more and most are widely\\nused to denote the two degrees of comparison.\\nAs a general rule, words of one syllable take the\\nendings -er and -est, as also do words of two syl-\\nlables that may be smoothly pronounced with\\nthese endings; and all others express the degrees\\nby means of more and most. Yet this must not flexible\\nrule.\\nbe regarded as a fixed rule for more and most\\nmay be used before any words, no matter what\\nthe number of syllables in Section 141 it would\\nbe just as correct to say more happy, most happy;\\nit is largely a matter of taste, after all.\\n144. Notice the spelling of the following jvoies on\\nspelling.\\ngroups\\n(a) Sad, sadder, saddest hot, hotter, hottest.\\n(b) Early, earlier, earliest; merry, merrier, merriest.\\n(c) Simple, simpler, simplest; wise, wiser, wisest.\\nThe following facts are noticed in such words\\n(a) When adjectives of one syllable end in a\\nsingle consonant preceded by a single vowel, the\\nlast letter is doubled before adding -er and -est.\\n(b) When adjectives end in y preceded by a\\nconsonant, the 3; is changed to i before adding -er\\nand -est.\\n(c) When adjectives end in e, the e is dropped\\nwhen -er and -est are added.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0109.jp2"}, "110": {"fulltext": "I04\\nPARTS OF SPEECH.\\nA djeciives\\nnot compared.\\n145. Many descriptive adjectives have mean-\\nings that do not admit of degrees in comparison;\\nfor example\\nPresent, past, future; preferable, superior, in-\\nferior; main, chief, principal; immutable, divine,\\neverlasting; supreme, almighty; universal, com-\\nplete, round, level, etc.\\nExercise. Tell which of the following words are\\ncapable of comparison, and use the comparative and su-\\nperlative forms of the same in sentences\\nBodily, loud, wonderful, fierce, modern, unceasing,\\ndaily, predominant, healthy, red, new, unconscious,\\nsharp-tongued, gentle, miniature, handsome, familiar,\\nsuperficial, moral, shallow, large, perpetual, beautiful,\\nintelligible, stately, splendid.\\nIrregular\\ncomparison.\\n146. The following adjectives are compared\\nirregularly\\nGood or well\\nBetter\\nBest\\nBad, evil, ill\\nWorse\\nWorst\\nLittle\\nLess\\nLeast\\nMany, much\\nMore\\nMost\\nOld\\nElder, older\\nEldest, oldest\\nNear\\nNearer\\nNearest, next\\nFar\\nFarther,\\nfurther\\nFarthest, furthest\\nLate\\nLater\\nLatest, last\\nNote. This table does not give the forms strictly ac-\\ncording to their history, but according to their use and\\nmeaning in the English of the present day.\\nExercise. Write sentences using each of the compara-\\ntive and superlative forms given in the above table.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0110.jp2"}, "111": {"fulltext": "ADJECTIVES. 105\\n147. Though all these are in some way irreg- Remarks on\\nular, nearly ever}^ one has the characteristic end-\\nings, er in the comparative degree, and -st or -est\\nin the superlative.\\nOf the v^ord little, less is the form commonly\\nused for the comparative lesser, really a double\\ncomparative, is sometimes used; as, Tt is in the\\nlesser intrigues of life that we find ourselves at\\nhome with the past.\\nAs may be seen by the meanings of the two\\nwords, many is compared by more and most to\\nexpress number, and much by these also to ex-\\npress measure.\\nIn comparing the word old, the forms elder and\\neldest are regularly used in speaking of persons,\\nwhile older and oldest apply to both objects and\\npersons.\\nOf the superlatives of near, the form nearest is\\nused with a strictly superlative meaning, closest\\nin time or place next does not call up the idea of\\ncomparison, but merely position, whether of time\\nor place.\\nThe two superlatives of far are used exactly\\nalike, to indicate distance. Farther and further\\nare both used to indicate distance, but when the\\nsense of additional is to be expressed, further is\\npreferred as, He gave the further advice, etc.\\nFrom late are really derived all the forms later,\\nlatest, latter, last; but the pairs are differently\\nused. Later, latest, are used in matters of time\\nonly; as, the latest news latter and last are\\ncommonly used to denote a place in a series.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0111.jp2"}, "112": {"fulltext": "io6\\nPARTS OF SPEECH.\\nDefective\\nadjectives.\\n148. Many adjectives ending in -most are su-\\nperlative in meaning as well as in form, but they\\nhave no corresponding positive adjectives; such\\nare inmost {innermost)^ outmost {outermost) y\\nutmost (uttermost) hindmost, etc.\\nJem Rodney was the outermost man, and sat near.\\nAnd I, as chanced, the foremost of the band.\\nPerhaps the former arch expression was uppermost.\\nNote. The word tirst is superlative in form, but it\\nhas now no corresponding positive or comparative.\\nPosition of\\nmodifiers.\\nSYNTAX OF THE ADJECTIVE.\\n149. Care should be used in the placing of all\\nadjective modifiers, especially phrases and clauses.\\nSometimes when a writer has in his mind a\\ncertain idea which seems clear to him, he puts it\\ninto such words as to make an obscure or even a\\nridiculous statement thus\\nHe dropped his knife in his retreat against the wall,\\nwhich his rapid antagonist kicked under the table.\\nWe have received a basket of oranges from our\\nfriend G. B., for which he will please accept our compli-\\nments, some of which are nearly six inches in diameter.\\nIn the first sentence, the clause which\\ntable, really modifies knife, but is placed so as to\\nmodify wall. The pupil may handle the second\\nsentence for himself.\\n150. Few remarks need be made about the\\nAgyeemeniiv. agreement of an adjective and its noun in num-\\nnumber.\\nber, since only two adjectives are inflected for\\nnumber. But an error is often made in the use", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0112.jp2"}, "113": {"fulltext": "ADJECTIVES.\\n107\\nOther 1777^; a\\ncomparative.\\nof a plural adjective with the words sort and\\nkind; as, These kind of books, Those sort of\\ntrees.\\nThe user of such expressions thinks of the noun\\nin the phrase following, and not of the one modi-\\nfied by the adjective; one should say, this kind,\\nthese kinds, that sort, etc.\\n161. When, by the use of the comparative de-\\ngree, an object is compared with different objects\\nof the same class, this fact should be indicated by\\nthe word other before the second term. If this\\nsentence, Under the administration of Cromwell,\\nEngland was more dreaded than any power in\\nChristendom, be taken as it stands, England was\\nnot in Christendom or was more dreaded than it-\\nself, which is absurd write rather than any\\nother power, etc.\\nThe word other should not be used when an\\nobject is compared with a different class of ob-\\njects; as, The old knight thought that London\\nbridge was a greater piece of work than any of\\nthe seven wonders of the world.\\n152. In using: the superlative degree, other\\nr ,1 1 11- 1 other and the\\nshould not follow, because the thmg compared is superlative.\\nalways included in the class of objects with which\\nit is compared. The sentence, England was the\\nmost dreaded of all the other powers in Christen-\\ndom, would be as faulty as the first one in Sec-\\ntion 151, fram which other was omitted.\\n153. As the comparative and superlative de-\\ngrees are expressed by the use of -er, -est, or\\nCaution.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0113.jp2"}, "114": {"fulltext": "io8\\nPARTS OF SPKKCH.\\nDouble\\ncomparison.\\nmore, most, it is never correct to use both to-\\ngether, as, more bolder.\\nSuch errors are not Hkely to occur often, but\\none scarcely better is sometimes made by pupils\\nand is found now and then in print, that of\\nusing more and most with words naturally of\\ncomparative or superlative meaning; as in the\\nsentences\\nHe is now the manager of one of the most leading\\nprinting companies in New York.\\nWhile my successor may be more preferable to the\\npoliticians, I am reasonably sure that, etc.\\nPosiUons:\\nAttributive\\nParsing of Adjectives.\\n154. In parsing adjectives, the pupil should\\nunderstand that the adjective does not always\\ncome just before its noun. When so placed it is\\ncalled attributive as,\\nHe passed through the streets with a hasty step, but\\na quick and observant eye.\\nThe adjective has two uses besides the above:\\nAppositive; The apposltivc position, in which the adjective\\nis more loosely connected with the noun, and may\\nbe taken as completing a verb understood; ex-\\namples of this are\\nQuick and watchful, the agile Greek leaped lightlyf\\naside [meaning, The agile Greek, who was quick and\\nwatchful\\nThe poor old slave knew not with what arguments\\nto enlighten an ignorance so dark and yet so beautiful\\n[that was so dark and yet so beautiful].", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0114.jp2"}, "115": {"fulltext": "ADJECTIVES. 109\\nThe predicate position, in which the adjective Predicate.\\nhelps the verb to assert some quahty of the subject\\nor the object\\nThe words grow chilled and trite if I banish from\\nthem allusions to the gods.\\nWho art thou, that callest thyself greater in art?\\nIn parsing an adjective, tell Order 0/\\nparsing.\\n(i) The class and sub-class to which it be-\\nlongs.\\n(2) The degree of comparison, if compared.\\n(3) What word or expression it modifies.\\nAlso give the number, if the word has number.\\nSentences for General Exercise.\\n(i) But the question with respect to them is not\\nwhere they were, but which way they were going.\\n(2) Listen to me; I have not myself dabbled in these\\nlesser mysteries, but I know one who hath.\\n(3) Cabinets of gems, each cabinet a gem, filled up\\nthe interstices of the columns the most precious woods\\nlined the thresholds and composed the doors.\\n(4) I am not that being cold, insensate, and morose\\nwhich I have seemed to be.\\n(5) Thou art full of the romance of thy native\\nThessaly, and a strange mixture of sense and all con-\\nflicting superstitions.\\n(6) In a deep recess, at a little distance, was a covered\\nseat, in which two or three poorer travelers were resting.\\n(7) The first door leads to the staircase; the second\\nis but a false recess, in which stood a statue of bronze.\\n(8) Oh! years ago, said she in a voice unlike her\\nusual tones, so plaintive was it, and so soft, I was not\\nthe thing that I am now.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0115.jp2"}, "116": {"fulltext": "no PARTS OF SPEECH.\\n(9) This was the first time when the risk that he\\nhimself ran by this method of vengeance occurred to a\\nmind ordinarily wary and circumspect.\\n(10) It was only at the outer side of these tables that\\nthe guests reclined the inner space was left untenanted,\\nfor the greater convenience of the waiters.\\n(11) In the far Judea, and in the city of Nain, there\\ndwelt a widow, humble of spirit and sad of heart for of\\nall the ties of life one son alone was spared to her,\\n(12) The passion of love in its nature has been\\nthought to resemble fire for which reason the words\\nfire and Haine are made use of to signify love.\\n(13) Every reader s memory may supply him with in-\\nnumerable instances of the same nature.\\n(14) For, high-souled Maid, what sorrow would it be\\nThat Mountain floods should thunder as before,\\nAnd Ocean bellow from his rocky shore.\\nAnd neither awful Voice be heard by thee\\n(15) This, he thought, could only be accomplished\\nby means of Cromwell, and the greater part of England\\nwas of the same opinion.\\n(16) He is griping and gold-thirsty to a proverb the\\nwitness of such men is to be bought.\\n(17) My dream was past it had no further change.\\nIt was of a strange order, that the doom\\nOf these two creatures should be thus traced out.\\n(18) That day and the next were spent in tranquillity,\\n(ig) Is it for a brave soldier to inquire from what\\nquarter his enemies are to come?\\n(20) Restless and anxious, the priest consumed the\\nday in wandering through the most sequestered walks.\\n(21) Wherever he goes he pays a visit to whatever\\nprince or gentleman of note resides upon his road.\\n(22) A low murmuring sound, as of stifled voices and\\nclanking chains, now reached me.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0116.jp2"}, "117": {"fulltext": "ADJECTIVES.\\nIll\\nTheir nature.\\nARTICLES.\\n155. In the Introduction it was explained that\\nthe word the is an adjective since it always limits\\nthe meaning of a noun. This word and an (or a)\\nare called articles. They always modify, and the\\nnoun modified is never omitted unless some other\\nadjective follows the article; as, The old way\\nand the new! In more advanced grammars,\\narticles are classed as a separate part of speech,\\nand not as adjectives.\\n156. An or a is more like a numeral adjective Relationship\\nto adjectives.\\nin its meaning, being a worn down form of one;\\nthe is nearest to a demonstrative adjective in\\nmeaning, being a worn down form of the demon-\\nstrative that.\\nAn or a is used in speaking of any object of a\\nclass, as, an apple, a man, a flower; the is used in\\nspeaking of some particular object that has been\\nmentioned, or one that the reader or listener is Their use.\\nfamiliar with as, the apple, the man, the flower,\\nsome special one.\\nA good example of their use is the following\\nHe saw Silas Marner leaning against a stile with a\\nheavy bag on his back, instead of resting tJie bag on the\\nstile.\\nAs soon as stile and hag are introduced by\\nmeans of a, they are spoken of as familiar terms\\nby means of the.\\nThe is called the definite article; an or a, the\\nindefinite.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0117.jp2"}, "118": {"fulltext": "112\\nPARTS OF SPEECH.\\nWhen to use\\nan and Si.\\n157. The form an is used before vowel sounds\\nthe form a before consonant sounds.\\nThe sound of the first letter of a word must be\\nnoticed, for often a consonant is silent and the\\nword begins with a vowel sound; on the other\\nhand, some letters may be vowels or consonants\\naccording to their position; and hence the word\\nmay begin seemingly with a vowel, but really v/ith\\na consonant. Examples a youth, a luxury,, an\\neager welcome, a humble soul, an honor, such a\\none, a union.\\nSyntax of\\narticles.\\nRepeated\\nbefore i7vo\\nadjectives.\\n158. When two or more adjectives, joined by\\nconjunctions, modify the same noun, the article\\nis used before each adjective, provided the noun\\nexpressed and that understood refer to different\\npersons or things. For example\\nTemple took part in the famous controversy about\\nthe ancient and the modern learning.\\nAfter hesitating for some time between a military\\nand a commercial life, he had at length been placed, etc.\\nInstead of repeating the article before each of\\nAnother zvay. two singulav uouus iu such casc, ouc article may\\nbe used before the first adjective, followed by the\\nnoun in the plural thus\\nThey watched his lips in the hope that he would, at\\nleast, let fall some unguarded word, indicating the hopes\\nor fears entertained by the English and Dutch Govern-\\nments.\\n159. When two or more nouns, names of dif-\\nferent persons or things, are joined by conjunc-", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0118.jp2"}, "119": {"fulltext": "VERBS.\\n113\\ntions, the article is used before each noun, for\\nconfusion might arise from the omission of the\\narticles to illustrate, This hall is a lasting mon-\\nument to the painter and the sculptor [two per-\\nsons].\\nExercise. Tell the difference between these sentences\\nas they stand and the same with the articles omitted\\n(i) God is just in all his dealings with [a] people.\\n(2) I have lost a German and [an] English dictionary.\\n(3) The nation began to find out to what [a] man it\\nhad intrusted, without conditions, all its dearest interests,\\non what [a] man it had lavished its fondest affection.\\n(4) Though a prelate might hold that Paul directed\\nmen to obey [a] Nero, it might not be perfectly safe.\\n(5) In every part of the country, the name of [a]\\ncourtier had become a by-word of reproach.\\n(6) While Joseph was in jail he interpreted the dream\\nof the butler and [the] baker.\\nRepeated\\nbefore two\\nnouns.\\nVERBS.\\n160. Verbs have already been spoken of as\\nasserting- words; they tell or declare something\\nof a person or thing the name of which is called va^i s^.^\\nthe subject: as, {a) Four times his horse had\\nbeen shot under him. {b) We feel that we are\\nsurrounded by great men. (c) She smiled\\ninwardly, whilst following the lad s narrative, to\\nrecognize in his simple tales about his rnother\\ntraits of family resemblance.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0119.jp2"}, "120": {"fulltext": "114\\nPARTS OF SPKKCH.\\nVerbals;\\nPariic- ples,\\nInfinitives.\\nWe find here assertions of action or being made\\nby means of verbs, some simple, some phrases of\\ntwo or three words.\\nA verb is a word used as a predicate, to say\\nsomething about a person or thing.\\n161. Besides the word having a subject, in sen-\\ntence {c), Section i6o, there are two others hav-\\ning something of the nature of verbs, following\\nand to recognize. Both of these express action,\\nbut neither of them has a subject; both merely\\nhave the verbal idea without the power of assert-\\ning, and to them is given the name verbals.\\nFor the present no full discussion of these\\nwords will be given, but this at least may be said\\na word ending in -ing, -ed, -d, -t, or -n and be-\\nlonging to some noun or pronoun without describ-\\ning it, is called a participle a verbal word having\\nthe simple form of a verb and used as a noun or a\\nmodifier is called an infinitive.\\nFollowing is a participle, since it ends in -ing\\nand belongs to the subject she; (to) recognize\\nis an infinitive, because it has the simple form of\\na verb and modifies smiled.\\nExercise. Tell whether each of the italicized words\\nbelow is a verb, participle, or infinitive, and your reason\\n(i) He reached his destination at length, and found\\nno small company assembled.\\n(2) Mr. W. paid his money and was accommodated\\nwith a seat in the gallery commanding a perfect view.\\n(3) Lord March, who was by no means prodigal of\\npoliteness, seemed to show singular deference to him.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0120.jp2"}, "121": {"fulltext": "VKRBS. 115\\n(4) Whilst thus engaged. Lord M. spied the Vir-\\nginian.\\n(5) We had promised to have our sport together.\\n(6) It was beautiful to see our ladies forgiving one\\nanother, smiling, joking, after the hard words of yes-\\nterday.\\n(7) He wept genuine tears, finding he could produce\\nthem.\\n(8) The warriors, when the bugle sang truce, frater-\\nnized and exchanged tobacco-pouches and wine, ready to\\nseize their firelocks and knock each other s heads off\\nwhen the truce was over.\\n162. As to their use, verbs are divided into\\nfewer classes than most of the other parts of\\nspeech. For one division, examine the verbs in\\nthe following sentences\\nA s to use\\n(a) He has rescued two unfortunate people. (b)\\nHe sazv the beef-bone reflected. (c) With each\\nbumper his admiration grezv stronger. (d) What a\\nshock that seizure had been!\\nIn (a) has rescued has the object people; in\\n(b), sazv with its complement reflected has the\\nobject beef -bone. These are called transitive Transitive.\\nverbs, from a Latin word meaning to go over,\\nsince the action is represented as passing over\\nfrom the subject to some object.\\nIn (c), grezv expresses action, but is completed\\nby the adjective stronger without needing an ob-\\nject; in (d), had been is completed by the noun\\nshock, yet does not express action, but being, or\\nexistence. Verbs of this class are called intran-\\nsitive, since no action passes over.\\nhitransitive.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0121.jp2"}, "122": {"fulltext": "Il6 PARTS OP SPEECH,\\nExercises.\\n1. Tell which of the verbs in the preceding exercise\\nare transitive and which are intransitive.\\n2. Write 3 sentences having intransitive verbs fol-\\nlowed by predicate nouns, 3 followed by predicate ad-\\njectives, 3 with transitive verbs followed by direct and\\nindirect objects, 3 by direct object and predicate ob-\\njective.\\n163. Often the same verb may be transitive or\\nintransitive, according to its use in the sentence;\\nfor example, The man sleeps. The man is\\nsleeping his last sleep. The sailor drowns in\\nthe roaring sea. The roaring sea drowns him.\\nPlants grow here. This soil grows fine\\nplants.\\n164. Again, verbs may be divided into auxiliary\\nand principal verbs. Our language has not many\\nseparate forms to express the various circum-\\nstances of action or being, as Latin and Greek\\nverbf^^^^ have, hence we must use compound forms.\\nThese are made up of an asserting word, or auxil-\\niary verb, and a participle or an infinitive of the\\nverb which is to express the kind of action or\\nstate.\\nTo illustrate: in the expressions, Society has\\nlost many of its local peculiarities, Rude as may\\nhe their minstrelsy, I have been awakened by\\nthem, Music mitst be in time, Its gilded\\nvaults shall lie in rubbish, the auxiliaries are has,\\nmay, have been, must, and shall.\\nThe term auxiliary means helping; the forms\\nof the verbs be, have, shall, will, may, can, and", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0122.jp2"}, "123": {"fulltext": "VKRBS.\\nmust are frequently used in helping to make verb\\nphrases.\\n165. Principal verbs, or notional verbs, as they\\nare also called, are those that have a meaning and\\nforce of their own; they contain the real verb\\nidea, instead of merely helping to give meaning to\\nsome other verb.\\nOf the above list of auxiliary verbs, he and have\\nmay also be principal verbs; as in the sentences,\\nHe zvas, in truth, an odd mixture; He has\\na broad, full face.\\nExercise. In this paragraph, distinguish transitive\\nverbs from intransitive, and auxiliary from principal\\nverbs\\nThe animal he bestrode was a broken-down plow-\\nhorse, that had outlived almost everything but his\\nviciousness. He was gaunt and shaggy, with a ewe\\nneck, and a head like a hammer. His rusty mane and\\ntail were tangled and knotted with burrs. One eye had\\nlost its pupil, and was glaring and spectral, but the other\\nhad the gleam of a genuine devil in it. Still he must\\nhave had fire and mettle in his day, if we may judge from\\nhis name, which was Gunpowder. He had, in fact, been\\na favorite steed of his master s, the choleric Van\\nRipper.\\nINFLECTIONS OF VERBS.\\n166. Either by inflection or by combination\\nwith the auxiliaries, verbs may express the rela-\\ntions of tense, voice, person and number, and\\nmood.\\nPrincipal\\nverbs.\\nHow many^", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0123.jp2"}, "124": {"fulltext": "ii8\\nPARTS OF SPEECH.\\nDefinition.\\nIndefinite\\ntenses.\\nI. Tense.\\n167. As there are three divisions of time, the\\nthree chief tenses are the present, the past, and\\nthe future; for example, The boy stands/ the\\nboy stood/ the boy will stand/\\nTense is that form of the verb which indicates\\nthe time of the action or being-.\\nThe verbs stand and stood show by their form\\nthat the action is thought of as being somewhere\\nin present or past time; will stand is a phrase\\nmade up of an auxihary and an infinitive, to ex-\\npress action somewhere in future time. In each\\nof the three the action is entirely indefinite as to\\nbeginning, continuance, or completion in its par-\\nticular period.\\n168. If the purpose is to speak of an action as\\nfinished, the perfect tenses are used; as, The boy\\nhas stood there ten minutes The boy had stood\\nthere ten minutes when he sat down The boy\\nzuill have stood there much longer before he may\\nsit down.\\nThe first sentence means that the action began\\nExplanation, in thc past aud has continued till this time; the\\nsecond, that the action was completed before some\\nother action taking place in past time the third,\\nthat the action is to be completed before another\\naction in future time.\\nHas stood is in the present perfect tense; had\\nstood, in the past perfect; will have stood, in the\\nfuture perfect.\\n169. Not only this idea of completed action\\nmay be expressed, but a still more exact impres-\\nPerfect\\nlenses.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0124.jp2"}, "125": {"fulltext": "VERBS.\\n119\\nThus, instead J^e definite\\nlorms.\\nsion is made by the definite forms\\nof the simple, indefinite forms in Section 167 and\\nthe perfect forms in Section 168, one may say,\\nThe boy is standing, zvas standing, zvill he stand-\\ning, has been standing, had been standing, zvill\\nhave been standing.\\nThese express clearly the continuance of the\\naction. It is true, a verb like stand has in itself\\nan idea of continuance, yet the forms just given\\nare more vivid and definite than those preceding.\\nIf such verbs as shoot, call, throzv, spring, choose,\\netc., are used in the definite forms, the effect is\\nstill more noticeable.\\nThe definite forms are composed of the verbs is,\\nzvas, zvill he, have been, etc., and an imperfect\\nparticiple.\\n170. To sum up, the forms and phrases of a\\nverb for expressing action in present, past, and\\nfuture time may be exhibited in the following\\ntable\\nPRESENT TIME.\\nIndefinite, He calls.\\nDefinite, He is calling.\\nPerfect, He has called.\\nPerfect Definite, He has been calling.\\nTheir\\nusefulness.\\nPAST TIME.\\nTable of the\\ntenses.\\nIndefinite^ He called.\\nDefinite, He was calling.\\nPerfect, He had called.\\nPerfect Definite, He had been calling.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0125.jp2"}, "126": {"fulltext": "I20\\nPARTS OF SPEECH.\\nFUTURE TIME.\\nIndefinite^ He will call.\\nDeHnite^ He will be calling.\\nPerfect^ He will have called.\\nPerfect Definite, He will have been calling.\\nExercise. As in the above table, write the tense forms\\nof the verbs begin, blow, come, grow, take (see Section\\n192).\\nspecial uses\\not tense\\nforms\\nPresent for\\npast.\\nPresent for\\nfuture.\\nPresent per-\\nfect for\\nfuture.\\nPast for\\npresent.\\n171. Usually each tense form represents the\\ntime for which it is named, but to the general rule\\nthere are some noteworthy exceptions. By spe-\\ncial meaning or by connection with other words in\\nthe sentence, some tense forms may express\\naction or being in the following ways\\n1 The present tense may represent past time\\nin vivid narration, the event being pictured as\\nactually going on before the speaker as, A soft\\nhand is held out after this pretty speech, a pair of\\nvery well-preserved blue eyes look exceedingly\\nfriendly. Harry grasps his cousin s hand, etc.\\n(2) The present often represents future time,\\nin both independent and dependent clauses; as,\\nHe takes a trip to New York next month;\\nWhen he comes home, please tell him I have\\ncalled. This latter use is very common.\\n(3) The present perfect also may represent\\nfuture time in a dependent clause; thus, I will\\nnot return till he has come with some message for\\nme.\\n(4) The past tense may represent present time\\nin such sentences as, Tf he asked me [now], I", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0126.jp2"}, "127": {"fulltext": "VERBS. 121\\nshould tell him; If my mother were here, I\\nshould endure the pain better.\\nExercises.\\n1. Tell in what tense each verb is in the following\\nsentences, and what time each expresses\\n(i) I spoke rudely to my friend, and would ask\\npardon.\\n(2) How far had it gone, was now the question.\\n(3) We feel that we are surrounded by the congre-\\ngated bones of the great men of past times, who have\\nfilled history with their deeds, and earth with their re-\\nnown.\\n(4) And now they pause, and the soft voices of the\\nchoir break out into sweet gushes of melody they soar\\naloft and warble along the roof, and seem to play about\\nthese lofty vaults like the pure airs of heaven.\\n(5) The stillness, the desertion and obscurity, that\\nwere gradually prevailing around, gave a deeper and\\nmore solemn interest to the place.\\n(6) When this book is concluded, I shall change the\\nlivery which my books have worn.\\n(7) He always asked everybody to sit and drink, and\\npartake of his best. Had he a crust, he would divide\\nit; had he a haunch, he would share it.\\n(8) Her servant arrived with her tea. If I told you\\nshe took a dram with it, you would be shocked.\\n(9) Everyone around the table will have heard of it.\\n(10) Well, if your honor does stay, there is good beef\\nand carrot at two o clock, says the sceptic, and closes\\nthe door on the solitary prisoner.\\n2. Mention the transitive and the intransitive verbs\\nin the above sentences.\\nVoice.\\n172. In these two sentences (a) The Nor-\\nmans built great castles, (6) Great castles zvere", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0127.jp2"}, "128": {"fulltext": "122\\nPARTS OI^ SPEECH\\nWhat\\nvoice is.\\nDefinitions\\nbuilt by the Normans exactly the same idea is\\nexpressed.\\nSentence (a) has as subject the word Normans,\\nnaming the persons performing an action, and as\\nobject the word castles, naming that upon which\\nthe action was directed. In sentence (6), on the\\nother hand, the word castles, which was the ob-\\nject in (a), becomes the subject; and the name of\\nthe persons acting is placed as the object of the\\npreposition hy in a phrase. These sentences\\nserve to show the difference between the active\\nand the passive voice.\\nThe active voice is that form of the verb by\\nwhich the subject represents the agent or doer of\\nan action. The passive voice is that form of a\\ntransitive verb by which the subject names the\\nperson or thing that receives an action.\\nThe agent may not be expressed with the\\npassive voice as\\nThe grate had been removed from the wide fireplace.\\nDefinite\\nforms.\\n173. The passive voice is made up entirely of\\nverb phrases, some form of the verb he (Section\\n179) and a perfect participle; as zvere built. Sec-\\ntion 172 (b), also the last sentence above.\\nThe present and past tenses have definite\\nforms; for example, Castles are being built, or\\nwere being built. These are specially useful,\\nsince the present and past (indefinite) tense\\nforms often do not express action, but state or\\ncondition. The sentences, The house is built,\\nThe house was crowded, speak of the condition", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0128.jp2"}, "129": {"fulltext": "VERBS. 123\\nof the house, and really have a predicate verb with\\nparticiple complement; but such sentences as,\\nThe house is being painted/ ^The house zvas\\nbeing raised/ express action clearly and defi-\\nnitely.\\nExercises.\\n1. Point out the active and the passive forms, and\\ntell whether each expresses action or condition\\n(i) The dinner w^as served up in the great hall, where\\nthe Squire always held his Christmas banquet.\\n(2) As the evening was far advanced, the Squire\\nwould not permit us to change our traveling dress.\\n(3) Many of their faces had evidently originated in a\\nGothic age, and had been merely copied by later genera-\\ntions.\\n(4) I am half inclined to think that the old gentleman\\nwas himself somewhat tinctured with superstition.\\n(5) It was the belief that some wrong had been left\\nunredressed by the deceased, or some treasure hidden.\\n(6) The door suddenly flew open, and a train came\\ntrooping into the room, that might almost have been\\nmistaken for a breaking-up of the court of Fairy.\\n(7) I also felt an interest in the scene, from the con-\\nsideration that these fleeting customs were posting fast\\ninto oblivion, and that this was perhaps the only family\\nin England in which they were still observed.\\n(8) The gray walls are discolored by damps the\\nsharp touches of the chisel are gone from the rich\\ntracery.\\n(9) Even this reminder of the olden customs is being\\nswept away by the onward march of trade.\\n2. Write 10 sentences having active verbs, then\\nchange them to passive verbs.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0129.jp2"}, "130": {"fulltext": "124\\nPARTS OF SPEECH.\\nAgreonenl.\\nNot ahvays\\ninform.\\nPerson and Number.\\n174. Again, the verb is inflected for person\\nand number; tliat is, the verb has certain forms\\nto correspond with the person and number of its\\nsubject; for example, I speak, The man\\nspeaks, We speak, You speak.\\nIf the old form of the personal pronoun of the\\nsecond person singular is used, the verb has forms\\nanswering to this thou speakest An old\\nform of the third person singular, as, He speak-\\neth, is also sometimes used. But usually the\\nonly forms of the verb indicating person and num-\\nber are in the present tense; the first person\\nsingular, I speak may be distinguished from\\nthe third person singular, He speaks and this\\nlast is different from the third person plural as,\\nThey speak, Men so speak\\nThese few forms are, however, very important\\nin questions of correct usage; hence, the rule is\\ngiven as a general one that verbs agree with their\\nsubjects in person and number.\\nWhen the subject is a relative pronoun, the\\nantecedent must determine the person and num-\\nber.\\nExercises.\\n1. Give the person and number of each verb\\n(i) He counted the moments as they passed, and be-\\nheld that his last sands were falling.\\n(2) Their acquirements, doubtless, were different,\\nand so were the objects of their literary pursuits.\\n(3) We see before us a probable train of great events.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0130.jp2"}, "131": {"fulltext": "VERBS. 125\\n(4) It is for the future historian, when what now re-\\nmains of prejudice and misconception shall have passed\\naway, to state these opinions and pronounce impartial\\njudgment.\\n(5) How little they knew of the depth, and the\\nstrength, and the intenseness of that feeling of resistance\\nto illegal acts of power, which possessed the whole\\nAmerican people\\n(6) It is not my voice, it is this cessation of ordinary\\npursuits, this arresting of all attention, these solemn\\nceremonies, and this crowded house, which speak their\\neulogy.\\n(7) If you would repose without disturbance, I would\\nadvise that you commend yourselves, during the watches\\nof the night, to Him unto whom night is even as midday.\\n2. Write sentences having: (i) the verb call in the\\nsecond person singular, present tense, definite, passive;\\n(2) the verb break in the third person singular, present\\nperfect tense active, with subject relative pronoun; (3)\\nthe verb spend, third person plural, past perfect tense\\npassive; (4) the verb Und, first person plural, past tense\\nactive; (s) the verb write, third person singular, future\\ntense passive.\\nMood.\\n175. One other inflection remains to be spoken\\nof, that of mood. The term is from a Latin word\\nmeaning manner, or way. As here used, mood\\nindicates the way in which action or being is\\nthought of whether as an actual fact, or some-\\nthing commanded, or something merely supposed\\nto happen under doubtful or impossible circum-\\nstances.\\nThere are three moods the indicative, the im-\\nperative, and the subjunctive,", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0131.jp2"}, "132": {"fulltext": "126\\nPARTS OF SPEKCH.\\nUses of the\\nindicative.\\n176. The commonest of the moods is the in-\\ndicative, which expresses action or being as an\\nactual fact. The expression of the fact may be\\nin several ways\\n(i) A simple assertion; thus, As I passed to\\nmy room, I heard the sound of music in a small\\ncourt.\\n(2) A question; as, To what purpose is all\\nthis?\\nFurther treatment of the indicative mood will\\nbe added under Conditional Sentences, Section\\n183, (I) and (2).\\nThe indicative mood uses all the tense forms\\ngiven in Section 170, and all the persons and num-\\nbers.\\nUses of the\\nimperative.\\nNegative\\ncommand.\\n177. The imperative mood expresses a com-\\nmand, an entreaty, or a request; as, Send it to\\nthe public halls; proclaim it there; let them see\\nit. Give me thy hand, let me wipe the dev\\nfrom thy brow.\\nAs a command, request or entreaty is addressed\\nto a person, the subject of an imperative verb is\\nregularly of the second person, and so is the verb.\\nIn ordinary speech, the subject is not expressed;\\nsee examples above.\\nIf a negative command is to be expressed, a\\nverb phrase made up of the verb do and an infini-\\ntive is used with not; as Do not go. In poetic\\nor solemn style, however, do is not used as, Tell\\nme not In mournful numbers. Lead us not into\\ntemptation.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0132.jp2"}, "133": {"fulltext": "VERBS. 127\\nTo take the place of an imperative verb of the\\nfirst person plural or the third person, a verb\\nphrase consisting of let and an infinitive is used\\nLet us hear with delight. They have Moses For first and\\n11 1 T 1 1 1 j third person.\\nand the prophets let them hear them.\\nThese last must not be regarded as true impera-\\ntives of the first or the third person; grammat-\\nically, the verb let is an imperative verb of the\\nsecond person in each instance, with the subject\\nyou or thou understood.\\nImperative verbs are used only in the present\\ntense and the second person, singular and plural.\\n178. The subjunctive mood does not state a ^^atureo/tht\\nfact; it regards the action or being as something ^i\\nmerely conceived or imagined thus i I al-\\nmost desired that the whole of life might he spent\\nin that visionary scene. (2) Had the engine\\nrun off the track, the bottomless pit, if there he\\nsuch a place, would undoubtedly have received\\nus.\\nIn the first sentence, the verb might he spent is\\nused to express a wish a thing merely thought jnawish.\\nof, and not a fact, else no one would wish for it.\\nThe verb desired is in the indicative mood, mere-\\nly stating a fact.)\\nIn the second sentence, the expression, had the\\nengine run off the track that is, if the engine\\nhad run off the track clearly implies that the\\nengine did not run off the track, hence the action\\nis merely imagined to happen. And since this is ^^l^p^^^J/^^\\ntrue, the conclusion, the bottomless pit woidd", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0133.jp2"}, "134": {"fulltext": "128 PARTS OF SPKKCH.\\nundoubtedly have received us/ can not express a\\nfact, but what is merely conceived to follow an\\naction that we have seen is itself not a fact.\\nFurther, the clause, if there be such a place,\\ndoes not declare a fact, but doubt as to the exist-\\ndouM.^ ence of a certain place; here again the idea of\\naction or being is only conceived in the mind.\\nThe subjunctive mood includes the present,\\npresent perfect, past and past perfect tenses, with\\nall persons and both numbers.\\nExercise. On page i6o, find the sentences containing\\nexamples of the wish or mere supposition, and point out\\nall the verbs that are in the subjunctive mood.\\n179. In some cases the verbs of the subjunctive\\nmood have the same form as those of the indica-\\ntive, and the mood must be determined by the\\nnature of the sentence. But some of the forms\\nare unlike those of the indicative mood, as may\\nbe seen by a comparison in the following tables\\nI. Verb Be, Indicative and Subjunctive.\\nPresent Tense.\\nINDICATIVE.\\nSUBJUNCTIVE.\\nForms of the\\nverb be.\\nSingular.\\n1. I am\\n2. You are\\n(Thou art)\\n3. He is\\nSingular.\\n1. [If] I be\\n2. You be\\n(Thou be)\\n3. He be\\nPlural.\\nPlural.\\n1. We are\\n2. You, ye are\\n3. They are\\n1. We be\\n2. You, ye be\\n3. They be", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0134.jp2"}, "135": {"fulltext": "VERBS\\n129\\nPast\\nTense\\nSingular.\\n1. I was\\n2. You were\\n(Thou wast)\\n3. He was\\nI.\\n2.\\n3.\\nSingular.\\n[If] I were\\nYou were\\n(Thou were)\\n[wert]\\nHe were\\nPlural.\\nI. We were, etc.\\nI.\\nPlural.\\nWe were, etc.\\nPresent Perfect Tense.\\nSingular. Singular.\\n1. 1 have been i. [If] I have been\\n2. You have been 2. You have been\\n(Thou hast been) (Thou have been)\\n3. He has been 3. He have been\\nPlural. Plural.\\nI. We have been, etc. i. We have been, etc.\\nPast Perfect Tense.\\nSingular. Singular.\\nI. I had been, etc. i. [If] I had been, etc.\\nNote. If is used for convenience as a word intro-\\nducing the subjunctive in a dependent clause; but this\\nis not to imply that if is the only word so used, or that if\\nis always accompanied by the subjunctive mood.\\nAs an exercise, the student will mention the points of\\ndifference between the indicative and subjunctive forms\\nabove.\\n180. II. Verb Choose, Indicative and Sub-\\njunctive.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0135.jp2"}, "136": {"fulltext": "I30\\nPARTS OF SPKKCH.\\nForms of the\\nverb choose.\\nPresent Tense.\\nSingular. Singular.\\n1. I choose I. [If] I choose\\n2. You choose 2. You choose\\n(Thou choosest) (Thou choose)\\n3. He chooses 3. He choose\\nPlural.\\nI. We choose, etc.\\nPlural.\\nI. We choose, etc.\\nPast Tense.\\nSingular.\\nI chose\\nYou chose\\n(Thou chosest)\\nHe chose\\nSingular.\\n1. [If] I chose\\n2. You chose\\n(Thou chose)\\n3. He chose\\nPlural.\\ni. We chose, etc.\\nPlural.\\nI. We chose, etc.\\nPresent Perfect Tense.\\nSingular.\\n1. I have chosen\\n2. You have chosen\\n(Thou hast chosen)\\n3. He has chosen, etc.\\nSingular.\\n1. [If] I have chosen\\n2. You have chosen\\n(Thou have chosen)\\n3. He have chosen,\\netc.\\nPast Perfect Tense.\\nSingular. Singular.\\nI. I had chosen, etc. i. [If] I had chosen, etc.\\nDefinite\\nform.\\n181. The differences between the definite\\nforms of the indicative and subjunctive may read-\\nily be seen by placing the imperfect participle of\\nany verb after the forms of he in Section 179; for", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0136.jp2"}, "137": {"fulltext": "VERBS. 131\\nexample: he is choosing, [if] he be choosing;\\nhe was choosing, [if] he were choosing/ etc.\\n182. Before stating- all the uses of the sub-\\njunctive mood, it will be best to study conditional\\nsentences.\\nA conditional clause is usually introduced hy if\\nI Conditional\\nor unless, meaning on condition that, supposing sentences,\\nthat, a certain thing does or does not happen ex-\\namples If they should be cruel to one another,\\nwho is there to be kind to them? Women are\\nnot angels if they zvere, they would have to go\\nto heaven for husbands.\\n183. Conditional sentences are of three kinds Three kinds:\\n(i) Assuming or admitting a fact; as, If he\\nsaw me, I did not know it. This may mean:\\n(i) In case he saw me [assuming as a fact what\\nI am not sure of], I did not know it; or (2) He\\nsaw me [I admit as a fact] but I did not know it.\\nIn either case facts are dealt with.\\nConditions of this kind are expressed by the\\nindicative mood, followed by the indicative in the\\nmain clause.\\n(2) Expressing a doubtfid or future action; p^^ture or\\nas, Tf he comes soon, tell him to call me. doubt/ui.\\nThis kind of condition may be expressed by\\neither the indicative or the subjunctive mood,\\nof tener the indicative as, Present future If\\nhe comes [or come} soon, he will call me (Past\\nsubjunctive) If he should come [or came], he\\nwould call me (Present perfect future per-\\nRegarding\\nfacts.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0137.jp2"}, "138": {"fulltext": "132\\nPARTS OI^ SPEECH.\\nfeet) If he has conic [or have come] by noon, he\\nwill call me.\\ni/nreai. (3) Exprcssiug thc coutravy of the real fact;\\nas, If he were here, I should speak to him\\nUnless he had been here, I should have sent for\\nhim.\\nThe first sentence shows clearly that he is not\\nhere; the second implies that he was here. The\\ncondition only supposes the contrary of what is or\\nwas true.\\nConditions of this class are always expressed by\\nthe subjunctive mood, in two tenses, the past and\\nthe past perfect, as shown in the two sentences\\nabove.\\nThe past subjunctive in such conditions repre-\\nsents present time, implying what is now true;\\nthe past perfect subjunctive represents past time,\\nimplying what was not true.\\nExercise. Write 12 sentences using the three kinds of\\nconditional clauses 4 of each.\\nUses of the\\nsubjunctive. pj-g\\n184. The uses of the subjunctive mood, then,\\nA wish.\\nI. To express a wish, the subjunctive verb\\nbeing in the principal clause thus Peace he.\\nwith the heroes. The foul fiend take the\\ncurfew bell\\nThis is often expressed by a verb phrase with\\nmay; as\\nMay all the stars hang bright above thy dwelling!\\nII. To express a wish, the subjunctive verb\\nbeing in the dependent clause, which is the object", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0138.jp2"}, "139": {"fulltext": "VERBS.\\n133\\nof the verb zvish, or one of similar meaning; for\\nexample\\nO mother dear, that thou wert here\\nI would, said Geraldine, she were!\\nIII. To express a doubtful or future condition conditions\u00e2\u0080\u0094\\n(Section 183 [2]); thus\\nAs to seeing the world, we apprehend this will cause\\nlittle difficulty, if he have but an eye to see it with.\\nIV. To express a condition contrary to fact\\n(Section 183 [3]); as\\nIf these wretches were princes, there would be Unreal.\\nthousands ready to offer their ministry.\\nV. To express a contingent assertion; that is,\\nthe subjunctive in the main clause denotes an\\naction merely thought of in connection with an\\nunreal or a doubtful condition; as, in the last\\nsentence quoted, there zvould be thousands, etc.\\nAnother example, If he went on in that way, he\\nwould lose Miss Nancy Lammeter.\\nThe subjunctive of contingency is usually made\\nup of a verb phrase having the words should,\\nzvould, could, might, and an infinitive. Other\\nexamples of it are\\nI should have taken the poet for a very sagacious\\nfarmer of the old Scotch school [if I had not known\\nhim].\\nHe wotdd have thanked any one who had befriended\\nhim [=:if he had befriended him].\\nContingent\\nassertion a\\nphrase.\\n185. Since the subjunctive forms are often the\\nsame as the indicative, the student will take special\\nstudy use.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0139.jp2"}, "140": {"fulltext": "of if.\\n134 PARTS OF SPEECH.\\ncare to notice the use of the verb always, as well\\nas the form. In many languages the subjunctive\\nmood has many distinct forms, and to understand\\nits uses now will be valuable.\\nOmission lu the couditiou contrary to fact, the introduc-\\ntory if is often omitted, but the subjunctive use of\\nthe verb is readily seen; as, Were I to breathe\\nit long, methinks it would make me ill. Had\\nhe been a little richer, almost ever so little, the\\nwhole might have been otherwise.\\nExercises on Mood.\\nI. Give first the use, then the mood of each verb in\\nthe following sentences\\n(i) The Indian immediately started back, whilst the\\nlion rose with a spring and leaped towards him.\\n(2) The vicious man and the atheist have therefore\\nno pretence, and would act unreasonably should they\\nendeavor after it.\\n(3) Think not man was made in vain, who has such\\nan eternity reserved for him.\\n(4) If the work performed was small, we must re-\\nmember that he had his very materials to discover.\\n(5) We had already stated our doubts whether direct\\npecuniary help, had it been offered, would have been ac-\\ncepted, or could have proved very effectual.\\n(6) Then God bless you, said Faith with the pink\\nribbons, and may you find all well when you come V\\n(7) If he drudges, it is with his brothers, and for his\\nfather and mother, whom he loves.\\n(8) Thme was a dangerous gift, when thou wast born,\\nThe gift of Beauty. Would thou hadst it not;\\nOr wert as once, awing the caitiffs vile\\nThat now beset thee", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0140.jp2"}, "141": {"fulltext": "VKRBS. 135\\n(9) If he entered an inn at midnight, after all the\\ninmates were in bed, the news of his arrival circulated\\nfrom the cellar to the garret.\\n(10) Oh raise us up, return to us again\\nAnd give us manners, virtue, freedom, power.\\n(11) It seems almost as if we were treading a man-\\nsion of that fabled city, where every being had been\\nsuddenly transmuted into stone.\\n(12) The wedge will rend rocks; but its edge must\\nbe sharp and single if it be double, the wedge is bruised\\nin pieces and will rend nothing.\\n(13) In the silent afternoons, if I listened, the thump\\nof a great apple was audible.\\n(14) If the mighty merchant whose benefactions are\\nreckoned by thousands of dollars deem himself worthy,\\nlet him join the procession.\\n(15) It would fill a volume in an age of pamphlets\\nwere I to record all my observations.\\n(16) Many a time shall I disturb them there, and feel\\nas if I had intruded among a company of silent worship-\\ners as they sit in Sabbath stillness among the tree-tops.\\nII. Write 6 sentences using the indicative mood, 6\\nusing the subjunctive, 4 using the imperative.\\nCONJUGATION.\\n186. Conjugation is from a Latin word mean-\\ning joining together, and in Latin grammar refers\\nto the adding of various endings to a verb-root, or\\nstem.\\nIn English, conjugation is the orderly arrange- Meaning of\\nment of all the forms and auxiliaries that combine\\nto express the various circumstances of action or\\nbeing.\\nThe verb be has a larger number of distinct\\nthe term.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0141.jp2"}, "142": {"fulltext": "136 PARTS OF SPKKCH.\\nforms than any other verb, since its forms include\\nseveral different root words as, been, are, were.\\nMost of the other verbs have only four or five\\nFew forms. distiuct forms in common use for example, of\\nthe verb talk, are talk, talks, talking, talked; of\\nthe verb speak, are speak, speaks, spoke, speaking,\\nspoken. Besides these are sometimes used the\\nold forms, as, talkest, talketh, talkedst.\\nSee Sec. 179. ^^T. I. Conjugation of the vcrb Bc.\\nFour tenses of the indicative mood and all the\\nsubjunctive have been given the other forms and\\nphrases are:\\nIndicative\\nMood.\\nFUTURE TENSE.\\nI.\\n2.\\n3.\\nSingular.\\nI shall be\\nYou will be\\n(Thou wilt be)\\nHe will be\\nPlural.\\n1. We shall be\\n2. You, ye will be\\n3. They will be\\nFUTURE PERFECT TENSE.\\nI.\\n2.\\n3-\\nSingular.\\nI shall have been\\nYou will have been\\n(Thou wilt have been)\\nHe will have been\\nPlural.\\n1. We shall have been\\n2. You, ye will have been\\n3. They will have been\\nImperative\\nMood.\\nPRESENT TENSE.\\nSingular. Plural.\\nBe [you or thou] Be [you or ye]", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0142.jp2"}, "143": {"fulltext": "VE^RBS.\\n137\\n188. II. Synopsis of the verb Speak. Definition.\\nA synopsis of a verb is the orderly arrangement\\nof the different moods and tenses in only one per-\\nson and number.\\nThe third person singular will be vised here, and\\nthe imperative mood will be added.\\nActive Voice.\\nINDICATIVE\\nPresent^\\nPresent definite,\\nPasf^\\nPast definite^\\nFuture^\\nFuture definite^\\nPresent perfect,\\nPresent perfect definite,\\nPast perfect.\\nPast perfect definite,\\nFuture perfect.\\nFuture perfect definite.\\nMOOD.\\nHe speaks.\\nHe is speaking.\\nHe spoke.\\nHe w^as speaking.\\nHe will speak.\\nHe will be speaking.\\nHe has spoken.\\nHe has been speaking.\\nHe had spoken.\\nHe had been speaking.\\nHe will have spoken.\\nHe will have been speak-\\ning.\\nPresent,\\nSUBJUNCTIVE MOOD.\\n[If, though, etc.] He speak.\\nPresent definite,\\nPasf^\\nPast definite.\\nPresent perfect,\\nPresent perfect definite.\\nPast perfect.\\nPast perfect definite.\\nHe be speaking.\\nHe spoke.\\nHe were speaking.\\nHe have spoken.\\nHe have been speaking.\\nHe had spoken.\\nHe had been speaking.\\nPresent,\\nPresent definite.\\nIMPERATIVE MOOD.\\nspeak. (2d person.)\\nBe speaking.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0143.jp2"}, "144": {"fulltext": "138\\nPARTS OP SPKKCH.\\nDefinite\\nforms few.\\nPresent:,\\nPresent deiinite,\\nPast^\\nPast definite^\\nFuture^\\nPresent perfect.\\nPast perfect,\\nFuture perfect.\\nPassive Voice.\\nINDICATIVE MOOD.\\nIt is spoken.\\nIt is being spoken.\\nIt was spoken.\\nIt was being spoken.\\nIt will be spoken.\\nIt has been spoken.\\nIt had been spoken.\\nIt will have been spoken.\\nSUBJUNCTIVE MOOD.\\nPresent,\\nPast^\\nPast definite.\\nPresent perfect_\\nPast perfect.\\n[If, though, etc.\\nIt be spoken.\\nIt were spoken.\\nIt were being spoken.\\nIt have been spoken.\\nIt had been spoken.\\nIMPERATIVE MOOD.\\nOn account of its meaning, speak has no passive\\nimperative. Of other transitive verbs, the forms\\nare-7-\\nPresent (2d per.) Be seen, be smitten, etc.\\nRemarks\\non conjuga-\\ntion.\\nUses 7/ do.\\n189. The subject he or it is merely representa-\\ntive; any singular subject of the verb may be\\nused instead.\\nIn the present and past tenses active, a verb\\nphrase consisting- of do and the infinitive oi any\\nverb is used for emphasis, and these are called\\nemphatic forms; to illustrate, I do speak clearly,\\nT did speak harshly.\\nIn poetry, do and did are often merely substi-\\ntutes for the simple forms, and are not emphatic", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0144.jp2"}, "145": {"fulltext": "VERBS. 139\\nas, In our life alone does nature live/ The\\nice did split with a thunder-fit.\\nThe use of do in the imperative has been men-\\ntioned.\\nThe negative forms of the present and past\\ntenses active, indicative, are made up of do and\\ndid vv^ith not; thus, He does not speak well.\\nThey did not speak cordially.\\nTo ask questions, do and did are used in the\\nsame tenses, inverting the order, and are often\\ncalled intsrrogative forms; as, Do you knozv\\nhim? Did Q intrude? In other tenses the\\nforms remain the same, and only the order is\\nchanged; as, And zvill your mother pity me?\\nBy combining the emphatic and interrogative\\nforms with the negatives, we may form other\\nphrases, such as, I did not walk, Did they not\\nwalk with you\\nThese remarks serve to show how numerous\\nand how useful verb phrases are in English, for\\nindicating the different shades of meaning and\\ncircumstances of action.\\nSTRONG AND WEAK VERBS.\\n190. As to the forms of the words, verbs are\\ndivided into strong and weak (or old and new\\nconjugation).\\nStrong verbs are those that change the vowel, a^^\\nbut do not add an ending, in forming the past\\ntense; thus, choose, chose; blozv, blezu; fling,", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0145.jp2"}, "146": {"fulltext": "140 PARTS OF SPEECH.\\nWeak verbs are those that add an ending -d,\\n-ed, or -t to the simple or root form of the verb\\nin forming the past tense; as, flee, Hed; tan,\\ntanned; buy, bought.\\nWeak verbs may change the root vowel to form\\nthe past tense; but they add an endingf to the\\nroot-form, which strong verbs never do.\\nNote. Weak verbs also include some words that\\nneither change the vowel nor add an ending as, set, set;\\ncast, cast. Also some that drop -d for -t: as, send,\\nsent build, built.\\n191. A general description o^ any verb is\\nusually given by means of the principal parts;\\nMris. that is, the forms used as a basis in making up the\\nconjugation of the verb. They are the simple\\ninfinitive, the past tense and the perfect participle\\nfor example\\nBlow, blezv, blozvn; come, came, come; buy,\\nbought, bought; zuatch, watched, watched.\\nList of Strong Verbs.\\n192. The following table includes most of the\\nstrong verbs of our language\\n[Note. Weak forms of these are placed in parentheses.]\\nPert.\\nPert.\\nPresent. Past. Part.\\nPresent. Past.\\nPart.\\nabide abode abode\\nbegin began\\nbegun\\narise arose arisen\\nbehold beheld\\nbeheld\\nawake awoke awoke\\nbid bade\\nbidden\\n(awaked) (awaked)\\n(command)\\nbear bore borne.\\nbind bound\\nbound\\nborn\\nbite bit\\nbitten,\\nbit", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0146.jp2"}, "147": {"fulltext": "VERBS.\\n141\\nPert.\\nPert.\\nPresent. Past.\\nPart.\\nPresent. Past.\\nPart.\\nblow\\nblew\\nblown\\nlie\\nlay\\nlain\\nbreak\\nbroke\\nbroken\\nride\\nrode\\nridden\\nchide\\nchid\\nchidden,\\nring\\nrang\\nrung\\nchid\\nrun\\nran\\nrun\\nchoose\\nchose\\nchosen\\nsee\\nsaw\\nseen\\ncleave\\nclove\\ncloven\\nshake\\nshook\\nshaken\\n(cleft)\\n(cleft)\\nshear\\n(sheared) shorn\\ncling\\nclung\\nclung\\n(sheared)\\ncome\\ncame\\ncome\\nshine\\nshone\\nshone\\ncrow\\ncrew\\ncrowed\\nshrink\\nshrank,\\nshrunk\\n(crowed)\\nshrunk\\ndig\\ndug\\ndug\\nsing\\nsang\\nsung\\ndo\\ndid\\ndone\\nsink\\nsank,\\nsunk\\ndraw\\ndrew\\ndrawn\\nsunk\\ndrink\\ndrank\\ndrunk\\nsit\\nsat\\nsat\\ndrive\\ndrove\\ndriven\\nslay\\nslew\\nslain\\neat\\nate\\neaten\\nslide\\nslid\\nslidden\\nfall\\nfell\\nfallen\\nsling\\nslung\\nslung\\nfight\\nfought\\nfought\\nslink\\nslunk\\nslunk\\nfind\\nfound\\nfound\\nsmite\\nsmote\\nsmitten\\nfling\\nflung\\nflung\\nspeak\\nspoke\\nspoken\\nfly\\nflew\\nflown\\nspin\\nspun\\nspun\\nforbear forbore\\nforborne\\nspit\\nspat,\\nspat\\nforget\\nforgot\\nforgotten\\nspit\\nforsake forsook forsaken\\nspring\\nsprang,\\nsprung\\nfreeze\\nfroze\\nfrozen\\nsprung\\nget\\ngot\\ngot\\nstand\\nstood\\nstood\\n[gotten]\\nsteal\\nstole\\nstolen\\ngive\\ngave\\ngiven\\nstick\\nstuck\\nstuck\\ngo\\nwent\\ngone\\nsting\\nstung\\nstung\\ngrind\\nground\\nground\\nstride\\nstrode\\nstridden\\ngrow\\ngrew\\ngrown\\nstrike\\nstruck\\nstruck,\\nhang\\nhung\\nhung\\nstricken\\n(hanged) (hanged)\\nstring\\nstrung\\nstrung\\nhold\\nheld\\nheld\\nstrive\\nstrove\\nstriven\\nknow\\nknew\\nknown\\nswear\\nswore\\nsworn", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0147.jp2"}, "148": {"fulltext": "142\\nPARTS OF SPEECH,\\nPresent. Past.\\nswim swam\\nswum\\nswing swung\\ntake took\\ntear tore\\nthrive throve\\n(thrived)\\nthrow threw\\nPerf.\\nPart.\\nswum\\nswung\\ntaken\\ntorn\\nthriven\\n(thrived)\\nthrown\\nPresent. Past.\\ntread trod\\nwear\\nweave\\nwin\\nwind\\nwring\\nwrite\\nwore\\nwove\\nwon\\nPerf.\\nPart.\\ntrodden,\\ntrod\\nworn\\nwoven\\nwon\\nwound wound\\nwrung wrung\\nwrote written\\nRemarks on\\nsome Jornis.\\nThe perfect participle got is preferable to the\\nform gotten, which is not now used in the best\\nEnglish writing; but forgotten is the correct par-\\nticiple of the verb forget.\\nThe verb hang has two forms with different\\nmeanings in the past tense and past participle;\\nhanged regularly refers to execution of persons\\nby hanging, while hung means suspended in\\nspeaking of other matters.\\nIrregular Weak Verbs.\\nIrregular\\nweak verbs.\\nchange.\\n193. There are many weak verbs which do not\\nadd -ed to the root form, and these are called ir-\\nregular w^eak verbs.\\nA few of the various kinds are given below\\nAdd A or bring\\nwith vowel \\\\i^x\\\\I\\nsell\\nbrought brought\\nbought bought\\nsold sold\\ncatch\\nseek\\ntell\\ncaught caught\\nsought sought\\ntold told\\nShorten\\nvowel and\\nadd d or t.\\nfeel\\nkeep\\nfelt\\nkept\\nfelt\\nkept\\nlose\\nshoe\\nlost\\nshod\\nlost\\nshod", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0148.jp2"}, "149": {"fulltext": "VERBS 143\\nbend\\nbended;\\nbended,\\nlean\\nleaned,\\nleaned.\\nAdd-ed ort.\\nbent\\nbent\\nleant\\nleant\\nbuild\\nbuilded\\nbuilded,\\nwork\\nworked;\\nworked,\\nbuilt\\nbuilt\\nwrought wrought\\nhave\\nlay\\nhad\\nlaid\\nhad\\nlaid\\nmake\\nsay\\nmade\\nsaid\\nmade\\nsaid\\nAdd-d, but\\ncontracted.\\ncast\\ncast\\ncast\\nput\\nput\\nput\\nUnchanged.\\ncost\\ncost\\ncost\\nset\\nset\\nset\\n194.\\nThe perfect pai\\ni-\u00e2\u0080\u009ei i\u00e2\u0080\u009e:.-\\nrticiple may be used alone\\n_,i r..iu. c\u00e2\u0080\u009e_^:\\nPerfect parti-\\nciple in verbs.\\nCommon\\nerrors.\\nas a verbal, as explained more fully in Sections\\n203 and 204; but It is put down in the above lists\\nbecause it is used in so many verb phrases. The\\nprincipal uses are as follows\\n(i) After the auxiliaries have, had, and shall\\nhave to form the perfect tenses active.\\n(2) After the forms of the verb he to form the\\nvarious passive phrases.\\nErrors are often caused by careless or ignorant\\nconfusion of past tense and perfect participle\\nforms; thus, He done, for he did; we seen, for\\nwe sazv; you had took, for you had taken; they\\ncome, for they came.\\n195. Two sets of verbs need special attention\\nbecause they are so often misused lie and lay,\\nsit and set.\\nThey are sharply different in meaning, but the\\nFour trouble-\\nslight Similarity m form causes much contusion some verbs.\\nin the use of the words. The principal parts are", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0149.jp2"}, "150": {"fulltext": "144 PARTS OF SPEECH.\\nhere repeated, the imperfect participle being added\\nfor further distinction\\nlying lain\\nlaying laid\\nsitting sat\\nsetting set\\nlyie, lay.\\nlie\\nlay\\nlay\\nlaid\\nsit\\nsat\\nset\\nset\\nLie is an intransitive verb, and means to rest\\none s self, to recline lay is transitive, and means\\nto place or put in some position; for example,\\nThe dog lies at the door. The box was laid\\non the deck. (This verb lie is not to be confused\\nwith He, to falsify.)\\nSit is an intransitive verb, and means to rest on\\na seat of any kind set is transitive when it means\\nto place down an object. Set also has two mean-\\nings as an intransitive verb to sink down or be-\\ncome fixed, as, The sun sets/ His eyes set in\\nhis head and to express various motions, as, to\\nset out, to set up in business, etc.\\nExercises on Verb Forms.\\nA. Conjugate the following tenses as directed:\\n1. Present perfect indicative active of begin.\\n2. Past tense indicative active of come.\\n3. Past tense indicative active of do.\\n4. Past perfect indicative active of Hy.\\n5. Present tense subjunctive passive of forget.\\n6. Present perfect indicative passive of get.\\n7. Past tense Indicative active of lie.\\n8. Future tense indicative passive of ring.\\n9. Past perfect Indicative active of sing.\\n10. Present perfect indicative passive of slay.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0150.jp2"}, "151": {"fulltext": "ve;rbs. 145\\nB. Form sentences using the following tenses of\\nverbs in the third person, singular number\\n1. Past tense indicative active of lie.\\n2. Past tense indicative active of lay.\\n3. Future tense indicative active of lie.\\n4. Present perfect indicative active of lie.\\n5. Past perfect indicative active of sit.\\n6. Future perfect indicative active of set.\\n7. Past tense subjunctive passive of set.\\n8. Present perfect indicative active of sit.\\n9. Past tense indicative passive of swim.\\n10. Past perfect subjunctive passive of write.\\nC. Where possible, change the forms in B to inter-\\nrogative negative definite as, Was not the cat lying\\non our new velvet rug?\\nD. Where possible, change the active forms in A and\\nB to passive, and the passive forms to active.\\nDEFECTIVE VERBS.\\n196. Defective verbs are those which are lack-\\ning in one or more of the principal parts.\\nThe following list includes the important ones\\nmay might will would\\ncan could must\\nshall should ought\\nMeaning.\\n197. All these are used with infinitives to form\\nverb phrases. Some examples of such phrases\\nare\\nSimple Infinitive. Perfect Infinitive.\\nMay write, be writing, have written, have been writing.\\nCan write, be writing, have written, have been writing.\\nMight write, be writing, have written, have been writing.\\nShould write, be writing, have written, have been writing.\\nWould be written, have been written.\\nOught to be written, to have been written.\\nSome of the\\nverb phrases.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0151.jp2"}, "152": {"fulltext": "146\\nPARTS OF SPKKCH.\\nNotes on\\nthese.\\nAnd SO on with the other words in Section 196.\\nNote. As in the case of other verb phrases, the tense\\nof a defective-verb phrase is determined by both of its\\nparts; for example, might he writing consists of the\\npast tense verb might and a simple infinitive, hence the\\nphrase is in the past tense might have written consists\\nof a past tense verb and the perfect infinitive have\\nwritten, hence the phrase is in the past perfect tense.\\nAll except ought take the infinitive without to,\\nor what is usually called the pure infinitive.\\nSince they are devoid of person and number\\nforms, the mood of defective verbs must be deter-\\nmined from the manner of their use in the sen-\\ntence.\\nExercise. Write sentences using 6 such phrases as\\nthe above in the indicative mood, and 4 in the sub-\\njunctive.\\nShall and\\nwill.\\nFuture tense.\\n198. The regular auxiliaries to indicate future\\ntime are shall with the first person, and will with\\nthe second and third persons, singular and plural.\\nI shall write\\nYou will w^rite\\nHe will write\\nWe shall write\\nYou will write\\nThey will write.\\nSuch a phrase as you will write is sometimes\\nused as a mild form of command, under the guise\\nof mere predicated action; as, You will study\\nthis closely.\\n199. But if, in addition to the idea of future\\naction, it is desired to express determination,\\npromise, or obligation, will is used with the first", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0152.jp2"}, "153": {"fulltext": "VERBS. 147\\nperson, and shall with the second and third per-\\nsons:\\nI will write We will write Determina-\\ntr .1 -tr -1 lion, etc., in\\nYou shall write You shall write future time.\\nHe shall write They shall write\\nExceptions.\\n1. If this phrase be placed in the form of a question\\nShall you write? then future action only is expressed, i^Q^^^i^ons.\\nsince the answer, I shall write, indicates simply future\\naction. Hence, in framing a question with the second\\nperson, use the same auxiliary that is to be expressed in\\nthe answer.\\n2. If, instead of using our own words about a per-\\nson s future action, we use his words, we must keep the in quotations.\\nsame auxiliary that he himself used. For example: a\\nperson says to me, I shall go with you if I myself\\npredict his action, I say, My friend will go with me\\nif I prefer to use his own words, I say, My friend says\\nhe shall go.\\n200. Should and would follow the same rules\\nas shall and will, respectively, except\\n1 When would refers to past habit or custom special uses\\n1.-1^ would and\\nor past determniation, it is used with the first, sec- should,\\nond and third persons as, The tears would run\\nplentifully down my face when I made these re-\\nflections; I set my dog upon the goats, but he\\nwould not come near them.\\n(2) When should means ought, it takes the\\nfirst, the second, and the third persons as, I had\\npaved with some square tiles; but I should not\\ncall them square.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0153.jp2"}, "154": {"fulltext": "148 PARTS OF SPEECH.\\nExercises on Shall, Will, Etc.\\n1. Tell what use shall, will, should, and would have\\nin the following sentences\\n(i) Shouldn t you like to be present at a scalping-\\nmatch, and see a fellow skinned alive?\\n(2) He would carry a fowling piece on his shoulder\\nfor hours together, trudging through woods and swamps.\\n(3) She says that the death of every bird which is\\nkilled in her ground will spoil a concert, and that she\\nshall certainly miss him the next year.\\n(4) Tell him that we yield to his rapacity as in simi-\\nlar circumstances we should to that of a robber.\\n(5) Everything about the place went wrong, and\\nwould go wrong, in spite of him.\\n(6) Why, you wouldn t like to keep the child, should\\nyou an old bachelor like you?\\n(7) The royal blood of our Saxon kings shall not be\\nspilt while mine beats in my veins nor shall one hair\\nfall from the head of the kind knave who risked himself\\nfor his master.\\n(8) I trust I shall remember the password.\\n(9) Say what we did was impudent. Would we not\\ndo it over again?\\n(10) On the last day of his life he said he would\\nrather have written Gray s Elegy than have won a battle^\\n(11) He set off with the thought that he should be\\nable to dress up and magnify to the admiration of a select\\ncircle.\\n(12) There was something in front of the fire that\\nwould have been tempting to a hungry man.\\n2. Explain the difference between the following sen-\\ntences as they stand and the same with the other auxil-\\niary substituted.\\n(i) Will [shall] he be allowed to join the club?\\n(2) You shall [will] not enter the house again.\\n(3) We should [would] not meet this man again if\\nwe remained here all day long.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0154.jp2"}, "155": {"fulltext": "VERBS. 149\\n(4) My opponent declared that he should [would]\\nknow the name of the man who hissed him.\\n(5) I shall [will] go; nobody will [shall] hinder me.\\n(6) Such a letter will [shall] never be written.\\nVERBALS.\\n201. A verbal is a word that in a general way,\\nexpresses action or being, but does not assert, and\\ncan not be used as a predicate.\\nIn the following pages the purpose Is mainly to\\nstudy such words separately, as verbals, and not\\nIn composition, as parts of asserting phrases.\\nThere are three kinds of verbals participles,\\ninfinitives, and gerunds.\\nDefinition.\\n202. A participle is an adjective verbal, which\\nregularly belongs to a noun or equivalent of a\\nnoun without describing It.\\nThe forms are familiar to the pupil, since so\\nmany of the simple participles were seen In verb\\nphrases; such as, zvalking, walked, bought,\\ndriven, held, seen.\\n203. The simple participles and phrases are\\nActive Voice.\\nImperfect, Writing Perfect, Having written\\nPerfect definite, Having been writing\\nPassive Voice.\\nImperf., Being written Perf., Written, having been written\\nParticiples.\\nLisi of forms.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0155.jp2"}, "156": {"fulltext": "I50 PARTS OF SPKEJCH.\\nThe form zvritten, when used alone as a verbal,\\nis always perfect and passive when used in verb\\nphrases, it may be active or passive (Section 194)\\nThe tense. 204. Participlcs have n\u00c2\u00a9 exact tense. The time\\nexpressed by the imperfect participle depends on\\nthe tense of the accompanying verb: thus, He\\ncomes, bringing good news (present). He\\ncame, bringing good news (past). He may\\nyet come, bringing good news (future).\\nThe perfect participle has in it a vague idea of\\npast time and of completed action; as, Having\\nobeyed the order, the officer came [comes, or had\\ncome] back to report.\\nExercises on Participles.\\n1. Write the participles of the verbs bring, begin, set,\\nsit, lie, lay, fall, see, build.\\n2. Tell which of the italicized words below are par-\\nticiples and which are adjectives, also whether each is in\\nthe attributive, appositive or predicate position (Section\\n154-\\n(i) A little gurgling sound ascended to the window.\\n(2) The man s demeanor was that of one walking\\nunder some malignant influence.\\n(3) Soon there emerged from urjder a sculptured\\nportal the figure of a young girl arrayed with much taste.\\n(4) His patients are interesting to him only as sub-\\njects for some new experiment.\\n(5) By the shattered fountain grew the magnificent\\nshrub, with purple gems clustering all over it.\\n(6) Having satisfied his curiosity by this investiga-\\ntion, he looked for the object of his resentment, whom\\nhe observed standing on the same spot, with the same", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0156.jp2"}, "157": {"fulltext": "VERBS.\\n151\\ncomposed countenance which he had exhibited upon the\\npreceding day.\\n(7) The general came in out of breath, having been\\nriding hard in pursuit of some deer.\\n(8) The gage having been delivered to the noble\\nknight, he was appointed to do this battle.\\n3. Write sentences having the participles interesting,\\nentertaining, terrifying, and forsaken in the attributive,\\nthe appositive, and the predicate use.\\n205. An infinitive is a verbal having the simple\\nor root form of a verb, and is used as a noun or as\\na modifier of some word in the sentence.\\nBesides the simple infinitive, there are phrases\\nused as single verbals, just as it was found in the\\ncase of participles but these infinitive phrases are\\nalways introduced by the root form of the verb.\\nFor example, in the sentence, Stone seems to\\nhave been robbed of its weight and density, have\\nis the simple form of the verb, though it is com-\\npleted by the participles been and robbed in form-\\ning the compound infinitive.\\nInfinitives.\\nHow recog-\\ntiized.\\n206. The remarks as to the tense of participles\\napply to all the verbals; all derive their tense\\nfrom that expressed by the verb used in connec-\\ntion with them.\\nThe infinitive forms and phrases are\\nActive Voice.\\nSimple, [To] write\\nImperfect, [To] be writing\\nPerfect, [To] have written\\nPerfect definite, [To] have been writing\\nList 0/ forms.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0157.jp2"}, "158": {"fulltext": "152\\nPARTS OF SPKECH.\\nOmission\\nof to.\\nUses of the\\ninfinitive\\nnoun.\\nPassive Voice.\\nSimple, [To] be written\\nPerfect, [To] have been written\\n207. The word to is not a necessary part of\\nthe infinitive, though it is called the infinitive sign\\nfrom its often introducing the verbal hence it is\\nprinted in brackets in Section 206.\\nThe to is omitted i in verb phrases with all\\nthe defective verbs except ought; (2) after the\\nobject of such verbs as let, feel, hear, see, and\\nusually make and hid (order) (3) often after\\nplease, need, and dare.\\nExamples.\\n(i) The twilight would of itself have rendered a\\ndisgui?e unnecessary, These peasants should be\\nrestrained.\\n(2) Let it not he objected that he did little. He\\nhad seen George go to the front.\\n(3) You need not be surprised. The villain dare\\nnot attack me.\\n208. The main uses of infinitives are as fol-\\nlows\\nI. The NOUN USES, which are: (i) as subject,\\nobject, etc.; as, (subject) To try by the strict\\nrules of art would be unfair (object) The\\nchaplain had been hoping to remain there.\\n(2) As complement of an intransitive or a\\ntransitive verb as\\nHis mission was to enlighten the whole people;\\nThe young gentleman had been allowed to have his own\\nway.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0158.jp2"}, "159": {"fulltext": "VERBvS.\\n153\\nII. The ADJECTIVE USE^ in modifying some adjectiz\\nnoun thus\\nI found no ravenous beasts to threaten my life.\\nIII. The ADVERB USE I to modify some ad-\\njective or adverb:\\nI was afraid to lie down on the ground, not knowing adT^erb.\\nbut some wild beast might devour me; I killed a large\\nbird that was good to eat.\\n(2) To modify a verb, and express the purpose\\nor the result of an action for example, (purpose)\\nT punish you now to guard you from greater\\npunishment hereafter (result) T also wheeled\\naround, but only to see the treacherous sands\\ngathering above her head.\\nExercises on Infinitives.\\n1. Write the infinitives of the verbs draw, see, learn,\\nhe, think, prove, lose, give.\\n2. Classify the infinitives in the following sentences,\\nand tell which use each has\\n(i) To be a tutor to such a pupil is absurd.\\n(2) The boys friend warned the lad to be prudent.\\n(3) Other servants darkened the porch windows with\\ntheir crisp heads to hear him discourse.\\n(4) She knew not from which she would like to part.\\n(5) I am not a man to be moved by a woman s tears.\\n(6) Let me endure the extremity of your anger.\\n(7) He is likely to raise a clamor loud enough to be\\nheard over twenty horns and trumpets.\\n(8) I will keep my word to share weal or woe with\\nthee.\\n(9) To have saved you is a sufficient reward.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0159.jp2"}, "160": {"fulltext": "154 PARTS OF SPKKCH.\\n(lo) If you were to bid me jump out of yonder\\nwindow, I should do it.\\n(ii) She happened to be going to see an old pauper.\\n(12) His lordship appeared to have been waiting for\\nsome one to bring just such news.\\n3. Write 9 sentences illustrating the uses of the infin-\\nitive as shown in Section 208.\\nGerunds. ^09. The gerund is a verbal which has the form\\nof a participle, but the use of a noun.\\nIt is to be distinguished, however, from the\\nparticiple and the noun; the participle never has\\nthe use of a noun, and a noun is never a verbal,\\nsince a mere naming word can not have the power\\nof governing.\\nThe noun has only the -ing form, while the\\ngerund has five forms like the participle, which\\nare:\\nActive Voice.\\nTheir nature.\\nTheir forms.\\nImperfect, Writing Perfect, Having written\\nPerfect definite. Having been writing\\nPassive Voice.\\nImperfect, Being written Perfect, Having been written\\nUses of 210. The uses of the gerund are here illus-\\ntrated:\\n1 As subject\\nMadame B. asked her if sitting backwards in thq\\ncarriage made her ill.\\n(2) As object of a verb or a preposition; as\\nThe Squire preferred talking loudly, scattering snuff,\\nand patting his visitors backs.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0160.jp2"}, "161": {"fulltext": "VERBS.\\n155\\nThe Earl had a way of understanding things without\\nspeaking.\\n(3) As an object while governing an object\\nIt is seldom that the miserable can help regarding\\ntheir misery as a wrong inflicted by those who are less\\nmiserable.\\n211. There are numbers of words ending- in\\nNouns in\\n-tug which not only can not govern, but which are -ing.\\nnot even the names of actions they are only com-\\nmon or abstract nouns, as in these sentences\\nHe turned and looked around his dwelling; She\\nhad high veracity, delicate honor in her dealings; I\\nthink those have the least feeling who act wrong; This\\ntime of the year is considered most suitable for a wed-\\nding; A blessing is flung abroad.\\nExercises on Gerunds.\\n1. Mention the gerunds in the following sentences,\\nand tell which use each one has\\n(i) Perhaps it would be just as happy in life without\\nbeing owned by its father.\\n(2) He was noted for preferring vicious animals.\\n(3) The legs were crossed, in token of the warrior s\\nhaving been engaged in the holy war.\\n(4) Drinking toasts seems a point of honor with them.\\n(5) He was the singing-master, and picked up many\\nbright shillings by instructing the young folks.\\n(6) I want to make up with you for having been ex-\\nceedingly rude to everybody this morning.\\n(7) I remember in this very room, so coaxing my\\nfather, and mother, and your grandfather.\\n(8) The mere starting of a nail, the yawning of a\\nseam, might give him entrance.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0161.jp2"}, "162": {"fulltext": "156 PARTS OF SPEECH.\\nreview.\\n2. Write sentences using gerunds as follows: (a)\\n3 with gerunds used as subjects and followed by objects;\\nthe same modified by adverbs; (c) 3 with gerunds\\nas objects of prepositions and completed by objects\\n3 with gerunds as objects of verbs and modified by ad-\\nverbs.\\nSummary in 212. There have now been distinguished four\\nkinds of words ending in -ing, namely\\n(i) Nouns, merely naming an object or a\\nquality.\\n(2) Adjectives, describing something named\\nby a noun.\\n(3) Participles, referring to nouns or pro-\\nnouns, but not directly modifying the meaning, or\\ndescribing.\\n(4) Gerunds, expressing action, having the\\npower of governing, but used like nouns in the\\nsentence.\\nExercises.\\n1. Tell what ofiice each -ing word has in these sen-\\ntences, and what part of speech it is\\n(i) She was in the habit of speaking of and to him\\nwith a protecting air, which was infinitively diverting.\\n(2) Here was a type of the beginning and the end of\\nhuman pomp and power.\\n(3) He was knowing enough with all his blushing\\ncheeks,\\n(4) The food would have been inviting to a hungry\\nman if it had been in a different stage of cooking.\\n(5) The pork had been hung so as to prevent the\\nroasting from proceeding too rapidly.\\n(6) He opened the door wide to admit Dolly, but\\nwithout otherwise returning her greeting than by moving\\nthe armchair a few inches.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0162.jp2"}, "163": {"fulltext": "VKRBS.\\n157\\n(7) How easy it is for one benevolent being to dif-\\nfuse pleasure all around him\\n(8) All bears marks of the gradual dilapidations of\\nlime, which has something pleasing in its very decay.\\n(9) A marble figure of Mary is stretched upon the\\ntomb, round which is an iron railing.\\n(10) Certain of the most authentic historians of these\\nparts, who have been careful in collecting and collating\\nthe floating facts concerning the specter, allege that, the\\nbody of the trooper having been buried in the church-\\nyard, the ghost rides forth to the scene of battle in\\nnightly quest of his head; and that the rushing speed\\nwith which he sometimes passes along the hollow, is\\nowing to his being belated.\\n(11) Entering the Court of the Lions, I was almost\\nstartled at beholding a turbaned Moor seated near the\\nfountain.\\n2. Write sentences using each of the following words\\nin as many of the four ways as you can packing, under-\\nstanding, painting, entertaining, being considered, having\\nlost.\\nVerbs\\nPARSING VERBS AND VERBALS.\\n213. All the simple and compound forms given\\nin Sections 187 and 188 will be parsed as regular\\ntenses of the verb, and none will be analyzed into\\nasserting words and infinitives or participles.\\nThe defective-verb phrases, as in Section 197, will verb phrases.\\nbe separated into their elements, then the whole\\nphrase parsed like any simple verb. Verbals will\\nbe parsed by giving the class, the form and the use\\nin each instance.\\nThe order for parsing verbs is as follows\\nI The class as to form, strong or weak, and\\nprincipal parts.\\nVerbals.\\nOrder for\\nparsirg\\nverbs.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0163.jp2"}, "164": {"fulltext": "T58 PARTS OF SPKKCH.\\n(2) The class as to use, transitive or intransi-\\ntive.\\n(3) The voice, active or passive.\\n(4) The mood, indicative, subjunctive, or im-\\nperative.\\n(5) The tense, and whether definite or not.\\n(6) The subject, person, and number.\\nModel for 214. For further guidance, a model for parsing\\neach of the above is now given.\\nNow that she found herself belated, even the ani-\\nmation of a vindictive purpose could not keep her from\\nfalling.\\nFound: principal parts are find, found, found,\\nhence it is a strong verb; has an object, herself,\\nhence it is transitive; represents the subject as\\nacting, and is active voice states a fact, therefore\\nindicative mood; expresses past time, and is in\\nthe past tense; third person, singular number,\\nbecause its subject is the pronoun she.\\nCould not keep is a negative verb phrase, con-\\nsisting of the verb could, the adverb not, and the\\nsimple infinitive keep. As a unit, the phrase is\\ntransitive, active voice, indicative mood, third per-\\nson, singular; its subject is animation.\\nBelated belongs to the word herself, and is a\\nperfect participle active; has the double use of\\nmodifying the object herself and of being the\\ncomplement of the verb found.\\nFalling is active, imperfect in form, and is a\\ngerund, since it is the object of the preposition\\nfrom.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0164.jp2"}, "165": {"fulltext": "VERBS. 159\\nSentences for General Exercise.\\n(i) There is an exquisite delight in picking up an\\narrow-head that was dropped centuries ago and has never\\nbeen handled since.\\n(2) I could wish that the grave might be opened, for\\nI would fain know whether either of the skeleton sol-\\ndiers has the mark of an ax in his skull.\\n(3) Many strangers come to view the battle ground.\\n(4) Do not believe these stories believe nothing of\\nme save what you have seen with your own eyes.\\n(5) We have been standing on the greensward.\\n(6) The brown spaniel, who had placed herself in\\nfront of him, and had been watching him for some time,\\nnow jumped up in impatience.\\n(7) God of Zion protect us! What a dreadful sight!\\n(8) Spare thy strength, good traveler, and I will undo\\nthe door, though it may be my doing so will be little to\\nthy pleasure.\\n(9) If thou losest the prize, thou shalt be stripped of\\nthy Lincoln green, and scourged out of the lists.\\n(10) His first intention was to hire a horse and ride\\nhome forthwith, for to walk so many miles without a\\ngun in his hand was out of the question.\\n(11) He had something else to curse his own folly.\\n(12) Towards this happiness he was impelled fitfully,\\nafter having passed weeks in which he had avoided her\\nas the far-off, bright-winged prize, that only made him\\nspring forward, and find his chain all the more galling.\\n(13) A thrill of indefinable horror shot through his\\nframe on perceiving that those dewy flowers were already\\nbeginning to droop they wore the aspect of things that\\nhad been lovely yesterday.\\n(14) He must soon, he thought, be getting near the\\nopening at the Stone Pits he should find it out by the\\nbreak in the hedgerow.\\n(15) About twilight on the second day she found her-", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0165.jp2"}, "166": {"fulltext": "l6o PARTS OF SPEECH.\\nself entering Paita, without having had to swim any\\nriver in her walk.\\n(i6) If thou accomplish thy purpose, I will pay thee\\nwith my casque full of crowns.\\n(17) If the long letters were bows, and the short\\nletters broad arrows, I might know something of the\\nmatter.\\n(18) His gold, as he hung over it, and saw it grow,\\ngathered his power of loving together.\\n(19) A dissertation on the book of Job which only\\nJob himself could have had the patience to read filled\\nat least a score of small thickset quartos.\\n(20) Give me a stoup of wine, as jolly Prince John\\nsaid, that I may wash away the relish.\\n(21) Had I not been armed in proof, the villain had\\nmarked me down seven times with as little compunction\\nas if I had been a buck in season.\\n(22) May each stone in this vaulted roof find a tongue\\nto echo that title into thine ear\\n(23) Could I but grapple with these horrors that\\nhover round, as I have done with mortal dangers,\\nHeaven should never say that I shrunk from the conflict\\n(24) The elder books seemed to have been earnestly\\nwritten, and might be conceived to have possessed\\nwarmth at some former period.\\n(25) He lifted his hands to his head, trying to steady\\nhimself, that he might think.\\n(26) One morning he was disagreeably surprised by\\na visit from the professor, whom he had scarcely thought\\nof for whole weeks, and would willingly have forgotten\\nstill longer.\\nSYNTAX OF VERBS AND VERBALS.\\nI. Verbs.\\n215. In expressing a wish or a condition con-\\ntrary to fact, the subjunctive form is to be regu-\\nMood.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0166.jp2"}, "167": {"fulltext": "VERBb. l6l\\nTense.\\nlarly used, and the indicative is to be avoided.\\nExamples have been given.\\n216. In a narration of past events the past tense\\nmay be used, or the present vividly representing\\npast time but the two should not be confused in\\nthe same sentence. (Correct use) A scuffle en-\\nsues; a clatter is Jieard among the knives and\\nforks of the dessert; a glass tumbles over and\\nbreaks. (Incorrect) When he is in the boat,\\nhe cries to the hermit, Shrieve me, holy man, and\\nthen he told his story.\\n217. The general rule is, that subjects of sin- Number.\\ngular meaning have the singular form of the verb,\\nand subjects of plural meaning take the plural\\nform of the verb.\\nThis applies also to the predicate noun, since it\\nis in most cases awkward or incorrect for a sin-\\ngular verb to be followed by a plural complement,\\nor lice versa; as, Neither of the two great gen-\\nerals was wise and prudent statesmen, for a\\nwise and prudent statesman/\\n218. Singular subject axd singular verb\\n(i) Words of singular form and singular Subjects sin-\\ngular in\\nmeanmg, the commonest form ot agreement; as. idea.\\nThe day z^ as clear.\\n(2) Collective nouns naming the collection as\\na unit: as, The world has likewise heard those\\nnames.\\n(3) ords of plural form but singular mean-\\ning; as, Physics is an important branch of edu-", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0167.jp2"}, "168": {"fulltext": "1 62 PARTS OF SPKKCH.\\ncation. The writer tells us that The Visions\\nof Mirzah zvas found at Grand Cairo. There\\nis two hundred zecchins in that pouch.\\n(4) Two or more singular words connected by\\nor or nor; as, The heart or the judgment or the\\nmoral sense or the taste is dissatisfied with this.\\nNot a hoof nor a wheel ivas to be heard.\\n(5) Two or more singular words preceded by\\nthe adjectives each, every, no, emphasizing each\\nsubject separately; thus, Each pendent twig and\\nleafy festoon zvas in a blaze. Every change of\\nseason, every change of weather, indeed every\\nhour of the day produces some change in the\\nmagical hues. No sophistry, no vain logic\\ndetains him.\\n219. Plural subject and plural verb\\nplural in I Words of plural form and plural meaning\\nas, These things folloiv each other by a general\\nlaw.^\\n(2) Collective nouns thought of as naming the\\nindividuals of the group separately; as, The\\nquiet congregation of trees are fringed with fo-\\nliage. The audience zvere soon in excitement.\\n(3) Two or more singular subjects connected\\nby and, a separate idea being presented by each\\nas, His step and mien were particularly sedate\\nand lofty.\\nCaution. But several singular subjects may take a singu-\\nlar verb if they are regarded as making up one\\nidea; as", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0168.jp2"}, "169": {"fulltext": "VERBS. 163\\nFor the best of the cheer, and the seat by the fire\\nIs the undenied right of the Barefooted Friar.\\nExercise. Write sentences to illustrate all the above\\npoints on the syntax of verbs.\\nII. Verbals.\\n220. A common error in the use of the parti- Participles,\\nciple is the lack of proper connection between the\\nparticipial phrase and the leading subject of the\\nsentence thus, Despairing of any hope of return,\\nthere came a large bird, an albatross, lighting\\nupon the ship. fonJectzon.\\nThe meaning seems to be that the large bird\\ndespaired of any hope of return, and the parti-\\ncipial phrase should be so re-written as to make\\nthe proper sense and connection with the word\\nmodified, thus i The sailors despairing,\\nthere came, etc.; (2) Despairing of any hope\\nof return, the sailors were surprised to see a large\\nbird, etc.\\n221. Generally, the simple infinitive should be\\nused to express the same time as an accompanying-\\nverb, and the perfect infinitive to express time\\nbefore the action of the main verb as\\nIt is gratifying to sec that feeling completely\\naroused. He would have liked to spring on Dunstan.\\nThis extraordinary man is said sometimes to have\\ngiven w^ay to spiritual delusions. The priest seemed\\nto have exhausted more of life than the Egyptian.\\nInfinitives.\\nRelation to\\nmain. I erb.\\nThis rule applies to verb phrases having simple\\nor perfect infinitives; as, He felt that he could", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0169.jp2"}, "170": {"fulltext": "164\\nPARTS OF SPKKCH.\\nAn exception.\\nGerunds.\\nWith pos-\\nsessive.\\ndraw a magic circle around her. It could not\\nhe seen that they intercepted for a moment the\\nfaint gleam athwart which they must have\\npassed.\\n222. But whenever the main verb is expect,\\nwish, hope, intend, fear, etc., the simple infinitive\\nis to be used with any tense of the verb to express\\nfuture ti me as\\nMy father expects [expected, etc.] to sail for Paris\\nto-day.\\nThey had hoped to reach the green banks of the\\nTagus before the noonday.\\nAccording to the usage of present-day English,\\nthe proper relations of words are violated in such\\na sentence as this\\nThen went the Captain with the officers, and brought\\nthem without violence for they feared the people, lest\\nthey should have been stoned.\\nThe proper form now is should he stoned.\\n223. In such a sentence as, I was astonished\\nto hear of him stealing the money, the object of\\nthe preposition of is not the pronoun him, but the\\ngerund stealing; the pronoun is intended to mod-\\nify the gerund, and is usually found in the pos-\\nsessive form his. The objective form also is used\\nby writers, but many condemn this as wholly in-\\ncorrect.\\nDirect and Indirect Discourse.\\nDefinitions. 224. A dlicct quotation is a copy of the exact\\nwords used by a writer or speaker; an indirect", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0170.jp2"}, "171": {"fulltext": "VERBS. 165\\nquotation is a report in our own words of what a\\nwriter or speaker said thus\\n(Direct) Exavipus.\\nWhat have I done, child? said Priscilla, in some\\nalarm. Why, you asked them if they minded about\\nbeing ugly said her sister Nancy.\\n(Indirect)\\nPriscilla, in some alarm, asked what she had done,\\nNancy replied that she had asked them if they minded\\nabout being ugly\\n225. Several points of difference between di-\\nrect and indirect discourse are to be noticed\\n(i) Direct quotations are always indicated by 2^.^^,%^\\nquotation marks; direct questions have also an\\ninterrogation point. The quotation, if a sentence,\\nbegins with a capital letter, and is separated from\\nthe main clause by a comma, sometimes by a\\ncolon\\n(2) Indirect quotations are united with the\\nclause introducing them they have no quotation puitctuatio\\nmarks or interrogation points, do not begin with\\na capital letter, and are not separated by commas\\nor colons as a rule, the statements begin with the\\nword that, and the questions with zvhether or if\\nor some interrogative word used in the direct\\nquestion.\\n(3) The verb governing the direct quotation\\nhas no effect on the verbs in the quotation, each I erbs.\\nhaving the tense required by the meaning but in\\nthe indirect quotation the verbs have such tenses\\nas suit the governing verb.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0171.jp2"}, "172": {"fulltext": "1 66 PARTS OF SPEKCH.\\nPronouns. (4) Thc dircct quotation has the same freedom\\nwith pronouns as with verbs the indirect quota-\\ntion uses only such pronouns as agree with the\\npersons in the main clause; as\\n(Direct)\\nNay, said I to her with a gush of tenderness, T\\nrejoice at the wrongs which drove thee to this blessed\\nlawsuit\\n(Indirect)\\nI exclaimed to her with a gush of tenderness that\\nrejoiced at the wrongs which drove her to this blessed\\nlawsuit\\nNotes. i. If a direct quotation is included within a\\ndirect quotation, that included has single marks Why,\\nyou asked them, Do you mind about being ugly? said\\nher sister Nancy,\\n2. An imperative verb is usually changed to an indica-\\ntive followed by an infinitive; (direct) Bring forth the\\nconverts! cried a voice. (Indirect) A voice ordered\\nthem to bring forth the converts.\\n3. A past tense in the main clause may be followed by\\na present tense in the clause of indirect quotation, if the\\nlatter verb is intended to express a statement true at all\\ntimes.\\nExercises.\\n1. Copy the following from dictation change the\\ndirect quotations to indirect, and the indirect to direct\\n(i) Come, said I to my friend, or I shall be\\ntempted to make a theory after which there is little\\nhope of any man.\\n(2) Having been on speaking terms with one of those\\npersons, I called him and inquired what was his busi-\\nness there.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0172.jp2"}, "173": {"fulltext": "ADVKRBS. 167\\n(3) Sir, he said to me with a sad yet mild and\\nkindly voice, do you call yourself a pilgrim?\\n(4) I observe a few crumbling relics, said I. But\\never and anon, I suppose, Oblivion comes with her hage\\nbroom and sweeps them all from the marble floor.\\n(5) Jem Rodney averred that, on coming up to him,\\nhe saw that Marner s eyes were set like a dead man s,\\nand he spoke to him, and shook him, and his limbs were\\nstiff.\\n(6) Silas confessed that he could never arrive at any-\\nthing higher than hope mingled with fear, and listened\\nwith wonder when William declared that he possessed\\nunshaken assurance.\\n2. What of the two sentences below\\n(i) A policeman awoke him and asked him what was\\nhe doing there at that time of night\\n(2) Professor A. asked N. would he not go with him,\\nfor he needed some one to mount specimens for him.\\nADVERBS.\\n226. Some examples of adverbs are here given\\n(a) He observes how heavily the branches are\\nweighed down.\\n(b) We have sought a somewhat devious track in\\nour walk.\\n(c) He had resided almost entirely with the Squire.\\nThe words heavily, dozvn, and entirely are used\\nto modify the verbs are weighed and had resided,\\nand to tell how, or in what way, the action is per-\\nformed; the word somezvhat modifies the adjec-\\ntive devious and tells how much, or in what de-\\nUse of\\nadverbs.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0173.jp2"}, "174": {"fulltext": "i68\\nPARTS oi^ spe:kch.\\ngree; the words how and almost modify adverbs\\nalready mentioned, and tell in what degree.\\nDefinition. Advcibs are words used to modify verbs, adjec-\\ntives, and other adverbs.\\n227. Adverbs modify also phrases and clauses\\nused as adverbs for example\\nAcross the rafters were placed two boards exactly of\\nthe same size (phrase).\\nJust as he had got halfway through the hollow, the\\ngirths of the saddle gave way (clause).\\nFurther\\nexplanation.\\nAny verbal word may be modified by adverbs;\\nas\\nThe very soul seems almost rapt away (participle).\\nHe attempted to dash briskly across the bridge\\n(infinitive).\\nHe had left the neighborhood partly in mortification\\nat having been suddenly dismissed by the heiress\\n(gerund).\\nExercise. Write sentences with adverbs modifying\\nthe verb, predicate adjective, participle, infinitive, and\\ngerund.\\nClasses, as to\\nuse.\\n228. As to their ofiice in the sentence, adverbs\\nmay be simple, interrogative, or conjunctive.\\nThe adverbs in Section 226 are simple that is,\\nthey only modify and have no further office in the\\nsentence.\\nInterrogative adverbs are those that modify and\\nalso are used to ask a question as, Where is the\\nmaster who could have taught Shakespeare\\nConjunctive adverbs are those that modify and\\nalso help to connect clauses thus, As much wis-", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0174.jp2"}, "175": {"fulltext": "ADVERBS. 169\\ndom may be expended on a private economy as on\\nan empire.\\nI. Simple Adverbs.\\n229. Simple adverbs are divided into five\\nclasses\\n(i) Time: nozv, then, yesterday, to-morrow, classes o/\\nJ J simple ad-\\nto-day, soon, late, ever, never, lately, hereafter,\\nthereupon, etc.\\n(2) Place: here, there, hither, thither, hence,\\nthence, and the compounds herein, therein, else-\\nwhere, nowhere, anywhere else, etc.\\n(3) Manner, telling how easily, thoroughly,\\notherzvise, solemnly, deeply, etc. most adverbs\\nending in -ly.\\nThese three classes modify verbs exclusively.\\n(4) Degree, telling how much and modifying\\nadjectives and adverbs so, too, as, very, almost,\\nenough, etc.\\n(5) Assertion, modifying not some single\\nword, but a whole statement, and changing its\\nmeaning: probably, surely, perhaps, doubtless,\\ncertainly, hardly, not, etc.\\nExercise. Write sentences having 5 adverbs of each\\nof the above 5 classes.\\n230. Many of the above words change from\\none class to another, according to the meaning\\nthey express thus\\nSo died the hero (manner).\\nSo far we cannot go (degree).\\nThe plague spreads gradually but surely (manner).\\nSurely he cannot have betrayed us (assertion).\\nverbs.\\nShifting of\\nadverbs.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0175.jp2"}, "176": {"fulltext": "lyo\\nPARTS OF SPEECH,\\nExercise. Write sentences using the word then as\\nan adverb of time and assertion; so as an adverb of\\nmanner, degree and assertion certainly as an adverb of\\nmanner and assertion; far as an adverb of place and\\ndegree.\\nII. Interrogative Adverbs.\\n231. Interrogative adverbs introduce questions\\nand express time, place, manner, reason, and\\ndegree. The chief ones are when, zvhere, why,\\nand how; for example, Hozv and when had the\\nchild come into the hut\\nTwo classes:\\nInterroga-\\ntive.,\\nIII. Conjunctive Adverbs.\\n232. Conjunctive adverbs include two sub-\\nclasses\\nI Interrogative adverbs in indirect questions\\nare conjunctive, since they both modify and con-\\nnect as\\nHe did not learn how this failed. Still no one\\nasks why such measures are not taken.\\n(2) Of certain pairs of connecting words, the\\nCorrelative, first, or modifying word, is usually an adverb, the\\nsecond a conjunction; such are, as so,\\nthe the, as as, so that,\\nso as. All the words of the first two sets\\nare adverbs, but they help to connect. Examples\\nYet the more the alchemist labored, the less hope had\\nhe of such an achievement.\\nSo brilliantly were they polished as to resemble the\\nfinest specimens of emerald.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0176.jp2"}, "177": {"fulltext": "ADVERBS. 171\\nSome say we have already as good poets as any in\\nthe world.\\nNote. The is not to be called an article in the above\\nuse.\\nExercise. Write 10 sentences illustrating the use of\\ndifferent words as conjunctive adverbs, some modifying\\nadjectives and some adverbs.\\n233. Comparison is the only inflection of ad- comparison\\nverbs. Many words are used as adjectives and of adverbs,\\nadverbs without change of form, and are inflected\\nby the endings -er and -est; such are high, deep,\\nloud, ividc, hard, long, etc.\\nMost of the words compared irregularly as ad-\\njectives are used as adverbs (Section 146) but\\nbetter, best, have the positive adverb well; and\\nzvorse, zvorst, the positive ill or badly.\\nAdverbs ending in -ly take the adverbs more\\nand most to express the degrees of comparison;\\nas, more carefidly, most carefidly.\\n234. In watching the use rather than the form\\nof ^adverbs, the student will need to keep in mind\\ntwo things that adverbs often do not end in -ly,\\nand that very many words ending in -ly are ad-\\njectives.\\nExercise. Point out the adverbs in the following sen-\\ntences, and tell which kind each is\\n(i) It is certainly the most unexcitable and sluggish\\nstream that ever loitered imperceptibly towards its eter-\\nnity, the sea.\\n(2) The other Briton raised himself painfully upon\\nhis hands and knees and gave a ghastly stare.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0177.jp2"}, "178": {"fulltext": "172 PARTS OF SPEECH.\\n(3) Our garret was an arched hall, dimly illuminated\\nthrough small and dusty windows.\\n(4) There yet lingers with me a superstitious rever-\\nence for literature of all kinds.\\n(5) How gently did its gray, homely aspect rebuke\\nthe speculative extravagances of the day\\n(6) Then Nature will love him better than at any\\nother season, and will take him to her bosom with a\\nmore motherly tenderness.\\n(7) The breeze would linger fondly around us, but\\nsince it must be gone it embraces us with its whole kindly\\nheart and passes onward.\\n(8) Such delusions always hover nigh whenever a\\nbeacon-fire of truth is kindled.\\nParsing 235. Ill parsing an adverb, the pupil will tell\\n1 The class and sub-class to which it belongs.\\n(2) The degree of comparison, if it is com-\\npared.\\n(3) What word or expression it modifies.\\nSentences for General Exercise.\\n(i) Who can tell, when he sets forth to wander,\\nwhither he may be driven by the uncertain currents of\\nexistence, or when he may return?\\n(2) But where, thought I, is the crew?\\n(3) Their struggle has long been over; they have\\ngone down amidst the roar of the tempest.\\n(4) I regret to say that these customs are daily grow-\\ning more and more faint, being gradually worn away by\\ntime, but still more obliterated by modern fashion.\\n(5) His waistcoat is commonly of some bright color,\\nstriped, and his small-clothes extend far belov/ the knees,\\nto meet a pair of jockey-boots which reach about halfway\\nup his legs.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0178.jp2"}, "179": {"fulltext": "ADVERBS. 173\\n(6) The kitchen was hung round with copper and tin\\nvessels highly polished, and decorated here and there\\nwith a Christmas green.\\n(7) He regrets sometimes that he had not been born\\na few centuries earlier.\\n(8) So intent were the servants upon their sports that\\nwe had to ring repeatedly.\\n(9) Supper was announced shortly after our arrival.\\n(10) Though he was ostensibly a resident of the vil-\\nlage, he was oftener to be found in the Squire s kitchen.\\n(11) The more carefully his works are examined, the\\nmore clearly it will appear that this is the real clue to the\\nsystem.\\n(12) Could not Noll have given his poor relatives and\\nbrother-in-law a sop somewhere else?\\n(13) As the Sandwich Islander believes that the\\nstrength of the enemy he kills passes into himself, so we\\ngain strength of the temptation we resist.\\n(14) Why should he assume these faults?\\n(15) His sixty cords of wood had probably dwindled\\nto a far less ample supply.\\n(16) He is driven to entertain himself alone and ac-\\nquire habits of self-help and thus, like the wounded\\noyster, he mends his shell with pearl.\\n(17) It was because he dug deep that he was able to\\npile high.\\n(18) In his manners he was perfectly friendly, but so\\nsilent that he would often sit at the head of his table, and\\nleave it without uttering a word.\\n(19) The London people often wondered why he\\ntraveled with only one servant.\\n(20) This clever woman tired of most things and\\npeople sooner or later.\\n(21) How far had this pretty intrigue gone, was now\\nthe question.\\n(22) It is remarkable that the longer Bacon lived the\\nstronger this feeling became^", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0179.jp2"}, "180": {"fulltext": "174\\nPARTS OF SPEECH.\\nImportance\\noj position.\\nDouble\\nnegative.\\nConfusion of\\nadverbs and\\nadjectives.\\nSyntax of Adverbs.\\n236. Adverbs and adverbial expressions should\\nbe so placed that no one can doubt which words\\nthey modify. In the sentence, Her injuries were\\nso serious that she was expected to die for a long\\ntime, the phrase for a long time is at the first\\nglance taken to be a modifier of to die. To save\\ntrouble and error, the writer should have placed\\nthe phrase after that that for a long time she\\nwas, etc.\\nIn the sentence, I scarcely ever expect to have\\nsuch a pleasure, the ever belongs to the infinitive,\\nand should be placed after it I scarcely expect\\never to have, etc. The words even, merely, only,\\nalmost, nearly, etc., are often misplaced.\\n237. In English of the present day, two nega-\\ntive words are equivalent to an affirmative: I\\nnever have no luck means I have luck always.\\nIf the purpose is to make an affirmative statement,\\ntwo negatives or none may be used if a negative\\nis intended, only one negative should be used.\\nNot, never, no, none, nor, neither, nowhere, no-\\nbody, etc., are the commonest negatives but such\\nwords as hardly, scarcely, and hut have a negative\\nmeaning.\\n238. Errors are frequently made, especially in\\nthe predicate, by the improper use of adjectives for\\nadverbs, or of adverbs for adjectives.\\nIn the sentence, The child had never looked so\\nszveetly, the meaning intended is, The child never", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0180.jp2"}, "181": {"fulltext": "CONJUNCTIONS. 175\\nhad been so sweet in its appearance a quality of\\nthe subject is to be expressed, and the adjective illustrations.\\nszveet is the word needed.\\nIn the sentence, The silk was sent direct to\\nme/ the purpose is to describe the manner of\\nsending, and the adverb directly is the word to\\nuse.\\nIn general, if the purpose is to limit in some\\nway the action of the verb, an adverb should be\\nused; if the purpose is to express some quality or\\ncondition of the subject, an adjective is to be used.\\nThe words most frequently misused are real,\\nmost, near, good, previous^ for really (or very),\\nalmost, nearly, well, and previously.\\nGeneral rule.\\nExercise. Write 5 sentences in which the words feel,\\nappear, smell, cook, grozv, shall have adjective comple-\\nments, and 5 in which they sliall be modified by adverbs.\\nCONJUNCTIONS.\\n239. Conjunctions may join together\\n(i) Words; as, T seek the Vatican and the\\npalace.\\n(2) Phrases as, With his will or against his\\nwill, he draws his portrait.\\n(3) Clauses: (a) mdependent, Always pay; office of\\nfor first or last you must pay your entire debt\\n(b) independent and dependent, We meet as\\nwater meets water.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0181.jp2"}, "182": {"fulltext": "176 PARTS OF SPEECH.\\n,(4) Sentences; as, It has overflowed stone\\nfences and even rendered a portion of the highway\\nnavigable for boats. The waters, however, are\\ngradually subsiding.\\nConjunctions are words used for joining words,\\nphrases, clauses, and sentences.\\n240. Conjunctions are divided into two general\\nclasses coordinate and subordinate.\\nCoordinate conjunctions join words, phrases,\\nTwo main aiid clauscs of cqual rank; that is, in the same\\nconstruction, as (i), (2), (3) (a), above. Sub-\\nordinate conjunctions introduce clauses which are\\nsubordinate to those with which they are joined,\\n^s (3) Section 239.\\nCO-ORDINATE CONJUNCTIONS.\\n241. Coordinate conjunctions are of four\\nkinds\\nSub-classes, (i) CopuLATiVE, joining exorcssions in the\\nco-ordinate. J o xr\\nsame line of thought; that is, expressions which\\nmerely add to each other; as, and, also, likewise,\\nas zvell as, moreover.\\n(2) Adversative, joining expressions which\\nare adverse or opposed to each other: but, yet,\\nstilly however, nevertheless.\\n(3) Alternative, joining words or word\\ngroups and indicating a choice, usually between\\ntwo things for example, or, nor, either, neither,\\nelse, otherwise.\\n(4) Causal, joining clauses one of which ex-\\npresses the cause or consequence of the other;", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0182.jp2"}, "183": {"fulltext": "CONJUNCTIONS. 177\\nof their use.\\nsome of these are for, so, therefore, hence, then,\\naccordingly.\\nThe following sentences show the use of some illustrations\\nof the coordinate conjunctions of each class\\n(i) Hospitality must be for service and not for show,\\nor it pulls down the host.\\n(2) The portrait responded not so I sought an an-\\nswer for myself.\\n(3) Strangers may present themselves at any hour\\nand in whatever number.\\n(4) It is a noble, generous liquor, and we should be\\nthankful for it but water was made before it.\\n(5) We have seen or heard of many extraordinary\\nyoung men who never ripened, or whose performance in\\nactual life was not extraordinary.\\n(6) It might indeed sharpen and invigorate the minds\\nof those who devoted themselves to it and so might the\\ndisputes of the orthodox Lilliputians and the heretical\\nBlefuscudians about the big ends and the little ends of\\neggs. But such disputes could add nothing to the stock\\nof knowledge. The human mind, accordingly, instead\\nof marching, merely marked time.\\n(7) The sweet of nature is love yet if I have a friend\\nI am tormented by my imperfections.\\n(8) Neither the travelers nor their steeds were visible.\\n(9) He had never felt so lonely and dismal. He was,\\nmoreover, approaching the very spot.\\n(10) Their business is not to check, but to act. The\\nvery same things, therefore, which are the virtues of Par-\\nliaments may be vices in Cabinets.\\nExercises.\\n1. Classify the coordinate conjunctions in the above\\nsentences, and tell what each one connects.\\n2. Write sentences containing coordinate conjunc-\\ntions connecting (i) two noun clauses, (2) two adjec-\\ntive clauses, (3) two subjects, (4) two objects, (5) two", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0183.jp2"}, "184": {"fulltext": "178\\nPARTS OF SPEECH.\\nNature of\\ncompound\\nsentences.\\nThe adverb\\nclause.\\npredicate adjectives, (6) two adjective phrases, (7) two\\nadverb phrases, (8) two adverbs modifying the same\\nverb, (9) two verbs having the same subject and object.\\n242. Sentences which contain two independent\\nclauses are known as compound sentences. Many\\nexamples have been given in the sentences above.\\nThe compound sentence may have more than two\\nindependent clauses, and also dependent clauses;\\nthe main point to notice is, that at least it has two\\nindependent clauses.\\n243. Observe the following sentences\\n(i) I do not know when the boat will arrive.\\n(2) The hour when the boat arrives has passed.\\n(3) I will meet you when the boat arrives.\\nIn Section loi the pupil learned to distinguish\\nthe noun clause from the adjective clause; in sen-\\ntences (i) and (2) above, the conjunction zvhen\\nintroduces a noun clause and an adjective clause.\\nIn sentence (3), the conjunction when intro-\\nduces a clause used to modify the verb will meet\\nand to answer the question. At what time?\\nHence, the clause introduced by when is called an\\nadverb clause.\\nFrom this we see that some words may intro-\\nduce several kinds of clauses; and that the kind\\nof clause must be determined by its use in the sen-\\ntence.\\nExercises.\\n1- Write three sentences using zvhere to introduce a\\nnoun clause, an adjective clause, and an adverb clause.\\n2. Write a complex sentence having two dependent\\nclauses introduced by how.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0184.jp2"}, "185": {"fulltext": "CONJUNCTIONS. 179\\nSUBORDINATE CONJUNCTIONS.\\n244. Subordinate conjunctions may be Sub-ciasses,\\nsubordinate,\\n(i) Of time: when, before, after, since, as,\\nere, till, while, until; example\\nWe know truth ivlien we see it.\\n(2) Of place: where, zvherever, whither,\\nwhence, etc. for example\\nThey passed on through the forest, where no church\\nhad ever been gathered.\\n(3) Of manner: as, how, as if, as though\\nHis spirits rose with eating as some men s do with\\ndrink.\\n(4) Of CAUSE or reason: zvhy, as, because,\\nsince, inasmuch as\\nThis is perhaps the reason why we so seldom hear of\\nghosts. As he was a bachelor, and in nobody s debt,\\nnobody troubled about him.\\n(5) Of comparison: than and as; for ex-\\nample\\nHe knew more about the matter than he chose to\\ntell. His instrument was as old and battered as him-\\nself.\\n(6) Of purpose: that, so that, in order that,\\nlest; for example\\nHe distributed beef and ale and bread among the\\npoor, that they might make merry.\\n(7) Of result: so that, so as, also that and as\\nin a dependent clause following so in an independ-\\nent clause as", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0185.jp2"}, "186": {"fulltext": "l8o PARTS OF SPEKCH.\\nThere was another, stooping and laboring at a bass\\nviol so as to show nothing but the top of a round, bald\\nhead. He had pored over these volumes so intensely\\nthat they seemed to have been reflected into his face.\\n(8) Of CONDITION and concession if, unless,\\nprovided, though, although; examples:\\nleft to himself, he would have whistled away life\\nin perfect contentment. The Squire, though not su-\\nperstitious himself, was fond of seeing others so.\\n(9) Substantive: that introducing a noun\\nclause used as subject, object, appositional term,\\netc.; as\\nShe felt that it was a very hard trial for the poor\\nweaver.\\nExercises.\\n1. Write sentences using all the different kinds of\\nsubordinate conjunctions.\\n2. Write sentences with the conjunction why intro-\\nducing an adjective and an adverb clause; that and if\\nintroducing noun and adverb clauses.\\n245. The above list shows that some v^ords are\\nSome vart\\nousiyused. uscd as scveral kinds of conjunctions. As some\\nof them get their meaning from that of the accom-\\npanying clause, one must examine the meaning of\\nthe whole dependent clause in order to classify a\\ngiven conjunction. That may indicate purpose,\\nresult, and introduce a noun clause; since may\\nexpress time and reason; as may express time,\\nmanner, reason, comparison, and result. Some\\nin the list may be used as prepositions and simple\\nadverbs also.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0186.jp2"}, "187": {"fulltext": "CONJUNCTIONS. l8l\\nExercise. Tell what kinds of conjunctions that, as,\\nand since are in the following sentences\\n(i) That all this might not be too onerous on the\\npurses of his rustic patrons, he had various ways of\\nrendering himself useful and agreeable.\\n(2) But neither the government of France nor that\\nof England is so disorganized as to be fit for the propa-\\ngation of theological doctrines.\\n(3) We are apt to murmur against the whole system\\nof the universe, since it involves the extinction of so\\nmany summer days.\\n(4) So tenacious was he on this point, that the poor\\nsexton was obliged to strip down most of the trophies of\\nhis taste.\\n(5) He has also sorted a choir as he sorted my\\nfather s pack of hounds.\\n(6) It was but the rubbing of one huge bough upon\\nanother, as they were swayed by the breeze.\\n(7) I observed that he exercised rather a mischievous\\nsway with his v/and.\\n(8) It was now a twelvemonth since the funeral pro-\\ncession had turned from that gateway.\\n(9) Rip s sole domestic adherent was his dog Wolf,\\nwho was as much hen-pecked as his master.\\n(10) They could not do without him, as he was the\\nbest hand at a song and story in the household.\\n246. Correlative connectives are those that go\\nin pairs, each being needed to complete the other. cortdaUves.\\nSome few correlatives go in sets of three or more.\\nThey may be divided into four classes\\nI Two OR MORE COORDINATE CONJUNCTIONS\\nboth and, not only (not merely)\\nhut (but also, but even), either or, neither\\nnor, whether or (or zvhether), etc.;\\nfor example", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0187.jp2"}, "188": {"fulltext": "1 82 PARTS OF SPEECH.\\nBut neither climate nor poverty, neither study nor\\nthe sorrows of a homesick exile, could tame the des-\\nperate audacity of his spirit.\\n(2) A SUBORDINATE WITH A COORDINATE CON-\\nJUNCTION if then, though (although)\\nyet; for example\\nIf the poet write a true drama, then he is Caesar, not\\nthe player of Caesar. Although they had various suc-\\ncess, yet on the whole the advantage remained with the\\nchallengers.\\n(3) A SUBORDINATE CONJUNCTION WITH AN\\nADVERB SO as followed by an infinitive\\nphr3.se), or not so (nowhere so, etc.) as\\n(followed by a clause), as as, so\\nthat. To illustrate\\nNowhere does the grass spring up so industriously as\\nin this homely yard.\\n(See also Section 244 [5] and [7].)\\n(4) Two ADVERBS OF MANNER OR DEGREE: aS\\nSO, the the; thus\\nAs in dreams, so in the scarcely less fluid events of\\nthe world, every man sees himself in colossal. The\\nlonger I reflect, the less am I satisfied with the idea.\\nExercise. Write 8 sentences illustrating the use ol\\nthe different kinds of correlatives shown above.\\nContracted\\nclauses.\\n247. In learning to parse conjunctions, it is\\nwell to note the fact that frequently a conjunction\\nintroduces a clause which is contracted; that is,\\nits subject and part or all of its predicate are\\nomitted. In that case the missing part should", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0188.jp2"}, "189": {"fulltext": "CONJUNCTIONS. 1 83\\nbe supplied in order that the meaning and connec-\\ntion may be made clear. For example, in sen-\\ntences already quoted: His instrument was as\\nold and battered as [he] himself [was]. If\\n[he had been] left to himself, he would have\\nwhistled away life.\\nIn parsing a conjunction, the pupil will state\\n1 The class and sub-class to which it belongs. Parsing.\\n(2) What words, phrases, etc., it connects.\\nSentences for General Exercise.\\n(i) We are desirous, before we enter on the discus-\\nsion of this important question, to point out a distinction.\\n(2) Once while Hillard and other friends sat talking\\nwith us, there came a rustling noise, sweeping through\\nthe very midst of the company, so closely as almost to\\nbrush against the chairs.\\n(3) It is of very much more importance that men\\nshould have food than that they should have pianofortes.\\nYet it by no means follows that every pianoforte maker\\nought to add the business of baker to his own for, if\\nhe did so, we should have worse music and worse bread.\\n(4) They could not have paid a more acceptable com-\\npliment to my abode, nor to my own qualities.\\n(5) I never like to notice M. du Miroir, nor to ac-\\nknowledge the slightest connection with him. He,\\nhowever, has no scruple about claiming my acquaintance,\\neven when his common sense might teach him that I\\nwould as willingly exchange a nod with Old Nick as with\\nhim.\\n(6) Somewhere, not only an orator but every man\\nshould let out all the length of the reins.\\n(7) Unless he be another Lado whose garments the\\ndepths oi the ocean could not moisten, it is difficult to\\nconceive how he keeps himself in any decent pickle,", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0189.jp2"}, "190": {"fulltext": "184 PARTS OF SPEECH.\\nthough I am bound to confess that his clothes seem al-\\nways as dry and comfortable as my own.\\n(8) He who has more obedience than I masters me,\\nthough he should not raise his finger.\\n(9) He must find in that an outlet for his character,\\nso that he may justify his work.\\n(10) If you would serve your brother because it is\\nfit for you to serve him, do not take back your word s\\nwhen you find that prudent people do not commend you.\\n(11) It was not long ere we found him.\\n(12) As I passed its threshold, it seemed like stepping\\nback into the regions of antiquity.\\n(13) We step curiously and softly about, as if fearful\\nof disturbing the hallowed silence of the tom.b.\\n(14) The monuments are generally simple, for the\\nlives of literary men afford no striking themes for the\\nsculptor.\\n(15) This helped to account not only for there being\\nmore profusion in the holiday provisions, but also for the\\nfrequency with which the Squire condescended to preside\\nin the parlor of the Rainbow Inn.\\n(16) Supper was his favorite meal, because it came at\\nhis time of revelry, when his heart warmed over his gold.\\n(17) He turned, and tottered towards his loom, and\\ngot into the seat where he worked.\\n(18) Mr. Macey thought this was nonsenes, since the\\nlaw was not likely to be fonder of lawyers.\\n(19) As he had never been guilty of such an offense\\nbefore, the affair would blow over after a little storming.\\n(20) The rain and darkness had got thicker, and he\\nwas glad of it though it was awkward walking with\\nboth hands filled, so that it was as much as he could do\\nto grasp his whip along with one of the bags. But when\\nhe had gone a yard, he might take his time. So he\\nstepped forward into the darkness.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0190.jp2"}, "191": {"fulltext": "CONJUNCTIONS.\\nPlacing of\\ncorrelatives.\\nSyntax of Conjunctions.\\n248. In the use of coordinate correlatives, care\\nshould be taken to use the proper words in sets\\nand to place them in corresponding positions for\\nexample\\nThe assailants might introduce into the underwood\\nwhatever force they thought proper, not only under\\ncover, but even without the knowledge of the defenders.\\nThou shalt have neither answer, nor aid, nor obe-\\ndience at their hands.\\nUsually it is best to notice what kind of expres-\\nsion the second correlative precedes, and then to\\nmake the position of the first correspond to that\\nof the second. In the above sentences, not only\\nand but even are followed by phrases; neither,\\nnor, nor are followed by nouns.\\nThe following sentence is faulty\\nHe neither exhausts himself or his hearers at each\\nservice.\\nThe correct writing would be\\nHe exhausts neither himself nor his hearers, etc.\\n249. The word what is sometimes incorrectly\\nused as a conjunction, as in the sentence\\nI do not know hnt what his explanation is the best.\\nWhat is never a subordinate conjunction; hut,\\nbut that, or that not should be used.\\nIt is well, however, for the student to note two\\ntypes of correct sentences which are not to be\\nconfotmded with that just given:", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0191.jp2"}, "192": {"fulltext": "l86 PARTS OP SPEECH,\\nCorrect use. (i) In this he can be said to assume nothing hut\\nwhat he can readily prove.\\n(2) O Lady we receive but what we give.\\nIn I but is a preposition and zvhat a relative\\npronoun; in (2), but is an adverb and what a\\nrelative pronoun both sentences are clear, correct\\nEnglish.\\n250. Notice carefully this sentence\\nWe can learn as much, if not more, out of school\\nthan in school.\\nUse 0/ as and lu making a comparison of equality, as is the\\nconjunction to use; but in making a comparison\\nof inequality, than should follow the comparative\\nword.\\nHence, if a sentence has a comparison of equal-\\nity and also one of inequality, both clauses should\\nbe so arranged that each conjunction may have the\\nproper connection\\nWe can learn as much out of school as in school, if\\nnot more [than we can learn in school].\\nother errors 251. Bcsidcs thcsc inaccuracics, several other\\nto notice. errors may be spoken of in this connection\\nIn the sense of attempt to, the proper expression\\nis try to instead of try and.\\nThe word without is never a conjunction, but is\\nnow and then wrongly used instead of unless.\\nThe word like is not to be used as a conjunction\\ninstead of as, as if, or as though when a verb fol-\\nlows in the clause.\\nThe conjunction as should not be used instead", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0192.jp2"}, "193": {"fulltext": "PREPOSITIONS. 187\\nof that to introduce a noun clause as, I do not\\nknow as he shall have such a privilege.\\nThe conjunctions how and where are sometimes\\nimproperly used for thatj and when is used in-\\nstead of a substantive word in the predicate; as,\\nAbdication is zvhen a ruler gives up his throne.\\nA correct expression would be, Abdication is the\\ngiving up of a throne by a ruler.\\nPREPOSITIONS.\\n252. Prepositions connect parts of sentences, office of\\nbut have in addition the quality of expressing the P P^\\nrelation of one word or expression to another:\\nthus, His first movement after the shock was to\\nwork in his loom. A weaver who came from\\nnobody knows where, worked wonders imth a\\nbottle of brown waters.\\nThe word after introduces the phrase after the\\nshock, and shows the relation of time between\\nmovement and shock; in shows the relation of\\nplace and connects to work and loom; from ex-\\npresses separation, zvith, means or instrument.\\nA preposition is a word used to introduce an\\nadjective phrase or an adverb phrase, and to ex-\\npress relation between an object and the word\\nmodified.\\n253. The object of a preposition may be\\n(i) A WORD, noun, pronoun, adverb, gerund,\\netc.; as\\nDejiniiion.\\nObjects of\\nprepositions", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0193.jp2"}, "194": {"fulltext": "PARTS OF SPEECH.\\nIn coming from there, he had to pass through the\\nvillage.\\n(2) A phrase; as\\nAaron had made an outwork of his mother s chair,\\nand was peeping round from behind itf\\n(3) A clause; as\\nThere was no word in it that could rouse a memory\\nof what lie had known as religion.\\n254. Some idiomatic constructions with prep-\\nositions may be mentioned and illustrated here\\nThe preposition sometimes follows its object\\nPreposition\\n^/b-ect^^ when this is an interrogative or a relative word;\\nas\\nGodfrey had better reason than any one else to know\\nwhat his brother was capable of. The head was held\\nup to see where the cunning gleam came from.\\nObject The object of a preposition may not be ex-\\npressed, especially if a relative pronoun as\\nThere was nothing that called out his love for the\\nstrangers [whom] he had come amongst. The Squire\\nwas in higher spirits than [those which] we have seen\\nhim in at breakfast.\\nAfter an infinitive the preposition may be used\\nwithout an object, the same being merely implied;\\nthus\\nThis authority carried with it the right to sell you the\\nground to be buried in [in which to be buried]. When\\nyou can see j^our face in a table, there s nothing else to\\nlook for [for which to look].", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0194.jp2"}, "195": {"fulltext": "PREPOSITIONS.\\n189\\nAfter the words like and near, which are ad-\\nIViih near\\njectives or adverbs, according to their use in the andixk^.\\nsentence, the preposition to is usually omitted;\\nfor example\\nHe must soon be getting near the Stone Pits. The\\nfeast was not to end with a single evening, like a paltry\\ntown entertainment,\\nSome prepositions are used to complete the\\nmeaning of verbs and verbals, and may be con-\\nsidered a part of them; thus:\\nMr. M. did not doubt that he had been listened to.\\nThere may still remain some creditors unpaid, even\\nafter all that I have shall have been disposed of. This\\npaused him to be looked upon as a prodigy. Mrs.\\nSiddons was prevailed on to read passages from both\\nShakespeare and Milton.\\nPart 0/ verbs.\\n255. Prepositions may be single words or com-\\nbinations of two or three words used as one; as,\\nthrough, by, zvith, out of, because of, by way of,\\nin place of, etc.\\nThey can not all be classified, on account of the\\ngreat variety of relations expressed by them.\\nThe largest classes are those of time and place.\\nThe chief ones expressing time are after, dur-\\ning, pending, ere, since, till, until. Some prep-\\nositions expressing other relations may be ap-\\nplied to time; such are, about, before, above, at,\\nbetzveen, by, near, on, etc.\\nThe prepositions of place may be divided into\\nI those of PLACE WHERE abaft, about, above,\\nacross, amid (amidst), among (amongst), around\\nClassifica-\\ntion.\\nTime.\\nPlace.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0195.jp2"}, "196": {"fulltext": "IQO PARTS OF SPEECH.\\n(round), at, below, beneath, beside, between (be-\\ntzvixt), beyond, in, on, over, under (underneath),\\nupon, zvithin, without; (2) place whither\\ninto, through, throughout, to, tozvards, unto^ up;\\nPLACE WHENCE dozvu, froui, away from, dozvn\\nfrom, off, out of.\\nExercise. Write sentences having s prepositional\\nphrases modifying nouns, and 5 modifying verbs.\\nivords words may be prepositions or con-\\nTsed junctions according to use, and a few may be\\nprepositions, conjunctions, or adverbs. The use\\nmust be closely watched.\\nExercises.\\n1. Tell the use of the italicized words below, and\\npoint out what part of speech each is\\n(i) Now he leads the same life as before.\\n(2) It was the very spot for a clergyman s residence.\\n(3) The wind, after blustering all day, hushes itself\\nto rest.\\n(4) The timbers are green with half a century s\\ngrowth of watermoss; for during that length of time\\nthe tramp of horses and human footsteps have ceased.\\n(5) The two soldiers have eversince slept peacefully.\\n(6) His soul was tortured by the blood-stain before\\nwar had robbed human life of its sanctity.\\n(7) The old minister, before reaching his patriarchal\\nage of ninety, ate the apples from this orchard.\\n(8) The cabbage swells to a monstrous circumference,\\nuntil its ambitious heart often bursts asunder.\\n(9) Nothing but a becoming blush betrayed the mov-\\ning thoughts that urged themselves upon her.\\n(10) There were two doors to the parlor, but the\\nlower one was crowded by the servants.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0196.jp2"}, "197": {"fulltext": "PREPOSITIONS. 191\\n(11) In such spells of weather Eve s bower in Para-\\ndise was but a cheerless kind of shelter.\\n(12) Ducks that had been floating there since the\\npreceding eve were startled at our approach.\\n(13) Until now he had not been aware of the tyranniz-\\ning influence acquired by one idea.\\n(14) An old farmer, who had been down to New\\nYork several years after, brought the news.\\n(15) Since his brother was supposed to be lost, Harry\\nwas regarded as heir to the Virginia estate.\\n2. Write sentences of your own using the above ital-\\nicized words in as many ways as they are there used.\\n257. In parsing a preposition, it is necessary\\nonly to tell what kind of phrase it introduces, and\\nbetween what words it shows relation; for ex-\\nample\\nAt every pause in the general conversation he re-\\nnewed his bantering.\\nSince at every pause modifies renewed, it is\\nan adverbial phrase, and at shows the relation be-\\ntween renewed and pause; the phrase in\\nconversation, modifying pause, is an adjective\\nphrase, and in shows the relation between pause\\nand conversation.\\nSentences for General Exercise.\\n(i) This attack was commenced by the ladies, but it\\nwas continued throughout the dinner by the fat-headed\\ngentleman.\\n(2) When I returned to the drawing-room, I found\\nthe company seated round the fire.\\n(3) It was said to get up from the tomb and walk the\\nrounds of the churchyard in stormy nights.\\nParsing,", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0197.jp2"}, "198": {"fulltext": "192 PARTS OF SPEECH.\\n(4) These tales were often laughed at by some of the\\nsturdier among the rustics.\\n(5) Methinks I hear the question asked by my graver\\nreaders, To what purpose is all this?\\n(6) The approach to the Abbey through these gloomy\\nmonastic remains prepares the mind for its solemn con-\\ntemplation.\\n(7) The monuments are generally simple, for the lives\\nof literary men afford no striking themes for the sculptor.\\n(8) He has lived for them more than for himself.\\n(9) A flight of steps leads up to it, through a deep and\\ngloomy but magnificent arch.\\n(10) How often did he shrink with curdling awe at\\n(the sound of his own steps on the frosty crust beneath\\nhis feet!\\n(11) The place still continues under the sway of\\nsome witching power, that holds a spell over the minds\\nof the good people, causing them to walk in a continual\\nreverie.\\n(12) He seldom sent either his eyes or his thoughts\\nbeyond the boundaries of his own farm.\\nSyntax of Prepositions.\\n258. Certain words must be followed by spe-\\nWords with cial prepositions, sometimes because of the orig-\\nprepositions. inal meaning, sometimes only because of custom-\\nary usage. These must be learned gradually by\\nobservation and practice, but some of the impor-\\ntant sets may be mentioned here: absolve from,\\nacquit of, bestow upon, comply with, conform to,\\nconversant with, dependent on (upon), deprive\\nof, different from, dissent from, independent of,\\nprofit hy.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0198.jp2"}, "199": {"fulltext": "PREPOSITIONS. 193\\n259. Certain words may be followed by two or\\nmore prepositions, with a difference in meaning; ivords 7vith\\ntwo or more\\nas prepositions.\\nAgree to {2, proposal) agree zvith (a person).\\nConfer on or upon (give to) confer zvith\\n(talk with).\\nDiffer from (to be unlike in appearance or\\nqualities) differ from or with (disagree with\\npersons in opinions).\\nDisappointed in (a thing obtained) disap-\\npointed of (a thing wished for, but not obtained).\\nTaste of (food) taste for (art, reading, etc).\\n260. Some sets of prepositions need to be some pairs\\nnoticed, so that the words of each set may not be g^ished\\nconfused with each other; in and into, hetzveen\\nand among, beside and besides.\\nIn indicates position, rest in a place; into in-\\ndicates motion to a place within.\\nBetween refers generally to two things or\\ngroups; among, to more than two.\\nBeside usually means near, by the side of; be-\\nsides means m addition to.\\n261. Prepositions are often useful in helping\\nto define action as, to hear, to hear of to laugh,\\nto laugh at. Many words lose their function as\\nprepositions and become adverbs, defining the urords used\\naction of the verb to which they are attached as, ^^y-\\nto call aivay, to call out (some one), to call in, to\\ncall off, etc.\\nWords of either group are not to be used unless\\nthey really add to the meaning of the accompany-", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0199.jp2"}, "200": {"fulltext": "194\\nPARTS OF SPEECH.\\ning verb; in the sentences, I do not recollect of\\nhaving seen him before, The boy raised up the\\nwindow, the words of and up are quite unnec-\\nessary.\\nJVoi Paris of\\nspeech.\\nINTERJECTIONS.\\n262. Interjections are words used to indicate\\nemotion of some kind, and frequently are not\\nwords with a meaning; so that we can not in\\nsome cases discover, without studying the whole\\nsentence, what emotion is to be expressed; and\\nsome are merely imitative words\\nAlas I that can not be. Hal ha! quoth he!\\nBah! don t madam me! H m! you know what\\nhas happened. Hallo! How do you know, Mr.\\nChaplain? Pooh! pooh! stupid old man The\\nowls have awakened the crowing cock. Tn whit!\\nTu whoa!\\nOther\\nexclamatory\\nwords.\\nMany of the parts of speech, however, may be\\nused as exclamations, and are not to be called m-\\nterjections. They may be nouns used independ-\\nently, or imperative verbs, or adverbs, etc.; for\\nexample\\nUp! up! my friend. Milton! thou shouldst be\\nliving at this hour. Help! help! sir, your honor!\\nHush! for heaven s sake. Indeed! I scarcely saw\\nthem.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0200.jp2"}, "201": {"fulltext": "PART II.\\nSUMMARY OF ANALYSIS.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0201.jp2"}, "202": {"fulltext": "", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0202.jp2"}, "203": {"fulltext": "ANALYSIS OF SENTENCES.\\n263. Analysis is the process of separating a Definition.\\nsentence into its elements.\\nThe main matters connected with analysis have\\nbeen presented in the discussion of parts of\\nspeech, and it remains now to arrange these facts\\nin a convenient form and to add a few explana-\\ntions.\\nSentences may be simple, complex, or com-\\npound.\\nI. SIMPLE SENTENCES.\\n264. A simple sentence is one that contains\\nonly one statement, command, or question.\\nThe simple sentence is made up of principal Elements of\\nrr^. the sente7t.ce.\\nand subordinate elements. The prmcipal ele-\\nments are the subject and predicate; the subor-\\ndinate elements are the objects, complements,\\nmodifiers, and independent words.\\n265. The subject of a sentence names that of\\nwhich something is said, and which answers the preiTcaiT\\nquestion who? or what? placed before the pred-\\nicate; as\\nThe lives of our rural forefathers had a certain\\npathos in them.\\nThe expression in italics answers the question,\\nWhat had a pathos in them? and is the subject.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0203.jp2"}, "204": {"fulltext": "198\\nANALYSIS OF SENTENCES.\\nSimple\\nsubject and\\npredicate.\\nThe predicate is that word or expression which\\nsays something of the thing named by the subject.\\nIn the sentence just quoted, the expression had\\na certain pathos in them, being introduced by the\\nverb had, declares something of the thing named\\nby the subject, and hence is the predicate.\\n266. Generally when the term subject is used,\\nthe simple subject is meant the substantive\\nword without any modifiers, as lives in the sen-\\ntence quoted above.\\nThe term predicate usually implies the simple\\npredicate the verb or verb phrase which does\\nthe asserting, as had in the sentence quoted.\\nIt is better, however, for the student always to\\ngive the complete subject and predicate before\\ngiving the simple subject and predicate; then the\\nsingle words may readily be found.\\nDirect and\\nindirect\\nobject.\\n267. There are two kinds of objects: direct\\nand indirect. The direct object names the per-\\nson or thing that directly receives the action of\\nthe verb or verbal as\\nA small minority shook their heads. Nancy was\\ncapable of keeping her word to herself.\\nThe indirect object names the person to or for\\nwhom something is done. It is equivalent to a\\nphrase introduced by to or for, and usually pre-\\ncedes a direct object; for example:\\nI may as well tell the Squire everything. You\\nchose to be so obliging as to give me the money.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0204.jp2"}, "205": {"fulltext": "SIMPI.K SKNTKNCES. 199\\n268. The complements may belong to an in-\\ntransitive or a transitive verb for example\\nThe transaction became more complicated. He\\nwas very proud of his lithe son whom he declared to be.\\njust like himself.\\nComplements\\nA complement may also follow a verbal as\\n(Participle) She was a good-looking woman, having ^^^^f^^\\nher lips always tightly screwed/\\n(Infinitive) He tried to make the scene easier to\\nhimself by rehearsal.\\n(Gerund) He clutched strongly at the idea of the\\npeddler s being the culprit/\\n269. The complement is retained when a trans-\\nitive verb is changed from active to passive as Retained\\ncomplements^\\nWhen anyone exposed himself, this was made evident etc\\nby the bullet which was sent in search of him.\\nWhen the active sentence with direct and in-\\ndirect object is changed to passive, the indirect\\nmay become the subject by an idiomatic con-\\nstruction, the direct being retained with the\\npassive verb; as\\nH was offered the situation of brakeman.\\n270. The subject or the direct object may be\\n1 A noun; as\\nBut beauty is never a delusion.\\n(2) An adjective or participle used as a noun;\\nas\\nIs not the past all shadow? The grave should\\nbe surrounded by everything that might win the living eUmeVts!^^\\nto virtue.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0205.jp2"}, "206": {"fulltext": "200 ANAI^YSIS OI^ SENTENCES.\\n(3) A pronoun; as\\nI saw, and marked him well.\\n(4) An infinitive; as\\nTo turn and fly was now too late.\\n(5) gerund; as\\nFurther reading and thinking only served to make\\nthis inclination more decided.\\nThe complement may be the same kinds of\\nwords, and also adjectives or participles regularly\\nused.\\n271. Since the subject and the object are al-\\nways substantive words, the modifiers of these\\nare adjectives or expressions used as such:\\n(i) An adjective; as\\nIt was a vast and noble room. Soon, however,\\nhe forgot these mortifying failures.\\n(2) A possessive noun or pronoun; as\\nShe could hear his voice\\nsent man s physical nature.\\nModifiers of\\nsubstantives She could hear his voice. He seemed to repre-\\n(3) A noun in apposition; as\\nStimulants the only mode of treatment attempted\\ncan not quell disease.\\n(4) A prepositional phrase; as\\nThe greater part of the place is in shadow. We\\nhave strange power of speech.\\n(5) An infinitive phrase as\\nI want breath and time to discuss the banquet.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0206.jp2"}, "207": {"fulltext": "SIMPLE SENTENCES. 20I\\n(6) A participial phrase restrictive or appos-\\nitive; as\\nOverhead is a lofty dome supported by long rows of\\npillars/ Brom Bones, sorely smitten with love and\\njealousy, sat brooding by himself in a corner.\\n272. Since the simple predicate is a verb, any\\nmodifier of it must be an adverb or an expression\\niicpH hc curb- Modifiers of\\nUSea as SUCn ^^^g predicate\\n(i) An adverb; as\\nTheir struggle has long been over.\\n(2) An adverbial objective, a noun express-\\ning time, value, distance, measure, etc. as\\nWe one day descried some shapeless object floating\\nat a distance.\\n(3) An indirect object as\\nI promise myself great pleasure in informing him of\\nthe fact.\\n(4) A prepositional phrase; for example:\\nThey have gone down amidst the roar of the tem-\\npest.\\n(5) An infinitive phrase, usually of purpose\\nor result\\nHer eye hurried over the ship to catch some wished-\\nfor countenance. They started from their beds, to he\\nswallowed by the waves.\\n(6) A participial phrase; as\\nShe came courtesying forth, with many expressions\\nof simple joy.\\n273. Tht independent elements are not a part\\nof the sentence structure, though they add some\\nmeaning to it. Some of them are", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0207.jp2"}, "208": {"fulltext": "202\\nANALYSIS OF SENTENCES.\\nIndependent\\nelements.\\n1 A noun or pronoun of direct address as\\nWhy, my dear fellow, they are old maids, every soul\\nof them. O ye, whom wrath consumes Shut up\\nyour senses.\\n(2) Exclamatory zvords; as\\nHorror! horror! exclaimed I. Ah! and is thit\\nthe rub? It was not I never! never!\\n(3) An infinitive phrase used loosely; as\\nTo take familiar instances^ here were the untold\\ntales of Chaucer, etc.\\n(4) A participial phrase used absolutely; as\\nHis head being turned hack, he passed a crook of the\\nroad. (See Section 35, 4 (c), and compare with Sec-\\ntions 271 (6) and 272 (6).\\n(5) Single words merely introductory; as\\nWhy, here we are, all right again! Well, what a\\nstrange man you are Now, are you not a little un-\\nreasonable?\\n(6) The words yes, yea, no, nay, used in an-\\nswering questions. They really stand for whole\\nsentences, but are not a part of the sentence\\nstructure.\\nOther notes.\\nThere awrf it.\\nPhrases.\\n274. The words there and it are often used as\\nintroductory words, to throw the subject after the\\nverb as\\nThere is an emanation from the heart in genuine\\nhospitality. It is gratifying to see that home feeling\\ncompletely aroused.\\nThere are three kinds of phrases prepositional,\\ninfinitive, and participial, frequently used as mod-\\nifiers.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0208.jp2"}, "209": {"fulltext": "order.\\nSIMPLE SENTENCES. -203\\nThe natural order of words is often departed\\nfrom in the interrogative sentence, and should be Transposed\\nrestored before the sentence is analyzed as\\nWhat right had I to exult in his misfortune? I\\nhad what right to exult, etc.]\\nSometimes in prose, often in poetry, the trans-\\nposed order is preferred in an assertive sentence;\\nas\\nSudden had been the call upon us. Out spoke he\\nthen.\\n275. To analyze a simple sentence, give\\n(i) The complete subject and complete pred-\\nicate.\\n(2) The simple subject, then its modifiers.\\n(3) The simple predicate, then its objects,\\ncomplements, and modifiers.\\n(4) Independent elements, and connectives, if\\nany.\\nFor example, take this sentence for analysis\\nThat night, and the following morning, came a\\nfurther and a heavier fall of snow.\\n(i) Complete subject, a further and a heavier\\nfall of snozv; complete predicate, came that night,\\nand the follozving morning.\\n(2) Simple subject, fall; modified by the ad-\\njectives a further and a heavier, and the preposi-\\ntional phrase of snozv.\\n(3) Simple predicate, came; modified by the\\nadverbial objectives that night and the follozving\\nmorning; the simple modifiers are night, modi-", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0209.jp2"}, "210": {"fulltext": "204 ANALYSIS OF SENTENCES.\\nfied by the adjective that, and morning, modified\\nby the adjectives the and the following.\\n(4) The conjunction and connects the adjec-\\ntives a further and a heavier, also the nouns night\\nand inorning.\\nSimple Sentences for Analysis.\\n(i) The moonbeams fell through the upper part of the\\ncasement, partially lighting up the antiquated apart-\\nment.\\n(2) There was a sloping lawn, a fine stream winding at\\nthe foot of it, and a tract of park beyond, with noble\\nclumps of trees, and herds of deer.\\n(3) He was evidently most solicitous about the music-\\nal part of the service, keeping his eyes fixed intently on\\nthe choir, and beating time with much emphasis.\\n(4) Through me did he become idolatrous.\\n(5) Therefore, on every morrow, are we wreathing\\nA flowery band to bind us to the earth.\\n(6) He pointed with pleasure to the indications of\\ngood cheer reeking from the chimneys of the comfortable\\nfarm-houses and low thatched cottages.\\n(7) They made the times merrier and kinder and\\nbetter.\\n(8) The great picture of the crusader and his white\\nhorse had been profusely decorated with greens for the\\noccasion.\\n(9) Why should all virtue work in one and the same\\nway?\\n(10) How truly is a kind heart a fountain of gladness,\\nmaking everything in its vicinity to freshen into smiles\\n(11) The effigy was said to get up from the tomb and\\nwalk the rounds of the churchyard in stormy nights.\\n(12) One fine blue-eyed girl of about thirteen, with\\nher flaxen hair all in beautiful confusion, her frock half", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0210.jp2"}, "211": {"fulltext": "SIMPI^K SKNTENCES. 205\\ntorn off her shoulders, a complete picture of a romp, was\\nthe chief tormenter.\\n(13) The worthy Squire contemplated these fantastic\\nsports, and this resurrection of his old wardrobe, with\\nthe simple relish of childish delight.\\n(14) My friend and I having stayed nearly four\\nhours, a time quite sufficient to express a proper sense of\\nthe honor, we departed.\\n(15) There was a noble way, in former times, of say-\\ning things simply, and yet saying them proudly.\\n(16) Hail, Memory, hail in thy exhaustless mine\\nFrom age to age unnumbered treasures shine\\n(17) His varied occupations and amusements had\\nmade him well known throughout the neighborhood.\\n(18) I could only hear now and then the distant voice\\nof the priest repeating the morning service.\\n(19) Time is ever silently turning over his pages.\\n(20) Never within my memory has it been my good\\nfortune to spend a pleasanter evening.\\n(21) The ancients called beauty the flowering of\\nvirtue.\\n(22) She made a desperate and unhappy attempt to\\nmaintain her power over her two sons.\\n(23) God is able out of thy own evil asking to weave\\nsnares for thy footing.\\n(24) This caused me to be placed under Mr. Wilkes,\\nthe second master out of four.\\n(25) His mission was to enlighten the whole benight-\\ned people of the Church.\\n(26) And on that morning, through the grass,\\nAnd by the steaming rills,\\nWe traveled merrily, to pass\\nA day among the hills.\\n(27) His only resource on such occasions, either to\\ndrown thought or drive away evil spirits, was to sing.\\n(28) Our last midday s repast was taken under a\\ngrove of olive-trees on the border of a rivulet.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0211.jp2"}, "212": {"fulltext": "view.\\n206 ANALYSIS OF SENTENCES.\\nII. COMPLEX SENTENCES.\\n276. A complex sentence is one that has one\\nprincipal clause and one or more dependent\\nclauses.\\nA general lu beginning the analysis, it is best to regard\\nthe principal clause as a simple sentence, having\\nthe dependent clauses as objects, complements,\\nmodifiers, etc. For example, in the sentence,\\nWhether Faith obeyed he knew not, he is the\\nsubject, knczv not is the predicate, and the clause\\nzvhether Faith obeyed is the object; in this clause,\\nFaith is the subject, obeyed is the predicate, and\\nwhether is a conjunction connecting the clauses.\\n277. Dependent clauses are of three kinds:\\nnoun, adjective, and adverb clauses.\\nThe noun clause is one having the uses of a\\nnoun; that is, it may be the subject, object, etc.\\n(i) Subject\\nWhatever outrages have Jiappeiied to a man may\\nbefall a man again.\\nUses of the\\nnoun clause.\\n(2) Object\\nI will receive from them not what they have, but\\nwhat they are.\\n3 Complement\\nThe lesson which these observations convey is, Be,\\nand not seem.\\n(4) Appositional term\\nThe alarm rose that the English host were coming\\nupon them", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0212.jp2"}, "213": {"fulltext": "COMPLEX SENTENCES.\\n207\\n(5) Object of a preposition\\nLet them discriminate between zvhat they remember\\nand what they dreamed.\\nBut attention is called to clauses in which only caution\\nthe connecting word is the object of a preposition.\\nSuch are adjective clauses; as\\nThe upper end of the table was overshadowed by a\\ncanopy beneath which was a chair.\\n278. A clause after introductory it and a verb\\nmay be taken as the logical subject, or it may be\\ncalled the subject and the clause an appositional\\nterm; as\\nIt seems to me that you put yourself into tJie power\\nof the evil.\\nA clause used as direct object may follow a\\nTzvo idioms.\\npassive verb when the indirect object is made the\\nsubject; as\\nI was informed by Frank Bracebridge that the parson\\nhad been a chum of his father s at Oxford.\\n279. The word most used to introduce the\\nnoun clause is the conjunction that. Besides this\\nare used the conjunctive adverbs, zvhether,\\nivhen, zvhcre, zdiy, how, and the pronouns zvho,\\nwhich, and zdiat. In most cases the last three are\\nused to introduce indirect questions.\\nOften the clause has no introductory word;\\nas\\nIt is said all martyrdoms looked mean when they\\nwere suffered.\\nConnectives\\nused\\nConnectives\\nomitted.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0213.jp2"}, "214": {"fulltext": "208 ANALYSIS OF SKNTKNCES.\\nEspecially common is the omission when a di-\\nrect quotation is used as a noun clause\\nThen it is a very foolish question, said he\\nalso when the main clause is inserted between\\ntwo parts of the dependent clause\\nSuch trifles, I truly feel, afford no solid basis for a\\nliterary reputation.\\n280. Adjective clauses always modify a sub-\\nstantive word, hence they are not divided into\\nclasses.\\nThe connectives introducing them are\\n(i) Relative pronouns who, which, that;\\nfor example\\nConnectives. He tumed his eyes upon the withered face that was\\npuckering itself into a smile.\\n(2) Subordinate conjunctions zvhen, where,\\nwhy, hozv, whether, if, that, etc. as\\nAt the hour zvhen I first drew breath this plant\\nsprang from the soil.\\nThe relative pronoun is often omitted as\\nEvery line [that or which] we can draw in the sand\\nhas expression.\\n281. Adverb clauses are usually introduced by\\nsubordinate conjunctions, and a review of these\\nmay be helpful\\n(i) Time\\nWe had riot been long home when the sound of music\\nwas heard from a distance/", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0214.jp2"}, "215": {"fulltext": "complex skntencks. 209\\n(2) Place\\nWherever the English stagecoach-man may he seen,\\nhe can not be mistaken for one of any other craft.\\n(3) Manner- ZTrf/u^l\\nWe were put into our bodies as a iire is put into a\\npan to be carried about.\\n(4) Cause or reason\\nAs it was the only monument of the kind in that part\\nof the country, it had always been regarded with feelings\\nof superstition.\\n(5) Degree OR COMPARISON\\nNature is as truly beautiful as it is good. The\\nmore we told of our troubles, the more they clung to the\\nshelter of their houses.\\nOf two clauses introduced hy the the,\\nthe first is usually the subordinate, the words\\nmeaning by how much by so much.\\n(6) Purpose\\nThat he might make his appearance in the true style\\nof a cavalier, he borrowed a horse.\\n(7) Result\\nEvery man should be so much an artist that he could\\nreport what had befallen him.\\n(8) Condition\\nshould ever wish for a retreat, I know of none\\nmore promising than this little valley. Were I to\\nadopt a pet idea, it would be that the great need which\\nmankind labors under at this present period is sleep\\n(9) Concession\\nThough he had seen many specters in his time, yet\\ndaylight put an end to all these evils.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0215.jp2"}, "216": {"fulltext": "2IO ANAI^YSIS OF SKNTKNCES.\\n282. A contracted clause should be completed\\nbefore the analysis is begun for example\\nOften while [I have been] picking my way along the\\nstreet after a heavy shower, 1 have been scandalized, etc.\\n**The Hall of Fantasj is likely to endure longer than the\\nmost substantial edifice [will endure],\\n283. In analyzing a complex sentence, tell\\n(i) Which words form the principal clause.\\n(2) Analyze this clause, treating dependent\\nclauses as simple modifiers, objects, complements,\\netc.\\n(3) Classify the dependent clauses as, ad-\\njective clause, noun clause used as a subject., etc.,\\nadverb clause of time, etc.\\n(4) Analyze each dependent clause as a simple\\nsentence.\\nComplex Sentences for Analysis.\\n(i) People should think of these matters before they\\ntrust themselves on a pleasure party.\\n(2) There were circumstances around me which made\\nit difficult to view the world precisely as it exists.\\n(3) You will think better of this by and by, said his\\nacquaintance composedly.\\n(4) Now come hints, growing more and more dis-\\ntinct, that the owner of the old house was pining for his\\nnative air.\\n(5) All that I had to show were these few tales and\\nessays which had blossomed out like flowers in the calm\\nsummer of my heart and mind.\\n(6) When the festivity of the banquet was at its most\\nethereal point, the Clerk of the Weather was observed\\nto steal from the table and thrust his head between the\\npurple and golden curtains of one of the windows.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0216.jp2"}, "217": {"fulltext": "COMPI^KX SKNTKNCKS. 211\\n(7) There is this pecuHarity in such a solitude that\\nthe traveler knows not who may be concealed by the in-\\nnumerable trunks and the thick boughs overhead.\\n(8) The more we kept each other s company, the\\ngreater coxcombs we mutually grew.\\n(9) One plant had wreathed itself round a statue,\\nwhich was thus veiled and shrouded in a drapery of\\nhanging foliage so happily that it might have served a\\nsculptor for a study.\\n(10) He was trying to discover why one leaf grew\\nin this shape and another in that, and wherefore such and\\nsuch flowers differed in hue and perfume.\\n(11) There was one shrub, set in a marble vase in the\\nmidst of the pool, that bore a multitude of purple blos-\\nsoms, each of which had the luster and richness of a\\ngem.\\n(12) With all the tenderness in her manner that was\\nso strikingly expressed in her words, she busied herself\\nwith such attentions as the plant seemed to require.\\n(13) It vexed him all the more because he could have\\nsworn, were such a thing possible, that he recognized the\\nvoices.\\n(14) He could not listen because an anthem of sin\\nrushed loudly upon his ear.\\n(15) Soon emerged from under a sculptured portal\\nthe figure of a young girl arrayed with as much richness\\nof taste as the most splendid of the flowers, beautiful as\\nthe day, and with a bloom so deep and vivid that one\\nshade more would have been too much.\\n(16) As she came down the garden-piith it was ob-\\nservable that she handled and inhaled the odor of plants\\nwhich her father had most sedulously avoided.\\n(17) The elder traveler discoursed so aptly that his\\narguments seemed rather to spring up in the bosom of\\nhis auditor than to be suggested by himself.\\n(18) You have heard of this daughter, whom all the\\nyoung men in Padua are wild about.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0217.jp2"}, "218": {"fulltext": "212 ANAI^YSIS 0I^ SENTENCES.\\n(19) There is no other feeHng like what is caused by\\nthe faint doubtful yet real perception.\\n(20) They think that to be great is to possess one side\\nof nature, the sweet, without the other side, the bitter.\\n(21) The fiend in his own shape is less hideous than\\nwhen he rages in the breast of man.\\n(22) Thou shalt be paid exactly for what thou hast\\ndone.\\n(23) I no longer wish to meet a good I do not earn,\\nfor example, to find a pot of buried gold.\\n(24) What we buy in a broom, a mat, a wagon, is\\nsome application of good sense to a common want.\\n(25) We do not see that angels only go out that arch-\\nangels may come in.\\n(26) Punishment is a fruit that unsuspected ripens\\nwithin the flower of the pleasure which concealed it.\\nIII. COMPOUND SENTENCES.\\n284. A compound sentence is one that has two\\nor more independent, or principal clauses.\\nIt may include several independent clauses and\\nany number of dependent clauses. It is made up\\nof several sentences combined, as shown by the\\nfollowing examples\\nNature of\\nZZtTrl^ (i) He had not left his resting-place their steps on\\nthe soundless snow he could not hear [two simple].\\n(2) She paused; she saw the dreadful wildernesses\\nof snow which already she had traversed [simple and\\ncomplex].\\n(3) Sleep is sometimes the secret chamber in which\\nDeath arranges his machinery: sleep is sometimes that\\ndeep, mysterious atmosphere in which the human spirit\\nis slowly unsetding its wings for flight [two complex].\\nsentences.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0218.jp2"}, "219": {"fulltext": "Notice for\\nomissions.\\nMembers\\nCOMPOUND SENTENCES. 213\\nA review of Sections 241 and 242 will help the\\nstudent in the study of compound sentences.\\n285. Care must be taken lest a complex sen-\\ntence be mistaken for a compound; the conjunc-\\ntion may seem to introduce an independent clause\\nwhen in reality a subordinate conjunction is\\nomitted, the coordinate conjunction then connect-\\ning two dependent clauses as\\nThese little old volumes impressed me as if they had\\nbeen intended for very large ones, but [as if they] had\\nbeen blighted at an early stage of their growth.\\n286. The main divisions of the compound sen-\\ntence are called members. The placing of the\\ncoordinate conjunctions or the division of the separate d.\\nsentence by punctuation v\\\\all usually guide one in\\nseparating the sentence into its main members;\\nfor example\\nA third day came; and whether it was on that or\\non the fourth I do not recollect but on one or the\\nother there came a welcome gleam of hope [three mem-\\nbers I. simple; 2. complex; 3. simple].\\n287. Compound sentences may be contracted\\nby the omission of subject or predicate, or both;\\nas\\nYet not that storm was final, nor [was] that eclipse\\ntotal. According to the popular notion, he had no\\ncrown for himself; ccisequently [he had] none to lend.\\n288. Analyze a c )mpovmd sentence thus\\n(i) Separate it mto divisions, or members.\\n(2) Analyze thf simple members, as in Section\\n275.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0219.jp2"}, "220": {"fulltext": "214 ANAI^YSIS OK SKNTKNCES.\\n(3) Analyze the complex members, as in Sec-\\ntion 283.\\nCompound Sentences for Analysis.\\n(i) Wait a little, my reader; give me time and I\\nwill tell you all.\\n(2) Upon that opening he spoke to my mother; and\\nithe result was that, within seven days from the above\\nconversation, I found myself entering the university.\\n(3) It must have been nearly midnight but so slowly\\ndid I creep along that I heard a clock in a cottage strike\\nfour before I turned down the lane to Eaton.\\n(4) On the day when I first received my ten-pound\\nbank-note, I had gone to a baker s and bought a couple\\nof rolls; this very shop I had surveyed two months or\\nsix weeks before with an eagerness of desire which it\\nwas almost humiliating to remember.\\n(5) He did not wish, it seemed, to mortify me by an\\nabsolute refusal for, after a little consideration, he\\npromised, under certain circumstances, which he pointed\\nout, to give his security.\\n(6) He had been furnished with letters of recom-\\nmendation to a gentleman who might have assisted him\\nbut when he landed at Fort St. George he found that this\\ngentleman had sailed for England.\\n(7) At length all is over; the redoubt has been re-\\ncovered that which was lost is found again.\\n(8) Come thou hither, my little foot-page.\\nCome hither to my knee\\nThough thou art young, and tender of age,\\nI think thou art true to me.\\n(9) Painters do not like white cottages, unless a good\\ndeal weather- stained but, as the reader now under-\\nstands that it is a winter night, his services will not be\\nrequired except for the inside of the house.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0220.jp2"}, "221": {"fulltext": "COMPOUND SENTENCES. 215\\n(10) By this route they went; and notwithstanding\\nthe snow lay on the ground, they reached their destina-\\ntion in safety.\\n(11) No shout, it may be supposed, was ever heard;\\nnor could a shout, in any case, have been heard, for the\\nnight was one of tempestuous wind.\\n(12) Few enough, and scattered enough, were these\\nabbeys, so as in no degree to disturb the deep solitude\\nof the region yet many enough to spread a network or\\nawning of Christian sanctity over what else might have\\nseemed a heathen wilderness.\\n(13) The man certainly did utter the jest, seventeen\\nhundred and fifty years ago; but who it was that hQ\\nstole it from is another question.\\n(14) The Saxon is the aboriginal element; the basis,\\nand not the superstructure consequently it comprehends\\nall the ideas which are natural to the heart of man.\\n(15) You, if you are brilliant like themselves, they\\nwill hate; you, if you are dull, they will despise.\\n(16) We will not at present go into the general ques-\\ntion of education but will confine our remarks to the\\nsubject which is immediately before us.\\n(17) But we are pressed by heavy laws;\\nAnd often, glad no more.\\nWe wear a face of joy, because\\nWe have been glad of yore.\\n(18) Other men say wise things as well as he; only\\nithey say a good many foolish things, and do not know\\nwhen they have spoken wisely.\\n(19) It had early been his amusement to torture\\nbeasts and birds; and when he grew up, he enjoyed with\\nstill keener relish the misery of his fellow-creatures.\\n(20) The only end of teaching is, that men may\\nlearn and it is idle to talk of the duty of teaching truth\\nin ways which only cause men to cling more firmly to\\nfalsehood.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0221.jp2"}, "222": {"fulltext": "", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0222.jp2"}, "223": {"fulltext": "PART III.\\nEXERCISES IN SYNTAX.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0223.jp2"}, "224": {"fulltext": "", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0224.jp2"}, "225": {"fulltext": "NOUNS.\\nCorrect any nouns that have the wrong form\\nor are wrongly used in these sentences\\n(1) Mathematics were his favorite study at school.\\n(2) Every drop of water swarms with animalculae.\\n(3) Those molasses are fresh from the South,\\n(4) Such genuses of plants are very common here.\\n(5) He read stories old of the knight-errants bold.\\n(6) Two cupsful of flour were generally used.\\n(7) Cross the ts carefully and dot all the is.\\n(8) We had to put up with many inconveniencies.\\n(9) The book has too many long appendixes.\\n(10) Court-martials were trying the two traitors.\\n(11) The court marshals were dressed in full regalia.\\n(12) Such phenomenons cause widespread anxiety.\\nSee Sections\\n22-30.\\nRewrite correctly the following sentences, and\\ngive reason for each correction:\\n(1) We have a full line of mens and boys hats.\\n(2) Ladle s gloves are cheap on these two counters\\n(3) Call at Adams shop for all farmer s supplies.\\n(4) You have no better friends than the Smith s.\\n(5) I stayed at my friends all the afternoon.\\n(6) She is fond of Colgan andBeeman s chewing-gum.\\n(7) We owe sixteen months interest on the note.\\n(8) We offer a fine stock of women and childrens\\nshoes.\\n(9) I have visited the Soldiers and Sailor s Home.\\n(10) The Williams have come for a few days visit.\\nSections 38-4^.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0225.jp2"}, "226": {"fulltext": "220 EXERCISES IN SYNTAX.\\nPRONOUNS.\\nExamine the following sentences, and rewrite\\nthose in which the pronouns are not correctly\\nused\\nPersonal.\\n(i) Miss H. F., in a humorous recitation, told us\\nSec.S/. Mr. Brown Had His Hair Cut, and we were delighted\\nto hear it,\\n(2) His father died the year in which he was born,\\nand this left him to make his way in the world.\\n(3) Mr. N. told Mr. H. that his cattle were in his\\none in Jour Cornfield, and that he had to lose by somebody s care-\\nlessness.\\n(4) One grisly old wolf-dog alone had planted himself\\nclose by the chair of state and occasionally ventured to\\nsolicit notice by putting his large, hairy head upon his\\nknee, or pushing his nose into his hand.\\n(5) The dog bit the man s foot because he stepped\\nupon him, and it pained him severely afterwards.\\n(6) At the lower end of the hall is a large otter s\\nskin stuffed with hay, which the knight looks upon with\\ngreat satisfaction, because it seems he was but nine years\\nold when his dog killed him.\\n(7) The angel of the Lord went out, and smote in\\nthe camp of the Assyrians an hundred fourscore and five\\nthousand and when they arose early in the morning,\\nthey were all dead corpses.\\nPoint out the antecedent of each pronoun in\\nthe following sentences, rewriting any faulty sen-\\ntences\\nSees. 82-3. Everybody went to see her when their children\\nhad fits.\\n(2) Every one I speak to vanishes as soon as they\\nhear my voice.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0226.jp2"}, "227": {"fulltext": "PRONOUNS. 221\\n(3) He is a representative of a class who have a dress,\\na manner, a language, an air, peculiar to themselves.\\n(4) Nor did either Bois-Guilbert or the Disinherited\\nKnight find in the ranks opposed to them a champion\\nv/ho could be termed their unquestioned match.\\n(5) Each shifted for himself, and got to the end as\\nwell, or rather as soon, as he could.\\n(6) Every one was so positive of their having seen\\nwhat they pretended to see that there was no contradict-\\ning them.\\n(7) If a person would stop and think before they use\\na bad expression, or if they should hear some low person\\nusing it, so many errors would not be made.\\nExplain whether the construction is correct in\\nthe following sentences; if not, write them cor-\\nrectly\\n(i) Which of you, during my absence in the city, has g\\nlet your horse come into my yard?\\n(2) One or the other of us, after making good prom-\\nises to reform, has failed wofully to do our duty.\\n(3) Every one of us, in this dream, has a bait offered\\nto the infirm places of his own individual will.\\n(4) On account of the large stock of goods now on\\nhand, I would advise each one of you in the store to use\\nyour best efforts to have good sales.\\n(5) Both of my elder brothers weie good managers,\\nand gave me their help in increasing our property.\\n(6) This rural politeness is very troublesome to a\\nman of my temper, who generally take the chair that is\\nnext me.\\nDetermine whether the following sentences are\\ncorrect; and if not, write them correctly:\\n(i) Every pupil ought to have self-control if he\\nwishes to accomplish anything at studying that is, we\\nshould know when and where to hold our tongue.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0227.jp2"}, "228": {"fulltext": "222 EXERCISES IN SYNTAX.\\n(2) Take thou this frock and cord and march quietly\\nout of the castle, leaving me your cloak and girdle to take\\nthe long leap in thy stead.\\n(3) To the battlements, ye loitering villains-! to the\\nbattlements, or I will splinter your bones with this\\ntruncheon.\\n(4) If one begins to use slang, it is very hard to\\nbreak yourself from it, for you can t express yourself\\nwithout it.\\n(5) Cover thyself with yonder ancient buckler, and\\nshow as little of your person at the lattice as may be.\\n(6) If one wrote an epitaph for his eminence [the\\nObserve these Cardinal], One might be tempted into saying, etc.\\n(7) It is well worth one s while, even if he had no\\nidea of buying or selling, to loiter through the bazaars.\\ntwo carefully.\\nTell the office of each pronoun in the following\\nsentences, and write correctly the faulty sentences\\nSec. 86. (i) Aaron was so much wiser than she was about\\nmost things.\\n(2) Us old fellows may wish ourselves young to-\\nnight.\\n(3) It is not for such as we to sit with the rulers of\\nthe land.\\n(4) A less truthful man than him might have been\\ntempted.\\n(5) You and me could carry the smallest and Aaron\\nud carry the rest, I know he would.\\n(6) Perhaps the pretty woman, not much younger\\nthan he, who is leaning on his arm, is more changed.\\n(7) We shall do very well Eppie and me ull do well\\nenough.\\nSec. 87.\\nStudy the following sentences, and rewrite such\\nof them as contain errors of syntax\\n(i) I remember seeing him with her and Marner\\ngoing away from church.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0228.jp2"}, "229": {"fulltext": "PRONOUNS. 223\\nSec. 88,\\n(2) Let her, as well as I, taste of the tortures of the\\nhereafter\\n(3) The rapidity with which he insisted on traveling\\nbred several disputes between him and the party whom\\nhe had hired to attend him as a guard.\\n(4) God be judge between him and me\\n(5) The orders were for he and I to report at once at\\nheadquarters to answer for the disturbance.\\n(6) The deadly air of that region caused my uncle\\nand she to remove immediately to this State.\\n(7) I regretted this unfortunate disagreement with\\nmy friends, and I tried hard to avoid ill humor.\\nIn the following sentences, mention which\\nwords illustrate pleonasm, and rewrite the sen-\\ntences in which the pronouns are carelessly used\\n(i) He that hits that rod at fivescore yards, I call\\nhim an archer fit to bear bow and quiver before a king.\\n(2) That land, too, now vanishing from my view,\\nwhat vicissitudes might occur in it before I should visit\\nit again\\n(3) Ferdinand, who was then king and a most excel-\\nlent ruler, he would not help Columbus.\\n(4) What man is there of you, whom if his son ask\\nbread, will he give him a stone? Or if he ask a fish,\\nwill he give him a serpent?\\n(5) Godfrey, the older son, and Dunstan, the young-\\ner, a wild fellow, they had trouble often.\\n(6) One of those sensational reports that nobody\\nknows how it was started or where it came from, was\\ngoing the rounds last night.\\n(7) Ah, the good horse that was brought all the long\\nway from Barbary, he takes no more care of him than\\nif he were a wild ass s colt; and the noble armor, he\\ncares for it as little as if he had found it in the highway I", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0229.jp2"}, "230": {"fulltext": "224 KXERCISES IN SYNTAX.\\nRewrite the following sentences, after explain-\\ning the nature of any errors\\nSec. 89. (i) Letter received by lis and contents noted. In\\nreply would say that books and supplies will be shipped\\nat the earliest possible moment.\\n(2) Dear Cousin: Happy to say that can come to\\nvisit you next week. Will bring skates and sled, and\\nhope you and friends will have a long holiday.\\n(3) He started for a town which he knew the circus\\nwould go to next but did not get more than five miles\\nbefore night.\\n(4) Mr. H. F. and wife, who have been in Florida for\\nthe winter, returned this morning.\\n(5) He went to clerk for his brother, who kept a dry\\ngoods store and was soon the center of attention among\\nthe merchants.\\nInterrogative.\\nDetermine the case of each interrogative pro-\\nnoun in the following sentences, then see whether\\nthe right form is used\\n1 Whom do men say that I am\\n(2) As the lady was discoursing, and held her snuff-\\nbox in her hand, who should I see in the lid of it but the\\ndoctor?\\n(3) Ah, but who s to watch you, Dowlas?\\n(4) Who does Time gallop with? With a thief to\\nIthe gallows.\\n(5) Who have we here, with the two negro boys?\\n(6) Who could the poor lonely fellow write to?\\nGeneral Exercise.\\nGeneral Tcst the foUowing scntcnces if any are wrong,\\nexercise. corrcct them and give reasons clearly\\nSec. 100.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0230.jp2"}, "231": {"fulltext": "PRONOUNS. 225\\n(1) You should try to do as nearly what the teacher Sees. 81-89.\\nwishes as you can, and thus show your respect for them.\\n(2) One should show their good breeding and cour-\\ntesy at school as well as elsewhere.\\n(3) The ball grazed the left side of his cheek, which,\\nthough painful, is not dangerous.\\n(4) A writer says he does not think either of the three\\ncountries are entitled to the credit given them.\\n(5) Frank S. R. brother of Dr. R., who was buried\\nhere last Thursday, and who came here to attend his\\nbrother s funeral, was reported dying at the Cincinnati\\nhospital this morning from a knife wound.\\n(6) The people who you come in contact with would\\nnot consider you a lady or gentleman.\\n(7) It often leads to the ruin of one s character, and\\nkeeps him from having such company as he could keep\\nif he did not use such language.\\n(8) Were I as thou, I should find myself disport and\\nplenty out of the king s deer.\\n(9) A stone is heavy, and the sand weighty; but a\\nfool s wrath is heavier than them both.\\n(10) Shakespeare and Corneille was each the leading\\nspirit of his age.\\n(11) The very act of separating themselves from the\\nrest of the world, to have the fuller enjoyment of each\\nother s society, implies that they prefer one another to\\nall the rest of the world.\\n(12) One should always be kind and obliging to his\\nfellow pupils, and be ever ready to assist your teacher\\nin any way you can.\\n(13) Even in glorious England there are some that\\ncarry their heads as proudly as the reindeer, who yet\\nsecretly have received a mark upon their foreheads.\\n(14) Already all is waiting: the mighty audience is\\ngathered, and the Court is hurrying to their seats.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0231.jp2"}, "232": {"fulltext": "226 EXERCISES IN SYNTAX.\\nADJECTIVES.\\nPoint out any errors in the following sentences,\\nand write correctly the faulty sentences\\nSees. 149-153. I This cow was recently gored under the right\\nforeleg, and the wound was smeared with tar down to\\nher right knee, which is still on her.\\n(2) We have used every exertion to make our stock\\neven more complete than it was before.\\n(3) Air. W. played and swore, it is true, but he was\\nno worse than an}^ young man of his time.\\n(4) These kind of complaints are not often drawn\\nfrom me.\\n(5) It was not very long before he became mayor of\\nGreenville, which he held for three years,\\n(6) The fond girl thought that her father was the\\nsoberest and best of all the other men there.\\n(7) These sort of books were exceedingly popular in\\nDr. Johnson s time, but are scarcely read now.\\n(8) Here was clearly a case of aberration in a chris-\\ntened child, which demanded severe treatment.\\n(9) Put stress on all the most principal points.\\n(10) Lost. A collie dog by a man on Saturday an-\\nswering to Jim, with a brass collar round his neck and\\na muzzle.\\n(11) But them things are dying out, as I tell Solomon\\nevery time he comes around.\\n(12) As for the women, they were the kindest, mer-\\nriest, most agreeable of all the ladies that he met in\\nEngland.\\n(13) Mrs. A. L. suddenly fell dead in this county yes-\\nterday, while conversing with friends, aged 65 years.\\n(14) This dull color rendered him more invisible.\\n(15) Wanted. A room by two gentlemen about\\nthirty feet long by twenty feet broad.\\nX", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0232.jp2"}, "233": {"fulltext": "ARTICLES. 227\\n(16) But as to popularity, Mr. M. is doubtless the\\nmost universal favorite among all the applicants.\\n(17) Lost. Near Highgate archway, an umbrella be-\\nlonging to a gentleman with a bent rib and a bone\\nhandle.\\n(18) To be disposed of, a mail phaeton, the property\\nof a gentleman with a movable headpiece as good as new.\\nARTICLES.\\nCorrect any of the following sentences that are\\nwrong, and give reasons for each change\\n(i) The neighborhood was one of those highly hon-\\nored places which abound with chronicle and great men.\\nThe British and American line had run near it during\\nthe war.\\n(2) It appears to us, then, the difference between a\\nsound and unsound induction does not lie in this.\\n(3) During that happy period, there was peace over\\nnearly all the Eastern and the Western Continents.\\n(4) I no longer presume to connect the Greek, the\\nJewish, and the Egyptian antiquities, which are lost in a\\ndistant cloud.\\n(5) And here making a hasty salutation, he ran across\\nthe parade ground toward a young and elderly lady and\\na gentleman, who were now advancing.\\n(6) The knight and baron quitted the table, and felt\\nin his embroidered pockets, as if for money.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0233.jp2"}, "234": {"fulltext": "Sees. ig2, 1^4,\\n195-\\n228 EXERCISES IN SYNTAX.\\nVERBS.\\nExamine the following verbs, and correct any\\nthat are not suitable in form or in meaning\\n(i) Many have mistook the reason for his action.\\n(2) He was not here when his brother come.\\n(3) Her face has always wore a sad expression.\\n(4) He was not discovered until this morning, after\\nhe had laid in the wet grass for six hours.\\n(5) The wind had scattered the apples around and\\nbroke some branches of the trees.\\n(6) The car had already ran off the track.\\n(7) I am afraid you will loose your new ball.\\n(8) He has set there an hour, all alone.\\n(9) If the hunter had clomb the tree, he could easily\\nhave gotten the squirrel.\\n(10) We ought not to have sit in the cold so long.\\n(11) My exercise must have been wrote badly.\\n(12) Can t I ever learn you to think before speaking?\\n(13) I seen him after he had swam the river.\\n(14) When they come in they were almost froze.\\n(15) I done better while he had me by the hand.\\n(16) He has not, and never will, reveal the secret.\\n(17) The guilt of the accused was easily proven.\\n(18) Hasn t the assembly bell rung for us yet?\\n(19) The iron was drawed out into fine wire.\\n(20) My cousin has just set out for his journey.\\n(21) He give me the money he win on the last race.\\n(22) He thro wed the ball and run hard for the base.\\n(23) He might once, but he can not now, deceive us.\\n(24) The blacksmith shoed the horse in ten minutes.\\n(25) The horse thief was hung by the regulators.\\n(26) When I am forsook by all, Thou wilt be nigh.\\n(27) I might have gone sometimes the whole length,\\nof the street, and see nobody to direct me.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0234.jp2"}, "235": {"fulltext": "VERBS. 229\\n(28) The visitor has not sat here half an hour.\\n(29) As soon as I seen it, I knowed the coat was stole.\\n(30) My neighbor s wife taken pneumonia last winter.\\n(31) The sheet was not tore when I wrote the lesson.\\n(32) The Indian has slew many a white man.\\n(23) The dog is laying on my brother s new cap.\\n(34) The birds have flew away for the winter.\\n(35) Ten dollars had been bidden for this picture.\\nSees, ic\\nSee if shall, should, etc., are rightly used in the\\nfollowing sentences, and correct any errors\\n(i) The driver said he would like to go farther, but\\nthat he should hurry back.\\n(2) I will be sixteen years old next month.\\n(3) Shall you come to our next entertainment?\\n(4) I will if my mother will permit me.\\n(5) They shall be sick if they play too long out in\\nthis rain.\\n(6) The teacher says that he will expect us to remem-\\nber all the dates in that lesson.\\n(7) We will not grow as strong if we sit and read\\nwhen we are in need of exercise.\\n(8) Wouldn t you prefer to sit with me?\\n(9) You should not act so rudely with the child, for\\nsuch treatment shall injure it.\\n(10) I shall lend you the marbles, but not one of them\\nwill you keep with my consent.\\nDecide which of the following sentences are\\ncorrect, and rewrite any incorrect ones, giving\\nreasons\\n(i) Neither Russia nor Austria are ready for war,\\nand Germany has nothing to gain thereby. 5-2^9-\\n(2) Every one of the players in our club are bent on\\nwinning the game this afternoon.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0235.jp2"}, "236": {"fulltext": "230 EXERCISES IN SYNTAX.\\n(3) The immortality of the soul, the resurrection, the\\nreunion of the dead, is the great principle of our creed.\\n(4) If I was a lord or a bishop, I would not put a\\nfellow in my livery that had not a wooden leg.\\n(5) One of these persons was in a somewhat tar-\\nnished coat, with a large queue and bag.\\n(6) I confess that neither his hand nor mine were\\nparticularly steady.\\n(7) Each tree and rock and every blade of grass are\\ndistinctly imaged in the stream.\\n(8) It is melancholy to think how little that portion\\nof the community which is quite at ease in their circum-\\nstances, have to do, in a social way, with the humbler\\nclasses.\\n(9) A popular novel, a theater, a ball-room, makes us\\nfeel that we are all paupers.\\n(10) I am considering how each of these professions\\nare crowded with multitudes seeking their livelihood.\\n(11) A handful of daring adventurers from a civilized\\nnation wander to some savage country, and reduce the\\naboriginal inhabitants to bondage.\\n(12) Either of these, or of a myriad more, are equally\\ngood to the person to whom they are significant.\\n(13) When the boat comes near to his, he hears a\\ngreat noise and the boat sinks; but he and his compan-\\nions were saved by the hermit.\\n(14) The boxing match came off, but neither of the\\nmen were very game or severely punished.\\n(15) The Red House was without that presence of\\nthe wife and mother which is the fountain of wholesale\\nlove and fear in parlor and kitchen.\\n(16) Her simple view of life and its comforts were\\nonly like a report of unknown objects.\\n(17) The painter, the sculptor, the composer, the epic\\nrhapsodist, the orator, all partake one desire, namely to\\nexpress symmetrically and abundantly.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0236.jp2"}, "237": {"fulltext": "VERBS. 2^1\\n(i8) A number of persons was clustered together in\\nthe Hght of one of the great stained windows.\\n(19) Then kneeling down, to Heaven s Eternal King,\\nThe saint, the father, and the husband prays.\\n(20) The uniform habit of the academics, the square\\ncap and the black gown, is adapted to the civil and even\\nthe clerical profession.\\n(21) But whether either of these be modern discov-\\neries, or derived from old foundations, is disputed.\\n(22) It must be confessed that a lampoon or a satire\\ndo not carry in them robbery and murder.\\n{2s) Every street, every turning in the more fre-\\nquented parts of the city, were familiar to her.\\n(24) Wayland s Elements of Political Economy\\nwas published in the year 1837,\\n(25) Fifty head of cattle were bought to-day and will\\nbe sent abroad next week.\\n(26) The fleet were seen sailing up the channel, where\\nit was anchored in safety.\\n(27) The increase in the number of pupils render the\\npurchase of new seats necessary.\\n(28) Forest after forest fall under the axe.\\n(29) Not a feature, not a muscle, were seen to move.\\n(30) The mob, which rapidly advanced on the jail,\\nwere composed of the roughs of the city.\\n(31) A number of our best friends were told never to\\nattend the meeting again.\\n(32) The number of men on the committee has been\\nincreased from three to five.\\n(33) The peasantry often goes barefooted in winter.\\n(34) Two thousand years of slavery to the Turk has\\nmade a coward of the Armenian.\\n(35) Either of these developments are quite possible,\\nas the allied army have been pressing against every ob-\\nstacle to reach the city of Pekin.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0237.jp2"}, "238": {"fulltext": "232 KXKRCISKS IN SYNTAX.\\nVERBALS.\\nCorrect errors in these sentences, and give rea-\\nsons\\n(i) On entering, the eye is astonished by the pomp of\\narchitecture and the elaborate beauty of sculpture.\\nSece. 220-223. (^2) She gave him a copper farthing of Birmingham\\nmanufacture, being all the coin she had about her.\\n(3) Such things had been known as a man doing him-\\nself a mischief, and then setting the justice to look for\\n(the doer.\\n(4) 1 knew their cargoes were heavy, and expected\\nevery moment they would have gone to the bottom.\\n(5) The sequestered situation of the church seems\\nalways to have made it a favorite haunt of spirits.\\n(6) Being young, wealthy, good looking, and fortu-\\nnate, the fashionable world took him by the hand.\\n(7) This had been Silas s testimony, though he\\n\u00e2\u0080\u00a2clutched strongly at the idea of the peddler being the\\nculprit.\\n(8) He has beheld beds of them unfolding in due\\nsuccession as the sunrise stole from flower to flower.\\n(9) Being naturally of a serious turn, my attention\\nwas directed to the solid advantages of a residence there.\\n(10) Prince John, who had expected that his own\\nname would have closed the Saxon s speech, started\\nwhen his brother s name was mentioned.\\n(11) The fact of her having found relief from drink-\\ning Marner s medicine became a matter of common talk.\\n(12) There is no hope of him passing the examina-\\ntion.\\n(13) It would have been worth any statesman s\\nmoney to have heard the profound discussions.\\n(14) Alarmed by these reports, it was decided to\\nevacuate the fort that night.\\n(15) Egypt would scarcely have been able to have\\nsecured her independence unaided.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0238.jp2"}, "239": {"fulltext": "ADVERBS. 233\\nADVERBS.\\nCorrect any errors in the following sentences,\\nand state reasons for changes made\\n(i) The books haven t come yet, I don t suppose.\\n(2) Such phrases have been carried to an extreme, as Sees. 236-2^8.\\nhave most all things.\\n(3) The effect is that it generally degrades any one\\nthat uses it in people s minds.\\n(4) We haven t near finished our exercise yet.\\n(5) A very rough looking man put his head out and\\nasked what I wanted very impatiently.\\n(6) He is only fitted to govern others who is capable\\nof governing himself at all times.\\n(7) How well this man writes when he does not take\\nany pains scarcely\\n(8) Rosenthal was then at Abazzio, near Trieste,\\nwhere he was making his final preparations for his com-\\ning American tour in a delightful cottage that faces the\\nAdriatic.\\n(9) One of the sailors, a thoughtless man, treated the\\nalbatross cruel, and killed it.\\n(10) This monument was erected to the memory of\\nJohn Jinkins, accidentally shot, as a mark of affection by\\nhis brother.\\n(11) It is not improbable that the deceased came to\\nhis death by swallowing some drug.\\n(12) Such correction of a child sounds harshly.\\n(13) Loud talking makes the voice sound harsh.\\n(14) Mr. C. had always been successful in business\\nprevious to his coming to our city.\\n(15) Always speak friendly to those you meet.\\n(16) In times of temptation, let a man stand firm.\\n(17) For a real good pair of shoes, or anything in\\nthat line, call on Allen Brown.\\n(18) The exhibition will likely close next week.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0239.jp2"}, "240": {"fulltext": "234 EXERCISES IN SYNTAX.\\n(19) Immediately after the burial of his wife the\\nother day, Mr. M. B, was married by the preacher who\\nhad performed the funeral service to a cousin of his\\nformer wife.\\n(20) The servant did not sweep the room good.\\n(21) The poor fellow can t walk hardly.\\n(22) The butter tastes very well, after all.\\n(2s) Talk plainer, so we can understand you.\\n(24) Some people only make these errors in conversa-\\ntion, but most every one can correct them.\\n(25) The people heard that the king had abdicated\\nwith great astonishment.\\n(26) I merely mention a few of these letters.\\n(27) You this night mentioned a name in the halls\\nwhere by nature and kindred it should have sounded\\nmost acceptably.\\n(28) Uncle has never been to Europe but once.\\n(29) Be careful to open the door wide.\\n(30) She looked around and saw with alarm that she\\nhad never been where she was before.\\nCONJUNCTIONS.\\nCorrect any errors in the following sentences,\\nand give your reasons for each correction\\n(i) Mr. H. will hear a different story than that told\\nhim on his last visit to the East.\\n(2) It s a pity but what Solomon lived in our village.\\n(3) What it seemed really wisest for him to do was\\nto try and soften his father s anger.\\n(4) Scarcely had we composed ourselves again than\\na loud scream aroused us.\\n(5) One of two things appears to us to be certain:\\nSees. 248-251.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0240.jp2"}, "241": {"fulltext": "CONJUNCTIONS. 235\\nthat his project has either been misunderstood, or that\\nhis talents have been overrated,\\n(6) We were reading in the papers where the floods\\nwere disastrous in the Mississippi Valley.\\n(7) The prisoner declared he would not proceed with-\\nout they promised him better treatment.\\n(8) He treated the Court like the king was already\\na prisoner in his hands.\\n(9) Turning neither to the right nor to the left, he\\nstrode on with desperate hardihood.\\n(10) Though less studiously bedecked with orna-\\nment, his dress was as rich and his appearance far more\\nstriking than that of his companion.\\n(11) But neither as a writer nor statesman can we\\nallot him a very high place.\\n(12) Apposition is when one word not in the predi-\\ncate explains the meaning of another.\\n(13) We worship not St. Nicholas so devoutly but\\nwhat thy thirty zecchins may yet escape.\\n(14) Five men can transact business as satisfactorily,\\nand more rapidly, than forty or fifty.\\n(15) They put her in a small room that looked like it\\nhad been used for a coal house.\\n(16) I do not know as I can tell you the story.\\n(17) The circumstance induced Gurth to believe both\\nthat the gang was strong in numbers, and that they kept\\nregular guards about them.\\n(18) Athelstane had not only determined to deprive\\nthe Disinherited Knight of his powerful succor, but to\\nmake him feel the weight of his battle-ax.\\n(19) Lady Rowena could not have escaped without\\nCedric had come when he did.\\n(20) The liberated man now told us how he had been\\nkept in prison a long time with little food and with damp\\nand insufficient clothing.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0241.jp2"}, "242": {"fulltext": "236 EXERCISES IN SYNTAX.\\n(21) There s never a garden in all the parish but what\\nthere s endless waste in it.\\n(22) No sooner had he left the room when the flames\\nburst forth furiously again.\\n(23) My prices will be found as low, if not lower,\\nthan can be found elsewhere in the city.\\n(24) He would roam around the country day after\\nday to try and find any honest work.\\n(25) The costly charm of the old literature is that the\\npersons speak simply, speak like persons who have\\ngreat good sense without knowing it.\\n(26) The natives told us that after traveling all day\\nthat we should come to a large lake.\\n(27) Neighbors not only showed a disposition to greet\\nSilas, but to take the trouble of visiting him.\\nPREPOSITIONS.\\nTell which prepositions are misused in the fol-\\nlowing sentences, and make needed corrections\\nSees. 258-261. (i) Between every pause was heard the voice of the\\nheralds exclaiming, Fight on, brave knights\\n(2) If she goes there, it will be a different sort of life\\nto what she s been used to.\\n(3) The painter fell off of a high building.\\n(4) I can not agree with such an offer.\\n(5) Do not drop your hat onto the floor.\\n(6) The villagers were astonished when the weaver\\ncame running in the room so suddenly.\\n(7) After I have examined into the matter, I will tell\\nyou whether the money is safe.\\n(8) My cousin and I hope that the reward will soon\\nbe divided among us.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0242.jp2"}, "243": {"fulltext": "PREPOSITIONS. 237\\n(9) Can you tell me where the City Hall is at?\\n(10) Gurth did not meet up with anybody until he\\nreached the end of a long, dark lane,\\n(11) He was into all this trouble to-day.\\n(12) When he reformed, he emptied out all the whis-\\nky barrels into the street.\\n(13) The soldiers crowded to the wall, from whence\\nthey sent down a cloud of arrows.\\n(14) Though differing in politics, there was a resem-\\nblance between the temper of the uncle and nephew.\\n(15) I thought of every possible event but could not\\nremember of what had occurred.\\n(16) The mill stands near by the little creek.\\n(17) The friar led Isaac in the presence of the out-\\nlaws, and related his adventures.\\n(18) More troubles came upon the exile than he\\nthought for, and he could not help from thinking that\\nyet others would follow after these.\\n(19) No one can be allowed to enter beside you and\\na few of your friends.\\n(20) Although the hermit s liking for rich food was\\nstrong, he pretended to eat nothing only dried pease.\\n(21) Being acquitted from this charge, the forger left\\ntown as soon as possible.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0243.jp2"}, "244": {"fulltext": "", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0244.jp2"}, "245": {"fulltext": "INDEX.\\n(The Numbers refer to Pages.)\\nA, origin of, iii.\\nsyntax of, 112.\\nexercises on, 227.\\nuse of, 112.\\nAbsolute, nominative, 40, 62.\\npunctuation of, 51.\\npersonal pronouns, 64.\\nphrase, 40, 62.\\nAbstract nouns see Nouns.\\nAdjective clauses, y6, 208.\\nrestrictive and unrestrictive,\\n86.\\npunctuation of, 87.\\nphrases, 200,\\nsyntax of, 106, 226.\\nAdjective pronouns, classes of,\\n89.\\ndefinition of, 54.\\ndemonstrative, 90.\\ndistinguished from adjec-\\ntives, 88, 89.\\ndistributive, 91.\\nindefinite, 92-94.\\nAdjectives, as complements, 17.\\nappositive, attributive, 108.\\ncomparison of, 102-106.\\ndefinition of, 11.\\ndemonstrative, 97.\\ndescriptive, 97, 98.\\nAdjectives Continued.\\nhow to parse, 108.\\nnot compared, 104.\\nof quantity, 97, 99-100.\\nordinal, 100.\\nplural of, 102.\\npredicate, 109.\\npronominal, 97-98, loo-ioi.\\nsyntax of, 106-108.\\nexercises on, 226.\\nused as nouns, 26.\\nAdverbial clauses, 178, 208.\\nphrases, 201.\\nobjective, 41, 201.\\nAdverbs, classes of, 168, 169.\\ncomparison of, 171.\\ndefinition of, 168.\\ndistinguished from adjec-\\ntives, 171.\\nhow to parse, 172.\\nsyntax of, 174, 233.\\nused as nouns, 26.\\nvariously used, 169.\\nwhat they modify, 168.\\nAdversative conjunctions, 176.\\nAffix, definition of, 29.\\nAgreement, of adjective with\\nnoun, 106, 226.\\nof personal pronoun with an-\\ntecedent, 67-69, 220-224.\\n(239)", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0245.jp2"}, "246": {"fulltext": "240\\nINDEX.\\nAgreement Continued.\\nof verb with subject, 124,\\n161, 229.\\nAlternative conjunctions, 176.\\nAmong, between, 193.\\nAn; see A.\\nAnalysis, definition of, 10, I97-\\nof complex sentences, 76,210.\\nof compound sentences, 213.\\nimportance of, 15.\\nof interrogative sentences,\\n72, 203.\\nof simple sentences, 203.\\nAntecedent, definition of, 61.\\nof it, 60, 61.\\nof personal pronouns, 61.\\nof relative pronouns, 78.\\nAny as pronoun, number of, 93.\\nApostrophe, three uses of, 50.\\nto form possessive, 43.\\nApposition, words in, 17, 39,\\n41, 62.\\npunctuation of, 51.\\nAppositive adjectives; see Ad-\\njectives.\\nArticles, definite, iii.\\nindefinite, iii.\\nsyntax of, 112, 227.\\nAs, uses of, 179, 180, 182.\\nAttributive position of ad-\\njectives, 108.\\nAuxiliary verbs, 116.\\nBe, conjugation of, 128, 136.\\nuses of, 117, 122, 143.\\nBeside and besides, 193.\\nBetween; see among, 193.\\nBusiness English, 71, 224.\\nBut, uses of, 174, 176, 185, 190.\\nBut what, wrongly used, 185.\\nCan, could, 145.\\nCapital letters, use of, 49.\\nCase, definition of, 38.\\ndouble possessive, of nouns,\\n42.\\nof pronouns, 64.\\nforms, number of, of nouns,\\n39-\\nof pronouns, 59.\\nnominative, of nouns, 39-40.\\nof pronouns, 62, 222.\\nof relative pronouns, how\\nfound, 78.\\nobjective, of nouns, 41.\\nof pronouns, 63, 222.\\npossessive, of nouns, 42.\\nof pronouns, 63-64.\\nsyntax of, of pronouns, 69, 70.\\nCause, clauses of, 209.\\nconjunctions of, 179.\\nClauses, adjective, 76.\\nadverb, 178, 208.\\ndefinition of, 53.\\nkinds of, 55, 76, 178, 206.\\nnoun, 76, 206.\\nCollective nouns, 23, 24.\\nsyntax of, and verb, 161, 162,\\n229.\\nCommon nouns, 23.\\nComparative degree, syntax of,\\n107.\\ndouble, 107-108.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0246.jp2"}, "247": {"fulltext": "INDKX.\\n241\\nComparison, conjunctions of,\\n179-\\ndefective, 106.\\ndefinition of, 102.\\ndegrees of, 102.\\nirregular, 104.\\nof adjectives, 102.\\nof adverbs, 171.\\nsyntax of, 107.\\nComplement of intransitive\\nverb, 17, 39, 199.\\nof transitive verb, 17, 41, 199.\\nComplex sentence, analysis of,\\n76, 210.\\ndefinition of, 55, 206.\\nCompound indefin te pronouns,\\n94.\\npossessive form of, 94.\\nnouns, plural of, 35-36.\\npossessive of, 44.\\npersonal pronouns, 64-66.\\nrelative pronouns, 84.\\nCompounds, gender shown by,\\n29.\\nCompound sentence, 178, 212.\\nanalysis of, 213.\\ndefinition of, 212.\\nConcession, clause of, 209.\\nconjunctions of, 180.\\nCondition, clause of, 209.\\nconjunctions of, 180.\\nConditional sentences, 131.\\nwith subjunctive, 132,\\nConjugation, definition of, 135.\\nof be, 128.\\nof choose, 129.\\nof speak, 137.\\nConjunctions, classes of, 176.\\ncoordinate, 176.\\ncorrelative, 181.\\nhow to parse, 182.\\nsubordinate, 179.\\nsyntax of, 185, 234.\\nvariously used, 180.\\nConjunctive adverbs, 168.\\nContingent assertion, subjunct-\\nive, 133.\\nContracted sentences, analysis\\nof, 210, 213.\\nCoordinate, or unrestrictive,\\nclauses, 86.\\nCopulative conjunctions, 176.\\nDeclension of interrogative\\npronouns, 75.\\nof nouns, 45.\\nof personal pronouns, 55.\\nof relative pronouns, 82.\\nDefective verbs, 145,\\nDefinite articles; see Articles.\\nDefinite tenses, 119.\\nof passive, 122.\\nDegree, adverbs of, 166.\\nclause of, 209.\\nDegrees of comparison see\\nComparison.\\nDemonstrative adjectives, 100.\\nsyntax of, 106, 107.\\nDemonstrative pronouns, 90.\\nDependent clause, definition of,\\n55.\\nkinds of, 76, 178.\\nDescriptive adjectives, 98.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0247.jp2"}, "248": {"fulltext": "242\\nINDKX.\\nDirect and indirect questions,\\n84.\\nquotations, 164.\\nDirect object, noun, 41.\\npronoun, 63.\\nretained with passive verb,\\n199-\\nDistributive adjectives, 99.\\npronouns, 91.\\nDo, uses of, 126, 138, 139.\\nDouble comparative see Com-\\nparative.\\nDouble possessive see Case.\\nDouble relative see Indefinite\\nRelative.\\nEach, as adjective, 99.\\nas pronoun, 91.\\nsyntax of, 162,\\nEach other, one another, 91.\\nEither, as adjective, 99.\\nas pronoun, 91.\\nas correlative, 181.\\nsyntax of, 185.\\nElder, older, 105.\\nElements of the sentence, 197.\\nEllipsis in complex sentences,\\n210.\\n-Eji, plural suffix, 32.\\n-Ess, feminine suffix, 30.\\nEvery, adjective, 99.\\nsyntax of, 162.\\nFarther, further, 105.\\nFeminine gender, 27.\\nFirst, superlative form, 106.\\nForeign plurals, 37.\\nFormer, the, adjective, 100.\\npronoun, 90.\\nFractional, 100.\\nFurther; see farther.\\nFuture tense, 118.\\npresent used for, 120.\\nFuture perfect tense, 118.\\nGender, definition of, 27.\\ndistinguished from sex, 27.\\nin English, not like that in\\nother languages, 27.\\nmodes of indicating, of\\nnouns, 29, 30, 31,\\nof epicene nouns, 30, 56.\\nof personal pronouns, 55.\\nof relative pronouns, 80, 81,\\n82, 83.\\nGerund, definition of, 154.\\nforms of, 154.\\nhow distinguished from par-\\nticiple and noun, 154.\\npossessive case with, 164, 232.\\nuses of, 154.\\nGo^and gotten, 142.\\nGrammar, definition of, 9.\\nwhat it deals with, 9.\\nH, an before, 112.\\nHanged, hung, 142.\\nHe, she, it, declension of, 55.\\nHow, misused, 187.\\npersonal pronoun, 55.\\nIdiom, meaning of, 42.\\nnot parsed, 47.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0248.jp2"}, "249": {"fulltext": "INDKX.\\n243\\nImperative mood, use of, 126.\\nof first person and third\\nperson, 127.\\nImperfect participle, tense of,\\n150.\\nused in verb phrases, 119, 122.\\nImpersonal subject, 60.\\nobject, 61.\\nIndefinite adjectives, 99.\\narticles see Articles.\\npronouns, 92.\\nrelative pronouns, 82.\\nIndependent clause, 55.\\nIndependent elements, 201.\\nIndicative mood, uses of, 126,\\n131.\\nIndirect discourse, 164.\\nIndirect object, 41, 63, 198.\\nIndirect questions, 84, loi, 165,\\n170.\\nquotations see Indirect Dis-\\ncourse.\\nInfinitive, definition of, 151.\\nforms of, 151.\\nsyntax of, 163, 232.\\ntense of, 151.\\nto, omitted from, 152.\\nuses of, 152, 200, 201, 202.\\n-Ing, words in, 156.\\nInterjections, 14, 194.\\nInterrogatire adjectives, 100.\\nin indirect questions, loi.\\nadverbs, 170.\\nin indirect questions, 170.\\nInterrogative pronouns, 73.\\ndeclension of, 75.\\nin indirect questions, 84.\\nsyntax of, 75, 224.\\nInterrogative sentences, analy-\\nsis of, 72.\\nInto and in, 193.\\nIntransitive verbs, 17, 115.\\nused as transitive, 116.\\nIrregular comparison, adject-\\nives, 104.\\nadverbs, 171.\\nuses of, 59.\\nJoint ownership, possessive of,\\n44.\\nKind, these kind, 106.\\nLast, latest, 105.\\nLatter, the, adjective, 100.\\npronoun, 90.\\nLay, lie, 144.\\nLet, in imperative phrase, 127.\\nLesser, lOS.\\nLike, how to parse, 189.\\nsyntax of, 186.\\nLogical subject, with it, 60, 207.\\n-Ly, words in, 171.\\nManner, adverbs of, 166, 182.\\nclauses of, 209.\\nconjunctions of, 179.\\nMany, comparison of, 105.\\nMay, might, 145.\\nMeans, singular and plural, 34.\\nMine, of mine, etc., 64.\\nModifier, adjective, position of,\\n106.\\nadverb, position of, 174.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0249.jp2"}, "250": {"fulltext": "244\\nINDEX.\\nModifiers of complement, ob-\\nject and subject, 200.\\nof predicate, 201.\\nMood, definition of, 125.\\nimperative, 126.\\nindicative, 126.\\nsubjunctive, 127.\\nMore, most in comparison, 103.\\n-Most, superlative ending. 106.\\nMuch, comparison of, 105.\\nMust, 145.\\nNames of animals, gender of,\\n28.\\nNearest, next, 105.\\nNegatives, two, 174, 233.\\nNeither, adjective, 99.\\nconjunction, 176, 181.\\npronoun, 91.\\nNeuter noun; see Nouns.\\nNo, subjects modified by, 162.\\nNominative see Case.\\nNone, singular or plural, 93.\\nNor, coordinate conjunction,\\n176, 181.\\nsubjects connected by, 162.\\nNoun clause, 76, 206.\\nNouns, abstract, 24.\\nplural of, 32.\\ncase of, 38.\\ncollective, 23.\\ncommon, 23,\\ngender of, 26.\\nhow to parse, 47.\\nkinds of, 24.\\nmaterial, 24.\\ncommon in plural, 23.\\nnumber of, 32.\\nNouns Continued.\\nother words used as, 26.\\nplural, how formed, 32.\\nof compound, 35.\\nof foreign, 37.\\nof letters and figures, 37.\\nof material, 33.\\nold ways of forming, 32.\\nwith titles, 36.\\npossessive, with gerund, 164.\\nsyntax of, 219,\\nwith various meanings in\\nplural, 35.\\nwith no singular, 34.\\nwith one plural, two mean-\\nings, 35.\\nwith plural form, singular\\nmeaning, 34.\\nwith singular or plural verb,\\n34.\\nNumber, of nouns see Nouns.\\nof adjectives, 102.\\nof pronouns, interrogative,\\n75.\\npersonal, 55.\\nrelative, 80, 81, 82, 83.\\nof verbs, 124.\\nNumeral adjectives, 99.\\nObject, definition of direct, 16,\\n198.\\nindirect, 41, 198.\\nin analysis, 16, 198.\\nof preposition, 187,\\nmodifiers of, 200.\\nretained with passive verb,\\n199.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0250.jp2"}, "251": {"fulltext": "INDEX.\\n245\\nObjective case, adverbial, 41.\\ninstead of nominative, 70.\\nnominative instead of, 70.\\nof nouns, 41.\\nof pronouns; see Case.\\npredicate, 41.\\nOlder; see Elder.\\nOmission of if, 134.\\nof relative pronoun, 208.\\nOne, indefinite pronoun, plural\\nof, possessive of, syntax\\nof, 93.\\nOne anotJier; see Each other.\\nOne (the), the other, adjective,\\n100.\\npronoun, 90.\\nsyntax of, 93,\\nOnly, position of, as adverb,\\n174.\\nOrder, inverted order, 203.\\nin questions, 72, 203.\\nnormal or regular, 72.\\nwords in improper, 106, 174.\\nOrdinal adjectives, 100.\\nOther v^ith comparatives, 107.\\nOthers, possessive of, 93.\\nOught, 145.\\nOur, ours, 64.\\nOursclf, 66.\\nParsing, directions for\\nof adjectives, 108.\\nof adverbs, 172.\\nof conjunctions, 183.\\nof nouns, 47.\\nof prepositions, 191.\\nof pronouns, 94.\\nof relative pronouns, 78.\\nof verbals, 157.\\nParsing Continued.\\nof verb phrases, 157.\\nof verbs, 157.\\nsome idioms not parsed, 47.\\nwhat it is, 47.\\nParticipial phrase see Parti-\\nciple.\\nParticiple, definition of, 149.\\ndistinguised from other\\nwords in -ing, 154.\\nforms of, 149.\\nsyntax of, 163, 232.\\ntense of, 150.\\nuses of, 199, 201, 202.\\nParts of speech, meaning of, 9.\\nwords used as various, 14.\\nPassive voice, 122.\\nPast tense used as present, 120.\\nPerson, agreement of verb and\\nsubject in, 124.\\nexplanation of, 46.\\nof nouns, 46.\\nof pronouns, 52.\\nof verbs, 124.\\nPersonal pronoun, absolute, 64.\\nagreement of, with antece-\\ndent, 67.\\nas predicate nominative, 62.\\ncase of, 62, 6z.\\ncompound, or reflexive, 64.\\nuses of, 65.\\ndefinition of, 52.\\ndouble possessive of, 64.\\nsyntax of, 66, 220-224.\\ntable of, 55.\\nuses of it, 59.\\nPersonification, 28, 56.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0251.jp2"}, "252": {"fulltext": "246\\nINDEX.\\nPhrase, kinds of, 202.\\ninfinitive; scq Infinitive.\\nparticipial see Participle.\\nprepositional, 187, 200, 201.\\nPlace, adverbs of, 166.\\nclause of, 209.\\nconjunctions of, 179.\\nprepositions of, 189.\\nPleonasm, of pronouns, 71,\\nPlural, of adjectives, 102,\\nsyntax of, 106.\\nof nouns, 33.\\nof pronouns, 58, 75, 92.\\nPosition of adjectives, 106, 226.\\nof adverbs, 174, 233.\\nof correlatives, 185, 234.\\nPositive degree; see Compari-\\nson.\\nPossessive, double, of nouns,\\n42.\\nof pronouns, 64.\\nof compound nouns, 44.\\nof indefinite pronouns, 92, 93.\\nof relative which, 81.\\nomission of -s in singular, 43.\\nwith gerund, 164.\\nwith modified noun omitted,\\n43.\\nwith two objects, 44.\\nPredicate, complements of, 17.\\ncomplete, 16.\\ndefinition of, 198.\\nmodifiers of, 201.\\nposition of adjectives, 109.\\nPrefix, definition of, 29.\\ngender shown by, 29.\\nPrepositions, definition of, 187.\\nhow to pa!rse, 191.\\nkinds of, 187.\\nobjects of, 187.\\nwith pronouns, position of,\\n188.\\nsyntax of, 192.\\nused as other parts of speech,\\n190.\\nPresent tense, expressing gen-\\neral truth, 166.\\nused for future, 120.\\nfor past, 120.\\nPrincipal, or notional verbs, 1 17.\\nPrincipal parts of a verb, 140.\\nPronominal adjectives, ex-\\nclamatory, lOI.\\ninterrogative, 100.\\nrelative, loi.\\nPronouns, adjective, 88.\\nany, none, number of, 93.\\neach other, one another, 91.\\neither, neither, 91.\\nPronouns, definition of, 52.\\nhow to parse, 94.\\nindefinite, 92.\\nsyntax of, 93.\\ninterrogative, 73.\\nsyntax of, 75, 224.\\npersonal, 53.\\nantecedent of, 61.\\nnominative and objective\\nof, 70.\\nobjective of, in exclama-\\ntions, 63.\\npossessive of, with gerund,\\n164.\\nsyntax of, 66, 220-224.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0252.jp2"}, "253": {"fulltext": "INDEX.\\n247\\nPronouns Continued.\\nrelative, 77.\\nagreement with antecedent,\\n78.\\nhow to parse, 78.\\nomission of, 208.\\nrestrictive and unrestrict-\\nive, 85.\\nProper nouns see Nouns.\\nPunctuation, rules for, 50, 51,\\n73, 87, 165, 166.\\nPurpose, clauses of, 209.\\nconjunctions of, 179.\\nQuality, adjective of; see\\nDescriptive Adjective.\\nQuantity, adjectives of, 99.\\nQuestions, direct and indirect,\\n84.\\nadverbs in, 170.\\npronominal adjectives in, 100.\\npronouns in, 84.\\nQuotations, direct and indirect\\nsee Indirect Discourse.\\nReflexive pronouns; see Com-\\npound Personal Pro-\\nnouns.\\nReflexive use of pronouns, 63,\\n66.\\nRelative pronouns, 77.\\ndistinguished from interrog-\\native, in indirect ques-\\ntions, 84.\\nfunction of, 77.\\nRelative pronouns, indefinite or\\ncompound, 84.\\nomission of, 208.\\nrestrictive and unrestrictive,\\n85.\\nRestrictive clause see Relative\\nPronouns.\\nResult, clauses of, 209.\\nconjunctions of, 179.\\nRetained object, 199.\\nS, plural sufiix, 32.\\nS, forming possessive case, 43.\\nwith letters and figures, 37.\\nSentences, analysis of complex,\\n76, 210.\\nof compound, 213.\\nof elliptical, 210, 213,\\nof simple, 203.\\ndefinition of, 9.\\nkinds of, 197.\\nSeparate ownership, possessive\\nof, 45.\\nSequence of tenses, 165.\\nSet, sit, 144.\\nSex and gender, 27.\\nShall and zvill, 146, 229.\\nSingular number, nouns, 32.\\nSort, these sort, 106.\\nSpelling, rules for, 32, 33. 103.\\nSubject, complete, 16, 198.\\ndefinition of, 197.\\nlogical, after it, 60.\\nmodifiers of, 200.\\nthings used as, 199.\\nSubjunctive mood, definition\\nof, 127.\\nuses of, 132,", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0253.jp2"}, "254": {"fulltext": "248\\nINDEX.\\nSubordinate clause, 55.\\nadjective, ^d, 208.\\nadverb, 178, 208.\\nSubordinate clause, definition\\nof, 55.\\nhow to distinguish, 178.\\nkinds of, ^6, 178.\\nnoun, jd, 206.\\nother names for, 55.\\nSubstantive conjunction, 180.\\nSuffix, definition of, 29.\\n-en, plural, Z\\n-ess, feminine, 30.\\nforeign, 31.\\n-s or -cs, plural, 32.\\nSuperlative degree, 102,\\nof adjectives, 102.\\nof adverbs, 171.\\nsyntax of, 107,\\nSynopsis of verb, 137.\\nSyntax, definition of, 6y.\\nof adjectives, 106.\\nexercises on, 226.\\nof adverbs, 174.\\nexercises on, 233.\\nof conjunctions, 185.\\nexercises on, 234.\\nof nouns, 219.\\nof prepositions, 192.\\nexercises on, 236.\\nof pronouns, 66, 75, 93.\\nexercises on, 220.\\nof verbals, 163.\\nexercises on, 232.\\nof verb phrases, 163.\\nexercises on, 232.\\nof verbs, 160.\\nexercises on, 228.\\nTense, of verbals, 151.\\nTenses, definite, 119.\\nsequence of, 165,\\ntable of, 119.\\nuse of auxiliaries in, 118, 119.\\nThat, uses of, 81, 90, 100, 179,\\n180.\\nTJiat, this, as adjectives, 100.\\nsyntax of, 106.\\nas pronouns, 90.\\nThe, as article, iii.\\nas adverb, correlative, 170,\\n182.\\nhistory of. III.\\nsyntax of, article, 112.\\nThese kind; see Sort.\\nThere, introductory, 202.\\nThou, thy, thee, uses of, 58.\\nTime, adverbs of, 169, 170.\\nclauses of, 208.\\nconjunctions of, 179.\\nprepositions of, 189,\\nTo omitted from infinitive, 152.\\nTry and, try to, 186.\\nUnless and without, 186.\\nUnrestrictive clause, 86.\\npunctuation of, 87.\\nVerb phrases, how formed, 116.\\nparsing of, 157.\\nVerbal noun, distinguished\\nfrom other words in\\n-ing, 154-\\nVerbals, gerund, 154.\\nhow to parse, 157.\\ninfinitive, 151.\\nkinds of, 149.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0254.jp2"}, "255": {"fulltext": "INDEX.\\n249\\nVerbals Continued.\\nparticiple, 149.\\nsyntax of, 160, 232.\\nVerbs, agreement with subject,\\n161, 229.\\nauxiliary, 116.\\nconjugation of, 135.\\ndefective, 145.\\ndefinition of, 114.\\ndistinguished from verbals,\\n114.\\nemphatic forms, negative\\nforms, etc., 138.\\nhow to parse, 157.\\nin indirect discourse, 165.\\nexceptional use, 166.\\nmood of, 125.\\npassive voice, 122.\\nperson and number of, 124\\nprincipal, or notional, 117.\\nretained object with passive,\\n199.\\nstrong, definition of, 139.\\ntable of, 140.\\nsyntax of, 160, 229-231.\\ntenses of, 118.\\nsequence of, 165.\\nspecial uses of, 120.\\ntransitive and intransitive,\\n115-\\nvoice, 121.\\nweak, definition of, 140.\\nirregular, table of, 142.\\nVoice, active, 122.\\npassive, 122.\\ndefinite forms of, 122.\\nVowel change, in plural of\\nnouns, 32.\\nin verbs, 139, 140.\\nWe, for singular, 58.\\nWeak verbs, regular and irreg-\\nular, 140.\\nWhat, uses of, 73, 82, 100, loi.\\nbut wliat, 185.\\nrelative, parsing of, 83.\\nivliat a, loi.\\nIVlien, luliere, misused, 187.\\nWhether, conjunction, 181, 207.\\nin indirect questions, 165.\\nWhich, uses of, 73, 80, 100, 10 1.\\nwhose, possessive of, 81.\\nWho, as relative, 79.\\nin direct and indirect ques-\\ntions, 73, 84,\\nreferring to animals, 79.\\nWife, woman, 29.\\nWill, would; see Shall.\\nWish, subjunctive of, 132.\\nWithout; see Unless.\\nWoman; see Wife.\\nWords in -iug, 156.\\nin -ly, 171.\\nY, plural of nouns ending in,\\n33-\\nYes, in analysis, 202.\\nYou, singular and plural, 58.\\nYours, of yours, 64.\\nYourself, yourselves, 66.", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0255.jp2"}, "256": {"fulltext": "OCT 1 WW\\nA", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0256.jp2"}, "257": {"fulltext": "", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0257.jp2"}, "258": {"fulltext": "", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0258.jp2"}, "259": {"fulltext": "", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0259.jp2"}, "260": {"fulltext": "S\\nS\\nV- y\\n^1%\\ns ^0\\nC f/\\n^A V*\\nDeacidified using the Bookkeeper process.\\n.f Neutralizing agent; Magnesium Oxide\\n3t- ^^x Treatment Date: Oct. 2006\\nPreservationTechnologies\\n-y ^j ,_ A WORLD LEADER IN PAPER PRESERVATION\\n^L 1 11 Thomson Park Drive\\nC** Cranberry Township, PA 16066", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0260.jp2"}, "261": {"fulltext": "x^^-\\nr^.\\nC^\\n^0 o^\\nv^ C\\n.xX\\n%^s\\ns^^\\ns -r.\\nf^\\n=5^V\\nv%\\nv^^\\nx\\n\u00e2\u0096\u00a0x^^\\nv*^ *i\\n^c;^", "height": "3478", "width": "2246", "jp2-path": "elementsofenglis00bask_0261.jp2"}, "262": {"fulltext": "Hi\\niii;iiiihl iii i*\\n.liijii^iipiiliiiiliilii\\nii llii;!\\nmWm\\nii iiiiUJll III\\n:ii!(IS\\nM\\nlitii\\ni t I iii\\nm\\nmM\\\\H i\\n\u00e2\u0096\u00a0111!\\nliiii\\nCONGRESS", "height": "3629", "width": "2368", "jp2-path": "elementsofenglis00bask_0262.jp2"}}