{"1": {"fulltext": "", "height": "2888", "width": "1859", "jp2-path": "hoenshelsadvance00hoen_0001.jp2"}, "2": {"fulltext": "LIBRARY OF CONGRESS.\\nChap Copyright No....\\nShelLjfciin 4\\nUNITED STATES OF AMERICA.", "height": "2822", "width": "1803", "jp2-path": "hoenshelsadvance00hoen_0002.jp2"}, "3": {"fulltext": "", "height": "2822", "width": "1803", "jp2-path": "hoenshelsadvance00hoen_0003.jp2"}, "4": {"fulltext": "", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0004.jp2"}, "5": {"fulltext": "", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0005.jp2"}, "6": {"fulltext": "", "height": "2822", "width": "1701", "jp2-path": "hoenshelsadvance00hoen_0006.jp2"}, "7": {"fulltext": "HOENSHEL S\\nAdvanced Grammar.\\nE. J. HOENSHEL, ii M.,\\nAuthor op Complete Grammar and Language Lemons\\nand Elementary Grammar.\\nCrane Co., Publishers)\\nTopeka, Kansas.\\n1899.", "height": "2822", "width": "1701", "jp2-path": "hoenshelsadvance00hoen_0007.jp2"}, "8": {"fulltext": "43848\\nCopyright 1899, by Crane Company,\\nTopeka, Kansas.\\nTWO COPIES RECEIVED,\\nSECOND COPY,", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0008.jp2"}, "9": {"fulltext": "PEEFACE.\\nThere are at least two different ideas as to the office\\nof English grammar\\n1. It is merely a record of usage.\\n2. It makes rules to govern usage.\\nSome grammars are written in accordance with the\\nfirst idea, and some in accordance with the last but\\nthe present author believes that the real office of a\\ntext-book on English grammar is a combination of\\nboth ideas. While it is true that good usage makes\\nrules, it is equally true that rules govern good usage.\\nSimply to record examples from the so-called masters\\nof our literature would leave the student in a maze of\\nconfusion. Examples can be selected from the writ-\\nings of the greatest authors in support of the most\\nflagrant violations of well-established rules of syntax.\\nNumerous sentences can be found having the objective\\ncase in predicate with be; as, That s her It will\\nnot be me. Also, sentences can be found containing\\nthe nominative forms after the prepositions but and\\nsave. This book takes the view that such expressions\\nare incorrect even if used by good writers some years\\nago and that it is part of the province of English\\ngrammar to give rules for the government of present\\nand future usage. The aim has been to follow the best\\n(3)", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0009.jp2"}, "10": {"fulltext": "4 PREFACE.\\nusage, and to deduce from such usage a system of rules\\nthat should not be violated.\\nOn the other hand, the author recognizes that, to\\nsome extent, the grammar must adapt itself to the\\nexisting literature, and that usage does not always\\nagree with itself.\\nThis book is a continuation of the author s Elemen-\\ntary Grammar, and contains work for the Sixth, Sev-\\nenth, and Eighth Grades. The Sixth Grade contains\\na concise review of the Elementary, but presents a\\nbroader and deeper treatment of the subject. The\\nSeventh Grade treats of the more difficult points, re-\\npeating nothing found in Grade G. Grades G and 7\\nfurnish a course in grammar sufficient for all ordinary\\npurposes. The Eighth Grade contains a complete and\\nphilosophical review, presenting a logical classification\\nof the subject. This grade also contains a discussion\\nof many interesting topics, especially those about\\nwhich authors disagree.\\nBoth books of the series follow the plan used in the\\nauthor s Complete Grammar, published two years ago.\\nIn every grade, from the Third to the Eighth inclu-\\nsive, and in almost every lesson, will be found exer-\\ncises in etymology, analysis, and syntax.\\nThis is not the usual plan. In nearly all grammars\\none part of the book is devoted to etymology, another\\npart to analysis (or diagrams), and still another part\\nto syntax so that pupils must complete the entire", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0010.jp2"}, "11": {"fulltext": "PREFACE. 5\\nbook in order to obtain any knowledge whatever of\\nsome of the most important subjects of grammar.\\nBut when it is remembered that more than half of\\nthose entering school quit before completing the ordi-\\nnary text-book on grammar, it will be seen that the\\nusual plan is not the best. Besides, these three divi-\\nsions of grammar are so intimately related that the\\nstudy of any one aids in the study of the other two,\\nand some points of any one cannot be well understood\\nwithout a knowledge of the other two. It is certainly\\nbetter to treat the subject in circles, each circle giving\\na broader and deeper view of the subject than the pre-\\nceding.\\nIt is believed that teachers will find the following\\ndistinguishing features in the book:\\n1. It is practical. No useless lumber has been in-\\nserted.\\n2. It is teachable. Any teacher of ordinary ability\\ncan be successful with it.\\n3. Large amount of constructive work more than\\nin any other advanced grammar published.\\n4. A simple and comprehensive system of diagrams.\\n5. The division of the work into grades.\\n10nn E. J. HOENSHEL.\\nSeptember, 1899.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0011.jp2"}, "12": {"fulltext": "CONTENTS.\\nSIXTH GRADE.\\nPage.\\nThe Parts of Speech 9\\nSentences Classification 10\\nSubject, Predicate, and Object 11\\nModifiers 12, 13\\nDiagrams 13-15\\nPhrases 16, 17\\nNouns Classification 17, 18\\nReview 18, 19\\nPunctuation and Capitals 19, 20\\nGender 21-23\\nDiagramming 23, 24\\nPerson 24, 25\\nReview 25\\nN umber 26-29\\nReview 30, 31\\nCase 31-36\\nParsing 36-38\\nReview 38-40\\nProverbs 40, 41\\nPronouns Personal 41,42\\nPronouns Interrogative and Adjective 43, 44\\nPronouns Relative 44, 45\\nPronouns Review 45-47\\nPronouns Parsing 47-49\\nReview 49\\nProverbs 50\\nAdjectives Classification 50, 51\\nAdjectives Comparison 52-55\\nAdjectives Parsing 55\\nReview 56, 57\\nVerbs Classification 57-59\\nVerbs \u00e2\u0080\u0094Voice 59-61\\nVerbs Review 61\\nVerbs Mode 62-64\\nVerbs Review 64, 65\\n(6)", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0012.jp2"}, "13": {"fulltext": "CONTENTS. 7\\nPage.\\nVerbs\u00e2\u0080\u0094 Tense 65-67\\nVerbs Person and Number Parsing 68, 69\\nInfinitives 70\\nVerbs Parsing 71\\nShall, Will, Can, May, Teach, Learn 71, 72\\nEeview 72, 73\\nAdverbs 74, 75\\nAdjectives and Adverbs 75, 76\\nPrepositions 76, 77\\nReview 78, 79\\nConjunctions and Interjections 79\\nReview 80\\nProverbs 81\\nReview 81, 82\\nSEVENTH GRADE.\\nSentences According to Form 83, 84\\nClauses Classification 84-86\\nDiagramming 86, 87\\nAdverb Clauses 87, 88\\nDiagramming 88-90\\nNoun Clauses 90-93\\nCompound Sentences 93, 94\\nAnalysis 94, 95\\nPhrases Classification and Use 96-98\\nReview 98\\nNouns Review of Gender, Person, Number 99, 100\\nCase 101-109\\nProverbs 109\\nPronouns 110-120\\nAnalysis 120, 121\\nReview 121\\nAdjectives 122-129\\nVerbs\u00e2\u0080\u0094 Classification 129-132\\nVerbs\u00e2\u0080\u0094 Voice 132-134\\nVerbs\u00e2\u0080\u0094 Mode 134, 135\\nVerbs Person and Number 136-140\\nVerbs Correct Forms 140-143\\nVerbs Conjugation 143-151\\nVerbs Review 151, 152\\nVerbs Infinitives 152-156\\nVerbs\u00e2\u0080\u0094 Participles 157-162", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0013.jp2"}, "14": {"fulltext": "8 CONTEXTS.\\nPage.\\nAdverbs 163-167\\nPrepositions 168-170\\nConjunctions and Interjections 170-172\\nAnalysis and Parsing 172, 173\\nReview 173, 174\\nPunctuation 175-177\\nEssay proverb) 177\\nEIGHTH GRADE.\\nSentences and Phrases 178-18!\\nVarieties of Compound Sentences as to Form 181-183\\nVarieties of Complex Sentences as to Form 184, 185\\nVarieties of Dependent Clauses 186, 187\\nNouns Classification 187,188\\nGender 188, 189\\nPerson 189\\nNumber 189-191\\nCase 192-198\\nNouns Review 199-202\\nPronouns Classification 202,203\\nPossessive Pronouns 204\\nRelative Pronouns 205-209\\nPronouns\u00e2\u0080\u0094 Review 209-216\\nAdjectives 216-222\\nAdjectives\u00e2\u0080\u0094 Review 222-224\\nVerbs Classification 225-227\\nVerbs Voice 227-229\\nVerbs Mode 230-232\\nVerbs Tense 233-234\\nVerbs Review 234-237\\nShall, Will Should, Would 238-240\\nVerbs Agreement 241-245\\nInfinitives and Participles 245-248\\nReview 248-251\\nAdverbs 251-256\\nPrepositions and Conjunctions 256-258\\nCorrelatives 260-263\\nWords as Different Parts of Speech 263. 264\\nReview 264, 268\\nDifficult Sentences Analyzed 268-271\\nReview 271-279\\nCapitals and Punctuation 280-282", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0014.jp2"}, "15": {"fulltext": "SIXTH GRADE.\\nTo the Teacher: The work of the first five grades will be found in the author s\\nElementary Grammar.\\nIn addition to the work outlined here, pupils should prepare one composition\\neach week. This may be a description, a narrative, a letter, or a reproduction.\\nUsually, two days should be given to each composition. Do not be satisfied with\\nanything inferior to the pupil s best.\\nLESSON I.\\nTHE PARTS OF SPEECH.\\n1. The words we use in speaking and writing are\\ndivided into Nouns, Pronouns, Adjectives, Verbs, Ad-\\nverbs, Prepositions, Conjunctions, and Interjections.\\n2. A Noun is the name of anything.\\n3. A Pronoun is a word used instead of a noun.\\n4. An Adjective is a word used to modify a noun or\\npronoun.\\n5. A Verb is a word that denotes action or being.\\n6. An Adverb is a word used to modify a verb, an\\nadjective, or an adverb.\\n7. A Preposition is a word that shows the relation of\\nits object to some other word in the sentence.\\n(9)", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0015.jp2"}, "16": {"fulltext": "10 HOENSHEL S ADVANCED GRAMMAR.\\n8. A Conjunction is a word used to connect words,\\nphrases, and clauses.\\n9. An Interjection is a word used to denote strong\\nfeeling or emotion.\\n10. These eight classes of words are called Parts of\\nSpeech.\\n11. Write sentences until you have used at least one\\nword of each part of speech.\\nLESSON II.\\nSENTENCES CLASSIFICATION.\\n1. A Sentence is a thought expressed by words.\\n2. If you examine the following sentences you will\\nnotice that a sentence may be used to make a state-\\nment, to ask a question, to make a command, or to\\nmake an exclamation\\n1. The rose is beautiful.\\n2. Was the river swift\\n3. Bring your book.\\n4. How high that bird flies\\n3. A Declarative Sentence is one used in making a\\nstatement.\\n4. An Interrogative Sentence is one used in asking a\\nquestion\\n5. An Imperative Sentence is one used in making a\\ncommand.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0016.jp2"}, "17": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. H\\n6. An Exclamatory Sentence is one used in an ex-\\nclamation, or in expressing strong feeling or emotion.\\n7. Write a declarative, an interrogative, an impera-\\ntive, and an exclamatory sentence with each of these\\nwords\\nbells ocean storm\\nchild flag dove\\nLESSON III.\\nSUBJECT, PREDICATE, AND OBJECT.\\n1. Every sentence has two parts. The first part\\ntells what we are speaking about, and the second part\\ntells what we say about the first part.\\n2. The Subject of a sentence represents that of\\nwhich something is said.\\n3. The Predicate of a sentence tells what is said of\\nthe subject.\\n4. Name the subject and predicate of each of these\\nsentences\\n1. Smoke curls. 5. Serpents crawl.\\n2. Ice melts. 6. Bees work.\\n3. Dew sparkles. 7. Brooks babble.\\n4. Birds chirp. 8. Grass grows.\\n5. If we write Horses draw we easily decide\\nthat horses is the subject and draw is the predicate,\\nbut we know that the sentence is not completed, be-\\ncause there is no word that tells what they draw.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0017.jp2"}, "18": {"fulltext": "12 HOENSHEL S ADVANCED GRAMMAR.\\nThis word is called the Object of the sentence.\\nHorses draw wagons.\\n6. Name the subject, predicate, and object of these\\nsentences\\n1. Poets write poems.\\n2. Artists paint pictures.\\n3. Carpenters build houses.\\n4. Birds make nests.\\n5. Armies gain victories.\\n6. Brutus stabbed Oa?sar.\\n7. Roger Williams founded Rhode Island.\\n8. Wolfe captured Quebec.\\n7. The predicate may contain more than one word;\\nas, The work has been completed. In this sentence\\nhas been completed is the predicate.\\nLESSON IV.\\nMODIFIERS.\\n1 Notice these diagrams\\n1. Wolves I howl.\\nExplorers have discovered\\nislands.\\nThe subject and predicate are written on a heavy horizontal\\nline, and are separated by a short vertical line.\\nThe object is written on a lighter line placed after the predi-\\ncate and a little below it.\\n2. Diagram the sentences in paragraphs 4 and 6 of\\nthe preceding lesson.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0018.jp2"}, "19": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 13\\n3. When a word adds something to the meaning of\\nanother, or changes or modifies the meaning of an-\\nother, it is called a Modifier of that word; as\\nThe long train moves very slowly.\\nThe and long- modify train, slowly modifies moves, and\\nvery modifies slowly.\\n4. Write three sentences, each containing*\\n1. A modified subject and a modified predicate.\\n2. A modified subject, a modified predicate, and a\\nmodified object.\\nLESSON V.\\nDIAGRAMS.\\n1 Notice this diagram\\nsoldiers fought\\nThe patriotic bravely.\\nvery\\nModifiers are written on light lines, and are placed under\\nthe words they modify.\\n2. Diagram these sentences\\n1. All men must die.\\n2. The ranks were quickly broken.\\n3. Few men have ever behaved so well.\\n4. Too much time was wasted.\\n5. The cold wind drives the fallen leaves.\\n6. The lark sings joyously.\\n7. So brave a deed cannot be too warmly commended.\\n8. I met a little cottagejgirl.\\nThis calls for six sentences three for each heading under the paragraph.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0019.jp2"}, "20": {"fulltext": "14 HOENSHEL S ADVANCED GRAMMAR.\\n9. You learn your lessons quickly.\\n10. The Greeks loved the fine arts.\\n11. They have sung that song remarkably well.\\n12. He has sent away the ship.\\n3. Write one sentence for each of the diagrams used\\nin diagramming the first five of the preceding sen-\\ntences.\\nLESSON VI.\\nDIAGRAMMING Continued.\\n1 There may be more than one subject for the same\\npredicate, more than one predicate for the same sub-\\nject, or more than one object for the same predicate\\nas\\n1. Brooks and rivers flow.\\n2. Horses walk, trot, and run.\\n3. Cities have streets and alleys.\\n2. The same sentence may have two or more sub-\\njects, two or more predicates, and two or more ob-\\njects; as\\nBoys and girls study and recite grammar and arith-\\nmetic.\\n3. Two or more subjects for the same predicate are\\ncalled a Compound Subject, two or more predicates\\nfor the same subject are called a Compound Predi-\\ncate, and two or more objects for the same predicate\\nare called a Compound Object.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0020.jp2"}, "21": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR.\\n15\\n4. Write two sentences, each containing\\n1. A compound subject.\\n2. A compound predicate.\\n3. A compound object.\\n4. A compound subject and a compound predicate.\\n5. A compound subject, a compound predicate, and\\ncompound object.\\nNotice these diagrs\\n1. Flowers\\ntins\\ndecay.\\ng 1\\nplants j\\nkitten\\nf purred\\n2.\\nplayed\\nThe\\ni P-\\nran\\n3.\\nchild sj\\niw\\nThe\\nr fircus\\nfa the\\n3\\n1 animals.\\nthe\\nIn the second diagram, and is left out between purred and\\nplayed. Its place is marked with a cross X\\n6. Diagram these sentences\\n1. Days, months, years, and ages will circle away.\\n2. A complete success or an entire failure was antici-\\npated.\\n3. Empires rise and fall.\\n4. The miners found gold, silver, and copper.\\n5. The prisoners dug a tunnel and escaped.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0021.jp2"}, "22": {"fulltext": "16 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON VII.\\nPHRASES.\\n1. There are many groups of words, properly put to-\\ngether, but having neither subject nor predicate. These\\ngroups are called Phrases.\\n2. A Phrase is a group of words properly put to-\\ngether but not expressing a thought.\\n8. A word may be modified by a phrase as\\nA company of soldiers marched into the city.\\nThe phrase of soldiers modifies company, and the phrase\\ninto the city modifies marched.\\n4. Notice these diagrams\\n1. fox is sly.\\nI The\\nship\\nThe\\n3\\nLiverpool.\\nSly is an adjective modifying fox, but it is part of the predi-\\ncate. Notice the dash between is and sly.\\nA phrase is placed under the word it modifies. The preposi-\\ntion line extends below the line on which the object of the prep-\\nosition is written.\\n5. Diagram these sentences\\n1. Albany and Rochester are in New York.\\n2. Gold is found in Montana, Colorado, and California.\\n3. The top of the mountain is covered with snow.\\n4. The capital of Virginia is on the James.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0022.jp2"}, "23": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 17\\n5. The greater portion of Africa belongs to Europeans.\\n6. The Danube and the Volga are in Europe.\\n7. The valley of the Nile is very fertile.\\n8. The soldier immediately seized his gun and boldly\\nattacked the intruder.\\n9. The flag of the United States is red, white, and blue.\\nred\\nflag is\\nX white\\ni P\\n3\\np- blue.\\n10. The colors of the society are red and green.\\n11. The Mississippi rises in the State of Minnesota, and\\nempties into the Gulf of Mexico.\\n12. In summer the rays of the sun are warm and pleas-\\nant.\\nLESSON VIII.\\nNOUNS CLASSIFICATION.\\n1. A Noun is the name of anything; as, Chicago,\\ncity, boy, peace.\\n2. A Proper Noun is the name of a particular person,,\\nplace, or thing; as, Charles, London, Towser.\\n3. A Common Noun is a general name, and can be\\napplied to any one of a class; as, boy, city, dog.\\n4. Some nouns are the names of groups of persons\\nor things; as, audience, fleet, herd. Such nouns\\nare called Collective Nouns.\\n2", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0023.jp2"}, "24": {"fulltext": "18 HOENSHEL S ADVANCED GRAMMAR.\\n5. A Collective Noun is a name applied to a group\\nof objects; as, flock, swarm, company.\\nG. Some nouns are applied to qualities or conditions\\nof persons or things as, wisdom, cold, height.\\nWe can think of wisdom, cold, and height without reference\\nto any particular person or thing that is wise, cold, or high.\\nSuch nouns are called Abstract Nouns.\\n7. An Abstract Noun is the name of a quality, not\\nof a substance as, beauty, virtue, whiteness.\\n8. Name the collective and the abstract nouns found\\nin this list\\ndrove jury beauty class\\nstrength cheerfulness choir sorrow\\npoliteness assembly truth crowd\\n9. Write three collective and three abstract nouns\\nnot mentioned in the preceding five paragraphs.\\nLESSON IX\\nREVIEW.\\n1. Write two sentences, each containing a noun that\\nis the name of\\n1. A class of animals.\\n2. A class of trees.\\n3. A class of buildings.\\n4. A class of flowers.\\n5. A special animal.\\n6. A special building.\\n7. A special book.\\n8. A class of books.\\nA substance Is anything that has weight.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0024.jp2"}, "25": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 19\\n2. Write a sentence containing a noun that names a\\ncollection of\\n1.\\nBees.\\n5.\\nFish.\\n2.\\nSoldiei*s.\\n6.\\nWolves.\\n3.\\nSailors.\\n7.\\nChickens.\\n4.\\nBuffaloes.\\n8.\\nThieves.\\n3. Write a sentence containing an abstract noun\\nmeaning nearly the same as\\n1. Beautiful. 7. Strong.\\n2. Cheerful. 8. High.\\n3. Sweet. 9. Wide.\\n4. Proud. 10. Hard.\\n5. Deceive. 11. Wise.\\n6. Truthful. 12. Bright.\\nLESSON X.\\nPUNCTUATION AND CAPITALS.\\n1. A capital letter should be used\\n1. For the first letter of every sentence.\\n2. For the first letter of every proper noun.\\n3. For the first letter of every line of poetry.\\n4. For the first letter of every direct quotation.\\n5. For initials that represent proper nouns.\\n6. For the words I and O.\\n7. For the first letter of all names applied to the Deity.\\n8. For the first letter of the days of the week and the\\nmonths of the year.\\nWrite one sentence to illustrate each of the abov\\nrule", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0025.jp2"}, "26": {"fulltext": "20 HOENSHEL S ADVANCED GRAMMAR.\\n3. A period should be used\\n1. At the close of each declarative and imperative sen-\\ntence.\\n2. After each initial.\\n3. After every abbreviation.\\n4. Write one sentence to illustrate each of the three\\nrules for the use of the period.\\n5. A comma should be used\\n1. To separate the name of the person addressed from\\nthe remainder of the sentence.\\n2. To separate the words of a series. The word and is\\nseldom used except between the last two of a se-\\nries but if and is used between every two, no\\ncomma should be used.\\n3. To separate two adjectives modifying the same noun\\nwhen and is omitted.\\n6. The following sentences will illustrate the rules\\nfor the use of the comma\\n1. Jennie, will you assist me\\n2. Will you assist me, Jennie\\n3. Will you, Jennie, assist me?\\n4. Gold, silver, and copper are found in Montana.\\n5. Gold and silver and copper are found in Montana.\\n6. A long, difficult lesson was recited.\\n7. A long and difficult lesson was recited.\\n7. The interrogation point should be used at the\\nclose of every interrogative sentence.\\n8. Write sentences illustrating the rules for the use\\nof the comma and interrogation point.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0026.jp2"}, "27": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 21\\nLESSON XI.\\nGENDER.\\n1. Several parts of speech are subject to changes in\\nform and meaning; as, lion, lioness; tree, trees; boy,\\nboy s; small, smaller; walk, walks. Such changes of\\nform or meaning are called Properties, or Modifica-\\ntions.\\n2. The modifications of nouns and pronouns are\\nGender, Person, Number, and Case,\\n8. Gender is a distinction of nouns and pronouns in\\nregard to sex.\\n4. Nouns and pronouns that refer to males are of\\nthe Masculine Gender; as, brother, he, Charles,\\nking.\\n5. Nouns and pronouns that refer to females are of\\nthe Feminine Gender; as, sister, she, Laura,\\nqueen.\\n6. Nouns and pronouns that refer to objects neither\\nmale nor female are of the Neuter Gender; as, river,\\nit, city, house.\\n7. Nouns and pronouns that refer to either males or\\nfemales,- or both, are of the Common Gender; as,\\nparent, bird, they, children.\\n8. Notice these nouns\\nbrother, sister; lion, lioness; man-servant, maid-ser-\\nvant.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0027.jp2"}, "28": {"fulltext": "22 HOEXSIIEL S ADVANCED GRAMMAR.\\nYou will notice that the gender of nouns is shown in different\\nways.\\n9. The gender of nouns is indicated in three ways\\nby using different words, by using different endings,\\nand by placing different words before nouns of the\\ncommon gender.\\n10. Copy these masculine nouns, and opposite each\\nwrite the corresponding feminine form\\nemperor actor duke Mr.\\nnephew tiger grandfather prince\\nuncle gentleman landlord beau\\nLESSON XII.\\nGENDER Continued.\\n1 Name the gender of each noun in these sentences\\n1. The Greeks were brave soldiers.\\n2. The moon receives its light from the sun.\\n3. Solomon had sheep, oxen, men-servants, and maid-\\nservants.\\n4. The teacher took the child in her arms.\\n5. The last ray of sunshine departed.\\n6. George Washington was the father of his country.\\n7. Very early in the morning begin the songs of the\\nbirds.\\n8. After breakfast the traveler started on his journey.\\n9. One passenger lost her baggage on the voyage.\\n2. Name the subject and predicate of each sentence\\nin paragraph 1.\\n3. Write two sentences, each having a masculine\\nsubject and a feminine object.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0028.jp2"}, "29": {"fulltext": "HOENSHEUS AD VANCED GRAMMAR.\\n23\\n4. Write two sentences, each having a feminine sub-\\nject and a masculine object.\\n5. Write two sentences, each having a noun or pro-\\nnoun of the common gender for the subject, and a\\nneuter object.\\n6. Write two sentences, each having a neuter sub-\\nject, and a noun or pronoun of the common gender for\\nthe object.\\n7. Write two sentences, each containing one word of\\neach of the three genders masculine, feminine, neuter.\\n8. Write two sentences, each containing one word of\\neach of the four genders masculine, feminine, neuter,\\ncommon.\\nLESSON XIII.\\nDIAGRAMMING.\\n1 Notice this diagram\\nboat\\nglides\\nI That\\nand\\nlarge\\nbeautiful\\nand\\nsmoothly swiftly.\\n2. Diagram these sentences\\n1. The flag of the United States waved proudly aloft.\\n2. Time flies very swiftly.\\n3. The royal family rode to church in a beautiful car-\\nriage.\\n4. Columbus sailed in three ships from Palos in 1492.\\n5. Alexander Hamilton was killed in a duel by Aaron\\nBurr.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0029.jp2"}, "30": {"fulltext": "24 HOENSHEL S ADVANCE!) GRAMMAR.\\n6. The hunter moved slowly and cautiously.\\n7. The leader of the insurgents was killed in battle.\\n8. The floor of the cave was covered with heaps of gold.\\n9. For three years Jack scarcely thought of the bean-\\nstalk.\\n10. Sad and dreary are the days.\\n3. Write three sentences, each having its subject\\nand predicate modified by a word and a phrase.\\nLESSON XIV.\\nPERSON.\\n1. Person is that property of a noun or pronoun\\nwhich denotes the speaker, the person spoken to, or\\nthe person spoken of.\\n2. The First Person denotes the speaker; as, I,\\nJohn, saw these things. We heard a noise.\\n3. The Second Person denotes the person spoken\\nto; as, Charles, come here. You have done\\nwell.\\n4. The Third Person denotes the person or thing\\nspoken of; as, Mary has the book. The tree\\nis tall. He is here.\\n5. Name the person of the nouns and pronouns in\\nthese sentences\\n1. Mr. President, I rise to ask a question.\\n2. I, Nero, make this decree.\\n3. These are thy glorious works, Parent of Good.\\n4. They are not to blame.\\n5. We are glad to see you.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0030.jp2"}, "31": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 25\\n6. Write a sentence containing\\n1. A pronoun, second person.\\n2. A noun, second person.\\n3. A noun, first person.\\n4. A pronoun, third person.\\n7. Write a sentence having fur its object\\n1. A pronoun, first person.\\n2. A noun, third person.\\n3. A pronoun, third person.\\nLESSON XV.\\nREVIEW.\\n1. Write a sentence having for its subject\\n1. A proper noun, masculine, third person.\\n2. A pronoun, masculine, second person.\\n3. A pronoun, feminine, second person.\\n4. A pronoun, masculine, first person.\\n5. A common noun, feminine, third person.\\n6. A common noun, common gender, third person.\\n7. An abstract noun.\\n2. Write a sentence having for its object\\n1. A pronoun, feminine, second person.\\n2. A collective noun, neuter, third person.\\n3. A pronoun, masculine, first person.\\n4. A common noun, masculine, third person.\\n5. A proper noun, masculine.\\n6. A proper noun, neuter.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0031.jp2"}, "32": {"fulltext": "20 HOENSHEUS ADVANCED GRAMMAR.\\nLESSON XVI.\\nNUMBER.\\n1. Number is that modification of a noun or pro-\\nnoun by which it denotes one or more than one.\\n2. The Singular Number denotes but one.\\n3. The Plural Number denotes more, than one.\\n4. Most nouns form the plural by adding s to the\\nsingular.\\n5. Nouns ending in s, Z, X, sh, and ch form the\\nplural by adding es.\\nIf you add s to such nouns as fox, bush, and bench, you\\nwill find that you cannot pronounce them without making an\\nadditional syllable. This is why such nouns form the plural\\nby adding es.\\n6. Write the plural of each of these nouns\\nchair\\nstar\\nfarm\\nbush\\nmoss\\nbranch\\nsketch\\ncross\\nstorm\\ndoor\\nrock\\nowner\\nlatch\\ntouch\\ndish\\nbox\\n7. Examine these singular and plural nouns:\\nBoy, boys; toy, toys; lady, ladies; city, cities. Notice that\\nin boy and toy, y is preceded by a vowel and in lady and city,\\ny is preceded by a consonant.\\n8. Nouns ending in y preceded by a vowel form the\\nplural by adding S. Nouns ending in y preceded by a\\nconsonant form the plural by changing y to i and add-\\ning es.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0032.jp2"}, "33": {"fulltext": "HOEXSHEL S ADVANCED GRAMMAR. 27\\n0. Write the plural of each of these nouns, and give\\nthe rule\\ngypsy fairy enemy tory\\nturkey chimney remedy pulley\\nvictory melody entry lobby\\nmystery tapestry inquiry attorney\\nLESSON XVII.\\nNUMBER Continued.\\n1. Notice these singular and plural nouns:\\nFolio, folios echo, echoes piano, pianos.\\n2. Nouns ending in o preceded by a vowel form the\\nplural by adding s.\\n8. Most nouns ending in o preceded by a consonant\\nform the plural by adding es, but some add s only.\\nThe following are among those that add s only\\ncanto solo piano lasso\\nhalo memento albino sirocco\\n4. Most nouns ending in f and fe form the plural by\\nadding s. The following change f and fe to v and\\nadd es.\\nbeef\\ncalf\\nhalf\\nknife\\nleaf\\nlife\\nself-\\nshelf\\nthief\\nwife\\nwolf\\nsheaf", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0033.jp2"}, "34": {"fulltext": "28 HOENSHEL S ADVANCED GRAMMAR.\\n5. Write the plural of each of the following nouns\\nsafe\\nproof\\nroof\\nchief\\nleaf\\nthief\\ndwarf\\ngulf\\nknife\\nturf\\nshelf\\nscarf\\nnegro\\nhero\\nlasso\\nhalo\\ntomato\\nvolcano\\nstudio\\nbuffalo\\ntrio\\npotato\\ntornado\\ncanto\\nome nouns\\nform their\\nplural irregul\\narly a\\nchild, children\\nfoot, feet;\\nman, men\\nwoman, women.\\n7. Name at least three other nouns that have irregu-\\nlar plurals.\\nLESSON XVIII.\\nNUMBER Continued.\\n1 Write the plural of each of these nouns\\nmosquito portico veto cargo\\ncameo halo lunch kiss\\nquality quantity trophy tragedy\\nmouse leaf loaf hoof\\n2. A few nouns have the same form in both numbers\\nas, one deer, several deer one sheep, many sheep.\\nIn this list are the following\\ndeer sheep trout cannon\\nseries species pair grouse\\n3. Use each noun of the preceding paragraph in two\\nsentences singular in one, and plural in the other.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0034.jp2"}, "35": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 29\\n4. The following nouns have no singular\\nashes scissors oats tongs\\ndregs trousers pinchers bellows\\nsnuffers cattle shears measles\\nmumps victuals tweezers vespers\\n5. Some nouns are always singular\\ngold silver wheat corn\\nmolasses copper sugar cotton\\nSome of these nouns may be used in the plural when differ-\\nent kinds are meant as, sugars, coffees, cottons.\\n6. This and that are used with singular nouns,\\nand these and those with plural nouns.\\nYou will often hear such expressions as these kind of peo-\\nple, those sort of apples. These are incorrect because the\\nplurals these and those modify the singulars kind and sort.\\n7. Use these instead of this, and those instead\\nf that, and rewrite these sentences:\\n1. That tooth is decayed.\\n2. This knife has two blades.\\n3. This pony has a white foot.\\n4. That child is obedient.\\n8. Write the singular of these nouns\\noxen\\nmice\\nwages\\nseries\\nmeasles\\nmumps\\njuries\\nshears\\nswine\\nspecies\\ntongs\\ndeer", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0035.jp2"}, "36": {"fulltext": "30 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON XIX.\\nREVIEW.\\n1. Give the rule for forming the plural of the fol-\\nlowing nouns, and write the plural of two words under\\neach class\\n1. Ending in s, z, x, ch, and sh.\\n2. Ending in y preceded by a vowel.\\n3. Ending in y preceded by a consonant.\\n4. Ending in o preceded by a vowel.\\n5. Ending in o preceded by a consonant.\\n6. Ending in f or fe.\\n2. Notice this diagram:\\nThe image was placed in the temple of Jupiter.\\nimage was placed\\nThe.\\ntemple\\no\\nJupiter.\\nthe\\n3. Diagram these sentences, and name the gender,\\nperson, and number of each noun:\\n1. Did he copy the letter neatly and correctly\\nInterrogative sentences should be changed to declarative\\nbefore they are analyzed or diagrammed. This sentence will\\nbecome He did copy the letter neatly and correctly.\\n2. Does the lily grow on the mountains\\n3. Backward and forward before the gate walked the\\nwatchful sentinel.\\n4. The idler lost his situation by inattention to business.\\n5. The cat in gloves catches no mice.\\n6. A drowning man will catch at a straw.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0036.jp2"}, "37": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 31\\n7. Sweet are the uses of adversity.\\n8. Nearly all the children had danced at the fair.\\n9. The fire in the woods burned for several days.\\n10. The fate of empires depends upon the education of\\nthe people.\\nLESSON XX.\\nCASE.\\n1. Case is that modification of nouns and pronouns\\nwhich shows their relation to other words.\\n2. A noun or pronoun used as the subject of a sen-\\ntence is in the Nominative Case.\\n3. A noun or pronoun used as the object of a verb or\\npreposition is in the Objective Case.\\n4. Examine this sentence\\nCromwell was a patriot.\\nYou will notice that patriot denotes the same person as\\nCromwell, and that it is part of the predicate. Patriot is in\\nthe nominative case.\\n5. When a noun forms part of the predicate and\\ndenotes the same person or thing as the subject, it is\\ncalled a Predicate Noun, or Predicate Nomina-\\ntive, and is in the same case as the subject.\\n6. The predicate nominative may be a pronoun as,\\nI am she It is you.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0037.jp2"}, "38": {"fulltext": "32 HOENSHEVS ADVANCED GRAMMAR.\\n7. Name the predicate noun in each of these sen-\\ntences\\n1. A bay horse was the winner of the race.\\n2. The man in the moon is not a real man.\\n3. The earth and the moon are planets.\\n4. The diamond is a valuable gem.\\n5. The object has become the subject.\\n8. Name the case of each noun in these sentences\\n1. The Greeks took Troy by stratagem,\\n2. Vast prairies extend beyond the Mississippi.\\n3. Before our house a prattling river runs.\\n4. A beautiful flower is not always a fragrant flower.\\n5. Rebellion to tyrants is obedience to God.\\n6. Small acorns may become large trees.\\n7. The President should be a wise statesman.\\nLESSON XXI\\nCASE Continued.\\n1 Notice this diagram\\nCromwell was patriot.\\nI a\\nThe predicate noun is separated from the verb by two\\ndashes (the sign of equality). It always means the same\\nperson or thing as the subject.\\n2. Diagram the sentences in paragraphs 7 and 8 of the\\nprevious lesson.\\n3. Use each of these words in four sentences first,\\nin the nominative case, subject; second, in the nomi-\\nnative case, predicate noun; third, in the objective", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0038.jp2"}, "39": {"fulltext": "HOEXSHEL S ADVANCED GRAMMAR. 38\\ncase, object of a verb; fourth, in the objective case,\\nobject of a preposition\\ncoat oak printer\\nLESSON XXII.\\nCASE Continued.\\n1. A noun is often used as the name of the person or\\nthing addressed, or without any connection with the\\nremainder of the sentence as\\n1. Carlo, come here.\\n2. Old King Cole, a merry old soul was he.\\n2. A noun used as the name of a person or thing ad-\\ndressed, or used independently, is in the Nominative\\nCase.\\n3. Examine these sentences:\\n1. Henry, the carpenter, is an industrious boy.\\n2. I saw Henry, the carpenter.\\nYou will notice that carpenter means the same person as\\nHenry, and that it is not a predicate nominative. There may\\nhave been several Henrys, but the word carpenter tells which\\nHenry is meant. Carpenter is said to be in apposition with\\nHenry, and is in the same case.\\n4. A noun or pronoun used to explain another noun\\nor pronoun denoting the same person or thing is in the\\nsame case by apposition as the word explained.\\nIn the first sentence given in paragraph 3, carpenter is in the\\nnominative case in apposition with Henry, and in the second\\nsentence it is in the objective case in apposition with Henry.\\n3", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0039.jp2"}, "40": {"fulltext": "34 HOENSHEVS ADVANCED GRAMMAR.\\n5. A noun in apposition is usually set off by a\\ncomma.\\n6. Write three sentences, each containing a noun in\\nthe nominative, used by direct address, or independ-\\nently.\\n7. Write three sentences, each containing a noun in\\nthe nominative by apposition.\\n8. Write three sentences, each containing a noun in\\nthe objective by apposition.\\n9. Notice these diagrams\\n1. Mary, shut the door.\\nMary\\nx I shut\\ndoor.\\nthe\\nWords used independently are not connected with the sen-\\ntence.\\nYou, the subject of shut, is not expressed that is, it is un-\\nderstood. Its place is indicated by a cross x\\n2. Mr. Jones, the banker, lives in a stone house.\\nMr. Jones (banker) lives\\nthe\\n3\\nhouse.\\nstone\\nA word in apposition is written on the same line as the word\\nit explains, and is inclosed in a parenthesis.\\n10. Diagram these sentences\\n1. Washington, the father of his country, was the first\\npresident of the United States.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0040.jp2"}, "41": {"fulltext": "HOENSHEUS ADVANCED GRAMMAR. 35\\n2. James Watt, the inventor of the steam engine, was\\nborn in Scotland.\\n3. Mexico was conquered by Gortez, a Spaniard.\\n4. Wolfe captured Quebec, a city in Canada.\\n5. Soldiers, can we capture that fort?\\nLESSON XXIII.\\nCASE \u00e2\u0080\u0094POSSESSIVE.\\n1. A noun or pronoun used to denote possession is in\\nthe Possessive Case.\\n2. In these sentences carefully examine the nouns\\nthat are in the possessive case\\n1. The girl s fan is white.\\n2. The girls fans are white.\\n3. The man s work is hard.\\n4. The men s work is hard.\\n3. Singular nouns, and plural nouns not ending in\\nS, form the possessive by adding the apostrophe\\nand s. Plural nouns ending in s form the possessive\\nby adding the apostrophe only.\\n4. Write the possessive singular, the plural, and the\\npossessive plural of these nouns\\nbaker tailor child miller\\nfox woman mechanic baby\\n5. Change these expressions to the form of the pos-\\nsessive case thus\\nThe wagon of the farmer The farmer s wagon.\\n1. The horses of the drivers.\\n2. The tools of the blacksmith", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0041.jp2"}, "42": {"fulltext": "HOEXSHEVS ADVANCED GRAMMAR.\\n3. The clothes of the children.\\n4. The eyes of the ox.\\n5. The eyes of the oxen.\\n6. The decisions of the court.\\n7. The decisions of the courts.\\n8. The chairs of the barbers.\\n9. The interest of five years.\\n10. The wages of one day.\\n11. The wages of six days.\\n12. The punishment of the criminals.\\n0. Notice this diagram\\ndog lias lost\\nCharles s j pet collar.\\nl it*\\nA noun or pronoun in the possessive case is placed as a modi-\\nfier of the thing possessed.\\n7. Diagram these sentences\\n1. My brother s partner has gone to Chicago.\\n2. Peter s wife s mother was sick.\\n3. Joseph, Jacob s favorite son, was sold to the Egyp-\\ntians.\\n4. The ornament of a, home is a true friend s presence.\\nLESSON XXIV.\\nPARSING.\\n1. Parsing a word is naming the part of speech to\\nwhich it belongs, its class or subdivision, all its modi-\\nfications, and its relations to other words.*\\n*In order to have good parsing, it is necessary to have a regular and systematic\\norder, and to follow the same order all the time.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0042.jp2"}, "43": {"fulltext": "HOENSHEUS ADVANCED GRAMMAR.\\n2. The following is the order for parsing nouns\\nnoun, class, gender, person, number, case, syntax.\\nBy syntax is meant the office of the noun in the\\nsentence.)\\nEXAMPLES.\\nMr. Heath, Robert s friend, is a merchant, and keeps a\\nlarge stock of goods.\\nMr. Heath is a noun, proper; masculine gender, third per-\\nson, singular number, nominative case, subject of the verbs is\\nand keeps.\\nRobert s is a noun, proper; masculine gender, third person,\\nsingular number, possessive case, possessor of friend.\\nFriend is a noun, common masculine gender, third per-\\nson, singular number, nominative case, in apposition with Mr.\\nHeath.\\nMerchant is a noun, common masculine gender, third per-\\nson, singular number, nominative case, in predicate with the\\nverb is.\\nStock is a noun, common neuter gender, third person, sin-\\ngular number, objective case, object of the verb keeps.\\nGoods is a noun, common neuter gender, third person, plu-\\nral number, objective case, object of the preposition of.\\nRemarks 1. At first pupils should say masculine gender,\\nthird person, singular number, etc., but after they are familiar\\nwith the order they may say masculine, third, singular, etc.\\n2. Friend and merchant are really common gender, but as\\nthey refer to Mr. Heath it is better to call them masculine in\\nthis sentence.\\n3. The following is a model for written parsing:\\nClass.\\nGender.\\nson.\\nber.\\nCase.\\nSyntax.\\nMr. Heath\\nproper\\nmas.\\nthird\\nsing.\\nnom.\\nsubject of is and keeps.\\nRobert s\\nproper\\nmas.\\nthird\\nsing.\\nposs.\\npossessor of friend.\\nfriend\\ncommon\\nmas.\\nthird\\nsing.\\nnom.\\napposition -with Mr. Heath.\\nmerchant\\ncommon\\nmas.\\nthird\\nsing.\\nnom.\\npredicate with is.\\nstock\\ncommon\\nneu.\\nthird\\nsing.\\nobj.\\nobject of keeps.\\ngoods\\ncommon\\nneu.\\nthird\\nplu.\\nobj.\\nobject of of.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0043.jp2"}, "44": {"fulltext": "38 HOENSHEL S ADVANCED GRAMMAR.\\n4. Parse the nouns in these sentences\\n1. These things fill me with life and joy.\\n2. Innocence is the charm of childhood.\\n3. Wisdom s ways are ways of pleasantness.\\n4. The workman did a good day s work.\\n5. Mr. Roberts, the teacher, gave his book, a grammar.\\nto Lawrence, his oldest pupil.\\n6. Into the midst of the battle rode a fearless knight.\\nLESSON XXV.\\nREVIEW.\\n1. Rewrite these sentences, using different nouns in-\\nstead of those given, but making the sentences mean\\nthe same\\n1. The scholars need careful instruction.\\n2. Liberty is better than slavery.\\n3. The waves dashed the vessel against the pier.\\n4. The engine runs with great speed.\\n5. The narrative told by the clergyman was interesting.\\n6. I took a stroll through the woods.\\n2. Use each of these nouns in eight sentences First,\\nin the nominative case, subject; second, in the nomi-\\nnative case, predicate; third, in the nominative by-\\napposition; fourth, object of a verb; fifth, object of\\na preposition sixth, objective by apposition seventh,\\nin the possessive singular; eighth, in the possessive\\nplural\\nantelope ship", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0044.jp2"}, "45": {"fulltext": "HOENSHEUS ADVANCED GRAMMAR. 39\\nLESSON XXVI.\\nREVIEW.\\n1. Mention two or more nouns that denote smaller\\nclasses of the objects denoted by each of these nouns\\nthus\\nBooks readers, grammars, histories.\\nbooks vehicle disease games\\nflower mineral insect tool\\nfruit vegetable bird quadruped\\nmechanic building grass tree\\n2. Name the number and case of each noun in these\\nsentences\\n1. On Christmas, Robert received a beautiful present\\nfrom his uncle.\\n2. The hunter caught a fox in a hole by the bridge.\\n3. The Esquimaux endure severe cold in winter.\\n4. My friend s horse was killed by hard work.\\n5. The wisest men sometimes make mistakes.\\n6. The eagle can carry a lamb in its talons.\\n3. Diagram the preceding sentences.\\nLESSON XXVII\\nREVIEW.\\n1 Parse the nouns in these sentences\\n1. The hero of the story should be a brave man.\\n2. The visit to the park was a delightful event.\\n3. Tadpoles become frogs.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0045.jp2"}, "46": {"fulltext": "40 HOENSHEL S ADVANCED GRAMMAR.\\n4. A pretty shawl, warm and white, was wrapped around\\nthe baby.\\n5. Young persons should take exercise in the open air.\\n6. The West Indies are islands in the Atlantic Ocean.\\n7. Examine the teacher s solution carefully.\\n8. Hollanders can skate fast and well.\\n9. Wit is not always wisdom.\\n2. Diagram the preceding sentences.\\nLESSON XXVIII.\\nTHE NOUN.\\nWrite an essay on the Noun, telling all you can\\nabout its classes and properties, and giving at least\\none example after each definition.\\nLESSON XXIX\\nPROVERBS.\\n1. Copy the following proverbs, and study the mean-\\ning of each one\\n1. A tree is known by its fruit.\\n2. A drowning man will catch at a straw.\\n3. Cut your coat according to your cloth.\\n4. Every rose has its thorn.\\n5. A stitch in time saves nine.\\n6. Never cross a bridge till you come to it.\\n7. It is a long lane that has no turning.\\n8. Do not make a mountain out of a molehill.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0046.jp2"}, "47": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 41\\n9. An ounce of prevention is worth a pound of cure.\\n10. Creditors have better memories than debtors.\\n2. Write, in your own words, the meaning of each of\\nthe preceding proverbs.\\nLESSON XXX.\\nPRONOUNS CLASSIFICATION.\\n1. A Pronoun is a word used instead of a noun.\\n2. The Antecedent of a pronoun is the word for\\nwhich it stands.\\nThe antecedent generally comes before the pronoun, and it\\nis so called because the word antecedent means going before.\\n3. Notice these sentences\\n1. I walk. We walk.\\n2. You walk.\\n3. He walks. She walks. They walk.\\nYou will notice that I and we always refer to the speaker,\\nyou refers to the person spoken to, and he, she, and they refer\\nto the person or thing spoken of. Because each of these pro-\\nnouns is always in the same person (the first, the second, or the\\nthird they are called Personal Pronouns.\\n4. A Personal Pronoun is one that indicates its per-\\nson by its form.\\n5. The following are the personal pronouns:\\nSINGULAR.\\nNominative I thou you he she it\\nPossessive my thy your his her its\\nObjective me thee you him her it", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0047.jp2"}, "48": {"fulltext": "42 HOENSHEL S AD] A NCEB GRA MM A R\\nPLURAL.\\nNominative we ye, you they\\nPossessive our your their\\nObjective us you them\\n(3. Learn all the forms of the personal pronouns.\\n7. The possessive forms given in paragraph 5 are\\nused when the noun denoting the thing possessed is\\nexpressed, but the forms mine, thine, hers, ours,\\nyours, and theirs are used when no noun follows the\\npossessive; as\\nThat is her book.\\nThat book is hers.\\nThis is your watch.\\nThis watch is yours.\\nThe forms mine, thine, etc., will be fully discussed in Grade\\nEight.\\n8. Write two sentences, each containing\\n1. A personal pronoun in the nominative case.\\n2. A personal pronoun in the objective case.\\n3. A personal pronoun in the possessive case.\\n4. One of the forms given in paragraph 7.\\n9. Sometimes self or selves is added to some of the\\nforms of the personal pronouns. They are then called\\nCompound Personal Pronouns.\\n10. A Compound Personal Pronoun is one that is\\nformed by adding to some forms of the personal pro-\\nnouns self for the singular and selves for the plural.\\nThey are myself, thyself, yourself, himself, her-\\nself, and itself, in the singular; and the plurals,\\nourselves, yourselves, and themselves.\\n11. Use eight different compound personal pronouns\\nin sentences.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0048.jp2"}, "49": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 43\\nLESSON XXXI.\\nPRONOUNS Continued.\\n1. Some pronouns are used in asking questions as\\n1. Who called me\\n2. Which will he take\\n3. What does he want\\nIn these sentences, who, which, and what stand for the\\nnouns that represent the answers to the questions. They are\\ncalled Interrogative Pronouns.\\n2. An Interrogative Pronoun is one used in ask-\\ning questions. They are who, which, and what.\\nWhose is the possessive form of who and which,\\nand whom is the objective form of who.\\n3. Use five different interrogative pronouns in sen-\\ntences.\\n4. Examine these sentences\\n1. Those (apples) are large.\\n2. Few (persons) are entirely happy.\\n3. This house is new, that (house) is old.\\nIf we supply the omitted words, the words those, few, and\\nthat are adjectives. If we do not supply the omitted words,\\nthe words those, few, and that stand for them. Therefore,\\nthey are called Adjective Pronouns.\\n5. An adjective pronoun is one that performs the of-\\nfices of an adjective and a noun.\\nG. Write sentences, using each of these words as an\\nadjective pronoun\\none another some others\\nmuch all these many", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0049.jp2"}, "50": {"fulltext": "44 ItOENSHEL S ADVANCED GRAMMAR.\\n7. Point out the pronouns in these sentences, and\\ntell whether they are personal, interrogative, or ad-\\njective\\n1. Who discovered the Mississippi\\n2. The careless boy has hurt himself.\\n3. Some may need help.\\n4. Few shall part where many meet.\\n5. What makes that noise\\n6. That ship has left the harbor.\\nLESSON XXXII.\\nPRONOUNS RELATIVE\\n1. Examine these sentences:\\n1. We shall go if it does not rain.\\n2. The pupils entered the room when the bell rang.\\nYou will notice that each sentence contains two statements,\\nor parts, and that if is the connective in the first sentence and\\nwhen is the connective in the second.\\nWhen a sentence contains two or more statements, each\\nstatement is called a Clause.\\n2. Notice these sentences\\n1. The owner of the house, who is a rich man, lives in\\nNew York.\\n2. This animal, which is a lion, was captured in Africa.\\n3. The book that lies on the table is a reader.\\nYou will notice that each of these sentences contains two\\nstatements (clauses), and that the connectives are who,\\nwhich, and that. These connectives are pronouns. The an-\\ntecedent of who is owner, the antecedent of which is animal,\\nand the antecedent of that is book. These pronouns are called\\nRelative Pronouns.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0050.jp2"}, "51": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 45\\n3. A Eelative Pronoun is one that connects clauses.\\nThe most common relatives are who, which, and that.\\nIt should not be supposed that these pronouns are always\\nrelatives. They are such only when they are connectives.\\n4. Name the relative pronouns in these sentences\\n1. I know the man who built this boat.\\n2. The figs which we ate came in a neat box.\\n3. The storm that came so suddenly did much damage.\\n4. The evil that men do lives after them.\\n5. None knew the sorrow that she felt.\\n6. The eye, which sees all things, cannot see itself.\\n7. He who cannot read needs a teacher.\\n5. Write three sentences, each containing a relative\\npronoun.\\n6. The possessive of who and which is whose, and\\nthe objective of who is whom.\\n7. Write a sentence containing the relative whom.\\nused as\\n1. The object of a verb.\\n2. The object of a preposition.\\nLESSON XNXIII.\\nPRONOUNS Continued.\\n1. Name the pronouns in these sentences, and tell\\nwhether they are personal, interrogative, adjective, or\\nrelative\\n1. Who built the first house in the city\\n2. These books are large, those are small.\\n3. The boy who threw the stone has not been caught.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0051.jp2"}, "52": {"fulltext": "4G HOENSHEL S ADVANCED GRAMMAR.\\n4. This is the same story that you read yesterday.\\n5. AVe respect those who respect themselves.\\n6. I myself will give you help.\\n2. Pronouns have the same modifications as nouns.\\n3. A pronoun must have the same gender, person,\\nand number as its antecedent, but its case depends on\\nits office in the sentence.\\n4. Give the gender, person, and number of these\\npronouns\\n1. Here is the artist who painted my picture.\\n2. Tie is a man whom I fear.\\n3. This is the house that Jack built.\\n4. The little girl lost her hat.\\n5. You yourselves made the mistake.\\n6. The general and the colonel led their soldiers.\\n7. Either the major or the captain will lead his soldiers.\\n8. Every man must do his duty.\\n9. All the girls have prepared their lessons.\\n10. Each girl has prepared her lesson.\\nLESSON XXXIV.\\nPRONOUNS.\u00e2\u0080\u0094 REVIEW.\\n1. When a pronoun is in predicate with a verb it\\nshould have the nominative form; as\\n1. It was he.\\n2. It was they.\\n3. It wasn t she.\\n4. It is n t I.\\n5. It is she and we.\\n6. It was Mary and I.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0052.jp2"}, "53": {"fulltext": "HOENSHEUS ADVANCED GRAMMAR. 47\\n2. Fill each of these blanks with a personal pronoun\\n1. I supposed it was\\n2. He told me it was\\n3. It could not have been\\n4. and have started to school.\\n5. It is who are coming.\\n6. Is it who am to prepare the outline\\n3. Some of these pronouns have the incorrect form.\\nCorrect where necessary, and give reasons for your\\nchanges\\n1. William and her quarreled.\\n2. You and me must finish the work.\\n3. He and I are partners.\\n4. Them that do the work should receive the wages.\\n5. That is he.\\n6. May my brother and me study together\\n7. Whom did he see\\n8. Who did he meet\\n9. Have you deserted my friend and I\\n10. Who did you lend my knife to\\nLESSON XXXV.\\nPRONOUNS PARSING.\\n1. The following is the order for parsing pronouns:\\nClass; gender, person, number (to agree with its ante-\\ncedent) case, syntax.\\nEXAMPLES.\\nThe boy learns because he studies.\\nHe is a pronoun, personal; masculine, third, singular, to\\nagree with its antecedent, boy nominative, subject of the\\nverb studies.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0053.jp2"}, "54": {"fulltext": "48\\nJIOENSHEL S ADVANCED GRAMMAR.\\nI have her book.\\nI is a pronoun, personal; common gender, first, singular, to\\nagree with its antecedent, the speaker; nominative, subject of\\nthe verb have.\\nHer is a pronoun, personal; feminine, third, singular, to\\nagree with its antecedent, the person spoken of; possessive,\\npossessor of book.\\nWho are you You are who\\nYou is a pronoun, personal; common, second, plural,* to\\nagree with its antecedent, the person or persons addressed;\\nnominative, subject of the verb are.\\nWho is going\\nWho is a pronoun, interrogative; common, third, singular,\\nto agree with. its antecedent, the person spoken of; nominative,\\nsubject of the verb is going.\\n2. Model for written parsing.\\nShe studies her lessons.\\nPer-\\nson.\\nNum-\\nber.\\nSyntax.\\nsing. I per. spoken of nom.\\nsing. I she pos.\\nsub. of studies.\\npossesses lessons.\\n3. Parse the pronouns in these sentences\\n1. Have you had your breakfast\\n2. You help me very much.\\n3. To whom did you offer the present\\n4. What is the meaning of the word interrogative?\\n5. What shall I say to him\\n6. In our efforts for the welfare of others we should not\\nneglect ourselves.\\n7. She herself will come.\\n8. This is the lady who called on you.\\n9. I have lost the book which I bought.\\n\u00e2\u0099\u00a6You should always be parsed as plural, because It always requires a plural\\nverb.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0054.jp2"}, "55": {"fulltext": "IIOEXSHEL S ADVANCED GRAMMAR. 49\\n10. I have seen the largest lion that was ever brought to\\nthis country.\\n11. Those who love mercy shall receive mercy.\\n12. Heaven helps men who help themselves.\\n4. Diagram the first seven of the preceding sen-\\ntences.\\nLESSON XXXVI.\\nPRONOUNS REVIEW.\\n1. Write a sentence having for its subject\\n1. A personal pronoun, first, singular.\\n2. A personal pronoun, second, plural.\\n3. A personal pronoun, masculine, third, singular.\\n4. An interrogative pronoun.\\n5. An adjective pronoun, singular.\\n6. An adjective pronoun, plural.\\n2. Write a sentence having for its predicate nomina-\\ntive\u00e2\u0080\u0094\\n1. A personal pronoun, masculine, third, singular.\\n2. A personal pronoun, feminine, third, singular.\\n3. A personal pronoun, first, plural.\\n4. A personal pronoun, third, plural.\\n3. Write a sentence having for its object\\n1. An adjective pronoun.\\n2. A compound personal pronoun.\\n3. An interrogative pronoun.\\n4. Write a sentence containing a relative pronoun\\n1. In the nominative case.\\n2. In the objective case.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0055.jp2"}, "56": {"fulltext": "50 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON XXXVII.\\nPROVERBS.\\n1. Copy the following proverbs, and study the mean-\\ning of each\\n1. Procrastination is the thief of time.\\n2. Eome was not built in a day.\\n3. Silks and satins put out the kitchen fire.\\n4. Too many cooks spoil the broth.\\n5. A barking dog never bites.\\n6. A soft answer turneth away wrath.\\n7. He is a poor workman that quarrels with his tools.\\n8. Do not judge a book by its cover.\\n9. The sleep of a laboring man is sweet.\\n10. The borrower is servant to the lender.\\n2. Write, in your own words, the meaning of each\\nproverb.\\nLESSON XXXVIII.\\nADJECTIVES CLASSIFICATION.\\n1. An Adjective is a word used to modify a noun or\\npronoun.\\n2. A Descriptive Adjective is one that describes\\na noun or pronoun by expressing some quality belong-\\ning to it; as, good boys, small trees, black dogs.\\n3. A Definitive Adjective is one that does not\\nexpress a quality; as, several boys, those trees,\\nthree dogs.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0056.jp2"}, "57": {"fulltext": "ffOENSHEL S ADVANCED GRAMMAR. 51\\n4. Definitive Adjectives that express number and\\norder definitely are called Numeral Adjectives.\\nAdjectives that express number indefinitely are not numeral\\nadjectives. Four and fifty are numeral adjectives, but several\\nand many are not.\\n5. A Proper Adjective is one derived from a\\nproper noun; as, American, English, French.\\nProper adjectives should begin with a capital letter.\\n6. The definitive adjectives a, an, and the are some-\\ntimes called Articles. The is the Definite Article,\\nand a or an is the Indefinite Article.\\nA is used before words beginning with a consonant sound,\\nand an is used before words beginning with a vowel sound.\\nExamples: a horse, a nest, a union, an apple, an orange, an\\nhonest man.\\nNotice that the word union begins with the consonant sound\\nof y, although its first letter is a vowel. The word honest be-\\ngins with a vowel sound, because h, its first letter, is silent.\\n7. Write sixteen descriptive adjectives, and place a\\nor an before each one.\\n8. Articles do not modify adjectives.\\nIn a large apple, a modifies apple, not large. In an\\nhonest man, an modifies man, not honest.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0057.jp2"}, "58": {"fulltext": "5:? HOEXSHEL S ADVAXCED GRAMMAR.\\nLESSON XXXIX.\\nADJECTIVES COMPARISON.\\n1 Notice these phrases\\nA large book a larger book the largest book.\\nYou will notice that the adjective large expresses its quality\\nin three different amounts, or degrees. As these degrees are\\nused when two or more objects are compared, they are called\\nDegrees of Comparison.\\n2. Descriptive adjectives have three degrees of com-\\nparison the Positive, the Comparative, and the\\nSuperlative.\\n8. Notice the comparison of these adjectives:\\nPositive. Comparative. Superlative.\\ntall, taller, tallest,\\nbeautiful, more beautiful, most beautiful.\\n4. Compare these adjectives\\nshort, high, deep, strong.\\n5. Adjectives of one syllable form the comparative\\nby adding er to the positive, and the superlative by\\nadding est to the positive.\\n6. Compare these adjectives\\nignorant, intelligent, comprehensive.\\n7. Adjectives of more than two syllables are com-\\npared by placing before the positive more for the\\ncomparative, and most for the superlative.\\n8. Write the comparison of these adjectives\\nslow, important, dishonest, rough.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0058.jp2"}, "59": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 53\\n9. Notice the comparison of these adjectives\\nPositive.\\nComparative.\\nSuperlative.\\nhappy,\\nhappier,\\nhappiest.\\nnoble,\\nnobler,\\nnoblest.\\ntruthful,\\nmore truthful,\\nmost truthful\\n10. Adjectives of two syllables ending in y or silent\\ne are compared by using er and est. Most other ad-\\njectives of two syllables are compared by using more\\nand most.\\n11. One or more letters added to the end of a word\\nare called a suffix, but when they are placed before a\\nword they are called a prefix.\\n12. Examine these words\\nlazy, lazier, laziest; try, tries, tried, trying.\\n13. Words ending in y preceded by a consonant\\nchange y to i when a suffix is added not beginning\\nwith i. (Sly and a few other words are exceptions.)\\n14. Examine these words\\nnoble er nobler,\\nhope ing hoping,\\nsave ed saved.\\n15. Words ending in silent e drop the e before a\\nsuffix beginning with a vowel.\\n16. Compare these adjectives\\nhumble silent jolly brave\\ntiny wealthy genial flashy", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0059.jp2"}, "60": {"fulltext": "54\\nHOEXSHEL S ADYAXCED GRAMMAR.\\nLESSON XL.\\nCOMPARISON\u00e2\u0080\u0094 Continued.\\n1. Notice the spelling of these words\\nthin, thinner, thinnest; sit, sitting; plan, planning,\\nplanned occur, occurred, occurring.\\n2. Words of one syllable, and words of more than\\none syllable accented on the last, ending in a single\\nconsonant preceded by a single vowel, double the final\\nconsonant before a suffix beginning with a vowel.\\nThis rule of spelling, and the two given in the previous les-\\nson, are very important, and should receive careful attention.\\n3. Compare these adjectives\\nhot\\nthick\\nsad\\ndim\\nbig\\nwet\\nred\\nbroad\\n4. Some very common adjectives are irregular in\\ntheir comparison as\\nPositive.\\nComparative.\\nSuperlati\\nbad,\\nevil,\\nworse,\\nworst.\\nill,\\ngood,\\nbetter,\\nbest.\\nlittle,\\nless,\\nleast.\\nmany,\\nmuch,\\nmore,\\nmost.\\nnear,\\nnearer,\\nnearest.\\nnext.\\n5. A few descriptive adjectives, from their meaning,\\ncannot be compared as\\nperfect square round perpendiculai", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0060.jp2"}, "61": {"fulltext": "HOEXSREL S ADVANCED GRAMMAR. 55\\n6. Compare these adjectives\\nbad\\nnoble\\nmany\\nperfect\\nbroad\\nancient\\nheavy-\\nwide\\nsick\\nred\\nrough\\nsly\\nill\\nevil\\nmuch\\nany\\nLESSON XLI.\\nADJECTIVE S PARSING.\\n1. The following is the order for parsing an adjec-\\ntive class, degree, compare it, name the word it mod-\\nifies.\\nEXAMPLE.\\nThe landscape is beautiful.\\nBeautiful is an adjective, descriptive positive compared\\nbeautiful, more beautiful, most beautiful it modifies land-\\nscape.\\n2. Parse the adjectives in these sentences\\n1. The stars are brilliant.\\n2. A beautiful butterfly took the place of the ugly cat-\\nerpillar.\\n3. A wily fox caught the sleepy goose.\\n4. A merry thrush sang a sweet song to his dear little\\nmate.\\n5. Silence is sometimes a good answer.\\n6. A crew of seventy brave men was on the gallant ship\\nand went with it to the bottom of the deep sea.\\n7. In the lovely month of June, fragrant flowers bloom\\neverywhere.\\n8. Empty vessels always make the loudest noise.\\n9. He is the richest man in the city.\\n10. Chicago is larger than St. Louis.\\n11. A more disgraceful act has seldom been known.\\n3. Diagram the first nine of the preceding sentences,", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0061.jp2"}, "62": {"fulltext": "56 IIOENSHEL S ADVANCED GRAMMAR.\\nLESSON XL II.\\nREVIEW.\\n1. Use the three degrees of each of these adjectives\\nin one sentence; thus\\nA tree is high, a hill is higher, but a mountain is highest.\\nlarge strong wild tame\\nthick diligent comfortable fertile\\n2. Use three different adjectives in the predicate\\nwith each of these nouns\\nreindeer panther peach corn\\nAmerica tree silver church\\nLESSON XLIII.\\nPUNCTUATION REVIEW.\\n1. Insert the proper capitals and punctuation marks\\nin these sentences. Use quotation marks where neces-\\nsary\\n1. What is so rare as a day in June, asks Lowell\\n2. with fingers weary and worn,\\nwith eyelids heavy and red,\\na woman sat in unwomanly rags,\\nplying her needle and thread.\\n3. My friend s name is henry m smith, and he lives in\\nboston, mass.\\n4. how manifold are thy works o lord.\\n5. School will begin next Wednesday, and will close in\\nmay.\\n6. Have you read the life of Gen Grant", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0062.jp2"}, "63": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 57\\n7. Rover come here.\\n8. Are your lessons prepared girls\\n9. Will you tell me mother where the birds are going\\n10. Coal gold silver and copper are found in Colorado.\\n11. The desert of Sahara is large sandy and sterile.\\n12. Where are you going my little man said the gentle-\\nman.\\n2. Write sentences illustrating all the rules you have\\nlearned for the use of capitals and punctuation marks.\\nLESSON XLIV.\\nVERBS CLASSIFICATION.\\n1. A Verb is a word that denotes action or being.\\n2. Notice the time expressed by the verbs in these\\nsentences\\n1. The boy goes.\\n2. The boy went.\\n3. The boy will go.\\n4. The boy walked.\\nYou will notice that some verbs express present time, some\\npast time, and some future time.\\nIn speaking of the time expressed by verbs, we use the word\\ntense instead of the word time. We say a verb is in the Pres-\\nent Tense, Past Tense, or Future Tense.\\n3. Notice the verbs in these sentences, and give the\\ntense of the first two\\n1. The boys are jumping.\\n2. The boys jumped.\\n3. The boys have jumped.\\nNotice the form of the verb used with are, and with have.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0063.jp2"}, "64": {"fulltext": "58 IWEXSHEL S ADVANCED GRAMMAR.\\n4. The form of the verb ending in ing and the form\\nused with have are called Participles. Jumping\\nis the present participle, and jumped is the past\\nparticiple of the verb jump.\\n5. Notice the past tense and the participles of these\\nverbs\\nPresent\\nPast\\nPast\\nParticiple.\\nTense.\\nParticiple.\\n1. Jump,\\njumping,\\njumped,\\njumped.\\n2. Go,\\ngoing,\\nwent,\\ngone.\\nYou will notice that the past tense and the past participle of\\nthe first verb end in ed. It is called a Regular Verb.\\nYou will also notice that the past tense and the past parti-\\nciple of the second verb do not end in ed. It is called an\\nIrregular Verb.\\n6. A Regular Verb is one that forms its past tense\\nand past participle by adding ed to the present, in ac-\\ncordance with the rules of spelling.\\n7. An Irregular Verb is one that does not form its\\npast tense and past participle by adding ed to the\\npresent.\\n8. Write opposite each of these verbs its present par-\\nticiple, its past tense, and its past participle:\\ngive\\nblow\\nknow\\ntake\\ndraw\\ntear\\ndestroy\\nsail\\npray\\nwork\\nsteal\\nfly\\nexpel\\noccur\\nexpect\\ncommit\\n9. A Transitive Verb is one that requires an ob-\\nject to complete its meaning; as, Caesar conquered\\nGaul.\\n10. An Intransitive Verb is one that does not\\nrequire an object to complete its meaning; as, Birds\\nfly.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0064.jp2"}, "65": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR: 59\\nLESSON XLV.\\nVERBS REVIEW.\\n1. Name the verbs in these sentences, and tell\\nwhether they are regular or irregular, transitive or\\nintransitive\\n1. Have you heard the news\\n2. Henry must have borrowed this book.\\n3. He has never wronged his friend.\\n4. The thief stole a coat.\\n5. Fish swim in the water.\\n6. The burglar broke the door of the safe with an iron\\nhammer.\\n7. The skillful pilot guided the boat safely through the\\nrapids.\\n8. The horses ran into the thicket.\\n9. The wind blew very hard.\\n10. The wind blew the roof from the house.\\n11. The great waves dashed themselves against the cliff.\\n12. The cattle lie in the shade of the trees.\\n2. Diagram the preceding sentences.\\nLESSON XLVI\\nVOICE.\\n1. Examine these sentences\\n1. Columbus discovered America.\\n2. America was discovered by Columbus.\\nIn the first sentence the subject names the one who does\\nsomething, but in the second sentence the subject names the", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0065.jp2"}, "66": {"fulltext": "60 IIOENSHEUS ADVANCED GRAMMAR.\\nthing that receives the act. Notice that the form of the verb is\\nnot the same in the two sentences.\\nThis change of the form of the verb to indicate whether the\\nsubject denotes the actor or the receiver of the act, is called\\nVoice. When the subject denotes the actor (as in the first sen-\\ntence), the verb is in the Active Voice. When the subject de-\\nnotes the receiver of the action (as in the second sentence), the\\nverb is in the Passive Voice.\\n2. Voice is that modification of a transitive verb\\nwhich shows whether the subject denotes the actor or\\nthe receiver of the action.\\n3. The Active Voice is that form of the verb which\\nshows that the subject denotes the actor.\\n4. The Passive Voice is that form of a transitive\\nverb which shows that the subject denotes the receiver\\nof the action.\\nIf you examine the two sentences given at the beginning of\\nthis lesson, you will see that the object of the first sentence is\\nthe subject of the second. Now, as only transitive verbs can\\nhave an object, it follows that only transitive verbs can have\\nthe passive voice.\\nIntransitive verbs have only the active voice.\\n5. Name the voice of the verbs in these sentences\\n1. John feads the lesson.\\n2. The lesson is read by John.\\n3. Mary loves Ina.\\n4. Lulu is esteemed by all the girls.\\n5. Corn is planted in the spring.\\n6. Ships carry heavy burdens.\\n7. W T endell is loved by his mother.\\n8. Mary writes carefully.\\n9. The letter was written with care.\\n10. Galileo invented the telescope.\\n11. The hurricane destroyed a large barn.\\n12. The little porch was covered by thrifty vines.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0066.jp2"}, "67": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 61\\n13. The burglars were driven from the house by a po-\\nliceman.\\n14. The fox ran toward the south.\\n6. Change these sentences so that the verbs in the\\nactive voice shall be passive, and those in the passive\\nvoice shall be active; thus Grant led the army.\\nThe army was led by Grant.\\n1. Washington gained the victory.\\n2. The boy plowed the field.\\n3. The shoe was repaired by the shoemaker.\\n4. The carpenter built the house.\\n5. The tinner made the pail.\\n6. The letter was written by him.\\n7. The tailor made the coat.\\n8. The lesson was recited by Lloyd.\\nLESSON XLVII\\nREVIEW.\\nWrite five sentences, each containing\\n1. A regular verb.\\n2. An irregular verb.\\n3. An intransitive verb.\\n4. A verb in the active voice.\\n5. A verb in the passive voice.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0067.jp2"}, "68": {"fulltext": "62 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON XLVIII.\\nMODE.\\n1. Notice these sentences\\n1. Henry studies.\\n2. Henry can study.\\n3. Henry, study.\\nIn the first sentence the statement is made that Henry stud-\\nies. In the second sentence, it is not stated that he studies,\\nbut that he has the ability to study. In the third sentence he\\nis commanded to study.\\nYou will notice from the above that verbs change their form\\nor meaning to express action or being in different manners, or\\nmodes. This modification of the verb is called Mode.\\n2. Mode is that form or use of the verb which shows\\nthe manner in which the action or being is expressed.\\n3. The Indicative Mode is used to assert a fact or\\nan actual existence as\\n1. General Grant went to Europe.\\n2. Asia is a large country.\\n4. The Indicative Mode is also used in asking ques-\\ntions as\\n1. Did he go to Europe\\n2. Has the letter been written\\n5. The Potential Mode asserts the power, neces-\\nsity, liberty, or possibility of action or being; as\\n1. He can read.\\n2. He must read.\\n3. He may read.\\n4. He might read.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0068.jp2"}, "69": {"fulltext": "HOENSHEVS ADVANCED GRAMMAR. 63\\n6. The sign of the Potential Mode is may, can,\\nmust, might, could, would, or should.\\n7. The Potential Mode is used in asking questions;\\nas\\n1. May I go?\\n2. Must the lesson be learned\\nThis mode is so called because the word potential means\\nable, having- power.\\n8. Tell whether the verbs in these sentences are in\\nthe indicative or the potential mode\\n1. He should have departed long ago.\\n2. Must all the voters register\\n3. Some authors have written many books.\\n4. All hail, Macbeth that shall be king hereafter.\\n5. Romulus founded Rome.\\n6. There must have been a heavy rain last night, for\\nthe creek is very high.\\n7. An old man was walking slowly down the lane.\\n8. Many wise proverbs were written by Solomon.\\n9. We must return to the dust from which we were\\ntaken.\\n10. The merchant should have learned more caution.\\n11. The sun could not shine, for clouds covered the sky.\\n12. I would not do that again.\\n13. The storm has ceased.\\n14. The governor might not comply with our request.\\nLESSON XLIX\\nMODE Continued.\\n1. The Imperative Mode is used to express a com-\\nmand, a request, or an entreaty; as\\n1. Men, lay down your arms.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0069.jp2"}, "70": {"fulltext": "64 HOENSHEL S ADVANCED GRAMMAR.\\n2. Come and see me.\\n3. Do not leave me alone.\\nThe subject of the imperative mode is nearly always the\\npronoun you understood.\\n2. Write three sentences, each having a verb in the\\nimperative mode.\\n3. Name the voice and mode of each verb in these\\nsentences\\n1. Bring me some flowers.\\n2. I must not be careless.\\n3. Who is the King of Glory\\n4. Can that be the man?\\n5. The pupils have recited well.\\n6. Passionate men are easily irritated.\\n7. Do not walk so fast.\\n8. The prize cannot be obtained without labor.\\n9. Idleness often leads to vice.\\n10. Live for something.\\n11. In all climates, spring is beautiful.\\n12. I would have gone if I had known that I was needed.\\n13. If we would seem true, we must be true.\\n14. The child was kicked by a horse.\\n15. The city could not be captured.\\n16. The work has been well done.\\nLESSON L\\nREVIEW.\\n1. Classify these verbs according to form (regular or\\nirregular) and according to meaning (transitive or in-\\ntransitive). Also, give the voice and mode of each verb\\n1. Nothing can supply the place of books.\\n2. What exile can flee from himself", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0070.jp2"}, "71": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 65\\n3. Make hay while the sun shines.\\n4. The Union must be preserved.\\n5. Spare me, dread angel of reproof.\\n6. The jury could not agree in their verdict.\\n7. A verdict of guilty was reported by the jury.\\n8. They took my umbrella.\\n9. You should have been more careful.\\n10. A railroad has been constructed in Siberia.\\n2. Write five sentences, each having a verb in\\n1. The indicative mode.\\n2. The potential mode. (Use a different sign-word for\\neach sentence.)\\n3. The imperative mode.\\n3. Write two sentences, each containing\\n1. A regular verb.\\n2. An irregular verb.\\n3. A transitive verb.\\n4. An intransitive verb.\\nLESSON LI\\nTENSE.\\n1. Tense is that form or use of the verb which shows\\nthe time of an action or being.\\n2. The Present Tense denotes present time as\\nI write I am writing I do write.\\n3. The Past Tense denotes past time; as\\nI wrote.\\n4. The Future Tense denotes future time as\\nI shall write, or I will write.\\n5", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0071.jp2"}, "72": {"fulltext": "66 HOENSHEL S ADVANCED GRAMMAR.\\n5. Write two sentences, each having a verb in the\\n1. Present tense.\\n2. Past tense.\\n3. Future tense.\\nThe word perfect is often used in naming tenses. When so\\nused it means finished, or completed.\\nEach tense (present, past, and future) has a perfect tense\\na finished tense.\\nIn this sentence, I have been in Boston a month, the being\\nin Boston for that length of time is finished now at present.\\nThis is called the Present-Perfect Tense.\\nIn this sentence, I had been in Boston before you saw me,\\nthe being in Boston was completed when you saw me past\\ntime. This is called the Past-Perfect Tense.\\nIn this sentence, I shall have been in Boston before next\\nChristmas, the being in Boston is not finished yet, but it will\\nbe before next Christmas future time. This is called the\\nFuture-Perfect Tense.\\n6. The Present-Perfect Tense expresses action or be-\\ning as completed at the present time.\\nThe sign of the present-perfect tense is have or has.\\n7. The Past-Perfect Tense expresses action or being\\nas completed at some past time.\\nThe sign of this tense is had.\\n8. The Future-Perfect Tense expresses action or being\\nas completed at some future time.\\nThe sign of this tense is shall have or will have.\\nYou now see that there are six tenses: three simple tenses\\npast, present, and future), and three perfect tenses.\\n9. Name the tense of each of these verbs\\nwalks, has walked, walked, had walked, shall walk,\\nshall have walked; is torn, shall be torn, have been\\ntorn, has been torn, had been torn, shall have been\\ntorn; shall write, will write, has written, have writ-\\nten, had written; he sees, he shall have seen, he has\\nseen.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0072.jp2"}, "73": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 67\\nLESSON LII.\\nTENSE Continued.\u00e2\u0080\u0094 REVIEW.\\nAll the verbs given in the last lesson are in the indicative\\nmode, which is the only mode that has the six tenses.\\nAs the imperative mode is used in expressing a command or\\nentreaty, and as either of these can be expressed only in the\\npresent, it follows that the imperative mode has but one tense\\nthe present.\\nThe potential mode has only the present, present-perfect,\\npast, and past-perfect. The sign of the present is may, can, or\\nmust; of the present-perfect, may have, can have, or must\\nhave; of the past, might, could, would, or should; of the\\npast-perfect, might have, could have, would have, or should\\nhave. In the potential mode the name of the tense does not\\nalways indicate the time. Thus, might go is called past tense,\\nbut the time is either present or future.\\n1. All of the following verbs are in the potential\\nmode. Name the tense of each one\\nmay walk, can walk, must walk, may have walked, must\\nhave walked, might walk, could walk, would walk,\\nshould walk, might have walked, could have walked,\\nwould have walked, should have walked; might be\\nstruck, may strike, should have struck can see, could\\nbe seen, could see, must have seen, would see.\\n2. Write two sentences having the verb in\\n1. The indicative present.\\n2. The indicative present-perfect.\\n3. The indicative past.\\n4. The indicative past-perfect.\\n5. The indicative future.\\n6. The indicative future-perfect.\\n7. The imperative present.\\n8. The potential present.\\n9. The potential present-perfect.\\n10. The potential past.\\n11. The potential past-perfect.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0073.jp2"}, "74": {"fulltext": "68 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON LIII.\\nVERBS PERSON AND NUMBER.\u00e2\u0080\u0094 PARSING.\\n1. A verb may vary its form according to the person\\nof its subject; as, I go, he goes; or according to the\\nnumber of its subject as, he writes, they write.\\nSince verbs change their form according to the person and\\nnumber of the subject, they are said to have the same person\\nand number as the subject.\\n2. A verb must agree with its subject in person and\\nnumber.\\n3. Notice these sentences\\n1. The boy runs.\\n2. The boys run.\\nThe verb runs is singular, because its subject is singular.\\nThe verb run is plural, because its subject is plural.\\nYou will notice that while nouns ending in s are generally\\nplural, verbs ending in s are singular. A verb in the first per-\\nson, singular, does not end in s.\\n4. We now see that the modifications of the verb are\\nvoice, mode, tense, person, and number.\\n5. Write two sentences, each containing a verb in\\nthe\\n1. First person, singular.\\n2. First person, plural.\\n3. Second person, plural.\\n4. Third person, singular.\\n5. Third person, plural.\\nG. The following is the order for parsing a verb\\nClass according to form (regular or irregular), class\\naccording to meaning transitive or intransitive", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0074.jp2"}, "75": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR.\\n69\\nvoice, mode, tense person and number to agree with\\nits subject.\\nEXAMPLES.\\nFranklin invented the lightning-rod.\\nInvented is a verb regular, transitive active voice, indica-\\ntive mode, past tense third person, singular number, to agree\\nwith its subject, Franklin.\\nThe fox has not been seen.\\nHas been seen is a verb irregular, transitive passive voice,\\nindicative mode, present-perfect tense; third person, singular\\nnumber, to agree with its subject, fox.*\\n7. Remember that all verbs in the passive voice are\\ntransitive.\\n8. The following is a model for written parsing\\nClass\\nas to\\nas to\\nMode.\\nform.\\nmean-\\ning.\\ng\\ninvented\\nreg.\\ntrans.\\nact.\\nind.\\nhas been\\nseen\\nirreg.\\ntrans.\\npass.\\nind.\\nSubject.\\nFrankli\\nfox\\n9. Parse the verbs in these sentences\\n1. When the door was opened, the people crowded into\\nthe hall.\\n2. The wolf could not run fast.\\n3. He was shot by one of the men.\\n4. You should be well paid for your efforts.\\n5. She will come presently.\\n6. They may have been wounded.\\n7. The subject had been well considered.\\n8. We have seen better days.\\n\u00e2\u0099\u00a6After pupils are familiar with the order of parsing, the form can be short-\\nened thus, has been seen is a verb irregular, transitive passive, indicative,\\npresent-perfect third, singular, to agree with its subject, fox.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0075.jp2"}, "76": {"fulltext": "70 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON LIV.\\nINFINITIVES.\\n1. Notice these phrases\\n1. To Boston.\\n2. To write.\\nYou will observe that the word after to in the first phrase is\\na noun, but in the second it is a verb. Both expressions are\\nphrases, but the second is called an Infinitive.\\n2. The form of the verb used with to is called an\\nInfinitive.\\nEach of the following phrases is an infinitive: to write, to\\nhave written, to be written, to have been written.\\n3. Write four different infinitives of each of these\\nverbs\\nlove see do study\\n4. Write four sentences, each containing an infini-\\ntive.\\n5. Parse the verbs in these sentences\\nL. Harvey discovered the circulation of the blood.\\n2\u00c2\u00ab The thief had been caught before the trial.\\n3. Henry will write a letter to his mother.\\n4. The poems of Homer are interesting and instructive.\\n5. These lessons can be learned by hard study.\\n6. Webster s orations are much admired.\\n7. Study your lesson.\\n6. Diagram the preceding sentences.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0076.jp2"}, "77": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 71\\nLESSON LV.\\nVERBS PARSING.\\n1. Parse the verbs in these sentences:\\n1. Each exercise must be well written.\\n2. Every flock contains some black sheep.\\n3. All the trees in yonder row have stood for many\\nyears.\\n4. Several elms and some maples were blown down.\\n5. Both rivers rise in the same plateau.\\n6. Large quantities of cotton are exported from this\\ncountry.\\n7. The pitcher has been broken.\\n8. The architect has built an iron bridge.\\n9. When will you go\\n10. Have you been waiting long?\\n11. Does the earth revolve around the sun\\n12. The sailor has visited nearly all the principal cities\\nof the world.\\n13. I shall have visited London by next Fourth of July.\\n2. Diagram the preceding sentences.\\nLESSON LVI\\nREVIEW.\\n1. Notice the use of shall, will, can, may, teach,\\nand learn, in these sentences\\n1. Are you going to the picnic I shall go if it does\\nnot rain.\\n2. I think you ought not to go. I will go you shall\\nnot prevent me.\\n3. Can I go You probably have the power.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0077.jp2"}, "78": {"fulltext": "72 HOENSHEL S ADVANCED GRAMMAR.\\n4. May I go? You may.\\n5. AVill you teach me how to solve this problem? Yes,\\nif you will try to learn.\\n2. Simply to foretell, shall is used in the first per-\\nson, and will in the second and third; but to express\\ndetermination or a promise, will is used in the first\\nperson, and shall in the second and third.\\n3. In the following sentences, shall and will are\\nused incorrectly. Make the proper corrections\\n1. I will be sick, if I am not careful.\\n2. You shall have a pleasant journey, I hope.\\n3. Robert shall be fifteen years old next June.\\n4. I shall help you, if you wish it.\\n5. I will drown, nobody shall help me.\\n6. He will not go, if I can prevent him.\\n\u00e2\u0080\u00a27. I do not think I will like this study.\\n4. Use each of the words shall, will, may, can,\\nteach, and learn correctly in two sentences.\\nLESSON LVII.\\nREVIEW.\\nYou have already learned that a verb agrees with its subject\\nin person and number. Careless persons often make mistakes\\nin the use of the verb, because they do not think of the right\\nword as the subject.\\n1. Examine these sentences. You will find that the\\nverbs agree with their subjects, although at first sight\\nthey may seem to disagree\\n1. On what tree do these apples grow\\n2. One of the boys is playing ball.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0078.jp2"}, "79": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 73\\n3. Down come rock-a-by baby and all.\\n4. Every one of the girls has her lesson.\\n5. Neither of the sick men is better.\\n6. On the table are a peach and an apple.\\n7. A sack of large red apples is in the cellar.\\n2. Diagram the preceding sentences.\\n3. Write seven sentences somewhat similar to the\\nseven given in paragraph 1, and be sure that each\\nverb agrees with its subject.\\nLESSON LVIII\\nESSAY.\\nWrite an essay telling all you can about corn. De-\\nscribe its cultivation, uses, etc. After you have writ-\\nten it once, go over it carefully, correcting errors,\\nselecting better words, and improving your sentences.\\nThen copy it in your best penmanship. Remember\\nthat you cannot learn to use good English except by\\nalways doing your best.\\nTo the Teacher: Wheat, cotton, and other products may be\\ndescribed in the same way.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0079.jp2"}, "80": {"fulltext": "74 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON LXX.\\nADVERBS.\\n1. An Adverb is a word used to modify a verb, an\\nadjective, or an adverb.\\nSome adverbs answer the question where? Some answer\\nthe question when? Some answer the question how? Some\\nanswer the question how much?\\n2. The principal classes of adverbs, according to their\\nmeaning, are Adverbs of Place, Adverbs of Time,\\nAdverbs of Manner, and Adverbs of Degree.\\n3. Write two sentences, each containing\\n1. An adverb modifying a verb.\\n2. An adverb modifying an adjective.\\n3. An adverb modifying an adverb.\\n4. An adverb of place.\\n5. An adverb of time.\\n6. Av adverb of manner.\\n7. An adverb of degree.\\n4. Examine these sentences\\n1. Henry came soon.\\n2. John came sooner than Henry.\\n3. Robert came soonest of all.\\n5. Some adverbs, like adjectives, have three degrees\\nof comparison.\\n6. Compare these adverbs\\nwisely continually mostly calmly\\nso rapidly partly always\\nvery too perfectly surely\\nIt should be remembered that not all adverbs can be com-\\npared.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0080.jp2"}, "81": {"fulltext": "HOENSHEVS ADVANCED GRAMMAR. 75\\nWrite two sentences, each containing-\\n1. An adverb of the positive degree.\\n2. An adverb of the comparative degree.\\n3. An adverb of the superlative degree.\\nLESSON LX.\\nADJECTIVES and ADVERBS.\\n1. Some words are sometimes adverbs and sometimes\\nadjectives as\\n1. This train travels fast.\\n2. It is a fast train\\n3. He returned late.\\n4. I have read the late paper.\\n5. This is a long lesson.\\n6. Why did you remain so long?\\n2. Find two words (not given in paragraph 1) that\\nare sometimes adjectives and sometimes adverbs. Use\\nthe words in sentences.\\n3. Adjectives should not be used instead of adverbs.\\nNotice these sentences\\n1. Really (not real) honest men can be found.\\n2. Did you sleep well (not good.)\\n3. Almost (not most) every boy was running.\\n4. The day was remarkably (not remarkable) pleasant.\\nReally, well, almost, and remarkably are adverbs, while\\nreal, good, most, and remarkable may be adjectives.\\n4. The following is the order of parsing an adverb\\nClass, degree if compared compare it, name word it\\nmodifies.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0081.jp2"}, "82": {"fulltext": "76 HOENSHEL S ADVANCED GRAMMAR.\\nEXAMPLES.\\nHe lives here.\\nHere is an adverb of place, and modifies lives.\\nThe clerk writes very well.\\nWell is an adverb of manner, positive degree (compared,\\nwell, better, best), modifies writes. Very is an adverb of\\ndegree, and modifies well.\\n5. Parse the adverbs in these sentences\\n1. Tis always morning somewhere in the world.\\n2. God is everywhere.\\n3. The inhabitants of some islands are very savage.\\n4. The victory was fairly won.\\n5. The princess was extremely beautiful.\\n6. They were agreeably disappointed.\\n7. How well she can play\\n6. Diagram the preceding sentences.\\nLESSON LXI\\nPREPOSITIONS.\\n1. A Preposition is a word that shows the relation of\\nits object to some other word in the sentence.\\n2. A Preposition with its object is called a Preposi-\\ntional Phrase.\\n3. When a phrase modifies a noun or pronoun it is\\nan Adjective Phrase; but when it modifies a verb,\\nan adjective, or an adverb, it is an Adverb Phrase.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0082.jp2"}, "83": {"fulltext": "HOENSHEUS ADVANCED GRAMMAR. 77\\n4. Many adjectives and adverbs can be expanded\\ninto phrases of a similar meaning as\\n1. He is a wealthy man (a man of wealth).\\n2. The messenger came speedily (with speed).\\n5. Change these adjectives and adverbs to preposi-\\ntional phrases, and use each phrase in a sentence\\ncarefully kindly brave courageously\\ntalented educated strong boldly\\n6. Sometimes two or more words are combined and\\nused as one preposition; as, out of, from over, in\\nregard to, over against, by means of.\\nIn parsing, these may be called Compound Prepositions.\\n7. Use each of the compound prepositions mentioned\\nabove in a sentence.\\n8. Write three sentences, each containing\\n1, An adjective phrase.\\n2. An adverb phrase.\\n9. Change each of the words printed in black letters\\nto a phrase\\n1. The daily tasks are ended.\\n2. The lark sang its joyous and blissful songs.\\n3. All children like picture books.\\n4. He returned hastily.\\n5. Study diligently.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0083.jp2"}, "84": {"fulltext": "78 HOENSHEVS ADVANCED GRAMMAR.\\nLESSON L\u00c2\u00a3II.\\nREVIEW.\\n1 A clause may be used as an adverb as\\n1. He lives where the orange tree grows.\\n2. The birds will return when spring comes.\\nIn the first sentence the clause where the orange tree\\ngrows tells where he lives. In the second sentence the clause\\nwhen spring comes tells when the birds will come.\\n2. Write two sentences, each containing\\n1. An adverb clause of place.\\n2. An adverb clause of time.\\n3. The word there is not alwa} r s an adverb of place\\nsometimes it merely introduces a sentence and has no\\nconnection with it. In such cases it may be called an\\nexpletive, or an introductory word.\\n1. There is an end to all things. (Introductory.)\\n2. There he stands. (Adverb.)\\n4. Write two sentences introduced by there.\\n5. Write two sentences containing there, an adverb\\nof place.\\nG. Write a sentence containing their.\\n7. Use there, introductory, there, an adverb, and\\ntheir, all in one sentence.\\n8. Fill these blanks with is or are\\n1. There flowers in the garden.\\n2. There many people there.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0084.jp2"}, "85": {"fulltext": "HOENSHEVS ADVANCED GRAMMAR. 79\\n3. There an apple and a peach in the basket.\\n4. There no one at home.\\n5. There apples on the trees.\\n6. There no signs of spring.\\nLESSON LXIII.\\nCONJUNCTIONS AND INTERJECTIONS.\\n1. Examine these sentences\\n1. He reads or writes.\\n2. He traveled through the forests and over the moun-\\ntains.\\n3. That merchant is not rich, but he is honest.\\nIn the first sentence the conjunction or connects two words,\\nin the second sentence and connects two phrases, and in the\\nthird sentence but connects two clauses.\\n2. A Conjunction is a word used to connect words,\\nphrases, and clauses.\\n3. Write two sentences, each having a conjunction\\nconnecting\\n1. Two words.\\n2. Two phrases.\\n3. Two clauses.\\n4. An Interjection is a word used to denote strong\\nfeeling or emotion.\\nInterjections are sometimes called Exclamations.\\n5. Write three sentences, each containing an inter-\\njection.\\n6. Write two sentences, each containing all the parts\\nof speech.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0085.jp2"}, "86": {"fulltext": "80 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON LXIV.\\nREVIEW.\\n1. Name the part of speech of each word in these\\nsentences\\n1. It fell through the air to the ground.\\n2. He crossed the plains in a wagon.\\n3. The injured man was taken from under the ruins.\\n4. The traveler came from beyond the sea.\\n5. Carthage and Rome were rival powers.\\n6. The book on the desk is a dictionary.\\n7. Each of the workmen is in his place.\\n8. You should be polite to everybody.\\n9. Idleness is the key of beggary.\\n10. Out of the house and up the street he ran.\\nHe r\\nan\\no and\\nc\\no\\nhouse\\nv street.\\nthe\\nthe\\nThe conjunction and connects the two phrases.\\n11. Energy and persistence conquer all things.\\n12. The scheme failed for want of support.\\n13. Neither a borrower nor a lender be.\\nNeither nor should be parsed together as one conjunction.\\n14. Many, alas had fallen in battle.\\nalas\\nMany had fallen\\nInterjections are not connected with the sentence.\\n2. Diagram the preceding sentences.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0086.jp2"}, "87": {"fulltext": "HOENSHEVS ADVANCED GRAMMAR. 81\\nLESSON LXV.\\nPROVERBS.\\n1. Copy the following proverbs, and study the mean-\\ning of each one\\n1. Not all that glitters is gold.\\n2. Beggars must not be choosers.\\n3. He does much that does a thing well.\\n4. There is no royal road to learning.\\n5. Make hay while the sun shines.\\n6. People who live in glass houses should never throw\\nstones.\\n7. Industry is fortune s right hand.\\n8. Doing nothing is doing ill.\\n9. Actions speak louder than words.\\n10. A merry heart maketh a cheerful countenance.\\n2. Write, in your own words, the meaning -of each\\nof the preceding proverbs.\\nLESSON LXVI\\nREVIEW.\\nWrite a sentence containing\\n1. A proper noun.\\n2. A common noun.\\n3. A collective noun.\\n4. An abstract noun.\\n5. A personal pronoun.\\n6. An adjective pronoun.\\n7. An interrogative pronoun.\\n8. A relative pronoun.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0087.jp2"}, "88": {"fulltext": "82 IIOENSHEUS ADVANCED GRAMMAR.\\n9. A descriptive adjective.\\n10. A definitive adjective.\\n11. An adjective of the comparative degree.\\n12. A proper adjective.\\n13. A regular verb.\\n14. An irregular verb.\\n15. A transitive verb.\\n16. An intransitive verb.\\n17. A verb in the passive voice.\\n18. A verb in the potential mode.\\n19. A verb in the imperative mode.\\n20. An infinitive.\\n21. An adverb of the comparative degree.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0088.jp2"}, "89": {"fulltext": "SEVENTH GRADE.\\nLESSON I.\\nSENTENCES.\\n1. A sentence is a thought expressed by words.\\n2. According to use, sentences are divided into De-\\nclarative, Interrogative, Imperative, and Exclamatory.\\n8. According to their form, sentences are divided\\ninto Simple, Complex, and Compound.\\n4. A subject combined with its predicate is often\\ncalled a Proposition.\\n5. A Simple Sentence contains but one proposition.\\nIn a simple sentence the subject, the predicate, or the object,\\nor any two of them, or all three of them, may be compound.\\n6. Write a simple sentence having\\n1. A compound subject.\\n2. A compound predicate.\\n3. A compound object.\\n4. A compound subject and a compound predicate.\\n7. A Clause is a proposition used as part of a sen-\\ntence.\\n(83)", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0089.jp2"}, "90": {"fulltext": "84 HOENSHEL S ADVANCED GRAMMAR.\\n8. Examine this sentence\\nHenry learns because he studies.\\nIn this sentence there are two propositions, or clauses. The\\nfirst is, Henry learns, and the second is, because he studies.\\nBecause he studies modifies learns; it tells why he learns.\\nBecause this clause is used as a modifier and depends on some\\nother word (learns), it is called a Dependent, or Subordinate\\nClause. Henry learns is called the Independent, or Principal\\nClause.\\n9. An Independent Clause is one not dependent on\\nany word, and contains the principal proposition.\\n10. A Dependent Clause is one that modifies some\\nword or words in the independent clause, and contains\\nthe subordinate proposition.\\n11. A Complex Sentence is one containing an inde-\\npendent clause and one or more dependent clauses.\\n12. Write a complex sentence, connecting the two\\nclauses by\\nwhen, where, while, if, unless, although, after.\\n13. Name the independent and the dependent clause\\nof each sentence you have just written.\\nLESSON IT\\nCLAUSES.\\n1. You have already learned that a relative pronoun\\nis a connective. By examining these sentences you\\nwill observe that the relative pronoun is found in the", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0090.jp2"}, "91": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 85\\ndependent clause of a complex sentence, and its ante-\\ncedent is found in the independent clause\\n1. The boy who gained the prize is praised by his\\nteacher.\\n2. This is the book that I want.\\n3. The house in which I live is built of stone.\\nThe independent clauses are, The boy is praised by his\\nteacher, This is the book, and The house is built of stone.\\nThe dependent clauses are, who gained the prize, that I want,\\nand in which I live.\\n2. A Relative Pronoun is one that relates to some\\npreceding word or words, and connects clauses.\\nEemember that a relative pronoun is always in the dependent\\nclause of a comjnex sentence.\\n8. A dependent clause may modify a noun or pro-\\nnoun, a verb, an adjective, or an adverb, or it may be\\nused as the subject or object of a sentence therefore\\n4. According to use, a dependent clause may be an\\nAdjective Clause, an Adverb Clause, or a Noun\\nClause.\\n5. An Adjective Clause is one used to modify a noun\\nor pronoun.\\n6. Name the adjective clause in each of these sen-\\ntences, and parse the relative pronouns\\n1. The man who cannot govern himself is a slave.\\n2. The ship that left the harbor never returned.\\n3. The fur which warms a monarch once warmed a bear.\\n4. Beauty is the mark that God sets on virtue.\\n5. The fish that we caught was a trout.\\n6. The lady whose house we occupy gives much to the\\nneedy.\\n7. Whom ye ignorantly worship, Him declare I unto\\nyou.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0091.jp2"}, "92": {"fulltext": "86 HOEXSHEL S ADVANCED GRAMMAR.\\n8. Savages, who have no settled abode, wander from\\nplace to place.\\n9. He who governs himself is a hero.\\n7. The adjective clause, when not restrictive,* is set\\noff by a comma.\\nAn adjective clause containing the relative that is generally\\nrestrictive.\\n8. Write six complex sentences, each having an ad-\\njective clause.\\nLESSON III.\\nDIAGRAMMING.\\n1. Notice these diagrams\\n1. The man who cannot govern himself is a slave.\\nman is slave.\\nThe\\nwho can govern\\nnot himself\\n2. The lady whose house we occupy gives money to the\\npoor.\\nlady gives\\nThe\\nwe\\nmoney\\npoor.\\nthe\\noccupy\\nhouse\\nwhose\\nEestrictive clauses will be explained iu Grade Eight.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0092.jp2"}, "93": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 87\\nAs the relative pronoun is a connective, it is joined to its an-\\ntecedent by a dotted line.\\n2. Diagram these sentences\\n1. London, which is situated on the Thames, is the cap-\\nital of Great Britain.\\n2. You who are so boastful should give some evidence\\nof your ability.\\n3. The Indians lived in wigwams, which they made of\\nbark or the skins of animals.\\n4. Faraday, who was a great chemist, was born in Eng-\\nland.\\n5. Help those that are weak.\\n6. Invite the gentleman of whom you spoke.\\n3. Diagram the sentences in paragraph 6, lesson 2.\\nLESSON IV.\\nADVERB CLAUSES.\\n1. An Adverb Clause is one used to modify a verb,\\nan adjective, or an adverb.\\n2. In each of these complex sentences name the ad-\\nverb clause and tell what word it modifies. Also state\\nwhether the clause expresses time, place, manner, etc.\\n1. I shall go when the time comes.\\n2. When my friend was here, he wrote a book.\\nThe dependent clause often precedes the independent clause.\\n3. Although Columbus discovered a new world, he died\\npoor.\\n4. The United States had two wars with England while\\nGeorge III. was king.\\n5. If it does not rain soon, the farmers will not raise\\nmuch corn.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0093.jp2"}, "94": {"fulltext": "88 HOEXSHEL S ADVANCED GRAMMAR.\\n6. He lives where it never rains.\\n7. Napoleon was defeated because Grouchy was late.\\n8. Webster died before the Civil War began.\\nIn the third sentence, the adverb clause denotes concession\\nin the fifth, it denotes condition.\\n8. An adverb clause is set off by a comma, unless it\\nclosely follows the word it modifies as\\n1. When Bunyan wrote the Pilgrim s Progress, he\\nwas in prison.\\n2. Bunyan was in prison when he wrote the Pilgrim s\\nProgress.\\n4. Write three complex sentences, each containing\\nan adverb clause of time.\\n5. Write two sentences, each containing an adverb\\nclause of place.\\n6. Write two sentences, each containing an adverb\\nclause of cause or reason.\\n7. Write two sentences, one having an adverb clause\\nof condition, and the other a clause of concession.\\nLESSON V.\\nDIAGRAMMING.\\n1. Notice these diagrams\\n1.\\nfarmers\\nwill\\nraise\\nThe\\n1 not\\nrain\\ncorn\\nit does\\nmuch\\nno\\nt soon.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0094.jp2"}, "95": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 89\\nIn a complex sentence, the simple conjunction is placed on a\\ndotted line connecting the predicate of the subordinate clause\\nand the word in the principal clause modified by the subordi-\\nnate clause.\\n2. I shall go\\nI time I comes.\\nthe when\\nBesides being a connective, when is an adverb (conjunctive\\nadverb), modifying conies therefore, it is written under comes,\\nand is connected by a dotted line to the word modified by the\\nsubordinate clause.\\n2. Diagram these sentences\\n1. Men that are old and wise should be consulted by\\nthe young.\\n2. The criminal fled from the country whose laws he\\nhad broken.\\n3. Maize, which is another name for Indian corn, grows\\nin America.\\n4. I am not solitary while I read, though nobody is\\nwith me.\\n5. Whither thou goest, I will go.\\n6. Confidence cannot dwell where selfishness is porter\\nat the gate.\\n7. Measure your mind s height by the shadow it casts.\\nIn this sentence the connective is a relative pronoun, under-\\nstood, which is the object of casts.\\n8. One who is contented with his present attainments\\nwill never become famous.\\n9. The house where we live is very old.\\nThe dependent clause, where we live, is an adjective\\nclause modifying house. Where, the connective, modifies live,\\nand connects the dependent clause to house.\\nhouse is old.\\nThe j very\\nwe live\\nI where", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0095.jp2"}, "96": {"fulltext": "90 HOENSHEL S ADVANCED GRAMMAR.\\n10. By the banks of bonny Doon stands the cottage\\nin which Kobert Burns was born.\\n11. I know a place where wild strawberries grow.\\n12. This is the time when peaches are ripe.\\n13. The stories that we read should instruct us while\\nthey amuse us.\\n14. Aim at perfection in everything, though in most\\nthings it is unattainable.\\nLESSON VI.\\nNOUN CLAUSES.\\n1. A Noun Clause is one used as a noun as\\n1. That Columbus discovered America is a historic fact.\\nIn this sentence, the dependent clause, That Columbus dis-\\ncovered America, is the subject of the verb is. Therefore it is\\na noun clause in the nominative case. The entire sentence is\\nthe independent clause when the dependent clause is the sub-\\nject, object, or part of the predicate.\\n2. The Bible says that God gave Moses the Ten Com-\\nmandments.\\nIn this sentence, that God gave Moses the Ten Command-\\nments is the object of the verb says. It is a noun clause in the\\nobjective case.\\n3. The question is, How can we go?\\nHere the clause, How can we go? is used in predicate with\\nthe verb is, and means the same thing as the subject question.\\nTherefore it is a noun clause in the nominative case.\\n2. In each of these sentences, pick out the noun\\nclause, and name its case:\\n1. We learn from the Declaration of Independence that\\nall men are created equal.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0096.jp2"}, "97": {"fulltext": "HOEXSHEL S ADVAXCED GRAMMAR. 91\\n2. The general belief is, that the Northmen discovered\\nAmerica.\\n3. That Hannibal was a brave general, is disputed by\\nfew.\\n4. A rolling stone gathers no moss, says an old prov-\\nerb.\\n5. The Sadducees believed that there is no resurrection.\\n6. The prisoner s answer was, I am not guilty.\\n3. A noun clause used in the predicate (attribute\\ncomplement) is usually set off by a comma; as\\nOur decision is, that the prisoner is not guilty.\\n4. Write two complex sentences, each having\\n1. A noun clause for the subject.\\n2. A noun clause in the predicate.\\n3. A noun clause for the object.\\n5. Study these diagrams\\n1. That the earth was once a molten mass, is taught by\\nscientists.\\nThat\\nearth\\nwas\\nmass\\nthe\\nonce a molten\\nis taught\\nscientists.\\nThat is a conjunction, used as an introductory word, and is\\nplaced above the predicate, with which it is connected by a\\ndotted line.\\n2. His cry was, Where am I?\\nI am\\ncry was\\nI His\\nwhere", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0097.jp2"}, "98": {"fulltext": "92 HOEXSIIEL S ADVANCED GRAMMAR.\\n3. The speaker said, The Cubans are fighting the\\nSpaniards.\\nSpaniards\\nCubans are fighting\\nthe\\nspeaker said\\nI\\nThe\\nthe\\n(3. Write and diagram a complex sentence contain-\\ning\u00e2\u0080\u0094\\n1. A noun clause as subject.\\n2. A noun clause as object.\\n3. A noun clause in the predicate.\\nLESSON VII.\\nNOUN CLAUSES DIAGRAMMING.\\nDiagram these sentences\\n1. He asked, What will the next lesson be\\n2. He that borrows the aid of an equal understand-\\ning, said Burke, doubles his own. (Own is an\\nadjective.)\\n3. I knew that it was he.\\n4. Where are all the good buried inquired Lamb.\\n5. Our conclusion is, that the statement is not correct.\\n6. That the world moves, was believed by Galileo.\\n7. The sentence for correction was, All that glitters is\\nnot gold.\\n8. His statement was, I wish that my friend would\\nwrite a book.\\n9. The teacher asked why I inverted the divisor.\\nWhy is an adverb of reason, modifying inverted. It does\\nnot give the reason, but asks for it.\\n10. Here, said Tom, I found them yesterday.\\n11. Do you know where the finest lilies grow", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0098.jp2"}, "99": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 93\\n12. Wherever you go, said the maiden, I shall go.\\n13. The poet Southey tells how the water comes down at\\nLodore.\\n14. That we guard our liberty with vigilance, is a sacred\\nduty.\\nLESSON VIII.\\nCOMPOUND SENTENCES.\\n1. Examine this sentence\\nMary reads and Lucy recites.\\nIn this sentence there are two clauses, but neither one is a\\nmodifier both are independent.\\n2. A Compound Sentence is one that contains\\ntwo or more independent clauses.\\nThe connective between the clauses of a compound sentence\\nis usually and, but, or, nor, etc.\\n3. Write a compound sentence, connecting the two\\nclauses by\\nand, or, but, nor.\\n4. Write a simple, a complex, and a compound sen-\\ntence with each of these words\\nengine, soldier, farmer, rain, clouds.\\n5. Notice this diagram\\nLincoln was President and Hamlin was Vice-President.\\nLincoln was President\\nHamlin was Vice-President", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0099.jp2"}, "100": {"fulltext": "94 HOENSHEL S ADVANCED GRAMMAR.\\nThe conjunction (coordinate conjunction) connecting the\\nclauses of a compound sentence is written on a double-dotted\\nline.\\n6. Diagram these sentences\\n1. The army must gain a victory, or our cause will be\\nruined.\\n2. Justice was administered under the shade of a forest\\ntree, and the jury sat upon a log.\\n3. Prosperity makes friends, but adversity tries them.\\n4. Plants live, grow, and die but they do not feel.\\n5. He was not a great traveler, nor was he fond of\\nadventure.\\nLESSON IX.\\nANALYSIS.\\n1. Analyzing a sentence is naming its class, its sub-\\nject, predicate, and object, and the modifiers of each.\\nIt is important to have a systematic and logical form of\\nanalysis, using no more words than necessary.\\n2. Notice the analysis of these sentences\\n1. The king of England gave many castles to his faithful\\nfollowers.\\nThis is a simple, declarative sentence, of which king is the\\nsubject, modified by the adjective the and the adjective phrase\\nof England. Gave is the predicate, modified by the adverb\\nphrase to his faithful followers. Castles is the object, modi-\\nfied by the adjective many.\\n2. The man that fell overboard was drowned before the\\nboat reached him.\\nThis is a complex, declarative sentence; the man was\\ndrowned is the independent clause, of which man is the sub-", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0100.jp2"}, "101": {"fulltext": "HOENSHEVS ADVANCED GRAMMAR. 95\\nject, modified by the, an adjective, also by that fell overboard,\\na dependent, adjective clause, of which that is the subject, fell\\nis the predicate, modified by overboard, an adverb of place;.\\nwas drowned is the predicate of the independent clause, modi-\\nfied by before the boat reached him, a dependent, adverb\\nclause of time, of which boat is the subject, modified by the,\\nan adjective, reached is the predicate, and him is the object;\\nbefore connects the adverb clause to was drowned.\\nIt will be observed that this method of analysis includes con-\\nsiderable parsing.\\nNotice that after naming the subject, you should name all\\nits modifiers before naming the predicate. When you name\\nthe predicate, name its modifiers before naming the object.\\nBy so doing, you will avoid much needless repetition.\\n3. Analyze these sentences\\n1. The republic of Sparta had two magistrates.\\n2. Braddock s defeat was a memorable event in the\\nFrench and Indian war.\\n3. Knowledge and timber should not be much used\\nuntil they are seasoned.\\n4. It is not he who sings loudest and jokes most that\\nhas the lightest heart.\\n5. Ulysses spoke of the men and the cities that he had\\nseen.\\n6. The invalid begged that we would stay with him.\\nWhen the dependent clause is a noun clause used as the sub-\\nject, object, or part of the predicate, the entire sentence is the\\nindependent clause.\\n7. You said the enemy would not come down.\\n8. That a historian should not record trifles, is perfectly\\ntrue.\\n9. The reply was, I cannot help it.\\n10. The fields are fragrant, and the woods are green.\\n4. Diagram the preceding sentences.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0101.jp2"}, "102": {"fulltext": "96 HOEXSHEVS ADVANCED GRAMMAR.\\nLESSON X.\\nPHRASES CLASSIFICATION AND USE.\\n1. A Phrase is a group of words properly put to-\\ngether, but not having a subject and predicate.\\n2. With respect to form, phrases are Prepositional,\\nInfinitive, and Participial.\\n3. A Prepositional Phrase is one whose first word is\\na preposition.\\n4. A Participial Phrase is one whose first word is a\\nparticiple.\\nIn poetry, the preposition or the participle may not be the\\nfirst word of the phrase, but it will be the first when the words\\nare arranged in their natural order.\\n5. An Infinitive Phrase is one introduced by an in-\\nfinitive.\\nIt must not be supposed that every phrase is introduced by\\na preposition, infinitive, or participle. Many expressions that\\nare called phrases are not so introduced as, ripe apples, an\\nold man.\\n6. With respect to use, phrases are Adjective, Ad-\\nverb, and Noun.\\n7. An Adjective Phrase is one used as an adjective.\\n8. An Adverb Phrase is one used as an adverb.\\n9. A Noun Phrase is one used as a noun.\\n10. Classify the phrases in these sentences with re-\\nspect to form and use\\n1. Napoleon, having been conquered, was sent to St.\\nHelena.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0102.jp2"}, "103": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 97\\n2. A stack of wheat standing on the hill was struck by\\nlightning.\\n3. Franklin was sent to France to ask aid for the colo-\\nnies.\\n4. The young lady wished to learn to sing.\\n5. To tell the truth is our duty.\\n6. To meet difficulties bravely is to conquer them.\\n11. Write two sentences, each having\\n1. A prepositional phrase.\\n2. A participial phrase.\\n3. An infinitive phrase.\\n4. An adjective phrase.\\n5. An adverb phrase.\\n6. A noun phrase.\\n12. Notice these diagrams\\n1. That lady wished to learn to sing.\\nlady wished\\n1 That ^to learn\\n\\\\tosing.\\n2. To go is pleasant.\\nTo go j is pleasant.\\n3. To read books is pleasant.\\nI To read\\n1 books\\nis pleasant.\\nThe infinitive is written on a curved line.\\nIn the first and second the infinitive might be placed above\\nthe base line, as in the third, but it is not necessary. The\\nfact that it is an infinitive, and its construction (office), can be\\nshown by placing it on the base line.\\nIn the third sentence it is better to place the infinitive on a\\nsupport, in order to indicate that it is the subject of is, and\\nthat it has an object.\\n7", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0103.jp2"}, "104": {"fulltext": "98 HOENSHEL S ADVANCED GRAMMAR.\\n4. The letter written so neatly has been received.\\nletter has been received.\\nThe V written\\nI neatly\\nThe diagram for the participle is the same as that for the\\ninfinitive.\\n5. Having examined the book, he recommended it.\\nhe recommended\\nHaving examined it.\\nbook\\nthe\\nLESSON XI.\\nREVIEW.\\nAnalyze these sentences, then diagram them:\\n1. If spring has no blossoms, autumn will have no fruit.\\n2. I love to lose myself in other men s minds.\\n3. A pronoun is sometimes followed by the noun to\\nwhich it refers.\\n4. When anger rises, think of the consequences.\\n5. We should endeavor to secure the friendship of that\\nBeing who holds in his hands the reins of the uni-\\nverse.\\n6. He was anxious to go, but his friends restrained him.\\n7. We know not when he departed.\\n8. The general opinion is that Cuba deserves freedom.\\n9. The time, so long expected, finally arrived.\\n10. Having carefully read the letter, he laid it away.\\nIn the fifth sentence, should endeavor is intransitive. To\\nsecure is used as an adverb and modifies should endeavor.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0104.jp2"}, "105": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR.\\n00\\nLESSON XII\\nNOUNS REVIEW.\\n1. By a figure of speech called Personification,\\nneuter objects are sometimes regarded as either mas-\\nculine or feminine.\\nThus, the sun, time, death, war, etc., are usually considered\\nas masculine and the earth, the moon, virtue, a ship, night,\\netc., are generally considered as feminine. Names of objects\\nconveying the idea of strength, power, or grandeur are in the\\nmasculine when personified and names of objects conveying\\nthe idea of beauty or weakness are feminine. The sun shines\\nin his splendor, and the moon displays her silvery light.\\nSometimes, when the personification is strongly marked, the\\nname of the personified object should begin with a capital as,\\nCome, O gentle Spring with all thy beauty.\\n2. Learn the masculine and feminine forms of these\\nnouns, and notice the formation of each:\\nMasculine.\\nFeminine.\\nMasculine.\\nFeminine.\\nabbot,\\nabbess\\nduke,\\nduchess\\nactor,\\nactress\\nemperor,\\nempress\\nadministrate]\\nadministratrix\\nfriar,\\nmonk,\\narchduke\\narchduchess\\nnun\\nbachelor,\\nbaron,\\nmaid,\\nspinster\\nbaroness\\ngander,\\ngentleman,\\ngoose\\ngentlewoman\\nlady\\nbeau,\\nbelle\\ngiant,\\ngiantess\\nbridegroom,\\nbride\\nhart,\\nroe;\\ncock,\\nrooster,\\nhen\\nheir,\\nheiress\\nhero,\\nheroine\\ncount,\\nearl,\\ncountess\\nlad,\\nlord,\\nlass;\\nlady;\\nczar,\\nczarina\\nlion,\\nlioness\\ndon,\\ndona\\nmarquis,\\nmarchioness\\ndrake,\\nduck;\\nnegro,\\nnegress", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0105.jp2"}, "106": {"fulltext": "100\\nHOENSHEDS ADVANCED GRAMMAR.\\nMasculine.\\nFeminine.\\nMasculine.\\nFeminine.\\nnephew,\\nniece\\nsultan,\\nsultana\\npeer,\\npeeress\\nswain,\\nnymph\\nprince,\\nprincess\\ntestator,\\ntestatrix\\nprior,\\nprioress\\nviscount,\\nviscountess\\nshepherd,\\nshepherdess\\nwidower,\\nwidow\\nstag,\\nhind;\\nwizard,\\nwitch.\\n3. A noun is not often found in the first person, and\\nwhen it is, it is used in connection with a pronoun that\\nrepresents the speaker as\\n1 I, John, saw the Holy City.\\n2. We, the members of the Orescent Literary Society.\\n4. Letters, figures, and signs form the plural by add-\\ning the apostrophe and s; as\\n1. Dot your i s and cross your Vs.\\n2. Your 2 s are too large.\\n5. The following are plural in form, but are always\\nsingular in meaning\\nnews, gallows, mathematics, ethics, politics, and other\\nwords ending in ics.\\n6. Write two sentences, each having a noun in the\\n1. Masculine by personification.\\n2. Feminine by personification.\\n7. Write a sentence containing a noun in the first\\nperson.\\n8. Write a sentence containing the plural of\\n1. A letter.\\n2. A figure.\\n3. A sign (-f- or", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0106.jp2"}, "107": {"fulltext": "HOEXSHEL S ADVANCED GRAMMAR. 101\\nLESSON XIII.\\nCASE.\\n1. A noun used in the predicate with a verb in the\\npassive voice is in the nominative case; as\\n1. Architecture has been called frozen music.\\n2. He was elected captain.\\n2. A word may be in the Objective Case after a parti-\\nciple; as\\nHearing a noise, I turned.\\n3. Nouns denoting weight, measure, value, dis-\\ntance, time, etc., are in the Objective Case without a\\ngoverning word as\\n1. The mountain is three miles high.\\n2. This man weighs two hundred pounds.\\n3. Good butter is worth thirty cents a pound.\\n4. This plant has grown two inches since yesterday.\\nTell why each of the words in black type in the preceding\\nsentences is in the objective case.\\n4. Examine these sentences\\n1. I wish to go.\\n2. I wish Henry to go.\\nWho is to go, in the first sentence In the second sentence\\nWhat is the subject of the first sentence Of the second\\nIn the first sentence, I, the subject of the sentence, is also\\nthe subject of the infinitive to go. In the second sentence,\\nHenry is the subject of the infinitive to go, and is in the objec-\\ntive case.\\n5. A noun or pronoun used as the subject of an in-\\nfinitive is in the Objective Case, unless it is also the\\nsubject of the proposition.*\\n\u00e2\u0099\u00a6When the subject of the infinitive is a predicate noun, It is in the nominative\\ncase as, He is the man to be blamed.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0107.jp2"}, "108": {"fulltext": "102 HOEXSHEL S ADVANCED GRAMMAR.\\n6. Name the case of each of the subjects of these in-\\nfinitives\\n1. The father wishes his son to study grammar.\\n2. The son does not wish to study grammar.\\n3. The traveler planned to go to Africa.\\n4. The showman wanted his lion to be tamed.\\n7. Notice this sentence\\nI want him to be a teacher.\\nTeacher is used after the intransitive verb to be, and de-\\nnotes the same person as him. It is in the objective case be-\\ncause him is in the objective case. Since it agrees with an\\nobjective subject, it may properly be called an Objective At-\\ntribute.\\n8. When an intransitive infinitive has an objective\\nsubject it may have an objective attribute.\\n9. The objective attribute should be distinguished\\nfrom the object of a transitive infinitive.\\n1. They thought her to be a musician.\\n2. They went to hear a musician.\\nIn the first sentence, musician is in the objective case, ob-\\njective attribute to agree with her, the objective subject of\\nto be. In the second sentence, musician is in the objective\\ncase, object of the transitive infinitive to hear.\\n10. Write three sentences, each having a noun or pro-\\nnoun in the objective case\\n1. Object of a participle.\\n2. Object of an infinitive.\\n3. Without a governing word.\\n4. Subject of an infinitive.\\n5. Objective attribute.\\n11. Write three sentences, each containing a noun in\\nthe nominative case after a passive verb.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0108.jp2"}, "109": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 103\\nLESSON XIV.\\nDIAGRAMMING.\\n1. Notice these diagrams\\n1. The mountain is three miles high.\\nmountain is high.\\nThe\\nmiles\\nJ three\\nA noun in the objective case without a governing word is\\ndiagrammed as if it were the object of a preposition, but noth-\\ning is written on the preposition line. As no preposition is\\nunderstood, no cross should be used.\\n2. I wish Henry to be a merchant.\\nHenry\\nI wish V to be merchant.\\nHenry to be a merchant is the object of wish.\\n2. Diagram these sentences\\n1. Think that to-day shall never dawn again.\\n2. We remained a week at Saratoga.\\n3. We rode three hours through a beautiful valley.\\n4. We walked four miles an hour.\\n5. Some houses in Chicago are one hundred and fifty\\nfeet high.\\n6. This man desires his son to be a lawyer.\\n7. They wanted John to become a doctor.\\n8. He asked a dollar a bushel for his wheat.\\n9. His objection was that the boy was too young.\\n10. The Indian loves the spot where his fathers are\\nburied.\\n11. A township is six miles square.\\n12. Kansas is four hundred miles long and two hundred\\nmiles wide.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0109.jp2"}, "110": {"fulltext": "104 HOENSHEL S ADVANCED GRAMMAR.\\nSuch expressions as four hundred, two hundred, etc., should\\nbe used as a single adjective.\\n13. The father desired his son to study algebra.\\n14. We resided three months in Paris.\\n15. In some places the ocean is five miles deep.\\nLESSON XV.\\nPOSSESSIVE CASE.\\n1. When the same thing belongs to two or more in\\ncommon, the possessive sign is added only to the last;\\nas\\n1. Parker and Wilson s store.\\n2. Lucy and Mary s books.\\nParker s and Wilson s store means that each owns a store.\\nParker s and Wilson s stores means that each owns more than\\none store. Parker and Wilson s stores means that they own\\nmore than one store in partnership.\\n2. When two nouns are in apposition the possessive\\nsign is added only to the one nearest the name of the\\nobject possessed as\\n1. King Henry s dominions.\\n2. Henry, the king s, dominions.\\nIn each of these sentences Henry and king are both in the\\npossessive case, but only one sign is used.\\n3. Such complex nouns as son-in-law, Duke of\\nWellington, etc., use but one possessive sign, and\\nadd it to the last word as\\n1. His son-in-law s home.\\n2. The Duke of Wellington s career.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0110.jp2"}, "111": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 105\\n4. The following sentences are all correct. Give\\nreas.ons for the use of the possessive sign\\n1. These are neither Luther s nor Lucy s books.\\n2. This occurred neither during LincolnVnor Grant s\\nadministration.\\n3. Smith, the captain s, life was full of adventure.\\n4. I bought this book at Johnson, the bookseller s, store.\\n5. Brown and Green s factory is large.\\n6. Bowman s and Haddam s house are large.\\n7. Bowman s and Haddam s houses are large.\\nIn the 6th sentence, the word house is understood after the\\nword Bowman s. In the 7th sentence, the word houses is un-\\nderstood after the word Bowman s.\\n5. Correct where necessary\\n1. Howard s, the philanthropist s, life was spent in\\nalleviating the sufferings of others.\\n2. For the prisoner s sake, his brother s.\\n3. He did it at his mother s request, a kind lady.\\n4. The Bank of England was established in William s\\nand Mary s reign.\\n5. This was neither the teacher nor the students desire.\\n6. Whittier s, the poet s, Snow-Bound is much ad-\\nmired.\\n7. The Queen s of England salary is large.\\n8. We use Allen Greenough s Latin grammar.\\n6. A noun in the possessive case is sometimes used\\nto form a part of a complex or compound noun. When\\nso used it should not be parsed separately as\\n1. Harper s Ferry is a town on the Potomac.\\n2. Bunyan wrote the Pilgrim s Progress.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0111.jp2"}, "112": {"fulltext": "106 HOENSHEI/S ADVANCED GRAMMAR.\\nLESSON XVI.\\nPOSSESSIVE CASE.\u00e2\u0080\u0094 REVIEW.\\n1. Write three sentences, each containing two or\\nmore nouns denoting joint ownership.\\n2. Write three sentences, each containing two or\\nmore nouns denoting separate ownership.\\n3. Write a sentence containing the possessive singu-\\nlar of\\nfather-in-law, king of India, Duke of Wellington.\\n4. Change these expressions to the form of the pos-\\nsessive case thus\\nThe signature of the author The author s signature.\\n1. The sting of the bee.\\n2. The stings of the bees.\\n3. The house of my friend George.\\n4. The domain of Alexander the Great.\\n5. The trial of Mary, Queen of Scots.\\n6. The home of Mary and Martha (sisters).\\n7. The homes of Mary and Martha (not sisters).\\n8. The poems of Bryant or Whittier.\\n9. The pianos of Root Cady. (Joint possession.)\\n10. The pianos of Steinway and Chickering. Separate\\npossession.)\\n5. Write three sentences, each containing a noun in\\nthe possessive by appositior.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0112.jp2"}, "113": {"fulltext": "IIOEXSHEL S ADVANCED GRAMMAR. 107\\nLESSON XVII.\\nNOUN CLAUSES.\u00e2\u0080\u0094 REVIEW.\\n1. A noun clause may be in apposition with a word;\\nas\\n1. The doctrine that all men are created equal was\\nheld by our fathers.\\n2. It is evident that my friend is right.\\n3. Do you believe the old proverb, Honesty is the best\\npolicy\\nIn the first sentence the noun clause, that all men are cre-\\nated equal, is in the nominative case in apposition with doc-\\ntrine, the subject.\\nIn the second sentence the clause, that my friend is right,\\nis in the nominative case in apposition with it, the subject.\\nIn the third sentence the clause, Honesty is the best policy,\\nis in the objective case in apposition with proverb, the object.\\n2. Write two sentences, each containing a noun\\nclause in apposition with the subject.\\n3. Write two sentences, each containing a noun\\nclause in apposition with the object.\\n4. Notice these diagrams\\nthat\\nmen are\\ncreated\\nequal\\n1.\\nall\\ndoctrine\\nwas held\\nThe\\no 1\\nfathers.\\nour", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0113.jp2"}, "114": {"fulltext": "10S IWEXSHEL S ADVANCED GRAMMAR.\\nHonesty is policy.\\nyou Do believe\\nI proverb\\nthe best\\nthat 1 old\\nDiagram these sentences:\\n1. She was eight years old, she said.\\n2. That boy does not obey the command, Honor thy\\nparents.\\n3. Is it true that Cromwell was a patriot\\n4. The ornaments of a home are the friends that fre-\\nquent it.\\n5. Franklin, the philosopher and statesman, was Amer-\\nican minister to France.\\n6. Where the Indians came from is not known.\\n7. A single sentinel was pacing to and fro beneath the\\narched gateway which leads to the interior, and\\nhis measured footsteps were the only sound that\\nbroke the breathless silence of the night.\\n8. Diligence is the mother of good luck; and God gives\\nall things to industry.\\nLESSON XV TIT.\\nREVIEW.\\nWrite a sentence having a noun in the\\n1. Nominative case in predicate.\\n2. Nominative case in apposition with the subject.\\n3. Nominative case in apposition with predicate noun\\n4. Nominative case by direct address.\\n5. Objective case in apposition with the object.\\n6. Objective case in apposition with the object of\\npreposition.\\n7. Objective case without a governing word.\\n8. Objective case, subject of an infinitive.\\n9. Objective case, objective attribute.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0114.jp2"}, "115": {"fulltext": "IIOEXSHEL S ADVANCED GRAMMAR. 109\\n2. Write a sentence having a noun clause in the\\n1. Nominative case, subject.\\n2. Nominative case in apposition with the subject.\\n3. Nominative case in the predicate.\\n4. Objective case, object of a verb.\\n5. Objective case in apposition with a noun.\\n3. Write a sentence containing a word in apposition\\nwith\\nthe Hudson London Shakespeare Europe\\nVictoria Italy Longfellow animal\\nLESSON XIX\\nPROVERBS.\\n1. Copy the following proverbs, and study the mean-\\ning of each one\\n1. There s many a slip twixt the cup and the lip.\\n2. Charity begins at home.\\n3. If wishes were horses, beggars would ride.\\n4. Our deeds are fetters which we forge ourselves.\\n5. One swallow does not make a summer.\\n6. Keep your shop, and your shop will keep you.\\n7. Discretion is the better part of valor.\\n8. Fetters, even of gold, are heavy.\\n9. He that is surety for another is never sure of him-\\nself.\\n10. Faithful are the wounds of a friend.\\n2. Write, in your own words, the meaning of each of\\nthe preceding proverbs.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0115.jp2"}, "116": {"fulltext": "110 HOENSHEUS ADVANCED GRAMMAR.\\nLESSON XX.\\nPRONOUNS.\\n1. A Compound Relative Pronoun is one that is\\nformed by adding ever or soever to the relatives\\nwho, which, and what.\\n2. What, when a relative, is equivalent to the\\nthing which, or the things which, and is called\\na Double Relative.\\n3. Adjective Pronouns are sometimes called Pro-\\nnominal Adjectives.\\n4. Adjective Pronouns may be divided into De-\\nmonstrative Pronouns and Indefinite Pronouns.\\n5. The Demonstrative Pronouns are\\nthis, that, these, those, both, former, latter.\\n6. The most common Indefinite Pronouns are:\\nall, any, each, either, neither, few, many, none, one,\\nother, another, some, several, such.\\n7. To Decline a noun or pronoun is to give its\\nvarious forma to represent the different numbers and\\ncases.\\nDECLENSION OF PRONOUNS.\\nPERSONAL PRONOUNS.\\nS Nominative I thou you he she It\\nPossessive: my, mine* thy, thine* your, yours* his her, hers* its\\n\u00e2\u0080\u00a25 ^Objective me thee you him her It\\nf Nominative: we ye you they\\nl1 POS:\\n61 LObj\\nPossessive our, ours your, yours your, yours their, theirs\\nObjective us you you them.\\n*Most authors consider mine, thine, yours, and hers in the possessive\\ncase. For another view, see Grade Eight.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0116.jp2"}, "117": {"fulltext": "HOEXSHEVS ADVANCED GRAMMAR.\\nRELATIVE PRONOUNS.\\n[Nominative: who which\\nI -j Possessive whose whose\\n35 I Objective: whom which\\nThe plural of the relatives is the same as the singular.\\nThat and what are not declined.\\nThe interrogatives who and which are declined in the same\\nmanner as the relatives who and which.\\nCOMPOUND RELATIVES.\\nj [Nominative whoever whosoever\\ne -j Possessive whosever whosesoever\\n35 L Objective: whomever whomsoever\\nThe plural is the same as the singular.\\nWhatever and whatsoever are not declined.\\n8. Since a compound relative represents both the\\nantecedent and the relative, it should be used only\\nwhen the antecedent is not expressed.\\nGive it to whoever wants it is correct, but Give it to\\nthe person whoever wants it is incorrect.\\nLESSON XXI\\nDIAGRAMMING.\\n1. Notice these diagrams\\n1. Give it to whoever wants it.\\nx Give\\nL it\\nwhoever wants\\nI it.\\nAs the antecedent of a compound relative is never expressed,\\nits place is indicated by a cross. _^___", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0117.jp2"}, "118": {"fulltext": "112 IIOEXSHEL S ADVANCED GRAMMAR.\\nRemember that a relative simple or compound is always\\nin the dependent clause, but its antecedent is always in the\\nindependent clause.\\n2. He heard what I said.\\nWhat that which.\\nHe 1 heard\\nthat\\nI said\\nwhich\\n2. Parse the pronouns in these sentences, according\\nto the model found on page 39.\\n1. Where lies the land to which the ship would go\\n2. My ramble soon led me to the church, which stood a\\nlittle distance from the village.\\n3. He that is not with me is against me\\n4. It was a dreary\u00c2\u00b0road.\\n5. It is strange that he should do it.\\nThe antecedent of the first it is the noun clause that he\\nshould do it.\\n6. It was James that we saw.\\n7. It is they who must go.\\n8. You yourself should go.\\n9. Whom did you see\\n10. Take what you want.\\n11. Whoever wants it can have it.\\nNotice the idiomatic uses of it in the 5th, 6th, and 7th sen-\\ntences. It may refer to a phrase, a clause, or to a noun of tin-\\nmasculine or feminine, singular or plural, for its antecedent.\\n8. Diagram the preceding sentences.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0118.jp2"}, "119": {"fulltext": "HOEXSHEL S ADVANCED GRAMMAR. 113\\nLESSON XXII.\\nREVIEW.\\n1. Write a sentence in which the antecedent of it\\n1. A clause.\\n2. A phrase. (It is wrong to steal.)\\n2. Write a sentence in which it refers to a\\n1. Masculine pronoun.\\n2. Feminine pronoun.\\n3. Plural pronoun.\\n3. Write a sentence containing\\n1. A compound personal pronoun, first person.\\n2. A compound personal pronoun, second person.\\n3. A compound personal pronoun, masculine.\\n4. A compound personal pronoun, singular, masculine,\\nnominative.\\n5. A compound personal pronoun, plural, nominative.\\n6. A relative pronoun, nominative.\\n7. A relative pronoun, object of a verb.\\n8. A relative pronoun, object of a preposition.\\n9. A relative pronoun, possessive case.\\n10. A compound relative.\\n11. A double relative.\\nLESSON XXIII.\\nRELATIVE PRONOUNS.\u00e2\u0080\u0094 REVIEW.\\n1. Of the relative pronouns, who is used for persons,\\nwhich for animals and things, and that for persons,\\nanimals, and things.\\nIt will be seen that the only difficulty in the choice of a rela-\\ntive is in deciding when to use that.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0119.jp2"}, "120": {"fulltext": "114 IIOENSHEVS ADVANCED GRAMMAR.\\n2. That is to be preferred to who or which\\n1. When the antecedent embraces both persons and\\nthings as, The soldiers and horses that I saw.\\n2. After the words all, very, and same.\\n3. After an adjective in the superlative degree.*\\n3. Give reasons for using that in these sentences\\n1. The men and cattle that were on the train were\\nkilled in the wreck.\\n2. I watched the boy and monkey that were entertain-\\ning the crowd on the street.\\n3. This is the same book that my father used.\\n4. The thief lost all the money that he stole.\\n5. Solomon is said to be the wisest man that ever lived.\\n4. Fill these blanks with who (or whom), which,\\nor that\\n1. He was deceived by the friend in he trusted.\\n2. These are the same persons assisted us before.\\n3. All he heard did not change his opinion.\\n4. These Germans still remember the friends and the\\nhome they left in Europe.\\n5. The train on you came was two hours late.\\n6. He was the first succeeded.\\nFirst may be considered a superlative.)\\n5. Give the reason for the case of each pronoun in\\nthese sentences\\n1 To whom did he go\\n2. Whom did he tell her or him\\n3. It was intended for either you or him.\\n4. It was she.\\n5. It might have been they.\\n6. Know well whom you.admit to your friendship.\\nWhom is the object of admit, not of know. The object of\\nknow is person understood, or the clause whom you admit to\\nyour friendship.\\n*For the use of that in restrictive clauses, see Grade Eight.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0120.jp2"}, "121": {"fulltext": "JIOENSHEL S ADVANCED GRAMMAR. H5\\n7. This is between you and me.\\n8. I thought it was he.\\n9. I thought it to be him.\\n10. Whom did you take him to be You did take him\\nto be whom\\n11. There are few better men than he (is).\\n12. He mistook her for me.\\nLESSON XXIV.\\nPRONOUNS Continued.\\nGive the reason for the case of each pronoun in these\\nsentences\\n1. Do you know whom he sent\\n2. Do you know who went?\\n3. Them that honor me I will honor. (T will honor\\nthem that honor me.)\\n4. He wants you and, me to go.\\n5. I saw you and him in the store.\\n6. If I were he I would go to school.\\n7. AVhowillgo? He.\\n8. Whom did he meet Him.\\n9. Whom was it from\\n10. It was she I sought.\\nThe object of sought is whom understood.\\n11. Who do men say that I am\\n12. Whom do you think they will elect\\n13. There is a difference between a ruler and him who is\\nruled.\\n14. I do not know whom you mean.\\n15. How can we tell whom to trust\\n16. Teacher, let Mary and me sit together.\\n17. The boys laughed at us girls.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0121.jp2"}, "122": {"fulltext": "116 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON XXV.\\nPRONOUNS Continued.\\nFill these blanks with pronouns in the correct case.\\nGive reasons for your choice\\n1. This is a secret between and\\n2. did you see\\n3. He knows it was.\\n4. Was it you met\\n5. What were you and talking about\\n6. My brother did fully as well as\\n7. Her mother and have gone to the city.\\n8. that seek shall find.\\n9. Is it you wish to see\\n10. do you take me to be\\n11. Mother went with sister and\\n12. We did not tell her the letter was from.\\n13. Can you teach and to draw\\n14. is younger than\\n15. The teacher asked and to stay.\\n16. It is and that are to blame.\\n17. He is the same man met us on the bridge.\\n18. There goes the man house was burned.\\n19. The gentleman you spoke to is my uncle.\\n20. This is the longest lesson we ever had.\\n21. The men and the tools you sent for have arrived.\\n22. do you sit with\\n23. I know you love.\\n24. do you think that I am\\n25. Did you see Eobert and\\n26. I saw you and in the city.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0122.jp2"}, "123": {"fulltext": "HOEN HEL S ADVANCED GRAMMAR. 117\\nLESSON XXVI.\\nPRONOUNS Continued.\\nFill these blanks with pronouns in the correct case.\\nGive reasons for your choice\\n1. Father told James and to go to school.\\n2. He addressed Lillian and\\n3. All are gone but and (When but means\\nexcept, it is a preposition.)\\n4. It was you said it was.\\n5. It was you said it to be.\\n6. Who is there Only\\n7. The entertainment was pleasing to John and\\n8. Would you attend if you were\\n9. You suffer more than\\n10. There is no one here but you and\\n11. The merchant left word for you and to call at\\nhis store.\\n12. They as well as were disappointed.\\n13. It was either or his brother that called.\\n14. Such boys as are not good companions.\\n15. will you call next\\n16. I do not know to compare him to.\\n17. Do you remember he married\\n18. Do you remember gave you the book\\n19. Do you remember he went with\\n20. do you think it was that called\\n21. are you going to vote for\\n22. To whom did he refer or\\n23. Lucy and go to school. (This blank can be filled\\nby nine different personal pronouns. Find them.)", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0123.jp2"}, "124": {"fulltext": "118 BOENSHEL S ADVANCED GRAMMAR.\\nLESSON XXVII.\\nPRONOUNS Continued.\\n1. Which and what often are interrogative adjec-\\ntives as\\nJ. Which book have you\\n2. What answer did he make\\nWe have now used what as an interrogative pronoun, a\\ndouble relative, and an adjective. It is sometimes an adverb,\\nmeaning partly; as, What by economy and what by industry\\nlie amassed a fortune.\\nWhat is also an interjection as, What did he go?\\n2. In these sentences each pronoun agrees with its\\nantecedent in gender, person, and number. Examino\\ncareful] y\\n1. Each one of us must prepare his own lesson.\\n2. Boys, every one of you is responsible for his own con-\\nduct.\\n3. Has everybody solved his problems\\n4. Ail the girls have their hats.\\n5. Each girl has her hat.\\n6. Each person in the world should do his best.\\n7. Not an elk nor a deer made its appearance.\\n8. Many a man looks back on the days of his youth with\\nregret.\\n9. Neither Mary nor Susan offered her assistance.\\n10. Mary and Susan offered their assistance.\\n11. If any one thinks it is easy to recite a poem in pub-\\nlic, let him try it.\\n12. The earth is my mother, and I will recline upon her\\nbosom.\\n13. Every governor and magistrate does as he thinks\\nbest.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0124.jp2"}, "125": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 119\\n14. No man or woman is able to get rid of his vices with-\\nout a struggle.\\n15. Each man and woman must do his duty.\\nIn each of the last two sentences, the pronoun his has two\\nantecedents, one masculine and one feminine. In such cases\\nthe pronoun should be masculine.\\n3. Write eight sentences, each having a personal\\npronoun, or a compound personal pronoun, and be\\nsure that each pronoun agrees with its antecedent.\\nHave such sentences as will show that you under-\\nstand, the subject.\\nLESSON XXVIII.\\nPRONOUNS Continued.\\nFill each of these blanks with the proper personal\\npronoun to agree with its antecedent:\\n1. Every person should try to improve mind and\\nheart.\\n2. Each of our party carried a knapsack with\\n3. A person who is resolute and energetic will be apt to\\nsucceed in undertakings.\\n4. I did not notice which one of the men finished\\nwork first.\\n5. Every soldier and every officer remained at sta-\\ntion all night.\\n6. Mary and Lucy will favor us with company.\\n7. Mary or Lucy will favor us with company.\\n8. Notice is hereby given to every person to pay\\ntaxes.\\n9. All persons are required to pay taxes.\\n10. You borrow one foot, or twelve inches, and add\\nto the upper number.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0125.jp2"}, "126": {"fulltext": "120 HOEXSHEL S ADVANCED GRAMMAR.\\n11. Every herb, every flower, and every animal shows\\nthe wisdom of Him who made\\n12. Coffee and sugar are luxuries, but great quantities\\nof are consumed annually.\\n13. If anyone wishes to join the church, let come.\\nforward.\\n14. It is difficult for any judge or juror to be unpreju-\\ndiced in opinion.\\n15. Every city, village, and farm furnishes quota of\\nsoldiers.\\n16. This is such bad news that I cannot believe\\n17. If you find Longfellow s Poems, send to me.\\n18. The audience kept seats until the close.\\n19. If you have any molasses, please send me a gallon\\nof\\n20. The government will be compelled to change\\norders.\\n21. If any boy or girl be absent, must go to the foot\\nof the class.\\n22. Do you know which one of the students wrote\\nessay first\\n23. Lincoln, the President, the Emancipator, and the\\nMartyr, will always live in the hearts of coun-\\ntrymen.\\nLESSON XXIX\\nANALYSIS.\\n1. Analyze these sentences, and parse the nouns and\\npronouns\\n1. I was born an American, I live an American, and 1\\nshall die an American.\\n2. He that would have the kernel must crack the shell.\\n3. The truly great man is he who does not lose his\\nchild-heart.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0126.jp2"}, "127": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 121\\n4. I refer to Milton, him who wrote Paradise Lost.\\n5. It was Hadley, he who wrote a Greek grammar.\\n6. Reputation is what we are thought to be character\\nis what we are.\\n7. The tongue is the only weapon that can heal the\\nwounds that it makes.\\n8. I have heard of Byron, the poet s, dissipation.\\n9. It was Joseph, he whom Pharaoh promoted.\\n10. This is the book that we are to study.\\n11. I believe in a religion whose origin is divine.\\n12. Whoever comes shall be admitted. Whoever he\\nwho.)\\n13. I remember what was said.\\n14. Conscience makes the bitter memory of what he was.\\n15. Whosoever will may come.\\n2. Diagram the preceding sentences, omitting the\\n6th and 10th.\\nLESSON XXX\\nREVIEW.\\n1. Write a sentence containing a noun\\n1. In the nominative, apposition with subject.\\n2. In the nominative, apposition with attribute comple-\\nment.\\n3. In the objective, apposition with object of verb.\\n4. In the objective, apposition with object of preposi-\\ntion.\\n5. In the objective, subject of infinitive.\\n6. In the objective, objective attribute.\\n7. In the objective, apposition with subject of infinitive.\\n8. In the objective, apposition with objective attribute.\\n9. In the possessive by apposition.\\n10. In the nominative, independent.\\n11. In the objective without a governing word,", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0127.jp2"}, "128": {"fulltext": "122 HQENSHEL S ADVANCED GRAMMAR.\\n2. Write one sentence in accordance with each of\\nthe first six of the preceding directions, using pro-\\nnouns instead of nouns.\\nLESSON XXXI.\\nADJECTIVES.\\n1. Numeral Adjectives are divided into Cardinals?\\nOrdinals, and Multiplicatives.\\n2. Cardinals denote simply the number of objects\\nas, three, forty.\\n8. Ordinals denote the position of an object in a\\nseries; as, third, fortieth.\\n4. Multiplicatives denote how many fold as, three-\\nfold, fortyfold.\\n5. Comparison is a variation of descriptive adjectives\\nto express the quality in different degrees.\\n6. There are three Degrees of Comparison the Pos-\\nitive, the Comparative, and the Superlative.\\n7. The Positive Degree expresses the simple quality;\\nas, large, wise.\\n8. The Comparative Degree expresses the quality in\\na higher or lower degree; as, larger, less wise.\\nThe Comparative is used in comparing two objects or classes\\nof objects as, James is taller than his brother. These two\\napples are larger than those three.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0128.jp2"}, "129": {"fulltext": "HOEXSHEL S ADVAXCED GRAMMAR. 123\\n9. The Superlative Degree expresses the quality in\\nthe highest or lowest degree; as, largest, least wise.\\nThe Superlative is used in comparing three or more things\\nas, Jupiter is the largest of the planets. Samuel is the oldest\\nof the three boys.\\nThe rules for comparison will be found in Grade Six. The\\nfollowing additional rule is given\\n10. Adjectives of two syllables ending in ow, and\\nsome adjectives of two syllables accented on the last\\nare compared by adding er and est; as, narrow,\\nnarrower, narrowest; polite, politer, politest.\\n11. Adjectives may be placed before the words they\\nmodify, they may be used in the predicate, or they\\nmay be used appositively as\\n1. The white and pure snow covered the landscape.\\n2. The snow is white and pure.\\n3. The snow, white and pure, covered the landscape.\\nAn adjective modifying a pronoun nearly always follows it\\nas, We all are guilty. You all are invited.\\n12. Write a sentence containing\\n1. A multiplicative.\\n2. An adjective used appositively.\\n3. An adjective modifying a pronoun (not in predicate).", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0129.jp2"}, "130": {"fulltext": "124 MOENSHEL S ADVANCED GRAMMAR.\\nLESSON XXXII.\\nADJECTIVES Continued.\\n1. Sometimes the use or the omission of a, an, or\\nthe makes quite a change in the meaning of the\\nsentence.\\nThe black and the white horse means two horses. The\\nblack and white horse means one horse with two colors. A\\nhouse and a lot means two separate pieces of property the\\nhouse is not on the lot. A house and lot means that the\\nhouse is on the lot. He was married to an amiable and\\nan estimable woman means that he had two wives. He was\\nmarried to an amiable and estimable woman means that he\\nhad one wife.\\n2. The following sentences are correct. Examine\\nthem carefully\\n1. He has another and better reason.\\n2. He has another and a better reason.\\nWhat difference in the meaning of these two sentences?\\n3. He does not deserve the name of gentleman.\\n4. The whites of America are descendants of the Euro-\\npeans.\\nWhy not the descendants\\n5. The north and the south line of the field extend east\\nand west.\\n6. The north and south lines on a map are meridians.\\nThey extend north and south.\\n7. This kind of horses and these kinds of cattle are not\\nfound in Asia,\\n8. In some of these sentences the adjectives are\\nused incorrectly. Correct where necessary:\\n1. The right and left hand were both diseased.*\\nI prefer the right and the left hand, but there is good authority for using\\nthe right and left hands,", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0130.jp2"}, "131": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 125\\n2. The Latin and the Greek words in English are many.\\n3. I do not admire those kind of people.\\n4. The fourth and the fifth verse are short.\\n5. My uncle owns a large and small house.\\n6. One who rules is often known by the name of a king.\\n7. The sick and wounded were left in the camp.\\n8. I have not heard from home for this two weeks.\\n4, Observe that when the article is repeated the verb\\nwill often be plural, although the subject expressed\\nmay be singular.\\n1. The east and the west end [not ends] of the house\\nare white.\\n2. An old and a new book are on the table.\\nIt will readily be seen that in the above sentences one sub-\\nject is understood.\\nLESSON XXXIII.\\nADJECTIVES Continued.\\n1. The comparative considers the objects compared\\nas belonging to different classes.\\n1. The mother was fairer than any of her daughters.\\n2. Texas is larger than any other state in the Union.\\nThe rule in paragraph 1 is sometimes expressed by saying,\\nWhen the comparative is used, the latter term of comparison\\nmust exclude the former. In the second sentence just given,\\nthe latter term of comparison is any other state, which does\\nnot include Texas, the former term of comparison. If other\\nis omitted, the latter term will be any state, which will, of\\ncourse, include Texas.\\n2. The superlative considers the objects as belonging\\nto one class.\\n1. The mother was the fairest of women.\\n2. Texas is the largest state in the.TJnion.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0131.jp2"}, "132": {"fulltext": "126 JWENSHEL S ADVANCED GRAMMAR.\\nThe rule in paragraph 2 is sometimes expressed by saying,\\nWhen the superlative is used, the latter term of comparison\\nmust include the former. In the second sentence just given,\\nthe latter term of comparison is state in the Union, which will\\ninclude Texas.\\n8. In the following sentences the comparative and\\nthe superlative are used correctly. Study carefully\\n1. My mother is the eldest of five sisters.\\n2. Which is the better of the two\\n3. Iron is more useful than any other metal.\\n4. Iron is the most useful of metals.\\n5. This picture is, of all paintings, most fascinating\\nto me.\\n6. Ohjna has a greater population than. any other coun-\\ntry on the globe.\\n4. Some of the following sentences are incorrect.\\nMake the proper changes:\\n1. The youngest of the two sisters is the handsomest.\\n2. He is the strongest of all the boys in school.\\n3. The boy is the brightest of all his classmates.\\n4. Gold is more valuable than any other metal found in\\nthe United States.\\n5. Natural scenery pleases me the best of anything else.\\n6. That tree overtops all the trees in the forest.\\n7. Our present teacher is better than any teacher we\\never had.\\n8. Our present teacher is the best we ever had before.\\n9. Nothing pleases me as much as beautiful scenery.\\nSay nothing else. Why\\n10. This man, of all others, deserves promotion.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0132.jp2"}, "133": {"fulltext": "IIOEXSHEL S ADVANCED GRAMMAR. 127\\nLESSON XXXIY.\\nCOMPARISON.\u00e2\u0080\u0094 REVIEW.\\n1. Write sentences comparing the following things,\\nusing first the comparative, then the superlative form\\n1. The Mississippi, a long river; other rivers in the\\nUnited States shorter.\\nThe Mississippi is longer than any other river in the United\\nStates. The Mississippi is the longest river in the United\\nStates.\\n2. Lake Superior, a large body of fresh water other\\nlakes of fresh water, smaller.\\n3. Ehode Island, a very small State other States of\\nthe Union, larger.\\n4. James, who is the best reader other boys in the\\nschool.\\n5. The population of London the population of other\\ncities in the world.\\n6. The Himalaya mountains other mountains in the\\nworld\\n7. The falls of Niagara other falls in the United States.\\n8. This picture, much admired; other pictures in the\\nroom, less admired.\\n9. Queen Victoria s reign, long; the reigns of other\\nEnglish rulers, not so long.\\n10. Our grammar lessons, hard other lessons are not so\\nhard.\\n2. Write three sentences, rising the comparative de-\\ngree, comparing two objects of your own selection.\\n3. Rewrite the sentences of the preceding paragraph,\\nusing the superlative degree.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0133.jp2"}, "134": {"fulltext": "128 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON XXXY.\\nDIAGRAMMING.\\nAnalyze and diagram these sentences\\n1. A guilty conscience needs no accuser.\\n2. Wisdom is better than rubies.\\nWhen the comparative degree is followed by than, there will\\nalways be a complex sentence, and the positive degree of the\\nsame word (often not expressed will be found in the subordi-\\nnate clause. In such sentences, than is a conjunctive adverb,\\nmodifying the word in the positive degree and connecting the\\nsubordinate clause to the word in the comparative degree.\\nWisdom is better\\nrubies are good\\nthan\\n3. Every cloud has a silver lining.\\n4. Sugar is sweeter than honey.\\n5. New York is larger than Massachusetts.\\n6. Much money and abundant food were sent to the\\nneedy sufferers of the lower Mississippi valley.\\n7. He wandered over the earth, sad and weary.\\nSad and weary are predicate adjectives.\\n8. The end must justify the means.\\n9. Fame is the last infirmity of noble minds.\\n10. A friend should bear his friend s infirmities.\\n11. Did you find the book you wanted? (Relative pro-\\nnoun omitted.)\\n12. This is the answer I expected.\\n13. Raphael painted some very wonderful pictures.\\n14. The weather-cock on the steeple told, in all kinds of\\nweather, the direction of the wind.\\n15. Harold, the last Saxon king, was conquered by Will-\\niam, Duke of Normandy.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0134.jp2"}, "135": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 129\\n16. Everyone can master a grief, but him that hath it.\\n17. Grief is best pleased with grief s society.\\n18. Bees gather honey for themselves, and men rob them\\nof it.\\n19. Napoleon, the man Wellington defeated at Water-\\nloo, died at St. Helena,\\nLESSON XXXVI.\\nVERBS.\\n1. Sometimes a verb usually intransitive has an ob-\\nject; as\\n1. I dreamed a dream.\\n2. He ran a race.\\nIn such sentences the verb is transitive.\\n2. Certain forms of the verb are called Principal\\nParts; they are the Present Indicative, the Past In-\\ndicative, and the Past Participle.\\nThese are called the principal parts, because the other parts\\nare obtained from them.\\n3. Auxiliary Verbs are those used in the conjugation\\nof other verbs. They are do, be, have, shall, will,\\nmay, can, must.\\nDo, be, and have are often used as principal verbs.\\n4. A Finite Verb is any mode or tense of the verb\\nexcept the infinitive and the participle.\\n5. The following list of irregular verbs should be\\nstudied until pupils are able to give the principal", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0135.jp2"}, "136": {"fulltext": "130\\nHOEXSHEL S ADYAXCED GRAMMAR.\\nparts of all in general use. Those marked r are also\\nregular. Forms little used are printed in black:\\nPres.\\nPast.\\nPast P.\\nPres.\\nPast.\\nPast P.\\nabide\\nabode\\nabode\\ncleave,\\nfclove\\n1 cloven\\nam, be\\narise\\nwas\\narose\\nbeen\\narisen\\nr.\\n(to split)\\n-j cleft\\nLclave\\nj cleft\\nawake,\\nr. awoke\\nawaked\\ncling\\nclung\\nclung\\nbaked\\nj baken\\nclothe,i\\nclad\\nclad\\nbake\\nbaked\\ncome\\ncame\\ncome\\nbear\\n(bore\\n(bare\\nborn\\ncost\\ncreep\\ncost\\ncrept\\ncost\\ncrept\\nbear\\n(bore\\n|bare\\ncrow, r.\\ncrew\\ncrowed\\n(to\\ncarry)\\nborne\\ncut\\ncut\\ncut\\nbet\\nbet\\nbet\\ndare, r.\\ndurst\\ndared\\nbless, r\\nblest\\nblest\\ndeal\\ndealt\\ndealt\\nbid\\nbid, bade bidden, bid\\ndig, r.\\ndug\\ndug\\nbind\\nbound\\nbound\\ndo\\ndid\\ndone\\nbite\\nbit\\nbitten, bit\\ndraw\\ndrew\\ndrawn\\nbleed\\nbled\\nbled\\ndream, r. dreamt\\ndreamt\\nblow\\nblew\\nj broke\\nj brake\\nblown\\ndress, r\\ndrest\\ndrest\\nj drank\\n1 drunk\\nbreak\\nbroken\\ndrink\\ndrank\\nbreed\\nbred\\nbred\\ndrive\\ndrove\\ndriven\\nj beaten\\n(beat\\ndwell\\ndwelt\\ndwelt\\nbeat\\nbeat\\neat\\nate\\neaten\\nbegin\\nbegan\\nbegun\\nfall\\nfell\\nfallen\\nbend,r\\nbent\\nbent\\nfeed\\nfed\\nfed\\nbereave, bereft\\nbereft\\nfeel\\nfelt\\nfelt\\nr.\\nfight\\nfought\\nfought\\nbeseech besought besought\\nfind\\nfound\\nfound\\nbring\\nbrought\\nbrought\\nflee\\nfled\\nfled\\nbuild, r. built\\nbuilt\\nfling\\nflung\\nflung\\nburn,r\\nburnt\\nburnt\\nfly\\nflew\\nflown\\nburst\\nburst\\nburst\\nforsake\\nforsook\\nforsaken\\nbuy\\nbought\\nbought\\nfreeze\\nfroze\\nfrozen\\ncast\\ncast\\ncast\\nget\\ngot\\ngot, gotten\\ncatch\\ncaught\\ncaught\\ngild, r.\\ngilt\\ngilt\\nchide\\nchid\\nj chidden\\njchid\\ngird,r.\\ngirt\\ngirt\\ngive\\ngave\\ngiven\\nchoose\\nchose\\nchosen\\ngo\\nwent\\ngone", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0136.jp2"}, "137": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR.\\n131\\nPres.\\nPast.\\nPast. P.\\nPies.\\nPast.\\nPast P.\\ngrave, r\\ngrow\\ngrind\\nhang, r.\\nhave\\ngraved\\ngrew\\nground\\nhung\\nhad\\ngraven\\ngrown\\nground\\nhung\\nhad\\nrid\\nride\\nring\\nrise\\nrid\\nrode\\n(rang\\n(.rung\\nrose\\nrid\\nridden\\nrung\\nrisen\\nhear\\nheard\\nheard\\nrive, r.\\nrived\\nriven\\nheave, r\\nhove\\nhove\\nrun\\nran\\nrun\\nhew, r.\\nhewed\\nhewn\\nsaw, r.\\nsawed\\nsawn\\nhide\\nhid\\nhidden, hid\\nsay\\nsaid\\nsaid\\nhit-\\nhit\\nhit\\nsee\\nsaw\\nseen\\nhold\\nheld\\nheld\\n1 holden\\nseek\\nseethe\\nsought\\nr. seethed\\nsought\\nsodden\\nhurt\\nhurt\\nhurt\\nsell\\nsold\\nsold\\nkeep\\nkneel, r\\nkept\\nknelt\\nkept\\nknelt\\nsend\\nset\\nsent\\nset\\nsent\\nset\\nknit, r.\\nknit\\nknit\\nshake\\nshook\\nshaken\\nknow\\nlade, r.\\nknew\\nladed\\nknown\\nladen\\nshape,\\nshave,\\nr. shaped\\nr. shaved\\nshapen\\nshaven\\nlay\\nlaid\\nlaid\\nshear,\\nr. sheared\\nshorn\\nlead\\nled\\nled\\nshed\\nshed\\nshed\\nlean, r.\\nleant\\nleant\\nshine\\nshone\\nshone\\nleap, r.\\nleave\\nleapt\\nleft\\nleapt\\nleft\\nshoe\\nshoot\\nshod\\nshot\\nshod\\nshot\\nlend\\nlent\\nlent\\nshow,r. showed\\nshown\\nlet\\nlet\\nlet\\nshred\\nshred\\nshred\\nlie lay\\n(recline)\\nlight, r. lit\\nlose lost\\nmake made\\nmean meant\\nlain\\nlit\\nlost\\nmade\\nmeant\\nshrink\\nshut\\nsing\\nsink\\nsit\\nslay\\nsleep\\nslide\\nshrunk\\nI shrank\\nshut\\nsang\\nsank\\nsat\\nslew\\nslept\\nslid\\n(shrunk\\nshrunken\\nshut\\nsung\\nsunk\\nsat\\nslain\\nslept\\nslidden\\n{slid\\nmeet met\\nmow, r. mowed\\npay paid\\npen, r. pent\\n(to inclose)\\nmet\\nmown\\npaid\\npent\\nput\\nput\\nput\\nsling\\nslung\\nslung\\nquit, r.\\nquit\\nquit\\nslink\\nslunk\\nslunk\\nrap, r.\\nread\\nrend\\nrapt\\nread\\nrent\\nrapt\\nread\\nrent\\nslit\\nsmite\\nslit\\nsmote\\nslit\\nj smitten\\nsmit", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0137.jp2"}, "138": {"fulltext": "132\\nHOENSHEL S ADVANCED GRAMMAR.\\nPres.\\nSOW, r.\\nspeak\\nspeed\\nspend\\nspill, r.\\nspin\\nspit\\nsplit\\nspread\\nspring\\nstand\\nstave\\nstay\\nsteal\\nstick\\nsting\\nstride\\nstrike\\nstring\\nstrive\\nstrew.\\nPast.\\nsowed\\nj spoke\\nJ spake\\nsped\\nspent\\nspilt\\njspun\\nspan\\nspit, spat\\nsplit\\nspread\\nsprang\\nstood\\nstaved\\nstove\\n(staid\\n/stayed\\nstole\\nstuck\\nstung\\nstrode\\nstruck\\nstrung\\nstrove\\nstrewed\\nswore\\nsware\\nPast p.\\nsown\\nspoken\\nsped\\nspent\\nspilt\\nspun\\nspit\\nsplit\\nspread\\nsprung\\nstood\\n^staved\\nstove\\nC staid\\nI stayed\\nstolen\\nstuck\\nstung\\nstridden\\nstruck\\nstricken\\nstrung\\nstriven\\nstrown\\nPres.\\nsweat\\nsweep\\nswell, r.\\nswim\\nswing\\ntake\\nteach\\ntear\\ntell\\nthink\\nthrive,\\ni\\nthrow\\nthrust\\nPast.\\nsweat\\nswept\\nswelled\\nswam\\nswung\\ntook\\ntaught\\ntore, tare\\ntold\\nthought\\nthrived\\nthrove\\nthrew\\nthrust\\ntread\\ntrod\\nwax, r.\\nwaxed\\nwear\\nworn\\nweave\\nwove\\nweep\\nwept\\nwet, r.\\nwet\\nwhet, r.\\nwhet\\nwin\\nwon\\nwind\\nwound\\nwork, r.\\nwrought\\nwring\\nwrung\\nwrite\\nwrote\\nPast P.\\nsweat\\nswept\\nswollen\\nswum\\nswung\\ntaken\\ntaught\\ntorn\\ntold\\nthought\\nthriven\\nthrown\\nthrust\\ntrodden\\ntrod\\nwaxen\\nworn\\nwoven\\nwept\\nwet\\nwhet\\nwon\\nwound\\nwrought\\nwrung\\nwritten\\nLESSON XXXVII.\\nVOICE.\\n1. The Passive Voice of any verb will always consist\\nof the past participle of that verb, preceded by some\\nform of the verb be.\\nFrom this it follows that the passive of all the modes and\\ntenses of any verb will always end with the same word. The", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0138.jp2"}, "139": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 133\\npast participle of write is written, and the passive of write in\\nevery mode and tense will end with the word written.\\nThe form of the verb, to be that should be used is the form\\nfound in the mode and tense called for in the passive verb.\\nExample: The indicative, present-perfect, third, singular of to\\nbe is has been; therefore, the indicative, present-perfect, third,\\nsingular, passive of the verb write is has been written.\\nSometimes the form of the verb to be is not expressed; as,\\nWe found the water to be frozen. The knife that was\\nfound in the yard belonged to the teacher.\\n2. Classify these verbs, and name the voice of each\\n1. The bridge has been built. (Eemember that a pas-\\nsive verb is always transitive.)\\n2. In many places, the Mississippi has overflowed its\\nbanks.\\n3. The greyhound can run very rapidly.\\n4. Our neighbors are moving into their new house.\\n5. Heated air rises.\\n6. The Saxons came into England about the middle of\\nthe fifth century.\\n7. The lowing herd winds slowly o er the lea.\\n8. Knowledge must be obtained by hard work.\\n3. Name the voice of these verbs:\\nshall see, shall be seen, may have seen, may have been\\nseen, has seen, had seen, had been seen, might have\\nseen can choose, could choose, shall have been cho-\\nsen, to be chosen, are choosing, may be choosing, may\\nbe chosen to have stolen, to have been stolen, hav-\\ning stolen, having been stolen, stole, is stolen.\\n4. Change the voice of all the verbs in these sen-\\ntences without changing the meaning:\\n1. The traveler was astonished at the sight.\\n2. The heavens declare the glory of God.\\n3. The address of welcome to the Grand Army of the\\nRepublic was given by Henry Watterson.\\n4. Such examples incite young men to noble careers.\\n5. The philosopher sat in his chair. Why cannot this\\nbe made passive", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0139.jp2"}, "140": {"fulltext": "134 HOENSHEL S ADVANCED GRAMMAR.\\n6. Health and plenty cheered the laborer.\\n7. A horse trod on the child s foot.\\n8. The sun rose at six.\\n9. The book lies on the table.\\n10. The commander must attend to this matter.\\nWhen the 7th and the 10th are made passive, the object of\\nthe preposition becomes the subject of the verb. This will be\\nexplained in Grade Eight.\\nLESSON XXXVIII.\\nMODE.\\n1. The Subjunctive Mode asserts an uncertainty, a\\nwish, or a supposition as\\n1. If my brother were here, he would assist me.\\n2. If he be industrious, he will succeed.\\nAs this mode is quite difficult, its further study will be found\\nin Grade Eight.\\n2. Name the mode of each verb in these sentences\\n1. I wish I were at home.\\n2. Can you solve the problem\\n3. Do not break the glass.\\n4. Evangeline was written by Longfellow.\\n5. The czar of Russia was assassinated by Nihilists.\\n6. The city could have been captured by a brave army.\\n7. Try to learn something new every day.\\n8. The laws must be obeyed.\\n3. Name all the passive verbs in the preceding sen-\\ntences.\\n4. Name the mode of each of these verbs\\nmight throw, was throwing, has thrown, can throw,\\nshould throw, is thrown, have been thrown, had\\nthrown, might throw throw the stone if it be\\nthrown the javelin had been thrown.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0140.jp2"}, "141": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 135\\n5. Write two sentences, each having a verb in\\n1. The indicative.\\n2. The potential.\\n3. The imperative.\\n6. Diagram the sentences in paragraph 2.\\nLESSON XXXIX.\\nVERBS REVIEW.\\n1. Name the mode and tense of these verbs\\nis written, was written, have written, write, shall have\\nwritten, has been written, has written, might write,\\ncan write go, went, might have gone, can have gone,\\nshould go, could have gone, shall go, will go, had gone,\\nmust go, must have gone.\\n2. Name the voice, mode, and tense of the verbs in\\nthese sentences\\n1. The candidate was defeated.\\n2. The witness may be telling the truth.\\n3. I have delayed this interview for a long time.\\n4. They must have been surprised by their enemies.\\n5. By Thursday, the ship will probably have reached its\\ndestination.\\n6. These people have been oppressed by their rulers.\\n7. When we reached the valley, the snow had disap-\\npeared, and the flowers were appearing.\\n8. The ship sank before help could arrive.\\n9. Mr. Harmon was chosen chairman of the meeting.\\n10. The independent candidate was beaten by a large\\nmajority.\\n11. Milton said that no man could write epics who did\\nnot live epics.\\n12. Love not sleep lest thou shouldst come to poverty.\\n3. Diagram the preceding sentences.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0141.jp2"}, "142": {"fulltext": "136 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON XL.\\nVERBS PERSON AND NUMBER.\\n1. Finite verbs have the same person and number as\\ntheir subjects.\\n1. A collective noun requires a plural verb when the\\nindividuals are thought of, but a singular verb\\nwhen the collection is considered as a unit; as,\\nThe committee were invited, and all came.\\nThe committee was large.\\n2. Two or more subjects connected by and require a\\nplural verb; as, Industry and perseverance are\\nrequired.\\n3. Two or more singular subjects, taken separately,\\nusually connected by or, nor, etc.,) require a sin-\\ngular verb; as, Europe, Asia, or Africa has a\\ngreater population than South America.\\n4. Two or more singular subjects preceded by each,\\nevery, or no, require a singular verb; as, Each\\nanimal, plant, and mineral has its use.\\n5. When one subject is affirmative and the other neg-\\native, the verb agrees with the affirmative subject\\nas, The sailors, not the captain, are to blame.\\nThe captain, not the sailors, is to blame.\\n6. When there are two subjects, taken separately, and\\ndiffering in number or person, the verb agrees with\\nthe nearest subject; as, Neither the mother nor\\nthe daughters are pleased. Neither the daugh-\\nters nor the mother is pleased.\\n7. The preceding rules for the agreement of the verb\\napply also to the agreement of the pronoun with\\nits antecedent.*\\n2. The verbs and pronouns in these sentences are\\ncorrect. Give reasons for the forms used\\n1. Talking and doing are not the same.\\n2. Many a man has sad recollections of his youth.\\nThese are the principal rules for the agreement of a verb. A few special\\nrules and suggestions will be given in Gkade Eight.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0142.jp2"}, "143": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 137\\n3. Every train and steamboat was crowded.\\n4. From what country is each of your parents\\n5. Every one of the witnesses says the same thing.\\n6. Either you or I am in the wrong.\\n7. A box of figs was sent us as a present.\\n8. There were more than one of us.\\n9. The victuals are cold.\\n10. The word victuals is singular.\\n11. There are no tidings.\\n12. Neither wife nor child was there to meet him.\\n13. Books, and not pleasure, are his delight.\\n14. Money, as well as men, is needed.\\n15. To possess and to profess are two different things.\\n16. Very true, say they.\\n17. Chaucer s Canterbury Tales is an old poem.\\n18. A variety of pleasing objects charms the eye.\\n19. Twenty-five dollars is not too much for a bicycle.\\n20. You or Thomas is mistaken.\\n21. The condition of the roads is very bad.\\n22. Hence arise the following conclusions.\\n23. Everybody is very kind to me.\\n24. Either he or I am to blame.\\nLESSON XLI.\\nVERBS Continued.\\nCorrect the following errors, and give your reasons\\nAlways be sure you know what words are the subject and\\npredicate before you attempt to correct the sentence.)\\n1. What studies have each of the boys\\n2. Every one of the boys are in their place.\\n3. One of you are wrong.\\n4. There is one or more reasons for this.\\n5. Six days work have been done.\\n6. Either you or he are responsible.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0143.jp2"}, "144": {"fulltext": "138 HOENSHEVS ADVANCED GRAMMAR.\\n7. Nothing but vain and foolish pursuits delight some\\npersons.\\n8. The people, not the government, is responsible for\\nthe welfare of the nation.\\n9. The number of our days are with Thee.\\n10. Between grammar and logic there exists many con-\\nnections.\\n11. Oats are a common noun.\\n12. The youth of this country has many opportunities.\\n13. Idleness and ignorance brings sorrow.\\n14. My brother, with two friends, have arrived.\\n15. Strong arguments, not a loud voice, brings conviction.\\n16. In him were found neither deceit nor any other vice.\\n17. Either the horses or the wagon are to be sold.\\n18. The door of the cell is open, and within stands two\\nprisoners.\\n19. Avarice is one of the passions that is never satisfied.\\n20. The sun, with all its planets, are but a small part of\\nthe universe.\\nLESSON XLII.\\nVERBS Continued.\\n1. Some of the following are correct and some are\\nincorrect. Make the corrections necessary:\\n1. More than one has had a hand in this affair.\\n2. Everyone must follow their own views on the ques-\\ntion.\\n3. Both money and labor were spent on it.\\n4. Either you or I are the one who they have selected.\\n5. Each of these studies have their own difficulties.\\n6. The report of the mayor and clerk were presented.\\n7. The report of the mayor and of the clerk was pre-\\nsented.\\n8. Not her beauty, but her talents, attract attention.\\n9. Her talents, not her beauty, attract attention.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0144.jp2"}, "145": {"fulltext": "HOENSHEUS ADVANCED GRAMMAR. 139\\n10. It is her beauty, and not her talents, that attract at-\\ntention\\n11. To do justly, to love mercy, and to be humble, are\\nduties of universal obligation.\\n12. Each day and each hour bring their portion of duty.\\n2. Insert suitable verbs in the following blanks\\n1. Not one of my neighbor s sons succeeded in\\nbusiness.\\n2. There my neighbor and her daughter.\\n3. Time and tide for no man.\\n4. That able scholar and critic a valuable library.\\n5. The crime, not the scaffold, the shame.\\n6. A bushel of pears taken from one tree.\\n7. Neither he nor I frightened.\\n8. He or his brother the book.\\n9. There been several vessels lost on these rocks.\\nLESSON XLIII\\nREVIEW.\\n1. Write two sentences, each having a verb that\\nhas\\n1. Two or more subjects connected by and.\\n2. Two or more singular subjects connected by or or\\nnor.\\n3. Two singular subjects connected by as well as.\\n4. Two subjects differing in number, and taken sepa-\\nrately.\\n5. Two subjects, differing in person, and taken sepa-\\nrately.\\n6. Two subjects, differing in number, one affirmative\\nand the other negative.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0145.jp2"}, "146": {"fulltext": "140 HOENSHEL S ADVANCED GRAMMAR.\\n2. Write a sentence containing a personal pronoun\\nhaving for its antecedent\\n1. A singular noun preceded by each or every.\\n2. Two or more singular nouns connected by and.\\n3. Two or more singular nouns connected by or or nor.\\n4. Two singular nouns connected by as well as.\\n5. Two nouns, differing in number, and taken separately.\\n6. Two nouns, differing in number, one taken affirma-\\ntively and the other negatively.\\nLESSON XLIV.\\nVERBS CORRECT FORMS.\\n1 The following verbs should receive special study\\nPresent.\\n1 P\\nL {lay,\\n2 i sit\\n(set,\\nrise,\\nPresent\\nPast\\nPast\\nParticiple.\\nTense.\\nParticiple.\\nlying,\\nlay,\\nlain\\nlaying,\\nlaid,\\nlaid;\\nsitting,\\nsat,\\nsat;\\nsetting,\\nset,\\nset;\\nrising,\\nrose,\\nrisen\\nraising,\\nraised,\\nraised.\\nThe first verb of each of the above pairs is intransitive, and\\ncannot be used with an object nor in the passive voice. The\\nsecond verb of each pair is transitive, and can be used only with\\nan object or in the passive voice. Set, when applied to the sun,\\nor meaning to set out on a journey, is intransitive.\\n2. In the following sentences the preceding verbs are\\nused correctly\\n1. After the game, the ball-players lay down to rest.\\n2. The pupil laid his book on the table, and there it\\nstill lies.\\n3. The foundation-stones were laid in cement.\\n4. Set the basket down and sit on that chair.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0146.jp2"}, "147": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 141\\n5. The girls are sitting on the porch, looking at the set-\\nting sun.\\n6. The workmen raised the bridge before the river rose.\\n7. Rising from his chair, and raising his right arm, the\\norator began to speak.\\n3. Fill each of these blanks with the proper form of\\none of the verbs in the first pair given in paragraph 1\\n1. The book was on the table. Yes, I it there.\\nWell, let it\\n2. The sick man has on his bed a long time.\\n3. What plans are you now?\\n4. Have they their burdens down\\n5. I remember when the corner-stone was\\n6. here, and your head on the pillow.\\n4. Fill these blanks with the proper forms of the\\nverbs mentioned in paragraph 1\\n1. Mary, you may the table.\\n2. William is by the stove, but Samuel is the\\nold hen.\\n3. The traveler rose early, and out at six o clock.\\n4. Your coat well.\\n5. yourself down and still.\\n6. The creek is (rising, raising), and the men are (ris-\\ning, raising) that old house.\\n7. We found the knife in the road.\\n8. Much land has been waste by the high water.\\n9. The trial was (set, sat) for next Monday.\\n10. After fighting all day, the soldiers down on the\\nground to sleep.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0147.jp2"}, "148": {"fulltext": "142 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON XLV.\\nVERBS CORRECT FORMS.\\n1. The past tense is never used with an auxiliary\\nverb, and the past participle is never used without an\\nauxiliary (sometimes not expressed).\\n2. Choose the right word, and give reasons:\\n1. He (done, did) it,\\n2. I (seen, saw) him.\\n3. Have you ever (saw, seen) a giraffe\\n4. Has he (wrote, written) the letter?\\n5. The letter (wrote, written) yesterday was mailed to-\\nday. That was is understood.)\\n6. Has the messenger (come, came) yet\\n7. The storm soon (began, begun).\\n8. The boy said his book was tore, torn).\\n9. Some of our best apples were (stole, stolen).\\n10. I (knowed, knew) him as soon as I (saw, seen) him.\\n11. The train had (gone, went an hour before I (come,\\ncame).\\n12. This work cannot be (did, done) in one day.\\n13. She (ought, had ought) to go. (As the verb ought\\nhas no past participle, it cannot be used with an\\nauxiliary.)\\n14. He was (chose, chosen) umpire of the game.\\n15. The tune was (sung, sang) well.\\n16. That witness has surely (swore, sworn) falsely.\\n8. Select the right verbs, and give reasons:\\n1. I think, guess, expect, suppose) that he is sick.\\n2. Guess, think) how many grains are on this ear of\\ncorn.\\n3. Will you learn, teach me to skate\\n4. Mother, I will (go, come) to see you next week.\\n5. Try (and, to) learn your lesson.\\n6. I (expect, think) he has gone to Europe.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0148.jp2"}, "149": {"fulltext": "HOEXSHEL S ADVANCED GRAMMAR. I43\\n7. I expected (to be, to have been) in New York by this\\ntime.\\n8. He (don t, does n t) believe in hypnotism.\\nRemember that don t can be used only as a contraction for\\ndo not.\\nLESSON XLVI\\nREVIEW.\\n1. Use the past tense and past participle of each of\\nthese verbs in a sentence\\nblow throw see do\\ngo ride eat come\\nbreak begin draw fly\\nknow sing swim take\\n2. Use each of these words in a sentence:\\nlie\\nlies\\nlying\\nlain\\nlay\\nlays\\nlaying\\nlaid\\nsit\\nsits\\nsitting\\nsat\\nset\\nsets\\nsetting\\nrises\\nraises\\nrose\\nraised\\nrising\\nLESSON XLVII.\\nCONJUGATION.\\n1. The conjugation of a verb is the orderly arrange-\\nment of its voices, modes, tenses, persons, and num-\\nbers.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0149.jp2"}, "150": {"fulltext": "144\\nHOENSHEL S ADVANCED GRAMMAR.\\n2. The auxiliaries can, may, shall, and will have\\nforms for the past: could, might, should, and\\nwould.\\nThese forms are said by grammarians to be in the past tense,\\nbut they do not express past time. Tense does not always\\nmean time.\\n3. On the following pages will be found the conju-\\ngation of the verb to be.*\\nSingular.\\n1. I am,\\n2. You are,\\n3. He is;\\n1. I have been,\\n2. You have been,\\n3. He has been, or hath been\\nINDICATIVE MODE.\\nPRESENT TENSE.\\nPlural.\\n1. We are,\\n2. You are,\\n3. They are.\\nPRESENT-PERFECT TENSE.\\n1. We have been,\\n2. You have been,\\n3. They have been.\\nPAST TENSE.\\n1.\\n2.\\n3.\\nI was,\\nYou were,\\nHe was\\n1. We were,\\n2. You were,\\n3. They were.\\nPAST-PERFECT TENSE.\\n1.\\n2.\\n3.\\nI had been,\\nYou had been,\\nHe had been\\n1. We had been,\\n2. You had been,\\n3. They had been.\\nFUTURE TENSE.\\n1.\\n2,\\n3.\\nI shall be,\\nYou will be,\\nHe will be\\n1. We shall be,\\n2. You will be,\\n3. They will be.\\nThere is a tendency In many schools to neglect the study of conjugation.\\nProbably this Is the reason why so many students and many teachers, too) cannot\\nparse a verb correctly. Conjugation should be studied until the pupil can give\\nany voice, mode, or tense called for.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0150.jp2"}, "151": {"fulltext": "HOENSHEVS ADVANCED GRAMMAR. 145\\nFUTURE-PERFECT TENSE.\\n1. I shall have been, 1. We shall have been,\\n2. You will have been, 2. You will have been,\\n3. He will have been 3. They will have been.\\nSUBJUNCTIVE MODE.\\nPRESENT TENSE.\\n1. If I be, 1. If we be,\\n2. If you be, 2. If you be,\\n3. If he be 3. If they be.\\nPAST TENSE.\\n1. If I were, 1. If we were,\\n2. If you were, 2. If you were,\\n3. If he were 3. If they were.\\nPOTENTIAL MODE.\\nPRESENT TENSE.\\n1. I may be, 1. We may be,\\n2. You may be, 2. You may be,\\n3.\\nHe may be 3. They may be.\\nPRESENT-PERFECT TENSE.\\n1. I may have been, 1. We may have been,\\n2. You may have been, 2. You may have been,\\n3. He may have been 3. They may have been.\\nPAST TENSE.\\n1. I might be, 1. We might be,\\n2. You might be, 2. You might be,\\n3. He might be 3. They might be.\\nPAST-PERFECT TENSE.\\n1. I might have been, 1. We might have been,\\n2. You might have been, 2. You might have been,\\n3. He might have been 3. They might have been.\\nIMPERATIVE MODE.\\nPRESENT TENSE.\\n2. Be, or do thou be 2. Be, or do ye or you be.\\n10", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0151.jp2"}, "152": {"fulltext": "146 HOENSHEL S ADVANCED GRAMMAR.\\nINFINITIVES.\\nPresent, To be. Present-Perfect, To have been.\\nPARTICIPLES.\\nPresent, Being. Past, Been. Past-Perfect, Having been.\\n4. In the study of conjugation it should be observed\\nthat\\n1. In the formation of the futures, we have two auxili-\\naries, shall and will. For the expression of simple\\nfuturity, we use shall in the first person, and will\\nin the second and third persons, as given in the\\ntable. On the other hand, by using will in the\\nfirst person, and shall in the second and third per-\\nsons, we express the various ideas of promise, com-\\nmand, obligation, etc. Thus: I will be there\\nexpresses a promise. Thou shalt love the Lord\\nthy God is a command. He shall do it i. e.,\\nI will make him) expresses obligation or necessity.\\n2. The singular form, thou art, etc., is now used only\\nin acts of worship, or on other solemn occasions.\\nIn ordinary discourse, in addressing one person,\\nwe say you are, you were, etc., the meaning be-\\ning singular, but the form plural.\\n3. In the third person, the subject of the verb may be\\nany of the personal pronouns, he, she, it, any of\\nthe relative pronouns, who, which, what, that,\\netc., or any noun. For convenience of recitation,\\nonly one subject is inserted.\\n4. In the potential mode the auxiliary may be\\nIn the present tense, may, can, or must;\\nIn the past tense, might, could, would, or should\\nIn the present-perfect tense, may have, can have,\\nor must have\\nIn the past-perfect tense, might have, could have,\\nwould have, or should have.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0152.jp2"}, "153": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR.\\n147\\nLESSON XLVIII\\nCONJUGATION Continued.\\nConjugation of the word Love, in the Active Voice.\\nINDICATIVE MODE.\\nSingular.\\n1. I love,\\n2. You love,\\n3. He loves\\nPRESENT TENSE.\\nPlural.\\n1. We love,\\n2. You love,\\n3. They love.\\nPRESENT-PERFECT TENSE.\\n1. I have loved, 1. We have loved,\\n2. You have loved, 2. You have loved,\\n3. He has loved 3. They have loved.\\nPAST TENSE.\\n1. We loved,\\n2. You loved.\\n3. They loved.\\nPAST-PERPECT TENSE.\\n1. We had loved.\\n2. You had loved\\n3. They had loved.\\nFUTURE TENSE.\\n1. We shall love,\\n2. You will love,\\n3. They will love.\\n1. I loved,\\n2. You loved,\\n3. He loved\\n1. I had loved,\\n2. You had loved,\\n3. He had loved\\n1. I shall love,\\n2. You will love,\\n3. He will love\\nFUTURE-PERFECT TENSE.\\n1. I shall have loved, 1. We shall have loved,\\n2. You will have loved, 2. You will have loved,\\n3. They will have loved.\\n3. He will have loved", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0153.jp2"}, "154": {"fulltext": "148 HOENSHEL S ADVANCED GRAMMAR.\\nSUBJUNCTIVE MODE.\\nPRESEXT TENSE.\\n1. If Hove, 1. If we love,\\n2. If you love, 2. If you love,\\n3. If he love 3. If they love.\\nPOTENTIAL MODE.\\nPRESENT TEXSE.\\n1. I may love, 1. We may love,\\n2. You may love, 2. You may love,\\n3. He may love 3. They may love.\\nPRESENT-PERFECT TENSE.\\n1. I may have loved, 1. We may have loved,\\n2. You may have loved, 2. You may have loved.\\n3. He may have loved 3. They may have loved.\\nPAST TENSE.\\n1. I might love, 1. We might love,\\n2. You might love, 2. You might love,\\n3. He might love 3. They might love.\\nPAST-PERFEOT TEXSE.\\n1. I might have loved, 1. We might have loved,\\n2. You might have loved, 2. You might have loved,\\n3. He might have loved 3. They might have loved.\\nIMPERATIVE MODE.\\nPRESEXT TEXSE.\\n2. Love, or love thou. 2. Love, or love you.\\nINFINITIVES.\\nPresent, To love. Present-Perfect, To have loved.\\nPARTICIPLES.\\nPresent, Loving. Past, Loved. Past-Perfect, Having loved.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0154.jp2"}, "155": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. Ud\\nLESSON XLIX.\\nCONJUGATION\u00e2\u0080\u0094 Continued.\\n1. Conjugation of the verb Love in the Passive Voice.\\nINDICATIVE MODE.\\nPRESENT TENSE.\\nSingular. Plural.\\n1. I am loved, 1. We are loved,\\n2. You are loved, 2. You are loved,\\n3. He is loved 3. They are loved.\\nPRESENT-PERFECT TENSE.\\n1. I have been loved, 1. We have been loved,\\n2. You have been loved, 2. You have been loved,\\n3. He has been loved 3. They have been loved.\\nPAST TENSE.\\n1. I was loved, 1. We were loved,\\n2. You were loved, 2. You were loved,\\n3. He was loved 3. They were loved.\\nPAST-PERFEOT TENSE.\\n1. I had been loved, 1. We had been loved,\\n2. You had been loved, 2. You had been loved,\\n3. He had been loved 3. They had been loved.\\nFUTURE TENSE.\\n1. I shall be loved, 1. We shall be loved,\\n2. You will be loved, 2. You will be loved,\\n3. He will be loved 3. They will be loved.\\nFUTURE-PERFECT TENSE.\\n1. I shall have been loved, 1. We shall have been loved.\\n2. You will have been loved, 2. You will have been loved.\\n3. He will have been loved 3. They will have been loved\\nSUBJUNCTIVE MODE.\\nPRESENT TENSE.\\n1. If I be loved, 1. If we be loved,\\n2. If you be loved, 2. If you be loved,\\n3. If he be loved 3. If they be loved.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0155.jp2"}, "156": {"fulltext": "150 JIOEXSHEL S ADVANCED GRAMMAR.\\nPAST TENSE.\\n1. If I were loved, or were I loved 1. If we were loved.\\n2. If you were loved, or were you loved 2. If you were loved.\\n3. If he were loved, or were he loved. 3. If they were loved.\\nPOTENTIAL MODE.\\nPRESENT TENSE.\\n1. I may be loved, 1. We may be loved,\\n2. You may be loved, 2. You may be loved,\\n3. He may be loved; 3. They may be loved.\\nPRESENT-PERFECT TENSE.\\n1. I may have been loved, 1. We may have been loved,\\n2. You may have been loved, 2. You may have been loved,\\n3. He may have been loved 3. They may have been loved.\\nPAST TENSE.\\n1. I might be loved, 1. We might be loved,\\n2. You might be loved, 2. You might be loved,\\n3. He might be loved 3. They might be loved.\\nPAST-PERFECT TENSE.\\nL. I might have been loved, 1. We might have been loved,\\n2. You might have been loved, 2. You might have been loved,\\n3. He might have been loved 3. They might have been loved.\\nIMPERATIVE MODE.\\nPRESENT TENSE.\\n2. Be loved, or be thou loved. 2. Be loved, or be you loved.\\nINFINITIVES.\\nPresent, To be loved. Present-Perfect, To have been loved.\\nPARTICIPLES.\\nPresent.\\nPast.\\nPast-Perfect.\\nBeing loved.\\nLoved.\\nHaving been loved,\\n2. The synopsis of a verb is the orderly arrangement\\nof its voices, modes, and tenses in one person and num-\\nber (usually the first person, singular).", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0156.jp2"}, "157": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 151\\n3. The conjugations already given are of the Com-\\nmon Form. There are two other forms the Progress-\\nive and the Emphatic.\\n4. The Progressive Form of the verb is that which\\nrepresents the action as in progress; as, I am writ-\\ning.\\n5. The Emphatic Form of the verb is that in which\\nthe assertion is expressed with emphasis; as, I do\\nwrite.\\nLESSON L\\nREVIEW.\\n1. Write a synopsis of the verb write in the active\\nvoice.\\n2. Write a synopsis of the verb write in the passive\\nvoice.\\n3. Write the conjugation of choose, active voice.\\n4. Write the conjugation of choose, passive voice.\\nLESSON LI,\\nREVIEW.\\nWrite a sentence having a verb in the-\\n1. Active, indicative, present-perfect.\\n2. Active, indicative, future-perfect.\\n3. Passive, indicative, past-perfect.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0157.jp2"}, "158": {"fulltext": "152 HOENSHEL S ADVANCED GRAMMAR\\n4. Passive, indicative, past.\\n5. Active, potential, past.\\n6. Active, potential, past-perfect.\\n7. Active, potential, present-perfect.\\n8. Passive, potential, past.\\n9. Passive, potential, present.\\n10. Active, imperative.\\n11. Passive, imperative.\\n12. Active, subjunctive, present.\\n13. Passive subjunctive, present.\\n14. Passive, subjunctive, past.\\n15. Passive, potential, past-perfect.\\n16. Active, indicative, past-perfect.\\nLESSON LII.\\nVERBS INFINITIVES.\\n1. The Infinitive is that form of the verb which ex-\\npresses action or being without affirming it; as, to\\nwrite, to have written; to exist.\\n2. The following are the infinitives of the verb see:\\nPresent. Present-Perfect.\\nActive to see, to have seen.\\nPassive: to be seen, to have been seen.\\nThe infinitive has the progressive forms to be seeing and to\\nhave been seeing.\\nOf course, an intransitive verb has but the two active in-\\nfinitives.\\nThe names present and present-perfect do n,ot have reference\\nto the time expressed by the infinitive, but to its form. The\\ntime depends on the finite verb of the sentence.\\n3. The sign of the infinitive is to, but this sign is\\nomitted after the verbs bid, dare, feel, hear, help,", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0158.jp2"}, "159": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 153\\nlet, make, see, and some others; as, Let him [to]\\ncome. See the birds [to] fly.\\nWhen to is omitted, it should be supplied in parsing.\\n4. The infinitive is used as a noun, an adjective, or\\nan adverb.\\n5. The following is the order for parsing an infin-\\nitive\\n1. To work is not always pleasant. To work is a\\nverb, regular, intransitive, active infinitive, pres-\\nent it has the construction of a noun, nominative,\\nsubject of the verb is.\\n2.- The lesson to be learned was very difficult. To\\nbe learned is a verb, regular, transitive, passive\\ninfinitive, present it has the construction of an\\nadjective, modifying lesson.\\n3. He went to school to study grammar. To study-\\nis a verb, regular, transitive, active; infinitive,\\npresent; it has the construction of an adverb,\\nmodifying went.\\nConstruction means the same as office.\\n6. In the following sentences the infinitive has the\\nconstruction of a noun\\n1. As subject:\\na. To learn requires application.\\nb. To climb trees is dangerous.\\n2. As object of verb\\na. I like to walk.\\nb. The thief desires to escape.\\n3. As attribute complement.\\na. To see is to believe.\\nb. To study is to learn.\\n4. In apposition with subject\\na. It is useless to inquire.\\nb. It is a sin to speak deceitfully.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0159.jp2"}, "160": {"fulltext": "154 HOEXSHEL S ADVANCED GRAMMAR.\\n5. As object of a preposition\\na. I was about to write.*\\nb. They had no choice but to go.\\nT. In the following sentences the infinitive has the\\nconstruction of an adjective:\\n1. Not used in the predicate:\\na. Flee from the wrath to come.\\nb. Leaves have their time to fall.\\n2. Used in the predicate (attribute complement)\\na. The house is to be sold.\\nb. The governor s authority is to be supported.\\n8. In the following sentences the infinitive has the\\nconstruction of an adverb\\n1. Modifying a verb:\\na. Music was ordained to refresh the mind.\\nb. They fought to defend their country.\\n2. Modifying an adjective:\\na. These apples are good to eat.\\nb. The industrious boy is anxious to work.\\n3. Modifying an adverb:\\na. He is too young to enlist (modifies too).\\nb. It is ripe enough to eat. (To eat modifies\\nenough. Enough is an adverb modifying\\nripe.)\\n9. Parse the infinitives in all of the preceding sen-\\ntences marked a.\\nA model for written parsing can easily be arranged by teacher\\nor pupil.\\n10. Write the infinitives of these verbs\\nlie, sit, choose, tear, do.\\n\u00e2\u0099\u00a6In such sentences, about may be called an adjective, meaning nearly the\\nsame as ready or prepared. The Infinitive, then, would have the construc-\\ntion of an adverb, modifying about.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0160.jp2"}, "161": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 155\\nLESSON LIII.\\nINFINITIVES\u00e2\u0080\u0094 Continued.\\n1. Point out the infinitives in these sentences, and\\ngive the construction of each\\n1. They had the good fortune to escape.\\n2. The student has a.license to preach.\\n3. The cuckoo tried to steal the nest.\\n4. She is sad to see her sister failing.\\n5. I have come to hear you sing.\\n6. You have a problem to solve.\\n7. I am prepared to hear you.\\n8. You were kind enough to aid.\\n9. These men were sent to rule a distant province.\\n10. He is old enough to vote.\\n11. The pupil forgot to study his lesson.\\n12. Not to save my right hand would I do it.\\n13. I come not here to talk.\\n14. It is useless to inquire.\\nV^ to inquire.\\nIt is useless\\n15. To obey is better than to be punished.\\n16. It is better to strive for the right than to rail at the\\nwrong [is good].\\n17. To hesitate is to be lost.\\n18. To rob a caravan is a crime, but to steal a continent\\nis glory.\\n19. Everyone should strive to be an ornament to his pro-\\nfession.\\n20. One stumble is enough to deface the character of an\\nhonorable life.\\nIn the 19th sentence should strive is intransitive, and the\\ninfinitive has the construction of an adverb.\\n2. Diagram the preceding sentences.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0161.jp2"}, "162": {"fulltext": "156 UQENSKEL S ADVANCED GRAMMAR.\\nLESSON LIV.\\nINFINITIVES Continued.\\n1. Usually no word should come between to and\\nthe verb; thus, to rapidly walk should be to\\nwalk rapidly.\\nSome authors do not hesitate to disregard the above rule.\\n2. The present-perfect infinitive should not be used\\nafter verbs of wishing, expecting, etc. We should\\nnot say He wished to have gone, but He wished\\nto go.\\n3. Write a sentence having\\n1. An infinitive, present, active.\\n2. An infinitive, present, passive.\\n3. An infinitive, present-perfect, active.\\n4. An infinitive, present-perfect, passive.\\n5. An infinitive without to.\\n4. Write a sentence having an infinitive with the\\nconstruction of\\n1. An adjective, not in the predicate.\\n2. An adjective, in the predicate.\\n3. A noun, subject.\\n4. A noun, object.\\n5. A noun, attribute complement.\\n6. A noun, object of a preposition.\\n7. A noun, in apposition with subject.\\n8. An adverb, modifying a verb.\\n9. An adverb, modifying an adjective.\\n10. An adverb, modifying an adverb.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0162.jp2"}, "163": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 157\\nLESSON LV.\\nVERBS \u00e2\u0080\u0094PARTICIPLE.\\n1. A Participle is a word derived from a verb, par-\\ntaking of the properties of a verb and of an adjective\\nor a noun.\\n2. There are three participles the Present, the Past,\\nand the Past-Perfect.\\nThe Past is sometimes called the Perfect, and the Past-Per-\\nfect is sometimes called the Compound Participle.\\n3. The following are the participles of the transitive\\nverb see:\\nPresent. Past. Past-Perfect.\\nActive: seeing, seen, having seen.\\nPassive: being seen, seen, having been seen.\\nAn intransitive verb has only the three active participles.\\nSome grammarians do not consider the past participle in the\\nactive voice a separate participle, because it has the same form\\nas the past participle in the passive voice. While it is true that\\nthey have the same form, there is often quite a difference in\\nmeaning.\\nThe active participle is used with an auxiliary in forming\\nmany of the tenses in the active voice thus, in I have seen\\nthe parade, have is the auxiliary and seen is the past parti-\\nciple, active. In I have been seen, have been is the auxil-\\niary and seen is the past participle, passive. In The animal\\nseen on the mountain was a bear, seen is the past participle,\\npassive.\\n4. Write all the participles of these verbs\\nwrite, choose, walk, go, do, try, sit.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0163.jp2"}, "164": {"fulltext": "158 HOENSHEL S ADVANCED GRAMMAR.\\n5. A participle always has the construction of an ad-\\njective or a noun.\\nNo word is a participle unless it is derived from a verb\\nthus, in He was unknown in the community, unknown is\\nnot a participle, because there is no verb unknow from which\\nit can be derived.\\n6. The following is the order for parsing a parti-\\nciple\\n1. The lesson learned yesterday was not recited.\\nLearned is a verb, regular, transitive, passive\\nparticiple, past; it has the construction of an ad-\\njective, and modifies lesson.\\n2. By learning the lesson he won the approval of his\\nteacher. Learning is a verb, regular, transitive,\\nactive participle, present it has the construction\\nof a noun, the object of the preposition by.\\n7. In the following sentences the participle has the\\nconstruction of an adjective:\\n1. Not used in the predicate:\\na. Wealth obtained dishonestly soon disappears.\\nh. Having walked a long distance, the soldier is\\ntired.\\nc. The policeman found the criminal concealed in\\nthe bushes.\\n2. Used as attribute complement:\\na. Truth lies wrapped up and hidden in a well.\\nh. Cincinnatus was found plowing.\\nc. The general lay wounded on the field.\\n8. In the following sentences the participle has the\\nconstruction of a noun\\n1. In the nominative case\\na. Riding a bicycle is good exercise.\\nb. This reminding me of your kindness is reprov-\\ning me.\\nc. My admitting the fact will not affect the argu-\\nment.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0164.jp2"}, "165": {"fulltext": "BOENSHEVS ADVANCED GRAMMAR. 159\\n2. In the objective case\\na. We obtain information by reading good books.\\nb. Light minds undertake many things without\\ncompleting them.\\nc. He could not resist taking the apple.\\n9. Parse the participles in the preceding sentences.\\nLESSON LVI.\\nPARTICIPLES Continued.\\n1. Point out the participles in these sentences, and\\ngive the construction of each\\n1. Pardon my asking if you like to read.\\n2. Avoid keeping company with the depraved.\\n3. The Indians ran screaming in pursuit.\\n4. Many have amassed wealth by living economically.\\n5. Attempting much and doing little is a common cause\\nof failure.\\n6. Pocahontas was married to an Englishman named\\nJohn Rolfe.\\n7. The philosopher sat buried in thought.\\n8. Instead of reasoning more forcibly, he talked more\\nloudly.\\n9. Our united efforts could not prevent his going.\\n10. He spent hours in correcting and polishing a single\\ncouplet.\\n11. Nature is best conquered by obeying her.\\n12. The child stood weeping. (Weeping has the con-\\nstruction of an adjective in the predicate.)\\n13. The pardon of the governor prevented his being\\nhung.\\n14. God s balance, watched by angels, is hung across the\\nsky.\\n15. The letter written yesterday has been mailed.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0165.jp2"}, "166": {"fulltext": "160 HOENSHEL S ADVANCED GRAMMAR.\\n2. Participles are often placed before nouns to de-\\nscribe some condition or characteristic. They then\\nbecome simple adjectives.\\n1. The engineer, injured in the wreck, was taken home.\\nParticiple.)\\n2. The injured man was taken away. (Adjective.)\\n3. The horse, running rapidly, soon reached the oppo-\\nsite side of the field. Participle.)\\n4. The running horse was soon captured. (Adjective.)\\n3. Use each of these words in two sentences first,\\nas an adjective; second, as a participle:\\nwounded, chosen, stolen, rippling, winding, falling, pol-\\nished, sworn.\\nLESSON LVII.\\nREVIEW.\\n1 Notice these diagrams\\n1. The soldier lay wounded.\\nwounded\\nsoldier lay\\nThe\\n2. AVe should avoid injuring the feelings of others.\\nWe should avoid\\ninjuring\\nfeelings.\\nInjuring is a participle, with the construction of a noun, and\\nis the object of should avoid. Feelings is the object of injur-\\ning.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0166.jp2"}, "167": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 161\\n3. Your writing that letter so neatly secured the situa-\\ntion.\\nwriting\\nYour neatly\\nletter\\n1 secured\\nsituation.\\nIf the sentence were Your writing so neatly secured the\\nsituation, the following diagram could be used:\\nV writing secured\\nI Your neatly I situation.\\nso\\nIn this case it is not necessary to place the participle on a\\nsupport; but when the participle used as the subject has an\\nobject, it is difficult to show the office of each word without\\nplacing the participle above the base line.\\n4. We can improve our minds by reading good books.\\nreading\\nbooks.\\nReading is a participle used as the object of by, and books\\nis the object of reading.\\n5. The pardon of the governor prevented his being\\nhung.\\npardon prevented\\nVbeing hung.\\nhis\\nBeing hung is a participle, with the construction of a noun,\\nobject of prevented.\\n11", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0167.jp2"}, "168": {"fulltext": "162 HOEXSHEVS ADVANCED GRAMMAR.\\n6. Pardon my asking if you like to read.\\nif\\nyou j like\\nx Pardon Itoread.\\nlasking\\nI my\\n2. Diagram the sentences in paragraph 1, Lesson\\nLVI.\\nLESSON LVI II.\\nPARTICIPLES Continued.\\n1. Write a sentence having a participle\\n1. With the construction of a noun, subject.\\n2. With the construction of a noun, object of a verb.\\n3. With the construction of a noun, object of a preposi-\\ntion.\\n4. With the construction of a noun, object of a verb,\\nand having an object.\\n5. With the construction of a noun, subject, and hav-\\ning an object.\\n6. With the construction of an adjective, not attribute\\ncomplement.\\n7. With the construction of an adjective,. attribute com-\\nplement.\\n2. Write all the participles of these verbs:\\nsteal, chop, lie, help, make, grow.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0168.jp2"}, "169": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 163\\nLESSON LIX.\\nADVERBS.\\n1. According to their office in the sentence, adverbs\\nare divided into three classes Simple, Interrogative,\\nand Conjunctive.\\n2. A Simple Adverb simply modifies the word with\\nwhich it is used as\\n1. He reads well and writes very well.\\n2. The mountain is exceedingly high.\\n\u00e2\u0080\u00a28. An Interrogative Adverb is one used in asking a\\nquestion.\\n4. A Conjunctive Adverb is one that modifies a word\\nin a dependent clause, and also connects that clause\\nwith the independent clause.\\nIn the sentence, I will recite when the time comes, when\\nmodifies comes and connects the adverb clause with will recite.\\nThe principal conjunctive adverbs are when, where, as, why,\\nwherein, whereby, while, whenever, whereon, and than.\\nIt is evident that conjunctive adverbs are found in complex\\nsentences.\\n5. Such adverbs as surely, perhaps, certainly,\\nyes, nay, no, and not are sometimes called Modal\\nAdverbs.\\nNotice that a modal adverb is not an adverb of manner. A\\nmodal adverb describes the manner of making the assertion,\\nnot the manner of performing the action.\\nIn He will certainly come quickly, certainly is a modal\\nadverb, describing the manner in which the assertion is made,\\nand quickly is an adverb of manner, describing how the action\\nwill be performed.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0169.jp2"}, "170": {"fulltext": "164 HOENSHEL S ADVANCED GRAMMAR.\\n6. According to their meaning, adverbs are divided\\nas follows\\n1. Adverbs of Place as, where, here, etc.\\n2. Adverbs of Time as, now, again, afterward, etc.\\n3. Adverbs of Number as, once, twice, secondly, thirdly.\\n4. Adverbs of Manner as, how, well, so, etc.\\n5. Adverbs of Degree as, very, too, much, etc.\\n6. Adverbs of Cause as. why, wherefore, etc.\\n7. Adverbs of Affirmation and Negation as, yes, no, yea,\\nnay, etc.\\n7. The only modification of adverbs is comparison.\\nThey have the same degrees as adjectives, but usually\\nonly adverbs of manner and degree can be compared.\\n8. Classify the adverbs in these sentences according\\nto use and according to meaning:\\n1. Tarry till he comes.\\n2. On my way hither, I saw her come forth.\\nIs hither an adverb in this sentence\\n3. There were no other persons there.*\\n4. They lived together very happily.\\n5. How rapidly the moments fly\\n6. Perchance you are the man.\\n7. I have not seen him since I returned.\\n8. Whither has he gone\\n9. How far that little candle throws its beams\\n10. Slowly and sadly we laid him down.\\n11. These scenes, once so delightful, no longer please\\nhim.\\n12. Having duly arranged his affairs, he departed im-\\nmediately.\\n9. Many adverbs are composed of two or more\\nwords; as, by and by, one by one, at all. These\\nmay be called Phrase Adverbs,\\nP h\\nNotice the difference between a phrase adverb and an adverb\\nrase.\\nThe first there is not an adverb; it ia simply an introductory word.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0170.jp2"}, "171": {"fulltext": "HOENSHEUS ADVANCED GRAMMAR. 155\\n10. Only one negative should be used in making a\\ndenial.\\nHe has never done nothing should be He has never\\ndone anything, or He has done nothing.\\n11. Adverbs should not be used for adjectives, nor\\nadjectives for adverbs.\\nIn the sentence, The day is disagreeable cold, the adjec-\\ntive disagreeable is used instead of the adverb disagreeably.\\nIn This pen does not write good, the adjective good is\\nused instead of the adverb well. Good, better, best is an ad-\\njective well, better, best may be an adverb.) In The queen\\nfeels badly, the adverb badly is used instead of the adjective\\nbad. It does not tell the manner of feeling, but the condition\\nof the queen.\\n12. Some adjectives, when used in the predicate to\\nexpress the condition of the subject, are incorrectly\\ncalled adverbs. The following sentences are all cor-\\nrect\\n1. She looks cold.\\n2. Velvet feels smooth.\\n.3. He sat silent.\\n4. The lady feels bad.\\n5. The author stood bareheaded in the presence of the\\nking.\\nBareheaded is an adjective, expressing the condition of au-\\nthor; it does not tell the manner in which he stood.\\nLESSON LX.\\nADVERBS Continued.\\n1. Correct where necessary, and give your reasons\\nfor the changes\\n1. He stood silently and alone.\\n2. Speak more distinctly.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0171.jp2"}, "172": {"fulltext": "160 HOENSHEL S ADVANCED GRAMMAR.\\n3. A miser never gives anything to nobody.\\n4. How sweetly the music sounds\\n5. The sun shines brightly and the grass looks greenly.\\n6. He feels very sadly about his loss.\\n7. The teacher was tolerable well informed.\\n8. The young lady looked beautifully, and she sjhir\\nbeautiful.\\n9. AVe arrived at home safely and soundly.\\n10. The bashful young man appeared very awkwardly.\\n11. This apple looks well good but it tastes bad.\\n12. She dresses suitable to her station and means.\\n13. I was exceeding glad to hear from you.\\n14. The train does n t wait for no one.\\n15. The doctor said she would never be no better.\\n16. Every man cannot afford to keep a coach.\\n2. Choose the right word, and give reasons\\n1. He looked (glad, gladly) when his brother came.\\n2. Lucy felt very (sad, sadly) when her friend died.\\n3. The evening bells sound (sweet, sweetly) and low.\\n4. The eggs were boiled (soft, softly).\\n5. The house was made (strong, strongly).\\n6. Come quick, quickly).\\n7. The slaves were treated (harsh, harshly).\\n8. The singer s voice seemed harsh, harshly).\\n9. The moon rose (clear, clearly).\\n10. The house appears (comfortable, comfortably) and\\n(pleasant, pleasantly).\\n11. The boy was dressed (comfortable, comfortably).", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0172.jp2"}, "173": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 167\\nLESSON LXI.\\nADVERBS Continued.\\n1. Adverbs should be placed where there can be no\\ndoubt as to what they are intended to modify. Notice\\nthese sentences, and explain the meaning of each:\\n1. Only the address can be written on this side.\\n2. The address can only be written on this side.\\n3. The address can be written on this side only.\\n2. Improve the location of the adverb in these sen-\\ntences\\n1. We only recite three lessons a day.\\n2. All men are not educated.\\n3. All that glitters is not gold.\\n4. Two young ladies came to the party nearly dressed\\nalike.\\n5. Such prices are only paid in times of great scarcity.\\n6. Corn should be generally planted in April or May.\\n7. No man has ever so much that he does not want more\\n8. I shall be glad to see you always.\\n9. The work will be never completed.\\n10. Having nearly lost a thousand dollars by the trans-\\naction, I cannot afford to venture again.\\n11. The secretary was expected to resign daily.\\n12. He nearly walked ten miles.\\n13. I only bring forward a few things.\\n14. We merely speak of ourselves.\\n15. The Chinese chiefly live upon rice.\\n16. I only ate one apple to-day\\n3. Write three sentences, each containing\\n1. A modal adverb.\\n2. An adverb of manner.\\n3. A conjunctive adverb.\\n4. A phrase adverb.\\n5. An adverb phrase.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0173.jp2"}, "174": {"fulltext": "168 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON LXII.\\nPREPOSITIONS.\\n1. A Preposition is a word that shows the relation of\\nits object to some other word in the sentence.\\nSome prepositions are composed of two or three words; as,\\non account of, by means of, from under, etc.\\nPrepositions are sometimes used as part of a verb as, He\\nwas laughed at. This matter must be attended to. Such\\nverbs are called Compound Verbs.\\nSome words, originally participles, are sometimes preposi-\\ntions; as, concerning, regarding, respecting.\\n2. The object of a preposition may be a word, phrase,\\nor clause.\\n1. The Esquimaux live in huts made of snow.\\n2. He is happy nowhere except in the city.\\n3. The wind had ceased before the rain began to fall.\\n(Some authors call before a conjunctive adverb in\\nthis sentence.)\\n8. When a preposition has no object, it becomes\\neither an adverb or an adjective as\\n1. The days are passing by. (Adverb.)\\n2. The sentence above is correct. (Adjective.)\\n4. The preposition usually precedes its object.\\nWhen the object is the relative that, it always precedes the\\npreposition as, This is the man that I spoke to.\\nFrequently in interrogative sentences the preposition is\\nplaced at the end of the sentence; as, What are we coming\\nto Whom did he give it to This form is much better\\nthan To what are we coming or To whom did he give it?\\nWe have many other examples of good English in which the\\npreposition is placed at the end as, A house to live in A sub-\\nject to think about A practice which no one objected to.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0174.jp2"}, "175": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 169\\nFrom the preceding it will be seen that the statement fre-\\nquently made, A preposition should never be used at the end\\nof a sentence, is not sanctioned by good English.\\n5. Care must be taken to use appropriate preposi-\\ntions.\\nBetween refers to two objects, and among refers to more\\nthan two objects.\\nObserve the difference in meaning between in and into.\\nHe walks into the house means that he walks from the out-\\nside into the inside. He walks in the house means that he\\nis in the house, walking around.\\nIn some grammars a long list of words is given, arranged\\nalphabetically, each word followed by a preposition supposed\\nto be appropriate but as the same word may have more than\\none appropriate preposition, and as the selection of the proper\\none depends on the meaning intended to be conveyed, it seems\\nto me that the only way to learn to use prepositions correctly\\nis to observe good writers and speakers.\\n6. Correct the errors in these sentences\\n1. The sultry evening was followed with a heavy frost.\\n2. He fell from the bridge in the water.\\n3. Our government is based in the rights of the people.\\n4. He was accused with robbery.\\n5. This work is different to that.\\n6. There is a constant rivalry between these four rail-\\nroads.\\n7. Divide the apples among the two girls.\\n8. He was eager of studying grammar.\\n9. He was desirous for studying Latin.\\n10. Battles are fought with other weapons besides pop-\\nguns.\\n11. The band was followed with a large crowd.\\n12. Eaise your book (off, of, off of) the table.\\n7. Fill each of these blanks with a proper preposi-\\ntion\\n1. He poured the water the barrel.\\n2. We saw you the concert.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0175.jp2"}, "176": {"fulltext": "170 HOENSHEL S ADVANCED GRAMMAR.\\n3. The prisoner is accused stealing a horse.\\n4. You may rely what I say.\\n5. The forests abound wild animals.\\n6. There is much need preparation.\\n7. The man died consumption. (Use of between\\nthe verb die and the name of the disease.)\\n8. The soil is adapted corn.\\n9. The merchant is in want money.\\n10. He stays school late.\\nLESSON LXIII.\\nCONJUNCTIONS AND INTERJECTIONS.\\n1. A Conjunction is sometimes used simply as an\\nintroductory word.\\nIn He went out as captain, as is not a connective. Some-\\ntimes a conjunction is introductory to an entire sentence, but\\nin such cases a preceding clause is often understood.\\nSome conjunctions are composed of two or more words as,\\nas if, as well as, in order that, etc.\\n2. According to their use, conjunctions are divided\\ninto two classes Co-ordinate and Subordinate.\\n3. A Coordinate conjunction is one that connects\\nelements of equal rank.\\n4. A Subordinate Conjunction is one that connects\\nelements of unequal rank.\\nA subordinate conjunction is always found in a complex sen-\\ntence, and joins the dependent clause to the independent clause.\\n5. According to the meaning of the dependent\\nclause, subordinate conjunctions are divided into those\\nof\u00e2\u0080\u0094\\n1. Time; as, as, while, until, since, etc.\\n2. Reason or Cause; as, because, for, since, as, inas-\\nmuch as, etc.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0176.jp2"}, "177": {"fulltext": "HOENSHEL- S ADVANCED GRAMMAR. 171\\n3. Condition or Supposition; as, if, provided, unless,\\nexcept, notwithstanding 1 whether, etc.\\n4. End or Purpose as, that, in order that, lest.\\n5. Concession; as, though, although.\\n6. Comparison; as, than.\\n6. Write a sentence containing\\n1. A coordinate conjunction.\\n2. A subordinate conjunction of time.\\n3. A subordinate conjunction of purpose.\\n4. A subordinate conjunction of concession.\\n7. Interjections have no grammatical construction.\\nWords from almost any other part of speech may become\\ninterjections; as, My stars! What! Well!\\nO is generally used before words of address, and oh before\\nwords expressing emotion as\\n1. Great and manifold are thy works, O Lord\\n2. Oh how can I go\\n8. Interjections are generally followed by the excla-\\nmation point. If the interjection does not express\\nstrong feeling, or if the feeling continues through the\\nwhole expression, a comma is usually placed after the\\ninterjection, and the exclamation point is placed at\\nthe end.\\nThe exclamation point should not be used after O.\\n9. Analyze these sentences. Parse the adverbs and\\nconjunctions\\n1. The fact that he is an American needs no proof.\\n2. You cannot tell where he has gone.\\n3. She did not go to school until she was ten years old.\\n4. This is the time when snow falls.\\n5. The bells rang and the whistles blew.\\n6. Love is sunshine, but hate is shadow.\\n7. Be wiser to-day thamyesterday.\\n8. Childhood shows the man, as morning shows the day.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0177.jp2"}, "178": {"fulltext": "172 HOENSHEL S ADVANCED GRAMMAR.\\nHe is both wise and virtuous,\\nwise\\nHe is\\nBoth and should be taken together and parsed as a strength-\\nened conjunction.\\n10. Diagram the sentences in paragraph J.\\nLESSON LXIV.\\nANALYSIS AND PARSING.\\nAnalyze these sentences, and parse the pronouns and\\nverbs\\n1. I dreamed that Greece might still be free.\\n2. Write it on your heart, that every day is the best\\nday in the year.\\n3. That people are good in the main, is a true statement.\\n4. Time misspent is not lived, but lost.\\n5. For a time the Puritans kept unbroken the plan of a\\nreligious State.\\n6. Good conversation is the most delightful method of\\ngaining knowledge.\\n7. Life is a mission to go into every corner and recon-\\nquer this unhappy world for God.\\n8. Men with no prejudice and a great brain are the\\nmen to govern the world.\\n9. A man is shorter when he is walking than when at\\nrest.\\nKemember that when the comparative degree is followed by\\nthan, the positive degree of the same word is either expressed\\nor understood.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0178.jp2"}, "179": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 173\\n10. If coal and the useful metals are found in any region,\\nmanufacturing interests will sooner or later be de-\\nveloped.\\n11. There are some schools whose course of study pro-\\nvides for but little study of English.\\n12. When faith is lost, when honor dies, the man is dead.\\n13. Eecollect that trifles make perfection, and thar? per-\\nfection is no trifle.\\n14. There is a tide in the affairs of men, which, taken at\\nthe flood, leads on to fortune.\\n15. I slept, and dreamed that life was Beauty\\nI woke, and found that life was Duty.\\n16. He who has a thousand friends hath not a friend to\\nspare,\\nAnd he who has one enemy shall meet him every-\\nwhere.\\n17. Happy is the nation that has no history.\\n18. To live in hearts we leave behind is not to die.\\n19. The truly wise man will so speak that no one will\\nobserve how he speaks.\\n20. I supposed him to be her.\\n21. Try to care for what is best in thought and action.\\nLESSON LXV.\\nDIAGRAMMING.\\nDiagram the sentences in lesson 64, and parse the\\ninfinitives and participles.\\nLESSON LXVI.\\nREVIEW.\\nCorrect where necessary, and give reasons\\n1. In his pocket are a knife and a top.\\n2. My don t that deer know how to run", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0179.jp2"}, "180": {"fulltext": "174 BOENSHEL S ADVANCED GRAMMAR.\\n3. Two weeks vacation are too much.\\n4. There is a man and a woman on the bridge.\\n5. These kind of people will never succeed.\\n6. Have you any new children s shoes\\n7. This child is real sick.\\n8. Who will you vote for\\n9. Him from my childhood I have known.\\n10. Whom do you think was with me\\n11. A speech should be judged by its argument.\\n12. Many a captain, with all the crew, have been lost\\nat sea.\\n13. There appear to be many others interested.\\n14. I intended to have gone yesterday.\\n15. This is in accordance to my plans.\\n16. Milton is more sublime than any of the poets.\\n17. This opinion never has and never can prevail.\\n18. It not only has beauty, but utility.\\n19. We saw a man digging a well with a Roman nose.\\n20. He seems to have the universal esteem of all men.\\n21. How can we tell whom to trust\\n22. There is plenty of molasses in the jag.\\n23. Neither the army or navy was represented.\\n24. Two of the boys have swam ashore.\\n25. Hadn t we ought to go\\n26. The farmer went to his neighbor and told him that\\nhis cattle were in his field. (Use direct quotation.)\\n27. Has the second bell rang?\\n28. He owned an old and new house.\\n29. The old and the new governor are sitting in the car-\\nriage side by side.\\n30. Either he or I am right.\\n31. When will we three meet again\\n32. The Nile is the longest of any river in Africa.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0180.jp2"}, "181": {"fulltext": "HOENSHML 8 ADVANCED GRAMMAR. 175\\nLESSON LXVII.\\nPUNCTUATION.\\n1. Notice the punctuation of these sentences:\\n1. Washington, who was born in Virginia, was our first\\nPresident.\\n2. He was looking out of the window and, therefore,\\ndid not see me entering the room.\\n3. I will come, she said, if I have time.\\nIn the first sentence the clause, who was born in Virginia,\\nis parenthetical that is, it can be omitted without spoiling the\\nsense. The same is true of therefore, in the second sentence,\\nand of she said, in the third sentence.\\n2. Parenthetical expressions are separated from the\\nrest of the sentence by commas.\\n3. Notice the punctuation of these sentences\\n1. We shall begin our work next week.\\n2. Next week, we shall begin our work.\\n3. We, next week, shall begin our work.\\nAn adverb phrase is out of its natural order when it begins a\\nsentence, or when it stands between a verb and its subject.\\n4. When a phrase is out of its natural order, it is\\nusually separated from the rest of the sentence by\\ncommas.\\n5. Punctuate the following sentences\\n1. My brave men the general said charge for the guns.\\n2. London the largest city in the world is in England.\\n3. Paris which is situated on the Seine is the capital of\\nFrance.\\n4. With merry hearts we wandered through the beau-\\ntiful meadows.\\n5. Maize which is another name for Indian corn grows\\nin America.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0181.jp2"}, "182": {"fulltext": "176 HOENSHEL S ADVANCED GRAMMAR.\\n6. The minstrel sang a song played a tune and danced\\na jig.\\n7. No no no you cannot go.\\n8. A youth a boy or a mere child could answer that\\nquestion.\\n9. By industry and perseverance we obtain knowledge.\\n10. My friend will you give me a dollar\\n6. Notice the punctuation of these sentences\\n1. My uncle Joseph is a sailor.\\n2. Joseph, my uncle, is a sailor.\\n7. Appositives, unless short and used as part of the\\nname, are separated from the rest of the sentence by\\ncommas.\\n8. Punctuate these sentences\\n1. Superintendent Saylor has charge of the schools of\\nLincoln.\\n2. Saylor the superintendent has charge of the schools\\nof Lincoln.\\n3. Chancellor Snow lives in Lawrence.\\n4. Tennyson the poet wrote In Memoriam.\\n5. Bryant the American poet wrote Thanatopsis.\\n9. Write and punctuate a sentence containing\\n1. A series of nouns.\\n2. A series of adjectives.\\n3. A series of adverbs.\\n4. A series of verbs.\\n5. A parenthetical word.\\n6. A parenthetical clause.\\n7. A phrase out of its natural order.\\n8. A quotation divided into two parts.\\n9. An appositive that should be separated from the rest\\nof the sentence.\\n10. An appositive that should not be separated from the\\n4 rest of the sentence.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0182.jp2"}, "183": {"fulltext": "IIOENSHEL S ADVANCED GRAMMAR. 177\\n10. Give two different meanings to this sentence by-\\npunctuating differently\\nMary Helen and Julia have gone.\\nLESSON LXVIII.\\nESSAY.\\n1. Write in your own words the meaning of this\\nproverb\\nCalamity is the touchstone of a brave mind.\\n2. Use the proverb as the subject of an essay. De-\\nscribe its meaning fully, and illustrate by a story.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0183.jp2"}, "184": {"fulltext": "EIGHTH GRADE.\\nTo the Teacher In order to present a complete classification of the parts of\\nspeech, some definitions given in previous grades are repeated here.\\nLESSON I.\\nSENTENCES AND PHRASES.\\ni. A Sentence is a thought expressed by words.\\n2. A Proposition is a subject combined with its\\npredicate.\\n3. A Clause is a proposition used as part of a sen-\\ntence.\\n4. An Independent Clause is one not dependent on\\nany word, and contains the principal proposition.\\n5. A Dependent Clause is one that modifies some\\nword or words in the independent clause, and contains\\nthe subordinate proposition.\\n6. According to use, sentences are divided into De-\\nclarative, Interrogative, Imperative, and Exclamatory.\\n7. A Declarative Sentence is one used in making a\\nstatement.\\n8. An Interrogative Sentence is one used in asking a\\nquestion.\\n(178)", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0184.jp2"}, "185": {"fulltext": "HOENSHELS ADVANCED GRAMMAR. 179\\n9. An Imperative Sentence is one used in making a\\ncommand or request.\\n10. An Exclamatory Sentence is one used in an ex-\\nclamation, or in expressing strong feeling or emotion.\\n11. According to their form, sentences are divided\\ninto Simple, Complex, and Compound.\\n12. A Simple Sentence contains but one proposition.\\n13. A Complex Sentence is one containing an inde-\\npendent clause and one or more dependent clauses.\\n14. A Compound Sentence is one containing two or\\nmore independent clauses.\\n15. The Subject of a sentence represents that of\\nwhich something is said.\\n16. The Predicate of a sentence tells what is said of\\nthe subject.\\n17. The Object of a sentence completes the predi-\\ncate, and names that which receives the act.\\n18. A Compound Subject is two or more subjects for\\nthe same predicate.\\n19. A Compound Predicate is two or more predicates\\nfor the same subject.\\n20. The Complete Subject or Predicate is the subject\\nor predicate with all its modifying words.\\nBy some authors the complete subject is called the Complex\\nSubject, by others it is called the General Subject, and by still\\nothers it is called the Logical Subject. In the same manner\\nwe have the Complex, the General, and the Logical Predicate.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0185.jp2"}, "186": {"fulltext": "180 HOENSHEL S ADVANCED GRAMMAR.\\n21. A Phrase is a group of words properly put to-\\ngether, but not having a subject and predicate.\\n22. With respect to form, phrases are Prepositional.\\nInfinitive, and Participial.\\n23. A Prepositional Phrase is one whose first word is\\na preposition.\\n24. An Infinitive Phrase is one introduced by an\\ninfinitive.\\n25. A Participial Phrase is one whose first word is a\\nparticiple.\\n26. With respect to form, phrases are also divided\\ninto Simple, Complex, and Compound.\\n27. A Simple Phrase is a single phrase.\\nA simple phrase may have one of its principal elements com-\\npound as, To Boston and New York Into and out of the\\nhouse By reading books and magazines.\\n28. A Complex Phrase is one having one of its parts\\nmodified by another phrase; as, On the Mount of\\nTransfiguration Reading a book of poems.\\n29. A Compound Phrase is two or more phrases con-\\nnected as, Going in and looking out; To Boston\\nand to New York.\\n80. Phrases are also Separable and Inseparable.\\n31. A Separable Phrase is one whose parts, or words,\\ncan be parsed separately.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0186.jp2"}, "187": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 181\\n32. An Inseparable Phrase is one whose words can-\\nnot be parsed separately; as, at once, at all,\\nin vain.\\nOnce is not the object of at, but the two words should be\\nparsed together.\\nInfinitives are inseparable phrases.\\n83. With respect to use, phrases are Adjective, Ad-\\nverb, and Noun.\\n34. An Adjective Phrase is one used as an adjective.\\n35. An Adverb Phrase is one used as an adverb.\\n36. A Noun Phrase is one used as a noun.\\nLESSON II.\\n1. Write one sentence of each of the seven kinds\\ndefined in the preceding lesson.\\n2. Write one sentence for each of the eleven kinds\\nof phrases defined in the preceding lesson.\\nLESSON III.\\nVARIETIES OF COMPOUND SENTENCES AS TO FORM.\\n1. The clauses of a compound sentence are some-\\ntimes called Members.\\n2. The clauses of a compound sentence may be of\\ndifferent classes,, according to their form. If the sen-", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0187.jp2"}, "188": {"fulltext": "182 HOENSHEL S ADVANCED GRAMMAR.\\ntence has but two clauses, the following varieties may\\nbe found\\n1. Both clauses simple: America was discovered by the\\nNorthmen, but they made no permanent settle-\\nment.\\n2. One clause simple, the other complex: America was\\ndiscovered by the Northmen, but they made no\\nsettlements that w r ere permanent.\\n3. One clause simple, the other compound America\\nwas discovered by the Northmen, but they made\\nno permanent settlement, nor did they conquer\\nthe Indians.\\n4. One clause complex, the other compound: America\\nwas discovered by people who came from the\\nnorthern part of Europe, but they made no per-\\nmanent settlements, nor did they conquer the\\nIndians.\\n5. Both clauses complex: The Northmen discovered\\nhe country that is now called America, but they\\nmade no settlements that were permanent.\\n6. Both clauses compound In the tenth century Amer-\\nica was discovered by the Northmen, and many of\\nthese bold navigators crossed the Atlantic but\\nsoon all accounts of the discovery were forgotten,\\nand America was again unknown to Europeans.\\nIf the compound sentence has more than two members, many\\nmore varieties may be found.\\nSome may think there is no difference between a compound\\nsentence composed of four simple members, and a compound\\nsentence composed of two compound members. In the sixth\\nsentence, the first two propositions are connected by and, and\\nthe second two are connected by and, but the two compound\\nmembers are connected by but. In other words, each two of\\nthe propositions are connected copulatively, but the two mem-\\nbers are connected adversatively (and is a copulative conjunc-\\ntion, but is an adversative conjunction).\\nIn The bells rang, the whistles blew, the dogs barked, and\\nthe people shouted, there are four simple members; but in\\nThe bells rang and the whistles blew, but the dogs did not", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0188.jp2"}, "189": {"fulltext": "HOENSHEL 8 ADVANCED GRAMMAR.\\n183\\nbark and the people were silent, the four propositions make\\nbut two members.\\nThe study and analysis of such sentences will do much to\\ngive pupils clear ideas of the use and force of different con-\\njunctions.\\n3. Write two compound sentences of each of the six\\nvarieties mentioned.\\n4. Notice this diagram\\nbells\\nrang\\n|The 1\\nwhistles\\ni P\\nS3\\nj blew\\nthe\\ndogs j\\ndid bark\\nthe j\\npeople\\nj were silent.\\nThe propositions composing a member should be placed\\nnearer to each other than the two members.\\n5. Diagram the six sentences given in paragraph 2.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0189.jp2"}, "190": {"fulltext": "184 HO EN SHE L 8 ADVANCED GRAMMAR.\\nLESSON IV.\\nVARIETIES OF COMPLEX SENTENCES AS TO FORM.\\n1. The clauses of a complex sentence may be of dif-\\nferent classes, according to their form. If the sen-\\ntence has but two clauses, the following varieties may-\\nfound\\n1. Both clauses simple: Rhode Island was settled by\\nRoger Williams, who had been expelled from\\nMassachusetts.\\n2. One clause simple, the other complex: Milton did\\nnot educate his daughters in the languages, be-\\ncause he believed that one tongue is enough for a\\nwoman.\\n3. One clause simple, the other compound When thy\\nwealth has taken wings, and when thy companions\\nhave deserted thee, the true friend will still remain\\nfaithful.\\n4. One clause complex, the other compound: When\\nthy wealth has taken wings, and thy companions\\nhave deserted thee, the friend that is true will\\nstill remain faithful.\\no. Both clauses complex: When Lot had selected the\\nvalley through which the Jordan flows, Abraham\\ndwelt on the hills that lie west of the river.\\n6. Both clauses compound: Christ came and the new-\\nera began when Greece had lost her greatness and\\nthe seeds of decay had been planted in the Roman\\nEmpire.\\nA careful study of these sentences will make plain the office\\nof each proposition and clause.\\n2. Write two complex sentences of each of the six\\nvarieties mentioned.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0190.jp2"}, "191": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR.\\n185\\n3. Notice these diagrams\\n1. (Thfe third sentence in paragraph 1.)\\nfriend I will remain faithful\\nThe\\nstill\\nwealth has taken\\nrings.\\nthy J when\\nh\\n3\\ncompanions have\\nj deserted\\nI thy\\nwhen\\nthee\\n2. (The sixth sentence in paragraph 1.\\nChrist came\\nbegan\\nthe new\\nGreece had lust\\nwhen !i j greatness\\n-J II I her\\nseeds had been planted\\ndecay\\nRoman Empire.\\n[the\\nWhen might be supplied as a modifier of had been planted,\\nbut it is not necessary. The dependent clause modifies both\\nbegan and came, and the dotted line might extend to came,\\nalso.\\n4. Diagram the first, the second, the fourth, and the\\nfifth sentence in paragraph 1.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0191.jp2"}, "192": {"fulltext": "186 HOENSHEL 8 ADVANCED GRAMMAR.\\nLESSON V.\\nVARIETIES OF DEPENDENT CLAUSES.\\nI. According to the use of the dependent clause (or\\nclauses), there are many varieties of complex sen-\\ntences. The dependent clause may be\\n1. An adjective clause.\\n2. An adverb clause of time.\\n3. An adverb clause of place.\\n4. An adverb clause of degree; as, He writes as well\\nas he reads.\\n5. An adverb clause of manner; as, He speaks as he\\nthinks.\\n6. An adverb clause of concession.\\n7. An adverb clause of purpose; as, We eat that we\\nmay live.\\n8. An adverb clause of cause.\\n9. An adverb clause of condition.\\n10. An adverb clause of specification as. We are anx-\\nious that he may succeed.\\n11. A noun clause used as subject.\\n12. A noun clause used as attribute complement.\\n13. A noun clause used as object.\\n14. A noun clause used as object of a preposition as,\\nThe prisoner has no idea of why he was arrested.\\n15. A noun clause in apposition with the subject.\\n16. A noun clause in apposition with the object as, The\\nyoung man obeyed the commandment, Honor thy\\nfather and thy mother.\\n17. A noun clause in apposition with the attribute com-\\nplement as, His answer was the question, Be-\\nlievest thou the prophets?\\nIn the tenth example, many authors would supply for this\\nthing after the word anxious, and make the clause in apposi-\\ntion with thing, but it is better to consider the clause an adverb\\nmodifying the word anxious, Other clauses of specification", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0192.jp2"}, "193": {"fulltext": "EOENSHEL S ADVANCED GRAMMAR. 187\\nare found in these sentences We are not certain that an open\\nsea surrounds the north pole The invalid is confident that\\nhe will recover.\\nIt will be noticed that all these clauses of specification\\nmodify adjectives.\\nThere are also adverb phrases of specification. In He en-\\ndeavors to succeed, to succeed is an adverb phrase of specifi-\\ncation, modifying endeavors. Endeavors is intransitive.)\\n2. Write one complex sentence of each of the seven-\\nteen varieties just mentioned.\\nLESSON VI.\\nNOUNS CLASSIFICATION AND PROPERTIES.\\n1. A noun is the name of anything.\\n2. Nouns are divided into Proper Nouns and Com-\\nmon Nouns.\\n3. A Proper Noun is the name of a particular per-\\nson, place, or thing.\\nProper nouns are not subdivided.\\n4. A Common Noun is a general name, and can be\\napplied to any one of a class.\\n5. Common nouns are divided into Collective, Ab-\\nstract, and Class Nouns.\\n6. A Collective Noun is a name applied to a group\\nof objects.\\n7. An Abstract Noun is the name of a quality, not\\nof a substance.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0193.jp2"}, "194": {"fulltext": "188 HOBNSHELS ADVANCED GRAMMAR.\\n8. A Class Noun is one that can be applied to each\\nindividual of a group; as, horse, man, city. Class\\nnouns include all common nouns not collective or ab-\\nstract.\\n9. A Verbal Noun is one derived from a verb; as,\\nreading, walking.\\nVerbal nouns are sometimes called Participial Nouns.\\n10. A Diminutive Noun is one derived from another\\nnoun, and expresses an object of the same kind, but\\nsmaller; as, leaflet, hillock.\\nProper nouns sometimes become common as. We have no\\nWebsters in Congress to-day. Here Websters is used to name\\na class, the orators.\\nA common noun may be used to distinguish any object from\\nothers of the same class as, Highwayman, do not take my\\nmoney. Highwayman is a proper noun in this sentence.\\nThe classification is complete without, the terms verbal and\\ndiminutive. Verbal nouns may be classed as abstract, and\\ndiminutive as class nouns.\\n11. The modifications of nouns and pronouns are\\nGender, Person, Number, and Case.\\n12. Gender is a distinction of nouns and pronouns\\nin regard to sex.\\n13. The Masculine Gender denotes the names of\\nmales.\\n14. The Feminine Gender denotes the names of\\nfemales.\\n15. The Common Gender denotes the names of either\\nmales or females, or both.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0194.jp2"}, "195": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 189\\n16. The Neuter Gender denotes the names of neither\\nmales nor females.\\n17. When a noun, usually masculine or feminine,\\nrefers particularly to a word and not. to a person, it is\\nof the neuter gender as\\n1. Man is masculine, because it denotes males.\\n2. Her name is Lizzie.\\nMan is neuter, because it refers to the word man and not to\\nti person. Lizzie is neuter, because it refers to the name and\\niaot to the person.\\n18. Person is that modification of nouns and pro-\\nnouns which denotes the speaker, the person spoken\\nto, or the person spoken of.\\n19. The First Person denotes the speaker.\\n20. The Second Person denotes the person spoken to.\\n21. The Third Person denotes the person spoken of.\\nLESSON VII.\\nNOUNS NUMBER.\\n1. Number is that modification of a noun or pronoun\\ntoy which it denotes one or more than one.\\n2. The Singular Number denotes but one.\\n3. The Plural Number denotes more than one.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0195.jp2"}, "196": {"fulltext": "190\\nII0EN8HEL S AD VANCE D OR A MM A E.\\n4. Nouns taken from f\\nchange generally retain thei\\noreign languages without\\nr original plurals.\\nSingular.\\nPlural.\\nSingular.\\nPlural.\\nalumna,\\nalumnae\\nfocus,\\nfoci\\nformula.\\nformulae\\nradius,\\nradii\\nnebula,\\nnebula?\\nstimulus,\\nstimuli\\nvertebra,\\nvertebra?\\nterminus,\\ntermini\\nautomaton,\\nautomata;\\namanuensis,\\namanuenses\\ncurriculum,\\ncurricula\\nanalysis,\\nanalyses;\\ndatum,\\ndata\\naxis,\\naxes\\nerratum,\\nerrata\\nbasis,\\nbases\\ngenus,\\ngenera\\ncrisis,\\ncrises\\ngymnasium,\\ngymnasia\\nellipsis,\\nellipses\\nphenomenon,\\nphenomena\\nhypothesis,\\nhypotheses\\nstratum,\\nstrata\\nparenthesis,\\nparentheses\\nalumnus,\\nalumni\\nthesis,\\ntheses.\\n5. Some nouns from foreign languages have both an\\nEnglish and a foreign plural.\\nSingular.\\nEnglish Plural.\\nForeign Plural.\\nbeau,\\nbeaus,\\nbeaux\\ncherub,\\ncherubs,\\ncherubim\\nformula,\\nformulas,\\nformula?\\nfocus,\\nfocuses,\\nfoci;\\ngymnasium,\\ngymnasiums,\\ngymnasia\\nmemorandum,\\nmemorandums,\\nmemoranda\\nmedium,\\nmediums,\\nmedia\\nradius,\\nradiuses,\\nradii\\nspectrum.\\nspectrums,\\nspectra\\nvortex,\\nvortexes,\\nvortices\\nand some others.\\n6. Compounds of man form the plural by changing\\nman to men; as, Englishman, Englishmen.\\nThe nouns, German, Musselman, talisman, and Turkoman,\\nnot being compounds of the noun man, form the plural by add-\\ning s.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0196.jp2"}, "197": {"fulltext": "H0BN8HEL 8 ADVANCED GRAMMAR. 191\\n7. Compound words and combined words used as\\nnouns pluralize the base or principal word of the ex-\\npression\\nSon-in-law sons-in-law.\\nDuke of Wellington dukes of Wellington.\\nKing of England kings of England.\\nSuch nouns as the preceding add the sign of possession to\\nthe last word as, son-in-law s house, Duke of Wellington s\\ncareer, somebody else s book.\\n8. Compounds ending in ful form the plural by\\nadding s as\\nCupful, cupfuls spoonful, spoonfuls.\\nWhat is the difference between three cupfuls of vinegar\\nand three cups full of vinegar\\n9. When a noun, plural in form, refers to some word\\nand not to objects, it is in the singular number; as\\n1. Books is a common noun.\\n2. Boys is plural.\\nBooks and boys are both singular, because each refers to a\\nsingle word.\\n10. Some nouns, though always plural in form, are\\neither singular or plural according to the meaning\\nintended to be conveyed. Such are odds, means,\\namends, wages, and some others.\\n11. In forming the plural of proper names with a\\ntitle, some authors pluralize the title; as, the Misses\\nBrown. Others pluralize the name as, the Miss\\nBrowns.\\nThe latter method seems the better, but if the title belongs\\nto each of two names, it should take the s in forming the plural\\nas, Drs. Scott Smith.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0197.jp2"}, "198": {"fulltext": "102 HOENSHEL S ADVANCED GRAMMAR.\\n12. Parse the words in black letter in these sentences\\n1. How do you parse the word boysP\\n2. She is a personal pronoun.\\n3. His title is Duke of Marlborough.\\n4. God is an everlasting now.\\n5. This essay contains the usual number of buts and\\nands.\\nLESSON VIII,\\nCASE.\\n1. Case is that modification of nouns and pronouns\\nwhich shows their relation to other words.\\n2. The Nominative Case is the use of a noun or pro-\\nnoun\\n1. As the subject of a proposition.\\n2. In predicate with an intransitive verb.\\n3. In predicate with a transitive verb in the passive\\nvoice.\\n4. Independently.\\n3. The Objective Case is the use of a noun or pro-\\nnoun\\n1. As the object of a verb or preposition.\\n2. Denoting weight, measure, value, distance, time,\\netc. in the objective case without a governing\\nword\\n3. As the subject of an infinitive.\\n4. As the objective attribute.\\n-1. The Possessive Case is the use of a noun or pro-\\nnoun to denote the possessor, or owner.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0198.jp2"}, "199": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 193\\n5. A noun used independently is in the nominative\\n1. By direct address as, John, come here.\\n2. By pleonasm; as, McKinley, he is President.\\n3. By exclamation as, What a pleasure\\n4. By subscription (as when signed to a letter or other\\nwritten production).\\n5. Absolute as, The snow melting, the river rose.\\nIn order to be in the nominative absolute, the noun or pro-\\nnoun mast be placed before a- participle and must be independ-\\nent of the remainder of the sentence.\\n6. A noun or pronoun in any case may have another\\nnoun or pronoun in apposition with it.\\nA pronoun is seldom, if ever, in the possessive case by appo-\\nsition.\\n7. Intransitive verbs and their participles, and tran-\\nsitive verbs in the passive voice, have the same case\\nafter them as before them when both words refer to\\nthe same person or thing. (This rule will explain\\npredicate nominative and objective attribute.)\\n1. Pocahontas was married to an Englishman named\\nJohn Bolfe.\\nJohn Rolfe is in the objective case, to agree with English-\\nman.\\n2. I want him to be governor.\\nGovernor is in the objective case, to agree with him, the\\nobjective subject of to be. k\\n3. To be right is better than to be President is good\\nPresident is in the objective case, to agree with one or^ per-\\nson understood, the objective subject of to be.\\nThere is a curious exception to the rule just given. A parti-\\nciple with the construction of a noun may have the possessive\\ncase before it and the nominative case after it as, His being\\na scholar secured the situation. Scholar is in the nominative\\ncase although it and his refer to the same person. Its being\\n13", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0199.jp2"}, "200": {"fulltext": "194 HOENSHEL S ADVANCED GRAMMAR.\\nhe should make no difference He is in the nominative case\\nafter the intransitive participle being, while its is in the pos-\\nsessive case before the participle.\\n8. Appositive and predicate nouns need not agree\\nwith the principal term in gender, person, or number;\\nas\\n1. I am he.\\n2. He was eyes to the blind.\\n3. The Greeks, a synonym for brave men, gained a great\\nvictory over the Persians.\\n9. A noun may be in apposition with a phrase or\\nclause, and a phrase or clause may be in apposition\\nwith a noun.\\n1. Her aiding me, a kindness I can never forget, was\\nthe cause of my success.\\n2. She aided me in procuring a situation, a kindness I\\ncan never forget.\\n3. This task, to teach the young, has its pleasures.\\nIn the second sentence, kindness is in the nominative in\\napposition with the preceding clause, although the clause is\\nnot a noun clause.\\n10. Each of these sentences contains a noun or pro-\\nnoun in the nominative, used independently. Pick out\\neach one, and decide whether it is nominative by direct\\naddress, pleonasm, exclamation, subscription, or in the\\nnominative absolute:\\n1. The Pilgrim Fathers, where are they\\n2. Great and manifold are thy works, O Lord\\n3. Mr. President: I rise to ask a question.\\n4. None but the brave deserve the fair. Dryden.\\n5. The Lord of the universe, He will hear their com-\\nplaints.\\n6. What joy, what happiness\\n7. The meeting having adjourned, the hall was soon\\ndeserted.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0200.jp2"}, "201": {"fulltext": "HOENSBEL S ADVANCED GRAMMAR. 195\\nLESSON IX.\\nREVIEW.\\nWrite a sentence having\\n1. A noun in apposition with a phrase.\\n2. A noun in apposition with a clause.\\n3. A phrase in apposition with a noun.\\n4. A clause in apposition with a noun.\\n5. A pronoun, objective after an intransitive verb.\\n6. A noun, nominative by direct address.\\n7. A noun, nominative by exclamation.\\n8. A noun, nominative by pleonasm.\\n9. A noun, nominative by subscription.\\n10. A noun, nominative absolute.\\n11. A pronoun, nominative absolute.\\n12. A noun, nominative after a passive verb.\\n13. A noun, objective by apposition.\\n14. A noun, possessive by apposition.\\nLESSON X.\\nCASE Continued.\\n1. In forming the possessive, the additional s is\\nsometimes omitted when its use would cause several\\nsuccessive sounds of s; as, for conscience sake.\\nThis omission of the s is not so common now as it was twenty\\nyears ago.\\n2. It should be remembered that when two apposi-\\ntives are in the possessive case, only one will take the\\nsign.\\n1. This is Arnold s grave, the traitor. Better, This is\\nthe grave of Arnold, the traitor.\\n2. Here rests his head upon the lap of earth, a youth to\\nfortune and to fame unknown. (Youth is in the\\npossessive case, in apposition with his.)", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0201.jp2"}, "202": {"fulltext": "196 HOENSHEVS ADVANCED GRAMMAR.\\n8. A noun or pronoun placed before a participle with\\nthe construction of a noun should be in the possessive\\ncase as\\n1. I am opposed to the gentleman s speaking again.\\n2. His being a good penman secured the position.\\n3. What do you think of my going to Europe\\nDo these two sentences have the same meaning? I am\\nsurprised at you studying Latin. I am surprised at your\\nstudying Latin. May both be correct\\n4. Each of the following sentences has one or two\\n4Jouns in the objective case without a governing word\\n1. He waited an hour.\\n2. The sun shines night and day.\\n3. Four times every year he visits his old home.\\n4. Corn has grown ten inches this month.\\n5. Good horses are worth one hundred dollars a head.\\n(Worth is an adjective, modifying horses. A may be a\\npreposition, with head for its object, but most authors call a\\nan adjective and parse head in the objective case without a\\ngoverning word.)\\n6. Some land will produce eighty bushels of corn an\\nacre.\\n7. Adams and Jefferson both died July 4, 1826.\\n5. Some verbs seem to take two objects meaning the\\nsame person or thing; as\\n1. They made him king.\\n2. They chose him captain.\\n3. The people elected Harrison president.\\n4. The Dutch named the settlement New Amsterdam.\\nIn these sentences to be may be supplied before the last\\nobject, making the first object the subject of the infinitive and\\nthe second object the objective attribute; thus, They made\\nhim to be king. Him to be king is the object of made, him\\nis the objective subject of to be, and king is in the objective\\ncase to agree with him.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0202.jp2"}, "203": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 197\\n6! When verbs of making, choosing, creating, elect-\\ning, etc., take two objects, the one showing the result\\nof the action is often called the Factitive Object\\n(fac make).\\nIn the sentences given in paragraph 5, king, captain, presi-\\ndent, and. New Amsterdam are factitive objects.\\nSometimes the factitive object may be an adjective as,\\nThe medicine made the child sick. Here sick modifies child,\\nbut it is called the factitive object by some. It seems to me,\\nhowever, that neither child nor sick is the object of made, but\\nthat the real object is child (to be) sick.\\n7. Some verbs seem to take two objects, one denot-\\ning a person and the other denoting a thing; as\\n1. Aristotle taught Alexander philosophy.\\n2. The queen asked Ahasuerus a question.\\nIn the first sentence, most grammarians call philosophy the\\nobject of the verb, and say that Alexander is the object of a\\npreposition understood. In the second sentence, question is\\nconsidered the object, and Ahasuerus is called the object of a\\npreposition understood.\\nThe Latin and the Greek grammars give such verbs two ob-\\njects, and I see no reason why the same may not be done in\\nEnglish. As either philosophy or Alexander can be made the\\nsubject in the passive, it would seem that either can be consid-\\nered the object of the verb. Alexander was taught philoso-\\nphy. Philosophy was taught to Alexander. If we call\\nboth philosophy and Alexander the objects in the active voice,\\nwhen Alexander is made the subject philosophy can be parsed\\nas the object of the passive verb. This is in harmony with the\\nclassic grammars, and is fully as logical and sensible as to say\\nAlexander was taught (as to) philosophy, or Ahasuerus was\\nasked (as to) a question.\\nAnother peculiar objective is found in such sentences as He\\nstruck the rock a blow. Blow is undoubtedly in the objective\\ncase, and we cannot easily supply a preposition before it. Of\\ncourse, blow is not the object of struck in the same sense that\\nrock is, but there is something about struck that governs blow\\nin the objective case.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0203.jp2"}, "204": {"fulltext": "198 HOENSHEL S ADVANCED GRAMMAR.\\n8. When pronouns follow interjections, those of the\\nfirst person are usually in the objective case; as, Ah!\\nwretched me\\nSuch objectives are not the object of the interjection, but\\nare in the objective merely as a matter of custom.\\nPronouns of the second or the third person following inter-\\njections are in the nominative case.\\n9. Although the terms factitive object and ob-\\njective complement are used by some authors, they\\nare not necessary. All constructions can be explained\\nwithout these terms.\\nIn He gave me a book, some authors call me the indirect\\nobject of gave, and others call it the dative object. These\\nterms are also unnecessary. Me is the object of the preposi-\\ntion to understood.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0204.jp2"}, "205": {"fulltext": "HOEXSHEL S ADVANCED GRAMMAR.\\n199\\nLESSON XI\\nREVIEW.\\n1. Study the following outline of the noun\\nfabstract\\ncollective\\nLclass\\nI common.. verbal\\ndiminutive\\nClasses p\\nr masculine\\nfeminine\\ngender\\nneuter\\ncommon\\nfirst\\nperson\\nsecond\\nProperties\\nnumber\\nthird\\nsingular\\nplural\\nnominative\\n\u00e2\u0096\u00a0subject\\npredicate\\napposition\\ndirect address\\nexclamation\\npleonasm\\nabsolute\\n\u00e2\u0096\u00a0subscription\\ncase\\npossessive\\nowner\\napposition\\nobject of a verb\\nobject of preposition\\n.objective\\napposition\\nwithout gov. word\\nsub. of infinitive\\nobjective attribute\\n2. Write an essay on The Noun, using the outline\\njust given.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0205.jp2"}, "206": {"fulltext": "200 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON XII.\\nREVIEW.\\n1. In the following sentences the word senator is\\nused in all the possible constructions of a noun\\n1. Nominative:\\na. Subject of the sentence: The senator is speaking.\\nb. In the predicate: Mr. Plumb is senator.\\nc. In apposition: Mr. Plumb, the senator, lives in\\nKansas.\\n(1. Direct address Senator, when will you return\\ne. Exclamation O noble Senator\\nPleonasm The senator, what did he say\\ng. Absolute: The senator having concluded his ad-\\ndress, the meeting adjourned.\\nh. By subscription (signed to a letter or other writ-\\nten production).\\n2. Possessive:\\na. Owner: The senator s election is assured.\\nb. Apposition Mr. Plumb, the senator s, speech whs\\nprinted in all the great dailies.\\n3. Objective:\\na. Object of a verb: The citizens honor the senator.\\nb. Object of a preposition I voted for the senator.\\nc. Apposition I saw Mr. Plumb, the senator.\\nd. Without a governing word: A governor is worth\\na senator.\\ne. Subject of infinitive I want the senator to suc-\\nceed.\\nObjective attribute The people wished Mr. Plumb\\nto be senator.\\n2. Pronouns can be used in most of the preceding\\nconstructions. Write sentences, using pronouns in-\\nstead of nouns.\\n8. Write one sentence for each of the sixteen possi-\\nble constructions of the noun.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0206.jp2"}, "207": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 201\\nLESSON XIII.\\nDiagram these sentences, and parse the words in\\nblack letter\\n1. Tenderly her blue eyes glistened, long time ago.\\nIn such sentences ago is usually parsed as an adjective modi-\\nfying time (ago time past time), but I believe that ago is an\\nadverb modifying glistened, and the phrase long time modifies\\nago. Take this sentence: It happened forty years ago.\\nNow, if forty years modifies happened, and ago modifies\\nyears, the meaning is, It happened for forty years. But\\nthe meaning is, It happened ago (in the past) (to the extent\\nof) forty years.\\n2. Each in his narrow cell forever laid, the rude fore-\\nfathers of the hamlet sleep.\\n3. Spring coming, the general began the campaign.\\n4. Ye everlasting peaks I am with you once again.\\n5. He looked a sachem in red blanket wrapt.\\n6. Every why hath a wherefore.\\n7. The boast of heraldry, the pomp of power,\\nAnd all that beauty, all that wealth e er gave,\\nAwait alike the inevitable hour:\\nThe paths of glory lead but to the grave.\\n8. He was driven an exile from his native land.\\n9. Who would be free, himself must strike the blow.\\n10. Every sailor in the port\\nKnows that I have ships at sea,\\nOf the waves and winds the sport\\nAnd the sailors pity me.\\n11. Where one lives as a king, many live as peasants.\\nmany live peasants.\\n12. I wish it to be distinctly understood that I know\\nnothing of his whereabouts.\\n13. Whence and what art thou, execrable shape", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0207.jp2"}, "208": {"fulltext": "202 HOENSHEL S ADVANCED GRAMMAR.\\n14. Napoleon being banished, peace was restored to\\nEurope.\\npeace was restored\\nNapoleon\\no\\nEurope.\\nI being banished\\nThe nominative absolute is not connected with the remainder\\nof the sentence.\\n15. His character, viewing it in the most charitable\\nmanner, is full of blemishes.\\nYou or we is understood before viewing.\\n16. He did it for Herodias s sake, his brother Philip s\\nwife.\\n17. This is Franklin s grave, the man who wrote Poor\\nRichard s Almanac.\\nDiagram the last sentence as it stands, then improve\\nthe arrangement of the words and diagram.\\nLESSON XIV.\\nPRONOUNS.\\n1. A Pronoun is a word used instead of a noun.\\n2. The Antecedent of a pronoun is the word for\\nwhich it stands.\\n3. A Personal Pronoun is one that indicates its per-\\nson by its form.\\n4. A Compound Personal Pronoun is one that is\\nformed by adding to some forms of the personal pro-\\nnouns self for the singular and selves for the plural.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0208.jp2"}, "209": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 203\\n5. A Relative Pronoun is one that relates to some\\npreceding word or words, and connects clauses.\\n6. A Compound Relative Pronoun is one that is\\nformed by adding ever or soever to the relatives\\nwho, which, and what.\\n7. What, when a relative, is equivalent to the\\nthing which, or the things which, and is called a\\nDouble Relative.\\n8. An Interrogative Pronoun is one used in asking\\nquestions.\\nWho, which, and what are usually named as the interroga-\\ntive pronouns, but which (when used in asking a question) can\\nalways be treated as an adjective modifying a noun understood.\\n9. An Adjective Pronoun is one that performs the\\noffices of an adjective and a noun.\\n10. Adjective Pronouns may be divided into Demon-\\nstrative Pronouns and Indefinite Pronouns.\\n11. A Demonstrative Pronoun is one that points out\\nin a definite manner the object to which it relates.\\nThey are this, that, these, those, the former, and\\nthe latter.\\n12. An Indefinite Pronoun is one that points out in\\nan indefinite manner the object to which it relates.\\nAll the adjective pronouns, except the demonstratives, are\\nindefinites. Each, either, and neither are sometimes called\\nDistributives.\\nThe words classed as adjective pronouns are such only when\\nthe word they. modify is not expressed. When they modify a\\nword that is expressed, they are definitive adjectives.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0209.jp2"}, "210": {"fulltext": "204 HOEXSHEL S ADVANCED GRAMMAR.\\n13. Sometimes a descriptive adjective is used as a\\nnoun; as\\n1. The good alone are great.\\n2. The rich and the poor were present.\\nIn these sentences, good, rich, and poor should not. be parsed\\nas adjective pronouns. They should be parsed as adjectives\\nused as nouns, or the ellipsis should be supplied. Only defini-\\ntive adjectives become adjective pronouns.\\n14. A personal pronoun of the possessive form is\\noften used without the name of the thing possessed\\nas, This is yours, that is mine. Here the things\\npossessed by yours and mine are not mentioned.\\nSuch possessive forms are sometimes called Possessive\\nPronouns.\\nIf these words are called possessive pronouns, they should\\nnot be parsed as in the possessive case. In the above sentence\\nyours and mine are both in the nominative case, used in the\\npredicate. In I have yours, you have mine, yours and mine\\nare both in the objective case, object of have. A posscssirr.\\npronoun is never in the possessive case.\\nIf we supply the word that is understood (book, for exam-\\nple), the sentence becomes, I have your book, you have my\\nbook. Now book is the object of the verbs, and your and my\\nare personal pronouns in the possessive case. This method is\\nused by many authors. It should be stated, however, that we\\ncannot always supply an understood noun thus, in A friend\\nof mine, we cannot supply friends and say A friend of my\\nfriends, because the meaning may be very different from the\\noriginal. I prefer the term possessive pronoun, and I parse\\nmine as the object of the preposition of.\\nSometimes a noun may perform the same office as these pos-\\nsessive pronouns; as, An uncle of John s. Here John s has\\nthe sign of possession, but is not in the possessive case, the idea\\nof possession being indicated by the preposition of. John s is\\nin the objective case, although it has the sign of possession.\\n[It is but just to state that some grammarians consider thr\u00c2\u00ab", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0210.jp2"}, "211": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 205\\nabove sentence incorrect, and change it to an uncle of John\\nbut the expression has the sanction of good authority, and is in\\nour language to stay.]\\n15. Parse the words in black letter\\n1. A friend of mine called to see me recently.\\n2. This work is hard, but yours is still harder.\\n3. Ours is a great country.\\n4. A playmate of Henry s has been injured.\\n5. He lost all his property, but she saved hers.\\nLESSON XV.\\nTHE USE OF RELATIVES.\\n1. A Restrictive Clause is one that restricts the\\n.meaning of the word it modifies as\\n1. This is the horse that my friend bought. The rela-\\ntive clause limits horse to one particular horse.)\\n2. I have the book that you mentioned.\\n3. The boy that was here yesterday is twelve years old.\\n4. The boy, who was here yesterday, is twelve years\\nold. (Not restrictive.)\\nIn the fourth sentence, the hearers are supposed to know\\nwhat particular boy is meant. The speaker starts out to in-\\nform them that the boy is twelve years old, but he gives the\\nadditional information (almost by way of parenthesis) that the\\nboy was here yesterday. The hearers did not know he was here\\nyesterday, so that the speaker gives information in both clauses.\\nIn such sentences, the relative clause is not restrictive.\\nIn the third sentence, the hearers are not supposed to know\\nwhat particular boy the speaker has in mind several boys may\\nhave been mentioned previously. Therefore, the speaker in-\\nforms them that the particular boy that was here yesterday is\\ntwelve years old. The relative clause does not give additional\\ninformation the hearers knew he was here yesterday, but did", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0211.jp2"}, "212": {"fulltext": "206 HOENSHEL S ADVANCED GRAMMAR.\\nnot know he is twelve years old. In such sentences the rela-\\ntive clause is restrictive.\\nNotice the punctuation of the third and the fourth sentence.\\n2. That should be used instead of who or which\\nin restrictive clauses.\\nMany good writers and speakers do not follow this rule.\\n3. Appositives, participial phrases, and relative\\nclauses, when not restrictive, are usually set off by\\ncommas.\\n4. Examine the relative clauses in these sentences,\\nand select those that are restrictive:\\n1. T recently heard one of the best orators that live in\\nAmerica.\\n2. The diamond, which is pure charcoal, is a brilliant\\ngem.\\n3. The diamond that the countess wore cost fifty thou-\\nsand dollars.\\n4. My friend was a member of the fifty-third congress,\\nwhich expired March 4, 1895.\\n5. My friend was a member of the congress that ex-\\npired March 4, 1895.\\n6. Listen to the song that nature sings.\\n7. He was the drollest fellow that I ever saw.\\n5. Select the correct pronoun in these sentences\\n1. He was the first (that, who) entered.\\n2. This is the same story (that, which) we read before.\\n3. It was not I (who, that) did it. When the subject\\nis it, the predicate pronoun is generally followed\\nby that.)\\n4. Was it you or the wind (who, that) shut the door\\n5. All (which, that) I have is thine.\\n6. Yesterday I met an old friend, (that, whom) I failed\\nto recognize.\\n7. Yesterday I met an old friend (that, whom) T failed\\nto recognize.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0212.jp2"}, "213": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 207\\n8. He sold his bay horse, (which, that) had been given\\nto hirn.\\n9. He sold the bay horse (which, that) had been given\\nto him.\\nLESSON XVI,\\nRELATIVES Continued.\\n1 As is used as a relative pronoun after such,\\nmany, and same.\\n1. I love such as love me. We might say who love\\nme, but as sounds better than who.)\\n2. Tears, such as angels weep, burst forth. Milton.\\n3. I shall not learn my duty from such as he.\\n4. As many as were called responded.\\n2. G-ive the construction of the relative as in each\\nof the preceding sentences.\\n3. But, when equivalent to that not, is sometimes\\nused as a negative relative pronoun.\\n1. Where breathes the foe but falls before us?\\n2. There is not a man here but knows it.\\n3. There is no wind but soweth seeds of a better life.\\n4. The relative pronoun is frequently understood.\\n1. All the wealth he had ran in his veins.\\n2. Men will reap the things they sow.\\n3. Let not harsh words mar the good we might do here.\\n4. Take the goods the gods provide thee.\\n5. The orator we heard is from Kentucky.\\n5. The antecedent of a relative is sometimes under-\\nstood.\\n1. Who steals my purse steals trash.\\n2. Whom the gods love die young.\\n3. Let him be who he may.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0213.jp2"}, "214": {"fulltext": "208 HOENSHEL S ADVANCED GRAMMAR.\\n6. Parse the relative pronouns found in the sentences\\nunder paragraphs 3, 4, and 5.\\n7. In Grade Seven the compound relatives who-\\never and whosoever were declined, giving the forms\\nwhosever, whosesoever, whomever, and whom-\\nsoever.\\nNot all authors agree to this. Maxwell says, Whosoever\\nis the only compound relative declined. Harvey says, Com-\\npound relatives are indeclinable. Notwithstanding the asser-\\ntions of these eminent authors, I believe that the possessive\\nand objective forms of whoever and whosoever are good Eng-\\nlish.\\nAs a compound relative always performs two offices its own,\\nand that of its unexpressed antecedent), some persons have\\ndifficulty in deciding whether to use the nominative or the\\nobjective form when one office is nominative and the other\\nobjective. Take this sentence: We shall purchase from who-\\never sells cheapest. Whoever is the object of from and the\\nsubject of sells. As all relative pronouns are found in subor-\\ndinate clauses, it is the office of the compound relative in the\\nsubordinate clause that determines its form. In the above\\nsentence whoever is the subject of the subordinate clause, and\\ntherefore should have the nominative form. The understood\\nantecedent is the object of from in the principal clause. If\\nwe supply the antecedent, the compound whoever should be\\nchanged to the simple who; thus, We shall buy from him\\nwho sells cheapest.\\nIn the sentence, Whomever you select will go, the subor-\\ndinate clause is Whomever you select, and whomever is the\\nobject of select; therefore, it has the objective form. The\\nprincipal clause is, He (or that one) will go.\\n8. Fill these blanks with the proper form of the\\ncompound relative\\n1. Select you wish.\\n2. Give it to wants it.\\n3. lives long will find trouble.\\n4. The prize is for wins it.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0214.jp2"}, "215": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 209\\n9. Observe that a relative pronoun is always in a de-\\npendent, adjective clause, and is always a connective.\\nIn the following sentences, who is not a relative, but\\nan interrogative\\n1. I know who did it.\\n2. Who is the legal speaker of the house has not yet\\nbeen determined.\\n3. It has not yet been decided who discovered America.\\nThere is an indirect question in each of the above sentences.\\nLESSON XVII\\nREVIEW.\\nWrite two sentences, each containing\\n1. A relative clause, restrictive.\\n2. A relative clause, not restrictive.\\n3. As as a relative pronoun.\\n4. But as a relative pronoun.\\n5. A relative pronoun understood.\\n6. The antecedent of a relative understood.\\n7. The nominative form of a compound relative.\\n8. The objective form of a compound relative.\\n14", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0215.jp2"}, "216": {"fulltext": "210 HOENSHEL S ADVANCED GRAMMAR.\\nLES SON XVIII.\\nREVIEW.\\n1. In the following sentences the pronouns agree\\nwith their antecedents. Examine carefully\\n1. He is one of the best men that live in the city.\\n2. Every boy and girl must depend on himself.\\n3. All boys and girls must depend on themselves.\\nIn such sentences as It is you that will succeed, some\\ngrammarians say that it is the antecedent of that, and others\\nsay that you is the antecedent. Change the sentence to It is\\nyou that (is, are) in the wrong. If that agrees with it, the\\nverb is is correct; but if that agrees with you, the verb are\\nshould be used. I believe that the relative clause is restrictive\\nand limits it, telling which particular it is you. At the same\\ntime, I believe the majority of good writers and speakers would\\nuse are as the predicate of that in the given sentence.\\n2. Select the correct sentence from each of these\\npairs\\nIt is I that am standing here.\\nIt is I that is standing here.\\nj It is they that were responsible.\\nj It is they that was responsible.\\n3. When it is used as the subject of an intransitive\\nverb having a predicate nominative, it often seems to\\ndisagree with its antecedent in gender, person, or num-\\nber; as\\n1. It is I.\\n2. It is he.\\n3. It is they.\\n4. It is Robert.\\nIn these sentences the antecedent is understood, and in each\\nof them it refers to the antecedent as a thing, an object, but", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0216.jp2"}, "217": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 211\\nthe predicate nominatives refer to the same objects as persons,\\nthus giving to the objects a different gender, person, or number.\\nThis might be illustrated as follows Suppose we are looking\\ndown the street just at dark. We see an object approaching,\\nand we wonder what it is. We say, What is that But as\\nit comes nearer, our knowledge becomes more definite, and we\\nsay, It is a man. As it comes still nearer, we discover that\\nit is some one we know, and we say, It is John.\\n4. When a pronoun has more than one antecedent,\\nand these antecedents differ in person, the pronoun\\ntakes the form of the second person in preference to\\nthat of the third, and the form of the first person in\\npreference to that of either the second or the third;\\nas\\n1. Laura and I have done our best.\\n2. Did you and your mother enjoy your trip\\n5. Fill these blanks with the proper personal pro-\\nnouns\\n1. Neither of us is willing to give up claim.\\n2. John and I have lessons.\\n3. John and you have lessons.\\n4. Each member of this class must have own book.\\n5. Two or three of us have finished work.\\n6. The mother, as well as the father, must do part.\\n7. If you should find my horse or cow, please bring\\nto me.\\n8. He and I love parents.\\n9. Poverty and wealth has each own temptations.\\n10. Neither the judge nor the jurors were unprejudiced\\nin opinion.\\nWhen a pronoun has two antecedents taken separately, and\\nthese antecedents differ in number, the pronoun should agree\\nwith the nearer antecedent.\\n11. Will either of you boys lend me knife?\\n12. Each one of us has faults. (The pronoun will\\nbe in the third person.)\\n13. Every one of you should bring own book.\\n14. She laughs like one out of right mind.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0217.jp2"}, "218": {"fulltext": "212 HOENSHEL S ADVANCED GRAMMAR.\\n6. Write a sentence containing a personal pronoun\\nwith two antecedents taken separately and differing in\\nnumber.\\n7. Write a sentence containing a personal pronoun\\nwith more than one antecedent, differing in person.\\nLESSON XIX\\nREVIEW.\\n1. Correct where necessary\\n1. This is the friend which I love.\\n2. Thou art the man who has done the crime.\\n3. Take that book to the library, which I left on the\\ntable.\\n4. There was a bird caught by the fox, which was web-\\nfooted.\\n5. The prisoner was sentenced by the judge, who com-\\nmitted the crime.\\n6. This is the vice that I hate.\\n7. Jamestown was the first permanent settlement which\\nwas made in the United States by the English.\\n2. Correct the case forms where necessary:\\n1. Who will you select for secretary?\\n2. Let (he, him) be (who, whom) he may.\\n3. A gentleman entered who I afterwards learned was\\nthe governor of the state.\\n4. A gentleman entered who I afterwards found out to\\nbe the governor of the state.\\n5. Who shall I go to\\n6. She who studies, the teacher will commend.\\n7. Give the letter to Henry, (he, him) who is standing\\nby the gate.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0218.jp2"}, "219": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 213\\n8. I refer to Newton, he who discovered the law of\\ngravitation.\\n9. You may guess who it was.\\n10. You may guess whom they elected.\\n11. Whom did you say was chosen\\n12. Gentle reader, let you and I walk in the paths of\\nvirtue.\\n13. I do not think such persons as he competent to judge.\\n14. All, save I, were pleased.\\n15. Tell me, in confidence, whom is she you love?\\nLESSON XX\\n1. Parse the nouns and pronouns in these sentences-:\\n1. He granted my request, an act for which I greatly\\nesteem him.\\n2. He that formed the ear, shall He not hear?\\n3. He waited an hour, staff in hand.\\nHe Avaited\\nstaff\\nI (being)\\nhour\\nhand.\\n4. Next Anger rushed, his eyes on fire.\\n5. Whosoever will, let him come.\\n6. Whomsoever the governor selects shall receive the\\nappointment.\\n7. Give the prize to whomever you deem most worthy.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0219.jp2"}, "220": {"fulltext": "214\\nHOENSHEL S A D VA NCED GRA MMAR.\\n2. The following is an outline of the pronoun:\\npersonal\\nClasses-\\nadjective\\npossessive\\nProperties Same as nouns.\\nsimple\\ncompound\\nf simple\\nrelative double\\n^compound\\ninterrogative\\ndemonstrative\\nindefinite\\n3. Write an essay on The Pronoun, using the out-\\nline just given.\\nLESSON XXI.\\nDiagram these sentences, and parse the words in\\nblack letter:\\n1. The noblest soul is that which chooses the right, not\\nfor gain or glory, but because tis right.\\n2. All prize most what they do not possess.\\n3. Happy is the man who has mastered the most diffi-\\ncult of life s problems, namely, the problem of\\nliving wisely and well.\\n4. We teach much when we are not teaching at all:\\nunconscious influence.\\n5. Do and be, so nearly as in you lieth, what you would\\nhave your pupils do and be.\\n6. Education is the debt the present owes to future\\ngenerations.\\n7. The comprehensive law of education is, Exercise\\ngives development.\\n8. I would rather be right with the few than wrong with\\nthe many.\\nRather is an adverb, the comparative of an obsolete positive,\\nrath, or rathe.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0220.jp2"}, "221": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 215\\n9. Friendship mysterious cement of the soul, sweet-\\nener of life, and solder of society.\\n10. My mind to me a kingdom is.\\n11. There is nothing great on earth but man; there is\\nnothing great in man but mind.\\n12. Aristotle tells us that a statue lies buried in a block\\nof marble.\\n13. I heard that that man that was expected has arrived.\\n14. Ill fares the land, to hastening ills a prey, where\\nwealth accumulates and men decay.\\n15. Blessed is the man whose God is the Lord.\\nLESSON XXII\\n1. Correct where necessary, and analyze these sen-\\ntences\\n1. Let not him boast that puts his armor on, but he\\nthat takes it off.\\n2. O, no, my child, twas not in war,\\nAnd him that kills a single man his neighbors all\\nabhor.\\n3. Let none touch it but they who are clean.\\n4. He is the man who was thought to be you.\\n5. He is the man who you were thought to be.\\n6. His is the language of the heart.\\n7. The time of prosperity will come, who doubts it?\\n8. I can make it clear that I am innocent.\\n9. Bring such books as will be needed.\\n10. Whom do people say won first place in the contest\\n2. Write two sentences in which as is a relative pro-\\nnoun.\\n3. Write two sentences in which but is a relative\\npronoun.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0221.jp2"}, "222": {"fulltext": "216 HOENSHEL S ADVANCED GRAMMAR.\\n4. Write two sentences in each of which a relative\\npronoun is understood.\\n5. Write two sentences, each containing a restrictive\\nrelative clause.\\nLESSON XXIII\\nADJECTIVES.\\n1. An Adjective is a word used to modify a noun or\\npronoun.\\n2. A Descriptive Adjective is one that describes a\\nnoun or pronoun by expressing some quality belonging\\nto it.\\n3. Descriptive adjectives are divided into Proper\\nAdjectives and Common Adjectives.\\n4. A Proper Adjective is one derived from a proper\\nnoun.\\n5. A Common Adjective is a descriptive adjective\\nnot derived from a proper noun.\\n6. A Definitive Adjective is one that does not ex-\\npress a quality.\\n7. Definitive adjectives are divided into Articles,\\nDemonstratives, Distributives, Indefinites, Interroga-\\ntives, and Numerals.\\n8. The Articles are the definitives a, an, and the.\\nThe is the Definite Article, and a or an is the Indefinite\\nArticle.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0222.jp2"}, "223": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 217\\n9. A Demonstrative is one that points out in a defi-\\nnite manner the noun that it modifies; as, this, that,\\nthese, those.\\n10. A Distributive is one that refers separately and\\nsingly to each one of two or more; as, each, every,\\neither, neither.\\n11. An Indefinite is one that points out in an indefi-\\nnite manner the noun that it modifies as, all, any,\\nmany, few.\\nWhen the demonstratives, distributives, and indefinites\\nmodify nouns understood, they are Adjective Pronouns.\\n12. An Interrogative Adjective is one used in asking\\na question; as, What studies is he taking?\\n13. A Numeral Adjective is a definitive that ex-\\npresses number definitely.\\n1. A Cardinal is a numeral that denotes simply the\\nnumber of objects.\\n2. An Ordinal is a numeral that denotes the position\\nof an object in a series.\\n3. A Multiplicative is a numeral that denotes how many\\nfold as, single, triple, four-fold.\\n14. Comparison is a variation of descriptive adjec-\\ntives to express the quality in different degrees.\\n15. There are three Degrees of Comparison the Pos-\\nitive, the Comparative, and the Superlative.\\n16. The Positive Degree expresses the simple quality.\\n17. The Comparative Degree expresses the quality in\\na higher or lower degree.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0223.jp2"}, "224": {"fulltext": "218\\nHOENSHEL S ADVANCED GRAMMAR.\\n18. The Superlative Degree expresses the quality iu\\nthe highest or lowest degree.\\nNot all descriptive adjectives can be compared.\\n19. When two qualities in the same person or thing\\nare compared, or when the adjective follows its noun,\\nadjectives of one syllable are compared by more and\\nmost; as\\n1. He is more kind than wise.\\n2. A sky more clear was never seen.\\n3. A foot more light, a step more true, ne er trod the\\nearth.\\nIn poetry, adjectives of one syllable, even when preceding\\nthe noun, are sometimes compared by more and most.\\n20. Some adjectives are defective in their compari-\\nson\\nPositive.\\nComparative.\\nhither,\\ninferior\\nnether,\\nSuperlative.\\nhithermost\\nnethermost\\nrearmost\\nmiddlemost\\nrear,\\nmiddle,\\nsuperior\\nand some others.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0224.jp2"}, "225": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 219\\nLESSON XXIV.\\nADJECTIVES Continued.\\n1. When the article is used with two or more adjec-\\ntives belonging to different nouns, the article should\\nbe repeated; as, a large and a small house (two\\nhouses).\\nWhen the article is used in comparative expressions with\\nthan, if the nouns before and after than both refer to the same\\nperson or thing, the article should not be repeated as, He is\\na better soldier than statesman.\\n2. One adjective sometimes limits another; as, a\\ndeep blue color, red hot iron.\\nThis is the view taken by most authors, but I see no reason\\nwhy deep and red cannot be parsed as adverbs in such expres-\\nsions.\\n3. An adjective sometimes modifies an adjective and\\na noun combined as, a good old man. Good mod-\\nifies old man.\\nNotice the difference in the meaning of these expressions\\na good old man, and a good, old man.\\n4. In such expressions as two hundred bushels,\\nsome authors claim that hundred is a noun, modified\\nby the adjective two, and that bushels is the object\\nof the preposition of understood.\\nI see no reason why two hundred cannot be parsed together\\nas one adjective, just as we parse seventy-five. Three, six\\nthousand, four dozen, etc., all answer the question, How\\nmany? and should be treated as simple adjectives.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0225.jp2"}, "226": {"fulltext": "220 HOENSHEL S ADVANCED GRAMMAR.\\n5. When adjectives are compared with more and\\nmost, nearly all authors consider more and most\\nadverbs.\\nThus, in more joyful, joyful is generally parsed as an adjec-\\ntive of the positive degree, and more is parsed as an adverb of\\nthe comparative degree in other words, the adjective is not in\\nthe comparative degree, but the adverb is. But we started out\\nto parse the comparative degree of an adjective, not of an ad-\\nverb. If both words are required for the comparative degree,\\nwhy not parse them together? I prefer to parse more joyful\\nand most joyful together.\\n6. When the comparative degree of a word is fol-\\nlowed by than, the positive degree of the same word\\nis understood in the subordinate clause, and than is a\\nconjunctive adverb connecting the two clauses.\\nIn He is older than I am, old is understood after am, and\\nthe dependent clause, I am old, is an adverb clause of de-\\ngree, modifying older. Than connects the clauses and modifies\\nold.\\n7. Good writers and speakers sometimes use the\\nsuperlative when comparing only two objects, although\\nsuch use is contrary to the rules of grammar.\\n8. A degree below the positive is sometimes made by\\nadding ish; as, blackish, greenish. This may be\\ncalled the Diminutive Degree.\\n9. When two or more adjectives are connected by\\nconjunctions, the shortest and simplest should gener-\\nally be placed first; as, This tree is larger and more\\nuseful than that.\\nWhen adjectives thus connected are compared differently,\\nsome authors say they should be arranged as stated above, and", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0226.jp2"}, "227": {"fulltext": "HOENSHEL S ADVANCED OBAMMAB. 221\\nthat more or most should be placed before the first; as, A\\nmore noble and righteous cause never existed. I believe it is\\nbetter to say, A nobler and more righteous cause never ex-\\nisted.\\n10. The word like, when used appositively or after\\nan intransitive verb, is often an adjective, although\\nsome grammarians prefer to call it a preposition.\\nIn He is like his father, like is an adjective, modifying\\nhe, and father is the object of to or unto understood. Here,\\nlike has the meaning of similar. In He, like the brave man\\nhe was thought to be, firmly held his ground, like is an adjec-\\ntive, used appositively, and modifies he. In She can run like\\na deer, like is an adverb, modifying can run, and deer is the\\nobject of to understood. When like is an adverb, it means\\nsimilarly, or in a similar manner.\\nI do not think that like is ever a preposition.\\nThe words unlike, near, nigh, and opposite should be treated\\njust as the word like.\\n11. Less should be applied to nouns of magnitude\\n(bulk), and fewer should be applied to nouns of\\nmultitude (many); as, less money, less water;\\nfewer dollars, fewer gallons.\\n12. Many a and what a should often be parsed\\ntogether as one adjective; as, Many a flower is born\\nto blush unseen What a crash that was\\nWhat a is sometimes an adverb as, What a large parade\\nthat is What a is an adverb, modifying large.\\n13. Old has two forms for the comparative (older,\\nelder), and two for the superlative (oldest, eldest).\\nElder and eldest are applied only to persons, but\\nolder and oldest are applied to persons, animals, or\\nthings.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0227.jp2"}, "228": {"fulltext": "222 HOENSHEL S ADVANCED GRAMMAR.\\n14. Further and furthest come from forth (an\\nadverb), and farther and farthest come from far.\\nFarther and farthest are used when referring to distance\\nas, Chicago is farther west than Detroit. Further refers to\\nsomething additional. After giving several reasons, a speaker\\nmight say, and further, I have still another reason.\\nLESSON XXV.\\n1. Correct the errors, and parse the words in black\\ntype\\n1. Washington was a better statesman than a general.\\nWashington was statesman\\n|_a_ better\\nx 1 x general.\\n1 than\\nWashington was a better statesman than he was a good gen-\\neral, A should be omitted before general, but it should be\\nused when the omitted words are supplied.\\n2. This man of all others is most to be pitied.\\n3. The Russian Empire is more extensive than any na-\\ntion on the globe.\\n4. He is a better disciplinarian than teacher.\\n5. The banner of the United States is a red, a white.\\nand a blue flag.\\n6. Fire is a better servant than a master.\\n7. A rosy-faced and pale girl were seen sitting side by\\nside.\\n8. A rosy-faced and a pale girl was seen in the company.\\n9. The pen is a mightier weapon than sword.\\n10. He was such a criminal that a few persons mourned\\nhis death.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0228.jp2"}, "229": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 223\\n11. Although he was unpopular, yet he had few friends.\\n12. Grief made her insane.\\n13. He was struck dead.\\n14. A good farmer keeps his horses fat.\\n15. All went merry as a marriage bell.\\n16. The hunter was so badly frightened that he turned\\npale.\\n17. Great is truth, and mighty above all things.\\nDiagram the preceding sentences.\\nLESSON XXVI\\n1. Correct the errors, and parse the words in black\\ntype:\\n1. Unheard, because our ears are dull,\\nUnseen, because our eyes are dim,\\nHe walks our earth, the Wonderful,\\nAnd all good deeds are done to Him.\\n2. Give him this memoranda.\\n3. Jacob loved Joseph more than all his children.\\n4. This is a better furnished room than any in the house.\\n5. Noah and his family outlived all the people that lived\\nbefore the flood.\\n6. The Civil War cost more men and money than any\\nwar the United States had.\\n7. Now comes the storm, fierce and terrible.\\n8. Tabby has the worst temper of any cat I know.\\n9. She of all other girls ought to be the last to com-\\nplain.\\n10. I saw not (less, fewer) than twenty soldiers yester-\\nday.\\n11. He who uses filthy language has (a) little decency.\\n12. He who is ungrateful has (few, a few) friends.\\n13. Although he has been rather unfortunate in business,\\nhe still has few, a few) dollars.\\n14. To practice virtue is more acceptable to God than\\nthe sacrifice of bullocks or of rams.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0229.jp2"}, "230": {"fulltext": "224\\nHOENSHEL S ADVANCED GRAMMAR.\\n15. Praising what is lost makes the remembrance dear.\\n16. Of two evils, the less is always to be chosen.\\n17. The navy of England is more powerful than that of\\nany nation.\\n18. Each hunter carried his own game.\\n2. Diagram the preceding sentences.\\nLESSON XXVII.\\n1. The following is an outline of the adjective:\\ndescriptive\\nClasses.\\nProperty\\nproper\\ncommon\\narticle.. i defln j te\\nindefinite\\ndemonstrative\\ndistributive\\n\u00e2\u0080\u00a2^indefinite\\ninterrogative\\ncardinal\\nnumeral. J ordinal\\n[multiplicative\\n[positive\\ncomparison comparative\\n^superlative\\n2. Write an essay on Adjectives, using the outline\\njust given.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0230.jp2"}, "231": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 225\\nLESSON XXVIII.\\nVERBS CLASSIFICATION.\\n1. A Verb is a word that denotes action or being.\\n2. A Regular Verb is one that forms its past tense\\nand past participle by adding ed to the present, in\\naccordance with the rules of spelling.\\nSome authors say, A regular verb is one that forms its past\\ntense and past participle by adding d or ed to the present.\\nThey give this definition because they think love, for instance,\\nadds d only. We have learned, however, that the final e of\\nlove is dropped in accordance with a rule of spelling and ed is\\nadded. In chopped, ped seems to be added, but we know that\\nonly ed is added, p being doubled in accordance with a rule of\\nspelling. Hear adds d hear, heard but it is irregular.\\n3. An Irregular Verb is one that does not form its\\npast tense and past participle by adding ed to the\\npresent.\\n4. A Transitive Verb is one that requires an object\\nto complete its meaning.\\n5. An Intransitive Verb is one that does not require\\nan object to complete its meaning.\\nAn Intransitive Verb that does not imply action is sometimes\\ncalled a Neuter Verb. Examples: The book lies on the\\nshelf. Freedom exists.\\n6. A Defective Verb is one not used in all the modes\\nand tenses.\\n7. A Redundant Verb is one having more than one\\nform for its past tense or past participle.\\n15", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0231.jp2"}, "232": {"fulltext": "226 HOEXSHEL S ADVANCED GRAMMAR.\\n8. An Impersonal Verb is one used only in the third\\nperson singular.\\n9. Auxiliary Verbs are those used in the conjugation\\nof other verbs. They are do, be, have, shall, will,\\nmay, can, must.\\n10. A Finite Verb is one that changes its form to\\nagree with its subject.\\n11. An Infinite Verb is one that does not change its\\nform to agree with its subject.\\nAn infinite verb is either an infinitive or a participle.\\n12. A Complete Verb is one that, when joined to a\\nsubject, will form a complete predicate by itself; as\\n1. The baby sleeps.\\n2. Birds fly.\\n3. God exists.\\n13. An Incomplete Verb is one that, when joined to\\na subject, will not form a complete predicate by itself\\nas\\n1. He became rich.\\n2. Those men appear careless.\\n3. Nero was a tyrant.\\n14. The word used with an incomplete verb is called\\nthe Complement.\\n15. Most intransitive verbs are complete.\\n16. The intransitive verbs appear, be, become,\\nseem, etc., are usually incomplete, and require com-\\nplements. These verbs are sometimes called Copula-\\ntive Verbs.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0232.jp2"}, "233": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 227\\nSome authors make three coordinate classes of verbs: tran-\\nsitive, intransitive, and copulative. This division is not logical,\\nbecause copulative verbs are intransitive.\\nThe complement of a transitive verb in the active voice is its\\nobject. A transitive verb in the passive voice often takes a\\ncomplement; as, He was considered brave.\\nThe complement may consist of more than one word as,\\nLife is of short duration.\\nThe complement is a noun, pronoun, or an adjective.\\n17. Write a sentence containing\\n1. A regular verb.\\n2. An irregular verb.\\n3. A transitive verb.\\n4. An intransitive verb.\\n5. A neuter verb.\\n6. A defective verb.\\n7. A redundant verb.\\n8. An impersonal verb.\\n9. An auxiliary verb.\\n10. A finite verb.\\n11. An infinite verb.\\n12. A complete verb.\\n13. An incomplete verb.\\n14. A copulative verb.\\nLESSON XXIX\\nVERBS\u00e2\u0080\u0094 VOICE.\\n1. The Modifications of the verb are Voice, Mode,\\nTense, Person, and Number.\\n2. Voice is that modification of a transitive verb\\nwhich shows whether the subject denotes the actor or\\nthe receiver of the act.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0233.jp2"}, "234": {"fulltext": "228 HOENSHEL S ADVANCED GRAMMAR.\\n3. The Active Voice is that form of the verb which\\nshows that the subject denotes the actor.\\n4. The Passive Voice is that form of a transitive\\nverb which shows that the subject denotes the receiver\\nof the action.\\nNotice the last three definitions carefully. You will observe\\nthat in defining voice we say, It is that modification of a\\ntransitive verb, but in defining the active voice we say, It\\nis that form of a verb. This is necessary, because in defining\\nvoice we must use a definition that will include both active\\nand passive, and only a transitive verb can have the passive;\\nbut in defining the active voice we can say that form of a\\nverb, because all verbs have the active voice.\\nMany grammarians say that intransitive verbs have no voice,\\nbut a large majority of the best linguists say that they have\\nthe active voice. In such sentences as Birds fly, and The\\nboy runs, the subject of the intransitive verb surely repre-\\nsents the actor. Besides, all intransitive verbs are active in\\nform. For these reasons, I believe that intransitive verbs have\\nthe active voice.\\n5. The passive voice of any verb will always consist\\nof the past participle of that verb, preceded by some\\nform of the verb be.\\nWhile no verb is passive that is not formed according to the\\nabove rule, there are two or three such forms that are not pas-\\nsive thus, the verbs in He is gone, and The hour is come,\\nare active, although passive in form. However, gone and come\\nare participles of an intransitive verb.\\nIt is sometimes quite difficult to decide whether a word is an\\nadjective in the predicate, or a past participle forming part of\\na verb in the passive voice. In The lady is accomplished,\\naccomplished is an adjective. In The work is accomplished,\\nis accomplished may be a verb in the passive voice. In The\\ngrounds were ornamented with beautiful trees, we cannot\\ndecide how to dispose of ornamented until we know what the\\nspeaker meant when he used the sentence. If he answered the", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0234.jp2"}, "235": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 229\\nquestion, What was done with the beautiful trees the verb\\nis passive but if he answered the question, Why do you pre-\\nfer that home ornamented is an adjective. Why do you\\nuse pencil and paper? Answer: My slate is broken.\\nBroken is an adjective, expressing the condition of the slate.\\nWhat did the bad boy do Answer My slate was broken\\nby him. Was broken is a verb in the passive voice.\\nOf course, the past participle in the passive voice (if parsed\\nby itself) always has the construction of an adjective, modify-\\ning the subject. This is different, however, from saying that it\\nis a simple adjective.\\n6. Name the voice of the verbs (including infinitives\\nand participles) in these sentences\\n1. The editor has been writing a book.\\n2. The story written by Scott was read by thousands.\\n3. Be chosen.\\n4. Be quiet.\\n5. The student ought to have been studying.\\n6. The student ought to have studied.\\n7. The lesson should have been studied.\\n8. The criminal ought to have been punished.\\n9. A belted knight can be made by a king.\\n10. The book is torn.\\n11. The witness, having been sworn, began to testify.\\n12. The witness, having sworn to tell the truth, began\\nto testify.\\n13. Our labors being completed, we returned.\\n14. They are gone.\\n15. Its wings were curiously mottled and striped with\\nvarious colors.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0235.jp2"}, "236": {"fulltext": "28Q UOENSUELS ADVANCED GRAMMAR.\\nLESSON XXX.\\nVERBS MODE.\\n1. Mode is that form or use of the verb which shows\\nthe manner in which the action or being is expressed.\\nNotice that the definition says form or use of the verb.\\nBy most late grammarians mode is held to be a form of the\\nverb rather than the manner in which the action is expressed.\\nThus, go, you shall go, you must go, all express about\\nthe same idea, but three different modes are used, because\\nthree different forms are used.\\n2. The Indicative Mode is used to assert a fact or an\\nactual existence. It is also used in asking questions.\\n3. The Potential Mode asserts the power, necessity,\\nliberty, or possibility of action or being. This mode\\nmay be used in asking questions.\\nSome authors claim there is no potential mode, but if mode\\nis a form of the verb, there will be a potential mode as long as\\nmay, can, must, might, could, would, and should are used.\\n4. The Imperative Mode is used to express a com-\\nmand, a request, or an entreaty.\\n5. The imperative mode is conjugated only in the\\nsecond person, but it may be found in either -the first\\nor the third person as\\n1. Turn we aside and rest awhile.\\n2. Be it resolved by this society.\\n3. Blessed be he that first invented sleep.\\n6. The Subjunctive Mode asserts an uncertainty, a\\nwish, or a supposition.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0236.jp2"}, "237": {"fulltext": "HOENSHEL 8 AD VANG ED GRAMMAR. 23 1\\n7. The subjunctive is sometimes used in expressing\\na wish; as, Would that my father were here.\\nIn this sentence would is a transitive verb, and were is sub-\\njunctive past, but denotes present time.\\n8. The subjunctive mode has but one tense, the\\npresent. In the verb be two subjunctive tenses are\\nfound, the present and the past.\\nProbably authors differ more in their discussion of the sub-\\njunctive mode than in the discussion of any other part of\\ngrammar. Some give this mode six tenses, some four, some\\nthree, some two, and some only a small piece of a tense.\\nIn the classic languages, mode is a change of form; that is,\\nthe verb has a different form for the different modes. Some\\ngrammarians adhere to this principle in English, while others\\nclaim that mode is a change of meaning, not a change of form.\\nIf we examine the verbs in the sentences, I had gone, and\\nIf I had gone, we shall find that the verbs are the same, and\\nthat the difference is made by the little word if. Now, as if is\\nnot part of the verb, some say the verb in both sentences is in\\nthe same mode, the indicative. I believe this is the correct\\nview of the matter. It certainly has the merit of simplicity.\\nTaking the view that mode is a change of form, there are\\nbut two subjunctive forms in each verb (except the verb to be)\\nIf thou go, and If he go. These are both in the present\\ntense, singular; but, as not all persons and numbers of the\\ntense are included, we can correctly say there is only a piece\\nof a tense in the subjunctive. If we drop the if in the above\\nsentences, go in the first must be changed to goest, and in the\\nsecond to goes.\\nIf he walks is indicative, and If he walk is subjunc-\\ntive. The s is omitted from the subjunctive because the aux-\\niliary shall or should is understood. If he walk means If\\nhe shall (or should walk. The subjunctive present denotes\\nfuture time, and should not be used to denote present time,\\nIf it rains is indicative present, and denotes present time,\\nIf it rain is subjunctive present, and denotes future time,\\nIn the verb to be there are two subjunctives If I be, and\\nIf I were. The first is called present tense, but denotes", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0237.jp2"}, "238": {"fulltext": "232 HOENSHEL B ADVANCED GRAMMAR.\\nfuture time the second is called past tense, but denotes pres-\\nent time. As the passive voice always has in it some form of\\nthe verb to be, verbs in the passive voice can have two subjunc-\\ntives, a present and a past as, If I be seen, and If I wefe\\nseen.\\nTherefore, if in the present tense, active voice of a verb, we\\ndrop the et or est from the second person singular (solemn\\nstyle), and the s from the third person singular, we shall have\\nall the subjunctive forms to be found in the active voice. If\\nwe prefix the two subjunctive tenses of the verb be (as given in\\nthe conjugation, Grade Seven) to the past participle of a tran-\\nsitive verb, we shall have all the subjunctive forms to be found\\nin the passive voice.\\n9. The following is the conjugation of the verb love\\nin the subjunctive\\nACTIVE VOICE.\\nPRESENT TENSE.\\n2. If thou love. 3. If he love.\\nThis tense denotes future time.\\nPASSIVE VOICE.\\nPRESENT TENSE.\\nSingular. Plural.\\n1. If I be loved, 1. If we be loved,\\n2. If you be loved, 2. If you be loved,\\n3. If he be loved 3. If they be loved.\\nThis tense denotes future time.\\nPAST TENSE.\\n1. If I were loved, 1. If we were loved,\\n2. If you were loved, 2. If you were loved,\\n3. If he were loved 3. If they were loved.\\nThis tense denotes present time.\\n10. Write a sentence having a verb in the subjunc-\\ntive\\n1. Active, present.\\n2. Passive, present.\\n3. Passive, past.\\n4. Passive, expressing future time.\\n5. Passive, expressing present time.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0238.jp2"}, "239": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 933\\nLESSON XXXI.\\nVERBS TENSE.\\n1. Tense is that form or use of the verb that shows\\nthe time of an action or being.\\nNotice that the definition says form or use of the verb.\\nTense does not always mean time. In the indicative mode the\\ntime names the tense, but in the potential mode the form\\nnames the tense. I could read is called past tense, but the\\ntime is always present or future. In old English, might, could,\\nwould, and should meant past time, and we have retained the\\nold names, but. the meaning has been changed.\\n2. The Present Tense denotes present time.\\n3. The Present-Perfect Tense expresses action or be-\\ning as completed at the present time.\\n4. The Past Tense denotes past time.\\n5. The Past-Perfect Tense expresses action or being\\nas completed at some past time.\\n6. The Future Tense denotes future time.\\n7. The Future-Perfect Tense expresses action or be-\\ning as completed at some future time.\\n8. When we speak of a past action or event, and no\\npart of the time in which it took place remains, Ave\\nshould use the past tense; but if there still remains\\nsome portion of the time in which it took place, we\\nshould use the present-perfect tense. Examples\\n1. Science has made great advancement this century.\\n2. Many battles were fought during the eighteenth cen-\\ntury.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0239.jp2"}, "240": {"fulltext": "234 HOENSHEL S ADVANCED GRAMMAR.\\n3. I have been reading this morning. (It is not yet\\nnoon.)\\n4. I read this morning. (It is past noon.)\\n9. When two past actions or events are referred to,\\none of which must have occurred before the other, this\\nsequence of time must be observed in the use of the\\ntenses. Examples:\\n1. I went, but I have returned.\\n2. After Lee had been defeated at Gettysburg, he re-\\ntreated into Virginia.\\n3. Napoleon reigned one hundred days after he had\\nreturned from the island of Elba.\\n10. Statements always true or always false should be\\nexpressed in the present tense as\\n1 Galileo believed that the earth moves.\\n2. Our fathers asserted that all men are created equal.\\n11. The Progressive Form of the verb is that which\\nrepresents the action as in progress; as, I am writ-\\ning.\\n1. The progressive form of any verb is made by placing\\nbefore its present participle the various modes,\\ntenses, persons, and numbers of the verb to be.\\n2. Since the progressive form always ends with the\\npresent participle, and the passive always ends\\nwith the past participle, it follows that the pro-\\ngressive form is in the active voice.\\n12. The Emphatic Form of the verb is that in which\\nthe assertion is expressed with emphasis; as, I do\\nwrite.\\n1. The emphatic form is made by prefixing the present\\nor past tense of do to the simple form of the verb.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0240.jp2"}, "241": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 235\\n2. This form is used in the present and past indicative,\\nand the present subjunctive, active voice, and in\\nthe imperative, both active and passive.\\n3. The emphatic form is often used in asking questions\\nas, Does he write\\n13. In some grammars the past tense, progressive\\nform, is called the Imperfect (not finished) Tense; as,\\nHe was walking.\\n14. Sometimes a progressive form is used in the pas-\\nsive voice; as, The house is being built; The\\nlesson was being recited.\\nSome authors object to such forms, and prefer to use the\\nactive progressive; as, The house is building. In these ex-\\namples, it is better to use the passive form (cumbersome as it\\nis) than the active. A few active forms have become so\\ncommon that they can claim the sanction of good usage as,\\nWheat is selling for a dollar a bushel.\\nLESSON XXXII\\nVERBS REVIEW.\\n1. Correct where necessary, and parse the words in\\nblack letter.\\n1. Be it known to all men.\\n2. Corn is gathering all over the country.\\n3. I have built three houses last year.\\n4. I built three houses this year.\\n5. After we visited Paris we returned to the United\\nStates.\\n6. It was proved years ago that the air had weight.\\n2. Write a synopsis of see, progressive form.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0241.jp2"}, "242": {"fulltext": "236 HOENSHEL S ADVANCED GRAMMAR.\\n8. Write a synopsis of go, emphatic form.\\n4. Write a sentence containing a verb\\n1. In the imperative mode, first person.\\n2. lathe impei*ative mode, third person.\\n3. In the potential mode, expressing present time, but\\nnot in the present tense.\\n5. Write a sentence referring to two past events, one\\nhappening before the other.\\nLESSON XXXIII.\\nVERBS Continued.\\n1 A verb is sometimes combined with a preposition\\nas, This must be attended to.\\nThis combining does not often occur in the active voice. In\\nThe mayor must attend to this matter, to is a preposition,\\nand attend is intransitive. In This matter must be attended\\nto by the mayor, to is part of the verb, and must be attended\\nto is a compound verb, transitive, passive. The verb attend\\nwill not take an object in the active voice, and is passive only\\nwith the aid of the preposition.\\nOther examples are\\n1. He was laughed at by the boys.\\n2. The property was taken possession of. (Better:\\nPossession was taken of the property.\\n3. The carriage has been sent for.\\n4. That should have been thought of.\\nThese verbs may be called compound verbs.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0242.jp2"}, "243": {"fulltext": "HOENSHEL S ADVANCED GRAMMAB. 237\\n2. A Compound Verb is a verb combined with a\\npreposition.\\nSometimes another part of speech besides a preposition is\\nused, as in the second sentence in paragraph 1.\\n3. Parse the words in black letter\\n1. He was well taken care of.\\n2. The actor was looked at by thousands.\\n3. The philanthropist was spoken to by many whom\\nhe had aided.\\n4. The concert was well spoken of.\\n5. The elephant s keeper was trodden on by the en-\\nraged animal.\\n4. Correct where necessary, and diagram these sen-\\ntences\\n1. If he be here, ask him to come.\\n2. Though he were industrious and economical, he did\\nnot become rich.\\n3. If my friend was now present, I should be satisfied.\\n4. If the snow were four feet deep, it would not pre-\\nvent his going.\\n5. Night, sable goddess from her ebon throne,\\nIn rayless majesty now stretches forth\\nHer leaden scepter o er a slumbering world.\\n6. He is but a landscape painter,\\nAnd a village maiden she.\\n7. Stone walls do not a prison make,\\nNor iron bars a cage.\\n5. Write two sentences, each having a compound\\nverb.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0243.jp2"}, "244": {"fulltext": "238 HOEKSHEL S ADVANCED GRAMMAR.\\nLESSON XXXIV.\\nSHALL, WILL; SHOULD, WOULD.\\n1. Although in the more common uses of these words\\nthe observing student will have little difficulty in\\nselecting the correct one, in some cases it is difficult\\nto determine which one should be used. This difficulty\\narises from the fact that good writers do not agree in\\ntheir use. Where one good writer will use would, you\\ncan find another, equally as good, using should.\\n2. The primary meaning of will is purpose or deter-\\nmination, and the primary meaning of shall is obliga-\\ntion. Shall in the first person and will in the second\\nand third simply foretell. Will in the first person\\nexpresses determination. I will go means that I am\\ndetermined to go. Shall in the second and third per-\\nsons means an obligation not controlled by the subject,\\nbut by some external influence. You shall go means\\nthat the act of going is not controlled by yourself.\\nYou shall not assist me means that you will be\\nprevented by some one.\\n3. In interrogative sentences, shall denotes that the\\nsubject is under some external influence, and will de-\\nnotes that the act is controlled by the subject. Shall\\nyou be there might be answered by Yes, if I am not\\nprevented by circumstances. Will you be there\\nmight be answered by No, I do not care to go.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0244.jp2"}, "245": {"fulltext": "HOENSEEL S ADVANCED GRAMMAR. 239\\n4. Should and would follow in general the same\\nrules as shall and will. Would is often used to\\nexpress a strong wish; as, Would that I were at\\nhomel\\n5. The following is from another author:\\nWhen a person foretells for himself [expresses intention], or simply announces\\n\u00e2\u0096\u00a0what is to happen, shall is used with a subject in the first person as\\n1. I shall start in the morning.\\n2. We shall see you again to-morrow.\\n3. When shall we have fair weather again\\nBut when a person foretells for another [indicates another s intention], or an-\\nnounces what is to happen to him, will is used with a subject in the second or third\\nperson as\\n1. I am sure you ivill help me.\\n2. He will stay in Chicago a month.\\n3. They will be in town next week.\\nWhen a person determines for himself, will is used, and the subject Is in the first\\nperson as\\n1. I will help you to-morrow.\\n2. We will attend to the matter very soon.\\nBut when a person determines for another, shall is used, and the subject is In\\nthe second or the third person as\\n1. You shall obey me.\\n2. He shall not go with us.\\nIn interrogative sentences, shall is used with a subject in the first or the second\\nperson to indicate mere intention probability] on the part of the one of whom the\\nquestion is asked as\\nShall I hear from you soon\\nShall you be in your office to-morrow\\nBut will is used with a subject in the second person when the question partakes\\nof the nature of a request as\\nWill you be in your office to-morrow\\nShould and Would. Should and would are the past tenses of shall and ivill,\\nand the same principles are applied in their use as to the present [future] tense.\\n6. The following is from Richard Grant White\\nTo my readers I shall venture to say that if they express\\nhoping and wishing and the like with will and would, and com-\\nmand, demand, and mandatory desire with shall and should\\nfor example, I hope that Mrs. Unwin will invite them to tea,\\nand I wish that Mrs. Unwin would invite them to tea; but\\nHe commands that Mrs. Unwin shall invite them to tea, and", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0245.jp2"}, "246": {"fulltext": "240 HOENSHEL S ADVANCED GRAMMAR.\\nHe desired that Mrs.Unwin should invite them to tea; and,\\nimpersonally, It is wished that no person shall leave his seat,\\nand it was requested that no persons should leave their seats\\nthey will not be far from right.\\n7. The following uses of shall, will, should, and\\nwould are correct.\\n1. I fear we shall have rain.\\n2. I fear he will neglect his business.\\n3. I shall enjoy the visit.\\n4. It is requested that no one shall leave the room.\\n5. I shall be obliged to discuss this subject.\\n6. Where shall you be next week\\n7. When shall you go\\n8. It was intended that the army should march the\\nnext day.\\n9. We should be happy to see you.\\n10. I told him to stay, but he would come.\\n11. Shall I put some coal on the fire\\n12. Should we hear a good lecture if we should go\\n8. Fill each of these blanks with shall, will, should,\\nor would, and give reasons:\\n1. He knew who betray him.\\n2. What I do\\n3. When we finish this book\\n4. I pay him to-day, if he demand it.\\n5. We be pleased, if you favor us.\\n6. He was afraid that he not succeed.\\n7. It probably rain to-day.\\n8. he be allowed to go on\\n9. If we go to the concert, we hear good sing-\\ning?\\n10. that Crete were free\\n11. We then be obliged to give up.\\n12. I find you here when I return\\n13. I fear I be too late for the train.\\n14. he be censured for such conduct?", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0246.jp2"}, "247": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 241\\nLESSON XXXV.\\nVERBS Continued.\\n1. It is sometimes difficult to determine whether a\\ncollective noun should have a singular or a plural verb\\nto agree with it.\\nIn many cases the idea in the mind of the speaker will decide\\nthis question.\\nCollective nouns denoting persons are more frequently con-\\nsidered plural than those denoting things. It is better to say\\nThe public are invited than to say The public is invited.\\nIf the individuals perform the act separately, or in groups,\\nit is better to have the verb plural as, A number of soldiers\\n(at various times) have passed to-day, and the number at the\\nfort is becoming large.\\n2. When a verb has two subjects taken separately,\\ndiffering in number, the verb agrees with the subject\\nnearest.\\nIn such cases it is better to place the plural subject nearest\\nto the verb; as, Neither the captain nor the soldiers have\\narrived.\\n3. When a verb has for its subject personal pronouns\\ndiffering in person, the first person should be next to\\nthe verb, the second person farthest from the verb, and\\nthe third person between the other two; as, You, he\\nand I are ready.\\nIf these subjects are taken together, the verb should be third,\\nplural but if the subjects are taken separately, the verb should\\nagree with the nearest subject; as, You, he or I am in the\\nwrong You or he is to blame.\\nSome authors claim that it is better to give each subject its\\nown verb as, You are to blame, or he is.\\n16", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0247.jp2"}, "248": {"fulltext": "242 HOENSHEL S ADVANCED GRAMMAR.\\n4. In such sentences as John and his sister too is\\ngoing, or John and his sister also is going, the\\nverb should be singular.\\nIt will be observed that the speaker does not intend to con-\\nvey the information that two are going. The hearer already\\nknows that John is going, and the speaker adds that his sister\\nis going also.\\n5. When two singular subjects connected by and are\\nin apposition, the verb is singular; as, The philoso-\\npher and statesman has gone.\\nThe same is true when the subjects are not in apposition, if\\nthe latter is added to make the former more emphatic; as,\\nThe head and front of my offense is this.\\n0. Often the number of the verb depends on the idea\\nin the mind of the speaker rather than on the words he\\nuses as\\n1. Why is dust and ashes proud\\n2. Seven hours is a long time to wait for a train.\\n3. Six dollars and seventy-five cents is too much.\\nIn the first sentence, the speaker had in mind man, although\\nhe said dust and ashes.\\nIn the second sentence, the seven hours are thought of as\\none continuous period of time.\\nIn the third sentence, the dollars and cents are thought of as\\none price.\\n7. As a rule, the phrase modifying the subject has\\nno influence in determining the number of the verb,\\nbut in some cases it has. This is especially true when\\nthe subject is a fraction.\\n1. Nine-tenths of the men were lost.\\n2. Nine-tenths of the wheat was lost.\\nBoth of the preceding are correct. In the first, men is a\\nnoun of multitude (composed of individuals), while in the sec-", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0248.jp2"}, "249": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 943\\nond, wheat is a noun of magnitude (bulk In like manner we\\nhave Two-thirds of the water is unfit to drink, and Two-\\nthirds of the apples are rotten.\\n8. The verb need, when followed by not, forms the\\nthird person singular without adding s; as, He need\\nnot go.\\nThe verb dare is sometimes used in the same manner as,\\nThe prisoner dare not speak.\\n9. Write at least two sentences to illustrate each of\\nthe first seven paragraphs of this lesson.\\nLESSON XXXVI.\\nCorrect where necessary\\n1. Neither he nor you was there.\\n2. To reveal secrets or to betray one s friends is perfidy.\\n3. Eight horses is no part of twelve cows.\\n4. Eight is what part of twelve\\n5. There was not a little tact and shrewdness in the\\ntransaction.\\n6. He and his father were on the lost steamer.\\n7. He and his father too were on the lost steamer.\\n8. He as well as his father were on the lost steamer.\\n9. One or more names are omitted from the list.\\n10. Seven-eighths of the pupils are girls.\\n11. Three-fourths of his hair are gray.\\n12. Two hundred bushels of potatoes are often raised\\nfrom one acre of ground.\\n13. Forty bushels of wheat is sometimes obtained from\\none acre of ground.\\n14. Six dollars a week are all that he earns.\\n15. The guidance of a father as well as the love of a\\nmother is wanting.\\n16. Are either of you going to the postoffice", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0249.jp2"}, "250": {"fulltext": "244\\nHOENSHEL S ADVANCED GRAMMAR.\\n17. A train or two have already arrived.\\n18. He is such a genius that he needs not study.\\n19. This is one of the books that give me pleasure.\\n20. Not you, but I, am to blame.\\n21. No one but his friends understand his disposition.\\n22. If this man was a competent critic, he would under\\nstand my poem better.\\n23. Do you think we will have rain\\nLESSON XXXVII\\nI !orrect where necessary, and parse the verbs\\n1. To thine own self be true,\\nAnd it must follow, as the night the day,\\nThou canst not then be false to any man.\\n2. Though He slay me, yet will I trust Him.\\n3. If he is a scholar, lie is not a gentleman.\\n4. Had you come earlier, you could have seen him.\\n5. Whether he be poor or rich, he shall be punished for\\nhis crime.\\n6. Were he my own brother, I should not excuse his\\nfault.\\n7. Although he is my brother, I would not trust him.\\n8. Unless a farmer sow, he must not expect to reap.\\nNotice that when a sentence begins with the subordinate\\nclause, the pronoun will be in the principal clause, and the\\nantecedent in the subordinate clause.\\n9. I wish that he was wealthy.\\n10. We not only found the questions easy, but very di-\\nverting.\\ninteresting\\nquestions\\nWe found\\ndiverting.\\nvery", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0250.jp2"}, "251": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 245\\nQuestions is the objective subject of to be understood. Not\\nonly but are all taken taken together as one conjunction.\\n11. The knowledge of why they exist must be the last\\nact of favor which time and toil will bestow.\\n2. Diagram the preceding sentences.\\nLESSON XXXVIII.\\nINFINITIVES AND PARTICIPLES.\\n1. The infinitive is sometimes used independently;\\nas, To tell the truth about the matter, I was not\\npaying attention.\\n2. Not all infinitives are parsed as having subjects.\\nIn I have a book to read, to read is parsed as having the\\nconstruction of an adjective, and nothing is said about its sub-\\nject.\\n3. The infinitive has the construction of an adjec-\\ntive, when it has an objective subject.\\nIn I want my watch to run, watch to run is the object of\\nwant, watch, is the objective subject of to run, and to run\\nhas the construction of an adjective, modifying watch. True,\\nsometimes it is rather difficult to see the adjective nature in\\nsuch infinitives, but I believe it is always there. I want my\\nwatch to be a to run watch a running watch not a to stop\\nwatch. Many authors agree with this, but some excellent au-\\nthors say that to run is a noun, the object of want; it is not\\nthe watch I want so much as it is the running I want. There\\nare arguments and authorities for both views.\\n4. In Geade Seven it was stated that the names\\npresent and present-perfect, as applied to infini-\\ntives, do not have reference to the time expressed by\\nthe infinitive, but to its form. The time of the pres-", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0251.jp2"}, "252": {"fulltext": "246 HOENSHEL S ADVANCED GRAMMAR.\\nent infinitive is the same as that of the finite verb m\\nthe same sentence, and the time of the present-perfect\\ninfinitive is previous to that of the finite verb.\\nYou will often hear such expressions as I hoped to have\\ngone. Now, the finite verb hoped expresses past time, and,\\nin accordance with the preceding rule, the present-perfect in-\\nfinitive expresses time previous to the time the hoping was\\ndone but we know that when the hoping was done the going\\nhad not yet been done. The sentence should be I hoped to go.\\n5. Participles do not have the construction of ad-\\nverbs, although they sometimes seem to modify th\\npredicate.\\nIn The Indians ran screaming in pursuit, screaming has\\nthe construction of an adjective (in the predicate), modifying\\nIndians, but in sense it seems to modify ran. The same is\\ntrue in He came running to me. Running is an adjective,\\nbelonging to he, although it appears to tell the manner in\\nwhich he came.\\nIn the classic languages, participles always have the con-\\nstruction of adjectives, and have the same gender, number, and\\ncase as the nouns or pronouns to which they refer.\\n6. When a participle is preceded by the article the,\\nit seems to become a mere noun, and will take neither\\nan object nor an adverb modifier.\\nWe can say, By reading good books we improve the mind.\\nBooks is the object of reading. But if we insert the before\\nreading, we must use a preposition to govern books; as, By\\nthe reading of good books we improve the mind. AVe can say\\nBy walking rapidly, but we cannot say By the walking\\nrapidly.\\n7. A participle having the construction of a noun is,\\nby some authors, called a Gerund.\\nWhen a participle becomes a mere noun (see paragraph 6), or\\nhas the construction of an adjective, it is not a gerund.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0252.jp2"}, "253": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 247\\n8. Write a sentence having a participle with the con-\\nstruction of\\n1. An adjective, not in the predicate.\\n2. An adjective, in the predicate.\\n3. A noun, having an object.\\n4. A noun, having an adverb modifier.\\n5. A noun, preceded by the.\\n6. A noun, used as subject.\\n7. A noun, used as object of a verb.\\n8. A noun, used as object of a preposition.\\n9. Write one sentence for each of the constructions\\nmentioned in paragraph 8 (except the 5th), using in-\\nfinitives instead of participles.\\n10. Write a sentence containing an infinitive used\\n1. Independently.\\n2. As an adverb, modifying a verb.\\n3. As an adverb, modifying an adjective.\\n4. As an adverb, modifying an adverb.\\nLESSON XXXIX.\\nINFINITIVES AND PARTICIPLES Continued.\\n1. Parse the infinitives and participles in these sen-\\ntences\\n1. Learn to labor and to wait.\\n2. It is impossible to advance rapidly.\\n3. He dislikes being falsely accused.\\n4. John Brown s body lies mouldering in the tomb.\\n5. We expected him to come. The object of expected\\nis him to come. To come has the construction of\\nan adjective, modifying him.)\\n6. I know him to be an honest man.\\n7. I was opposed to his teaching the class.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0253.jp2"}, "254": {"fulltext": "248 HOENSIIEL S ADVANCED GRAMMAR.\\n8. I heard him reproved. Him is not the object of\\nheard.)\\n9. I heard him recite the lesson.\\n10. He is to be blamed for keeping us waiting so long.\\ny to be blamed\\nHe\\nkeeping\\n^x x waiting\\nI long.\\nTo be is understood before waiting, forming the progressive\\nform of the present infinitive.\\n11. His having failed is not surprising.\\n12. His desire to teach is gratified.\\n2. Diagram the preceding sentences.\\nLESSON XL\\nAnalyze and diagram these sentences\\n1. It is not always easy to make ourselves what we wish\\nto be.\\n2. Many persons think it is not wrong to lie to escape\\npunishment.\\n3. We are commanded to love our enemies.\\n4. I know how to write a letter.\\n5. To obey is better than to be punished.\\n6. Hope comes with smiles the hour of pain to cheer.\\n7. We could feel the earth tremble beneath our feet.\\n8. By doing nothing, we learn to do ill.\\n9. He soon began to be weary of having nothing to do.\\n10. By endeavoring to please all, we fail to please any.\\n11. The teacher being sick, school was dismissed.\\n12. The jury having been sworn, the trial proceeded.\\n13. Our lessons having been recited, we came home,\\n14. Having recited our lessons, we came home.\\n15. Hope deferred maketh the heart sick.\\n16. The rain having ceased, we saw a rainbow.\\n17. To see you here on such a day surprises me.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0254.jp2"}, "255": {"fulltext": "HO ENSUE L S ADVANCED GRAMMAR.\\n249\\nLESSON XLI\\n1\\nThe following is the outline of the verb\\nas to form... A\\nirregular\\n(transitive\\nas to meaning, j intransitive\\nH\\nneuter\\n5 -1\\ndefective\\nHi\\nredundant\\no\\nimpersonal\\ncompound\\nauxiliary\\nother classes\\ncomplete\\nincomplete\\nfinite\\ninfinitive P rese fc\\npresent-perfect\\ninfinite\\npresent\\nparticiple -j past\\npast-perfect\\nvoice\\nactive\\npassive\\nindicative\\nmode\\npotential\\nimperative\\nsubjunctive\\nProperties\\n^present\\npresent-perfect\\npast\\nte\\nuse\\npast-perfect\\nfuture\\nJuture-perfect\\npe\\nrson and num\\nber\\nsame as subject\\n2. Write an essay on The Verb, using the outline\\njust given.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0255.jp2"}, "256": {"fulltext": "250 HOENSHEL 8 ADVANCED GRAMMAR.\\nLESSON XLII.\\nDiagram these sentences, and parse the infinitives\\nand participles:\\n1. Let me make the ballads of a nation, says Fletcher,\\nand I care not who makes the laws.\\nThe clause, who makes the laws, is the object of a preposi-\\ntion understood. Care is intransitive.\\n2. How glad I am to see you again\\n3. I have more money than I know what to do with.\\nI have\\nI money\\nmore\\nthat 1 is much\\nI than\\nV to do\\nI know\\n3 what\\n(which)\\n4. For a man to give his opinion of what he sees but in\\npart, is an unjustifiable piece of rashness and folly.\\nThe phrase man to give, etc., is the object of for. Some\\nauthors call for merely an introductory word in such sentences.\\n5. If you do not wish a man to do a thing, get him to\\ntalk about it.\\n6. Imperial Cfesar, dead and turned to clay,\\nMight stop a hole to keep the wind away.\\n7. Sorrow s crown of crowns is remembering happier\\nthings.\\nIs remembering should not be parsed together as the pro-\\ngressive form of the verb. Remembering has the construction\\nof a noun.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0256.jp2"}, "257": {"fulltext": "BOENSHEL S ADVANCED GRAMMAR. 251\\n8. It is a custom more honored in the breach than in\\nthe observance.\\n9. The tree of liberty grows only when watered by the\\nblood of tyrants.\\n10. Better to love amiss than nothing to have loved.\\n11. A sorrow shared is halved a joy divided is doubled.\\n12. The auditorium is capable of seating three thousand\\npeople.\\n13. A persecutor who inflicts nothing which he is not\\nready to endure deserves some respect.\\n14. A mountain rises there, called Ida, joyous once with\\nleaves and streams, deserted now like a forbidden\\nthing.\\n15. Some poets, before beginning to write a poem, wait\\nto be inspired.\\nLESSON XLIII\\nADVERBS.\\n1. Aii Adverb is a word used to modify a verb, an\\nadjective, or an adverb.\\n2. According to their office in the sentence, adverbs\\nare divided into three classes Simple, Interrogative,\\nand Conjunctive.\\n3. A Simple Adverb simply modifies the word with\\nwhich it is used.\\n4. An Interrogative Adverb is one used in asking a\\nquestion.\\n5. A Conjunctive Adverb is one that modifies a word\\nin a dependent clause, and also connects that clause\\nwith the independent clause.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0257.jp2"}, "258": {"fulltext": "252 HOENSHEL S ADVANCED GRAMMAR.\\n6. A Relative Adverb is a conjunctive adverb joining\\nan adjective clause to the independent clause; as\\n1. This is the place where (in which) the hero fell.\\n2. He lived in the land where the orange grows.\\n3. The Indians were driven to the reservation whence\\nthey came.\\nIt will be noticed that a relative adverb is equivalent to a\\npreposition with a relative pronoun for its object.\\n7. A conjunctive adverb modifies only one word, and\\nthat word is in the dependent clause.\\nIt is often stated that a conjunctive adverb sometimes modi-\\nfies two words, one in each clause, but it is much better to con-\\nsider the entire dependent clause as the modifier of the word in\\nthe independent clause.\\n8. The words usually conjunctive adverbs are not\\nalways such.\\nIn I do not know where lie lives, where is not a conjunc-\\ntive adverb. It is an interrogative adverb in an indirect ques-\\ntion, and modifies lives.\\n9. A Modal Adverb is one that describes the manner\\nof making the expression that is, whether it is made\\naffirmatively, negatively, certainly, doubtfully, etc.\\nThey are divided into\\n1. Those of reasoning; as, hence, therefore.\\n2. Those of affirmation as, certainly, indeed.\\n3. Those of negation as, not, nowise.\\n4. Those of doubt as, possibly, perhaps.\\n10. According to their meaning, adverbs are divided\\nas follows\\n1. Adverbs of Place.\\n2. Adverbs of Time.\\n3. Adverbs of Number.\\n4. Adverbs of Manner.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0258.jp2"}, "259": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 253\\n5. Adverbs of Degree.\\n6. Adverbs of Cause.\\n7. Adverbs of Affirmation and Negation.\\n11. The adverbs yes, no, amen, etc., sometimes\\nmodify an entire clause or sentence.\\n12. The words t o-day, to-night, to-morrow, etc.,\\nthough usually called adverbs, are nouns in the object-\\nive case without a governing word.\\n13. Sometimes it is difficult to decide whether a verb\\nshould be followed by a predicate adjective or an ad-\\nverb modifier. The following sentences are correct\\n1. The milk tastes sour.\\n2. The speaker s voice sounded shrill.\\n3. We arrived safe.\\n4. The grass looks fresh and green.\\n5. He appeared prompt.\\n6. He appeared promptly. (What difference in the\\nmeaning of these two sentences\\n7. I feel very bad.\\n8. The young lady looks sad.\\nIn such sentences, when the word following the verb is used\\nto express the condition of the subject, it should be an adjec-\\ntive. In the third sentence, safe does not tell the manner of\\nour arriving, but our condition after we had arrived.\\n14. Write a sentence containing\\n1. A simple adverb.\\n2. An interrogative adverb.\\n3. A conjunctive adverb.\\n4. A relative adverb.\\n5. A modal adverb.\\n6. An interrogative adverb in an indirect question.\\n7. An adjective in predicate, denoting condition.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0259.jp2"}, "260": {"fulltext": "254 HOENSBEL S ADVANCED GRAMMAR.\\nLESSON XLIV.\\nREVIEW.\\n1. Such expressions as as long as, as S00I1 as, etc.,\\nare not to be taken together as conjunctions.\\nHe came as soon as he could. Soon is an adverb, modify-\\ning came; the first as is an adverb of degree, modifying soon;\\nthe second as is a conjunctive adverb, modifying could (come),\\nand connects the subordinate clause to the first as. The sub-\\nordinate clause is an adverb clause of degree, modifying the\\nfirst as. In He reads as well as he writes, as well as is\\nparsed just as as soon as in the preceding sentence. In He,\\nas well as his sister, is expected, as well as is parsed as a con-\\njunction.\\nHe came\\ns oon\\nlie 1 could. [as\\n2. The word the is sometimes a conjunctive adverb.\\nIn The more I examined it, the better I liked it, the prin-\\ncipal clause is I liked it the better. Better is an adverb,\\nmodifying liked. The first the is a conjunctive adverb, modify-\\ning more and connecting the dependent clause to the second\\nthe; more is an adverb of degree, modifying examined; the\\nsecond the is an adverb of degree, modifying better; the de-\\npendent clause, I examined it the more, is an adverb clause\\nof degree, and modifies the first the.\\nI I liked\\nI\\nexamined\\nit\\nbetter\\n[the\\nmore\\n[the", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0260.jp2"}, "261": {"fulltext": "HOENSEEL S ADVANCED GRAMMAR. 255\\n3. An adverb sometimes modifies a preposition or a\\nphrase.\\n1. Fools judge only by events.\\nonly\\n2. The guard stood just below the gate.\\n3. The dogs were beaten nearly to death.\\n4. The sun shines even on the wicked.\\n5. The speaker went entirely beyond the limits of cour-\\ntesy.\\n4. An adverb is sometimes used as a noun as\\n1. Since then he has been at home.\\n2. Until now we have been contented.\\n5. Write a sentence having\\n1. As used as a conjunctive adverb.\\n2. An adverb modifying a preposition.\\n3. An adverb modifying a phrase.\\n4. The used as a conjunctive adverb.\\n5. Where as an interrogative adverb in a direct ques-\\ntion.\\n6. Where as an interrogative adverb in an indirect\\nquestion.\\n7. Where as a conjunctive adverb, joining an adverb\\nclause to the independent clause.\\n8. Where as a relative adverb.\\n6. Write sentences, using each of the words in the\\nleft column as an adjective after a copulative verb,\\nand other sentences, using each of the words in the\\nright-hand column as an adverb\\nwell\\nwell\\ncareful\\ncarefully\\nbad\\nbadly", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0261.jp2"}, "262": {"fulltext": "256 HOENSHEL S ADVANCED GRAMMAR.\\nremarkable remarkably\\nfriendly kindly\\ntolerable tolerably\\nprompt promptly\\nsweet sweetly\\nIn using the above list of adjectives, do not use the verb be\\nin all the sentences, but use a different copulative verb for each\\nsentence, if possible.\\nLESSON XLV.\\nPREPOSITIONS AND CONJUNCTIONS.\\n1. A Preposition is a word that shows the relation\\nof its object to the word the phrase modifies.\\n2. In such sentences as He came from over the\\nsea, from Over is usually called a compound prepo-\\nsition, having sea for its object. From can be con-\\nsidered a simple preposition, having the phrase over\\nthe sea as its object.\\n3. The preposition is frequently incorrectly omitted\\nas, The ball is the size of an orange.\\nAs the sentence reads, size is a predicate noun, and must\\ntherefore mean the same thing as the subject, ball. But the\\nball is not size it has size, and is large or small. The sentence\\nshould read, The ball is of the size of an orange. The phrase,\\nof the size, is an adjective phrase in the predicate, and modi-\\nfies ball.\\nOther examples are\\n1. There is no use trying.\\n2. It was the length of my arm.\\n3. What use is this to him\\n4. He is worthy better treatment.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0262.jp2"}, "263": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 257\\n4. Some authors call as a preposition in such sen-\\ntences as I like him as a teacher, and He came as\\nan ambassador.\\nIt seems much better to me to call as in such sentences\\nsimply an introductory word. Teacher agrees with him in\\ncase, ambassador agrees with he. Even in His reputation\\nas a teacher is excellent, I believe teacher is in the possessive\\ncase, in apposition with his.\\n5. Than is sometimes called a preposition, but most\\nauthors agree that it is not.\\nIn the sentence, Than whom no one is wiser, whom is\\nparsed as objective, used by a figure of speech for the nomina-\\ntive. I prefer to call than a preposition in this sentence, and\\nto parse whom as its object. If we begin the sentence with the\\nsubject, the sentence will read, No one is wiser than he (is).\\n6. In such sentences as Wheat is worth a dollar a\\nbushel, some call a a preposition used in the same\\nsense as the Latin per.\\n7. The correct preposition to be used after certain\\nwords can be learned only by observing good speakers\\nand writers. A few examples are given\\naccuse of, confide in, die of, differ from, founded on\\nrely on.\\n8. A Conjunction is a word used to connect words,\\nphrases, and clauses.\\nSometimes a conjunction simply introduces a word or a\\nelause.\\n9. According to their use, conjunctions are divided\\ninto coordinate and subordinate.\\n17", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0263.jp2"}, "264": {"fulltext": "258 HOENSHEL S ADVANCED GRAMMAR.\\n10. A Coordinate Conjunction is one that connects\\nelements of equal rank.\\n1. Copulatives simply couple or join as, both, and,\\nmoreover, etc.\\n2. Alternatives (disjunctives) denote separation, or a\\nchoice between two as, or, either, neither, nor,\\netc.\\n3. Adversatives denote something opposed or adverse\\nto what has been said as, but, still, yet, how-\\never, notwithstanding, etc.\\n4. Illatives denote effect or consequence as, there-\\nfore, wherefore, hence, consequently, accord-\\ningly, thus, so that, then, etc.\\n11. The words, phrases, or clauses connected by a\\ncoordinate conjunction should be similar in form.\\n1. He is good and wise not, He is good and full of wis-\\ndom.\\n2. He came cheerfully and promptly; not, He came\\ncheerfully and with promptness.\\n3. Did they go skating or riding? not, Did they go\\nskating or to ride\\n12. Improve these sentences\\n1. He did not remain to pray, but for scoffing.\\n2. Like signs give plus, but unlike signs will produce\\nminus.\\n3. They lived together in peace and quietly.\\n4. Thanking you for your kindness, and I hope to hear\\nfrom you soon, I am yours truly.\\n5. Great and full of power art Thou, O Lord\\n6. Faithfully and with earnestness he tried to perform\\nthe task.\\nWhen verbs are connected by coordinate conjunctions, they\\ngenerally have the same form of conjugation, and are in the\\nsame mode and tense as\\nDid he not tell me his fault and ask me to forgive him\\n(Incorrect both verbs should have the emphatic\\nform. Correct: Did he not tell me his fault\\nand ask, etc.)", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0264.jp2"}, "265": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 259\\nWhen different modes and tenses are connected, it is better\\nto repeat the subject as, He went, but he) may return.\\n13. A Subordinate Conjunction is one that connects\\nelements of unequal rank.\\n14. The word or is not a connective when it intro-\\nduces an appositive, or explanatory word.\\n1. Cash or credit is necessary. (A connective.)\\n2. The Iron Duke, or Wellington, commanded the Eng-\\nlish and Prussians at Waterloo. Not a connective.)\\nIn the second sentence, or is merely introductory, and can\\nbe omitted. When or is thus used, I think it ought to be pre-\\nceded by a comma, but authors do not agree in doing so.\\ni5. Write two sentences in which\\n1. A preposition is incorrectly omitted.\\n2. Some authors would call as a preposition.\\n3. The two uses of or are illustrated.\\n4. Write a sentence having a prepositional phrase as\\nthe object of a preposition.\\n16. Write a sentence containing\\n1. An adversative conjunction.\\n2. An illative conjunction.\\n3. Alternative conjunctions.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0265.jp2"}, "266": {"fulltext": "260 BOENSHEL S ADVANCED GRAMMAR.\\nLESSON XLVI.\\nCORRELATIVES.\\n1. Two conjunctions, a conjunction and an adverb,\\nor two adverbs, are often used in pairs. They are then\\ncalled Correlatives. The following are the principal\\ncorrelatives\\nNeither nor. It neither rains nor snows.\\nEither or. Either Spain or Cuba is to blame.\\nBoth and. She both reads and writes.\\nThough yet. Though he was rich, yet he was a\\nmiser.\\nAs as. He is as tall as I am.\\nAs so. As he thinks, so he speaks.\\nSo as. She is not so wise as her sister.\\nSo that. The lesson is so long that I cannot get it.\\nWhether or. Whether he goes or remains is uncer-\\ntain.\\nNot only but also. The climate is not only health-\\nful, but also pleasant.\\nAs if, as well as, but likewise, notwithstanding- that, and\\nsome other combinations, are not correlatives. They should\\nbe parsed as one word.\\n2. Care should be taken to select appropriate correla-\\ntives, and to place them where they belong.\\nCorrect the following\\n1. He will neither go or send anyone.\\n2. Nothing either strange nor interesting occurred.\\n3. He was not only considered a statesman, but also an\\norator.\\n4. Both he works and plays.\\n5. He not only visited New York, but also Philadelphia.\\n6. Though he has a bad reputation, so I will trust him.\\n7. He was as angry that he could not speak.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0266.jp2"}, "267": {"fulltext": "ROENSHEL 8 ADVANCED GRAMMAR.\\n261\\n8. Wood is not as durable as iron. (So and as are the\\nproper correlatives in negative sentences.)\\n9. Is this so good as that\\n10. He is not qualified for either teaching mathematics\\nor language.\\n11. I shall neither depend on you nor on him.\\n12. Some nouns are either used in the singular or the\\nplural.\\n13. Gold is both found in California and Colorado.\\n3. Notice these diagrams\\nHe visited\\nNew York\\nPhiladelphia.\\nHe visited\\nhe\\nNew York\\n1 only\\nnot\\nvisited\\nI also Philadelphia.\\nOf these two diagrams, I prefer the first.\\n3 He 1 was angry\\nhe could speak-\\nnot\\nEither or, neither nor, whether or, both and, and some other\\ncorrelatives, should be diagrammed and parsed as simple con-\\njunctions.\\n4. Diagram the sentences in paragraph 2.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0267.jp2"}, "268": {"fulltext": "262 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON XLVII.\\nCORRELATIVES Continued.\\n1. The Comparative Degree, and the words other,\\nrather, else, and Otherwise are generally followed\\nby than.\\n2. Examine these sentences\\n1. Gold is heavier, but not so useful, as iron.\\n2. I never have and never will vote for such a man.\\nThe first sentence means Gold is heavier as iron, but not\\nso useful as iron. This is incorrect, because as should not\\nfollow the comparative heavier. The sentence should read,\\nGold is heavier than iron, but not so useful.\\nThe second sentence means I never have vote and never\\nwill vote for such a man. This is incorrect, because the past\\nparticiple voted should be used with have. The sentence\\nshould read, I never have voted for such a man, and never\\nwill.\\n8. Correct the errors in these sentences\\n1. February is not so long, but colder than March.\\n2. February is colder, but not so long, as March.\\n3. I always have, and always will be, an early riser.\\n4. He ought and will go this evening.\\n5. Napoleon could not do otherwise but to retreat.\\n6. The visitor was no other but the Colonel.\\n7. That house is preferable and cheaper than the other.\\n8. Such behavior is nothing else except disgraceful.\\n9. This is different but better than the old.\\n10. The artist went and remained in Italy a year.\\n4. Use each pair of the following correlatives in a\\nsentence\\nboth and, either or, neither nor,\\nwhether or, though yet, so that,\\nas as, as so, so as.\\nsuch as, not only but also,", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0268.jp2"}, "269": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 263\\n5. After the sentences in paragraph 3 have been cor-\\nrected, diagram them.\\nFebruary j is long\\ncr\\nj 5- March.\\nx colder\\nLESSON XLVIII.\\nWORDS AS DIFFERENT PARTS OF SPEECH.\\n1. Since it is the use of a word in a sentence that\\ndetermines its part of speech, it follows that many\\nwords may be used as different parts of speech.\\nAbove, for instance, can be used as four different\\nparts of speech; as\\n1. He lives above the bridge. (Preposition.)\\n2. The eagle soars above. (Adverb.)\\n3. The sentence above is correct. (Adjective.)\\n4. It comes from above. (Noun.)\\n2. Write a sentence using all\\n1. As an adjective.\\n2. As an adjective pronoun.\\n3. As an adverb.\\n4. As a noun. (I have lost my all.)\\n3. Write a sentence using before\\n1. As a preposition.\\n2. As an adverb.\\n3. As a conjunctive adverb.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0269.jp2"}, "270": {"fulltext": "264 HOENSHEL S ADVANCED GRAMMAR.\\n4. Write a sentence using but\\n1. As a conjunction.\\n2. As a preposition.\\n3. As an adverb.\\n5. Write a sentence using fast\\n1. As a noun.\\n2. As an adjective.\\n3. As a verb.\\n4. As an adverb.\\n6. Write a sentence using since\\n1. As a preposition.\\n2. As an adverb.\\n7. Write a sentence using that\\n1. As an adjective.\\n2. As an adjective pronoun.\\n3. As a relative pronoun.\\n4. As an introductory conjunction (introducing a sub-\\nordinate clause).\\n8. AVrite a sentence using till\\n1. As a noun.\\n2. As a verb.\\n3. As a conjunctive adverb.\\nLESSON XLIX.\\nREVIEW.\\n1. Correct the errors and analyze these sentences:\\n1. We should be careful, because each of us has our in-\\nfluence.\\n2. Every one of you is expected to write his own essay.\\n(To write has the construction of an adjective used\\nas attribute complement.)", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0270.jp2"}, "271": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 265\\n3. Us girls are getting up a tennis club.\\n4. Mathematics are very difficult for me.\\n5. Most persons behave very good in church.\\n6. Two thousand dollars were divided between the five\\nheirs.\\n7. My work is most done, and I am tired. (Use almost\\nwhenever nearly may be used in its place.)\\n8. You will find me at home most any time.\\n9. The invalid is some better this morning. (Use some-\\nwhat; some is an adjective.)\\n10. Plato believed that the soul was immortal.\\n11. Columbus believed that the earth is round.\\n12. Pleasantly rose, next morn, the sun, on the village\\nof Grand Pre.\\n13. Now is the winter of our discontent made glorious\\nby the sun of York.\\n14. A British and Yankee vessel were sailing side by\\nside.\\n15. No king was ever so much beloved by his subjects as\\nKing Edward.\\n16. I have heard that story of yours many times.\\n2. Diagram the preceding sentences.\\nLESSON L\\nCorrect the errors, and analyze these sentences\\n1. Of all other poets, Longfellow is my favorite.\\n2. To dare is great, but to bear is greater.\\n3. Sweet it is to have done the thing one ought.\\nto have done\\nIt\\nthing\\none ought.\\nI X X\\nI is sweet\\nThe infinitive to have done, with all its modifiers, is in ap-\\nposition with it. After ought, to have done which is under-\\nstood.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0271.jp2"}, "272": {"fulltext": "266 HOENSHEUS ADVANCED GRAMMAR.\\n4. We always may be what we might have been.\\n5. We are made happy by what we are, not by what we\\nhave.\\n6. Rich gifts wax poor when givers prove unkind.\\n7. Honor or reputation are dearer than life.\\n8. The house stood on rather a narrow strip of land.\\n9. The remonstrance laid on the table.\\n10. Travel gives a man something else besides a few\\nsights.\\n11. We had no other alternative but to go on.\\n12. I often think of William the Conqueror, who is only\\nanother name for tyranny.\\n13. James is not so tall but heavier than Frank.\\n14. Every word that men speak is not true.\\n15. I have always wished to be he.\\n16. On Linden, when the sun was low,\\nAll bloodless lay the untrodden snow.\\nLESSON LI\\nDiagram these sentences, and parse the verbs, parti-\\nciples, and infinitives.\\n1. Talk not too much, nor of thyself.\\n2. He loves not other lands so much as that of his adop-\\ntion.\\n3. It is not known how the Egyptians embalmed their\\ndead.\\n4. The English language has undergone many changes\\nsince Shakespeare lived.\\n5. A few tattered huts stand among shapeless masses of\\nmasonry where glorious Carthage once stood.\\n6. A room hung with pictures is a room hung with\\nthoughts.\\n7. The greatest luxury I know, is to do a good action\\nby stealth and to have it found out by accident.\\n8. We venture to say that no poet has ever had to strug-\\ngle with more unfavorable circumstances than Mil-\\nton.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0272.jp2"}, "273": {"fulltext": "HOENSHEL S ADVANCE!) GRAMMAR.\\n267\\n9. From the lowest depth there is a path to the loftiest\\nheight.\\n10. I was never less alone than when by myself.\\n11. What we truly and earnestly strive to be, that, in\\nsome sense, we are. What is not a double rela-\\ntive here, because its antecedent is expressed.)\\n12. Do noble things, not dream about them all day long.\\n13. If I should neglect to use my right hand, it would\\nforget its cunning. The subordinate clause often\\nprecedes the principal clause.)\\n14. Instead of saying that man is the creature of cir-\\ncumstance, it would be nearer the mark to say\\nthat man is the architect of circumstance,\\nthat\\nman\\nis i architect\\nL\\nto\\nsay\\nthe\\no\\ng\\nS\\no\\nL saying\\nn\\nthat\\nlan is 1 creature\\n1\\nthe\\no\\ncircumstance\\nwould be\\n1\\nit\\n1 nearer\\nx mark\\nSome would call n\\nea\\nL\\n[the\\nrer an ad;\\nective.\\nESSOJ\\nJ\\nLII.\\n1. In each of these sentences there is an adjective\\nphrase used as attribute complement:\\n1. Europe was at war.\\n2. This lady is of royal blood.\\n3. Life is of short duration.\\n4. The passions of some men seem under no control.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0273.jp2"}, "274": {"fulltext": "268 HOENSHEL S ADVANCED GRAMMAR.\\n5. The whole community is of the same opinion.\\n6. In slumbers of midnight the sailor-boy lay.\\nMany carelessly parse the phrases in the preceding sentences\\nas adverb phrases.\\nRemember that a preposition shows the relation of its object\\nto the word that the phrase modifies.\\n2. Write five sentences, each containing an adjective\\nphrase used as attribute complement.\\n3. Parse the prepositions in the sentences given in\\nparagraph 1.\\n4. Notice this diagram\\nduration.\\nLife\\nshort\\n5. Diagram the sentences in paragraph 1.\\n6. Diagram these sentences\\n1. That matter is very important.\\n2. That matter is of great importance.\\n3. The Whigs were then in authority.\\n4. Homonyms are considered among the mofct useful\\nwords of the language.\\n5. Double-dealers are seldom in favor with honest men.\\n6. The rioters were then in Paris.\\nLESSON LIII.\\nDIFFICULT SENTENCES ANALYZED.\\n1. He lived so as to win the esteem of all his neigh-\\nbors.\\nThis is a complex sentence, of which He lived so is the.\\nprincipal clause, and to win the esteem of all his neighbors", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0274.jp2"}, "275": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR.\\n269\\nis the subordinate clause. The predicate of the subordinate\\nclause is understood, the full clause being to win the esteem\\nof all his neighbors (is, or requires). The subordinate clause\\nis an adverb clause, modifying the. adverb so. As is a conjunc-\\ntive adverb, modifying the predicate of the subordinate clause,\\nand connecting the two clauses. Some authors may call as a\\nrelative pronoun in this sentence.)\\nHe lived\\nto win\\nesteem\\n2. He fell in love.\\nFell does not have its usual meaning here, but means nearly\\nthe same as became. In love is an adjective phrase, and forms\\npart of the predicate.\\n3. He fell to laughing like one out of his right mind.\\nFell to is a compound verb, used with the meaning of began.\\nLaughing is the object of fell to. Like is an adverb, modify-\\ning laughing. One is the object of to or unto understood.\\nHe fell to\\ny laughing\\nI like\\nmind.\\n4. I am done.\\nThis idiomatic expression is passive in form, but not passive\\nin fact. Done is an adjective.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0275.jp2"}, "276": {"fulltext": "270 HOENSHEL S ADVANCED GRAMMAR.\\n5. I am through eating.\\nThrough is an adjective, used as done in the preceding sen-\\ntence is used. Eating is the object of a preposition (with)\\nunderstood.\\n6. It was to me that he spoke.\\nThis sentence is correct idiomatic English, but it cannot be\\ndisposed of by the rules of grammar. It is equivalent to It\\nwas I to whom he spoke, which is easily analyzed.\\n7. The swans on still St. Mary s lake float double,\\nswan and shadow.\\nDouble is an adjective in predicate. Swan and shadow\\nare predicate nouns of another clause, They float swan and\\nshadow.\\n8. Be of the same mind, one toward another.\\nOf the same mind is an adjective phrase. One may be\\nparsed as the subject of another clause, One be of the same\\nmind toward another. Toward another probably modifies\\nmind.\\n9. In order to succeed in any undertaking, one must\\nput heart in his work.\\nIn order to succeed means the same as to succeed, and I be-\\nlieve it may all be taken as the infinitive. Some will prefer to\\ncall in order a preposition, and parse to succeed as its object.\\none must put\\nyln order to succeed heart\\nOr,\\none I must put\\nheart\\nwork.\\nto succeed", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0276.jp2"}, "277": {"fulltext": "HOENSHEVS ADVANCED GRAMMAR. 271\\n10. Texas is more than three times as large as Kan-\\nsas.\\nA complex sentence. Texas is more is the principal\\nclause. The subordinate clause, (Extent) three times as\\nlarge as Kansas (is much), modifies more. Than is the\\nconnective, a conjunctive adverb. Of the subordinate clause,\\nextent, understood, is the subject, modified by large. Large\\nis modified by as, an adverb of degree. As is modified by\\ntimes, a noun in the objective case without a governing word.\\nAs is also modified by the subordinate clause, Kansas (is\\nlarge). The second as is a conjunctive adverb, connecting\\nthe clause, Kansas is large, to the first as, and modifying\\nlarge.\\nTexas I is more\\nx x x\\nlarge than\\nI as\\ntimes\\nKansas x x\\nas\\nthree\\nTexas is more than extent, three times as large as Kansas is\\nlarge, is much.\\n11. Analyze and diagram these sentences:\\n1. Whoso sheddeth man s blood, by man shall his blood\\nbe shed.\\n2. If the world be worth thy winning, think, oh think\\nit worth enjoying.\\nWorth is an adjective. Only one think should be used in\\nthe analysis or diagram.\\n3. My Antonio, I am all on fire.\\n4. My Antonio, I am all on fire\\n5. My Antonio, I am standing on fire.\\n6. It is better to be right than to be president (is good\\n7. It is easier to be he, him) than to be myself.\\nMany will parse president and myself in the nominative\\ncase. Think carefully.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0277.jp2"}, "278": {"fulltext": "272 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON LIV.\\nAnalyze and diagram these sentences\\n1. A few suggestions will be of practical value.\\n2. Outward conduct is of little value except as an indi-\\ncation of inward thinking.\\nExcept is a preposition, having indication as its object. As\\nis merely introductory.\\n3. Yet outward conduct must be looked to as the most\\nfaithful expression of feeling.\\n4. He fell asleep.\\n5. The dollars and cents are thought of as one price.\\n6. They love each other.\\nEach may modify other, but the better way is to parse it in\\napposition with they.\\n7. They love one another.\\n8. I am a very foolish, fond old man, fourscore and up-\\nward.\\n9. The light burns dim.\\n10. The fisherman stood aghast.\\n11. To the Druids, the mistletoe, a parasitic, evergreen\\nplant growing on certain trees, seemed especially\\nsacred.\\n12. For mine own part, I shall be glad to learn of noble\\nmen.\\n13. The less you have to do with firearms, the better.\\nThe entire sentence is, (It is) the better, the less you have\\nto do with firearms. Less modifies some noun (care, atten-\\ntion) understood, the object of have. To do has the construc-\\ntion of an adjective, and modifies the understood noun. Some\\nmay consider less the object of have.\\n14. He is expected to come.\\nTo come has the construction of an adjective.\\n15. A beautiful behavior is better than a beautiful form.\\n16. Truth, crushed to earth, shall rise again.\\n17. Orators are like the wind.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0278.jp2"}, "279": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 273\\nLESSON LV.\\nAnalyze and diagram these sentences\\n1. These are Clan- Alpine s warrior s true\\nAnd, Saxon, I am Roderick Dhu.\\n2. Some are born great, some achieve greatness, and\\nsome have greatness thrust upon them.\\n3. What you make of life it will be to you.\\n4. AVhere your treasure is, there will your heart be also.\\n5. True honor, as defined by Cicero, is the concurrent\\napprobation of good men.\\n6. I remember its being done.\\nBeing done has the construction of a noun in the objective\\ncase.\\n7. I have found a plant answering to the description.\\n8. I remember, I remember, the house where I was\\nborn.\\n9. Since then, he has resided in Virginia.\\nIs since a preposition\\n10. He who judges least, I think, is he who judges best.\\n11. I am sorry to hear it.\\n12. Do not expect to govern others unless you have\\nlearned how to govern yourself.\\n13. The predominant passion of Franklin seems to have\\nbeen the love of the useful.\\n14. His conduct was, under the circumstances, in very\\nbad taste.\\n15. Columbus felt that there was a continent to be dis-\\ncovered.\\n16. That ought to have been thought of.\\n17. For a man to confess his faults is noble.\\nThe object of for is man to confess his faults. Man is the\\nobjective subject of to confess. A noun is not the object of a\\npreposition and the objective subject of an infinitive at the\\nsame time.\\nI, man\\n^to confess\\nI faults\\nnoble\\n18", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0279.jp2"}, "280": {"fulltext": "274 HOENSHEVS ADVANCED GRAMMAR.\\nLESSON LVI.\\nCorrect where necessary, and analyze these sentences\\n1. We should not be overcome totally by present events.\\n2. He lived in a manner agreeably to the dictates of\\nreason and religion.\\n3. Be so kind as to read this letter.\\n4. They need not be alarmed.\\n5. He is not rich, but is respectable.\\nWhen in the course of the sentence we pass from the affirm-\\native to the negative, or the contrary, the subject should be\\nrepeated.\\n6. Anger glances into the heart of a wise man, but will\\nrest only in the bosom of fools.\\nRemember that coordinate conjunctions usually connect\\nsame cases, modes, tenses, etc.\\n7. To profess regard and acting differently mark a base\\nmind.\\n8. He was a teacher, but is now a lawyer.\\n9. It is no more but what he ought to do.\\n10. Neither good nor evil come of themselves.\\n11. Trust not him whom you know is dishonest.\\n12. Trust not him who you know to be dishonest.\\n13. It is so clear as it needs no explanation.\\n14. This word is only found in Shakespeare.\\n15. There are oak trees and walnut trees in that grove\\non the former are walnuts, and on the latter are\\nacorns.\\n16. An oak tree and a walnut tree are standing on the\\nhill the one bears walnuts, and the other bears\\nacorns.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0280.jp2"}, "281": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 275\\nLESSON LVII.\\nMake the necessary corrections, and analyze these\\nsentences\\n1. Cato, before he durst give himself the fatal blow,\\nspent the night in reading Plato s Immortality.\\n2. None knew thee but to love thee.\\n3. Somebody told me, but I forget whom.\\n4. Would that my brother was here.\\n5. I rely on your coming in good season.\\n6. We learned that the air was composed of two gases.\\n7. Great benefits may be derived from reading of good\\nbooks.\\n8. A fondness for display is, of all other follies, the most\\nridiculous.\\n9. No one (beside, besides, except) the immediate fam-\\nily was present at the funeral.\\n10. Six months interest are due.\\n11. He is a friend of the teacher s.\\n12. You might come for at least a few, couple of) days.\\n13. Here is a fresh basket of eggs.\\n14. If fresh milk seems to make the child sick, boil it.\\n15. Slow rises worth by poverty depressed.\\n16. Fruit, as well as flowers, will carry their perfume.\\n17. It is you that is to be nominated.\\n18. The prince, and the duke too, have received their al-\\nlowance.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0281.jp2"}, "282": {"fulltext": "276 HOEXSHEL S ADVANCED GRAMMAR.\\nLESSON LVIII.\\nAnalyze and diagram these sentences\\n1. No man is so wise that he cannot learn more.\\n2. Flowers are like familiar friends that we love to\\nmeet.\\n3. The crocodile is so difficult to kill that people are\\napt to imagine that the scales have resisted their\\nbullets.\\n4. He that cannot forgive others breaks the bridge over\\nwhich he himself must pass.\\n5. He that observeth the winds shall not sow, and he\\nthat regardeth the clouds shall not reap.\\n6. The faster you go, the sooner you will reach home.\\n7. Nitrous oxide, or laughing-gas, produces insensibil-\\nity.\\n8. No man is so fortunate as always to be successful.\\n9. We know what we are, but we know not what we\\nmay be.\\n10. The latest gospel of the world is: Know thy duty,\\nand do it.\\n11. Nothing, says Quintilian, quoting from Cicero,\\ndries sooner than tears.\\n12. We look for a new heaven and a new earth wherein\\ndwelleth righteousness.\\n13. Murmur not, O man! at the shortness of time, if\\nthou hast more than is well employed.\\n14. We may not be able to accomplish all we desire, but\\nshall we therefore sit still with folded hands?\\n15. It is true that the sun pours down his golden flood\\nas cheerily on the poor man s cottage as on the\\nrich man s palace.\\n16. The Chinese pitcher-plant is quite common in Ceylon,\\nwhere it is called the monkey-cup, because the\\nmonkeys sometimes open the lid and drink the\\nwater when there is no spring of water where they\\ncan quench their thirst.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0282.jp2"}, "283": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 277\\nLESSON LIX.\\nAnalyze and diagram these sentences\\n1. Tis with our judgments as with our watches none\\ngo just alike, yet each believes his own.\\n2. It was Watt who told George II. that he dealt in an\\narticle of which kings were said to be fond power.\\n3. Nor is it given us to discern what forged her cruel\\nchain of moods, what set her feet in solitudes.\\n4. Both Pitt and Wellington were great men the\\nformer in peace, the latter in war.\\n5. You cannot teach an old dog new tricks.\\n6. I was told this story while we were traveling in\\nEgypt.\\n7. He was offered a large sum of money for his vote.\\n8. And the voice that was calmer than silence said,\\nLo it is I be not afraid.\\n9. Be it ours to hope and to prepare, under a firm and\\nsettled persuasion, that, living and dying, we are\\nHis.\\n10. He made no secret of my having written the review.\\n11. Teach me to hide the fault I see.\\n12. The ship was lost sight of in the darkness of the\\nnight.\\n13. All persons are forbidden to trespass on these\\ngrounds.\\n14. At midnight, in his guarded tent,\\nThe Turk lay dreaming of the hour\\nWhen Greece, her knee in suppliance bent,\\nShould tremble at his power.\\n15. There is no need that she be present.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0283.jp2"}, "284": {"fulltext": "278 HOENSHEL S ADVANCED GRAMMAR.\\nLESSON LX.\\nCorrect where necessary, analyze, and diagram\\n1. All are gone but him and me.\\n2. He is the man whom I told you about.\\n3. They came just behind father and I.\\n4. Richard is himself again.\\n5. It was the one whom you said it was.\\n6. God seems to have made him what he was.\\n7. A horse costs three times as much as a cow.\\nCosts is intransitive.\\n8. As many as came were satisfied.\\n9. Such as are virtuous are happy.\\n10. The fugitive threatened to shoot whomever tried to\\nstop him.\\n11. I knew the man who the general appointed captain.\\n12. You cannot reap until after you sow.\\n13. The higher the bird flies, the more out of danger it is.\\n14. Of all the other Roman orators, Cicero is most re-\\nnowned.\\n15. I have no other hope but this.\\n16. A whole month has passed since you have arrived.\\n17. The Mississippi has been very high this year.\\n18. The Ohio has been very high last month.\\nLESSON LXI\\nEach of these sentences contains at least one error.\\nMake the necessary corrections, and then analyze:\\n1. If he be sincere, I am satisfied.\\n2. It is no more but his due.\\n3. Those set of books were much prized.\\n4. Flatterers flatter as long and no longer than they\\nhave expectation of gain.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0284.jp2"}, "285": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 279\\n5. The visitor told the same story which you did.\\n6. David, the son of Jesse, was the youngest of his\\nbrothers.\\n7. We need not to be afraid.\\n8. He expected to have gained more by the transaction.\\n9. Is it me that you mean\\n10. If this were his meaning, the prediction has failed.\\n11. To study diligently and to behave well is commend-\\nable.\\n12. It are commendable to study diligently and to be-\\nhave well.\\n13. He loves no interests but that of truth and virtue.\\n14. I only spoke three words on the subject.\\n15. Hannibal was one of the greatest generals whom the\\nworld ever saw.\\n16. These are the rules of grammar by the observing\\nwhich you may avoid mistakes.\\n17. There is no book published, which when we examine\\nit carefully, we cannot find mistakes in it.\\n18. He accused his companion for having betrayed him.\\n19. Let your promises be few, and such that you can per-\\nform.\\n20. The winter has not been so severe as we expected it\\nto have been\\n21. My sister and I, as well as my brother, are employed\\nin their respective occupations.\\n22. This grammar was purchased at Leighton s,the book-\\nseller s.\\n23. The time of the teacher making the experiment at\\nlength arrived.\\n24. This picture of the art dealer s does not much re-\\nsemble him.\\n25. These pictures of the art dealer were sent to him\\nfrom Europe.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0285.jp2"}, "286": {"fulltext": "280 HO EN SHE L S ADVANCED GRAMMAR.\\nLESSON LXII.\\nCAPITALS AND PUNCTUATION.\\n1 A capital letter should be used\\n1. For the first letter of every sentence.\\n2. For the first letter of every proper noun.\\n3. For the first letter of every line of poetry.\\n4. For the first letter of every direct quotation.\\n5. For the first letter of every abbreviation that repre-\\nsents a proper noun.\\n6. For initials that represent proper nouns.\\n7. For the words I and O.\\n8. For the first letter of all names applied to the Deity.\\n9. For the first letter of a strongly personified object\\nas, Come, O life-giving Hope\\n2. The comma should be used\\n1. To separate the name of the person addressed from\\nthe remainder of the sentence.\\n2. To separate the words of a series. The word and is\\nseldom used in a series except between the last\\ntwo, but if and is used between every two, no\\ncomma should be used.\\n3. To separate two ad jectives modifying the same noun\\nwhen and is omitted.\\n4. To show omission of a word or words, especially in\\nwriting a name and its address, and dates; as,\\nJohn Wilson, Boston, Mass.; July 4, 1896.\\n5. To set off words, phrases, and clauses out of their\\nnatural order, and non-restrictive clauses.\\n6. To set off a noun clause used as attribute comple.\\nment.\\n7. To set off a noun clause used as the subject, if it is\\nlong, or if it ends with a verb.\\n8. To set off parenthetical expressions.\\n9. To set off appositives, unless short and used as part\\nof the name.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0286.jp2"}, "287": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 281\\n10. To set off participial phrases and relative clauses,\\nwhen not restrictive.\\n11. After as, to wit, namely, etc., when they introduce\\nexamples or illustrations.\\n12. To separate pairs of words joined by conjunctions\\nas, Sink or swim, live or die, survive or perish,\\nI give my hand and my heart to this vote.\\n3. A period should be used\\n1. At the close of each declarative and imperative sen-\\ntence.\\n2. After each initial.\\n3. After every abbreviation.\\n4. The interrogation point should be used at the\\nclose of every interrogative sentence.\\nThe interrogation point is not used at the close of an indirect\\nquestion; as, He asked me if I knew who wrote the book.\\n5. The exclamation point should be used after inter-\\njections (except 0), and usually at the end of exclama-\\ntory phrases and sentences.\\n6. The semicolon should be used\\n1. Before as, to wit, namely, etc., when followed by\\nexamples or illustrations.\\n2. To separate clauses having parts separated by com-\\nmas.\\n7. The colon is used\\n1. Before a quotation, when formally introduced by\\nthus, as follows, etc.\\n2. Usually after the complimentary address at the be-\\nginning of a letter; as, Dear Sir: In answer to\\nyours, etc.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0287.jp2"}, "288": {"fulltext": "282 110 ENSUE L- S ADVANCED GRAMMAR.\\n8. The hyphen is used\\n1. Between syllables when they are divided at the end\\nof a line.\\n2. To join the parts of a compound word.\\n9. Quotation marks should be used to inclose words\\nand sentences taken from another.\\nA quotation within a quotation is inclosed by single marks.\\nNotice the location of the interrogation point and\\nquotation marks in these sentences\\n1. Did you hear the boy say Let me go\\n2. He heard the boy say Where am I\\n10. Marks of parenthesis are used to inclose some-\\nthing incidental or explanatory, which may be omitted\\nwithout destroying the sense; as\\n1. Then Otis (for he was the commanding officer) gave\\nthe order to advance.\\n2. I censured him (do you blame me? for his conduct.\\nThe marks of parenthesis indicate that the inclosed part has\\nless connection with the rest of the sentence than if inclosed by\\ncommas.\\n11. Brackets are used to give an explanation, to cor-\\nrect a mistake, to supply an omission, or, when within\\nquotations, to indicate that the words inclosed are not\\nthose of the author; as\\n1. Yours the American] is a nation of freemen.\\n2. He said he knew who [whom] they selected.\\n3. I know her better than you know her]\\n4. James Russell Lowell says No man [and this term\\nwill include woman] is born into the world whose\\nwork is not born with him.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0288.jp2"}, "289": {"fulltext": "DIAGEAMS.\\nWolves\\nhowl.\\nExplorers have discovered\\nislands.\\nThe subject and predicate are written on a heavy horizontal\\nline, and are separated by a short vertical line.\\nThe object is written on a lighter line placed after the predi-\\ncate and a little below it.\\nsoldiers\\nfought\\nThe patriotic\\nbravely.\\n1 very\\nModifiers are written on light lines, and are placed under the\\nwords they modify.\\nFlowers\\nsi\\ndecay.\\nplants\\nr purred\\nkitten\\nx\\nplayed\\nThe\\nps\\n3\\ne- ran\\n(283;", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0289.jp2"}, "290": {"fulltext": "284\\nHOENSHEUS ADVANCED GRAMMAR.\\ncl\\nlild\\nsaw\\nThe\\np the\\nj animals.\\nthe\\nIn the last diagram on preceding page, and is left out between\\npurred and played. Its place is marked with a cross x\\nfox\\nis\\nsly.\\nThe\\nship\\ncame\\nThe\\n4\\no\\nLiverpool.\\nSly is an adjective modifying fox, but it is part of the predi-\\ncate. Notice the dash between is and sly.\\nA phrase is placed under the word it modifies. The prepo-\\nsition line extends below the line on which the object of the\\npreposition is written..\\nThe flag of the United Staler is red, white, and htue.\\nred\\nflag I is\\nwhite\\np\\nS- blue.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0290.jp2"}, "291": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR.\\n285\\nThat large and beautiful boat glides smoothly and swiftly.\\nboat j glides\\nThat\\nand\\nlarge beautiful\\nand\\nsmoothly\\nswiftly.\\nThe image was placed in the temple of Jupiter,\\nimage was placed\\nThe\\ntemple\\nthe\\nJupiter\\nCromwell was patriot.\\nThe predicate noun is separated from the verb by two\\ndashes (the sign of equality). It always means the same\\nperson or thing as the subject.\\nMary, shut the door.\\nMary\\nshut\\ndoor.\\nthe\\nWords used inaependently are not connected with the sen-\\ntence.\\nYou, the subject of shut, is not expressed that is, it is un-\\nderstood. Its place is indicated by a cross x", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0291.jp2"}, "292": {"fulltext": "286\\nHOEXSIIEL S ADVANCED GRAMMAR.\\nMr. Jones, the banker, lives in a stone house.\\nMr. .Tones (banker) lives\\nthe\\nhouse.\\nA word in apposition is written on the same line as the word\\nit explains, and is inclosed in a parenthesis.\\nharles s pet dog lias lost its collar.\\ndog has lost\\nI Charles s I pet\\nI collar\\nA noun or pronoun in the possessive case is placed as a modi-\\nfier of the thing possessed.\\nOut of the house and up the street he ran.\\nHe ran\\no and\\na\\no\\nhouse\\nstreet.\\nthe\\nthe\\nThe conjunction and connects the two phrases.\\nMann, alas! had fallen in battle.\\nalas\\nMany had fallen\\nInterjections are not connected with the sentence.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0292.jp2"}, "293": {"fulltext": "IIOENSHEL S ADVANCED GRAMMAR.\\n28^\\nThe man who cannot govern himself is a slave.\\nman I is slave.\\nThe\\nwho\\ncan govern\\nnot himself\\nThe lady whose house we occupy gives money to the poor\\nlady givt\\nmoney\\nhouse\\nwhose\\nAs the relative pronoun is a connective, it is joined to its an-\\ntecedent by a dotted line.\\nIf it does not rain soon, the farmers will not raise much corn.\\nfarmers j will raise\\nThe\\ndoes\\n1 not\\nrain\\ncorn\\nit\\nj much\\nnot\\nsoon.\\nIn a complex sentence, the simple conjunction is placed on a\\ndotted line connecting the predicate of the subordinate clause\\nand the word in the principal clause modified by the subordi-\\nnate clause.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0293.jp2"}, "294": {"fulltext": "8 HOENSHEL S ADVANCED GRAMMAR.\\nI shall go when the time comes.\\nI shall go\\ntime comes.\\nthe\\nwhen\\nBesides being a connective, when is an adverb (conjunctive\\nadverb), modifying comes therefore, it is written under comes,\\nand is connected by a dotted line to the word modified by the\\nsubordinate clause.\\nThe house where we live is very old.\\nhouse is old.\\nI The\\nvery\\nwe live\\nI where\\nThe dependent clause, where we live, is an adjective\\nclause modifying house. Where, the connective, modifies\\nlive, and connects the dependent clause to house.\\nThat the earth was once a molten mass, is taught by scientists.\\nThat\\neartli was j mass\\nthe\\nonce a molten\\nis taught\\nThat is a conjunction, used as an introductory word, and is\\nplaced above the predicate, with which it is connected by a\\ndotted line.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0294.jp2"}, "295": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR.\\n289\\nHis cry was, Where am If\\nI\\nEI_L\\nwhere\\nHis\\nThe speaker said, The Cubans are fighting the Spaniards.\\nCubans are fighting\\nthe\\nspeaker said\\nThe\\nSpaniards.\\nI the\\nLincoln was President and Hamlin was Vice-President.\\nLincoln was President\\nHamlin\\nwas Vice-President.\\nThe conjunction coordinate conjunction connecting the\\nclauses of a compound sentence is written on a double-dotted\\nline.\\nThat lady wished to learn to sing.\\nlady wish ed\\nThat\\nV to learn\\nVtosing.\\n19", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0295.jp2"}, "296": {"fulltext": "290 HOENSHEL S ADVANCED GRAMMAR.\\nTo go is pleasant.\\nVTogo is pleasant.\\nTo read books is pleasant.\\nI To read\\nbooks\\nis pleasant.\\nThe infinitive is written on a curved line.\\nIn the first and second the infinitive might be placed above\\nthe base line, as in the third, but it is not necessary. The\\nfact that it is an infinitive, and its construction (office), can be\\nshown by placing it on the base line.\\nIn the third sentence it is better to place the infinitive on a\\nsupport, in order to indicate that it is the subject of is, and\\nthat it has an object.\\nThe letter written so neatly has been received.\\nletter has been received.\\nThe written\\nneatly\\nThe diagram for the participle is the same as that for the\\ninfinitive.\\nHaving examined the book, he recommended it.\\nhe recommended\\nV Having examined I it.\\nI book\\nI the", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0296.jp2"}, "297": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR.\\n291\\nThe mountain is three miles high.\\nmountain is high.\\nThe\\nmiles\\nthree\\nA noun in the objective case without a governing word is\\ndiagrammed, as if it were the object of a preposition, but noth-\\ning is written on the preposition line. As no preposition is\\nunderstood, no cross should be used.\\nI wish Henry to be a merchant.\\nHenry\\nI wish\\n\\\\j,o be merchant.\\nHenry to be a merchant is the object of wish.\\nThe doctrine that all men are created equal was held by our\\nfathers.\\nthat\\nmen are j created\\nequal\\nall\\ndoctrine\\nwas held\\nThe\\nfathers.\\nour\\nDo you believe that old proverb, Honesty is the best policy\\nHonesty is policy.\\nyou Do believe\\nproverb\\nthe best\\nthat old", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0297.jp2"}, "298": {"fulltext": "292\\nHOENSHEt S advanced grammar.\\nGive it to whoever wants it.\\nx Give\\nwhoever wants\\nAs the antecedent of a compound relative is never expressed,\\nits place is indicated by a cross.\\nlh heard what I said.\\nWhat that which.\\nHe heard\\nI I\\nsaid\\nthat\\nI which\\nWisdom is better than rubies.\\nWisdom is better\\nrubies (are good).\\nthan\\nWhen the comparative degree is followed by than, there will\\nalways be a complex sentence, and the positive degree of the\\nsame word (often not expressed) will be found in the subordi-\\nnate clause. In such sentences, than is a conjunctive adverb,\\nmodifying the word in the positive degree and connecting the\\nsubordinate clause to the word in the comparative degree.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0298.jp2"}, "299": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 293\\nIt is useless to inquire.\\ny to inquire.\\nIt\\nis usele\\nThe soldier lay wounded.\\ny wounded.\\nsoldier lay I\\nI The\\nWe should avoid injuring the feelings of others.\\nWe should avoid\\n^injuring\\nfeelings.\\nInjuring is a participle, with the construction of a noun, and\\nis the object of should avoid. Feelings is the object of injur,\\ning.\\nYour writing that letter so neatly secured, the situation.\\nwriting\\nYour neatly\\nletter\\nI secured\\n1 situation.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0299.jp2"}, "300": {"fulltext": "294 HOENSHEL S ADVANCED GRAMMAR.\\nIf the sentence were Your writing so neatly secured the\\nsituation, the following diagram could be used:\\nwriting secured\\nYour neatly situation.\\nJ so\\nIn this case it is not necessary to place the participle on a\\nsupport; but when the participle used as the subject has an\\nobject, it is difficult to show the office of each word without\\nplacing the participle above the base line.\\nWe can improve our minds l reading good books.\\nV reading\\nbooks.\\nReading is a participle used as the object of by, and books\\nis the object of reading.\\nThe pardon by the governor prevented his being hung.\\npardon prevented\\nV being hung.\\nhis\\nBeing hung is a participle, with the construction of a noun,\\nobject of prevented.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0300.jp2"}, "301": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR 295\\nPardon my asking if you like to read.\\nif\\nyou 1\\nlike\\nPardon\\nVasking\\nmy\\nV to read.\\nHe is both wise and virtuous.\\nHe is\\nvirtuous.\\nBoth and should be taken together and parsed as a strength-\\nened conjunction.\\nThe bells rang and the whistles blew, but the dogs did not bark\\nand the people were silent.\\nbells I\\nrang\\nThe\\np\\n1 P-\\nwhistles i\\nblew\\nthe I\\nO\\nC\\ndogs j\\n1 did bark\\nthe i\\ni not\\nP^\\npeople\\ni were silent.\\nThe propositions composing a member should be placed\\nnearer to each other than the two members.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0301.jp2"}, "302": {"fulltext": "296\\nIIOENSHEL S ADVANCED GRAMMAR.\\nWhen thy wealth has taken wings, and when thy companions\\nhave deserted thee, the (rue friend will still remain faithful.\\nfriend will remain faithful\\ntrue\\nThe\\nstill\\nwealth has taken\\nngs.\\n1 thy when i\\nwi\\nT3\\nC\\ncompanions have\\ndeserted\\n|_thy\\nlil\\nwhen\\nChrist come and the new era began when Greece had lost her\\ngreatness and the seeds of decay had. hern, planted in the Roman\\nEmpire.\\nChrist\\ncame\\nera\\n1 began\\nthe\\nnew\\nGreece\\nhad lost\\ngreatness\\nher\\nanted\\nwhen j p,\\n3\\nseeds had been p\\n[the\\no\\ndecay\\n5\\nRoman Empire.\\nthe\\nWhen might be supplied as a modifier of had been planted,\\nbut it is not necessary. The dependent clause modifies both\\nbegan and came, and the dotted line might extend to came,\\nalso.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0302.jp2"}, "303": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 297\\nWhere one lives as a king, many live as peasants.\\nmany live peasants.\\nNapoleon being banished, peace was restored to Europe.\\npeace was restored\\nNapoleon\\nbeing banished\\nEurope.\\nThe nominative absolute is not connected with the remainder\\nof the sentence.\\nHe waited an hour, staff in hand.\\nHe waited\\nstaff\\nhour\\nan\\nV (being)\\n3 hand.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0303.jp2"}, "304": {"fulltext": "298\\nHOENSHEL S ADVANCED GRAMMAR.\\nWashington was a better statesman than a general.\\nWashington was statesman\\nI a J better\\nx x general.\\n1 tht\\nWashington was a better statesman than he was a good gen-\\neral. A should be omitted before general, but it should be\\nused when the omitted words are supplied.\\nWe found the questions not only easy, but very diverting.\\nfound\\nquestions\\na\\ni\\nWe\\nV x J\\nO\\na\\ni\\nj diverting.\\nvery\\ninteresting\\nQuestions is the objective subject of to be understood. Not\\nonly but are all taken together as one conjunction.\\nHe is to be blamed for keeping us waiting so long.\\nV to be blamed us\\nx x waiting\\nHe 1 is\\nkeeping\\nlong.\\nTo be is understood before waiting, forming the progressive\\nform of the present infinitive.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0304.jp2"}, "305": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR.\\n299\\nI have more money than I know what to do with.\\nI j have\\nmoney\\nthat I is much)\\nthan\\ny to do\\nI know\\nS. what\\n(which)\\nHe\\nhe I could.\\nHe came as soon as he could. Soon is an adverb, modify-\\ning came; the first as is an adverb of degree, modifying soon;\\nthe second as is a conjunctive adverb, modifying could (come),\\nand connects the subordinate clause to the first as. The sub-\\nordinate clause is an adverb clause of degree, modifying the\\nfirst as. In He reads as well as he writes, as well as is\\nparsed just as as soon as in the preceding sentence. In He,\\nas well as his sister, is expected, as well as is parsed as a\\nconjunction.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0305.jp2"}, "306": {"fulltext": "800\\nHOENSHEL S AD VANCED GRAMMAR\\nI liked\\nT I examined\\nI more. it\\nthe\\nbetter\\nI the\\nit.\\nIn The more I examined it, the better I liked it, the prin-\\ncipal clause is I liked it the better. Better is an adverb,\\nmodifying liked. The first the is a conjunctive adverb, modify-\\ning more and connecting the dependent clause to the second\\nthe; more is an adverb of degree, modifying examined; the\\nsecond the is an adverb of degree, modifying better; the de-\\npendent clause, I examined it the more, is an adverb clause\\nof degree, and modifies the first the.\\nFools judge only by events.\\nevents.\\nonly\\nHe visited not only New York, but also Philadelphia.\\nNew York.\\nHe 1 visited\\nPhiladelphia.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0306.jp2"}, "307": {"fulltext": "HOE N SHE US ADVANCED GRAMMAR.\\nHe I visited\\nNew York\\nonly\\nnot\\nHe visited\\nalso 1 Philadelphia.\\nOf these two diagrams, I prefer the one on p. 300.\\n301\\nHe ivas so angry that he could not speak.\\nHe was angry\\nhe could speak.\\nnot\\nEither or, neither nor, whether or, both and, and some other\\ncorrelatives, should be diagrammed and parsed as simple con-\\njunctions.\\nFebruary is not so long as March, but colder.\\nFebruary is long\\nnot\\nMarch. x x\\ncolder", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0307.jp2"}, "308": {"fulltext": "302\\nHOENSHEL S ADVANCED GRAMMAR.\\nSweet it is to have done the thing one ought.\\nto have done\\nIt\\nthing\\nought.\\nI\\nis sweet\\nThe infinitive to have done, with all its modifiers, is in appo-\\nsition with it. After ought, to have done which is understood.\\nInstead of saying that man is the creature of circumstance it\\nwould I 1 nearer tlie mark to sag that man is the architect of cir-\\ncumstance.\\nthat\\nman is architect\\nVtosay\\nit\\nthe\\ncircumstance.\\nthat\\nI saying\\nI would be\\nman\\nis\\nI creature\\nthe\\no\\ncircumstance\\nx mark\\nthe\\nSome would call nearer an adjective.\\nLife is of short duration.\\nis\\nduration.\\nLife\\n1 short", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0308.jp2"}, "309": {"fulltext": "HOENSHEVS ADVANCED GRAMMAR.\\n801\\nFor a man to confess his faults is noble.\\nman\\nyto confess\\nfaults\\nis noble\\nThe object of for is man to confess his faults. Man is the\\nobjective subject of to confess. A noun is not the object of a\\npreposition and the objective subject of an infinitive at the\\nsame time.", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0309.jp2"}, "310": {"fulltext": "", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0310.jp2"}, "311": {"fulltext": "INDEX.\\nPage.\\nA, as a preposition 257\\nAbstract nouns 18\\nActive voice 59, 60, 132-134, 228, 229\\nAdjective clauses 85-87\\nPhrases 76, 96\\nPronouns 43, 110, 203, 204\\nAdjectives .9, 50-56, 122-129, 216-224\\nAppositive 123\\nClasses of 50, 51, 216, 217\\nComparison of 52-54, 122-128\\nDefinitive 50\\nDescriptive 50\\nInterrogative 118, 203\\nModifying another adjective 218\\nNumeral 51, 122\\nParsing of 55\\nPredicate 16\\nPronominal 110\\nProper 51\\nAdverb clauses 87-90\\nPhrases 76\\nAdverbs 9, 74-76, 163-167, 251-256\\nClasses of 74, 163, 164\\nComparison of 74, 164\\nConjunctive 163, 252\\nInterrogative 163\\nModal 163, 252\\nParsing of 75, 76\\nPhrase 164\\nRelative 252\\nSimple 163\\nAgreement Pronoun with antecedent 46, 118-120, 210-212\\nVerb with subject 68, 72, 73, 136-140, 241-244\\n\u00e2\u0080\u009420 (305)", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0311.jp2"}, "312": {"fulltext": "306 HOENSHEL S ADVANCED GRAMMAR.\\nAmong and between 169\\nAnalysis 94, 95\\nAntecedents 41\\nAgreement of pronoun with 46, 118-120, 210-212\\nAppositive adjectives 123\\nClauses 107\\nAppositive, cases of 33, 34\\nArticles 51, 216\\nAs, conjunctive adverb 254\\nPreposition 257\\nRelative pronoun 207\\nAttribute complement 91\\nAuxiliary verbs 129\\nBe, auxiliary in passive voice 132, 133\\nConjugation of 144-146\\nFollowed by objective 102, 193\\nBetween and among- 169\\nBut, as relative pronoun 207\\nCapitals 19, 280\\nCan and may 71, 72\\nCardinal numbers 122\\nCase 31-36, 101-106, 192-200\\nAbsolute 193\\nAfter intransitive verbs 193\\nAfter interjections 198\\nFactitive object 197\\nNominative 31, 32, 192\\nObjective 31, 101, 102, 192, 196-198\\nPossessive 35, 36, 104-1C6, 195, 196\\nTwo objects 197\\nClauses Adjective 85-87\\nAdverb 87-90\\nDependent 84\\nIndependent 84\\nNoun 90-93, 107\\nPrincipal 84\\nRestrictive and non-restrictive 205, 206\\nSubordinate 84\\nCollective nouns 17, 18\\nComma, use of 20, 175-177, 280, 281\\nCommon gender 21", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0312.jp2"}, "313": {"fulltext": "HOENSHEL S ADVANCED GRAMMAR. 807\\nCommon nouns 17\\nComparative degree of adjectives 52, 122-128\\nOf adverbs 74, 164\\nComparison of adjectives 52-54, 122-128\\nOf adverbs 74, 164\\nComplements of incomplete verbs 226, 227\\nOf passive verbs 227\\nOf transitive verbs (active) 226\\nComplete verbs 226\\nComplex phrases 180\\nSentences 84-93, 184-187\\nCompound personal pronouns 42\\nObjects 14\\nPhrases 180\\nPredicates 14\\nPrepositions 77, 256\\nRelative pronouns 110, 111, 208\\nSentences 181-183\\nSubjects 14\\nVerbs 168, 236, 237\\nConcessive clauses 88\\nConditional clauses 88\\nConjugation 143-151\\nOf be 144-146\\nOf live 147-150\\nEmphatic form of 234, 235\\nProgressive form of 151, 234\\nConjunctive adverbs 163, 252\\nConjunctions 10, 79, 170, 171, 258, 259\\nClasses of 170\\nCoordinate 170, 258\\nSubordinate 170, 259\\nCopulative verbs 226\\nCorrelatives, uses of 260-263\\nDeclarative sentences 10\\nDeclension of pronouns 41, 42, 110, 111\\nDefective verbs 225\\nDefinitive adjectives 50\\nDemonstratives 110\\nDependent clauses 84\\nDescriptive adjectives 50", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0313.jp2"}, "314": {"fulltext": "308 HOENSHEL 8 ADVANCED GRAMMAR.\\nDiagrams 283-303\\nDifficult sentences analyzed 268-27]\\nDiminutive degree 220\\nDiminutive nouns 188\\nDouble relative 110\\nEach other 272\\nEmphatic form of verb 234, 235\\nExclamation 79\\nExclamatory sentences 11\\nFactitive object 197\\nFeminine gender 21, 99, 100\\nFewer and less 221\\nFinite verb 129, 226\\nFuture-perfect tense 66\\nFuture tense 65\\nGender 21-23, 188-189\\nCommon 21\\nFeminine 21, 99, 100\\nMasculine 21, 99, 100\\nNeuter 21\\nGerunds 246\\nImperative mode 63, 64\\nIn first and third persons 23 I\\nImperative sentences 10\\nImperfect tense 235\\nImpersonal verb 226\\nImproper omission of prepositions 256\\nIn and into 169\\nIncomplete verbs 226\\nIndefinite pronouns 110\\nIndicative mode 62\\nInfinitives 70, 152-256, 245-248\\nAs adjective 154, 245\\nAs adverb 154\\nAs noun 153, 154\\nParsing of 153\\nSubject of 101, 102\\nWithout to 152, 153\\nInseparable phrases 181\\nInterjections 10, 79, 171", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0314.jp2"}, "315": {"fulltext": "HOENSHEL 8 ADVANCED GRAMMAR. 309\\nInterrogative adjectives 118, 203\\nAdverbs 163\\nPronouns 43, 209\\nSentences 10\\nIntransitive verbs 58\\nHave no passive 60\\nMay have objective case after them 102, 193\\nIrregular verbs 58\\nLearn and teach. 71, 72\\nLess and fewer 221\\nLike, uses of 221\\nMany a, parsed together 221\\nMasculine gender 21, 99, 100\\nMay and can 71, 72\\nMembers of compound sentences 181\\nModal adverbs 163, 252\\nMode 62-64\\nImperative 63, 64\\nIn first or third person 230\\nIndicative 62\\nPotential 62, 63\\nSubjunctive 134, 231, 232\\nModifier 13\\nMore and most in comparison 220\\nMultiplicatives 122\\nNeed, does not add s in negative sentences 243\\nNeuter gender 21\\nNeuter verbs 225\\nNo, yes 253\\nNominative case 31, 32, 192\\nAbsolute 193\\nBy direct address 33, 193\\nBy exclamation 193\\nBy pleonasm 193\\nBy subscription 193\\nNon-restrictive clauses 205, 206\\nNoun clauses 90-93, 107\\nNoun phrases 9,6\\nNouns 9, 17-40, 99-109, 187-202\\nAbstract 18\\nClass 188", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0315.jp2"}, "316": {"fulltext": "310 H0EN8HEL 8 AD VANCED GRA MMAR.\\nCollective 17, 18\\nCommon 17\\nDiminutive 188\\nParsing of 36, 37\\nParticipial 188\\nProper 17\\nVerbal 188\\nNumber of nouns and pronouns 26-31, 189-192\\nOf verbs 68, 136-140, 241-244\\nNumeral adjectives 51, 122\\nCardinal 122\\nMultiplicative 122\\nOrdinal 122\\nObject 11, 12\\nCompound 14\\nFactitive 197\\nIndirect 198\\nOf passivi verb 197\\nOf preposition 31\\nOf verb 11, 12, 31\\nObjective attibute 102, 193\\nObjective case 31, 101, 102, 192, 196-198\\nAfter interjections 198\\nAfter intransitive verbs 102, 193\\nSubject of infinitive 101, 102\\nWithout a governing word 101\\nOr, sometimes not a connective 259\\nOrdinals 122\\nParsing of adjectives 55\\nOf adverbs 75, 76\\nOf infinitives 153\\nOf nouns 36, 37\\nOf participles 158\\nOf pronouns 47, 48\\nOf verbs 68, 69\\nParticiples 58, 157-162, 245-248\\nAs adjectives 158\\nAs adverbs 246\\nAs nouns 158, 159\\nIn passive voice 132, 133, 228, 229\\nIn progressive form of verb 234\\nParsing of 158", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0316.jp2"}, "317": {"fulltext": "HOENSHEVS ADVANCED GRAMMAR. 31 1\\nParts of speech 10\\nPassive voice 59, 60, 132-134, 228, 229\\nFormation of 132, 133\\nPast tense 65\\nPast-perfect tense 66\\nPeriod, use of 20\\nPerson of nouns and pronouns 24, 25\\nOf verbs 68\\nPersonal pronouns 41\\nCompound 42\\nDeclension of 41, 42, 110\\nPersonification 99\\nPhrase adverbs 164\\nPhrases 16, 96, 97, 180, 181\\nAdjective 76, 96\\nAdverb 76, 96\\nComplex 180\\nCompound 180\\nInfinitive 96\\nInseparable 181\\nNoun 96\\nParticipial 96\\nPrepositional 76, 96\\nSeparable 180\\nSimple 180\\nPleonasm 193\\nPlural number 26-31, 189-192\\nPlurals of letters, figures, etc 100\\nOf titles 191\\nOf words in f and fe 27\\nOf words in o 27\\nOf words in y 26\\nPositive degree of adjectives 52, 122\\nPossessive case 35, 36, 104-106, 195, 196\\nIn joint ownership 104, 105\\nIn separate ownership 104, 105\\nOf appositives 104\\nOf compound terms 104\\nPossessive pronouns 204, 205\\nPotential mode 62, 63\\nPredicate 11\\nAdjectives 16", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0317.jp2"}, "318": {"fulltext": "312 1I0ENSIIELS ADVANCED GRAMMAR.\\nComplex 179\\nCompound 14\\nGeneral 179\\nLogical 179\\nNouns 31\\nPrefix 53\\nPrepositions 9, 7G. 77, 168-170, 256, 257\\nCompound 77, 256\\nEnding in ing 168\\nImproper omission of 256\\nPresent tense 65\\nPresent-perfect tense 66\\nProgressive form of verb 151, 234\\nPronominal adjectives 110\\nPronouns 9, 41-49, 110-120, 202-214\\nAdjective 43, 110, 203, 204\\nAntecedent of 41\\nCompound personal 42\\nCompound relative 110, 111, 208\\nDeclension of 41,42, 110, 111\\nDemonstrative 110\\nIndefinite 110\\nInterrogative 43, 209\\nParsing of 47, 48\\nPersonal 41\\nPossessive 204, 205\\nRelative 44, 45, 85, 113, 114\\nProper adjectives 51\\nProper nouns 17\\nPrepositions 83, 84\\nPrincipal 84\\nSubordinate 84\\nProverbs 40, 55, 81, 109\\nPunctuation 20, 56, 175-177, 280-282\\nQuotations 56\\nRegular verbs 58\\nRelative adverbs 252\\nRelative pronouns 44, 45, 85, 110, 111\\nCompound 110, 111\\nRestrictive clauses 205, 206\\nRules of spelling 53, 54\\nSenator, in different constructions 200", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0318.jp2"}, "319": {"fulltext": "IIOENSHEES ADVANCED GRAMMAR. 313\\nSentences 10, 11, 83-95, 178, 179\\nComplex 84-93, 184-187\\nCompound 93, 94, 181-183\\nDeclarative 10\\nExclamatory 11\\nImperative 10\\nInterrogative 10\\nSimple 83\\nSeparable phrase 180\\nShall and will 238-240\\nShould and would 238-240\\nSimple adverb 163\\nSimple phrase 180\\nSimple sentence 83\\nSpecification, clause of 186, 187\\nSpelling, rules of 53, 54\\nSubject of sentence 11\\nOf infinitive 101, 102\\nComplex 179\\nCompound 14\\nGeneral 179\\nLogical 179\\nSubjunctive mode 134, 231, 232\\nSubordinate conjunction 170, 259\\nSubordinate proposition 84\\nSuffix 53\\nSuperlative degree 52, 122-128\\nSynopsis of verb 150, 151\\nTeach and learn 71 72\\nTense 65-67\\nFuture 65\\nFuture-perfect 66\\nImperfect 235\\nPast 65\\nPast-perfect 66\\nPresent 65\\nPresent-perfect 66\\nUses of 233, 234\\nThan, as a conjunctive adverb 220\\nAs a preposition 257\\nWith comparatives 220", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0319.jp2"}, "320": {"fulltext": "314 H0EN8IIEL 8 ADVANCED GRAMMAR.\\nThe, as a conjunctive adverb 254\\nThere 70\\nTo-day 253\\nTransitive verbs 58\\nUses of tenses 233, 234\\nVerbs 9, 57-73, 129-162, 225-251\\nActive and passive 59, 60\\nAgreement with subject 68, 72, 73, 136-140, 241-244\\nAuxiliary 129\\nComplement of 226\\nComplete and incomplete 226\\nCompound 168, 236, 237\\nConjugation of 143-151\\nCopulative 226\\nCorrect forms of 140-143\\nDefective 225\\nFinite 129, 226\\nImpersonal 226\\nInfinitives 70, 152-156, 245-248\\nIntransitive 58\\nIrregular 58, 130-132\\nMode of 62-64, 134, 135\\nNeuter 225\\nNumber and person of 68, 136-140\\nParsing of 68, 69\\nParticiples 58, 157-162, 245-248\\nProgressive form of 151\\nRedundant 225\\nRegular 58\\nTense of 65-67, 135\\nTransitive 58\\nSynopsis of 150, 151\\nVoice of 59, 60, 132-134, 228, 229\\nVoice, active and passive 59, 60, 132-134, 228, 229\\nWhat, double relative 110\\nDifferent uses of 118\\nWhat a, parsed together 221\\nWill and shall 238-240\\nWords as different parts of speech 263, 264\\nWould and should 238-240\\nYes, no 253", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0320.jp2"}, "321": {"fulltext": "", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0321.jp2"}, "322": {"fulltext": "NOV 6 189 1", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0322.jp2"}, "323": {"fulltext": "", "height": "2822", "width": "1747", "jp2-path": "hoenshelsadvance00hoen_0323.jp2"}, "324": {"fulltext": "LIBRARY OF CONGRESS\\n-mm\\n003 243 586 5\\n3\\nO^U\\n(HfSl^\\nAS2I3", "height": "2869", "width": "1832", "jp2-path": "hoenshelsadvance00hoen_0324.jp2"}}