LIBRARY OF CONGRESS. Chap Copyright No.... ShelLjfciin 4 UNITED STATES OF AMERICA. HOENSHEL'S Advanced Grammar. E. J. HOENSHEL, ii M., Author op "Complete Grammar" and "Language Lemons and Elementary Grammar." Crane & Co., Publishers) Topeka, Kansas. 1899. 43848 Copyright 1899, by Crane & Company, Topeka, Kansas. TWO COPIES RECEIVED, SECOND COPY, PEEFACE. There are at least two different ideas as to the office of English grammar : 1. It is merely a record of usage. 2. It makes rules to govern usage. Some grammars are written in accordance with the first idea, and some in accordance with the last ; but the present author believes that the real office of a text-book on English grammar is a combination of both ideas. While it is true that good usage makes rules, it is equally true that rules govern good usage. Simply to record examples from the so-called masters of our literature would leave the student in a maze of confusion. Examples can be selected from the writ- ings of the greatest authors in support of the most flagrant violations of well-established rules of syntax. Numerous sentences can be found having the objective case in predicate with be; as, "That's her"; " It will not be me." Also, sentences can be found containing the nominative forms after the prepositions but and save. This book takes the view that such expressions are incorrect — even if used by good writers some years ago — and that it is part of the province of English grammar to give rules for the government of present and future usage. The aim has been to follow the best (3) 4 PREFACE. usage, and to deduce from such usage a system of rules that should not be violated. On the other hand, the author recognizes that, to some extent, the grammar must adapt itself to the existing literature, and that usage does not always agree with itself. * * * This book is a continuation of the author's Elemen- tary Grammar, and contains work for the Sixth, Sev- enth, and Eighth Grades. The Sixth Grade contains a concise review of the Elementary, but presents a broader and deeper treatment of the subject. The Seventh Grade treats of the more difficult points, re- peating nothing found in Grade G. Grades G and 7 furnish a course in grammar sufficient for all ordinary purposes. The Eighth Grade contains a complete and philosophical review, presenting a logical classification of the subject. This grade also contains a discussion of many interesting topics, especially those about which authors disagree. Both books of the series follow the plan used in the author's Complete Grammar, published two years ago. In every grade, from the Third to the Eighth inclu- sive, and in almost every lesson, will be found exer- cises in etymology, analysis, and syntax. This is not the usual plan. In nearly all grammars one part of the book is devoted to etymology, another part to analysis (or diagrams), and still another part to syntax ; so that pupils must complete the entire PREFACE. 5 book in order to obtain any knowledge whatever of some of the most important subjects of grammar. But when it is remembered that more than half of those entering school quit before completing the ordi- nary text-book on grammar, it will be seen that the usual plan is not the best. Besides, these three divi- sions of grammar are so intimately related that the study of any one aids in the study of the other two, and some points of any one cannot be well understood without a knowledge of the other two. It is certainly better to treat the subject in circles, each circle giving a broader and deeper view of the subject than the pre- ceding. It is believed that teachers will find the following distinguishing features in the book: 1. It is practical. No useless lumber has been in- serted. 2. It is teachable. Any teacher of ordinary ability can be successful with it. 3. Large amount of constructive work — more than in any other advanced grammar published. 4. A simple and comprehensive system of diagrams. 5. The division of the work into grades. 10nn E. J. HOENSHEL. September, 1899. CONTENTS. SIXTH GRADE. Page. The Parts of Speech 9 Sentences — Classification 10 Subject, Predicate, and Object 11 Modifiers 12, 13 Diagrams 13-15 Phrases 16, 17 Nouns — Classification 17, 18 Review 18, 19 Punctuation and Capitals 19, 20 Gender 21-23 Diagramming 23, 24 Person 24, 25 Review 25 N umber 26-29 Review 30, 31 Case 31-36 Parsing 36-38 Review 38-40 Proverbs 40, 41 Pronouns — Personal 41,42 Pronouns — Interrogative and Adjective 43, 44 Pronouns — Relative 44, 45 Pronouns — Review 45-47 Pronouns — Parsing 47-49 Review 49 Proverbs 50 Adjectives — Classification 50, 51 Adjectives — Comparison 52-55 Adjectives — Parsing 55 Review 56, 57 Verbs — Classification 57-59 Verbs —Voice 59-61 Verbs — Review 61 Verbs — Mode 62-64 Verbs — Review 64, 65 (6) CONTENTS. 7 Page. Verbs— Tense 65-67 Verbs — Person and Number — Parsing 68, 69 Infinitives 70 Verbs — Parsing 71 Shall, Will, Can, May, Teach, Learn 71, 72 Eeview 72, 73 Adverbs 74, 75 Adjectives and Adverbs 75, 76 Prepositions 76, 77 Review 78, 79 Conjunctions and Interjections 79 Review 80 Proverbs 81 Review 81, 82 SEVENTH GRADE. Sentences — According to Form 83, 84 Clauses — Classification 84-86 Diagramming 86, 87 Adverb Clauses 87, 88 Diagramming 88-90 Noun Clauses 90-93 Compound Sentences ' 93, 94 Analysis 94, 95 Phrases — Classification and Use 96-98 Review \ 98 Nouns — Review of Gender, Person, Number 99, 100 Case 101-109 Proverbs 109 Pronouns 110-120 Analysis 120, 121 Review 121 Adjectives 122-129 Verbs— Classification 129-132 Verbs— Voice 132-134 Verbs— Mode 134, 135 Verbs — Person and Number 136-140 Verbs — Correct Forms 140-143 Verbs — Conjugation 143-151 Verbs — Review 151, 152 Verbs — Infinitives 152-156 Verbs— Participles , 157-162 8 CONTEXTS. Page. Adverbs 163-167 Prepositions 168-170 Conjunctions and Interjections 170-172 Analysis and Parsing 172, 173 Review 173, 174 Punctuation 175-177 Essay ( proverb) 177 EIGHTH GRADE. Sentences and Phrases 178-18! Varieties of Compound Sentences as to Form 181-183 Varieties of Complex Sentences as to Form 184, 185 Varieties of Dependent Clauses 186, 187 Nouns — Classification 187,188 Gender 188, 189 Person 189 Number 189-191 Case 192-198 Nouns — Review 199-202 Pronouns — Classification 202,203 Possessive Pronouns 204 Relative Pronouns 205-209 Pronouns— Review 209-216 Adjectives 216-222 Adjectives— Review 222-224 Verbs — Classification . .' 225-227 Verbs — Voice 227-229 Verbs — Mode 230-232 Verbs — Tense 233-234 Verbs — Review 234-237 Shall, Will ; Should, Would 238-240 Verbs — Agreement 241-245 Infinitives and Participles 245-248 Review 248-251 Adverbs 251-256 Prepositions and Conjunctions 256-258 Correlatives 260-263 Words as Different Parts of Speech 263. 264 Review 264, 268 Difficult Sentences Analyzed 268-271 Review 271-279 Capitals and Punctuation 280-282 SIXTH GRADE. To the Teacher: The work of the first five grades will be found in the author's "Elementary Grammar." In addition to the work outlined here, pupils should prepare one composition each week. This may be a description, a narrative, a letter, or a reproduction. Usually, two days should be given to each composition. Do not be satisfied with anything inferior to the pupil's best. LESSON I. THE PARTS OF SPEECH. 1. The words we use in speaking and writing are divided into Nouns, Pronouns, Adjectives, Verbs, Ad- verbs, Prepositions, Conjunctions, and Interjections. 2. A Noun is the name of anything. 3. A Pronoun is a word used instead of a noun. 4. An Adjective is a word used to modify a noun or pronoun. 5. A Verb is a word that denotes action or being. 6. An Adverb is a word used to modify a verb, an adjective, or an adverb. 7. A Preposition is a word that shows the relation of its object to some other word in the sentence. (9) 10 HOENSHEL'S ADVANCED GRAMMAR. 8. A Conjunction is a word used to connect words, phrases, and clauses. 9. An Interjection is a word used to denote strong feeling or emotion. 10. These eight classes of words are called Parts of Speech. 11. Write sentences until you have used at least one word of each part of speech. LESSON II. SENTENCES — CLASSIFICATION. 1. A Sentence is a thought expressed by words. 2. If you examine the following sentences you will notice that a sentence may be used to make a state- ment, to ask a question, to make a command, or to make an exclamation : 1. The rose is beautiful. 2. Was the river swift ? 3. Bring your book. 4. How high that bird flies ! 3. A Declarative Sentence is one used in making a statement. 4. An Interrogative Sentence is one used in asking a question . 5. An Imperative Sentence is one used in making a command. HOENSHEL'S ADVANCED GRAMMAR. H 6. An Exclamatory Sentence is one used in an ex- clamation, or in expressing strong feeling or emotion. 7. Write a declarative, an interrogative, an impera- tive, and an exclamatory sentence with each of these words : bells ocean storm child flag dove LESSON III. SUBJECT, PREDICATE, AND OBJECT. 1. Every sentence has two parts. The first part tells what we are speaking about, and the second part tells what we say about the first part. 2. The Subject of a sentence represents that of which something is said. 3. The Predicate of a sentence tells what is said of the subject. 4. Name the subject and predicate of each of these sentences : 1. Smoke curls. 5. Serpents crawl. 2. Ice melts. 6. Bees work. 3. Dew sparkles. 7. Brooks babble. 4. Birds chirp. 8. Grass grows. 5. If we write "Horses draw — ," we easily decide that horses is the subject and draw is the predicate, but we know that the sentence is not completed, be- cause there is no word that tells what they draw. 12 HOENSHEL'S ADVANCED GRAMMAR. This word is called the Object of the sentence. "Horses draw wagons." 6. Name the subject, predicate, and object of these sentences : 1. Poets write poems. 2. Artists paint pictures. 3. Carpenters build houses. 4. Birds make nests. 5. Armies gain victories. 6. Brutus stabbed Oa?sar. 7. Roger Williams founded Rhode Island. 8. Wolfe captured Quebec. 7. The predicate may contain more than one word; as, "The work has been completed." In this sentence has been completed is the predicate. LESSON IV. MODIFIERS. 1 . Notice these diagrams : 1. Wolves I howl. Explorers | have discovered islands. The subject and predicate are written on a heavy horizontal line, and are separated by a short vertical line. The object is written on a lighter line placed after the predi- cate and a little below it. 2. Diagram the sentences in paragraphs 4 and 6 of the preceding lesson. HOENSHEL'S ADVANCED GRAMMAR. 13 3. When a word adds something to the meaning of another, or changes or modifies the meaning of an- other, it is called a Modifier of that word; as — The long train moves very slowly. The and long- modify train, slowly modifies moves, and very modifies slowly. 4. Write three sentences, each containing* — 1. A modified subject and a modified predicate. 2. A modified subject, a modified predicate, and a modified object. LESSON V. DIAGRAMS. 1 . Notice this diagram : soldiers [ fought The patriotic bravely. | very Modifiers are written on light lines, and are placed under the words they modify. 2. Diagram these sentences : 1. All men must die. 2. The ranks were quickly broken. 3. Few men have ever behaved so well. 4. Too much time was wasted. 5. The cold wind drives the fallen leaves. 6. The lark sings joyously. 7. So brave a deed cannot be too warmly commended. 8. I met a little cottagejgirl. * This calls for six sentences — three for each heading under the paragraph. 14 HOENSHEL'S ADVANCED GRAMMAR. 9. You learn your lessons quickly. 10. The Greeks loved the fine arts. 11. They have sung that song remarkably well. 12. He has sent away the ship. 3. Write one sentence for each of the diagrams used in diagramming the first five of the preceding sen- tences. LESSON VI. DIAGRAMMING — Continued. 1 . There may be more than one subject for the same predicate, more than one predicate for the same sub- ject, or more than one object for the same predicate : as — 1. Brooks and rivers flow. 2. Horses walk, trot, and run. 3. Cities have streets and alleys. 2. The same sentence may have two or more sub- jects, two or more predicates, and two or more ob- jects; as — Boys and girls study and recite grammar and arith- metic. 3. Two or more subjects for the same predicate are called a Compound Subject, two or more predicates for the same subject are called a Compound Predi- cate, and two or more objects for the same predicate are called a Compound Object. HOENSHEL'S ADVANCED GRAMMAR. 15 4. Write two sentences, each containing — 1. A compound subject. 2. A compound predicate. 3. A compound object. 4. A compound subject and a compound predicate. 5. A compound subject, a compound predicate, and compound object. Notice these diagrs 1. Flowers ") tins : | decay. g 1 . plants & j kitten | f purred 2. ; " played | The i P- ran . 3. child sj iw The r fircus < : fa the : 3 ' 1 ^ animals. the In the second diagram, and is left out between purred and played. Its place is marked with a cross ( X )• 6. Diagram these sentences : 1. Days, months, years, and ages will circle away. 2. A complete success or an entire failure was antici- pated. 3. Empires rise and fall. 4. The miners found gold, silver, and copper. 5. The prisoners dug a tunnel and escaped. 16 HOENSHEL'S ADVANCED GRAMMAR. LESSON VII. PHRASES. 1. There are many groups of words, properly put to- gether, but having neither subject nor predicate. These groups are called Phrases. 2. A Phrase is a group of words properly put to- gether but not expressing a thought. 8. A word may be modified by a phrase ; as — A company of soldiers marched into the city. The phrase "of soldiers" modifies company, and the phrase "into the city" modifies marched. 4. Notice these diagrams : 1. fox is — sly. I The ship | The 3 Liverpool. Sly is an adjective modifying fox, but it is part of the predi- cate. Notice the dash between is and sly. A phrase is placed under the word it modifies. The preposi- tion line extends below the line on which the object of the prep- osition is written. 5. Diagram these sentences : 1. Albany and Rochester are in New York. 2. Gold is found in Montana, Colorado, and California. 3. The top of the mountain is covered with snow. 4. The capital of Virginia is on the James. HOENSHEL'S ADVANCED GRAMMAR. 17 5. The greater portion of Africa belongs to Europeans. 6. The Danube and the Volga are in Europe. 7. The valley of the Nile is very fertile. 8. The soldier immediately seized his gun and boldly attacked the intruder. 9. The flag of the United States is red, white, and blue. red flag | is — ! X white i P : 3 ': p- blue. 10. The colors of the society are red and green. 11. The Mississippi rises in the State of Minnesota, and empties into the Gulf of Mexico. 12. In summer the rays of the sun are warm and pleas- ant. LESSON VIII. NOUNS — CLASSIFICATION. 1. A Noun is the name of anything; as, Chicago, city, boy, peace. 2. A Proper Noun is the name of a particular person,, place, or thing; as, Charles, London, Towser. 3. A Common Noun is a general name, and can be applied to any one of a class; as, boy, city, dog. 4. Some nouns are the names of groups of persons or things; as, audience, fleet, herd. Such nouns are called Collective Nouns. — 2 18 HOENSHEL'S ADVANCED GRAMMAR. 5. A Collective Noun is a name applied to a group of objects; as, flock, swarm, company. G. Some nouns are applied to qualities or conditions of persons or things ; as, wisdom, cold, height. We can think of wisdom, cold, and height without reference to any particular person or thing that is wise, cold, or high. Such nouns are called Abstract Nouns. 7. An Abstract Noun is the name of a quality, not of a substance ; * as, beauty, virtue, whiteness. 8. Name the collective and the abstract nouns found in this list : drove jury beauty class strength cheerfulness choir sorrow politeness assembly truth crowd 9. Write three collective and three abstract nouns not mentioned in the preceding five paragraphs. LESSON IX REVIEW. 1. Write two sentences, each containing a noun that is the name of — 1. A class of animals. 2. A class of trees. 3. A class of buildings. 4. A class of flowers. 5. A special animal. 6. A special building. 7. A special book. 8. A class of books. * A substance Is anything that has weight. HOENSHEL'S ADVANCED GRAMMAR. ' 19 2. Write a sentence containing a noun that names a collection of — 1. Bees. 5. Fish. 2. Soldiei*s. 6. Wolves. 3. Sailors. 7. Chickens. 4. Buffaloes. 8. Thieves. 3. Write a sentence containing an abstract noun meaning nearly the same as — 1. Beautiful. 7. Strong. 2. Cheerful. 8. High. 3. Sweet. 9. Wide. 4. Proud. 10. Hard. 5. Deceive. 11. Wise. 6. Truthful. 12. Bright. LESSON X. PUNCTUATION AND CAPITALS. 1. A capital letter should be used — 1. For the first letter of every sentence. 2. For the first letter of every proper noun. 3. For the first letter of every line of poetry. 4. For the first letter of every direct quotation. 5. For initials that represent proper nouns. 6. For the words I and O. 7. For the first letter of all names applied to the Deity. 8. For the first letter of the days of the week and the months of the year. Write one sentence to illustrate each of the abov rule 20 HOENSHEL'S ADVANCED GRAMMAR. 3. A period should be used — 1. At the close of each declarative and imperative sen- tence. 2. After each initial. 3. After every abbreviation. 4. Write one sentence to illustrate each of the three rules for the use of the period. 5. A comma should be used — 1. To separate the name of the person addressed from the remainder of the sentence. 2. To separate the words of a series. The word and is seldom used except between the last two of a se- ries ; but if and is used between every two, no comma should be used. 3. To separate two adjectives modifying the same noun when and is omitted. 6. The following sentences will illustrate the rules for the use of the comma : 1. Jennie, will you assist me ? 2. Will you assist me, Jennie ? 3. Will you, Jennie, assist me? 4. Gold, silver, and copper are found in Montana. 5. Gold and silver and copper are found in Montana. 6. A long, difficult lesson was recited. 7. A long and difficult lesson was recited. 7. The interrogation point should be used at the close of every interrogative sentence. 8. Write sentences illustrating the rules for the use of the comma and interrogation point. HOENSHEL'S ADVANCED GRAMMAR. 21 LESSON XI. GENDER. 1. Several parts of speech are subject to changes in form and meaning; as, lion, lioness; tree, trees; boy, boy's; small, smaller; walk, walks. Such changes of form or meaning are called Properties, or Modifica- tions. 2. The modifications of nouns and pronouns are Gender, Person, Number, and Case, 8. Gender is a distinction of nouns and pronouns in regard to sex. 4. Nouns and pronouns that refer to males are of the Masculine Gender; as, brother, he, Charles, king. 5. Nouns and pronouns that refer to females are of the Feminine Gender; as, sister, she, Laura, queen. 6. Nouns and pronouns that refer to objects neither male nor female are of the Neuter Gender; as, river, it, city, house. 7. Nouns and pronouns that refer to either males or females,- or both, are of the Common Gender; as, parent, bird, they, children. 8. Notice these nouns : brother, sister; lion, lioness; man-servant, maid-ser- vant. 22 HOEXSIIEL'S ADVANCED GRAMMAR. You will notice that the gender of nouns is shown in different ways. 9. The gender of nouns is indicated in three ways : by using different words, by using different endings, and by placing different words before nouns of the common gender. 10. Copy these masculine nouns, and opposite each write the corresponding feminine form : emperor actor duke Mr. nephew tiger grandfather prince uncle gentleman landlord beau LESSON XII. GENDER — Continued. 1 . Name the gender of each noun in these sentences : 1. The Greeks were brave soldiers. 2. The moon receives its light from the sun. 3. Solomon had sheep, oxen, men-servants, and maid- servants. 4. The teacher took the child in her arms. 5. The last ray of sunshine departed. 6. George Washington was the father of his country. 7. Very early in the morning begin the songs of the birds. 8. After breakfast the traveler started on his journey. 9. One passenger lost her baggage on the voyage. 2. Name the subject and predicate of each sentence in paragraph 1. 3. Write two sentences, each having a masculine subject and a feminine object. HOENSHEUS AD VANCED GRAMMAR. 23 4. Write two sentences, each having a feminine sub- ject and a masculine object. 5. Write two sentences, each having a noun or pro- noun of the common gender for the subject, and a neuter object. 6. Write two sentences, each having a neuter sub- ject, and a noun or pronoun of the common gender for the object. 7. Write two sentences, each containing one word of each of the three genders : masculine, feminine, neuter. 8. Write two sentences, each containing one word of each of the four genders : masculine, feminine, neuter, common. LESSON XIII. DIAGRAMMING. 1 . Notice this diagram : boat glides I That and large beautiful and smoothly swiftly. 2. Diagram these sentences : 1. The flag of the United States waved proudly aloft. 2. Time flies very swiftly. 3. The royal family rode to church in a beautiful car- riage. 4. Columbus sailed in three ships from Palos in 1492. 5. Alexander Hamilton was killed in a duel by Aaron Burr. 24 HOENSHEL'S ADVANCE!) GRAMMAR. 6. The hunter moved slowly and cautiously. 7. The leader of the insurgents was killed in battle. 8. The floor of the cave was covered with heaps of gold. 9. For three years Jack scarcely thought of the bean- stalk. 10. Sad and dreary are the days. 3. Write three sentences, each having its subject and predicate modified by a word and a phrase. LESSON XIV. PERSON. 1. Person is that property of a noun or pronoun which denotes the speaker, the person spoken to, or the person spoken of. 2. The First Person denotes the speaker; as, "I, John, saw these things." "We heard a noise." 3. The Second Person denotes the person spoken to; as, "Charles, come here." "You have done well." 4. The Third Person denotes the person or thing spoken of; as, "Mary has the book." "The tree is tall." "He is here." 5. Name the person of the nouns and pronouns in these sentences : 1. Mr. President, I rise to ask a question. 2. I, Nero, make this decree. 3. These are thy glorious works, Parent of Good. 4. They are not to blame. 5. We are glad to see you. HOENSHEL'S ADVANCED GRAMMAR. 25 6. Write a sentence containing — 1. A pronoun, second person. 2. A noun, second person. 3. A noun, first person. 4. A pronoun, third person. 7. Write a sentence having fur its object — 1. A pronoun, first person. 2. A noun, third person. 3. A pronoun, third person. LESSON XV. REVIEW. 1. Write a sentence having for its subject — 1. A proper noun, masculine, third person. 2. A pronoun, masculine, second person. 3. A pronoun, feminine, second person. 4. A pronoun, masculine, first person. 5. A common noun, feminine, third person. 6. A common noun, common gender, third person. 7. An abstract noun. 2. Write a sentence having for its object — 1. A pronoun, feminine, second person. 2. A collective noun, neuter, third person. 3. A pronoun, masculine, first person. 4. A common noun, masculine, third person. 5. A proper noun, masculine. 6. A proper noun, neuter. 20 HOENSHEUS ADVANCED GRAMMAR. LESSON XVI. NUMBER. 1. Number is that modification of a noun or pro- noun by which it denotes one or more than one. 2. The Singular Number denotes but one. 3. The Plural Number denotes more, than one. 4. Most nouns form the plural by adding s to the singular. 5. Nouns ending in s, Z, X, sh, and ch form the plural by adding es. If you add s to such nouns as fox, bush, and bench, you will find that you cannot pronounce them without making an additional syllable. This is why such nouns form the plural by adding es. 6. Write the plural of each of these nouns : chair star farm bush moss branch sketch cross storm door rock owner latch touch dish box 7. Examine these singular and plural nouns: Boy, boys; toy, toys; lady, ladies; city, cities. Notice that in boy and toy, y is preceded by a vowel ; and in lady and city, y is preceded by a consonant. 8. Nouns ending in y preceded by a vowel form the plural by adding S. Nouns ending in y preceded by a consonant form the plural by changing y to i and add- ing es. HOEXSHEL'S ADVANCED GRAMMAR. 27 0. Write the plural of each of these nouns, and give the rule : gypsy fairy enemy tory turkey chimney remedy pulley victory melody entry lobby mystery tapestry inquiry attorney LESSON XVII. NUMBER — Continued. 1. Notice these singular and plural nouns: Folio, folios ; echo, echoes ; piano, pianos. 2. Nouns ending in o preceded by a vowel form the plural by adding s. 8. Most nouns ending in o preceded by a consonant form the plural by adding es, but some add s only. The following are among those that add s only : canto solo piano lasso halo memento albino sirocco 4. Most nouns ending in f and fe form the plural by adding s. The following change f and fe to v and add es. beef calf half knife leaf life self- shelf thief wife wolf sheaf 28 HOENSHEL'S ADVANCED GRAMMAR. 5. Write the plural of each of the following nouns safe proof roof chief leaf thief dwarf gulf knife turf shelf scarf negro hero lasso halo tomato volcano studio buffalo trio potato tornado canto ome nouns form their plural irregul arly ; a child, children ; foot, feet; man, men ; woman, women. 7. Name at least three other nouns that have irregu- lar plurals. LESSON XVIII. NUMBER — Continued. 1 . Write the plural of each of these nouns : mosquito portico veto cargo cameo halo lunch kiss quality quantity trophy tragedy mouse leaf loaf hoof 2. A few nouns have the same form in both numbers ; as, one deer, several deer ; one sheep, many sheep. In this list are the following : deer sheep trout cannon series species pair grouse 3. Use each noun of the preceding paragraph in two sentences : singular in one, and plural in the other. HOENSHEL'S ADVANCED GRAMMAR. 29 4. The following nouns have no singular : ashes scissors oats tongs dregs trousers pinchers bellows snuffers cattle shears measles mumps victuals tweezers vespers 5. Some nouns are always singular : gold silver wheat corn molasses copper sugar cotton Some of these nouns may be used in the plural when differ- ent kinds are meant ; as, sugars, coffees, cottons. 6. This and that are used with singular nouns, and these and those with plural nouns. You will often hear such expressions as "these kind of peo- ple," " those sort of apples." These are incorrect because the plurals these and those modify the singulars kind and sort. 7. Use these instead of this, and those instead <>f that, and rewrite these sentences: 1. That tooth is decayed. 2. This knife has two blades. 3. This pony has a white foot. 4. That child is obedient. 8. Write the singular of these nouns : oxen mice wages series measles mumps juries shears swine species tongs deer 30 HOENSHEL'S ADVANCED GRAMMAR. LESSON XIX. REVIEW. 1. Give the rule for forming the plural of the fol- lowing nouns, and write the plural of two words under each class : 1. Ending in s, z, x, ch, and sh. 2. Ending in y preceded by a vowel. 3. Ending in y preceded by a consonant. 4. Ending in o preceded by a vowel. 5. Ending in o preceded by a consonant. 6. Ending in f or fe. 2. Notice this diagram: The image was placed in the temple of Jupiter. image | was placed | The. temple o Jupiter. the 3. Diagram these sentences, and name the gender, person, and number of each noun: 1. Did he copy the letter neatly and correctly ? Interrogative sentences should be changed to declarative before they are analyzed or diagrammed. This sentence will become "He did copy the letter neatly and correctly." 2. Does the lily grow on the mountains ? 3. Backward and forward before the gate walked the watchful sentinel. 4. The idler lost his situation by inattention to business. 5. The cat in gloves catches no mice. 6. A drowning man will catch at a straw. HOENSHEL'S ADVANCED GRAMMAR. 31 7. Sweet are the uses of adversity. 8. Nearly all the children had danced at the fair. 9. The fire in the woods burned for several days. 10. The fate of empires depends upon the education of the people. LESSON XX. CASE. 1. Case is that modification of nouns and pronouns which shows their relation to other words. 2. A noun or pronoun used as the subject of a sen- tence is in the Nominative Case. 3. A noun or pronoun used as the object of a verb or preposition is in the Objective Case. 4. Examine this sentence : Cromwell was a patriot. You will notice that patriot denotes the same person as Cromwell, and that it is part of the predicate. Patriot is in the nominative case. 5. When a noun forms part of the predicate and denotes the same person or thing as the subject, it is called a Predicate Noun, or Predicate Nomina- tive, and is in the same case as the subject. 6. The predicate nominative may be a pronoun ; as, ' ' I am she " ; " It is you." 32 HOENSHEVS ADVANCED GRAMMAR. 7. Name the predicate noun in each of these sen- tences : 1. A bay horse was the winner of the race. 2. The man in the moon is not a real man. 3. The earth and the moon are planets. 4. The diamond is a valuable gem. 5. The object has become the subject. 8. Name the case of each noun in these sentences : 1. The Greeks took Troy by stratagem, 2. Vast prairies extend beyond the Mississippi. 3. Before our house a prattling river runs. 4. A beautiful flower is not always a fragrant flower. 5. Rebellion to tyrants is obedience to God. 6. Small acorns may become large trees. 7. The President should be a wise statesman. LESSON XXI CASE — Continued. 1 . Notice this diagram : Cromwell was = patriot. I a The predicate noun is separated from the verb by two dashes (the sign of equality). It always means the same person or thing as the subject. 2. Diagram the sentences in paragraphs 7 and 8 of the previous lesson. 3. Use each of these words in four sentences — first, in the nominative case, subject; second, in the nomi- native case, predicate noun; third, in the objective HOEXSHEL'S ADVANCED GRAMMAR. 38 case, object of a verb; fourth, in the objective case, object of a preposition : coat oak printer LESSON XXII. CASE — Continued. 1. A noun is often used as the name of the person or thing addressed, or without any connection with the remainder of the sentence ; as — 1. Carlo, come here. 2. Old King Cole, a merry old soul was he. 2. A noun used as the name of a person or thing ad- dressed, or used independently, is in the Nominative Case. 3. Examine these sentences: 1. Henry, the carpenter, is an industrious boy. 2. I saw Henry, the carpenter. You will notice that carpenter means the same person as Henry, and that it is not a predicate nominative. There may have been several Henrys, but the word carpenter tells which Henry is meant. Carpenter is said to be in apposition with Henry, and is in the same case. 4. A noun or pronoun used to explain another noun or pronoun denoting the same person or thing is in the same case by apposition as the word explained. In the first sentence given in paragraph 3, carpenter is in the nominative case in apposition with Henry, and in the second sentence it is in the objective case in apposition with Henry. — 3 34 HOENSHEVS ADVANCED GRAMMAR. 5. A noun in apposition is usually set off by a comma. 6. Write three sentences, each containing a noun in the nominative, used by direct address, or independ- ently. 7. Write three sentences, each containing a noun in the nominative by apposition. 8. Write three sentences, each containing a noun in the objective by apposition. 9. Notice these diagrams : 1. Mary, shut the door. Mary x I shut door. | the Words used independently are not connected with the sen- tence. You, the subject of shut, is not expressed ; that is, it is un- derstood. Its place is indicated by a cross ( x ). 2. Mr. Jones, the banker, lives in a stone house. Mr. Jones (banker) lives the 3 house. stone A word in apposition is written on the same line as the word it explains, and is inclosed in a parenthesis. 10. Diagram these sentences : 1. Washington, the father of his country, was the first president of the United States. HOENSHEUS ADVANCED GRAMMAR. 35 2. James Watt, the inventor of the steam engine, was born in Scotland. 3. Mexico was conquered by Gortez, a Spaniard. 4. Wolfe captured Quebec, a city in Canada. 5. Soldiers, can we capture that fort? LESSON XXIII. CASE —POSSESSIVE. 1. A noun or pronoun used to denote possession is in the Possessive Case. 2. In these sentences carefully examine the nouns that are in the possessive case : 1. The girl's fan is white. 2. The girls' fans are white. 3. The man's work is hard. 4. The men's work is hard. 3. Singular nouns, and plural nouns not ending in S, form the possessive by adding the apostrophe (') and s. Plural nouns ending in s form the possessive by adding the apostrophe only. 4. Write the possessive singular, the plural, and the possessive plural of these nouns : baker tailor child miller fox woman mechanic baby 5. Change these expressions to the form of the pos- sessive case ; thus — The wagon of the farmer — The farmer's wagon. 1. The horses of the drivers. 2. The tools of the blacksmith'. ; HOEXSHEVS ADVANCED GRAMMAR. 3. The clothes of the children. 4. The eyes of the ox. 5. The eyes of the oxen. 6. The decisions of the court. 7. The decisions of the courts. 8. The chairs of the barbers. 9. The interest of five years. 10. The wages of one day. 11. The wages of six days. 12. The punishment of the criminals. 0. Notice this diagram : dog lias lost | Charles's j pet | collar. l it* A noun or pronoun in the possessive case is placed as a modi- fier of the thing possessed. 7. Diagram these sentences : 1. My brother's partner has gone to Chicago. 2. Peter's wife's mother was sick. 3. Joseph, Jacob's favorite son, was sold to the Egyp- tians. 4. The ornament of a, home is a true friend's presence. LESSON XXIV. PARSING. 1. Parsing a word is naming the part of speech to which it belongs, its class or subdivision, all its modi- fications, and its relations to other words.* *In order to have good parsing, it is necessary to have a regular and systematic order, and to follow the same order all the time. HOENSHEUS ADVANCED GRAMMAR. 2. The following is the order for parsing nouns : noun, class, gender, person, number, case, syntax. ( By syntax is meant the office of the noun in the sentence.) EXAMPLES. Mr. Heath, Robert's friend, is a merchant, and keeps a large stock of goods. Mr. Heath is a noun, proper; masculine gender, third per- son, singular number, nominative case, subject of the verbs is and keeps. Robert's is a noun, proper; masculine gender, third person, singular number, possessive case, possessor of friend. Friend is a noun, common ; masculine gender, third per- son, singular number, nominative case, in apposition with Mr. Heath. Merchant is a noun, common ; masculine gender, third per- son, singular number, nominative case, in predicate with the verb is. Stock is a noun, common ; neuter gender, third person, sin- gular number, objective case, object of the verb keeps. Goods is a noun, common ; neuter gender, third person, plu- ral number, objective case, object of the preposition of. Remarks — 1. At first pupils should say "masculine gender, third person, singular number," etc., but after they are familiar with the order they may say " masculine, third, singular," etc. 2. Friend and merchant are really common gender, but as they refer to Mr. Heath it is better to call them masculine in this sentence. 3. The following is a model for written parsing: Class. Gender. son. ber. Case. Syntax. Mr. Heath proper mas. third sing. nom. subject of is and keeps. Robert's proper mas. third sing. poss. possessor of friend. friend common mas. third sing. nom. apposition -with Mr. Heath. merchant common mas. third sing. nom. predicate with is. stock common neu. third sing. obj. object of keeps. goods common neu. third plu. obj. object of of. 38 HOENSHEL'S ADVANCED GRAMMAR. 4. Parse the nouns in these sentences : 1. These things fill me with life and joy. 2. Innocence is the charm of childhood. 3. Wisdom's ways are ways of pleasantness. 4. The workman did a good day's work. 5. Mr. Roberts, the teacher, gave his book, a grammar. to Lawrence, his oldest pupil. 6. Into the midst of the battle rode a fearless knight. LESSON XXV. REVIEW. 1. Rewrite these sentences, using different nouns in- stead of those given, but making the sentences mean the same : 1. The scholars need careful instruction. 2. Liberty is better than slavery. 3. The waves dashed the vessel against the pier. 4. The engine runs with great speed. 5. The narrative told by the clergyman was interesting. 6. I took a stroll through the woods. 2. Use each of these nouns in eight sentences : First, in the nominative case, subject; second, in the nomi- native case, predicate; third, in the nominative by- apposition; fourth, object of a verb; fifth, object of a preposition ; sixth, objective by apposition ; seventh, in the possessive singular; eighth, in the possessive plural : antelope ship HOENSHEUS ADVANCED GRAMMAR. 39 LESSON XXVI. REVIEW. 1. Mention two or more nouns that denote smaller classes of the objects denoted by each of these nouns ; thus — Books — readers, grammars, histories. books vehicle disease games flower mineral insect tool fruit vegetable bird quadruped mechanic building grass tree 2. Name the number and case of each noun in these sentences : 1. On Christmas, Robert received a beautiful present from his uncle. 2. The hunter caught a fox in a hole by the bridge. 3. The Esquimaux endure severe cold in winter. 4. My friend's horse was killed by hard work. 5. The wisest men sometimes make mistakes. 6. The eagle can carry a lamb in its talons. 3. Diagram the preceding sentences. LESSON XXVII REVIEW. 1 . Parse the nouns in these sentences : 1. The hero of the story should be a brave man. 2. The visit to the park was a delightful event. 3. Tadpoles become frogs. 40 HOENSHEL'S ADVANCED GRAMMAR. 4. A pretty shawl, warm and white, was wrapped around the baby. 5. Young persons should take exercise in the open air. 6. The "West Indies are islands in the Atlantic Ocean. 7. Examine the teacher's solution carefully. 8. Hollanders can skate fast and well. 9. Wit is not always wisdom. 2. Diagram the preceding sentences. LESSON XXVIII. THE NOUN. Write an essay on the Noun, telling all you can about its classes and properties, and giving at least one example after each definition. LESSON XXIX PROVERBS. 1. Copy the following proverbs, and study the mean- ing of each one : 1. A tree is known by its fruit. 2. A drowning man will catch at a straw. 3. Cut your coat according to your cloth. 4. Every rose has its thorn. 5. A stitch in time saves nine. 6. Never cross a bridge till you come to it. 7. It is a long lane that has no turning. 8. Do not make a mountain out of a molehill. HOENSHEL'S ADVANCED GRAMMAR. 41 9. An ounce of prevention is worth a pound of cure. 10. Creditors have better memories than debtors. 2. Write, in your own words, the meaning of each of the preceding proverbs. LESSON XXX. PRONOUNS — CLASSIFICATION. 1. A Pronoun is a word used instead of a noun. 2. The Antecedent of a pronoun is the word for which it stands. The antecedent generally comes before the pronoun, and it is so called because the word antecedent means going before. 3. Notice these sentences : 1. I walk. We walk. 2. You walk. 3. He walks. She walks. They walk. You will notice that I and we always refer to the speaker, you refers to the person spoken to, and he, she, and they refer to the person or thing spoken of. Because each of these pro-' nouns is always in the same person (the first, the second, or the third ), they are called Personal Pronouns. 4. A Personal Pronoun is one that indicates its per- son by its form. 5. The following are the personal pronouns: SINGULAR. Nominative I thou you he she it Possessive my thy your his her its Objective me thee you him her it 42 HOENSHEL'S AD] 'A NCEB GRA MM A R . PLURAL. Nominative we ye, you they Possessive our your their Objective us you them (3. Learn all the forms of the personal pronouns. 7. The possessive forms given in paragraph 5 are used when the noun denoting the thing possessed is expressed, but the forms mine, thine, hers, ours, yours, and theirs are used when no noun follows the possessive; as — That is her book. That book is hers. This is your watch. This watch is yours. The forms mine, thine, etc., will be fully discussed in Grade Eight. 8. Write two sentences, each containing — 1. A personal pronoun in the nominative case. 2. A personal pronoun in the objective case. 3. A personal pronoun in the possessive case. 4. One of the forms given in paragraph 7. 9. Sometimes self or selves is added to some of the forms of the personal pronouns. They are then called Compound Personal Pronouns. 10. A Compound Personal Pronoun is one that is formed by adding to some forms of the personal pro- nouns self for the singular and selves for the plural. They are myself, thyself, yourself, himself, her- self, and itself, in the singular; and the plurals, ourselves, yourselves, and themselves. 11. Use eight different compound personal pronouns in sentences. HOENSHEL'S ADVANCED GRAMMAR. 43 LESSON XXXI. PRONOUNS — Continued. 1. Some pronouns are used in asking questions ; as — 1. Who called me ? 2. Which will he take ? 3. What does he want ? In these sentences, who, which, and what stand for the nouns that represent the answers to the questions. They are called Interrogative Pronouns. 2. An Interrogative Pronoun is one used in ask- ing questions. They are who, which, and what. Whose is the possessive form of who and which, and whom is the objective form of who. 3. Use five different interrogative pronouns in sen- tences. 4. Examine these sentences : 1. Those (apples) are large. 2. Few (persons) are entirely happy. 3. This house is new, that (house) is old. If we supply the omitted words, the words those, few, and that are adjectives. If we do not supply the omitted words, the words those, few, and that stand for them. Therefore, they are called Adjective Pronouns. 5. An adjective pronoun is one that performs the of- fices of an adjective and a noun. G. Write sentences, using each of these words as an adjective pronoun : one another some others much all these many 44 ItOENSHEL'S ADVANCED GRAMMAR. 7. Point out the pronouns in these sentences, and tell whether they are personal, interrogative, or ad- jective : 1. Who discovered the Mississippi ? 2. The careless boy has hurt himself. 3. Some may need help. 4. Few shall part where many meet. 5. What makes that noise ? 6. That ship has left the harbor. LESSON XXXII. PRONOUNS — RELATIVE . 1. Examine these sentences: 1. We shall go if it does not rain. 2. The pupils entered the room when the bell rang. You will notice that each sentence contains two statements, or parts, and that if is the connective in the first sentence and when is the connective in the second. When a sentence contains two or more statements, each statement is called a Clause. 2. Notice these sentences : 1. The owner of the house, who is a rich man, lives in New York. 2. This animal, which is a lion, was captured in Africa. 3. The book that lies on the table is a reader. You will notice that each of these sentences contains two statements (clauses), and that the connectives are who, which, and that. These connectives are pronouns. The an- tecedent of who is owner, the antecedent of which is animal, and the antecedent of that is book. These pronouns are called Relative Pronouns. HOENSHEL'S ADVANCED GRAMMAR. 45 3. A Eelative Pronoun is one that connects clauses. The most common relatives are who, which, and that. It should not be supposed that these pronouns are always relatives. They are such only when they are connectives. 4. Name the relative pronouns in these sentences : 1. I know the man who built this boat. 2. The figs which we ate came in a neat box. 3. The storm that came so suddenly did much damage. 4. The evil that men do lives after them. 5. None knew the sorrow that she felt. 6. The eye, which sees all things, cannot see itself. 7. He who cannot read needs a teacher. 5. Write three sentences, each containing a relative pronoun. 6. The possessive of who and which is whose, and the objective of who is whom. 7. Write a sentence containing the relative whom. used as — 1. The object of a verb. 2. The object of a preposition. LESSON XNXIII. PRONOUNS — Continued. 1. Name the pronouns in these sentences, and tell whether they are personal, interrogative, adjective, or relative : 1. Who built the first house in the city ? 2. These books are large, those are small. 3. The boy who threw the stone has not been caught. 4G HOENSHEL'S ADVANCED GRAMMAR. 4. This is the same story that you read yesterday. 5. AVe respect those who respect themselves. 6. I myself will give you help. 2. Pronouns have the same modifications as nouns. 3. A pronoun must have the same gender, person, and number as its antecedent, but its case depends on its office in the sentence. 4. Give the gender, person, and number of these pronouns : 1. Here is the artist who painted my picture. 2. Tie is a man whom I fear. 3. This is the house that Jack built. 4. The little girl lost her hat. 5. You yourselves made the mistake. 6. The general and the colonel led their soldiers. 7. Either the major or the captain will lead his soldiers. 8. Every man must do his duty. 9. All the girls have prepared their lessons. 10. Each girl has prepared her lesson. LESSON XXXIV. PRONOUNS.— REVIEW. 1. When a pronoun is in predicate with a verb it should have the nominative form; as — 1. It was he. 2. It was they. 3. It wasn't she. 4. It is n't I. 5. It is she and we. 6. It was Mary and I. HOENSHEUS ADVANCED GRAMMAR. 47 2. Fill each of these blanks with a personal pronoun : 1. I supposed it was . 2. He told me it was . 3. It could not have been . 4. and have started to school. 5. It is who are coming. 6. Is it who am to prepare the outline ? 3. Some of these pronouns have the incorrect form. Correct where necessary, and give reasons for your changes : 1. William and her quarreled. 2. You and me must finish the work. 3. He and I are partners. 4. Them that do the work should receive the wages. 5. That is he. 6. May my brother and me study together ? 7. Whom did he see ? 8. Who did he meet ? 9. Have you deserted my friend and I ? 10. Who did you lend my knife to ? LESSON XXXV. PRONOUNS — PARSING. 1. The following is the order for parsing pronouns: Class; gender, person, number (to agree with its ante- cedent) ; case, syntax. EXAMPLES. The boy learns because he studies. He is a pronoun, personal; masculine, third, singular, to agree with its antecedent, boy ; nominative, subject of the verb studies. 48 JIOENSHEL'S ADVANCED GRAMMAR. I have her book. I is a pronoun, personal; common gender, first, singular, to agree with its antecedent, the speaker; nominative, subject of the verb have. Her is a pronoun, personal; feminine, third, singular, to agree with its antecedent, the person spoken of; possessive, possessor of book. Who are you ? ( You are who ? ) You is a pronoun, personal; common, second, plural,* to agree with its antecedent, the person or persons addressed; nominative, subject of the verb are. "Who is going ? Who is a pronoun, interrogative; common, third, singular, to agree with. its antecedent, the person spoken of; nominative, subject of the verb is going. 2. Model for written parsing. She studies her lessons. Per- son. Num- ber. Syntax. sing. I per. spoken of nom. sing. I she pos. sub. of studies. possesses lessons. 3. Parse the pronouns in these sentences : 1. Have you had your breakfast ? 2. You help me very much. 3. To whom did you offer the present ? 4. What is the meaning of the word interrogative? 5. What shall I say to him ? 6. In our efforts for the welfare of others we should not neglect ourselves. 7. She herself will come. 8. This is the lady who called on you. 9. I have lost the book which I bought. ♦You should always be parsed as plural, because It always requires a plural verb. IIOEXSHEL'S ADVANCED GRAMMAR. 49 10. I have seen the largest lion that was ever brought to this country. 11. Those who love mercy shall receive mercy. 12. Heaven helps men who help themselves. 4. Diagram the first seven of the preceding sen- tences. LESSON XXXVI. PRONOUNS — REVIEW. 1. Write a sentence having for its subject — 1. A personal pronoun, first, singular. 2. A personal pronoun, second, plural. 3. A personal pronoun, masculine, third, singular. 4. An interrogative pronoun. 5. An adjective pronoun, singular. 6. An adjective pronoun, plural. 2. Write a sentence having for its predicate nomina- tive— 1. A personal pronoun, masculine, third, singular. 2. A personal pronoun, feminine, third, singular. 3. A personal pronoun, first, plural. 4. A personal pronoun, third, plural. 3. Write a sentence having for its object — 1. An adjective pronoun. 2. A compound personal pronoun. 3. An interrogative pronoun. 4. Write a sentence containing a relative pronoun — 1. In the nominative case. 2. In the objective case. 50 HOENSHEL'S ADVANCED GRAMMAR. LESSON XXXVII. PROVERBS. 1. Copy the following proverbs, and study the mean- ing of each : 1. Procrastination is the thief of time. 2. Eome was not built in a day. 3. Silks and satins put out the kitchen fire. 4. Too many cooks spoil the broth. 5. A barking dog never bites. 6. A soft answer turneth away wrath. 7. He is a poor workman that quarrels with his tools. 8. Do not judge a book by its cover. 9. The sleep of a laboring man is sweet. 10. The borrower is servant to the lender. 2. Write, in your own words, the meaning of each proverb. LESSON XXXVIII. ADJECTIVES — CLASSIFICATION. 1. An Adjective is a word used to modify a noun or pronoun. 2. A Descriptive Adjective is one that describes a noun or pronoun by expressing some quality belong- ing to it; as, good boys, small trees, black dogs. 3. A Definitive Adjective is one that does not express a quality; as, several boys, those trees, three dogs. ffOENSHEL'S ADVANCED GRAMMAR. 51 4. Definitive Adjectives that express number and order definitely are called Numeral Adjectives. Adjectives that express number indefinitely are not numeral adjectives. Four and fifty are numeral adjectives, but several and many are not. 5. A Proper Adjective is one derived from a proper noun; as, American, English, French. Proper adjectives should begin with a capital letter. 6. The definitive adjectives a, an, and the are some- times called Articles. The is the Definite Article, and a or an is the Indefinite Article. A is used before words beginning with a consonant sound, and an is used before words beginning with a vowel sound. Examples: a horse, a nest, a union, an apple, an orange, an honest man. Notice that the word union begins with the consonant sound of y, although its first letter is a vowel. The word honest be- gins with a vowel sound, because h, its first letter, is silent. 7. Write sixteen descriptive adjectives, and place a or an before each one. 8. Articles do not modify adjectives. In "a large apple," a modifies apple, not large. In "an honest man," an modifies man, not honest. 5:? HOEXSHEL'S ADVAXCED GRAMMAR. LESSON XXXIX. ADJECTIVES — COMPARISON. 1 . Notice these phrases : A large book ; a larger book ; the largest book. You will notice that the adjective large expresses its quality in three different amounts, or degrees. As these degrees are used when two or more objects are compared, they are called Degrees of Comparison. 2. Descriptive adjectives have three degrees of com- parison : the Positive, the Comparative, and the Superlative. 8. Notice the comparison of these adjectives: Positive. Comparative. Superlative. tall, taller, tallest, beautiful, more beautiful, most beautiful. 4. Compare these adjectives : short, high, deep, strong. 5. Adjectives of one syllable form the comparative "by adding er to the positive, and the superlative by adding est to the positive. 6. Compare these adjectives : ignorant, intelligent, comprehensive. 7. Adjectives of more than two syllables are com- pared by placing before the positive more for the comparative, and most for the superlative. 8. Write the comparison of these adjectives : slow, important, dishonest, rough. HOENSHEL'S ADVANCED GRAMMAR. 53 9. Notice the comparison of these adjectives : Positive. Comparative. Superlative. happy, happier, happiest. noble, nobler, noblest. truthful, more truthful, most truthful 10. Adjectives of two syllables ending in y or silent e are compared by using er and est. Most other ad- jectives of two syllables are compared by using more and most. 11. One or more letters added to the end of a word are called a suffix, but when they are placed before a word they are called a prefix. 12. Examine these words : lazy, lazier, laziest; try, tries, tried, trying. 13. Words ending in y preceded by a consonant change y to i when a suffix is added not beginning with i. (Sly and a few other words are exceptions.) 14. Examine these words : noble + er - nobler, hope + ing = hoping, save + ed - saved. 15. Words ending in silent e drop the e before a suffix beginning with a vowel. 16. Compare these adjectives : humble silent jolly brave tiny wealthy genial flashy 54 HOEXSHEL'S ADYAXCED GRAMMAR. LESSON XL. COMPARISON— Continued. 1. Notice the spelling of these words : thin, thinner, thinnest; sit, sitting; plan, planning, planned ; occur, occurred, occurring. 2. Words of one syllable, and words of more than one syllable accented on the last, ending in a single consonant preceded by a single vowel, double the final consonant before a suffix beginning with a vowel. This rule of spelling, and the two given in the previous les- son, are very important, and should receive careful attention. 3. Compare these adjectives : hot thick sad dim big wet red broad 4. Some very common adjectives are irregular in their comparison ; as — Positive. Comparative. Superlati bad, ) evil, > worse, worst. ill, ) good, better, best. little, less, least. many, ( much, \ more, most. near, nearer, \ nearest. ) next. 5. A few descriptive adjectives, from their meaning, cannot be compared ; as — perfect square round perpendiculai HOEXSREL'S ADVANCED GRAMMAR. 55 6. Compare these adjectives : bad noble many perfect broad ancient heavy- wide sick red rough sly ill evil much any LESSON XLI. ADJECTIVE S — PARSING. 1. The following is the order for parsing an adjec- tive : class, degree, compare it, name the word it mod- ifies. EXAMPLE. The landscape is beautiful. Beautiful is an adjective, descriptive ; positive ; compared — beautiful, more beautiful, most beautiful ; it "modifies land- scape. 2. Parse the adjectives in these sentences : 1. The stars are brilliant. 2. A beautiful butterfly took the place of the ugly cat- erpillar. 3. A wily fox caught the sleepy goose. 4. A merry thrush sang a sweet song to his dear little mate. 5. Silence is sometimes a good answer. 6. A crew of seventy brave men was on the gallant ship and went with it to the bottom of the deep sea. 7. In the lovely month of June, fragrant flowers bloom everywhere. 8. Empty vessels always make the loudest noise. 9. He is the richest man in the city. 10. Chicago is larger than St. Louis. 11. A more disgraceful act has seldom been known. 3. Diagram the first nine of the preceding sentences, 56 IIOENSHEL'S ADVANCED GRAMMAR. LESSON XL II. REVIEW. 1. Use the three degrees of each of these adjectives in one sentence; thus — A tree is high, a hill is higher, but a mountain is highest. large strong wild tame thick diligent comfortable fertile 2. Use three different adjectives in the predicate with each of these nouns : reindeer panther peach corn America tree silver church LESSON XLIII. PUNCTUATION — REVIEW. 1. Insert the proper capitals and punctuation marks in these sentences. Use quotation marks where neces- sary : 1. What is so rare as a day in June, asks Lowell 2. with fingers weary and worn, with eyelids heavy and red, a woman sat in unwomanly rags, plying her needle and thread. 3. My friend's name is henry m smith, and he lives in boston, mass. 4. how manifold are thy works o lord. 5. School will begin next Wednesday, and will close in may. 6. Have you read the life of Gen Grant HOENSHEL'S ADVANCED GRAMMAR. 57 7. Rover come here. 8. Are your lessons prepared girls 9. Will you tell me mother where the birds are going 10. Coal gold silver and copper are found in Colorado. 11. The desert of Sahara is large sandy and sterile. 12. Where are you going my little man said the gentle- man. 2. Write sentences illustrating all the rules you have learned for the use of capitals and punctuation marks. LESSON XLIV. VERBS — CLASSIFICATION. 1. A Verb is a word that denotes action or being. 2. Notice the time expressed by the verbs in these sentences : 1. The boy goes. 2. The boy went. 3. The boy will go. 4. The boy walked. You will notice that some verbs express present time, some past time, and some future time. In speaking of the time expressed by verbs, we use the word tense instead of the word time. We say a verb is in the Pres- ent Tense, Past Tense, or Future Tense. 3. Notice the verbs in these sentences, and give the tense of the first two : 1. The boys are jumping. 2. The boys jumped. 3. The boys have jumped. Notice the form of the verb used with are, and with have. 58 IWEXSHEL'S ADVANCED GRAMMAR. 4. The form of the verb ending in ing and the form used with have are called Participles. Jumping is the present participle, and jumped is the past participle of the verb jump. 5. Notice the past tense and the participles of these verbs : Present Past Past Participle. Tense. Participle. 1. Jump, jumping, jumped, jumped. 2. Go, going, went, gone. You will notice that the past tense and the past participle of the first verb end in ed. It is called a Regular Verb. You will also notice that the past tense and the past parti- ciple of the second verb do not end in ed. It is called an Irregular Verb. 6. A Regular Verb is one that forms its past tense and past participle by adding ed to the present, in ac- cordance with the rules of spelling. 7. An Irregular Verb is one that does not form its past tense and past participle by adding ed to the present. 8. Write opposite each of these verbs its present par- ticiple, its past tense, and its past participle: give blow know take draw tear destroy sail pray work steal fly expel occur expect commit 9. A Transitive Verb is one that requires an ob- ject to complete its meaning; as, "Caesar conquered Gaul." 10. An Intransitive Verb is one that does not require an object to complete its meaning; as, " Birds fly." HOENSHEL'S ADVANCED GRAMMAR: 59 LESSON XLV. VERBS — REVIEW. 1. Name the verbs in these sentences, and tell whether they are regular or irregular, transitive or intransitive : 1. Have you heard the news ? 2. Henry must have borrowed this book. 3. He has never wronged his friend. 4. The thief stole a coat. 5. Fish swim in the water. 6. The burglar broke the door of the safe with an iron hammer. 7. The skillful pilot guided the boat safely through the rapids. 8. The horses ran into the thicket. 9. The wind blew very hard. 10. The wind blew the roof from the house. 11. The great waves dashed themselves against the cliff. 12. The cattle lie in the shade of the trees. 2. Diagram the preceding sentences. LESSON XLVI VOICE. 1. Examine these sentences : 1. Columbus discovered America. 2. America was discovered by Columbus. In the first sentence the subject names the one who does something, but in the second sentence the subject names the 60 IIOENSHEUS ADVANCED GRAMMAR. thing that receives the act. "Notice that the form of the verb is not the same in the two sentences. This change of the form of the verb to indicate whether the subject denotes the actor or the receiver of the act, is called Voice. When the subject denotes the actor (as in the first sen- tence), the verb is in the Active Voice. When the subject de- notes the receiver of the action (as in the second sentence), the verb is in the Passive Voice. 2. Voice is that modification of a transitive verb which shows whether the subject denotes the actor or the receiver of the action. 3. The Active Voice is that form of the verb which shows that the subject denotes the actor. 4. The Passive Voice is that form of a transitive verb which shows that the subject denotes the receiver of the action. If you examine the two sentences given at the beginning of this lesson, you will see that the object of the first sentence is the subject of the second. Now, as only transitive verbs can have an object, it follows that only transitive verbs can have the passive voice. Intransitive verbs have only the active voice. 5. Name the voice of the verbs in these sentences : 1. John feads the lesson. 2. The lesson is read by John. 3. Mary loves Ina. 4. Lulu is esteemed by all the girls. 5. Corn is planted in the spring. 6. Ships carry heavy burdens. 7. W T endell is loved by his mother. 8. Mary writes carefully. 9. The letter was written with care. 10. Galileo invented the telescope. 11. The hurricane destroyed a large barn. 12. The little porch was covered by thrifty vines. HOENSHEL'S ADVANCED GRAMMAR. 61 13. The burglars were driven from the house by a po- liceman. 14. The fox ran toward the south. 6. Change these sentences so that the verbs in the active voice shall be passive, and those in the passive voice shall be active; thus — "Grant led the army." "The army was led by Grant." 1. "Washington gained the victory. 2. The boy plowed the field. 3. The shoe was repaired by the shoemaker. 4. The carpenter built the house. 5. The tinner made the pail. 6. The letter was written by him. 7. The tailor made the coat. 8. The lesson was recited by Lloyd. LESSON XLVII REVIEW. Write five sentences, each containing - 1. A regular verb. 2. An irregular verb. 3. An intransitive verb. 4. A verb in the active voice. 5. A verb in the passive voice. 62 HOENSHEL'S ADVANCED GRAMMAR. LESSON XLVIII. MODE. 1. Notice these sentences : 1. Henry studies. 2. Henry can study. 3. Henry, study. In the first sentence the statement is made that Henry stud- ies. In the second sentence, it is not stated that he studies, but that he has the ability to study. In the third sentence he is commanded to study. You will notice from the above that verbs change their form or meaning to express action or being in different manners, or modes. This modification of the verb is called Mode. 2. Mode is that form or use of the verb which shows the manner in which the action or being is expressed. 3. The Indicative Mode is used to assert a fact or an actual existence ; as — 1. General Grant went to Europe. 2. Asia is a large country. 4. The Indicative Mode is also used in asking ques- tions ; as — 1. Did he go to Europe ? 2. Has the letter been written ? 5. The Potential Mode asserts the power, neces- sity, liberty, or possibility of action or being; as — 1. He can read. 2. He must read. 3. He may read. 4. He might read. HOENSHEVS ADVANCED GRAMMAR. 63 6. The sign of the Potential Mode is may, can, must, might, could, would, or should. 7. The Potential Mode is used in asking questions; as — 1. May I go? 2. Must the lesson be learned ? This mode is so called because the word potential means able, having- power. 8. Tell whether the verbs in these sentences are in the indicative or the potential mode : 1. He should have departed long ago. 2. Must all the voters register ? 3. Some authors have written many books. 4. All hail, Macbeth ! that shall be king hereafter. 5. Romulus founded Rome. 6. There must have been a heavy rain last night, for the creek is very high. 7. An old man was walking slowly down the lane. 8. Many wise proverbs were written by Solomon. 9. We must return to the dust from which we were taken. 10. The merchant should have learned more caution. 11. The sun could not shine, for clouds covered the sky. 12. I would not do that again. 13. The storm has ceased. 14. The governor might not comply with our request. LESSON XLIX MODE — Continued. 1. The Imperative Mode is used to express a com- mand, a request, or an entreaty; as — 1. Men, lay down your arms. 64 HOENSHEL'S ADVANCED GRAMMAR. 2. Come and see me. 3. Do not leave me alone. The subject of the imperative mode is nearly always the pronoun you understood. 2. Write three sentences, each having a verb in the imperative mode. 3. Name the voice and mode of each verb in these sentences : 1. Bring me some flowers. 2. I must not be careless. 3. Who is the King of Glory ? 4. Can that be the man? 5. The pupils have recited well. 6. Passionate men are easily irritated. 7. Do not walk so fast. 8. The prize cannot be obtained without labor. 9. Idleness often leads to vice. 10. Live for something. 11. In all climates, spring is beautiful. 12. I would have gone if I had known that I was needed. 13. If we would seem true, we must be true. 14. The child was kicked by a horse. 15. The city could not be captured. 16. The work has been well done. LESSON L REVIEW. 1. Classify these verbs according to form (regular or irregular) and according to meaning (transitive or in- transitive). Also, give the voice and mode of each verb : 1. Nothing can supply the place of books. 2. What exile can flee from himself ? HOENSHEL'S ADVANCED GRAMMAR. 65 3. Make hay while the sun shines. 4. The Union must be preserved. 5. Spare me, dread angel of reproof. 6. The jury could not agree in their verdict. 7. A verdict of guilty was reported by the jury. 8. They took my umbrella. 9. You should have been more careful. 10. A railroad has been constructed in Siberia. 2. Write five sentences, each having a verb in — 1. The indicative mode. 2. The potential mode. (Use a different sign-word for each sentence.) 3. The imperative mode. 3. Write two sentences, each containing — 1. A regular verb. 2. An irregular verb. 3. A transitive verb. 4. An intransitive verb. LESSON LI TENSE. 1. Tense is that form or use of the verb which shows the time of an action or being. 2. The Present Tense denotes present time ; as — I write ; I am writing ; I do write. 3. The Past Tense denotes past time; as — I wrote. 4. The Future Tense denotes future time ; as — I shall write, or I will write. — 5 66 HOENSHEL'S ADVANCED GRAMMAR. 5. Write two sentences, each having a verb in the — 1. Present tense. 2. Past tense. 3. Future tense. The word perfect is often used in naming tenses. When so used it means finished, or completed. Each tense (present, past, and future) has a perfect tense — a finished tense. In this sentence, " I have been in Boston a month," the being in Boston for that length of time is finished now — at present. This is called the Present-Perfect Tense. In this sentence, " I had been in Boston before you saw me," the being in Boston was completed when you saw me — past time. This is called the Past-Perfect Tense. In this sentence, "I shall have been in Boston before next Christmas," the being in Boston is not finished yet, but it will be before next Christmas — future time. This is called the Future-Perfect Tense. 6. The Present-Perfect Tense expresses action or be- ing as completed at the present time. The sign of the present-perfect tense is have or has. 7. The Past-Perfect Tense expresses action or being as completed at some past time. The sign of this tense is had. 8. The Future-Perfect Tense expresses action or being as completed at some future time. The sign of this tense is shall have or will have. You now see that there are six tenses: three simple tenses ( past, present, and future), and three perfect tenses. 9. Name the tense of each of these verbs : walks, has walked, walked, had walked, shall walk, shall have walked; is torn, shall be torn, have been torn, has been torn, had been torn, shall have been torn; shall write, will write, has written, have writ- ten, had written; he sees, he shall have seen, he has seen. HOENSHEL'S ADVANCED GRAMMAR. 67 LESSON LII. TENSE — Continued.— REVIEW. All the verbs given in the last lesson are in the indicative mode, which is the only mode that has the six tenses. As the imperative mode is used in expressing a command or entreaty, and as either of these can be expressed only in the present, it follows that the imperative mode has but one tense — the present. The potential mode has only the present, present-perfect, past, and past-perfect. The sign of the present is may, can, or must; of the present-perfect, may have, can have, or must have; of the past, might, could, would, or should; of the past-perfect, might have, could have, would have, or should have. In the potential mode the name of the tense does not always indicate the time. Thus, might go is called past tense, but the time is either present or future. 1. All of the following verbs are in the potential mode. Name the tense of each one : may walk, can walk, must walk, may have walked, must have walked, might walk, could walk, would walk, should walk, might have walked, could have walked, would have walked, should have walked; might be struck, may strike, should have struck ; can see, could be seen, could see, must have seen, would see. 2. Write two sentences having the verb in — 1. The indicative present. 2. The indicative present-perfect. 3. The indicative past. 4. The indicative past-perfect. 5. The indicative future. 6. The indicative future-perfect. 7. The imperative present. 8. The potential present. 9. The potential present-perfect. 10. The potential past. 11. The potential past-perfect. 68 HOENSHEL'S ADVANCED GRAMMAR. LESSON LIII. VERBS — PERSON AND NUMBER.— PARSING. 1. A verb may vary its form according to the person of its subject; as, I go, he goes; or according to the number of its subject ; as, he writes, they write. Since verbs change their form according to the person and number of the subject, they are said to have the same person and number as the subject. 2. A verb must agree with its subject in person and number. 3. Notice these sentences : 1. The boy runs. 2. The boys run. The verb runs is singular, because its subject is singular. The verb run is plural, because its subject is plural. You will notice that while nouns ending in s are generally plural, verbs ending in s are singular. A verb in the first per- son, singular, does not end in s. 4. We now see that the modifications of the verb are voice, mode, tense, person, and number. 5. Write two sentences, each containing a verb in the — 1. First person, singular. 2. First person, plural. 3. Second person, plural. 4. Third person, singular. 5. Third person, plural. G. The following is the order for parsing a verb : Class according to form (regular or irregular), class according to meaning ( transitive or intransitive ) ; HOENSHEL'S ADVANCED GRAMMAR. 69 voice, mode, tense ; person and number to agree with its subject. EXAMPLES. Franklin invented the lightning-rod. Invented is a verb ; regular, transitive ; active voice, indica- tive mode, past tense ; third person, singular number, to agree with its subject, Franklin. The fox has not been seen. Has been seen is a verb ; irregular, transitive ; passive voice, indicative mode, present-perfect tense; third person, singular number, to agree with its subject, fox.* 7. Remember that all verbs in the passive voice are transitive. 8. The following is a model for written parsing : Class as to as to § Mode. form. mean- ing. g invented reg. trans. act. ind. has been seen irreg. trans. pass. ind. Subject. Frankli fox 9. Parse the verbs in these sentences : 1. When the door was opened, the people crowded into the hall. 2. The wolf could not run fast. 3. He was shot by one of the men. 4. You should be well paid for your efforts. 5. She will come presently. 6. They may have been wounded. 7. The subject had been well considered. 8. We have seen better days. ♦After pupils are familiar 'with the order of parsing, the form can be short- ened ; thus, has been seen is a verb ; irregular, transitive ; passive, indicative, present-perfect ; third, singular, to agree with its subject, fox. 70 HOENSHEL'S ADVANCED GRAMMAR. LESSON LIV. INFINITIVES. 1. Notice these phrases : 1. To Boston. 2. To write. You will observe that the word after to in the first phrase is a noun, but in the second it is a verb. Both expressions are phrases, but the second is called an Infinitive. 2. The form of the verb used with to is called an Infinitive. Each of the following phrases is an infinitive: to write, to have written, to be written, to have been written. 3. Write four different infinitives of each of these verbs : love see do study 4. Write four sentences, each containing an infini- tive. 5. Parse the verbs in these sentences : L. Harvey discovered the circulation of the blood. 2« The thief had been caught before the trial. 3. Henry will write a letter to his mother. 4. The poems of Homer are interesting and instructive. 5. These lessons can be learned by hard study. 6. Webster's orations are much admired. 7. Study your lesson. 6. Diagram the preceding sentences. HOENSHEL'S ADVANCED GRAMMAR. 71 LESSON LV. VERBS — PARSING. 1. Parse the verbs in these sentences: 1. Each exercise must be well written. 2. Every flock contains some black sheep. 3. All the trees in yonder row have stood for many years. 4. Several elms and some maples were blown down. 5. Both rivers rise in the same plateau. 6. Large quantities of cotton are exported from this country. 7. The pitcher has been broken. 8. The architect has built an iron bridge. 9. When will you go ? 10. Have you been waiting long? 11. Does the earth revolve around the sun ? 12. The sailor has visited nearly all the principal cities of the world. 13. I shall have visited London by next Fourth of July. 2. Diagram the preceding sentences. LESSON LVI REVIEW. 1. Notice the use of shall, will, can, may, teach, and learn, in these sentences : 1. Are you going to the picnic ? I shall go if it does not rain. 2. I think you ought not to go. I will go ; you shall not prevent me. 3. Can I go ? You probably have the power. 72 HOENSHEL'S ADVANCED GRAMMAR. 4. May I go? You may. 5. AVill you teach me how to solve this problem? Yes, if you will try to learn. 2. Simply to foretell, shall is used in the first per- son, and will in the second and third; but to express determination or a promise, will is used in the first person, and shall in the second and third. 3. In the following sentences, shall and will are used incorrectly. Make the proper corrections : 1. I will be sick, if I am not careful. 2. You shall have a pleasant journey, I hope. 3. Robert shall be fifteen years old next June. 4. I shall help you, if you wish it. 5. I will drown, nobody shall help me. 6. He will not go, if I can prevent him. •7. I do not think I will like this study. 4. Use each of the words shall, will, may, can, teach, and learn correctly in two sentences. LESSON LVII. REVIEW. You have already learned that a verb agrees with its subject in person and number. Careless persons often make mistakes in the use of the verb, because they do not think of the right word as the subject. 1. Examine these sentences. You will find that the verbs agree with their subjects, although at first sight they may seem to disagree : 1. On what tree do these apples grow ? 2. One of the boys is playing ball. HOENSHEL'S ADVANCED GRAMMAR. 73 3. Down come rock-a-by baby and all. 4. Every one of the girls has her lesson. 5. Neither of the sick men is better. 6. On the table are a peach and an apple. 7. A sack of large red apples is in the cellar. 2. Diagram the preceding sentences. 3. Write seven sentences somewhat similar to the seven given in paragraph 1, and be sure that each verb agrees with its subject. LESSON LVIII ESSAY. Write an essay telling all you can about corn. De- scribe its cultivation, uses, etc. After you have writ- ten it once, go over it carefully, correcting errors, selecting better words, and improving your sentences. Then copy it in your best penmanship. Remember that you cannot learn to use good English except by always doing your best. To the Teacher: Wheat, cotton, and other products may be described in the same way. 74 HOENSHEL'S ADVANCED GRAMMAR. LESSON LXX. ADVERBS. 1. An Adverb is a word used to modify a verb, an adjective, or an adverb. Some adverbs answer the question where? Some answer the question when? Some answer the question how? Some answer the question how much? 2. The principal classes of adverbs, according to their meaning, are Adverbs of Place, Adverbs of Time, Adverbs of Manner, and Adverbs of Degree. 3. Write two sentences, each containing — 1. An adverb modifying a verb. 2. An adverb modifying an adjective. 3. An adverb modifying an adverb. 4. An adverb of place. 5. An adverb of time. 6. Av adverb of manner. 7. An adverb of degree. 4. Examine these sentences : 1. Henry came soon. 2. John came sooner than Henry. 3. Robert came soonest of all. 5. Some adverbs, like adjectives, have three degrees of comparison. 6. Compare these adverbs : wisely continually mostly calmly so rapidly partly always very too perfectly surely It should be remembered that not all adverbs can be com- pared. HOENSHEVS ADVANCED GRAMMAR. 75 Write two sentences, each containing- 1. An adverb of the positive degree. 2. An adverb of the comparative degree. 3. An adverb of the superlative degree. LESSON LX. ADJECTIVES and ADVERBS. 1. Some words are sometimes adverbs and sometimes adjectives ; as — 1. This train travels fast. 2. It is a fast train . 3. He returned late. 4. I have read the late paper. 5. This is a long lesson. 6. Why did you remain so long? 2. Find two words (not given in paragraph 1) that are sometimes adjectives and sometimes adverbs. Use the words in sentences. 3. Adjectives should not be used instead of adverbs. Notice these sentences : 1. Really (not real) honest men can be found. 2. Did you sleep well ? (not good.) 3. Almost (not most) every boy was running. 4. The day was remarkably (not remarkable) pleasant. Really, well, almost, and remarkably are adverbs, while real, good, most, and remarkable may be adjectives. 4. The following is the order of parsing an adverb : Class, degree ( if compared ), compare it, name word it modifies. 76 HOENSHEL'S ADVANCED GRAMMAR. EXAMPLES. He lives here. Here is an adverb of place, and modifies lives. The clerk writes very well. Well is an adverb of manner, positive degree (compared, well, better, best), modifies writes. Very is an adverb of degree, and modifies well. 5. Parse the adverbs in these sentences : 1. 'Tis always morning somewhere in the world. 2. God is everywhere. 3. The inhabitants of some islands are very savage. 4. The victory was fairly won. 5. The princess was extremely beautiful. 6. They were agreeably disappointed. 7. How well she can play ! 6. Diagram the preceding sentences. LESSON LXI PREPOSITIONS. 1. A Preposition is a word that shows the relation of its object to some other word in the sentence. 2. A Preposition with its object is called a Preposi- tional Phrase. 3. When a phrase modifies a noun or pronoun it is an Adjective Phrase; but when it modifies a verb, an adjective, or an adverb, it is an Adverb Phrase. HOENSHEUS ADVANCED GRAMMAR. 77 4. Many adjectives and adverbs can be expanded into phrases of a similar meaning ; as — 1. He is a wealthy man (a man of wealth). 2. The messenger came speedily (with speed). 5. Change these adjectives and adverbs to preposi- tional phrases, and use each phrase in a sentence : carefully kindly brave courageously talented educated strong boldly 6. Sometimes two or more words are combined and used as one preposition; as, out of, from over, in regard to, over against, by means of. In parsing, these may be called Compound Prepositions. 7. Use each of the compound prepositions mentioned above in a sentence. 8. Write three sentences, each containing — 1, An adjective phrase. 2. An adverb phrase. 9. Change each of the words printed in black letters to a phrase : 1. The daily tasks are ended. 2. The lark sang its joyous and blissful songs. 3. All children like picture books. 4. He returned hastily. 5. Study diligently. 78 HOENSHEVS ADVANCED GRAMMAR. LESSON L£II. REVIEW. 1 . A clause may be used as an adverb ; as — 1. He lives where the orange tree grows. 2. The birds will return when spring comes. In the first sentence the clause " where the orange tree grows " tells where he lives. In the second sentence the clause ■" when spring comes " tells when the birds will come. 2. Write two sentences, each containing — 1. An adverb clause of place. 2. An adverb clause of time. 3. The word there is not alwa} r s an adverb of place ; sometimes it merely introduces a sentence and has no connection with it. In such cases it may be called an expletive, or an introductory word. 1. There is an end to all things. (Introductory.) 2. There he stands. (Adverb.) 4. Write two sentences introduced by there. 5. Write two sentences containing there, an adverb of place. G. Write a sentence containing their. 7. Use there, introductory, there, an adverb, and their, all in one sentence. 8. Fill these blanks with is or are : 1. There flowers in the garden. 2. There many people there. HOENSHEVS ADVANCED GRAMMAR. 79 3. There an apple and a peach in the basket. 4. There no one at home. 5. There apples on the trees. 6. There no signs of spring. LESSON LXIII. CONJUNCTIONS AND INTERJECTIONS. 1. Examine these sentences : 1. He reads or writes. 2. He traveled through the forests and over the moun- tains. 3. That merchant is not rich, but he is honest. In the first sentence the conjunction or connects two words, in the second sentence and connects two phrases, and in the third sentence but connects two clauses. 2. A Conjunction is a word used to connect words, phrases, and clauses. 3. Write two sentences, each having a conjunction connecting — 1. Two words. 2. Two phrases. 3. Two clauses. 4. An Interjection is a word used to denote strong feeling or emotion. Interjections are sometimes called Exclamations. 5. Write three sentences, each containing an inter- jection. 6. Write two sentences, each containing all the parts of speech. 80 HOENSHEL'S ADVANCED GRAMMAR. LESSON LXIV. REVIEW. 1. Name the part of speech of each word in these sentences : 1. It fell through the air to the ground. 2. He crossed the plains in a wagon. 3. The injured man was taken from under the ruins. 4. The traveler came from beyond the sea. 5. Carthage and Rome were rival powers. 6. The book on the desk is a dictionary. 7. Each of the workmen is in his place. 8. You should be polite to everybody. 9. Idleness is the key of beggary. 10. Out of the house and up the street he ran. He | r an o and c o house v street. | the the The conjunction and connects the two phrases. 11. Energy and persistence conquer all things. 12. The scheme failed for want of support. 13. Neither a borrower nor a lender be. Neither nor should be parsed together as one conjunction. 14. Many, alas ! had fallen in battle. alas Many had fallen Interjections are not connected with the sentence. 2. Diagram the preceding sentences. HOENSHEVS ADVANCED GRAMMAR. 81 LESSON LXV. PROVERBS. 1. Copy the following proverbs, and study the mean- ing of each one : 1. Not all that glitters is gold. 2. Beggars must not be choosers. 3. He does much that does a thing well. 4. There is no royal road to learning. 5. Make hay while the sun shines. 6. People who live in glass houses should never throw stones. 7. Industry is fortune's right hand. 8. Doing nothing is doing ill. 9. Actions speak louder than words. 10. A merry heart maketh a cheerful countenance. 2. Write, in your own words, the meaning -of each of the preceding proverbs. LESSON LXVI REVIEW. Write a sentence containing — 1. A proper noun. 2. A common noun. 3. A collective noun. 4. An abstract noun. 5. A personal pronoun. 6. An adjective pronoun. 7. An interrogative pronoun. 8. A relative pronoun. 82 IIOENSHEUS ADVANCED GRAMMAR. 9. A descriptive adjective. 10. A definitive adjective. 11. An adjective of the comparative degree. 12. A proper adjective. 13. A regular verb. 14. An irregular verb. 15. A transitive verb. 16. An intransitive verb. 17. A verb in the passive voice. 18. A verb in the potential mode. 19. A verb in the imperative mode. 20. An infinitive. 21. An adverb of the comparative degree. SEVENTH GRADE. LESSON I. SENTENCES. 1. A sentence is a thought expressed by words. 2. According to use, sentences are divided into De- clarative, Interrogative, Imperative, and Exclamatory. 8. According to their form, sentences are divided into Simple, Complex, and Compound. 4. A subject combined with its predicate is often called a Proposition. 5. A Simple Sentence contains but one proposition. In a simple sentence the subject, the predicate, or the object, or any two of them, or all three of them, may be compound. 6. Write a simple sentence having — 1. A compound subject. 2. A compound predicate. 3. A compound object. 4. A compound subject and a compound predicate. 7. A Clause is a proposition used as part of a sen- tence. (83) 84 HOENSHEL'S ADVANCED GRAMMAR. 8. Examine this sentence : Henry learns because he studies. In this sentence there are two propositions, or clauses. The first is, Henry learns, and the second is, because he studies. Because he studies modifies learns; it tells why he learns. Because this clause is used as a modifier and depends on some other word (learns), it is called a Dependent, or Subordinate Clause. Henry learns is called the Independent, or Principal Clause. 9. An Independent Clause is one not dependent on any word, and contains the principal proposition. 10. A Dependent Clause is one that modifies some word or words in the independent clause, and contains the subordinate proposition. 11. A Complex Sentence is one containing an inde- pendent clause and one or more dependent clauses. 12. Write a complex sentence, connecting the two clauses by — when, where, while, if, unless, although, after. 13. Name the independent and the dependent clause of each sentence you have just written. LESSON IT CLAUSES. 1. You have already learned that a relative pronoun is a connective. By examining these sentences you will observe that the relative pronoun is found in the HOENSHEL'S ADVANCED GRAMMAR. 85 dependent clause of a complex sentence, and its ante- cedent is found in the independent clause : 1. The boy who gained the prize is praised by his teacher. 2. This is the book that I want. 3. The house in which I live is built of stone. The independent clauses are, The boy is praised by his teacher, This is the book, and The house is built of stone. The dependent clauses are, who gained the prize, that I want, and in which I live. 2. A Relative Pronoun is one that relates to some preceding word or words, and connects clauses. Eemember that a relative pronoun is always in the dependent clause of a comjnex sentence. 8. A dependent clause may modify a noun or pro- noun, a verb, an adjective, or an adverb, or it may be used as the subject or object of a sentence ; therefore — 4. According to use, a dependent clause may be an Adjective Clause, an Adverb Clause, or a Noun Clause. 5. An Adjective Clause is one used to modify a noun or pronoun. 6. Name the adjective clause in each of these sen- tences, and parse the relative pronouns : 1. The man who cannot govern himself is a slave. 2. The ship that left the harbor never returned. 3. The fur which warms a monarch once warmed a bear. 4. Beauty is the mark that God sets on virtue. 5. The fish that we caught was a trout. 6. The lady whose house we occupy gives much to the * needy. 7. Whom ye ignorantly worship, Him declare I unto you. 86 HOEXSHEL'S ADVANCED GRAMMAR. 8. Savages, who have no settled abode, wander from place to place. 9. He who governs himself is a hero. 7. The adjective clause, when not restrictive,* is set off by a comma. An adjective clause containing the relative that is generally restrictive. 8. Write six complex sentences, each having an ad- jective clause. LESSON III. DIAGRAMMING. 1. Notice these diagrams : 1. The man who cannot govern himself is a slave. man is - slave. The who can govern | not | himself 2. The lady whose house we occupy gives money to the poor. lady gives | The we | £- money poor. the occupy house | whose 'Eestrictive clauses will be explained iu Grade Eight. HOENSHEL'S ADVANCED GRAMMAR. 87 As the relative pronoun is a connective, it is joined to its an- tecedent by a dotted line. 2. Diagram these sentences : 1. London, which is situated on the Thames, is the cap- ital of Great Britain. 2. You who are so boastful should give some evidence of your ability. 3. The Indians lived in wigwams, which they made of bark or the skins of animals. 4. Faraday, who was a great chemist, was born in Eng- land. 5. Help those that are weak. 6. Invite the gentleman of whom you spoke. 3. Diagram the sentences in paragraph 6, lesson 2. LESSON IV. ADVERB CLAUSES. 1. An Adverb Clause is one used to modify a verb, an adjective, or an adverb. 2. In each of these complex sentences name the ad- verb clause and tell what word it modifies. Also state whether the clause expresses time, place, manner, etc. : 1. I shall go when the time comes. 2. When my friend was here, he wrote a book. The dependent clause often precedes the independent clause. 3. Although Columbus discovered a new world, he died poor. 4. The United States had two wars with England while George III. was king. 5. If it does not rain soon, the farmers will not raise much corn. 88 HOEXSHEL'S ADVANCED GRAMMAR. 6. He lives where it never rains. 7. Napoleon was defeated because Grouchy was late. 8. Webster died before the Civil "War began. In the third sentence, the adverb clause denotes concession ; in the fifth, it denotes condition. 8. An adverb clause is set off by a comma, unless it closely follows the word it modifies ; as — 1. When Bunyan wrote the "Pilgrim's Progress," he was in prison. 2. Bunyan was in prison when he wrote the "Pilgrim's Progress." 4. Write three complex sentences, each containing an adverb clause of time. 5. Write two sentences, each containing an adverb clause of place. 6. Write two sentences, each containing an adverb clause of cause or reason. 7. Write two sentences, one having an adverb clause of condition, and the other a clause of concession. LESSON V. DIAGRAMMING. 1. Notice these diagrams : 1. farmers will raise The 1 not rain corn it does much | no t | soon. HOENSHEL'S ADVANCED GRAMMAR. 89 In a complex sentence, the simple conjunction is placed on a dotted line connecting the predicate of the subordinate clause and the word in the principal clause modified by the subordi- nate clause. 2. I | shall go I time I comes. the when Besides being a connective, when is an adverb (conjunctive adverb), modifying conies ; therefore, it is written under comes, and is connected by a dotted line to the word modified by the subordinate clause. 2. Diagram these sentences : 1. Men that are old and wise should be consulted by the young. 2. The criminal fled from the country whose laws he had broken. 3. Maize, which is another name for Indian corn, grows in America. 4. I am not solitary while I read, though nobody is with me. 5. Whither thou goest, I will go. 6. Confidence cannot dwell where selfishness is porter at the gate. 7. Measure your mind's height by the shadow it casts. In this sentence the connective is a relative pronoun, under- stood, which is the object of casts. 8. One who is contented with his present attainments will never become famous. 9. The house where we live is very old. The dependent clause, "where we live," is an adjective clause modifying house. Where, the connective, modifies live, and connects the dependent clause to house. house | is - old. | The j | very ! we live I where 90 HOENSHEL'S ADVANCED GRAMMAR. 10. By the banks of "bonny Doon " stands the cottage in which Kobert Burns was born. 11. I know a place where wild strawberries grow. 12. This is the time when peaches are ripe. 13. The stories that we read should instruct us while they amuse us. 14. Aim at perfection in everything, though in most things it is unattainable. LESSON VI. NOUN CLAUSES. 1. A Noun Clause is one used as a noun ; as — 1. That Columbus discovered America is a historic fact. In this sentence, the dependent clause, That Columbus dis- covered America, is the subject of the verb is. Therefore it is a noun clause in the nominative case. The entire sentence is the independent clause when the dependent clause is the sub- ject, object, or part of the predicate. 2. The Bible says that God gave Moses the Ten Com- mandments. In this sentence, that God gave Moses the Ten Command- ments is the object of the verb says. It is a noun clause in the objective case. 3. The question is, " How can we go? " Here the clause, How can we go? is used in predicate with the verb is, and means the same thing as the subject question. Therefore it is a noun clause in the nominative case. 2. In each of these sentences, pick out the noun clause, and name its case: 1. We learn from the Declaration of Independence that all men are created equal. HOEXSHEL'S ADVAXCED GRAMMAR. 91 2. The general belief is, that the Northmen discovered America. 3. That Hannibal was a brave general, is disputed by few. 4. "A rolling stone gathers no moss," says an old prov- erb. 5. The Sadducees believed that there is no resurrection. 6. The prisoner's answer was, " I am not guilty." 3. A noun clause used in the predicate (attribute complement) is usually set off by a comma; as — Our decision is, that the prisoner is not guilty. 4. Write two complex sentences, each having — 1. A noun clause for the subject. 2. A noun clause in the predicate. 3. A noun clause for the object. 5. Study these diagrams : 1. That the earth was once a molten mass, is taught by scientists. That earth ] was ! = mass | the once | a molten is taught scientists. That is a conjunction, used as an introductory word, and is placed above the predicate, with which it is connected by a dotted line. 2. His cry was, " Where am I?" I ; am cry was = I His | where 92 HOEXSIIEL'S ADVANCED GRAMMAR. 3. The speaker said, "The Cubans are fighting the Spaniards." Spaniards Cubans are fighting the speaker | said I The the (3. Write and diagram a complex sentence contain- ing— 1. A noun clause as subject. 2. A noun clause as object. 3. A noun clause in the predicate. LESSON VII. NOUN CLAUSES — DIAGRAMMING. Diagram these sentences : 1. He asked, " What will the next lesson be ? " 2. "He that borrows the aid of an equal understand- ing," said Burke, "doubles his own." (Own is an adjective.) 3. I knew that it was he. 4. " Where are all the good buried ? " inquired Lamb. 5. Our conclusion is, that the statement is not correct. 6. That the world moves, was believed by Galileo. 7. The sentence for correction was, "All that glitters is not gold." 8. His statement was, "I wish that my friend would write a book." 9. The teacher asked why I inverted the divisor. Why is an adverb of reason, modifying inverted. It does not give the reason, but asks for it. 10. "Here," said Tom, "I found them yesterday." 11. Do you know where the finest lilies grow ? HOENSHEL'S ADVANCED GRAMMAR. 93 12. "Wherever you go," said the maiden, " I shall go." 13. The poet Southey tells how the water comes down at Lodore. 14. That we guard our liberty with vigilance, is a sacred duty. LESSON VIII. COMPOUND SENTENCES. 1. Examine this sentence : Mary reads and Lucy recites. In this sentence there are two clauses, but neither one is a modifier ; both are independent. 2. A Compound Sentence is one that contains two or more independent clauses. The connective between the clauses of a compound sentence is usually and, but, or, nor, etc. 3. Write a compound sentence, connecting the two clauses by — and, or, but, nor. 4. Write a simple, a complex, and a compound sen- tence with each of these words : engine, soldier, farmer, rain, clouds. 5. Notice this diagram : Lincoln was President and Hamlin was Vice-President. Lincoln ; was = President Hamlin | was = Vice-President . 94 HOENSHEL'S ADVANCED GRAMMAR. The conjunction (coordinate conjunction) connecting the clauses of a compound sentence is written on a double-dotted line. 6. Diagram these sentences : 1. The army must gain a victory, or our cause will be ruined. 2. Justice was administered under the shade of a forest tree, and the jury sat upon a log. 3. Prosperity makes friends, but adversity tries them. 4. Plants live, grow, and die ; but they do not feel. 5. He was not a great traveler, nor was he fond of adventure. LESSON IX. ANALYSIS. 1. Analyzing a sentence is naming its class, its sub- ject, predicate, and object, and the modifiers of each. It is important to have a systematic and logical form of analysis, using no more words than necessary. 2. Notice the analysis of these sentences : 1. The king of England gave many castles to his faithful followers. This is a simple, declarative sentence, of which king is the subject, modified by the adjective the and the adjective phrase of England. Gave is the predicate, modified by the adverb phrase to his faithful followers. Castles is the object, modi- fied by the adjective many. 2. The man that fell overboard was drowned before the boat reached him. This is a complex, declarative sentence; the man was drowned is the independent clause, of which man is the sub- HOENSHEVS ADVANCED GRAMMAR. 95 ject, modified by the, an adjective, also by that fell overboard, a dependent, adjective clause, of which that is the subject, fell is the predicate, modified by overboard, an adverb of place;. was drowned is the predicate of the independent clause, modi- fied by before the boat reached him, a dependent, adverb clause of time, of which boat is the subject, modified by the, an adjective, reached is the predicate, and him is the object; before connects the adverb clause to was drowned. It will be observed that this method of analysis includes con- siderable parsing. Notice that after naming the subject, you should name all its modifiers before naming the predicate. When you name the predicate, name its modifiers before naming the object. By so doing, you will avoid much needless repetition. 3. Analyze these sentences : 1. The republic of Sparta had two magistrates. 2. Braddock's defeat was a memorable event in the French and Indian war. 3. Knowledge and timber should not be much used until they are seasoned. 4. It is not he who sings loudest and jokes most that has the lightest heart. 5. Ulysses spoke of the men and the cities that he had seen. 6. The invalid begged that we would stay with him. When the dependent clause is a noun clause used as the sub- ject, object, or part of the predicate, the entire sentence is the independent clause. 7. You said the enemy would not come down. 8. That a historian should not record trifles, is perfectly true. 9. The reply was, " I cannot help it." 10. The fields are fragrant, and the woods are green. 4. Diagram the preceding sentences. 96 HOEXSHEVS ADVANCED GRAMMAR. LESSON X. PHRASES — CLASSIFICATION AND USE. 1. A Phrase is a group of words properly put to- gether, but not having a subject and predicate. 2. With respect to form, phrases are Prepositional, Infinitive, and Participial. 3. A Prepositional Phrase is one whose first word is a preposition. 4. A Participial Phrase is one whose first word is a participle. In poetry, the preposition or the participle may not be the first word of the phrase, but it will be the first when the words are arranged in their natural order. 5. An Infinitive Phrase is one introduced by an in- finitive. It must not be supposed that every phrase is introduced by a preposition, infinitive, or participle. Many expressions that are called phrases are not so introduced ; as, ripe apples, an old man. 6. With respect to use, phrases are Adjective, Ad- verb, and Noun. 7. An Adjective Phrase is one used as an adjective. 8. An Adverb Phrase is one used as an adverb. 9. A Noun Phrase is one used as a noun. 10. Classify the phrases in these sentences with re- spect to form and use : 1. Napoleon, having been conquered, was sent to St. Helena. HOENSHEL'S ADVANCED GRAMMAR. 97 2. A stack of wheat standing on the hill was struck by lightning. 3. Franklin was sent to France to ask aid for the colo- nies. 4. The young lady wished to learn to sing. 5. To tell the truth is our duty. 6. To meet difficulties bravely is to conquer them. 11. Write two sentences, each having — 1. A prepositional phrase. 2. A participial phrase. 3. An infinitive phrase. 4. An adjective phrase. 5. An adverb phrase. 6. A noun phrase. 12. Notice these diagrams : 1. That lady wished to learn to sing. lady wished 1 That \ ^to learn \tosing. 2. To go is pleasant. \^ To go j is - pleasant. 3. To read books is pleasant. I To read 1 books | is pleasant. The infinitive is written on a curved line. In the first and second the infinitive might be placed above the base line, as in the third, but it is not necessary. The fact that it is an infinitive, and its construction (office), can be shown by placing it on the base line. In the third sentence it is better to place the infinitive on a support, in order to indicate that it is the subject of is, and that it has an object. — 7 98 HOENSHEL'S ADVANCED GRAMMAR. 4. The letter written so neatly has been received. letter has been received. | The V written I neatly The diagram for the participle is the same as that for the infinitive. 5. Having examined the book, he recommended it. he recommended ^ Having examined | it. | book | the LESSON XI. REVIEW. Analyze these sentences, then diagram them: 1. If spring has no blossoms, autumn will have no fruit. 2. I love to lose myself in other men's minds. 3. A pronoun is sometimes followed by the noun to which it refers. 4. When anger rises, think of the consequences. 5. We should endeavor to secure the friendship of that Being who holds in his hands the reins of the uni- verse. 6. He was anxious to go, but his friends restrained him. 7. We know not when he departed. 8. The general opinion is that Cuba deserves freedom. 9. The time, so long expected, finally arrived. 10. Having carefully read the letter, he laid it away. In the fifth sentence, should endeavor is intransitive. To secure is used as an adverb and modifies should endeavor. HOENSHEL'S ADVANCED GRAMMAR. 00 LESSON XII NOUNS — REVIEW. 1. By a figure of speech called Personification, neuter objects are sometimes regarded as either mas- culine or feminine. Thus, the sun, time, death, war, etc., are usually considered as masculine ; and the earth, the moon, virtue, a ship, night, etc., are generally considered as feminine. Names of objects conveying the idea of strength, power, or grandeur are in the masculine when personified ; and names of objects conveying the idea of beauty or weakness are feminine. "The sun shines in his splendor, and the moon displays her silvery light." Sometimes, when the personification is strongly marked, the name of the personified object should begin with a capital ; as, " Come, O gentle Spring ! with all thy beauty." 2. Learn the masculine and feminine forms of these nouns, and notice the formation of each: Masculine. Feminine. Masculine. Feminine. abbot, abbess ; duke, duchess ; actor, actress ; emperor, empress ; administrate] •, administratrix ; ; friar, ) monk, ) archduke , archduchess ; nun ; bachelor, baron, ( maid, ( spinster ; baroness ; gander, gentleman, goose ; ( gentlewoman \ lady ; beau, belle ; giant, giantess ; bridegroom, bride ; hart, roe; cock, ) rooster, ) hen ; heir, heiress ; hero, heroine ; count, ) earl, ) countess ; lad, lord, lass; lady; czar, czarina ; lion, lioness ; don, dona ; marquis, marchioness ; drake, duck; negro, negress ; 100 HOENSHEDS ADVANCED GRAMMAR. Masculine. Feminine. Masculine. Feminine. nephew, niece ; sultan, sultana ; peer, peeress ; swain, nymph ; prince, princess ; testator, testatrix ; prior, prioress ; viscount, viscountess shepherd, shepherdess ; widower, widow ; stag, hind; wizard, witch. 3. A noun is not often found in the first person, and when it is, it is used in connection with a pronoun that represents the speaker ; as — 1 . I, John, saw the Holy City. 2. We, the members of the Orescent Literary Society. 4. Letters, figures, and signs form the plural by add- ing the apostrophe (') and s; as — 1. Dot your i's and cross your Vs. 2. Your 2's are too large. 5. The following are plural in form, but are always singular in meaning : news, gallows, mathematics, ethics, politics, and other words ending in ics. 6. Write two sentences, each having a noun in the — 1. Masculine by personification. 2. Feminine by personification. 7. Write a sentence containing a noun in the first person. 8. Write a sentence containing the plural of — 1. A letter. 2. A figure. 3. A sign (-f- or -). HOEXSHEL'S ADVANCED GRAMMAR. 101 LESSON XIII. CASE. 1. A noun used in the predicate with a verb in the passive voice is in the nominative case; as — 1. Architecture has been called frozen music. 2. He was elected captain. 2. A word may be in the Objective Case after a parti- ciple; as — Hearing a noise, I turned. 3. Nouns denoting weight, measure, value, dis- tance, time, etc., are in the Objective Case without a governing word ; as — 1. The mountain is three miles high. 2. This man weighs two hundred pounds. 3. Good butter is worth thirty cents a pound. 4. This plant has grown two inches since yesterday. Tell why each of the words in black type in the preceding sentences is in the objective case. 4. Examine these sentences : 1. I wish to go. 2. I wish Henry to go. Who is to go, in the first sentence ? In the second sentence ? What is the subject of the first sentence ? Of the second ? In the first sentence, I, the subject of the sentence, is also the subject of the infinitive to go. In the second sentence, Henry is the subject of the infinitive to go, and is in the objec- tive case. 5. A noun or pronoun used as the subject of an in- . finitive is in the Objective Case, unless it is also the subject of the proposition.* ♦When the subject of the infinitive is a predicate noun, It is in the nominative case ; as, " He is the man to be blamed." 102 HOEXSHEL'S ADVANCED GRAMMAR. 6. Name the case of each of the subjects of these in- finitives : 1. The father wishes his son to study grammar. 2. The son does not wish to study grammar. 3. The traveler planned to go to Africa. 4. The showman wanted his lion to be tamed. 7. Notice this sentence : I want him to be a teacher. Teacher is used after the intransitive verb to be, and de- notes the same person as him. It is in the objective case be- cause him is in the objective case. Since it agrees with an objective subject, it may properly be called an Objective At- tribute. 8. When an intransitive infinitive has an objective subject it may have an objective attribute. 9. The objective attribute should be distinguished from the object of a transitive infinitive. 1. They thought her to be a musician. 2. They went to hear a musician. In the first sentence, musician is in the objective case, ob- jective attribute to agree with her, the objective subject of to be. In the second sentence, musician is in the objective case, object of the transitive infinitive to hear. 10. Write three sentences, each having a noun or pro- noun in the objective case — 1. Object of a participle. 2. Object of an infinitive. 3. Without a governing word. 4. Subject of an infinitive. 5. Objective attribute. 11. Write three sentences, each containing a noun in the nominative case after a passive verb. HOENSHEL'S ADVANCED GRAMMAR. 103 LESSON XIV. DIAGRAMMING. 1. Notice these diagrams : 1. The mountain is three miles high. mountain ' is - high. The miles J three A noun in the objective case without a governing word is diagrammed as if it were the object of a preposition, but noth- ing is written on the preposition line. As no preposition is understood, no cross should be used. 2. I wish Henry to be a merchant. Henry I wish V to be = merchant. " Henry to be a merchant " is the object of wish. 2. Diagram these sentences : 1. Think that to-day shall never dawn again. 2. We remained a week at Saratoga. 3. We rode three hours through a beautiful valley. 4. We walked four miles an hour. 5. Some houses in Chicago are one hundred and fifty feet high. 6. This man desires his son to be a lawyer. 7. They wanted John to become a doctor. 8. He asked a dollar a bushel for his wheat. 9. His objection was that the boy was too young. 10. The Indian loves the spot where his fathers are buried. 11. A township is six miles square. 12. Kansas is four hundred miles long and two hundred miles wide. 104 HOENSHEL'S ADVANCED GRAMMAR. Such expressions as four hundred, two hundred, etc., should be used as a single adjective. 13. The father desired his son to study algebra. 14. We resided three months in Paris. 15. In some places the ocean is five miles deep. LESSON XV. POSSESSIVE CASE. 1. When the same thing belongs to two or more in common, the possessive sign is added only to the last; as — 1. Parker and Wilson's store. 2. Lucy and Mary's books. Parker's and Wilson's store means that each owns a store. Parker's and Wilson's stores means that each owns more than one store. Parker and Wilson's stores means that they own more than one store in partnership. 2. When two nouns are in apposition the possessive sign is added only to the one nearest the name of the object possessed ; as — 1. King Henry's dominions. 2. Henry, the king's, dominions. In each of these sentences Henry and king are both in the possessive case, but only one sign is used. 3. Such complex nouns as son-in-law, Duke of Wellington, etc., use but one possessive sign, and add it to the last word ; as — 1. His son-in-law's home. 2. The Duke of Wellington's career. HOENSHEL'S ADVANCED GRAMMAR. 105 4. The following sentences are all correct. Give reas.ons for the use of the possessive sign : 1. These are neither Luther's nor Lucy's books. 2. This occurred neither during LincolnVnor Grant's administration. 3. Smith, the captain's, life was full of adventure. 4. I bought this book at Johnson, the bookseller's, store. 5. Brown and Green's factory is large. 6. Bowman's and Haddam's house are large. 7. Bowman's and Haddam's houses are large. In the 6th sentence, the word house is understood after the word Bowman's. In the 7th sentence, the word houses is un- derstood after the word Bowman's. 5. Correct where necessary : 1. Howard's, the philanthropist's, life was spent in alleviating the sufferings of others. 2. For the prisoner's sake, his brother's. 3. He did it at his mother's request, a kind lady. 4. The Bank of England was established in William's and Mary's reign. 5. This was neither the teacher nor the students' desire. 6. Whittier's, the poet's, "Snow-Bound" is much ad- mired. 7. The Queen's of England salary is large. 8. We use Allen & Greenough's Latin grammar. 6. A noun in the possessive case is sometimes used to form a part of a complex or compound noun. When so used it should not be parsed separately ; as — 1. Harper's Ferry is a town on the Potomac. 2. Bunyan wrote the Pilgrim's Progress. 106 HOENSHEI/S ADVANCED GRAMMAR. LESSON XVI. POSSESSIVE CASE.— REVIEW. 1. Write three sentences, each containing two or more nouns denoting joint ownership. 2. 'Write three sentences, each containing two or more nouns denoting separate ownership. 3. Write a sentence containing the possessive singu- lar of — father-in-law, king of India, Duke of Wellington. 4. Change these expressions to the form of the pos- sessive case ; thus : The signature of the author — The author's signature. 1. The sting of the bee. 2. The stings of the bees. 3. The house of my friend George. 4. The domain of Alexander the Great. 5. The trial of Mary, Queen of Scots. 6. The home of Mary and Martha (sisters). 7. The homes of Mary and Martha (not sisters). 8. The poems of Bryant or Whittier. 9. The pianos of Root & Cady. (Joint possession.) 10. The pianos of Steinway and Chickering. ( Separate possession.) 5. Write three sentences, each containing a noun in the possessive by appositior. IIOEXSHEL'S ADVANCED GRAMMAR. 107 LESSON XVII. NOUN CLAUSES.— REVIEW. 1. A noun clause may be in apposition with a word; as — 1. The doctrine that all men are created equal was held by our fathers. 2. It is evident that my friend is right. 3. Do you believe the old proverb, " Honesty is the best policy " ? In the first sentence the noun clause, "that all men are cre- ated equal," is in the nominative case in apposition with doc- trine, the subject. In the second sentence the clause, " that my friend is right," is in the nominative case in apposition with it, the subject. In the third sentence the clause,' - ' Honesty is the best policy," is in the objective case in apposition with proverb, the object. 2. Write two sentences, each containing a noun clause in apposition with the subject. 3. Write two sentences, each containing a noun clause in apposition with the object. 4. Notice these diagrams : that men are ; created — equal 1. | all doctrine ( ) was held | The o 1 *< fathers. our 10S IWEXSHEL'S ADVANCED GRAMMAR. Honesty | is = policy. you | Do believe I proverb ( the best [ that 1 old Diagram these sentences: 1. She was eight years old, she said. 2. That boy does not obey the command, "Honor thy parents." 3. Is it true that Cromwell was a patriot ? 4. The ornaments of a home are the friends that fre- quent it. 5. Franklin, the philosopher and statesman, was Amer- ican minister to France. 6. "Where the Indians came from is not known. 7. A single sentinel was pacing to and fro beneath the arched gateway which leads to the interior, and his measured footsteps were the only sound that broke the breathless silence of the night. 8. Diligence is the mother of good luck; and God gives all things to industry. LESSON XV TIT. REVIEW. Write a sentence having a noun in the — 1. Nominative case in predicate. 2. Nominative case in apposition with the subject. 3. Nominative case in apposition with predicate noun 4. Nominative case by direct address. 5. Objective case in apposition with the object. 6. Objective case in apposition with the object of preposition. 7. Objective case without a governing word. 8. Objective case, subject of an infinitive. 9. Objective case, objective attribute. IIOEXSHEL'S ADVANCED GRAMMAR. 109 2. Write a sentence having a noun clause in the — 1. Nominative case, subject. 2. Nominative case in apposition with the subject. 3. Nominative case in the predicate. 4. Objective case, object of a verb. 5. Objective case in apposition with a noun. 3. Write a sentence containing a word in apposition with — the Hudson London Shakespeare Europe Victoria Italy Longfellow animal LESSON XIX PROVERBS. 1. Copy the following proverbs, and study the mean- ing of each one : 1. There 's many a slip 'twixt the cup and the lip. 2. Charity begins at home. 3. If wishes were horses, beggars would ride. 4. Our deeds are fetters which we forge ourselves. 5. One swallow does not make a summer. 6. Keep your shop, and your shop will keep you. 7. Discretion is the better part of valor. 8. Fetters, even of gold, are heavy. 9. He that is surety for another is never sure of him- self. 10. Faithful are the wounds of a friend. 2. Write, in your own words, the meaning of each of the preceding proverbs. 110 HOENSHEUS ADVANCED GRAMMAR. LESSON XX. PRONOUNS. 1. A Compound Relative Pronoun is one that is formed by adding ever or soever to the relatives who, which, and what. 2. What, when a relative, is equivalent to the thing which, or the things which, and is called a Double Relative. 3. Adjective Pronouns are sometimes called Pro- nominal Adjectives. 4. Adjective Pronouns may be divided into De- monstrative Pronouns and Indefinite Pronouns. 5. The Demonstrative Pronouns are : this, that, these, those, both, former, latter. 6. The most common Indefinite Pronouns are: all, any, each, either, neither, few, many, none, one, other, another, some, several, such. 7. To Decline a noun or pronoun is to give its various forma to represent the different numbers and cases. DECLENSION OF PRONOUNS. PERSONAL PRONOUNS. S (* Nominative : I thou you he she It §,-! Possessive: my, mine* thy, thine* your, yours* his her, hers* its •5 ^Objective : me thee you him her It ■§ f Nominative: we ye you they l1 POS: 61 LObj Possessive : our, ours your, yours your, yours their, theirs Objective : us you you them. *Most authors consider mine, thine, yours, and hers in the possessive case. For another view, see Grade Eight. HOEXSHEVS ADVANCED GRAMMAR. \\\ RELATIVE PRONOUNS. | [Nominative: who which I -j Possessive : whose whose 35 I Objective: whom which The plural of the relatives is the same as the singular. That and what are not declined. The interrogatives who and which are declined in the same manner as the relatives who and which. COMPOUND RELATIVES. j [Nominative : whoever whosoever e>-j Possessive : whosever whosesoever 35 L Objective: whomever whomsoever The plural is the same as the singular. Whatever and whatsoever are not declined. 8. Since a compound relative represents both the antecedent and the relative, it should be used only when the antecedent is not expressed. "Give it to whoever wants it" is correct, but "Give it to the person whoever wants it" is incorrect. LESSON XXI DIAGRAMMING. 1. Notice these diagrams : 1. Give it to whoever wants it. x | Give L it whoever | wants I it. As the antecedent of a compound relative is never expressed, its place is indicated by a cross. _^___ , 112 IIOEXSHEL'S ADVANCED GRAMMAR. Remember that a relative ( simple or compound ) is always in the dependent clause, but its antecedent is always in the independent clause. 2. He heard what I said. What = that which. He 1 heard that I said which 2. Parse the pronouns in these sentences, according to the model found on page 39. 1. Where lies the land to which the ship would go ? 2. My ramble soon led me to the church, which stood a little distance from the village. 3. He that is not with me is against me 4. It was a dreary°road. 5. It is strange that he should do it. The antecedent of the first it is the noun clause that he should do it. 6. It was James that we saw. 7. It is they who must go. 8. You yourself should go. 9. "Whom did you see ? 10. Take what you want. 11. "Whoever wants it can have it. Notice the idiomatic uses of it in the 5th, 6th, and 7th sen- tences. It may refer to a phrase, a clause, or to a noun of tin- masculine or feminine, singular or plural, for its antecedent. 8. Diagram the preceding sentences. HOEXSHEL'S ADVANCED GRAMMAR. 113 LESSON XXII. REVIEW. 1. Write a sentence in which the antecedent of it 1. A clause. 2. A phrase. (It is wrong to steal.) 2. Write a sentence in which it refers to a — 1. Masculine pronoun. 2. Feminine pronoun. 3. Plural pronoun. 3. Write a sentence containing — 1. A compound personal pronoun, first person. 2. A compound personal pronoun, second person. 3. A compound personal pronoun, masculine. 4. A compound personal pronoun, singular, masculine, nominative. 5. A compound personal pronoun, plural, nominative. 6. A relative pronoun, nominative. 7. A relative pronoun, object of a verb. 8. A relative pronoun, object of a preposition. 9. A relative pronoun, possessive case. 10. A compound relative. 11. A double relative. LESSON XXIII. RELATIVE PRONOUNS.— REVIEW. 1. Of the relative pronouns, who is used for persons, which for animals and things, and that for persons, animals, and things. It will be seen that the only difficulty in the choice of a rela- tive is in deciding when to use that. 114 IIOENSHEVS ADVANCED GRAMMAR. 2. That is to be preferred to who or which — 1. When the antecedent embraces both persons and things ; as, The soldiers and horses that I saw. 2. After the words all, very, and same. 3. After an adjective in the superlative degree.* 3. Give reasons for using that in these sentences : 1. The men and cattle that were on the train were killed in the wreck. 2. I watched the boy and monkey that were entertain- ing the crowd on the street. 3. This is the same book that my father used. 4. The thief lost all the money that he stole. 5. Solomon is said to be the wisest man that ever lived. 4. Fill these blanks with who (or whom), which, or that : 1. He was deceived by the friend in he trusted. 2. These are the same persons assisted us before. 3. All he heard did not change his opinion. 4. These Germans still remember the friends and the home they left in Europe. 5. The train on you came was two hours late. 6. He was the first succeeded. ( First may be considered a superlative.) 5. Give the reason for the case of each pronoun in these sentences : 1 . To whom did he go ? 2. Whom did he tell ? her or him ? 3. It was intended for either you or him. 4. It was she. 5. It might have been they. 6. Know well whom you.admit to your friendship. Whom is the object of admit, not of know. The object of know is person understood, or the clause "whom you admit to your friendship." *For the use of that in restrictive clauses, see Grade Eight. JIOENSHEL'S ADVANCED GRAMMAR. H5 7. This is between you and me. 8. I thought it was he. 9. I thought it to be him. 10. Whom did you take him to be ? ( You did take him to be whom ? ) 11. There are few better men than he (is). 12. He mistook her for me. LESSON XXIV. PRONOUNS — Continued. Give the reason for the case of each pronoun in these sentences : 1. Do you know whom he sent ? 2. Do you know who went? 3. Them that honor me I will honor. (T will honor them that honor me.) 4. He wants you and, me to go. 5. I saw you and him in the store. 6. If I were he I would go to school. " 7. AVhowillgo? He. 8. Whom did he meet ? Him. 9. Whom was it from ? 10. It was she I sought. The object of sought is whom understood. 11. Who do men say that I am ? 12. Whom do you think they will elect ? 13. There is a difference between a ruler and him who is ruled. 14. I do not know whom you mean. 15. How can we tell whom to trust ? 16. Teacher, let Mary and me sit together. 17. The boys laughed at us girls. 116 HOENSHEL'S ADVANCED GRAMMAR. LESSON XXV. PRONOUNS — Continued. Fill these blanks with pronouns in the correct case. Give reasons for your choice : 1. This is a secret between and . 2. did you see ? 3. He knows it was. 4. "Was it you met ? 5. What were you and talking about ? 6. My brother did fully as well as . 7. Her mother and have gone to the city. 8. that seek shall find. 9. Is it you wish to see ? 10. do you take me to be ? 11. Mother went with sister and . 12. "We did not tell her the letter was from. 13. Can you teach and to draw ? 14. is younger than . 15. The teacher asked and to stay. 16. It is , , and that are to blame. 17. He is the same man met us on the bridge. 18. There goes the man house was burned. 19. The gentleman you spoke to is my uncle. 20. This is the longest lesson we ever had. 21. The men and the tools you sent for have arrived. 22. do you sit with ? 23. I know you love. 24. do you think that I am ? 25. Did you see Eobert and ? 26. I saw you and in the city. HOEN&HEL'S ADVANCED GRAMMAR. 117 LESSON XXVI. PRONOUNS — Continued. Fill these blanks with pronouns in the correct case. Give reasons for your choice : 1. Father told James and ' to go to school. 2. He addressed Lillian and . 3. All are gone but and . (When but means except, it is a preposition.) 4. It was you said it was. 5. It was you said it to be. 6. Who is there ? Only . 7. The entertainment was pleasing to John and . 8. Would you attend if you were ? 9. You suffer more than . 10. There is no one here but you and . 11. The merchant left word for you and to call at his store. 12. They as well as were disappointed. 13. It was either or his brother that called. 14. Such boys as are not good companions. 15. will you call next ? 16. I do not know to compare him to. 17. Do you remember he married ? 18. Do you remember gave you the book ? 19. Do you remember he went with ? 20. do you think it was that called ? 21. are you going to vote for ? 22. To whom did he refer ? or ? 23. Lucy and go to school. (This blank can be filled by nine different personal pronouns. Find them.) 118 BOENSHEL'S ADVANCED GRAMMAR. LESSON XXVII. PRONOUNS — Continued. 1. Which and what often are interrogative adjec- tives ; as — J. Which book have you ? 2. What answer did he make ? We have now used what as an interrogative pronoun, a double relative, and an adjective. It is sometimes an adverb, meaning partly; as, " What by economy and what by industry lie amassed a fortune." What is also an interjection ; as, " What ! did he go? " 2. In these sentences each pronoun agrees with its antecedent in gender, person, and number. Examino careful] y : 1. Each one of us must prepare his own lesson. 2. Boys, every one of you is responsible for his own con- duct. 3. Has everybody solved his problems ? 4. Ail the girls have their hats. 5. Each girl has her hat. 6. Each person in the world should do his best. 7. Not an elk nor a deer made its appearance. 8. Many a man looks back on the days of his youth with regret. 9. Neither Mary nor Susan offered her assistance. 10. Mary and Susan offered their assistance. 11. If any one thinks it is easy to recite a poem in pub- lic, let him try it. 12. The earth is my mother, and I will recline upon her bosom. 13. Every governor and magistrate does as he thinks best. HOENSHEL'S ADVANCED GRAMMAR. 119 14. No man or woman is able to get rid of his vices with- out a struggle. 15. Each man and woman must do his duty. In each of the last two sentences, the pronoun his has two antecedents, — one masculine and one feminine. In such cases the pronoun should be masculine. 3. Write eight sentences, each having a personal pronoun, or a compound personal pronoun, and be sure that each pronoun agrees with its antecedent. Have such sentences as will show that you under- stand, the subject. LESSON XXVIII. PRONOUNS — Continued. Fill each of these blanks with the proper personal pronoun to agree with its antecedent: 1. Every person should try to improve mind and heart. 2. Each of our party carried a knapsack with . 3. A person who is resolute and energetic will be apt to succeed in undertakings. 4. I did not notice which one of the men finished work first. 5. Every soldier and every officer remained at sta- tion all night. 6. Mary and Lucy will favor us with company. 7. Mary or Lucy will favor us with company. 8. Notice is hereby given to every person to pay taxes. 9. All persons are required to pay taxes. 10. You borrow one foot, or twelve inches, and add to the upper number. 120 HOEXSHEL'S ADVANCED GRAMMAR. 11. Every herb, every flower, and every animal shows the wisdom of Him who made . 12. Coffee and sugar are luxuries, but great quantities of are consumed annually. 13. If anyone wishes to join the church, let come. forward. 14. It is difficult for any judge or juror to be unpreju- diced in opinion. 15. Every city, village, and farm furnishes quota of soldiers. 16. This is such bad news that I cannot believe . 17. If you find "Longfellow's Poems," send to me. 18. The audience kept seats until the close. 19. If you have any molasses, please send me a gallon of . 20. The government will be compelled to change orders. 21. If any boy or girl be absent, must go to the foot of the class. 22. Do you know which one of the students wrote essay first ? 23. Lincoln, the President, the Emancipator, and the Martyr, will always live in the hearts of coun- trymen. LESSON XXIX ANALYSIS. 1. Analyze these sentences, and parse the nouns and pronouns : 1. I was born an American, I live an American, and 1 shall die an American. 2. He that would have the kernel must crack the shell. 3. The truly great man is he who does not lose his child-heart. HOENSHEL'S ADVANCED GRAMMAR. 121 4. I refer to Milton, him who wrote "Paradise Lost." 5. It was Hadley, he who wrote a Greek grammar. 6. Reputation is what we are thought to be ; character is what we are. 7. The tongue is the only weapon that can heal the wounds that it makes. 8. I have heard of Byron, the poet's, dissipation. 9. It was Joseph, he whom Pharaoh promoted. 10. This is the book that we are to study. 11. I believe in a religion whose origin is divine. 12. Whoever comes shall be admitted. ( Whoever == he who.) 13. I remember what was said. 14. Conscience makes the bitter memory of what he was. 15. Whosoever will may come. 2. Diagram the preceding sentences, omitting the 6th and 10th. LESSON XXX REVIEW. 1. Write a sentence containing a noun — 1. In the nominative, apposition with subject. 2. In the nominative, apposition with attribute comple- ment. 3. In the objective, apposition with object of verb. 4. In the objective, apposition with object of preposi- tion. 5. In the objective, subject of infinitive. 6. In the objective, objective attribute. 7. In the objective, apposition with subject of infinitive. 8. In the objective, apposition with objective attribute. 9. In the possessive by apposition. 10. In the nominative, independent. 11. In the objective without a governing word, 122 HQENSHEL'S ADVANCED GRAMMAR. 2. Write one sentence in accordance with each of the first six of the preceding directions, using pro- nouns instead of nouns. LESSON XXXI. ADJECTIVES. 1. Numeral Adjectives are divided into Cardinals? Ordinals, and Multiplicatives. 2. Cardinals denote simply the number of objects ; as, three, forty. 8. Ordinals denote the position of an object in a series; as, third, fortieth. 4. Multiplicatives denote how many fold ; as, three- fold, fortyfold. 5. Comparison is a variation of descriptive adjectives to express the quality in different degrees. 6. There are three Degrees of Comparison : the Pos- itive, the Comparative, and the Superlative. 7. The Positive Degree expresses the simple quality; as, large, wise. 8. The Comparative Degree expresses the quality in a higher or lower degree; as, larger, less wise. The Comparative is used in comparing two objects or classes of objects ; as, James is taller than his brother. These two apples are larger than those three. HOEXSHEL'S ADVAXCED GRAMMAR. 123 9. The Superlative Degree expresses the quality in the highest or lowest degree; as, largest, least wise. The Superlative is used in comparing three or more things ; as, Jupiter is the largest of the planets. Samuel is the oldest of the three boys. The rules for comparison will be found in Grade Six. The following additional rule is given : 10. Adjectives of two syllables ending in ow, and some adjectives of two syllables accented on the last are compared by adding er and est; as, narrow, narrower, narrowest; polite, politer, politest. 11. Adjectives may be placed before the words they modify, they may be used in the predicate, or they may be used appositively ; as — 1. The white and pure snow covered the landscape. 2. The snow is white and pure. 3. The snow, white and pure, covered the landscape. An adjective modifying a pronoun nearly always follows it ; as, "We all are guilty." " You all are invited." 12. Write a sentence containing : 1. A multiplicative. 2. An adjective used appositively. 3. An adjective modifying a pronoun (not in predicate). 124 MOENSHEL'S ADVANCED GRAMMAR. LESSON XXXII. ADJECTIVES — Continued. 1. Sometimes the use or the omission of a, an, or the makes quite a change in the meaning of the sentence. The black and the white horse means two horses. The black and white horse means one horse with two colors. A house and a lot means two separate pieces of property ; the house is not on the lot. A house and lot means that the house is on the lot. He was married to an amiable and an estimable woman means that he had two wives. He was married to an amiable and estimable woman means that he had one wife. 2. The following sentences are correct. Examine them carefully : 1. He has another and better reason. 2. He has another and a better reason. What difference in the meaning of these two sentences? 3. He does not deserve the name of gentleman. 4. The whites of America are descendants of the Euro- peans. Why not the descendants ? 5. The north and the south line of the field extend east and west. 6. The north and south lines on a map are meridians. They extend north and south. 7. This kind of horses and these kinds of cattle are not found in Asia, 8. In some of these sentences the adjectives are used incorrectly. Correct where necessary: 1. The right and left hand were both diseased.* * I prefer " the right and the left hand," but there is good authority for using " the right and left hands," HOENSHEL'S ADVANCED GRAMMAR. 125 2. The Latin and the Greek words in English are many. 3. I do not admire those kind of people. 4. The fourth and the fifth verse are short. 5. My uncle owns a large and small house. 6. One who rules is often known by the name of a king. 7. The sick and wounded were left in the camp. 8. I have not heard from home for this two weeks. 4, Observe that when the article is repeated the verb will often be plural, although the subject expressed may be singular. 1. The east and the west end [not ends] of the house are white. 2. An old and a new book are on the table. It will readily be seen that in the above sentences one sub- ject is understood. LESSON XXXIII. ADJECTIVES — Continued. 1. The comparative considers the objects compared as belonging to different classes. 1. The mother was fairer than any of her daughters. 2. Texas is larger than any other state in the Union. The rule in paragraph 1 is sometimes expressed by saying, "When the comparative is used, the latter term of comparison must exclude the former." In the second sentence just given, the latter term of comparison is any other state, which does not include Texas, the former term of comparison. If other is omitted, the latter term will be any state, which will, of course, include Texas. 2. The superlative considers the objects as belonging to one class. 1. The mother was the fairest of women. 2. Texas is the largest state in the.TJnion. 126 JWENSHEL'S ADVANCED GRAMMAR. The rule in paragraph 2 is sometimes expressed by saying, " "When the superlative is used, the latter term of comparison must include the former." In the second sentence just given, the latter term of comparison is state in the Union, which will include Texas. 8. In the following sentences the comparative and the superlative are used correctly. Study carefully : 1. My mother is the eldest of five sisters. 2. Which is the better of the two ? 3. Iron is more useful than any other metal. 4. Iron is the most useful of metals. 5. This picture is, of all paintings, most fascinating to me. 6. Ohjna has a greater population than. any other coun- try on the globe. 4. Some of the following sentences are incorrect. Make the proper changes: 1. The youngest of the two sisters is the handsomest. 2. He is the strongest of all the boys in school. 3. The boy is the brightest of all his classmates. 4. Gold is more valuable than any other metal found in the United States. 5. Natural scenery pleases me the best of anything else. 6. That tree overtops all the trees in the forest. 7. Our present teacher is better than any teacher we ever had. 8. Our present teacher is the best we ever had before. 9. Nothing pleases me as much as beautiful scenery. ( Say nothing else. "Why ? ) 10. This man, of all others, deserves promotion. IIOEXSHEL'S ADVANCED GRAMMAR. 127 LESSON XXXIY. COMPARISON.— REVIEW. 1. Write sentences comparing the following things, using first the comparative, then the superlative form : 1. The Mississippi, a long river; other rivers in the United States shorter. The Mississippi is longer than any other river in the United States. The Mississippi is the longest river in the United States. 2. Lake Superior, a large body of fresh water ; other lakes of fresh water, smaller. 3. Ehode Island, a very small State ; other States of the Union, larger. 4. James, who is the best reader ; other boys in the school. 5. The population of London ; the population of other cities in the world. 6. The Himalaya mountains ; other mountains in the world . 7. The falls of Niagara ; other falls in the United States. 8. This picture, much admired; other pictures in the room, less admired. 9. Queen Victoria's reign, long; the reigns of other English rulers, not so long. 10. Our grammar lessons, hard ; other lessons are not so hard. 2. Write three sentences, rising the comparative de- gree, comparing two objects of your own selection. 3. Rewrite the sentences of the preceding paragraph, using the superlative degree. 128 HOENSHEL'S ADVANCED GRAMMAR. LESSON XXXY. DIAGRAMMING. Analyze and diagram these sentences : 1. A guilty conscience needs no accuser. 2. Wisdom is better than rubies. When the comparative degree is followed by than, there will always be a complex sentence, and the positive degree of the same word (often not expressed ) will be found in the subordi- nate clause. In such sentences, than is a conjunctive adverb, modifying the word in the positive degree and connecting the subordinate clause to the word in the comparative degree. Wisdom | is — better rubies | ( are — good ). than 3. Every cloud has a silver lining. 4. Sugar is'sweeter than honey. 5. New York is larger than Massachusetts. 6. Much money and abundant food were sent to the needy sufferers of the lower Mississippi valley. 7. He wandered over the earth, sad and weary. Sad and weary are predicate adjectives. 8. The end must justify the means. 9. Fame is the last infirmity of noble minds. - 10. A friend should bear his friend's infirmities. 11. Did you find the book you wanted? (Relative pro- noun omitted.) 12. This is the answer I expected. 13. Raphael painted some very wonderful pictures. 14. The weather-cock on the steeple told, in all kinds of weather, the direction of the wind. 15. Harold, the last Saxon king, was conquered by Will- iam, Duke of Normandy. HOENSHEL'S ADVANCED GRAMMAR. 129 16. Everyone can master a grief, but him that hath it. 17. Grief is best pleased with grief's society. 18. Bees gather honey for themselves, and men rob them of it. 19. Napoleon, the man Wellington defeated at Water- loo, died at St. Helena, LESSON XXXVI. VERBS. 1. Sometimes a verb usually intransitive has an ob- ject; as — 1. I dreamed a dream. 2. He ran a race. In such sentences the verb is transitive. 2. Certain forms of the verb are called Principal Parts; they are the Present Indicative, the Past In- dicative, and the Past Participle. These are called the principal parts, because the other parts are obtained from them. 3. Auxiliary Verbs are those used in the conjugation of other verbs. They are do, be, have, shall, will, may, can, must. Do, be, and have are often used as principal verbs. 4. A Finite Verb is any mode or tense of the verb except the infinitive and the participle. 5. The following list of irregular verbs should be studied until pupils are able to give the principal 130 HOEXSHEL'S ADYAXCED GRAMMAR. parts of all in general use. Those marked r are also regular. Forms little used are printed in black: Pres. Past. Past P. Pres. Past. Past P. abide abode abode cleave, fclove 1 cloven am, be arise was arose been arisen r. (to split) -j cleft Lclave j cleft awake, r. awoke awaked cling clung clung ( baked j baken clothe,i . clad clad bake baked come came come bear (bore (bare born cost creep cost crept cost crept bear (bore |bare crow, r. crew crowed (to carry) borne cut cut cut bet bet bet dare, r. durst dared bless, r . blest blest deal dealt dealt bid bid, bade bidden, bid dig, r. dug dug bind bound bound do did done bite bit bitten, bit draw drew drawn bleed bled bled dream, r. dreamt dreamt blow blew j broke j brake blown dress, r drest drest j drank 1 drunk break broken drink drank breed bred bred drive drove driven j beaten (beat dwell dwelt dwelt beat beat eat ate eaten begin began begun fall fell fallen bend,r . bent bent " feed fed fed bereave, bereft bereft feel felt felt r. fight fought fought beseech besought besought find found found bring brought brought flee fled fled build, r. built built fling flung flung burn,r burnt burnt fly flew flown burst burst burst forsake forsook forsaken buy bought bought freeze froze frozen cast cast cast get got got, gotten catch caught caught gild, r. gilt gilt chide chid j chidden "jchid gird,r. girt girt give gave given choose chose chosen go went gone HOENSHEL'S ADVANCED GRAMMAR. 131 Pres. Past. Past. P. Pies. Past. Past P. grave, r grow grind hang, r. have . graved grew ground hung had graven grown ground hung had rid ride ring rise rid rode (rang (.rung rose rid ridden rung risen hear heard heard rive, r. rived riven heave, r . hove hove run ran run hew, r. hewed hewn saw, r. sawed sawn hide hid hidden, hid say said said hit- hit hit see saw seen hold held ( held 1 holden seek seethe sought r. seethed sought sodden hurt hurt hurt sell sold sold keep kneel, r kept knelt kept knelt send set sent set sent set knit, r. knit knit shake shook shaken know lade, r. knew laded known laden shape, shave, r. shaped r. shaved shapen shaven lay laid laid shear, r. sheared shorn lead led led shed shed shed lean, r. leant leant shine shone shone leap, r. leave leapt left leapt left shoe shoot shod shot shod shot lend lent lent show,r. showed shown let let let shred shred shred lie lay (recline) light, r. lit lose lost make made mean meant lain ' lit lost made meant shrink shut sing sink sit slay sleep slide ( shrunk I shrank shut sang sank sat slew slept slid (shrunk ( shrunken shut sung sunk sat slain slept ( slidden {slid meet met mow, r. mowed pay paid pen, r. pent (to inclose) met mown paid pent put put put sling slung slung quit, r. quit quit slink slunk slunk rap, r. read rend rapt read rent rapt read rent slit smite slit smote slit j smitten ( smit 132 HOENSHEL'S ADVANCED GRAMMAR. Pres. SOW, r. speak speed spend spill, r. spin spit split spread spring stand stave stay steal stick sting stride strike string strive strew. Past. sowed j spoke J spake sped spent spilt jspun | span spit, spat split spread sprang stood ( staved / stove (staid /stayed stole stuck stung strode struck strung strove •. strewed ( swore / sware Past p. sown spoken sped spent spilt spun spit split spread sprung stood ^staved ( stove C staid I stayed stolen stuck stung stridden struck stricken strung striven strown Pres. sweat sweep swell, r. swim swing take teach tear tell think thrive, ' *■ i throw thrust Past. sweat swept swelled swam swung took taught tore, tare told thought thrived throve threw thrust tread trod wax, r. waxed wear worn weave wove weep wept wet, r. wet whet, r. whet win won wind wound work, r. wrought wring wrung write wrote Past P. sweat swept swollen swum swung taken taught torn told thought thriven thrown thrust trodden trod waxen worn woven wept wet whet won wound wrought wrung written LESSON XXXVII. VOICE. 1. The Passive Voice of any verb will always consist of the past participle of that verb, preceded by some form of the verb be. From this it follows that the passive of all the modes and tenses of any verb will always end with the same word. The HOENSHEL'S ADVANCED GRAMMAR. 133 past participle of write is written, and the passive of write in every mode and tense will end with the word written. The form of the verb, to be that should be used is the form found in the mode and tense called for in the passive verb. Example: The indicative, present-perfect, third, singular of to be is has been; therefore, the indicative, present-perfect, third, singular, passive of the verb write is has been written. Sometimes the form of the verb to be is not expressed; as, " We found the water [ to be ] frozen." " The knife [ that was ] found in the yard belonged to the teacher." 2. Classify these verbs, and name the voice of each : 1. The bridge has been built. (Eemember that a pas- sive verb is always transitive.) 2. In many places, the Mississippi has overflowed its banks. 3. The greyhound can run very rapidly. 4. Our neighbors are moving into their new house. 5. Heated air rises. 6. The Saxons came into England about the middle of the fifth century. 7. The lowing herd winds slowly o'er the lea. 8. Knowledge must be obtained by hard work. 3. Name the voice of these verbs: shall see, shall be seen, may have seen, may have been seen, has seen, had seen, had been seen, might have seen ; can choose, could choose, shall have been cho- sen, to be chosen, are choosing, may be choosing, may be chosen ; to have stolen, to have been stolen, hav- ing stolen, having been stolen, stole, is stolen. 4. Change the voice of all the verbs in these sen- tences without changing the meaning: 1. The traveler was astonished at the sight. 2. The heavens declare the glory of God. 3. The address of welcome to the Grand Army of the Republic was given by Henry Watterson. 4. Such examples incite young men to noble careers. 5. The philosopher sat in his chair. ( Why cannot this be made passive ? ) 134 HOENSHEL'S ADVANCED GRAMMAR. 6. Health and plenty cheered the laborer. 7. A horse trod on the child's foot. 8. The sun rose at six. 9. The book lies on the table. 10. The commander must attend to this matter. When the 7th and the 10th are made passive, the object of the preposition becomes the subject of the verb. This will be explained in Grade Eight. LESSON XXXVIII. MODE. 1. The Subjunctive Mode asserts an uncertainty, a wish, or a supposition ; as — 1. If my brother were here, he would assist me. 2. If he be industrious, he will succeed. As this mode is quite difficult, its further study will be found in Grade Eight. 2. Name the mode of each verb in these sentences : 1. I wish I were at home. 2. Can you solve the problem ? 3. Do not break the glass. 4. " Evangeline " was written by Longfellow. 5. The czar of Russia was assassinated by Nihilists. 6. The city could have been captured by a brave army. 7. Try to learn something new every day. 8. The laws must be obeyed. 3. Name all the passive verbs in the preceding sen- tences. 4. Name the mode of each of these verbs : might throw, was throwing, has thrown, can throw, should throw, is thrown, have been thrown, had thrown, might throw ; throw the stone ; if it be thrown ; the javelin had been thrown. HOENSHEL'S ADVANCED GRAMMAR. 135 5. "Write two sentences, each having a verb in — 1. The indicative. 2. The potential. 3. The imperative. 6. Diagram the sentences in paragraph 2. LESSON XXXIX. VERBS — REVIEW. 1. Name the mode and tense of these verbs : is written, was written, have written, write, shall have written, has been written, has written, might write, can write ; go, went, might have gone, can have gone, should go, could have gone, shall go, will go, had gone, must go, must have gone. 2. Name the voice, mode, and tense of the verbs in these sentences : 1. The candidate was defeated. 2. The witness may be telling the truth. 3. I have delayed this interview for a long time. 4. They must have been surprised by their enemies. • 5. By Thursday, the ship will probably have reached its destination. 6. These people have been oppressed by their rulers. 7. When we reached the valley, the snow had disap- peared, and the flowers were appearing. 8. The ship sank before help could arrive. 9. Mr. Harmon was chosen chairman of the meeting. 10. The independent candidate was beaten by a large majority. 11. Milton said that no man could write epics who did not live epics. 12. Love not sleep lest thou shouldst come to poverty. 3. Diagram the preceding sentences. 136 HOENSHEL'S ADVANCED GRAMMAR. LESSON XL. VERBS — PERSON AND NUMBER. 1. Finite verbs have the same person and number as their subjects. 1. A collective noun requires a plural verb when the individuals are thought of, but a singular verb when the collection is considered as a unit; as, "The committee were invited, and all came." "The committee was large." 2. Two or more subjects connected by and require a plural verb; as, "Industry and perseverance are required." 3. Two or more singular subjects, taken separately, ( usually connected by or, nor, etc.,) require a sin- gular verb; as, "Europe, Asia, or Africa has a greater population than South America." 4. Two or more singular subjects preceded by each, every, or no, require a singular verb; as, "Each animal, plant, and mineral has its use." 5. When one subject is affirmative and the other neg- ative, the verb agrees with the affirmative subject ; as, "The sailors, not the captain, are to blame." "The captain, not the sailors, is to blame." 6. When there are two subjects, taken separately, and differing in number or person, the verb agrees with the nearest subject; as, " Neither the mother nor the daughters are pleased." " Neither the daugh- ters nor the mother is pleased." 7. The preceding rules for the agreement of the verb apply also to the agreement of the pronoun with its antecedent.* 2. The verbs and pronouns in these sentences are correct. Give reasons for the forms used : 1. Talking and doing are not the same. 2. Many a man has sad recollections of his youth. * These are the principal rules for the agreement of a verb. A few special rules and suggestions will be given in Gkade Eight. HOENSHEL'S ADVANCED GRAMMAR. 137 3. Every train and steamboat was crowded. 4. From what country is each of your parents ? 5. Every one of the witnesses says the same thing. 6. Either you or I am in the wrong. 7. A box of figs was sent us as a present. 8. There were more than one of us. 9. The victuals are cold. 10. The word victuals is singular. 11. There are no tidings. 12. Neither wife nor child was there to meet him. 13. Books, and not pleasure, are his delight. 14. Money, as well as men, is needed. 15. To possess and to profess are two different things. 16. "Very true," say they. 17. Chaucer's '.' Canterbury Tales " is an old poem. 18. A variety of pleasing objects charms the eye. 19. Twenty-five dollars is not too much for a bicycle. 20. You or Thomas is mistaken. 21. The condition of the roads is very bad. 22. Hence arise the following conclusions. 23. Everybody is very kind to me. 24. Either he or I am to blame. LESSON XLI. VERBS — Continued. Correct the following errors, and give your reasons : ( Always be sure you know what words are the subject and predicate before you attempt to correct the sentence.) 1. What studies have each of the boys ? 2. Every one of the boys are in their place. 3. One of you are wrong. 4. There is one or more reasons for this. 5. Six days' work have been done. 6. Either you or he are responsible. 138 HOENSHEVS ADVANCED GRAMMAR. 7. Nothing but vain and foolish pursuits delight some persons. 8. The people, not the government, is responsible for the welfare of the nation. 9. The number of our days are with Thee. 10. Between grammar and logic there exists many con- nections. 11. " Oats" are a common noun. 12. The youth of this country has many opportunities. 13. Idleness and ignorance brings sorrow. 14. My brother, with two friends, have arrived. 15. Strong arguments, not a loud voice, brings conviction. 16. In him were found neither deceit nor any other vice. 17. Either the horses or the wagon are to be sold. 18. The door of the cell is open, and within stands two prisoners. 19. Avarice is one of the passions that is never satisfied. 20. The sun, with all its planets, are but a small part of the universe. LESSON XLII. VERBS — Continued. 1. Some of the following are correct and some are incorrect. Make the corrections necessary: 1. More than one has had a hand in this affair. 2. Everyone must follow their own views on the ques- tion. 3. Both money and labor were spent on it. 4. Either you or I are the one who they have selected. 5. Each of these studies have their own difficulties. 6. The report of the mayor and clerk were presented. 7. The report of the mayor and of the clerk was pre- sented. 8. Not her beauty, but her talents, attract attention. 9. Her talents, not her beauty, attract attention. HOENSHEUS ADVANCED GRAMMAR. 139 10. It is her beauty, and not her talents, that attract at- tention . 11. To do justly, to love mercy, and to be humble, are duties of universal obligation. 12. Each day and each hour bring their portion of duty. 2. Insert suitable verbs in the following blanks : 1. Not one of my neighbor's sons succeeded in business. 2. There my neighbor and her daughter. 3. Time and tide for no man. 4. That able scholar and critic a valuable library. 5. The crime, not the scaffold, the shame. 6. A bushel of pears taken from one tree. 7. Neither he nor I frightened. 8. He or his brother the book. 9. There been several vessels lost on these rocks. LESSON XLIII REVIEW. 1. Write two sentences, each having a verb that has — 1. Two or more subjects connected by and. 2. Two or more singular subjects connected by or or nor. 3. Two singular subjects connected by as well as. 4. Two subjects', differing in number, and taken sepa- rately. 5. Two subjects, differing in person, and taken sepa- rately. 6. Two subjects, differing in number, one affirmative and the other negative. 140 HOENSHEL'S ADVANCED GRAMMAR. 2. Write a sentence containing a personal pronoun having for its antecedent — 1. A singular noun preceded by each or every. 2. Two or more singular nouns connected by and. 3. Two or more singular nouns connected by or or nor. 4. Two singular nouns connected by as well as. 5. Two nouns, differing in number, and taken separately. 6. Two nouns, differing in number, one taken affirma- tively and the other negatively. LESSON XLIV. VERBS — CORRECT FORMS. 1 . The following verbs should receive special study Present. 1 P' L {lay, 2 i sit > ' (set, rise, Present Past Past Participle. Tense. Participle. lying, lay, lain ; laying, laid, laid; sitting, sat, sat; setting, set, set; rising, rose, risen ; raising, raised, raised. The first verb of each of the above pairs is intransitive, and cannot be used with an object nor in the passive voice. The second verb of each pair is transitive, and can be used only with an object or in the passive voice. Set, when applied to the sun, or meaning to set out on a journey, is intransitive. 2. In the following sentences the preceding verbs are used correctly : 1. After the game, the ball-players lay down to rest. 2. The pupil laid his book on the table, and there it still lies. 3. The foundation-stones were laid in cement. 4. Set the basket down and sit on that chair. HOENSHEL'S ADVANCED GRAMMAR. 141 5. The girls are sitting on the porch, looking at the set- ting sun. 6. The workmen raised the bridge before the river rose. 7. Rising from his chair, and raising his right arm, the orator began to speak. 3. Fill each of these blanks with the proper form of one of the verbs in the first pair given in paragraph 1 : 1. The book was on the table. Yes, I it there. Well, let it . 2. The sick man has on his bed a long time. 3. What plans are you now? 4. Have they their burdens down ? 5. I remember when the corner-stone was . 6. here, and your head on the pillow. 4. Fill these blanks with the proper forms of the verbs mentioned in paragraph 1 : 1. Mary, you may the table. 2. William is by the stove, but Samuel is the old hen. 3. The traveler rose early, and out at six o'clock. 4. Your coat well. 5. yourself down and still. 6. The creek is (rising, raising), and the men are (ris- ing, raising) that old house. 7. We found the knife in the road. 8. Much land has been waste by the high water. 9. The trial was (set, sat) for next Monday. 10. After fighting all day, the soldiers down on the ground to sleep. 142 HOENSHEL'S ADVANCED GRAMMAR. LESSON XLV. VERBS — CORRECT FORMS. 1. The past tense is never used with an auxiliary verb, and the past participle is never used without an auxiliary (sometimes not expressed). 2. Choose the right word, and give reasons: 1. He (done, did) it, 2. I (seen, saw) him. 3. Have you ever (saw, seen) a giraffe ? 4. Has he (wrote, written) the letter? 5. The letter (wrote, written) yesterday was mailed to- day. ( That was is understood.) 6. Has the messenger (come, came) yet ? 7. The storm soon (began, begun). 8. The boy said his book was ( tore, torn). 9. Some of our best apples were (stole, stolen). 10. I (knowed, knew) him as soon as I (saw, seen) him. 11. The train had (gone, went ) an hour before I (come, came). 12. This work cannot be (did, done) in one day. 13. She (ought, had ought) to go. (As the verb ought has no past participle, it cannot be used with an auxiliary.) 14. He was (chose, chosen) umpire of the game. 15. The tune was (sung, sang) well. 16. That witness has surely (swore, sworn) falsely. 8. Select the right verbs, and give reasons: 1. I ( think, guess, expect, suppose) that he is sick. 2. ( Guess, think) how many grains are on this ear of corn. 3. Will you ( learn, teach ) me to skate ? 4. Mother, I will (go, come) to see you next week. 5. Try (and, to) learn your lesson. 6. I (expect, think) he has gone to Europe. HOEXSHEL'S ADVANCED GRAMMAR. I43 7. I expected (to be, to have been) in New York by this time. 8. He (don't, does n't) believe in hypnotism. Remember that don't can be used only as a contraction for do not. LESSON XLVI REVIEW. 1. Use the past tense and past participle of each of these verbs in a sentence : blow throw see do go ride eat come break begin draw fly know sing swim take 2. Use each of these words in a sentence: lie lies lying lain lay lays laying laid sit sits sitting sat set sets setting rises raises rose raised rising LESSON XLVII. . CONJUGATION. 1. The conjugation of a verb is the orderly arrange- ment of its voices, modes, tenses, persons, and num- bers. 144 HOENSHEL'S ADVANCED GRAMMAR. 2. The auxiliaries can, may, shall, and will have forms for the past: could, might, should, and would. These forms are said by grammarians to be in the past tense, but they do not express past time. Tense does not always mean time. 3. On the following pages will be found the conju- gation of the verb to be.* Singular. 1. I am, 2. You are, 3. He is; 1. I have been, 2. You have been, 3. He has been, or hath been ; INDICATIVE MODE. PRESENT TENSE. Plural. 1. We are, 2. You are, 3. They are. PRESENT-PERFECT TENSE. 1. We have been, 2. You have been, 3. They have been. PAST TENSE. 1. 2. 3. I was, You were, He was ; 1. We were, 2. You were, 3. They were. PAST-PERFECT TENSE. 1. 2. 3. I had been, You had been, He had been ; 1. We had been, 2. You had been, 3. They had been. FUTURE TENSE. 1. 2, 3. I shall be, You will be, He will be ; 1. We shall be, 2. You will be, 3. They will be. * There is a tendency In many schools to neglect the study of conjugation. Probably this Is the reason why so many students ( and many teachers, too) cannot parse a verb correctly. Conjugation should be studied until the pupil can give any voice, mode, or tense called for. HOENSHEVS ADVANCED GRAMMAR. 145 FUTURE-PERFECT TENSE. 1. I shall have been, 1. We shall have been, 2. You will have been, 2. You will have been, 3. He will have been ; 3. They will have been. SUBJUNCTIVE MODE. PRESENT TENSE. 1. If I be, 1. If we be, 2. If you be, 2. If you be, 3. If he be ; 3. If they be. PAST TENSE. 1. If I were, 1. If we were, 2. If you were, 2. If you were, 3. If he were ; 3. If they were. POTENTIAL MODE. PRESENT TENSE. 1. I may be, 1. We may be, 2. You may be, 2. You may be, 3. He may be ; 3. They may be. PRESENT-PERFECT TENSE. 1. I may have been, 1. We may have been, 2. You may have been, 2. You may have been, 3. He may have been ; 3. They may have been. PAST TENSE. 1. I might be, 1. We might be, 2. You might be, 2. You might be, 3. He might be ; 3. They might be. PAST-PERFECT TENSE. 1. I might have been, 1. We might have been, 2. You might have been, 2. You might have been, 3. He might have been ; 3. They might have been. IMPERATIVE MODE. PRESENT TENSE. 2. Be, or do thou be ; 2. Be, or do ye or you be. 10 146 HOENSHEL'S ADVANCED GRAMMAR. INFINITIVES. Present, To be. Present-Perfect, To have been. PARTICIPLES. Present, Being. Past, Been. Past-Perfect, Having been. 4. In the study of conjugation it should be observed that — 1. In the formation of the futures, we have two auxili- aries, shall and will. For the expression of simple futurity, we use shall in the first person, and will in the second and third persons, as given in the table. On the other hand, by using will in the first person, and shall in the second and third per- sons, we express the various ideas of promise, com- mand, obligation, etc. Thus: "I will be there" expresses a promise. "Thou shalt love the Lord thy God" is a command. " He shall do it" ( i. e., I will make him) expresses obligation or necessity. 2. The singular form, thou art, etc., is now used only in acts of worship, or on other solemn occasions. In ordinary discourse, in addressing one person, we say you are, you were, etc., the meaning be- ing singular, but the form plural. 3. In the third person, the subject of the verb may be any of the personal pronouns, he, she, it, any of the relative pronouns, who, which, what, that, etc., or any noun. For convenience of recitation, only one subject is inserted. 4. In the potential mode the auxiliary may be — In the present tense, may, can, or must; In the past tense, might, could, would, or should ; In the present-perfect tense, may have, can have, or must have ; In the past-perfect tense, might have, could have, would have, or should have. HOENSHEL'S ADVANCED GRAMMAR. 147 LESSON XLVIII CONJUGATION — Continued. Conjugation of the word Love, in the Active Voice. INDICATIVE MODE. Singular. 1. I love, 2. You love, 3. He loves ; PRESENT TENSE. Plural. 1. We love, 2. You love, 3. They love. PRESENT-PERFECT TENSE. 1. I have loved, 1. We have loved, 2. You have loved, 2. You have loved, 3. He has loved ; 3. They have loved. PAST TENSE. 1. We loved, 2. You loved. 3. They loved. PAST-PERPECT TENSE. 1. We had loved. 2. You had loved , 3. They had loved. FUTURE TENSE. 1. We shall love, 2. You will love, 3. They will love. 1. I loved, 2. You loved, 3. He loved ; 1. I had loved, 2. You had loved, 3. He had loved ; 1. I shall love, 2. You will love, 3. He will love : FUTURE-PERFECT TENSE. 1. I shall have loved, 1. We shall have loved, 2. You will have loved, 2. You will have loved, 3. They will have loved. 3. He will have loved 148 HOENSHEL'S ADVANCED GRAMMAR. SUBJUNCTIVE MODE. PRESEXT TENSE. 1. If Hove, 1. If we love, 2. If you love, 2. If you love, 3. If he love ; 3. If they love. POTENTIAL MODE. PRESENT TEXSE. 1. I may love, 1. We may love, 2. You may love, 2. You may love, 3. He may love ; 3. They may love. PRESENT-PERFECT TENSE. 1. I may have loved, 1. We may have loved, 2. You may have loved, 2. You may have loved. 3. He may have loved ; 3. They may have loved. PAST TENSE. 1. I might love, 1. We might love, 2. You might love, 2. You might love, 3. He might love ; 3. They might love. PAST-PERFEOT TEXSE. 1. I might have loved, 1. We might have loved, 2. You might have loved, 2. You might have loved, 3. He might have loved ; 3. They might have loved. IMPERATIVE MODE. PRESEXT TEXSE. 2. Love, or love thou. 2. Love, or love you. INFINITIVES. Present, To love. Present-Perfect, To have loved. PARTICIPLES. Present, Loving. Past, Loved. Past-Perfect, Having loved. HOENSHEL'S ADVANCED GRAMMAR. Ud LESSON XLIX. CONJUGATION— Continued. 1. Conjugation of the verb Love in the Passive Voice. INDICATIVE MODE. PRESENT TENSE. Singular. Plural. 1. I am loved, 1. We are loved, 2. You are loved, . 2. You are loved, 3. He is loved ; 3. They are loved. PRESENT-PERFECT TENSE. 1. I have been loved, 1. We have been loved, 2. You have been loved, 2. You have been loved, 3. He has been loved ; 3. They have been loved. PAST TENSE. 1. I was loved, 1. We were loved, 2. You were loved, 2. You were loved, 3. He was loved ; 3. They were loved. PAST-PERFEOT TENSE. 1. I had been loved, 1. We had been loved, 2. You had been loved, 2. You had been loved, 3. He had been loved ; 3. They had been loved. FUTURE TENSE. 1. I shall be loved, 1. We shall be loved, 2. You will be loved, 2. You will be loved, 3. He will be loved ; 3. They will be loved. FUTURE-PERFECT TENSE. 1. I shall have been loved, 1. We shall have been loved. 2. You will have been loved, 2. You will have been loved. 3. He will have been loved ; 3. They will have been loved . SUBJUNCTIVE MODE. PRESENT TENSE. 1. If I be loved, 1. If we be loved, 2. If you be loved, 2. If you be loved, 3. If he be loved ; 3. If they be loved. 150 JIOEXSHEL'S ADVANCED GRAMMAR. PAST TENSE. 1. If I were loved, or were I loved ; 1. If we were loved. 2. If you were loved, or were you loved ; 2. If you were loved. 3. If he were loved, or were he loved. 3. If they were loved. POTENTIAL MODE. PRESENT TENSE. 1. I may be loved, 1. We may be loved, 2. You may be loved, 2. You may be loved, 3. He may be loved; 3. They may be loved. PRESENT-PERFECT TENSE. 1. I may have been loved, 1. We may have been loved, 2. You may have been loved, 2. You may have been loved, 3. He may have been loved ; 3. They may have been loved. PAST TENSE. 1. I might be loved, 1. We might be loved, 2. You might be loved, 2. You might be loved, 3. He might be loved ; 3. They might be loved. PAST-PERFECT TENSE. L. I might have been loved, 1. We might have been loved, 2. You might have been loved, 2. You might have been loved, 3. He might have been loved ; 3. They might have been loved. IMPERATIVE MODE. PRESENT TENSE. 2. Be loved, or be thou loved. 2. Be loved, or be you loved. INFINITIVES. Present, To be loved. Present-Perfect, To have been loved. PARTICIPLES. Present. Past. Past-Perfect. Being loved. Loved. Having been loved, 2. The synopsis of a verb is the orderly arrangement of its voices, modes, and tenses in one person and num- ber (usually the first person, singular). HOENSHEL'S ADVANCED GRAMMAR. 151 3. The conjugations already given are of the Com- mon Form. There are two other forms : the Progress- ive and the Emphatic. 4. The Progressive Form of the verb is that which represents the action as in progress; as, "I am writ- ing." 5. The Emphatic Form of the verb is that in which the assertion is expressed with emphasis; as, "I do write." LESSON L REVIEW. 1. Write a synopsis of the verb write in the active voice. 2. Write a synopsis of the verb write in the passive voice. 3. Write the conjugation of choose, active voice. 4. Write the conjugation of choose, passive voice. LESSON LI, REVIEW. Write a sentence having a verb in the- 1. Active, indicative, present-perfect. 2. Active, indicative, future-perfect. 3. Passive, indicative, past-perfect. 152 HOENSHEL'S ADVANCED GRAMMAR 4. Passive, indicative, past. 5. Active, potential, past. 6. Active, potential, past-perfect. 7. Active, potential, present-perfect. 8. Passive, potential, past. 9. Passive, potential, present. 10. Active, imperative. 11. Passive, imperative. 12. Active, subjunctive, present. 13. Passive subjunctive, present. 14. Passive, subjunctive, past. 15. Passive, potential, past-perfect. 16. Active, indicative, past-perfect. LESSON LII. VERBS — INFINITIVES. 1. The Infinitive is that form of the verb which ex- presses action or being without affirming it; as, to write, to have written; to exist. 2. The following are the infinitives of the verb see: Present. Present-Perfect. Active : to see, to have seen. Passive: to be seen, to have been seen. The infinitive has the progressive forms to be seeing and to have been seeing. Of course, an intransitive verb has but the two active in- finitives. The names present and present-perfect do n,ot have reference to the time expressed by the infinitive, but to its form. The time depends on the finite verb of the sentence. 3. The sign of the infinitive is to, but this sign is omitted after the verbs bid, dare, feel, hear, help, HOENSHEL'S ADVANCED GRAMMAR. 153 let, make, see, and some others; as, "Let him [to] come." " See the birds [to] fly." When to is omitted, it should be supplied in parsing. 4. The infinitive is used as a noun, an adjective, or an adverb. 5. The following is the order for parsing an infin- itive : 1. "To work is not always pleasant." To work is a verb, regular, intransitive, active'; infinitive, pres- ent ; it has the construction of a noun, nominative, subject of the verb is. 2.- "The lesson to be learned was very difficult." To be learned is a verb, regular, transitive, passive ; infinitive, present ; it has the construction of an adjective, modifying lesson. 3. " He went to school to study grammar." To study- is a verb, regular, transitive, active; infinitive, present; it has the construction of an adverb, modifying went. Construction means the same as office. 6. In the following sentences the infinitive has the construction of a noun : 1. As subject: a. To learn requires application. b. To climb trees is dangerous. 2. As object of verb : a. I like to walk. b. The thief desires to escape. 3. As attribute complement. a. To see is to believe. b. "To study is to learn. 4. In apposition with subject : a. It is useless to inquire. b. It is a sin to speak deceitfully. 154 HOEXSHEL'S ADVANCED GRAMMAR. 5. As object of a preposition : a. I was about to write.* b. They had no choice but to go. T. In the following sentences the infinitive has the construction of an adjective: 1. Not used in the predicate: a. Flee from the wrath to come. b. Leaves have their time to fall. 2. Used in the predicate (attribute complement) : a. The house is to be sold. b. The governor's authority is to be supported. 8. In the following sentences the infinitive has the construction of an adverb : 1. Modifying a verb: a. Music was ordained to refresh the mind. b. They fought to defend their country. 2. Modifying an adjective: a. These apples are good to eat. b. The industrious boy is anxious to work. 3. Modifying an adverb: a. He is too young to enlist (modifies too). b. It is ripe enough to eat. (To eat modifies enough. Enough is an adverb modifying ripe.) 9. Parse the infinitives in all of the preceding sen- tences marked a. A model for written parsing can easily be arranged by teacher or pupil. 10. Write the infinitives of these verbs : lie, sit, choose, tear, do. ♦In such sentences, about may be called an adjective, meaning nearly the same as ready or prepared. The Infinitive, then, would have the construc- tion of an adverb, modifying about. HOENSHEL'S ADVANCED GRAMMAR. 155 LESSON LIII. INFINITIVES— Continued. 1. Point out the infinitives in these sentences, and give the construction of each : 1. They had the good fortune to escape. 2. The student has a.license to preach. 3. The cuckoo tried to steal the nest. 4. She is sad to see her sister failing. 5. I have come to hear you sing. 6. You have a problem to solve. 7. I am prepared to hear you. 8. You were kind enough to aid. 9. These men were sent to rule a distant province. 10. He is old enough to vote. 11. The pupil forgot to study his lesson. 12. Not to save my right hand would I do it. 13. I come not here to talk. 14. It is useless to inquire. V^ to inquire. It ( ) | is — useless 15. To obey is better than to be punished. 16. It is better to strive for the right than to rail at the wrong [is good]. 17. To hesitate is to be lost. 18. To rob a caravan is a crime, but to steal a continent is glory. 19. Everyone should strive to be an ornament to his pro- fession. 20. One stumble is enough to deface the character of an honorable life. In the 19th sentence should strive is intransitive, and the infinitive has the construction of an adverb. 2. Diagram the preceding sentences. 156 UQENSKEL'S ADVANCED GRAMMAR. LESSON LIV. INFINITIVES — Continued. 1. Usually no word should come between to and the verb; thus, "to rapidly walk" should be "to walk rapidly." Some authors do not hesitate to disregard the above rule. 2. The present-perfect infinitive should not be used after verbs of wishing, expecting, etc. We should not say "He wished to have gone," but " He wished to go." 3. Write a sentence having — 1. An infinitive, present, active. 2. An infinitive, present, passive. 3. An infinitive, present-perfect, active. 4. An infinitive, present-perfect, passive. 5. An infinitive without to. 4. Write a sentence having an infinitive with the construction of — 1. An adjective, not in the predicate. 2. An adjective, in the predicate. 3. A noun, subject. 4. A noun, object. 5. A noun, attribute complement. 6. A noun, object of a preposition. 7. A noun, in apposition with subject. 8. An adverb, modifying a verb. 9. An adverb, modifying an adjective. 10. An adverb, modifying an adverb. HOENSHEL'S ADVANCED GRAMMAR. 157 LESSON LV. VERBS —PARTICIPLE. 1. A Participle is a word derived from a verb, par- taking of the properties of a verb and of an adjective or a noun. 2. There are three participles : the Present, the Past, and the Past-Perfect. The Past is sometimes called the Perfect, and the Past-Per- fect is sometimes called the Compound Participle. 3. The following are the participles of the transitive verb see: Present. Past. Past-Perfect. Active: seeing, seen, having seen. Passive: being seen, seen, having been seen. An intransitive verb has only the three active participles. Some grammarians do not consider the past participle in the active voice a separate participle, because it has the same form as the past participle in the passive voice. While it is true that they have the same form, there is often quite a difference in meaning. The active participle is used with an auxiliary in forming many of the tenses in the active voice ; thus, in " I have seen the parade," have is the auxiliary and seen is the past parti- ciple, active. In "I have been seen," have been is the auxil- iary and seen is the past participle, passive. In "The animal seen on the mountain was a bear," seen is the past participle, passive. 4. Write all the participles of these verbs : write, choose, walk, go, do, try, sit. 158 HOENSHEL'S ADVANCED GRAMMAR. 5. A participle always has the construction of an ad- jective or a noun. No word is a participle unless it is derived from a verb ; thus, in "He was unknown in the community," unknown is not a participle, because there is no verb unknow from which it can be derived. 6. The following is the order for parsing a parti- ciple : 1. "The lesson learned yesterday was not recited." Learned is a verb, regular, transitive, passive ; participle, past; it has the construction of an ad- jective, and modifies lesson. 2. "By learning the lesson he won the approval of his teacher." Learning is a verb, regular, transitive, active ; participle, present ; it has the construction of a noun, the object of the preposition by. 7. In the following sentences the participle has the construction of an adjective: 1. Not used in the predicate: a. Wealth obtained dishonestly soon disappears. h. Having walked a long distance, the soldier is tired. c. The policeman found the criminal concealed in the bushes. 2. Used as attribute complement: a. Truth lies wrapped up and hidden in a well. h. Cincinnatus was found plowing. c. The general lay wounded on the field. 8. In the following sentences the participle has the construction of a noun : 1. In the nominative case : a. Riding a bicycle is good exercise. b. This reminding me of your kindness is reprov- ing me. c. My admitting the fact will not affect the argu- ment. BOENSHEVS ADVANCED GRAMMAR. 159 2. In the objective case : a. We obtain information by reading good books. b. Light minds undertake many things without completing them. c. He could not resist taking the apple. 9. Parse the participles in the preceding sentences. LESSON LVI. PARTICIPLES — Continued. 1. Point out the participles in these sentences, and give the construction of each : 1. Pardon my asking if you like to read. 2. Avoid keeping company with the depraved. 3. The Indians ran screaming in pursuit. 4. Many have amassed wealth by living economically. 5. Attempting much and doing little is a common cause of failure. 6. Pocahontas was married to an Englishman named John Rolfe. 7. The philosopher sat buried in thought. 8. Instead of reasoning more forcibly, he talked more loudly. 9. Our united efforts could not prevent his going. 10. He spent hours in correcting and polishing a single couplet. 11. Nature is best conquered by obeying her. 12. The child stood weeping. (Weeping has the con- struction of an adjective in the predicate.) 13. The pardon of the governor prevented his being hung. 14. God's balance, watched by angels, is hung across the sky. 15. The letter written yesterday has been mailed. 160 HOENSHEL'S ADVANCED GRAMMAR. 2. Participles are often placed before nouns to de- scribe some condition or characteristic. They then become simple adjectives. 1. The engineer, injured in the wreck, was taken home. ( Participle.) 2. The injured man was taken away. (Adjective.) 3. The horse, running rapidly, soon reached the oppo- site side of the field. ( Participle.) 4. The running horse was soon captured. (Adjective.) 3. Use each of these words in two sentences : first, as an adjective; second, as a participle: wounded, chosen, stolen, rippling, winding, falling, pol- ished, sworn. LESSON LVII. REVIEW. 1 . Notice these diagrams : 1. The soldier lay wounded. ^ wounded soldier | lay — | | The 2. AVe should avoid injuring the feelings of others. We | should avoid ~"\ ^ injuring feelings. Injuring is a participle, with the construction of a noun, and is the object of should avoid. Feelings is the object of injur- ing. HOENSHEL'S ADVANCED GRAMMAR. 161 3. Your writing that letter so neatly secured the situa- tion. ^ writing Your neatly letter 1 secured situation. If the sentence were "Your writing so neatly secured the situation," the following diagram could be used: V ^ writing | secured I Your | neatly I situation. | so In this case it is not necessary to place the participle on a support; but when the participle used as the subject has an object, it is difficult to show the office of each word without placing the participle above the base line. 4. We can improve our minds by reading good books. reading books. Reading is a participle used as the object of by, and books is the object of reading. 5. The pardon of the governor prevented his being hung. pardon | prevented Vbeing hung. | his Being hung is a participle, with the construction of a noun, object of prevented. — 11 162 HOEXSHEVS ADVANCED GRAMMAR. 6. Pardon my asking if you like to read. if you | j like x | Pardon Itoread. lasking I my 2. Diagram the sentences in paragraph 1, Lesson LVI. LESSON LVI II. PARTICIPLES — Continued. 1. Write a sentence having a participle — 1. With the construction of a noun, subject. 2. With the construction of a noun, object of a verb. 3. With the construction of a noun, object of a preposi- tion. 4. With the construction of a noun, object of a verb, and having an object. 5. With the construction of a noun, subject, and hav- ing an object. 6. With the construction of an adjective, not attribute complement. 7. With the construction of an adjective,. attribute com- plement. 2. Write all the participles of these verbs: steal, chop, lie, help, make, grow. HOENSHEL'S ADVANCED GRAMMAR. 163 LESSON LIX. ADVERBS. 1. According to their office in the sentence, adverbs are divided into three classes : Simple, Interrogative, and Conjunctive. 2. A Simple Adverb simply modifies the word with which it is used ; as — 1. He reads well and writes very well. 2. The mountain is exceedingly high. •8. An Interrogative Adverb is one used in asking a question. 4. A Conjunctive Adverb is one that modifies a word in a dependent clause, and also connects that clause with the independent clause. In the sentence, " I will recite when the time comes," when modifies comes and connects the adverb clause with will recite. The principal conjunctive adverbs are when, where, as, why, wherein, whereby, while, whenever, whereon, and than. It is evident that conjunctive adverbs are found in complex sentences. 5. Such adverbs as surely, perhaps, certainly, yes, nay, no, and not are sometimes called Modal Adverbs. Notice that a modal adverb is not an adverb of manner. A modal adverb describes the manner of making the assertion, not the manner of performing the action. In "He will certainly come quickly," certainly is a modal adverb, describing the manner in which the assertion is made, and quickly is an adverb of manner, describing how the action will be performed. 164 HOENSHEL'S ADVANCED GRAMMAR. 6. According to their meaning, adverbs are divided as follows : 1. Adverbs of Place ; as, where, here, etc. 2. Adverbs of Time ; as, now, again, afterward, etc. 3. Adverbs of Number ; as, once, twice, secondly, thirdly. 4. Adverbs of Manner ; as, how, well, so, etc. 5. Adverbs of Degree ; as, very, too, much, etc. 6. Adverbs of Cause ; as. why, wherefore, etc. 7. Adverbs of Affirmation and Negation ; as, yes, no, yea, nay, etc. 7. The only modification of adverbs is comparison. They have the same degrees as adjectives, but usually only adverbs of manner and degree can be compared. 8. Classify the adverbs in these sentences according to use and according to meaning: 1. Tarry till he comes. 2. On my way hither, I saw her come forth. Is hither an adverb in this sentence ? 3. There were no other persons there.* 4. They lived together very happily. 5. How rapidly the moments fly ! 6. Perchance you are the man. 7. I have not seen him since I returned. 8. Whither has he gone ? 9. How far that little candle throws its beams ! 10. Slowly and sadly we laid him down. 11. These scenes, once so delightful, no longer please him. 12. Having duly arranged his affairs, he departed im- mediately. 9. Many adverbs are composed of two or more words; as, by and by, one by one, at all. These may be called Phrase Adverbs, P h Notice the difference between a phrase adverb and an adverb rase. 'The first there is not an adverb; it ia simply an introductory word. HOENSHEUS ADVANCED GRAMMAR. 155 10. Only one negative should be used in making a denial. ' ' He has never done nothing ' ' should be ' ' He has never done anything," or "He has done nothing." 11. Adverbs should not be used for adjectives, nor adjectives for adverbs. In the sentence, " The day is disagreeable cold," the adjec- tive disagreeable is used instead of the adverb disagreeably. In "This pen does not write good," the adjective good is used instead of the adverb well. ( Good, better, best is an ad- jective ; well, better, best may be an adverb.) In " The queen feels badly," the adverb badly is used instead of the adjective bad. It does not tell the manner of feeling, but the condition of the queen. 12. Some adjectives, when used in the predicate to express the condition of the subject, are incorrectly called adverbs. The following sentences are all cor- rect : 1. She looks cold. 2. Velvet feels smooth. .3. He sat silent. 4. The lady feels bad. 5. The author stood bareheaded in the presence of the king. Bareheaded is an adjective, expressing the condition of au- thor; it does not tell the manner in which he stood. LESSON LX. ADVERBS — Continued. 1. Correct where necessary, and give your reasons for the changes : 1. He stood silently and alone. 2. Speak more distinctly. 160 HOENSHEL'S ADVANCED GRAMMAR. 3. A miser never gives anything to nobody. 4. How sweetly the music sounds ! 5. The sun shines brightly and the grass looks greenly. 6. He feels very sadly about his loss. 7. The teacher was tolerable well informed. 8. The young lady looked beautifully, and she sjhir beautiful. 9. AVe arrived at home safely and soundly. 10. The bashful young man appeared very awkwardly. 11. This apple looks well ( good ?) but it tastes bad. 12. She dresses suitable to her station and means. 13. I was exceeding glad to hear from you. 14. The train does n't wait for no one. 15. The doctor said she would never be no better. 16. Every man cannot afford to keep a coach. 2. Choose the right word, and give reasons : • 1. He looked (glad, gladly) when his brother came. 2. Lucy felt very (sad, sadly) when her friend died. 3. The evening bells sound (sweet, sweetly) and low. 4. The eggs were boiled (soft, softly). 5. The house was made (strong, strongly). 6. Come ( quick, quickly). 7. The slaves were treated (harsh, harshly). 8. The singer's voice seemed ( harsh, harshly). 9. The moon rose (clear, clearly). 10. The house appears (comfortable, comfortably) and (pleasant, pleasantly). 11. The boy was dressed (comfortable, comfortably). HOENSHEL'S ADVANCED GRAMMAR. 167 LESSON LXI. ADVERBS — Continued. 1. Adverbs should be placed where there can be no doubt as to what they are intended to modify. Notice these sentences, and explain the meaning of each: 1. Only the address can be written on this side. 2. The address can only be written on this side. 3. The address can be written on this side only. 2. Improve the location of the adverb in these sen- tences : 1. We only recite three lessons a day. 2. All men are not educated. 3. All that glitters is not gold. 4. Two young ladies came to the party nearly dressed alike. 5. Such prices are only paid in times of great scarcity. 6. Corn should be generally planted in April or May. 7. No man has ever so much that he does not want more . 8. I shall be glad to see you always. 9. The work will be never completed. 10. Having nearly lost a thousand dollars by the trans- action, I cannot afford to venture again. 11. The secretary was expected to resign daily. 12. He nearly walked ten miles. 13. I only bring forward a few things. 14. We merely speak of ourselves. 15. The Chinese chiefly live upon rice. 16. I only ate one apple to-day 3. Write three sentences, each containing — 1. A modal adverb. 2. An adverb of manner. 3. A conjunctive adverb. 4. A phrase adverb. 5. An adverb phrase. 168 HOENSHEL'S ADVANCED GRAMMAR. LESSON LXII. PREPOSITIONS. 1. A Preposition is a word that shows the relation of its object to some other word in the sentence. Some prepositions are composed of two or three words; as, on account of, by means of, from under, etc. Prepositions are sometimes used as part of a verb ; as, " He was laughed at." "This matter must be attended to." Such verbs are called Compound Verbs. Some words, originally participles, are sometimes preposi- tions; as, concerning, regarding, respecting. 2. The object of a preposition may be a word, phrase, or clause. 1. The Esquimaux live in huts made of snow. 2. He is happy nowhere except in the city. 3. The wind had ceased before the rain began to fall. (Some authors call before a conjunctive adverb in this sentence.) 8. When a preposition has no object, it becomes either an adverb or an adjective ; as — 1. The days are passing by. (Adverb.) 2. The sentence above is correct. (Adjective.) 4. The preposition usually precedes its object. When the object is the relative that, it always precedes the preposition ; as, "This is the man that I spoke to." Frequently in interrogative sentences the preposition is placed at the end of the sentence; as, "What are we coming to ?" " Whom did he give it to ? " This form is much better than "To what are we coming ? " or " To whom did he give it? " We have many other examples of good English in which the preposition is placed at the end ; as, A house to live in ; A sub- ject to think about ; A practice which no one objected to. HOENSHEL'S ADVANCED GRAMMAR. 169 From the preceding it will be seen that the statement fre- quently made, "A preposition should never be used at the end of a sentence," is not sanctioned by good English. 5. Care must be taken to use appropriate preposi- tions. Between refers to two objects, and among refers to more than two objects. Observe the difference in meaning between in and into. " He walks into the house" means that he walks from the out- side into the inside. " He walks in the house " means that he is in the house, walking around. In some grammars a long list of words is given, arranged alphabetically, each word followed by a preposition supposed to be appropriate ; but as the same word may have more than one appropriate preposition, and as the selection of the proper one depends on the meaning intended to be conveyed, it seems to me that the only way to learn to use prepositions correctly is to observe good writers and speakers. 6. Correct the errors in these sentences : 1. The sultry evening was followed with a heavy frost. 2. He fell from the bridge in the water. 3. Our government is based in the rights of the people. 4. He was accused with robbery. 5. This work is different to that. 6. There is a constant rivalry between these four rail- roads. 7. Divide the apples among the two girls. 8. He was eager of studying grammar. 9. He was desirous for studying Latin. 10. Battles are fought with other weapons besides pop- guns. 11. The band was followed with a large crowd. 12. Eaise your book (off, of, off of) the table. 7. Fill each of these blanks with a proper preposi- tion : 1. He poured the water the barrel. 2. We saw you the concert. 170 HOENSHEL'S ADVANCED GRAMMAR. 3. The prisoner is accused stealing a horse. 4. You may rely what I say. 5. The forests abound ■ wild animals. 6. There is much need preparation. 7. The man died consumption. (Use of between the verb die and the name of the disease.) 8. The soil is adapted corn. 9. The merchant is in want money. 10. He stays school late. LESSON LXIII. CONJUNCTIONS AND INTERJECTIONS. 1. A Conjunction is sometimes used simply as an introductory word. In " He went out as captain," as is not a connective. Some- times a conjunction is introductory to an entire sentence, but in such cases a preceding clause is often understood. Some conjunctions are composed of two or more words ; as, as if, as well as, in order that, etc. 2. According to their use, conjunctions are divided into two classes : Co-ordinate and Subordinate. 3. A Coordinate conjunction is one that connects elements of equal rank. 4. A Subordinate Conjunction is one that connects elements of unequal rank. A subordinate conjunction is always found in a complex sen- tence, and joins the dependent clause to the independent clause. 5. According to the meaning of the dependent clause, subordinate conjunctions are divided into those of— 1. Time; as, as, while, until, since, etc. 2. Reason or Cause; as, because, for, since, as, inas- much as, etc. . HOENSHEL- S ADVANCED GRAMMAR. 171 3. Condition or Supposition; as, if, provided, unless, except, notwithstanding 1 , whether, etc. 4. End or Purpose ; as, that, in order that, lest. 5. Concession; as, though, although. 6. Comparison; as, than. 6. Write a sentence containing — 1. A coordinate conjunction. 2. A subordinate conjunction of time. 3. A subordinate conjunction of purpose. 4. A subordinate conjunction of concession. 7. Interjections have no grammatical construction. Words from almost any other part of speech may become interjections; as, My stars! What! Well! O is generally used before words of address, and oh before words expressing emotion ; as — 1. Great and manifold are thy works, O Lord ! 2. Oh ! how can I go ! 8. Interjections are generally followed by the excla- mation point. If the interjection does not express strong feeling, or if the feeling continues through the whole expression, a comma is usually placed after the interjection, and the exclamation point is placed at the end. The exclamation point should not be used after O. 9. Analyze these sentences. Parse the adverbs and conjunctions : 1. The fact' that he is an American needs no proof. 2. You cannot tell where he has gone. 3. She did not go to school until she was ten years old. 4. This is the time when snow falls. 5. The bells rang and the whistles blew. 6. Love is sunshine, but hate is shadow. 7. Be wiser to-day thamyesterday. 8. Childhood shows the man, as morning shows the day. 172 HOENSHEL' S ADVANCED GRAMMAR. He is both wise and virtuous, wise He | is Both and should be taken together and parsed as a strength- ened conjunction. 10. Diagram the sentences in paragraph 'J. LESSON LXIV. ANALYSIS AND PARSING. Analyze these sentences, and parse the pronouns and verbs : 1. I dreamed that Greece might still be free. 2. Write it on your heart, that every day is the best day in the year. 3. That people are good in the main, is a true statement. 4. Time misspent is not lived, but lost. 5. For a time the Puritans kept unbroken the plan of a religious State. 6. Good conversation is the most delightful method of gaining knowledge. 7. Life is a mission to go into every corner and recon- quer this unhappy world for God. 8. Men with no prejudice and a great brain are the men to govern the world. 9. A man is shorter when he is walking than when at rest. Kemember that when the comparative degree is followed by than, the positive degree of the same word is either expressed or understood. HOENSHEL'S ADVANCED GRAMMAR. 173 10. If coal and the useful metals are found in any region, manufacturing interests will sooner or later be de- veloped. 11. There are some schools whose course of study pro- vides for but little study of English. 12. When faith is lost, when honor dies, the man is dead. 13. Eecollect that trifles make perfection, and thar? per- fection is no trifle. 14. There is a tide in the affairs of men, which, taken at the flood, leads on to fortune. 15. I slept, and dreamed that life was Beauty ; I woke, and found that life was Duty. 16. He who has a thousand friends hath not a friend to spare, And he who has one enemy shall meet him every- where. 17. Happy is the nation that has no history. 18. To live in hearts we leave behind is not to die. 19. The truly wise man will so speak that no one will observe how he speaks. • 20. I supposed him to be her. 21. Try to care for what is best in thought and action. LESSON LXV. DIAGRAMMING. Diagram the sentences in lesson 64, and parse the infinitives and participles. LESSON LXVI. REVIEW. Correct where necessary, and give reasons : 1. In his pocket are a knife and a top. 2. My ! don't that deer know how to run ! 174 BOENSHEL' S ADVANCED GRAMMAR. 3. Two weeks' vacation are too much. 4. There is a man and a woman on the bridge. 5. These kind of people will never succeed. 6. Have you any new children's shoes ? 7. This child is real sick. 8. Who will you vote for ? • 9. Him from my childhood I have known. 10. Whom do you think was with me ? 11. A speech should be judged by its argument. 12. Many a captain, with all the crew, have been lost at sea. 13. There appear to be many others interested. 14. I intended to have gone yesterday. . 15. This is in accordance to my plans. 16. Milton is more sublime than any of the poets. 17. This opinion never has and never can prevail. 18. It not only has beauty, but utility. 19. We saw a man digging a well with a Roman nose. 20. He seems to have the universal esteem of all men. 21. How can we tell whom to trust ? 22. There is plenty of molasses in the jag. 23. Neither the army or navy was represented. 24. Two of the boys have swam ashore. 25. Hadn't we ought to go ? 26. The farmer went to his neighbor and told him that his cattle were in his field. (Use direct quotation.) 27. Has the second bell rang? 28. He owned an old and new house. 29. The old and the new governor are sitting in the car- riage side by side. 30. Either he or I am right. 31. When will we three meet again ? 32. The Nile is the longest of any river in Africa. HOENSHML' 8 ADVANCED GRAMMAR. 175 LESSON LXVII. PUNCTUATION. 1. Notice the punctuation of these sentences: 1. "Washington, who was born in Virginia, was our first President. 2. He was looking out of the window and, therefore, did not see me entering the room. 3. " I will come," she said, " if I have time." In the first sentence the clause, who was born in Virginia, is parenthetical ; that is, it can be omitted without spoiling the sense. The same is true of therefore, in the second sentence, and of she said, in the third sentence. 2. Parenthetical expressions are separated from the rest of the sentence by commas. 3. Notice the punctuation of these sentences : 1. We shall begin our work next week. 2. Next week, we shall begin our work. 3. We, next week, shall begin our work. An adverb phrase is out of its natural order when it begins a sentence, or when it stands between a verb and its subject. 4. When a phrase is out of its natural order, it is usually separated from the rest of the sentence by commas. 5. Punctuate the following sentences : 1. My brave men the general said charge for the guns. 2. London the largest city in the world is in England. 3. Paris which is situated on the Seine is the capital of France. 4. "With merry hearts we wandered through the beau- tiful meadows. 5. Maize which is another name for Indian corn grows in America. 176 HOENSHEL'S ADVANCED GRAMMAR. 6. The minstrel sang a song played a tune and danced a jig. 7. No no no you cannot go. 8. A youth a boy or a mere child could answer that question. 9. By industry and perseverance we obtain knowledge. 10. My friend will you give me a dollar ? 6. Notice the punctuation of these sentences : 1. My uncle Joseph is a sailor. 2. Joseph, my uncle, is a sailor. 7. Appositives, unless short and used as part of the name, are separated from the rest of the sentence by commas. 8. Punctuate these sentences : 1. Superintendent Saylor has charge of the schools of Lincoln. 2. Saylor the superintendent has charge of the schools of Lincoln. 3. Chancellor Snow lives in Lawrence. 4. Tennyson the poet wrote " In Memoriam." 5. Bryant the American poet wrote "Thanatopsis." 9. Write and punctuate a sentence containing — 1. A series of nouns. 2. A series of adjectives. 3. A series of adverbs. 4. A series of verbs. 5. A parenthetical word. 6. A parenthetical clause. 7. A phrase out of its natural order. 8. A quotation divided into two parts. 9. An appositive that should be separated from the rest of the sentence. 10. An appositive that should not be separated from the 4 rest of the sentence. IIOENSHEL' S ADVANCED GRAMMAR. 177 10. Give two different meanings to this sentence by- punctuating differently : Mary Helen and Julia have gone. LESSON LXVIII. ESSAY. 1. Write in your own words the meaning of this proverb : Calamity is the touchstone of a brave mind. 2. Use the proverb as the subject of an essay. De- scribe its meaning fully, and illustrate by a story. EIGHTH GRADE. To the Teacher : In order to present a complete classification of the parts of speech, some definitions given in previous grades are repeated here. LESSON I. SENTENCES AND PHRASES. i. A Sentence is a thought expressed by words. 2. A Proposition is a subject combined with its predicate. 3. A Clause is a proposition used as part of a sen- tence. 4. An Independent Clause is one not dependent on any word, and contains the principal proposition. 5. A Dependent Clause is one that modifies some word or words in the independent clause, and contains the subordinate proposition. 6. According to use, sentences are divided into De- clarative, Interrogative, Imperative, and Exclamatory. 7. A Declarative Sentence is one used in making a statement. 8. An Interrogative Sentence is one used in asking a question. (178) HOENSHELS ADVANCED GRAMMAR. 179 9. An Imperative Sentence is one used in making a command or request. 10. An Exclamatory Sentence is one used in an ex- clamation, or in expressing strong feeling or emotion. 11. According to their form, sentences are divided into Simple, Complex, and Compound. 12. A Simple Sentence contains but one proposition. 13. A Complex Sentence is one containing an inde- pendent clause and one or more dependent clauses. 14. A Compound Sentence is one containing two or more independent clauses. 15. The Subject of a sentence represents that of which something is said. 16. The Predicate of a sentence tells what is said of the subject. 17. The Object of a sentence completes the predi- cate, and names that which receives the act. 18. A Compound Subject is two or more subjects for the same predicate. 19. A Compound Predicate is two or more predicates for the same subject. 20. The Complete Subject or Predicate is the subject or predicate with all its modifying words. By some authors the complete subject is called the Complex Subject, by others it is called the General Subject, and by still others it is called the Logical Subject. In the same manner we have the Complex, the General, and the Logical Predicate. 180 HOENSHEL'S ADVANCED GRAMMAR. 21. A Phrase is a group of words properly put to- gether, but not having a subject and predicate. 22. With respect to form, phrases are Prepositional. Infinitive, and Participial. 23. A Prepositional Phrase is one whose first word is a preposition. 24. An Infinitive Phrase is one introduced by an infinitive. 25. A Participial Phrase is one whose first word is a participle. 26. With respect to form, phrases are also divided into Simple, Complex, and Compound. 27. A Simple Phrase is a single phrase. A simple phrase may have one of its principal elements com- pound ; as, " To Boston and New York ; " " Into and out of the house ; " "By reading books and magazines." 28. A Complex Phrase is one having one of its parts modified by another phrase; as, ''On the Mount of Transfiguration ; " " Reading a book of poems.'' 29. A Compound Phrase is two or more phrases con- nected ; as, " Going in and looking out;" "To Boston and to New York." 80. Phrases are also Separable and Inseparable. 31. A Separable Phrase is one whose parts, or words, can be parsed separately. HOENSHEL'S ADVANCED GRAMMAR. 181 32. An Inseparable Phrase is one whose words can- not be parsed separately; as, "at once," "at all," " in vain." Once is not the object of at, but the two words should be parsed together. Infinitives are inseparable phrases. 83. With respect to use, phrases are Adjective, Ad- verb, and Noun. 34. An Adjective Phrase is one used as an adjective. 35. An Adverb Phrase is one used as an adverb. . 36. A Noun Phrase is one used as a noun. LESSON II. 1. Write one sentence of each of the seven kinds defined in the preceding lesson. 2. Write one sentence for each of the eleven kinds of phrases defined' in the preceding lesson. LESSON III. VARIETIES OF COMPOUND SENTENCES AS TO FORM. 1. The clauses of a compound sentence are some- times called Members. 2. The clauses of a compound sentence may be of different classes,, according to their form. If the sen- 182 HOENSHEL'S ADVANCED GRAMMAR. tence has but two clauses, the following varieties may be found : 1. Both clauses simple: America was discovered by the Northmen, but they made no permanent settle- ment. 2. One clause simple, the other complex: America was discovered by the Northmen, but they made no settlements that w r ere permanent. 3. One clause simple, the other compound : America was discovered by the Northmen, but they made no permanent settlement, nor did they conquer the Indians. 4. One clause complex, the other compound: America was discovered by people who came from the northern part of Europe, but they made no per- manent settlements, nor did they conquer the Indians. 5. Both clauses complex: The Northmen discovered ;/ reading good books. V reading | books. Reading is a participle used as the object of by, and books is the object of reading. The pardon by the governor prevented his being hung. pardon | prevented V ^ being hung. | his Being hung is a participle, with the construction of a noun, object of prevented. HOENSHEL'S ADVANCED GRAMMAR 295 Pardon my asking if you like to read. if you 1 like Pardon Vasking [ my V to read. He is both wise and virtuous. He | is - virtuous. Both and should be taken together and parsed as a strength- ened conjunction. The bells rang and the whistles blew, but the dogs did not bark and the people were silent. bells I rang The ; : p 1 P- whistles | i : blew the I : O' : C dogs | j 1 did bark the i i » | not : P^ people | ; i were - silent. The propositions composing a member should be placed nearer to each other than the two members. 296 IIOENSHEL'S ADVANCED GRAMMAR. When thy wealth has taken wings, and when thy companions have deserted thee, the (rue friend will still remain faithful. friend | will remain - faithful true The still wealth | has taken ngs. 1 thy when i : | wi * T3 " C : companions | have ^ ; ; deserted |_thy lil when Christ come and the new era began when Greece had lost her greatness and the seeds of decay had. hern, planted in the Roman Empire. Christ came era 1 ; began | the | new ' Greece | had lost • greatness her anted when j | p, : :: 3 seeds | had been p [the o decay 5" Roman Empire. the When might be supplied as a modifier of had been planted, but it is not necessary. The dependent clause modifies both began and came, and the dotted line might extend to came, also. HOENSHEL'S ADVANCED GRAMMAR. 297 Where one lives as a king, many live as peasants. many | live = peasants. Napoleon being banished, peace was restored to Europe. peace > was restored Napoleon ^ being banished Europe. The nominative absolute is not connected with the remainder of the sentence. He waited an hour, staff in hand. He waited staff hour an V (being) 3 hand. 298 HOENSHEL'S ADVANCED GRAMMAR. Washington was a better statesman than a general. Washington | was = statesman I a J better x | x = general. 1 tht Washington was a better statesman than he was a good gen- eral. A should be omitted before general, but it should be used when the omitted words are supplied. We found the questions not only easy, but very diverting. found questions : a i ° We V" x - J : O : a i \ & j diverting. | very interesting Questions is the objective subject of to be understood. Not only but are all taken together as one conjunction. He is to be blamed for keeping us waiting so long. V to be blamed us ^ x x waiting He 1 is keeping long. To be is understood before waiting, forming the progressive form of the present infinitive. HOENSHEL'S ADVANCED GRAMMAR. 299 I have more money than I know what to do with. I j have money ( that I is - much) than y to do I | know S. [ what (which) He | he I could. " He came as soon as he could." Soon is an adverb, modify- ing came; the first as is an adverb of degree, modifying soon; the second as is a conjunctive adverb, modifying could (come), and connects the subordinate clause to the first as. The sub- ordinate clause is an adverb clause of degree, modifying the first as. In "He reads as well as he writes," as well as is parsed just as as soon as in the preceding sentence. In "He, as well as his sister, is expected," as well as is parsed as a conjunction. 800 HOENSHEL'S AD VANCED GRAMMAR I | liked T I examined I more. | it 'the better I the it. In "The more I examined it, the better I liked it," the prin- cipal clause is "I liked it the better." Better is an adverb, modifying liked. The first the is a conjunctive adverb, modify- ing more and connecting the dependent clause to the second the; more is an adverb of degree, modifying examined; the second the is an adverb of degree, modifying better; the de- pendent clause, "I examined it the more, is an adverb clause of degree, and modifies the first the. Fools judge only by events. events. only He visited not only New York, but also Philadelphia. New York. He 1 visited Philadelphia. HOE N SHE US ADVANCED GRAMMAR. He I visited | New York [ only | not He | visited | also 1 Philadelphia. Of these two diagrams, I prefer the one on p. 300. 301 He ivas so angry that he could not speak. He | was - angry he ; could speak. not Either or, neither nor, whether or, both and, and some other correlatives, should be diagrammed and parsed as simple con- junctions. * # * February is not so long as March, but colder. , February | is - long | not March. | x - x colder 302 HOENSHEL'S ADVANCED GRAMMAR. Sweet it is to have done the thing one ought. [^ to have done It ( thing | ought. I ) | is — sweet The infinitive to have done, with all its modifiers, is in appo- sition with it. After ought, to have done which is understood. Instead of saying that man is the creature of circumstance , it would I" 1 nearer tlie mark to sag that man is the architect of cir- cumstance. that man | is ; — architect Vtosay it ( the circumstance. that I saying ) I would be man is I = creature the o circumstance x mark the Some would call nearer an adjective. Life is of short duration. is - "^ duration. Life 1 short HOENSHEVS ADVANCED GRAMMAR. 801 For a man to confess his faults is noble. man yto confess faults | is - noble The object of for is man to confess his faults. Man is the objective subject of to confess. A noun is not the object of a preposition and the objective subject of an infinitive at the same time. INDEX. Page. A, as a preposition :...... 257 Abstract nouns 18 Active voice 59, 60, 132-134, 228, 229 Adjective clauses 85-87 Phrases 76, 96 Pronouns 43, 110, 203, 204 Adjectives .9, 50-56, 122-129, 216-224 Appositive 123 Classes of 50, 51, 216, 217 Comparison of 52-54, 122-128 Definitive 50 Descriptive 50 Interrogative 118, 203 Modifying another adjective 218 Numeral 51, 122 Parsing of 55 Predicate 16 Pronominal .': 110 Proper 51 Adverb clauses 87-90 Phrases 76 Adverbs 9, 74-76, 163-167, 251-256 Classes of 74, 163, 164 Comparison of 74, 164 Conjunctive 163, 252 Interrogative 163 Modal 163, 252 Parsing of 75, 76 Phrase 164 Relative 252 Simple 163 Agreement — Pronoun with antecedent 46, 118-120, 210-212 Verb with subject 68, 72, 73, 136-140, 241-244 —20 (305) 306 HOENSHEL' S ADVANCED GRAMMAR. Among and between 169 Analysis 94, 95 Antecedents 41 Agreement of pronoun with 46, 118-120, 210-212 Appositive adjectives 123 Clauses 107 Appositive, cases of 33, 34 Articles 51, 216 As, conjunctive adverb 254 Preposition 257 Relative pronoun 207 Attribute complement 91 Auxiliary verbs 129 Be, auxiliary in passive voice 132, 133 Conjugation of 144-146 Followed by objective 102, 193 Between and among- 169 But, as relative pronoun 207 Capitals 19, 280 Can and may 71, 72 Cardinal numbers 122 Case 31-36, 101-106, 192-200 Absolute 193 After intransitive verbs 193 After interjections 198 Factitive object 197 Nominative 31, 32, 192 Objective 31, 101, 102, 192, 196-198 Possessive 35, 36, 104-1C6, 195, 196 Two objects 197 Clauses — Adjective 85-87 Adverb 87-90 Dependent 84 Independent 84 Noun 90-93, 107 Principal 84 Restrictive and non-restrictive 205, 206 Subordinate 84 Collective nouns 17, 18 Comma, use of 20, 175-177, 280, 281 Common gender 21 HOENSHEL'S ADVANCED GRAMMAR. 807 Common nouns 17 Comparative degree of adjectives 52, 122-128 Of adverbs 74, 164 Comparison of adjectives 52-54, 122-128 Of adverbs , 74, 164 Complements of incomplete verbs 226, 227 Of passive verbs 227 Of transitive verbs (active) 226 Complete verbs 226 Complex phrases 180 Sentences 84-93, 184-187 Compound personal pronouns 42 Objects 14 Phrases 180 Predicates 14 Prepositions 77, 256 Relative pronouns . 110, 111, 208 Sentences 181-183 Subjects 14 Verbs 168, 236, 237 Concessive clauses 88 Conditional clauses 88 Conjugation 143-151 Of be -. 144-146 Of live "... . 147-150 Emphatic form of 234, 235 Progressive form of 151, 234 Conjunctive adverbs 163, 252 Conjunctions 10, 79, 170, 171, 258, 259 Classes of 170 Coordinate 170, 258 Subordinate 170, 259 Copulative verbs 226 Correlatives, uses of 260-263 Declarative sentences 10 Declension of pronouns 41, 42, 110, 111 Defective verbs 225 Definitive adjectives 50 Demonstratives 110 Dependent clauses 84 Descriptive adjectives 50 308 HOENSHEL' 8 ADVANCED GRAMMAR. Diagrams 283-303 Difficult sentences analyzed 268-27] Diminutive degree 220 Diminutive nouns 188 Double relative 110 Each other 272 Emphatic form of verb 234, 235 Exclamation 79 Exclamatory sentences 11 Factitive object 197 Feminine gender • 21, 99, 100 Fewer and less 221 Finite verb 129, 226 Future-perfect tense 66 Future tense 65 Gender 21-23, 188-189 Common 21 Feminine 21, 99, 100 Masculine 21, 99, 100 Neuter 21 Gerunds 246 Imperative mode 63, 64 In first and third persons 23< I Imperative sentences 10 Imperfect tense 235 Impersonal verb 226 Improper omission of prepositions 256 In and into 169 Incomplete verbs 226 Indefinite pronouns 110 Indicative mode 62 Infinitives 70, 152-256, 245-248 As adjective 154, 245 As adverb 154 As noun 153, 154 Parsing of 153 Subject of 101, 102 Without to 152, 153 Inseparable phrases 181 Interjections 10, 79, 171 HOENSHEL' 8 ADVANCED GRAMMAR. 309 Interrogative adjectives 118, 203 Adverbs 163 Pronouns 43, 209 Sentences 10 Intransitive verbs 58 Have no passive 60 May have objective case after them 102, 193 Irregular verbs 58 Learn and teach. 71, 72 Less and fewer 221 Like, uses of 221 Many a, parsed together 221 Masculine gender 21, 99, 100 May and can 71, 72 Members of compound sentences 181 Modal adverbs 163, 252 Mode 62-64 Imperative 63, 64 In first or third person 230 Indicative 62 Potential 62, 63 Subjunctive 134, 231, 232 Modifier 13 More and most in comparison 220 Multiplicatives 122 Need, does not add s in negative sentences 243 Neuter gender 21 Neuter verbs 225 No, yes 253 Nominative case 31, 32, 192 Absolute 193 By direct address 33, 193 By exclamation : 193 By pleonasm 193 By subscription , 193 Non-restrictive clauses 205, 206 Noun clauses 90-93, 107 Noun phrases 9,6 Nouns 9, 17-40, 99-109, 187-202 Abstract 18 Class 188 310 H0EN8HEL 8 AD VANCED GRA MMAR. Collective 17, 18 Common 17 Diminutive 188 Parsing of 36, 37 Participial 188 Proper 17 Verbal 188 Number of nouns and pronouns 26-31, 189-192 Of verbs 68, 136-140, 241-244 Numeral adjectives 51, 122 Cardinal 122 Multiplicative 122 Ordinal 122 Object 11, 12 Compound 14 Factitive 197 Indirect 198 Of passivi verb 197 Of preposition 31 Of verb 11, 12, 31 Objective attibute 102, 193 Objective case 31, 101, 102, 192, 196-198 After interjections 198 After intransitive verbs 102, 193 Subject of infinitive 101, 102 Without a governing word 101 Or, sometimes not a connective 259 Ordinals 122 Parsing of adjectives 55 Of adverbs 75, 76 Of infinitives 153 Of nouns 36, 37 Of participles 158 Of pronouns 47, 48 Of verbs 68, 69 Participles 58, 157-162, 245-248 As adjectives 158 As adverbs 246 As nouns 158, 159 In passive voice 132, 133, 228, 229 In progressive form of verb 234 Parsing of 158 HOENSHEVS ADVANCED GRAMMAR. 31 1 Parts of speech 10 Passive voice 59, 60, 132-134, 228, 229 Formation of 132, 133 Past tense 65 Past-perfect tense 66 Period, use of 20 Person of nouns and pronouns 24, 25 Of verbs , 68 Personal pronouns 41 Compound 42 Declension of 41, 42, 110 Personification 99 Phrase adverbs 164 Phrases 16, 96, 97, 180, 181 Adjective 76, 96 Adverb 76, 96 Complex 180 Compound 180 Infinitive 96 Inseparable 181 Noun 96 Participial 96 Prepositional 76, 96 Separable 180 Simple 180 Pleonasm 193 Plural number 26-31, 189-192 Plurals of letters, figures, etc 100 Of titles 191 Of words in f and fe 27 Of words in o 27 Of words in y 26 Positive degree of adjectives 52, 122 Possessive case 35, 36, 104-106, 195, 196 In joint ownership 104, 105 In separate ownership 104, 105 Of appositives 104 Of compound terms 104 Possessive pronouns 204, 205 Potential mode 62, 63 Predicate 11 Adjectives 16 312 1I0ENSIIELS ADVANCED GRAMMAR. Complex 179 Compound 14 General 179 Logical 179 Nouns 31 Prefix 53 Prepositions 9, 7G. 77, 168-170, 256, 257 Compound 77, 256 Ending in ing 168 Improper omission of 256 Present tense 65 Present-perfect tense 66 Progressive form of verb 151, 234 Pronominal adjectives 110 Pronouns 9, 41-49, 110-120, 202-214 Adjective 43, 110, 203, 204 Antecedent of 41 Compound personal 42 Compound relative 110, 111, 208 Declension of 41,42, 110, 111 Demonstrative 110 Indefinite 110 Interrogative 43, 209 Parsing of 47, 48 Personal 41 Possessive 204, 205 Relative 44, 45, 85, 113, 114' Proper adjectives 51 Proper nouns 17 Prepositions 83, 84 Principal '. 84 Subordinate 84 Proverbs 40, 55, 81, 109 Punctuation 20, 56, 175-177, 280-282 Quotations 56 Regular verbs 58 Relative adverbs 252 Relative pronouns 44, 45, 85, 110, 111 Compound 110, 111 Restrictive clauses 205, 206 Rules of spelling 53, 54 Senator, in different constructions 200 IIOENSHEES ADVANCED GRAMMAR. 313 Sentences 10, 11, 83-95, 178, 179 Complex 84-93, 184-187 Compound 93, 94, 181-183 Declarative 10 Exclamatory 11 Imperative 10 Interrogative 10 Simple 83 Separable phrase 180 Shall and will 238-240 Should and would 238-240 Simple adverb 163 Simple phrase 180 Simple sentence 83 Specification, clause of 186, 187 Spelling, rules of 53, 54 Subject of sentence 11 Of infinitive 101, 102 Complex 179 Compound 14 General 179 Logical 179 Subjunctive mode 134, 231, 232 Subordinate conjunction 170, 259 Subordinate proposition 84 Suffix 53 Superlative degree 52, 122-128 Synopsis of verb 150, 151 Teach and learn 71 , 72 Tense 65-67 Future 65 Future-perfect 66 Imperfect 235 Past 65 Past-perfect 66 Present 65 Present-perfect 66 Uses of 233, 234 Than, as a conjunctive adverb 220 As a preposition 257 "With comparatives 220 314 H0EN8IIEL 8 ADVANCED GRAMMAR. The, as a conjunctive adverb 254 There 70 To-day 253 Transitive verbs 58 Uses of tenses 233, 234 Verbs 9, 57-73, 129-162, 225-251 Active and passive 59, 60 Agreement with subject 68, 72, 73, 136-140, 241-244 Auxiliary 129 Complement of 226 Complete and incomplete 226 Compound 168, 236, 237 Conjugation of 143-151 Copulative 226 Correct forms of 140-143 Defective 225 Finite 129, 226 Impersonal 226 Infinitives 70, 152-156, 245-248 Intransitive 58 Irregular 58, 130-132 Mode of 62-64, 134, 135 Neuter 225 Number and person of 68, 136-140 Parsing of 68, 69 Participles 58, 157-162, 245-248 Progressive form of 151 Redundant 225 Regular 58 Tense of 65-67, 135 Transitive 58 Synopsis of 150, 151 Voice of 59, 60, 132-134, 228, 229 Voice, active and passive 59, 60, 132-134, 228, 229 What, double relative 110 Different uses of 118 What a, parsed together 221 Will and shall 238-240 Words as different parts of speech 263, 264 Would and should 238-240 Yes, no 253 NOV 6 189 1 LIBRARY OF CONGRESS " ' -mm 003 243 586 5 3 O^U (HfSl^ AS2I3