English Grammar 00 Mark

ENGLISH
GRAMMAR
NEW YORK
GLOBE BOOK COMPANY
ENGLISH
ENGLISH LITERATURE, THREE YEARS
Contains outlines of required readings in the first three years of high school.
It also includes recent examination papers in literature, composition, gram¬
mar and rhetoric.
ENGLISH LITERATURE, FOURTH YEAR
Contains outlines of required readings in the fourth year o ithe high school.
It also Includes recent examination papers In literature, composition, gram¬
mar and rhetoric.
GUIDES TO ENGLISH CLASSICS
Include outlines, summaries, explanatory notes, biography, bibliography and
recent examination questions.
American Poems (Selected) Life of Johnson
Ancient Mariner Macbeth
As You Like It Merchant of Venice
Browning’s Poems (Selected) Milton's Minor Poems
Essay on Bums Odyssey
Franklin’s Autobiography Silas Maroer
Golden Treasury Sir Roger de Coverley Papers
Hamlet Speech on Conciliation
Idylls of the King Sketch Book
Ivanhoe Tale of Two Cities
Julius Caesar Vision of Sir Launfal
Other Titles in Preparation
ENGLISH GRAMMAR L. E. Marks
A review of the principles of English grammar. The illustrative and drill sen¬
tences are literary gems selected from the classics and current literature.
Recent examination questions are included for special drill.
HISTORY OF ENGLISH LITERATURE Helen H. Crandeil
NOTEBOOK FOR COMPOSITION AND GRAMMAR
This notebook has been designed for recording rules and corrections per¬
taining to English composition and grammar. Eminently practical.
NOTEBOOK FOR SUPPLEMENTARY READING
In this notebook the pupil keeps a concise record of the books read In the
high school course in English. Appropriate questions test the student’s
appreciation of each of the works read. A list of recommended works
is given.
GLOBE BOOK COMPANY

17S Fifth Avenue New York
L. E, MARKS, A.M., Pd.M.
i *
Instructor in English, Stuyvesant High School,
New York City
NEW YORK
GLOBE BOOK COMPANY
PE ml
.MOT!
Copyright, 1923, by
GLOBE BOOK COMPANY
©C1A7CC301
Ofctr I ( I92il
PREFACE
This book is intended to be a concise, practical English

Grammar. It contains an abundance of models for analyz¬
ing sentences, clauses and phrases; for giving the syntax
of the different parts of speech and of the various kinds
of phrases and clauses; and also for correcting many of
the common errors in spoken and in written English. The
lessons are carefully arranged, graded, explained, illus¬
trated, and then followed by numerous, helpful exercises
many of which have been taken from recent examination
questions. It is of the utmost importance that the student
do these exercises painstakingly to gain a practical knowl¬
edge of the fundamental facts and principles of grammar.
The illustrative and practice material consists of classical
gems culled from the best modern and current literature,
each excerpt being followed by the name of its author.
It is hoped that the content and the variety of the sentences
got together in this book will delight both the teacher and
the student so that both may find the grammar period an
enjoyable one.
L. E. M.
Stuyvesant High School
New York City
October 1, 1923
iii
CONTENTS
CHAPTER PAGE
I. The Sentence.1
II. Elements of the Sentence.3
III. Phrases and Clauses.6
IV. Syntax of Clauses.8
V. Classification of Sentences.12
VI. The Compound Sentence.15
VII. The Complex Sentence.17
VIII. Analysis of Complex Sentences .... 20
IX. The Noun.25
X. The Pronoun.35
XI. The Adjective.42
XII. The Verb.48
XIII. Participles.54
XIV. Kinds of Verbs as to Principal Parts . . 62
XV. The Adverb.71
XVI. The Preposition.77
XVII. The Conjunction.79
APPENDIX
Miscellaneous Questions.84
Recent Examination Papers.87

V
ENGLISH GRAMMAR
CHAPTER I
THE SENTENCE
1. Definition. A sentence is a group of words con¬

taining a subject and a predicate and expressing a com¬
plete thought.
Illustrations.
(a) Accuracy is the foundation of everything. T. Huxley.
(b) Fame lives though dust decays. Clinton Scollat'd.
(c) When you are the anvil, bear; when you are the
hammer, strike. Edwin Markham.
2. Parts of a sentence.
(a) Every sentence consists of two parts; a subject and
a predicate.
(b) The subject tells what we speak about: the predicate
tells what is said about the subject.
(c) In the following sentences the subject is in italics
and the predicate is in Roman letters.
1. Good fences make good neighbors. Robert Frost.
2. Upon the walls the graceful ivy climbs. F. D.
Sherman.
3. There is the silence of defeat. Edgar L. Masters.
(d) In sentence 3 the word there is an expletive. An
expletive is used for emphasis so that the subject (silence)
can be placed after the verb (is).
2 ENGLISH GRAMMAR
(e) Unmodified or simple subject and unmodified or
simple predicate. In the first sentence the unmodified or
simple subject is fences: in the second sentence it is ivy,
and in the third sentence, silence.
EXERCISE 1
In the following sentences point out the unmodified or simple

subject and the unmodified or simple predicate. State the modifiers
of each.
1. A thing of beauty is a joy forever. Keats.

2. Now the slow light fills the trees. Richard Le Gallienne.
3. The greatest enemy to human progress is fear. John Dewey.
4. There will come a peace within your heart. R. Service.
5. To the wall of the old green garden a butterfly quivering
came. Helen G. Cone.
6. Over the sweet-smelling mountain-passes the clouds lie brightly
curled. Alfred Noyes.
7. What are you doing, little day-moon, over the April hill?
Gale Y. Rice.
8. There’s a long, long trail awinding into the land of my
dreams. Stoddard King.
9. Across the kindling twilight moon a late gull wings to rest.
Gale Y. Rice.
10. He tore up a reed, the great god Pan, from the deep cool
bed in the river. E. B. Browning.
11. Up rose old Barbara Frietchie then
Bowed with her four score years and ten. Whittier.
12. Somewhat apart from the village and near the basin of Minas,
Benedict Belefontaine, the wealthiest farmer of Grand Pre, dwelt
on his goodly acres. Longfellow.
13. By Nebo’s lonely mountain, on this side of Jordan’s wave,
In a vale in the land of Moab, there lies a lonely grave.
Mrs. C. F. Alexander.
14. Beneath the burning, brazen sky the yellow tepees stand.
Hamlin Garland.
15. An open eye and an attentive ear do much to make life
enjoyable. F. H. Law.
16. On order depends all intellectual progress. Calvin Coolidge.
17. The rhythm of prose is inseparable from its sense.
CHAPTER II
ELEMENTS OF THE SENTENCE
3. Sentences are made np of words, phrases and clauses.

(a) Sentences containing only one subject and one
predicate are called simple sentences.
(b) Sentences containing one or more clauses are
either compound or complex.
4. Parts of Speech. Words are divided according to

their various uses into eight classes.
1. Nouns: name words; e.g., table, pen, John, Boston.
2. Pronouns: used in place of nouns; e.g., J, we, they.
3. Adjectives: modify nouns or pronouns; e.g., red,
good, large.
4. Verbs: express action or state of being; e.g., run,
speak, is.
5. Adverbs: modify verbs, adjectives or adverbs; e.g.,
quickly, very, fast.
6. Prepositions: show relation between two words;
e.g., on, to, in, with.
7. Conjunctions: connecting words; e.g., and, if, but,
however.
8. Interjections: express wonder or strong feeling;
e.g., Alas! Oh! Hurrah!
5. Determination of Parts of Speech. The part of

speech of a word is determined by its use in a sentence.
Thus, in the sentence The Germans are seeking shelter from
shell and bullet in the shell craters while we shell their
3
4 ENGLISH GRAMMAR
position, the first shell is a noun, the second is an adjective

and the third is a verb.
6. How to give the parts of speech.

The cheaply won applause which is sure to follow
adj. adv. adj. noun pron. verb adj. prep, verb
the denunciation of somebody or something for an

adj. noun prep. pron. conj. pron. prep. adj.
alleged wrong has been preferred to much more

adj. noun verb prep. adv. adv.
solid and lasting approval of an intelligent people

adj. conj. adj. noun prep. adj. adj. noun
that would follow upon constructive acts which

pron. verb prep. adj. noun pron.
should indicate how the business of the country

verb adv. adj. noun prep. adj. noun
might be better and more wisely developed.

verb adj. conj. adv. adv. verb
Nicholas Murray Butler.
EXERCISE 2
Give the parts of speech of every word in the following sentences:
1. The thrush now slept whose pillow was his wing. R. Torrence.
2. The birth of tomorrow is only the death of today. Booth
TarTcington.
3. Hope peeped at me from behind my dreams. Leonora Speyer.
4. Beauty is the treasure that no thief may take from you.
Louise Driscoll.
5. It is well as we read to insist on seeing the picture as well
as the words. H. W. Mahie.
6. Take heart with the day and begin again. Susan Coolidge.
7. No nation can have grown up ideas until it has a ruling caste
of grown-up men and women. Edith Wharton.
8. The best thing you can do is to make the best job according
to the materials at your hand. Lloyd George.
ELEMENTS OF THE SENTENCE 5
9. Mistakes of the mind are easily cured, but the mistake of

the heart lingers. Alfred Smith.
10. No people may safely boast a good fortune which the farmer
does not share. Warren G. Harding.
11. True greatness consists solely in seeing everything, past, future
or afar in terms of the Here and Now. G. Stanley Hall.
EXERCISE 3*
1. Remembering that what a word is, is determined by its use,
write 10 sentences in each one of which you use one of the three
words mentioned below as one of the parts of speech named; indicate
in each instance how you intended to use the word:
(a) What (adjective, pronoun, interjection).
(b) Inside (adjective, adverb, preposition, noun).
(c) Sound (noun, verb, adjective).
2. Write sentences illustrating each of the following words used
as two ditferent parts of speech: that, below, like, choosing. Name
the part of speech and explain the syntax of each underlined word
as you have used it in the sentence.
3. Give the part of speech of each italicized word in the following:
(a) I object to his being here.
(b) His object being frustrated, he grew despondent.
(c) He seemed to like every human being,
(d) I told him that I needed that book that he had lost.
(e) He had but one word to say, but he made it so emphatic
that we knew there were no “buts” in the case.
(/) There is not a child but wishes to go so this time we
will omit the lesson.
(#)*Tliere is no statue like this one.
(li) His eyes, were dark blue.
4. Use each of the following words in sentences as three different
parts of speech: little, still, all.
5. Use every one of the following words in original sentences as
indicated:
air: noun, adjective, verb.
stone: verb, noun, adjective.
wash: verb, noun, adjective.
coal: adjective, verb, noun.
gas: verb, noun, adjective.
water: adjective, noun, verb.
transfer: verb, adjective noun.
* Examination Questions.
CHAPTER III
PHRASES AND CLAUSES
7. Relation of clauses and phrases to words.

(a) Word: The camera-eyed man is the terror of
the criminals.
(&) Phrase: The man with the camera eyes is the
terror of the criminals.
(c) Clause: The man that has camera eyes is the
terror of the criminals.
8. Definition. A phrase is a group of words not con¬

taining a subject and a predicate and may be used as
a noun, an adjective or as an adverb in a sentence.
(a) A prepositional phrase generally begins with
a preposition and ends with a noun or a
pronoun which is the object of the prepo¬
sition. 4
(b) In the sentence, The man with the camera eyes
. is the terror of the criminals, there are two
phrases, with the camera eyes and of the
criminals. The preposition of the first phrase
is with and of the second phrase of. The
object of the first phrase is eyes and of the
second criminals.
9. Definition. A clause is a group of words having a

subject and a predicate and may be used as a noun, an
adjective or as an adverb in a sentence.
o
PHRASES AND CLAUSES 7
(a) In the sentence, The man that has camera eyes

is the terror of the criminals, that has camera
eyes is, the clause. In this clause, that is
the subject, has is the verb and eyes is the
object of has. The clause in this sentence is
used as an adjective because it modifies the
noun man.
EXERCISE 4
In the following sentences select every phrase, stating why it is

a phrase, naming the preposition and its object and telling whether
the phrase is used as an adjective or as an adverb. Point out every
clause, state its subject and its predicate and state whether the clause
is used as a noun, an adjective, or as an adverb.
1. Blessed is he whose youth was spent upon a farm. John

Burroughs.
2. There’s a path that leads to Nowhere in a meadow that I
know. C. P. Bobinson.
3. Let us hoard every worthy drop of the past that it shall be
a strong tonic for our future. Owen Wister.
4. We rarely consider the process by which we gained our con¬
victions. James H. Bobinson.
5. There is no saying more false than that which declares that
the Hour brings the Man. James Bryce.
6. The aim of a student of literature is to know the best that
has been thought in the world. Matthew Arnold.
7. There’s none so poor of all who live as he who has but will
not give. Edith M. Thomas.
8. A story that is so long that it cannot be read easily at a single
sitting is not a short story.
9. An actor particularly takes his life in his hands if he ventures
into print on the subject of acting or play writing or producing.
George Arliss.
10. Although you can’t tell who began it, or just why it wanders
here or there, still, if you’re set to go somewhere, you’ll mostly find
a trail. Charles W. Storlc.
11. When I am dead, I hope it may be said,
His sins were scarlet, but his books were read. Eillaire Belloc.
CHAPTER IV
SYNTAX OF CL4USES
10. Explanation. To give the syntax of a clause is to

tell liow it is used in a sentence. To give the syntax of
a clause, state
(a) Its introductory word, its unmodified subject,
its verb, and the last word.
(b) How the clause is used in the sentence.
Illustrations: Analysis.
When you feel inclined to censure
Acts of others which you know,
Ask your conscience ere you venture
If it has not failings too. Pope.
This is a complex declarative sentence.
Introd. word Clause Kind How used
ask . . . conscience prin.

when you feel . . . others adv. modifies ask
you know which adj. modifies acts
ere you venture adv. modifies ask
if it has .... too noun objective of ask
The busy world shoves angrily aside

The man who stands with arms akimbo set,
Until occasion tells him what to do:
And he who waits to have his task marked out,
Shall die and leave his errand unfulfilled. Lowell.
8
SYNTAX OF CLAUSES 9
This is a compound declarative sentence.
Introd. word Clause Kind How used
world shoves ... man pnn.

who stands ... set adj. modifies man
until occasion tells him adv. modifies stands
pnn.
die
who waits . . . out adj. modifies shall
leave
EXERCISE 5
Give the syntax of every clause in the following sentences:
1. There is no place over the crowded world where I can forget

that the days go. Sara Teasdale.
2. If winter comes, can spring be far behind? Percy B. Shelley.
3. There is no revenge so complete as forgiveness. PL. W. Shaw.
4. We are no longer happy as soon as we wish to be happier.
W. L. Landor.
5. Other men are lenses through which we read our own minds.
Balph W. Emerson.
6. ‘The graves of your friends are the milestones
To the lands where all roads meet. Alfred Noyes.
7. We triumph if we know we failed. George Santayana.
8. My heart shall keep the child I knew when you are really
gone from me
And spend its life remembering you as shells remember the
lost sea. Aline Kilmer.
9. The happy people and the successful people are those who go
out of their way to reach and influence for good as many persons
as they can. Booker T. Washington.
10. Our happiness as thinking beings must depend upon our being
content to accept only partial knowledge even in those matters which
chiefly concern us. Buskin.
11. When a book -raises your spirit and inspires you with noble
and courageous feelings, seek for no other rule to judge the work
by, for it is a good book. Bruyere.
12. There is on earth no worthier grave to hold the bodies of the
10 ENGLISH GRAMMAR
brave than this place of pain and pride where they nobly fought
and nobly died. Joyce Kilmer.
EXERCISE 6*
1. Answer both a and b:

(a) Give the syntax of each italicized word and of each under¬
lined phrase in the following sentence:
To picture adequately the different features of this building
would require a whole album of views and do but scant
justice to this model structure.
(b) Copy three of the dependent clauses in the following
sentence and give the kind and the syntax of each:
Replying to your letter of June 14, which we did not receive
until today, we beg to inform you that we shall be pleased
to make the reservation requested by you for June 27 and
we shall have a porter waiting for you at the train when
you arrive.
2. Give the classification (noun, adjective or adverbial) and the
syntax of each of five subordinate clauses in the following:
We are about to enter, if indeed we have not already entered, a
new social era for the future ... It is an era which means that
the aristocracy of the future will not be one of birth or of wealth,
but of the man who does something for his fellow men and his
country. I mean that the merely rich man will have no credit in
the community if he is of no use to the world. Charles M. ‘Schwab.
3. What purport to be hitherto unpublished, facts relating to the
assassination of Archduke Franz Ferdinand of Austria, showing that
he had a strong premonition of approaching death, are contributed
to the Berlin ‘ ‘ Tageblatt ’ ’ by its correspondent on the Austro-
Italian front.
The following questions are based on the above sentence:
(a) Give the subject and the verb of the independent, prin¬
cipal or main clause.
(b) Give the subjects and the verbs of the dependent or
subordinate clauses.
(c) Give the kind and the syntax of the clause beginning
with that.
(d) Give the syntax of hitherto, facts, showing, by, front.
(e) Change two adjective prepositional phrases into adjective
clauses.
SYNTAX OF CLAUSES 11
4. When they asked, “Do you enjoy flying your big kite if you
can’t see it?” the child replied, “Oh, yes, I always feel it tugging
at me.”
The following questions are based on the above sentence:
(a) Give the subject and the verb of the independent, prin¬
cipal or main clause.
(b) Give the subject and the verb of each of three dependent
or subordinate clauses.
(c) Give the kind and the syntax of each of three dependent
or subordinate clauses.
5. Answer a, b and c with reference to the following:
The story of Lincoln, unable to And a half dozen books in the
community in which he lived and willing to work days in order that
he might become the owner of a worn and rain-soaked volume of
biography, seems almost unbelievable to the young boy of today who
spends his money freely on moving picture shows and ice cream
sodas, but who would seldom go far or suffer much to get a book,
and who, in fact, is often bored if he is called upon to read one.
Thomas A. Clark.
(a) Name the subject and the verb of each subordinate clause
and give the syntax of each clause chosen.
(b) Give the syntax of each of four phrases. [Do not choose
verb phrases.]
6. Give the syntax of every clause and every phrase in the follow¬
ing. Give the subject and the verb of every clause.
(a) Though the ground has rocked and swayed beneath him
like a bronco, the .little Japanese sits tight; and across the world
from fellow man there should come a mighty and defiant shout,
“Ride him, cowboy!” Heywood Broun.
(b) Benjamin Franklin tells in the “Autobiography” . . .
that when he discovered his need of a larger vocabulary he took
some of the tales which he found in an odd volume of the
“Spectator” and turned them into verse; “and after a time,
when I had pretty well forgotten the- prose, turned them back
again.” H. W. Mabie.
CHAPTER V
CLASSIFICATION OF SENTENCES
11. Sentences are classified as to use and as to form.

(a) Sentences as to use.
1. A Declarative sentence makes a statement.
World disarmament may be a fact.
2. An Interrogative sentence asks a question.
Is world disarmament a fact?
3. An Imperative sentence expresses a com¬
mand or makes a request.
Let world disarmament be a fact.
4. An Exclamatory sentence expresses strong
or sudden fe'eling.
How wonderful a fact world disarmament
would be!
(b) Sentences as to form.
1. Simple.
2. Compound.
3. Complex.
EXERCISE 7
Classify the following sentences as to use:
1. Avoid the evils of herd life. John Galsworthy.

2. Shall we always be youthful and laughing and gay? Holmes.
3. There is ever a song that our hearts may hear. James W. Biley.
4. Drink to me only with thine eyes. Ben Jonson.
5. And what is so .rare as a day in June? Lowell.
6. Goodness is the only investment that never fails. Thoreau.
7. How far that little candle throws its beams! Shaleespcare.
12
CLASSIFICATION OF SENTENCES 13
8. Go, for they call you, shepherd from the hills. M. Arnold.
9. Show me a liar and I’ll show you a thief. Proverb.
10. Too often we have been slow to value the influence of our
mothers. Gen. Pershing.
Analysis of Simple Sentences
12. Simple Sentence. A simple sentence is one that

has one subject and one predicate, either or both of which
may be compound.
Illustrations.
1. Despair knows no fear.
2. Triumph and toil are twins. 0. W. Holmes.
3. Maeterlink and Sir Oliver Lodge write and lecture on
spiritism.
4. Edison and Marconi have invented and perfected many
useful instruments and appliances.
13. Method. To analyze a simple sentence, state the

following:
(a) Kind of sentence as to form and as to use.
(b) Unmodified subject and its modifiers.
(c) Unmodified predicate and its modifiers.
(d) Unmodified complement (predicate nominative
and its modifiers or the object and its modh
tiers.
(e) Syntax of phrases.
Illustration.
For an instant, the edges of the thick, creamy masses of clouds
are gilded by the shrouded sun and show gorgeous scallops of
gold. Donald G. Mitchell.
(a) Simple declarative sentence.
(b) Unmodified subject is edges. Its modifiers are
the, of the thick, and creamy masses of clouds.
14 ENGLISH GRAMMAR
(c) Unmodified predicate is are gilded and show.

Its modifiers are for an instant and by the
shrouded sun.
(d) Unmodified complement is scallops. Its modi¬
fier is of gold.
(e) Syntax of phrases.
Phrase Kind How used
for an instant adverbial modifies are gilded

of the . . . clouds adjective modifies edges
by . . . sun adverbial modifies are gilded '
of gold adjective modifies scallops
EXERCISE 8
State why every one of the following is a simple sentence. Point

out its subject and its predicate and the modifiers of each. Analyze
every sentence.
1. Time flies over ns but leaves its shadow behind. Hawthorne.

2. A great wind sweeps across the world, hurling to heaps of
gilded rubbish crowns and thrones. Katherine L. Bates.
3. With lifted head our nation greets dear Peace as honor’s
right. C. R. Robinson.
4. I saw the clouds among the hills trailing their plumes of rainy
gray. Margaret Widdener.
5. Through my open window comes the sweet perfuming
Of roses reddening under skies of June. Algernon Tasso.
6. He chased a stalwart stag in vain;
Outstripped his comrades, missed the deer,
Lost his good steed and wandered here. Scott.
7. In came the moon and covered me with wonder,
Touched me and was near me. and made me very still. W. Bynner.
8. Our bitterest remorse is not for our sins, but for our stu¬
pidities. Leonard Merrick.
9. As a basis for the future of airship development in this country,
the Navy, in constructing the ZR-1, is building wisely and well.
Bear Admiral Wm. A. Moffett.
CHAPTER VI
THE COMPOUND SENTENCE
14. Definition. A compound sentence is one composed

of two or more co-ordinate clauses, each of which may
contain one or more subordinate clauses. These subordi¬
nate clauses may be used as nouns, adjectives or as adverbs.
Illustrations.
1. Two principal clauses only:
Fools make feasts and wise men eat them. Franklin.
2. Two principal clauses and one adverbial clause:
Habit is a cable, for we weave a thread of it every day,
and at last we cannot break it. H. Mann.
3. Two principal clauses, one adjective clause and
one adverbial clause:
Experience unveils too late the snares laid for jouth;
it is the wThite frost which discovers the spider’s web
when the flies are there no longer to be caught.
J. Petit-Senn.
Tn flip above sentence the first principal clause is experience un¬
veils ... youth; the second principal clause is it is .. . frost; the
adjective clause modifying frost is which discovers . . . web; the
adverbial clause modifying discovers is when flies are . . . caught.
. 4. Two principal clauses, a noun, an adjective and

an adverbial clause:
“I remember,” says Hillard, “a satirical poem in
which the Devil is represented as fishing for men, and
adapting his bait to the tastes and temperaments of his
prey”; but the idlers were the easiest victims, for they
swallowed even the naked hooks. Sir John Lubbock.
15
10 ENGLISH GRAMMAR
First principal clause: Hillard says.

Second principal clause: idlers were . . . victims.
Noun clause object of says: I remember . . . poem.
Adjective clause modifying poem: Devil is represented.
Adverbial clause modifying were: for they swallowed
. . . hooks.
EXERCISE 9
Analyze the following sentences. Explain why each is compound.
1. Life i-s a trifle: honor is all. Katherine L. Bates.

2. Just praise is only a debt; but flattery is a present.
Dr. Johnson.
3. Do good by stealth and blush to find it fame. Pope.
4. Art may make a suit of" clothes, but nature must make a
man. Hume.
5. A word has stolen in and bred a doubt;
Ten thousand oxen cannot drag it out. A. Guiterman.
6. The world will furnish the work to do, but you must provide
the pluck. Edgar A. Guest.
7. We must master life or it will end by destroying us. Lewisohn.
8. If you have built castles in the air, your work need not be
lost; now put the foundations under them. Thoreau.
9. Forget your troubles, they are but bubbles on a thawing,
roaring sea. Adam Brand.
10. Be not simply good; be good for something. Thoreau.
11. Your unused learning is an unlit taper;
A book tight shut is but a block of paper. A. Guiterman.
12. Attention is the stuff that memory is made of, and memory
is accumulated genius. Lowell.
13. If you want enemies, excel others; but if you want friends
let others excel you. Colton.
14. Good government can not be bought: it has to be given.
Calvin Coolidge.
15. If you doubt that there are fairies, go and seek a frosty hill.
Hilda Morris.
CHAPTER VII
THE COMPLEX SENTENCE
15. Definition. A complex sentence is one containing

only one principal clause and one or more subordinate
clauses. The subordinate clauses may be used as nouns,
adjectives or as adverbial clauses.
Illustrations.
1. A principal clause and a noun clause:
During the War, President Wilson’s slogan was: “This
world must he made safe for Democracy.”
2. A principal clause and an adjective clause:
They live too long who happiness outlive. Dryden.
3. A principal clause and an adverbial clause:
We are all poets when we read a poem well. Carlyle.
4. A principal clause, an adjective clause and an
adverbial clause:
We understand death for the first time (when he puts
his hand upon one) (whom we love.) Mme. De Stael.
Principal clause: We understand . . . time.

Adverbial clause modifying understand: (when) he
puts . . . one.
Adjective clause modifying one: whom we love.
5. A principal clause, a noun clause and an adverbial
clause:
Man’s injustice to himself and wrong-doing to others
produces bad feeling all around, for it is a divine law,
17
18 ENGLISH GRAMMAR
that no man can knowingly wrong another without at

the same time committing a wrong upon himself.
Chauncey M. Depew.
Principal clause: injustice and wrong-doing produces.

Adverbial clause modifying produces: (for) it is .. .
law.
Noun clause subject of is:’ (that) man can wrong . . .
time.
6. A principal clause, two adjective clauses, one
noun clause and one adverbial clause:
Breathes there a man Avith soul so dead,
Who never to himself hath said,
“This is my own, my native land?”
Whose heart hath ne’er within him burned
As home his footsteps he hath turned,
From wandering on a foreign strand? Scott.
man breathes . . . dead.
Principal clause:
Adjective clause modifying man: who hath said . . .
himself.
Noun clause object of hath said: this is .. . land.
Adjective clause modifying man: (whose) heart hath
burned . . . him.
Adverbial adjective modifying hath burned: (as) he
hath turned.
EXERCISE 10
Analyze the following sentences. State why every sentence is

complex.
1. When anger comes then wisdom goes. A. Guiterman.

2. If a man would be brave let him obey his conscience.
J. F. Clark.
3. Life has no richer joy than peace of mind. Edgar A. Guest.
4. ’Tis the coward who quits to misfortune. John T. Moore.
5. My heart is warm with the friends I make.
Edna St. Vincent Milay.
6. In youth I sought the haunted road where dwells the ghost,
tomorrow. Elias Lieberman.
THE COMPLEX SENTENCE 10
7. The only folks who give us pain are those we love the best.
Anonymous.
8. The best of a book is not the thought which it contains but
the thought it suggests. Oliver W. Holmes.
9. As .dust that drives, as straws that blow, into the night go
one and all. W. E. Henley.
10. When you know what you want to accomplish you have found
your target. Owen Young.
EXERCISE 11
State whether the following sentences are simple, complex or com¬
pound, giving the reason for your answer in each case. Analyze
every sentence.
1. There is but one opportunity of a kind. Thoreau.
2. It is really wonderful what an insight into domestic economy
being really hard up gives one. Jerome K. Jerome.
3. When men begin to say that everything has been done, the
men come who say that there has yet nothing been done.
Havelock Ellis.
4. We make our fortunes and we call them fate.
Lord Beaconsfield.
5. Employment and hardships prevent melancholy. Hr. Johnson.
6. As the pearl ripens in the obscurity of its shell, so ripens in
the tomb all the fame that is truly precious. Walter Savage Landor.
7. A weak mind is like a microscope which magnifies trifling
things but cannot receive great ones. Lord Chesterfield.
8. Give me a right word and the right accent and I will move
the world. Joseph Conrad.
9. The value of a really great student to the country is equal to
half a dozen grain elevators or a new transcontinental railway.
William Osier.
10. Time can only take what is ripe, but Death comes always
too soon. Hilaire Belloc.
11. Soldieis are citizens of death’s gray land, drawing no dividend
from time’s tomorrow. Siegfried Sassoon.
12. If you want to know what line human progress will take in
the future, read the funny papers of today and see what they are
fighting. Edwin E. Slosson.
13. Success comes from finding one’s particular talent and de¬
veloping it. Bupert Hughes.
14. We are not doing Shakespere wrong by trying to believe he
hides himself behind his work. Frank Harris.
CHAPTER VIII
ANALYSIS OF COMPLEX SENTENCES
16. To analyze a complex sentence

(a) State the kind of sentence as to form and as
to use.
(b) Point out the principal clause, giving its un¬
modified subject and its unmodified predicate.
(c) Point out the subordinate clauses, giving the
unmodified subject and the unmodified predi¬
cate of each, and then the modifiers of the
subject and of the predicate.
(d) Give the syntax of the subordinate clauses.
(e) Give the syntax of the phrases.
Illustration.
I sometimes think that never blows so red
The Rose as where some buried Caesar bled;
That every Hyacinth the Garden wears
Dropt in her Lap from some once lovely head.
Rubaiyat of Omar Khayyam.
Kind of sentence: Complex declarative.
Principal clause: unmodified subject: I; unmodified
predicate: think. The modifier of think is sometimes.
Subordinate clauses:
Un- 1
Un¬ mod.
Introd. Modifiers of Modifiers Compl. Kind of How
modified . Bare
word subject of pred. Clause used
subject pred.
that rose the, red, so blows never noun object of

think
where Csesar some, buried bled adv. modifies blows
that Hyacinth every (next dropt noun object of
clause) think
garden the wears adj. modifies
Hyacinth
i
20
ANALYSIS OF COMPLEX SENTENCES 21
Syntax of phrases:
Phrase Prep. Object Kind How used
in her lap in lap ‘ adverbial modifies dropt

from some once from head adverbial modifies dropt
lovely head
EXERCISE 12
Analyze the following sentences:
1. There is no excuse yet made for the bungler at his trade.
Harry Kemp.
2. All service ranks the same with God. Robert Browning.
3. Our necessities are few, but are wants are endless. H. W. Shaw.
4. The old believe everything; the middle-aged suspect every¬
thing; the young know everything. Oscar Wilde.
5. Those authors who appear sometimes to forget they are writers
and remember they are men will be our favorites. B. Disraeli.
6. Our bodies are torches touched to the fixed fire of sunset and
kindled with the unburning flame of dream. James Oppenheim.
7. Wind that carries the sound of bells far out over the sea,
Why do you bring the word of tears with the word of victory?
Louise Driscoll.
8. They who have bandied words in No Man’s Land
Will never be the old and abject crowd,
They will not grovel and they will not stand
What used to keep them cowed. Louis Untermeyer.
9. The hardest conviction to get into the mind of a beginner is
that the education upon which he engaged is not a college course,
not a medical course, but a life course for which the work of a
few years under teachers is but a preparation. William Osier.
10. Joy and sorrow in this wrorld pass into each other, mingling
their forms and their mummers in the twilight, of life as mysterious
as an overshadowed ocean, while the dazzling brightness of supreme
hope, lies far off, fascinating and still on the distant edge of the
horizon. Joseph Conrad.
EXERCISE 13 *
1. You of foreign lirth have taken an oath of allegiance to a
great ideal, to a body of principles, to a great hope of a human
♦Examination Questions.
22 ENGLISH GRAMMAR
race. You have said, “We are going to America not only to seek
the things which it has been more difficult to obtain where we were
born, but-to help forward the great enterprise of the human spirit
—to let men know that everywhere in the world there are men
who if they can but satisfy their quest for what their spirits crave
will cross strange oceans and go where speech is spoken which is
alien to them.”
The following questions are based on the above selection:
(a) Classify each sentence as simple, complex or compound.
(h) Give the subject and the verb of each principal or main
clause.
(c) Give the subject and the verb of each of nine dependent
clauses.
(d) Copy an adverbial clause of place, an adverbial clause of
condition, a noun clause and two adjective clauses; label them
and give the syntax of each.
(e) Give the syntax of each of four connectives of dependent
clauses.
(/) Give the syntax of each of the italicized phrases.
2. The other day a ragged, barefoot boy ran down the street
after a marble, with so jolly an air that he set everyone he passed
into a good humor; one of these persons, who had been delivered
from more than usually black thoughts, stopped the little fellow and
gave him some money, with this remark: “You see what sometimes
comes of looking pleased. ” If he had looked pleased before, he had
now to look loth pleased and mystified. A happy man or woman
is a better thing to find than a five-pound note.—Stevenson.
The following, questions are based on the preceding selection:
(a) Classify the first sentence as simple, complex or com¬
pound and give a reason for your classification.
(h) Give the syntax of each of four dependent or subordinate
clauses.
(c) Give the syntax of each of five phrases. [Do not choose
verb phrases, j
3. Combine into a single sentence the sentences in each of the
following groups, making one of your sentences simple, one complex
and one compound:
(a) We have put our navy on an effective footing. We have
created and equipped a great army.
(&) George has been drafted. William has been drafted.
Henry has been drafted.
(c) A boy wore a mask in the early part of the school play.
ANALYSIS OF COMPLEX SENTENCES 2ii
He was tall and broad-shouldered. He was discovered to be a

prominent member of the graduating class.
4. Name and illustrate three parts of speech used to connect
subordinate clauses with principal clauses in complex sentences.
5. a. This railroad is not responsible for errors in time tables,
inconvenience or damage resulting from delayed trains or
failure to make connections; schedules herein are subjected
to change without notice. Please examine your tickets
carefully before leaving ticket windows, thereby avoiding
possible annoyance and embarrassment both to you and
to the railroad.
b. We now understand to some extent what it means that 90%
of Germany’s elementary school population was trained
in the lower schools where the aim was to educate the
youth only to the point which would make such on-coming
citizens economically valuable. From these schools 80%
of the boys and girls disappear at 14 years of age to
become breadwinners.
Answer a, with reference to the preceding selections:
Write the subject and the verb of each of four dependent
clauses in selection b and give the syntax of each clause.
6. Answer a, b and c with reference to the following sentence:
These tapestries, one of which is reproduced herewith, deal with
incidents in the lives of famous men.
(a) Rewrite the sentence, making of it two simple declarative
sentences.
(b) Expand a single word of the sentence into an adjective
clause.
(c) Change the sentence to a simple declarative sentence.
7. Give the syntax of each italicized phrase in the following
selections:
(a) If I should ask myself why we allow football at all, I
should be compelled to answer that we permit it because in spite
of evils it has developed in many boys manly virtues.
(b) In talking with authors, the writer has found many of
them taking one common position which, in his opinion, is a
false one. They say: “Any teacher ought to be able to under¬
stand what a child means when he says attribute complement
even if the teacher is familiar with some other name.”
(c) Among the lessons taught by the French Revolution there
is none sadder or more striking than this, that you may make
everything else out of the passions of- men except a political
24 ENGLISH GRAMMAR
system that will work, and that there is nothing so pitilessly and
unconsciously cruel as sincerity formulated into dogma.
8. Name the kind and give the syntax of each of the first eight
dependent clauses in a and b of the foregoing selections:
9. Answer a, b, c and d with reference to the following selection:
In general, it has ever been true that leisure is the cream of life.
We have tried desperately to build up an immunity to leisure, with our
dull gospel of work for work’s sake. There is a glory in creative
work; but even that becomes pain and weariness if we are kept
too long at it. All labor produces, sooner or later, weariness and
pain, nature’s signal to quit and go a-playing. When does that most-
stolid of men, the peasant, live most fully—when he plods the endless
furrow, or when, at evening, he sings his songs, dances, prays, and
courts his maiden? ... I think that the men of the best sort reach
their farthest north in life, not in the hours they pay for life, but
in the hours they spend in living. Certain am I that none but an
imbecile could find delight in sharing the daily toil of the urban
masses, so mechanized has it become. Consequently, education for
leisure is precisely education for life. An education for life comes
squarely down to education for culture.
(a) Select and label two noun clauses, two adjective clauses
and three adverbial clauses. Give the syntax of each clause
selected.
(b) Classify the third sentence as simple, complex or compound
and justify your classification.
(c) Give the simple subject and the simple predicate of each
clause in the sentence beginning, “Ceitain am I.”
(d) Select and label two adjective prepositional phrases and
one adverbial prepositional phrase; give the syntax of each
phrase selected.
10. Answer a, b, and c with reference to the following sentence:
But, however dark and hopeless the future might be, at least, here
and now, she knew she had not been mistaken; and she was proudly
conscious that, whatever else might be in store for her, to be slighted
and forgotten by Ludorie Macdonnell was the last thing she had to
fear.
(a) Give the syntax of each italicized word or phrase,
(b) Select and label the subject of an adverb clause, the
verb of an adjective clause, the verb of a noun clause and the
verb of an independent or principal clause.
(c) Supply a subordinate conjunction and a relative pronoun
that are omitted.
CHAPTER IX
THE NOUN
17. Classes of nouns.

1. Common 2. Proper 3. Collective 4. Concrete 5. Abstract
book Bible library (includes wisdom
soldier John army first three honesty
city Chicago community classes) justice
18. Number. The plural is formed most frequently by

adding s to the singular: chair, chairs; book, books; etc.
Other methods are:
1. Internal change: man, men; tooth, teeth; etc.
2. Use of a suffix: ox, oxen; etc.
3. Miscellaneous methods: ferry, femes; glass,
glasses; son-in-law, sons-in-law.
19. G-ender.
1. Masculine 2. Feminine 3. Neuter 4. Common
father mother book parent
soldier aunt apple teacher
The feminine gender is formed from the masculine in

in Various ways:
1. Different word for each gender: brother, sister.
2. Suffix: aviator, aviatrix.
3. Prefixing of known gender: man-servant, maid¬
servant.
20. Case. There are three cases:

1. Nominative 2. Possessive 3. Objective
2o
26 ENGLISH GRAMMAR
21. Uses of the nominative case.

1. Subject of a verb:
Every day is a fresh beginning. Susan Coolidge.
2. Apposition with subject:
Priscilla, the Puritan maiden, loved John Alden.
3. Predicate nominative (used with a copulative
verb) :
Life is a festival only to the wise. Emerson.
4. Nominative by direct address:
Dear Father, take care of thy children, the boys.
Holmes.
5. Nominative by pleonasm:
The mountains, they are a silent folk. Hamlin Garland.
6. Nominative absolute:
The lanterns, having been lit, we all fell to work
with a zeal. Poe.
7. Predicate nominative after a passive verb:
Edison is called the wizard of the twentieth century.
22. Uses of the possessive case.

1. Direct possessive:
“Heart-break House” is one of Shaw’s plays.
2. Appositive possessive:
“Mare Nostrum” is Ibanez’s, the Spaniard’s.
3. Double possessive:
“Conrad in Quest of His Youth” is one of Leonard
Merrick’s.
23. Uses of the objective case.

1. Object of a verb:
Death devours all lovely things. Edna St. Vincent
Millay.
2. Object 4)f a preposition:
Carry me back to old Virginny. James Bland.
THE NOUN 27
3. Apposition with object:

He gave to misery all he had, —a tear. Gray.
4. Indirect object: to or for is understood:
McKinley gave Rowan a letter to be delivered to
Garcia. Elbert Hubbard.
5. Retained object (after a verb in the passive
voice) :
Rowan was given a letter by McKinley.
6. Adverbial objective (denotes weight, cost, speed,
time, etc.) :
An ounce of prevention is worth a pound of cure.
Proverb.
Three years she grew in sun and shower. Wordsworth.
7. Subject of infinitive:
Teach me to feel another’s woe. Pope.
Let us preserve our respect for truth. Bertrand Russel.
8. Objective complement:
President Harding appointed Edward P. Farley
Chairman of the Shipping Board.
9. Cognate object:
They that have done this deed are honorable men.
Shakespeare.
I’ll sing the song, sir. Padraic Colum.
24. Syntax of nouns. The following example shows

how to give the syntax of nouns:
A famous man is Robin Hood,
The English ballad-singer’s joy. English Ballads.
Word Case Reason for case

Robin Hood- nominative subject of is
man nominative predicate nominative of is
ballad-singer’s possessive modifies joy
joy nominative apposition with Robin Hood
28 ENGLISH GRAMMAR
The skipper he blew a whiff from his pipe

And a scornful laugh laughed he. Longfellow.
Word Case Reason for case

skipper nominative by pleonasm
whiff objective object of blew
pipe objective object of preposition from
laugh objective cognate object of laughed
EXERCISE 14 *
1. Copy the following sentences and in place of the blank insert

the plural of. the word that follows the blank:
(a) My (thigh) ached from the swift descent.

(fc) The cold (plateau) are the home of the llama.
(c) The (pony) were laden with miscellaneous articles.
(d) The (thief) were caught as they were leaving the
place.
(e) Stony (valley) are numerous in that part of Peru.
(/) He earned his living by tuning (piano).
(g) He cultivated a field of (potato).
(li) The load was pulled by a yoke of (ox).
(i) His two (son-in-law) are in France.
(j) There were many (oasis) in the . desert.
2. Write the possessive plural of each of the following nouns: lady,

thief, laborer, ox, deer, monkey, mouse, dwarf, negro, Englishman.
3. Give the possessive plural of each of the following: mouse,
wife, man, teacher, negro.
4. Write the plural of negro, mystery, knife, phenomenon, radius;
the possessive singular of it, other, mother-in-law, hostesses, Dickens.
5. Write the plural of sex, man-of-war, district attorney, Jack-in-
the-pulpit.
6. Write sentences containing'the plurals of the following: Eoman,
t, syllabus, tomato, Miss Smith, dwarf, datum, Mr. White, son-in-law,
March.
7. Give the plural of each of the following: lens, piano, hero,
spoonful, lily of the valley, penny, dwarf, Englishman, mouse, deer.
8. Decline I and it in both singular and plural.
9. Give three inflected forms of I, three of class and four of go.
THE NOUN 29
EXERCISE 15
Give the syntax of every noun and pronoun in the following sen¬
tences:
1. Let Nature be your teacher. Wordsworth.

2. Build thee more stately mansions; oh my soul! Holmes.
3. Here comes Bassanio, your most noble kinsman. Shakespeare.
4. Lord, be merciful to me, a fool! E. E. Sill.
5. Whose was the hand that slanted back this brow?
Edwin Markham.
6. Tears such as Angels weep burst forth. Milton.
7. Stand! the ground’s your own, my braves! John Pierpont.
8. My day or night myself I make. W. Byrd.
9. Let music swell the breeze and ring from all the trees sweet
Freedom’s song. S. F. Smith.
10. Remember me a little then, I pray,
The idle singer of an empty day. Wm. Morris.
11. Under the wide and starry sky dig the grave and let' me
die. E. L. Stevenson.
12. They bring me sorrow touched with joy,
The merry, merry bells of Yule. Poe.
13. There’s a silver lining through the dark clouds shining.
Lena G. Ford.
14. Give me, O friend, the secret of thy heart. Mrs. Darmesteter.
15. Life is a stream on which we strew
Petal by petal the flower of our heart. Amy Lowell.
Thought is the wages for which I sell my days. E. W. Emerson.
17. Tut-ank-amen, as you know,
Lived three thousand years ago. W. W. Mack.
25. Substitutes for the noun.

A. Word: any part of speech:
None may buy back yesterday. Louise Driscoll.
B. Prepositional phrase:
Over the fence is out of danger. Dr. Roland Keyser.
C. Infinitive phrase:
To he natural it is only necessary to be sincere.
Dr. F. Crane.
30 ENGLISH GRAMMAR
2. Subject after It:

It would be most imprudent to be unprepared.
Woodrow Wilson.
3. Predicate noun phrase:
To be great is to be misunderstood. Oscar Wilde.
4. Object of verb:
Learn to labor and to wait. Longfellow.
5. Object of a preposition:
Sometimes, where the stream was too impetuous . . .
there was nothing for it but to land and carry over.
E. L. Stevenson.
D. Participle or verbal noun:
There is no great achievement that is not the result
of patient working and waiting. J. G. Holland.
26. Uses of the noun clause.

What is really important in man is the part of him
that we do not yet understand. G. B. Shaw.
2. Subject after the expletive it:
It was the eager wish to soar that gave the gods
their wings. Don Marquis.
Roosevelt’s saying, “My hat is in the ring ” has an
interesting history.
4. Predicate noun:
Though Fate may frown, life is largely what we
make it. Beatrice Barry.
5. Object of a verb:
“Spring came on foreversaid the Chinese night¬
ingale. Vachel Lindsay.
We look before and after and pine for what is not.
Shelley.
7. Apposition with object:
My own life should teach me this: that life shall
live for evermore. Tennyson.
THE NOUN 31
8. Adverbial objective (after a predicate adjective) :

I am sure care’s an enemy to life. Shakespeare.
9. Retained object (after a verb in the passive
voice) :
I was told that America was a free country.
Christopher Morley.
27. Syntax of substitutes for nouns.

1. Participial nouns or verbals:
The opportunity is often lost by deliberating. P. Syrus.
Vain is the chiming of forgotten bells. Joyce Kilmer.
■ Participial noum Case Reason for case

deliberating objective object of by
chiming nominative subject of is
2. Infinitive noun phrases :

To know how to dispense with wealth is to possess it.
Raymond.
Phrase Kind 1low used

to know noun subject of is
to dispense noun object of to know
to possess noun predicate nominative of is
3. Prepositional noun phrase:

Over the fence is out of danger. Dr. R. Keyser.
Phrase Kind How used

over the fence noun subject of is
out of danger noun predicate nominative of is
4. Noun clauses:
The reason why borrowed books are so seldom re¬
turned to their owners is that it is much easier to retain
the books than what is in them. Montaigne.
32 ENGLISH GRAMMAR
Introductory word Clause Kind How used

why books are re¬ noun apposition with
turned reason
that it is much noun predicate noun
easier - clause of is
what is in noun object of to re¬
them tain (understood)
EXERCISE 16
Give the syntax of the participial nouns iti the following sentences:
1. Learn the luxury of doing good. Goldsmith.

2. Be still sad heart and cease repining. Longfellow.
3. Today I have grown taller from walking with the trees.
Karle W. Baker.
4. Believing is far easier than thinking. James H. Robinson.
5. True wisdom is to know what is best worth knowing and to
do what is best worth doing. Humphreys.
6. Heavy hearts like clouds in the sky are best relieved by the
letting of water. Rivarol.
7. Economy is the art of making the most of life. G. B. Shaw.
8. There is no rule more invariable than that we are paid for
our suspicions by finding what we suspect. Thoreau.
Give the syntax of every infinitive in the following sentences:

9. To rule one’s anger is well: to.prevent it is better. Edwards.
10. I have lived to know the secret of happiness is never to allow
your energies to stagnate. A. Clarke.
11. Cease to do evil: learn to do well. Bible.
12. Let age approve of youth. Robert Browning.
13. On. us He has laid the duty—the task of the wandering breed
To better the world with beauty wherever the way may lead.
Bliss Carman.
14. The moth-hour went from the fields and stars began to peep.
W. B. Yeats.
Give the syntax of every noun clause in the following sentences:
15. I believe the tragedy of Hamlet lies in his inability to com¬

promise with life. John Barrymore.
THE NOUN 33
16. We too readily assume that everything has two sides and that
it is our duty to be on one or the other. James H. Bobinson.
17. It is the things we have that go. Sara Teasdale.
18. They say life is a highway and its milestones are the years.
Joyce Kilmer.
19. ’Tis for youth the feast is spread. Don Marquis.
20. We know what we are but know not what we may be.
Shakespeare.
28. Errors in the use of nouns.

1. Singular for plural and vice versa:
Incorrect: The phenomena is*observed here.
Correct: The phenomena are observed here.
2. Objective or nominative case before a participial
noun: instead of the possessive:
Incorrect: We must insist on every citizen doing his
duty.
Correct: We must insist on every citizen’s doing
his duty.
3. Disagreement between the subject and its verb:
Incorrect: Every woman of the score aboard were
drowned.
Correct: Every woman of the score aboard was
' drowned.
Incorrect: Griffiths and Collins was against De
Valera’s plan.
Correct: Griffiths and “Collins were against De
Valera’s plan.
Incorrect: Kipling or Wells are representative of
English literature.
Correct: Kipling or Wells is representative of
English literature.
Incorrect: Neither Sir Oliver Lodge nor Maeterlink
have proved life continues after death.
Correct: Neither Sir Oliver Lodge nor Maeterlink
has proved life continues after death.
Incorrect: The captain with all his men were saved.
Correct: The captain with all his men was saved.
34 ENGLISH GRAMMAR
4. Incorrect form of plural:

Incorrect: Take two teaspoons/ul of medicine every
four hours.
Correct: Take two teaspoonfuls of medicine every
four hours.
Incorrect: The woman’s three son-in-laws arrived this
morning.
Correct: The woman’s three sons-in-law arrived this
morning.
EXERCISE 17A
Correct the errors, if any, in the following sentences:
1. There are two notary-publics on this street.

2. The jury has disagreed.
3. Every boy and every man were busy.
4. Neither Ford nor Edison were willing to discuss the Muscle
Shoals project.
5. President Harding with all the members of his Cabinet were
welcomed by the Senate.
6. The future of the Slavic nations will depend upon Russia
carrying out her obligations.
7. Canada as well as Australia were settled by the English.
8. Have France or Japan agreed to complete disarmament?
9. Five thousand dollars were contributed by an unknown donor.
10. Cross your ts, dot your is and write your 5s and your 3s more
clearly.
11. Germany giving up all resistance in the Ruhr Valley will lead
to an early settlement with France.
EXERCISE 17B
1. Write the plural of the following words: Echo, mosquito,

canto, piano, volcano, banjo, solo, buffalo, domino, bronco, potato.
2. Use the plural of the following words in- sentences: mystery
handful, Dutchman, German, Englishman, pony, Miss Sharp, Henry,
court-martial, scarf, major-general, tooth-brush.
3. Use the following correctly in original sentences: Tidings,
athletics, means, news, proceeds, wages, ashes, gallows, scissors,
politics, mathematics.
CHAPTER X
THE PRONOUN
29. Classes of pronouns. Pronouns are classified as to

form and as to use. Classified as to form, pronouns are
either simple (e.g., him, who) or compound (e.g., himself,
whoever). Classified as to use, pronouns are divided into
five classes:
1. Personal: he, we, they, it.
2. Interrogative: who? which? what?
3. Relative: who, which, what, that, as.
4. Demonstrative: this, that, former, latter.
5. Indefinite: one, some, few.
Note. As is a relative pronoun after such and same:
We are such stuff as dreams are made of. Shakespeare.
30. Uses of the Compound Personal Pronoun.

1. Emphatic: The pronoun is in apposition with
the subject:
We ourselves are our best friends or worst enemies.
2. Reflexive: The pronoun follows the verb as a
direct object:
We wrong ourselves more when we intentionally wj-ong
others.
31. Person.
First person—denotes the person speaking: 1, we.
Second person—denotes the person spoken to: you.
Third person—denotes the person or thing spoken
about: he, she, it, they.
35
36 ENGLISH GRAMMAR
32. Syntax. The following example shows how to give

the syntax of a pronoun:
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields. John McRae.
Word Class Case Reason for case

ye personal nominative subject of break
us personal objective object of preposition with
who relative nominative subject of die
we personal nominative subject of shall sleep
We shall never be content until each man makes his

own weather and keeps it to himself. Jerome K. Jerome.
Word Class Case Reason for case

we personal nominative subject of shall he
his personal possessive modifies weather
it personal objective object of keeps
himself personal objective object of preposition to
33. Errors in the use of pronouns.

A. Nominative case instead of the objective.
Incorrect: He helped us all, I among the rest.
Correct: He helped us all, me among the rest.
Incorrect: Between atou and I this is wrong.
Correct: Between you and me this is wrong.
Incorrect: Let you and I hide behind the door.
Correct: Let you and me hide behind the door.
Incorrect: I refer to Sinclair Lewis, he who Avrote
“Main Street.”
Correct: I refer to Sinclair LeAA’is, him avIio wrote
“Main Street.”
Incorrect: Who do you Avish to see, please?
Correct: Whom do you wish to see, please?*
Incorrect: For who is this letter?
Correct: For whom is this letter?
THE PRONOUN 37
B. Objective case instead of the nominative.

Incorrect: Yes, it was me.
Correct: Yes, it was I.
Incorrect: Is it her you want to see1?
Correct: Is it she you want to see?
Incorrect: You are taller than him.
Correct: You are taller than he.
Incorrect: The persons you spoke of could not have
been them-.
Correct: The persons you spoke of could not have
been they.
Incorrect: Jimmy is the man whom I think can open
the safe without knowing the combination.
CorrectJimmy is the man who I think.
Incorrect: I am often taken to be him.
Correct: I am often taken to be he.
Incorrect: Whom do you suppose will win the game?
Correct: Who do you suppose will win the game?
C. Using the possessive case instead of the objective

before a verbal noun.
Incorrect: I am sorry to learn of him doing that.
Correct: I am sorry to learn of his doing that.
D. Disagreement in number of a pronoun and its

antecedent.
Incorrect: Everybody should mind their own business.
Correct: Everybody should mind his own business.
Incorrect: The attempt to communicate with Mars is
one of the many signs that is indicative of a broader
interest in life.
Correct: The attempt . . . are . . . life.
E. Using a personal pronoun unnecessarily.

Incorrect: Caruso, he died August 2, 1921.
Correct: Caruso died August 2, 1921.
F. Using pronouns so that antecedents are not

clear.
38 ENGLISH GRAMMAR
Incorrect: Farmer Brown told farmer Jones his bull

had broken into his garden and ruined his vegetables.
Correct: “Mr. Jones,” said farmer Brown, “your bull
has broken into my garden and ruined my vegetables.”
G. Using them for the adjective these or those.
Incorrect: How much are them apples'?
Correct: How much are these (those) apples?
H. Using they without a definite antecedent.
Incorrect: Out West they often find gold even in
the backyard.
Correct: Out West gold is often found even in the
back-yard.
I. Placing an adjective clause too far from the word
it is intended to modify.
Incorrect: For sale a cow by a farmer’s wife that
has long pointed horns.
Correct: For sale by a farmer’s wife a cow that
has long pointed horns.
J. Using ivhich to refer to a phrase or a clause.
Incorrect: Rip was unmindful of his family and care¬
less about his personal appearance which rendered his
home life unhappy.
Correct: Rip . . . personal appearance, habits
which . . . unhappy.
EXERCISE IS
V
Give the syntax of every pronoun in the following sentences:
1. There is a destiny that makes us brothers. Edwin Markham.

2. Only what we have wrought into our character during life
can we take away with us. Humboldt.
3. The song I could not answer was the one I knew the best.
T. A. Daly.
4. If you call the gypsy a vagabond, I think you do him wrong.
Joyce Kilmer.
5. We blossom for those who need us. Bliss Carman.
(5. God made me worthy of my friends. Frank D. Sherman.
THE PRONOUN 39
7. Give us Thy light, forgive us what we are. John Masefield.

8. Let me but do my work from day to day. H. Van Dyke.
9. The old priest, Peter Gilligan, he knelt him at that word.
W. B. Yeats.
10. Congress should call upon anyone who is able to serve.
Charles E. Hughes.
11. A man who is master of himself can end a sorrow as easily
as he can invent a pleasure. Oscar Wilde.
Little roads of Life, you bid us roam. Boselle M. Montgomery.
12. No man may have all that he please. Brander Matthews.
EXEBCISE 19 *
1. Point out the following errors, correct each and give the rule
of grammar violated:
(a) Neither of these were absent.
(&) Being asked to nominate James, all my former resolu¬
tions were shattered.
(c) Pass it to a friend whom you think may be interested.
{d) The walls inside are covered with beaver board, which,
together with the heavy comfortable furniture, give the rooms
a very rustic atmosphere.
(e) Some time ago we had the pleasure of furnishing you
samples upon memorandum, but to date hate not been honored
by you replying to us.
(/, g) Each of eight boys in the family were given a strip
of land when they became of age.
(h) This magazine article explains the laws on which resist-
tance of electrical conductors depend.
(i) He did not do very good in that business.
(j) The following are a list of Stevenson’s works.
(fc) This shall be a matter entirely between you and I.
2. Correct each of the errors in the following sentences and give
a grammatic reason for each change made:
(a) I dislike to be the cause of them failing in the ex¬
amination.
(ft) Tell me whom it is you see across the room.
(c) The traveler’s account of his hardships in the Arctic
regions were published in a popular magazine.
(d) It is a question of veracity between him and I.
(e) I can not scarcely understand how he could do it.
40 ENGLISH GRAMMAR
(/) Of course the woman must have been insane to act like
she did.
(g) It is I who is your debtor in this case.
(h) It is safe to say that only one out of every ten of the
great number of students realize the value of economy.
(i) Each plate must be capable of withstanding a pressure
of five hundred pounds per square inch before they are lowered
into place.
(j, fc) It would help considerable if you would speak to the
manager about the existing conditions, as he don’t take a letter
very seriously.
3. Of the forms in parenthesis in each of the following sentences,
write the correct one without copying the entire sentence, and give
the reason for your answer:
(a) (Who, whom) do you think called?
(h) Each of the girls expected (themselves, herself) to be
chosen.
(c) Any one who can pass one of these examinations may
rest assured that (he, they) can pass any examination that may
be presented.
(d) He (don’t, doesn’t) attend the meetings.
(e) Between you and (me, I, myself), he is a little odd.
(/) The man. had (went, gone) down the street.
(g) If there is such a person here, let (him, them) speak now.
(h) If I (was, were) you, I should go.
(t) I am a little older than (he, him).
(j) She took it to be (I, me).
4. Of the two forms in parenthesis in each of the following sen¬

tences choose the correct one, give its syntax and state the principle
of syntax involved:
(a) (Who, whom) did you find at home?
(h) I know of no one 1 admire more than (him, he).
(c) Each of us (have, has) a bicycle.
(d) (Who, whom) did you say it was?
(e) Anything he or I (suggest, suggests) is likely to be
accepted.
(/) By the time the farmer has arrived at the barn, early
on winter mornings, his livestock (has, have) long been up
waiting for (its, their) breakfast.
(g) The combination of these two methods (helps, help) me
to remember the word.
THE PRONOUN 41
(h) This, together with its wonderful situation, (make, makes)

it a real bargain.
(i) Neither hard work nor intelligent effort (has, have) been
spared.
5. Of the two forms in parenthesis in each of the following sen¬
tences choose the correct one and give clearly the reasons for your
choice:
(a) Give it to (whoever, whomever) may be in the office.
(b) I have heard of (his, him) being there.
(c) I shall not go (without, unless) he goes.
(d) This critic’s definition of literature is different (than,
from) that of Poe.
(e) Three fourths of his time (is, are) wasted.
6. Fill correctly each blank in the following with a' personal or a
relative pronoun and give the syntax of the word that you have used:
(a) You knew it to be — whom you met in the corridor.
(b) He mistook the burglar for — as he rushed to the tele¬
phone.
(c) These are — of whom we were speaking.
(d) I remember the fact of — going home early that night.
(e) No one — you know lives here.
7. Define and illustrate in sentences four classes of pronouns.
8. Of the two forms in parenthesis in the following sentences
choose the correct one and give the reason for your choice:
(a) Don’t (they, he) look rested to-day?
(b) We heard of (you, your) going to the South Sea Isles.
(c) Here are the books (which, that) were in my desk.
(d) He and (myself, I) contributed to the Japanese Earth¬
quake Fund.
(e) (Who, which) was (your, you’re) favorite at the Polo
Grounds fight, Dempsey or Firpo? .
(/) Please let (me, I) take my mother upstairs.
(g) (Which, what one) of the two pens do you want?
(h) Was it (she, her) (who, whom) you met yesterday?
(i) The ZR-3 will look like (it’s, its) sister airship, the ZR-1.
(j) (Whom, who) do you take (they, them) to be?
(k) (They’re, their) hanging Danny Deever in the morning.
(l) (Who’s, whose) there? (It’s, its) (me, I).
(m) Explain clearly what is the difference between
(1) My mother’s picture: A picture of my mother.
(2) JSothern and Marlowe’s productions: Sothern’s
and Marlowe’s productions.
CHAPTER XI
THE ADJECTIVE
34. Classes of adjectives. Adjectives are divided into

three classes:
1. Adjectives of Quality:
The narrow doors to sorrow are secret, still and low.
F. S. Davis.
2. Adjectives of Quantity:
One today is worth ten tomorrows.
3. Demonstrative Adjectives:
At last came the awful day when the third and last
effort to cast the great bell was to be made. L. Hearn.
35. Comparison of adjectives. There are three degrees

of comparison:
1. Positive—implies comparison: good.
2. Comparative—expresses comparison between two:
better.
3. Superlative—expresses comparison between more
than two: best.
36. Adjectives are compared as follows:

1. Irregularly: little, less, least.
2. Use of suffix.
(a) The comparative is formed by adding er to
the positive: bright, brighter; tall, taller.
(b) The superlative is formed by adding est to
the positive: bright, brightest; tall, tallest.
42
THE ADJECTIVE 43
3. Use of a prefix.
(a) More or less is added to the positive to
form the comparative.
(6) Most or least is added to the positive to
form the superlative.
Positive Comparative Superlative

ambitious more | most |
or | ambitious or ambitious
less | least j
37. An adjective may modify a noun or a pronoun.

1. Directly. The adjective is placed before the word
it modifies:
The infirm and old minstrel was the last of all the
bards.
2. Appositively. The adjective is placed immedi¬

ately after the word it modifies but before the verb:
The minstrel infirm and old was the last of all the
bards.
3. Attributively. The adjective is placed after the
verb (i.e., a predicate adjective) :
The minstrel was infirm and old. Sir Walter Scoit.
38. Substitutes for the adjective.

1. Noun.
(a) In apposition:
By none but me can the tale be told
The butcher of Rouen, poor Berold. Rossetti.
(b) In possessive case:

A policeman’s lot is not a happy one. W. S. Gilbert.
2. Pronoun.
44 ENGLISH GRAMMAR
(a) In apposition:
General Pershing was interviewed by the reporter,
her of the New York Times.
(h) In possessive case:

0, be my friend, and teach me to be thine. Emerson.
3. Phrase.
(a) Prepositional:
The beauty of life is harmony. Frank Crane.
(h) Infinitive:
Once to every man and nation comes the moment to
decide. Lowell.
(c) Participial:
In an instant a dark line of men appeared coming
up the slope. Thomas N. Page.
4. Clause.
The only people who never make mistakes are those
who do nothing. Thomas Huxley.
EXERCISE 20
In the following sentences compare those adjectives which can be

compared:
1. There is a magical isle up the River Time. B. F. Taylor.

2. The discovery fit to administer is a serious initial difficulty.
James Bryce.
3. At first, my fancy saw only the storm hills, lonely lakes and
venerable woods. Nathaniel Hawthorne.
4. A melodious chirping was audible behind, followed by a beauti¬
ful chuckle. B. L. Stevenson.
5. The melancholy days have come, the saddest of the year,
Of wading winds and naked woods, and meadows brown and
sear. Bryant.
6. That life is long which answers life’s great end. Yeung.
7. To mourn a mischief that is past and gone is the next way
to draw a new mischief on. Shakespeare.
THE ADJECTIVE 45
8. Passing through the ravine, they came to a hollow, like a

small amphitheater, surrounded by perpendicular precipices, over the
brinks of which impending trees shot their branches. Irving.
9. Nothing was heard in the room but the hurrying pen of the
stripling,
Writing epistles important to go next day by the Mayflower,
Filled with the name and the fame of the Puritan maiden,
Priscilla. Longfellow.
10. The two armies . . . saw Rustum standing, safe upon his feet,
And Sohrab, wounded, on the bloody sand. M. Arnold.
EXERCISE 21
Tell how the adjectives in the following sentences modify the

nouns or the pronouns:
1. The real evil before us is the high cost of leisure.

T. R. Marshall.
2. You’ll never die, my wonderful boy, .while life is noble and
true. R. W. Service.
3. A wandering harper, scorned and poor, begged his way from
door to door. Sir Walter Scott.
4. An excuse is worse and more terrible than a lie, for an excuse
is a lie unguarded. Pope.
5. A clever man compelled to serve a fool
Is like a pearl within a muddy pool. Arthur Guiterman.
6. When your fire’s last song is sung
These old stars will still be young. Clement Wood.
EXERCISE 22
Find in the following sentences substitutes for adjectives, group

them according to the classification in 38 and give the syntax of
every such substitute:
1. They also serve who only stand and wait. Milton.

2. He who gives money he has not earned is generous with other
people’s labor. George B. Shaw.
3. I am a part of all that I have met. Tennyson.
4. I count life just a stuff to try the soul’s strength on.
R. Browning.
5. The great city is that which has the greatest man or woman.
Walt Whitman.
46 ENGLISH GRAMMAR
EXERCISE 23A
Give the syntax of every adjective or substitute for an adjective

in the following sentences:
1. That man is the richest whose pleasures are the cheapest.
Thorean.
2. He travels the fastest who travels alone. Kipling.
3. Every one can master a grief but he that has it. Shakespeare.
4. The true greatness of a nation is in those qualities which con¬
stitute the true greatness of the individual. Charles Sumner.
5. I remember, I remember the house where I was born,
The little window where the sun came peeping in at morn.
Thomas Hood.
6. Count that day lost whose low descending sun
Views from thy hand no worthy action done. J. Robert.
7. He who did well in war just earns the right to begin doing
well in peace. R. Browning.
8. Oh, may I join the choir invisible of those immortal dead who
live again in minds made better by their presence. George Eliot.
9. He who judges least, I think-, is he who judges best. Alice Cary.
10. Pleasure that comes unlooked for is thrice welcome. Rogers.
Errors in the Use of Adjectives

1. Using them as an adjective in the place of these
or those:
Incorrect: Them apples are not good to eat.
Correct: These or those apples are not good to eat.
2. Omitting a, an or the when it is necessary or

inserting it unnecessarily:
Incorrect: The stenographer and bookkeeper could
not agree with each other.
Correct: The stenographer and the bookkeeper could
not agree with each other.
3. Omitting other after than any following an ad¬

jective in the comparative degree:
Incorrect: Texas is larger than any of the states.
Correct: Texas is larger than any other of the states.
THE ADJECTIVE 47
4. Using other after an adjective in the superlative

degree:
Incorrect: Radium is the rarest of all other substances.
Correct: Radium is the rarest of all substances.
5 Using here or there after a noun or a pronoun:

Incorrect: This here book is mine.
Correct: This book is mine.
Incorrect: That there pencil is an Eversharp.
Correct: That pencil is an Eversharp.
6. Using a after kind or sort :
Incorrect: What kind of a substance is insulin?

Correct: What kind of substance is insulin?
Incorrect: What sort of a glass will flexible glass be?
Correct: What sort of glass will flexible glass be?
INCORRECT USES OF ADJECTIVES: EXERCISE 23B
Eewrite the following, making corrections wherever you think

necessary. Give a reason for every correction made.
1. What sort of a house does your friend live in?
2. Of the two cities which is the larger, Yokohama or Tokio?
3. These sort of plums are not good to eat.
4. This does not look well to me.
5. The milk tastes sourly.
6. That there horse is Papyrus.
7. Of these three billiard balls this one is most round.
8. A nurse and porter wanted.
9. Iron is the most useful of all other metals.
10. American universities are as good as if not better than those
of Germany or France.
EXERCISE 23C
1. Illustrate the three ways in which an adjective may modify

a noun or a pronoun, using original sentences.
2. Using current topics, construct sentences to illustrate the
eight kinds of substitutes for an adjective. Give the syntax of
every one of these substitutes.
CHAPTER XII
THE VERB
39. Transitive and Intransitive Verbs.

An intransitive verb completes the meaning of the
verb without the use of an object:
The lady Judith comes out of the house after three
years. Arnold Bennett.
A transitive verb needs an object to complete its
meaning. Such word, either a noun or a pronoun,
receives the action expressed by the verb:
Appraise the spring before you drink the water.
A. Guiterman.
I climb them step by step, the vanished years.
J. Marks.
40. Copulative verbs also need a word to complete the

action or state of being expressed by the verb, but that
word is called a predicate nominative and not an object
because it and the subject are the same:
Pershing became the commander of the American Expe¬
ditionary Force. Pershing and commander are the same
person.
Homer was a blind poet. Homer and poet are the same
person.
Some copulative verbs are seem, look, become, grow,
appear, is, are, was, has been.
41. Transitive verbs used intransitively. Some verbs

may be used both transitively and intransitively:
48
THE VERB 49
Transitive Intransitive
The Germans sank the Lusi¬ The Lusitania sank rapidly.
tania.
Britannia rules the waves. King Albert rides wisely.
Moses dashed the tables to The breaking waves dashed
the ground. high.
42. The active and the passive voice.

Active voice. A verb is said to be in the active voice
when the subject of the sentence denotes the doer of the
action:
I sent thee late a rosy wreath. Ben Jonson.
Passive voice. A verb is said to be in the passive
voice when the subject of the sentence denotes the
receiver of the action:
A rosy wreath was sent thee by me.
43. Changing from the active voice to the passive voice.

1. The subject I in the active voice becomes the
object me, of the preposition by in the passive voice.
2. The direct object, wreath, in the active voice be¬
comes the subject in the passive voice.
44. Relation between voice and transitive verbs.

1. Only transitive verbs may be in the passive voice.
A verb in the passive voice is therefore a transitive
verb.
2. Intransitive verbs are always in the active voice.
3. Transitive verbs may be either in the active voice
or in the passive voice.
45. Mode.—The mode of a verb indicates the manner in

which the action is to be regarded. There are four modes:
1. Indicative mode. The indicative mode is used to
state a fact or to ask a question :
50 ENGLISH GRAMMAR
One kind word keeps the heart aglow. A. Guiterman.

Where are snows of yesterday? Justin H. McCarthy.
2. Infinitive mode. The infinitive mode is used to
express an action or state of being without reference
to person or number:
When a June arrives we long to live a thousand
lives. N. T. Reed.
3. Imperative mode. The imperative mode is used
to express a demand or to make a request:
Sleep, get a dream out of your secret chest. F. Shore.
4. Subjunctive mode. The subjunctive mode is used
to express a wish or a supposition:
0 grave, keep shut lest I be ashamed. John Masefield.
48. Uses of the Infinitive.

A. Noun.
1. Subject of verb:
To get back one’s youth one has merely to repeat
one’s f^lies. Oscar Wilde.
2. Subject of verb following the expletive it:
It is of the utmost value to learn how to discriminate.
Dr. F.-Crane.
Woodrow Wilson’s slogan, to make the world safe for
Democracy, has become a household phrase.
4. Predicate noun phrase after a copulative
verb:
The glory of the present is to make the future free.
Henry Van Dyke.
5. Object of verb:
If you know how to begin you will know when to
end. Thoreau.
THE VERB 51
6. Part of the object of a verb:

Let music swell the breeze. Smith.
Note: Here the whole phrase, music swell the breeze, is the object
of let, and music is the subject of (to) swell.
Before the United States entered the World War
Wilson’s policy was to do nothing but to watch and
to wait.
8. Independent:
To be sure, a knave will ever pose a saint.
B. Adjective:
There is nothing we despise so much as an attempt
to please us. G. B. Shaw.
C. Adverb:
1. Modifying a verb:
God bless every man who strives to keep the laughter
in our lives. Nan T. Reed.
2. Modifying an adjective:
A man’s difficulties begin when he is able to do as
he likes. Thomas Huxley.
3. Modifying an adverb:
As soon as people are old enough to know better,
they don’t know anything at all. Oscar Wilde.
EXEECISE 24*
1. Complete each of the following sentences, using a different word

in each case; tell whether each of the verbs is then used transitively
or intransitively:
(a) The tree grows . . .
(h) He studies . . .
(c) The father returned . . .
(d) The army marched . . .
(e) The child can write . . .
(/) The wind blew . . .
52 ENGLISH GRAMMAR
(g) The choir had sung . . .

(h) I approached . . .
(i) The captain commanded . . .
(j) I called . . .
2. Correct the errors in the following sentences:

(a) I like these kind of flowers.
(fc) The study of science is the most interesting and useful
of all other studies.
(o) If I was he, I wouldn’t do it.
(d) Each one had his own opinion and went in a different
direction, and so it didn’t come out very good.
(e) Due to the high cost of living, I was not able to go.
3. Correct each of the following signs:
Womens ’ Wear
No Smoking Aloud
4. The following sentences have defects of structure; rewrite the

sentences correctly.
(а) Let each hoy or girl take their pencil.
(б) Try and rouse yourself.
(c) Following his breakfast he went to the office.
(d) Socialism is different than anarchy.
(e) The mind is not only developed, but also the body.
(/) Analysis is when things are resolved into elements or
parts.
(g) Whom do you think it is?
EXERCISE 25
Give the syntax of every infinitive in the following sentences:
3. Scorn the proud man that is ashamed to weep. Young.

2. It is worse to apprehend than to suffer. Pope.
3. To know all is to excuse all. John Galsworthy.
4. Eat to please yourselves, but dress to please others. Franklin.
5. Life’s book is hard to understand. C. H. Towne.
6. It is more brave to live than to die. B. Lytton.
7. It is not enough to do good; one must do it the right way.
John Morley.
8. It’s easy to fight when everything’s right. R. W. Service.
9. Not in rewards, but in the strength to strive the blessing lies.
John T. Trowbridge.
THE VERB 53
EXERCISE 26
1. Write five original sentences, each containing a different one of

the following uses of the infinitive: (a) subject, (&) appositive,
(c) direct object of a verb, (d) infinitive used as an adjective,
(e) infinitive of purpose.
2. Give the syntax of the italicized words in the following sen¬
tences, and of the clauses beginning with that in the first line and
with whether in the last line:
(a) The clear perception of the truth that liberty lies deeper
than laws and institutions is characteristic of Burke’s power
to strip off the formal and conventional, and tay hold of the
vital truth.
(Z>) The question with me is not whether you have a right
to render your people miserable, but whether it is not your
interest to make them happy.
3. Name and illustrate two uses of the subjunctive mode.
4. Name and illustrate three uses of the infinitive besides the use
as subject and as object of a verb.
5. Write five original sentences, each containing a different one
of the following uses of the infinitive: (a) subject, (&) appositive,
(c) direct object of a verb, (d) infinitive used as an adjective,
{e) infinitive of purpose.
6. Give the syntax of every infinitive in the following sentences:
(a) There is perhaps no worse advice . . . than the advice
to do the work that’s nearest. G. K. Chesterton.
(b) Our doubts arc traitors and make us lose the good we
oft might win by fearing to attempt. Shakespere.
(c) To travel hopefully is a better thing than to arrive.
E. L. Stevenson.
(d) I care not who makes the world weep if I can make it
laugh. Percy Waxman.
7. Write three sentences each containing an infinitive without
to. Give the syntax of these infinitives.
8. Write ten verts regularly followed by the infinitive without to,
use each in an original sense and give the syntax of every infinitive.
9. Give the syntax of the first ten infinitives in a newspaper
clipping.
10. Classify, according to Article 46, all the infinitives on a page
of your language, literature or science text. Give the syntax of
every infinitive.
CHAPTER XIII
PARTICIPLES
47. Participles or verbals. There are two classes of

participles:
1. Participial or verbal nouns ending in ing.
2. Participial adjectives ending in ing, d, ed, and t.
48. The participial noun. In the sentence: Paddling

a canoe requires skill, the word paddling has the functions
of both a noun and a verb; of a noun, because it is the
subject of requires, and of a verb, because it takes canoe
for its object. Therefore the word paddling in this sen¬
tence is a participial or verbal noun.
49. The participial adjective. In the sentence: Paddling

the canoe rapidly, the man reached the camp before we
did, the word paddling performs the functions of an ad¬
jective and of a verb; of an adjective, because it modifies
man and of a verb, because it takes canoe for its object
and also because it is modified by the adverb rapidly.
Therefore, in this sentence, paddling is a participial ad¬
jective.
50. Uses of the participial noun.

1. As subject of a verb:
Beading maketh a full man: writing an exact man.
Francis Bacon.
2. As predicate nominative:
Growing old is dying young. Edna St. Vincent Millay.
54
PARTICIPLES 55
3. As object of a verb:
Be still, sad heart, and cease repining. Longfellow.
4. As object of a preposition:
Every penny I ever made came from writing.
Cbanning Pollock.
5. As adverbial objective:
Something worth the finding lies whichever way we
go. Nan T. Reed.
51. Kinds of participial adjectives. There are three

kinds of participial adjectives:
1. Present participle ending in ing:
Like a choir of singers singing low
The dark pines stood. Rose Macaulay.
2. Past participle ending in d, ed or t:
The heights by great men reached and kept
Were not attained by sudden flight. Longfellow.
3. Perfect participle used with having:
Having devoured the sleeping warrior in the mead-
hall, Grendel stalked back to the fens.
52. Syntax of participles. The folowing examples show

how to give the syntax of a participle:
Truth crushed to earth shall rise again;
Error, wounded, writhes with pain. W. C. Bryant.
Adjective
Participle Kind How used
crushed past participle modifies truth
wounded past participle modifies error
All are architects of fate

Working on the walls of time. Longfellow.
Adjective
Participle Kind How used
working present participle modifies architects
56 ENGLISH GRAMMAR
Praising all alike is praising none

True worth is in being, not seeming. Cary.
Noun participle Case Reason for case

praising nominative subject of is
praising* nominative predicate nominative of is
being objective object of in
seeming objective object of in
EXERCISE 27
Give the syntax of every participle in the following sentences:

1. Whatever is worth doing is worth doing well. Lord Chesterfield.
2. Great nature is an army gay, resistless, marching on its
way. R. W. Gilder.
3. The hearing ear is always found close to the speaking tongue.
Emerson.
4. ’Tis the last rose of summer left blooming alone. T. Moore.
5. The sweeping of that room was my college education.
Boolcer T. Washington.
6. One thorn of experience is worth a wrhole wilderness of warning.
Lowell.
• 7. Fathered by March, the daffodils are here. L. W. Reese.
8. While I nodded nearly napping suddenly there came a tapping.
Poe.
9. No artist can be reproached for shrinking from a risk which
only fools run to meet. Joseph Conrad.
10. Surely is was only yesterday that I was a boy in Liverpool,
with a book under my arm, dreaming that the only thing worth doing
in the world was the writing of the book. Richard Le Gallicnne.
53. Correct usage of certain verbs.

A. Lie and Lay.
1. Lie is an intransitive verb.
Meaning: to rest, to recline.
Principal parts: lie, lay, lying, lain.
2. Lay is a transitive verb.
Meaning: to put, to place.
Principal parts: lay, laid, laying, laid.
PARTICIPLES 57
P>. Sit and Set.

1. Sit is an intransitive verb.
Meaning: to rest the body.
Principal parts: sit, sat, sitting, sat.
2. Set is a transitive verb.

Meaning: to put, to place, to lay out.
Principal parts: set, set, setting, set.
C. Rise and Raise.

1. Rise is an intransitive verb.
Meaning: to mount, to go up.
Principal parts: rise, rose, rising, risen.
2. Raise is a transitive verb.

Meaning: to elevate.
Principal parts: raise, raised, raising, raised.
D. Fly, Flee and Flow.

1. Fly is an intransitive verb.
Meaning: to move through the air.
Principal parts: fly, flew, flying, flown.
2. Flee is an intransitive verb.

Meaning: to escape, to run away.
Principal parts: flee, fled, fleeing, fled.
3. Flow is an intransitive verb.
Meaning: to run out (applied to a liquid or to a gas).
Principal parts: flow, flowed, flowing, flowed.
E. May and Can.

1. May.
Meaning: permission.
Principal parts: may, might.
2. Can.
Meaning: power or strength.
Principal parts: can, could.
58 ENGLISH GRAMMAR
F. Shall and Will.

1. Shall, should are used:
(a) In the first person to express intention.
(&) In the second and third persons to
express determination.
(c) In the first person shall is used to ask
a question.
2. Will, would are used:

(a) In the first person to express determi¬
nation: it means the same as shall in the
second and third persons.
(5) In the second and third persons to
express intention: it means the same as shall
in the first person.
3. The use of shall or will. The following
quatrain found in an old grammar illustrates the
use of shall and will:
In the first person simply shall foretells,
In will a threat or else a promise dwells;
Shall in the second and third doth threat,
Will simply then foretells a future feat.
4. In asking questions, use the form you expect

in the answer:
Question: Shall you be at home tomorrow evening1 2 3?
Answer: Yes, I shall be at home tomorrow evening.
Question: Will you attend the meeting next Sunday!
Answer: Yes, I will attend the meeting next Sunday.
EXERCISE 28
Fill in the blanlcs in the following sentences with the correct forms
of lie or lay and give a reason for your choice:
1. The ship now — at anchor.

2. This afternoon I -— down to rest a while.
3. How long did you —? I — about one hour.
PARTICIPLES .50
4. Did you — your pen on my book? No, I — it on the desk,

but it is not — there now.
5. — down, Royer.
6. — the carpet straight: it has — so since this morning.
7. Have the carpenters — the floor? No, they are — it now.
8. Was it your letter I found — on the desk? No, I — mine
on the table, where it is still -v-.
9. Where did the writer — the scene of his story? The scene
of ‘1 2 Shavings ” is — at Cape Cod.
10. Is Rover — on the bed? Yes, he — there a few minutes
ago: he must have — on the bed several hours.
EXERCISE 29
Fill the blanks in the following sentences with the proper form
of sit or set giving a reason for your choice in every case:
1. How long did you — there? I —- there only a few minutes.

2. I — the table yesterday, so I shall — it again today.
3. When did you — the clock? 1 — it just before you returned.
4. Don’t you get tired — on the piano stool? You see I — on
it only when the chairs are taken.
5. Has William — anything today? Yes, he has been — out the
flowers.
6. This morning I — my desk by the window and there I —,
enjoying the air.
7. Yesterday we — on the beach and watched the sun — behind
the golden clouds.
8. My father — the hen on the eggs where she remained — the
rest of the day.
9. When you have — things in order you will prefer to — a while
before taking a walk.
10. — on the steps of the castle, Hamlet cursed the hour he was
born to -— the world straight.
EXERCISE 30
Fill the blanks in the following sentences with the correct forms
of rise or raise giving a reason for your choice:
1. Can you — ten times in succession on your toes?

2. Please — the window a few inches from the bottom.
CO ENGLISH GRAMMAR
3. How high did the airplane —? When last I saw it, it had •—
about one thousand feet, and kept — still higher,
4. Many cities are — large sums of money: the total — in any
city, however, is regulated by law.
5. When does the curtain — at the evening performance? Usually
it — at eight, but last time I attended, the curtain — at eight-thirty.
6. Almost every day we read of men who have — from poverty to
positions of trust and honor; nor do these men stop — then.
7. A — in the price of an article is sooner or later followed by
a — in wages of the persons producing that article; yet many believe
such conditions — the standard of living.
EXERCISE 31
Fill the blanks in the following sentences with the proper forms of
the verbs fly, flee or flow, giving a reason for your choice in every case:
1. The dishonest cashier tried to — to Canada.

2. Different birds — at different heights.
3. All rivers eventually — into the sea.
4. — at a high altitude the aviator — out of his course so that
he lost his way.
5. In trying to — from the mob, the robber — so quickly that he
was obliged to throw his loot awTay.
6. In the White Mountains an underground stream known as the
Lost River after — for a mile through caves and under rocks reaches
the surface and then — on as a normal river.
7. The — prisoner was aided by a friend in an airplane which —
rapidly beyond the shower of bullets.
8. In spring the freshets make the rivers — rapidly: often these
swollen streams over — their banks and then the people must —
quickly.
EXERCISE 32
Fill correctly the blanks in the following sentences with may or

can giving a reason for your choice in every case:
1. The doctor told me I — eat whatever I please.

2. — I use your penknife to sharpen a pencil? Yes, you —, if
you — open it.
3. Do you think you — get to the post-office before six? Yes,
I am sure I —.
PARTICIPLES 61
4. You — use my ticket next Friday evening.

5. What is the last day when we —.hand in our reports! You
•— hand them in on the tenth.
6. — your father call tomorrow? I am sure he —
7. — I take a friend with me? Of course you —.
8. You — have my skates if you think you — use them.
9. How fast — we motor in your town? You — go only fifteen
miles an hour within the town limits.
10. You — see him either tomorrow or the following day if you
— get to the office before five.
EXERCISE 33
Fill correctly the blanks in the following sentences with shall or

will, giving a reason for your choice in every case:
1. I — surely call tomorrow.

2. When — I see you again?
3. I hope that we — get to the theater on time.
4. Where — he leave the package for you?
5. You — report to the major as soon as you are ready.
6. If it rains we — not go.
7. I — be twenty years old next week.
8. I think I — soon finish reading this book.
9. — I open this window or that?
10. — you have dinner with me tomorrow? Yes, I —.
11. Do you think it — rain soon? Yes, I think it —.
12. This — never happen again if you — tell me what led up to it.
13. — I be given another chance if I fail? No, you — not.
14. I — be glad to see you.
15. I — be thankful to you if you — do this for me.
CHAPTER XIV
KINDS OF VERBS AS TO PRINCIPAL PARTS
54. Classification of verbs.

A. A regular verb forms its past tense by adding
d or ed to the present: wake, waked.
B. An irregular verb forms its past tense by a
change in the word itself: do, did; see, saw.
C. A redundant verb has more than four principal
parts: get, got, getting, got or gotten.
D. A defective verb has fewer than four principal
parts: may, might; can, could.
55. The Tenses: Synopsis of the verb begin in the first

person plural.
Present tense we begin
Past tense we began
Future tense we shall (will) begin
Present perfect tense we have begun
Past perfect tense we had begun
Future perfect tense we shall (will) have begun
56. Forms of tenses. There are three forms of tenses:
1. Progressive—formed with to be and the present
participle of the verb: We are beginning. We were
beginning.
2. Emphatic—formed with do and the present in¬
finitive of the verb: We do begin. We did begin.
3. Potential—formed with may or can: We may
(or can) begin. We might (or could) begin.
62
KINDS OF VERBS AS TO PRINCIPAL PARTS 63
57. Sequence of tenses. By sequence of tenses is meant

the use of tense forms of the different modes in such a
way as to observe correct time order.
Tense sequence.
(will )i ( can )
\ - and 1 [■
j shall ji / could )
1. I shall stay if you need me.

2. I should stay if you needed me.
3. I should have stayed if you had needed me.
4. I will stay if I can help you.
5. I would stay if I could help you.
6. I would have stayed if I could have helped you.
58. Sequence of tenses with infinitives. Infinitives have

but two tenses:
Active Passive
present to do to be done
perfect to have done to have been done
59. Examples of correct tense sequence of infinitives:

I intended to hear (not, to have heard) Sir Oliver Lodge
last week.
Czar Nicholas is supposed to have been shot (not to be
shot) by the Bolsheviki in 1917.
60. Time sequence with verbals.

Incorrect: Having discovered our error, our calcu¬
lations were begun anew.
Correct: Having discovered our error, we began
our calculations anew.
Reason: Having discovered is intended to modify we,
not calculations as it appears to do in the previous
sentence.
64 ENGLISH GRAMMAR
61. Principal Parts of Verbs.

Present Past Present Past
Participle Participle
awake awoke awaking awaked
be was being been
bear bore bearing borne
beat beat beating beaten
begin began beginning begun
bend bent bending bent
bereave bereft bereaving bereft
beseech besought beseeching besought
bet bet betting bet
bid bade bidding bidden
bind bound binding bound
bite bit biting bitten
bleed bled bleeding bled
blow blew blowing blown
break broke breaking broken
breed bred breeding bred
bring brought bringing brought
burst burst bursting burst
buy bought buying bought
catch caught catching caught
chide chide chiding chidden
choose chose choosing chosen
cling clung clinging clung
come came coming came
creep crept creeping crept
deal dealt dealing dealt
dig dug digging dug
dive dived diving dived
do did doing done
draw drew drawing drawn
dream dreamt dreaming dreamt
drink drank drinking drunk
drive drove driving driven
eat ate eating eaten
fall fell falling fallen

feed fed feeding fed
feel felt feeling felt
find found finding found
fight fought fighting fought
flee fled fleeing fled
fling flung flinging flung
fly flew flying flown
forbear forbore forbearing forborne
forget forgot forgetting forgotten
forsake forsook forsaking forsaken
freeze froze freezing frozen
give gave giving given
go went going gone
grind ground grinding ground
grow grew growing grown
hang hung, hanged hanging hung, hanged
hear heard hearing heard
hew hewed hewing hewn
hide hid hiding hidden
hold held holding held
hurt hurt hurting hurt
keep kept keeping kept
kneel knelt kneeling knelt
know knew knowing known
lay laid laying laid
lead led leading led
leave left leaving left
lend lent lending lent
lie lay lying lain
lose lost losing lost
make made making made
mean meant meaning meant
meet met meeting met
pay • paid paying paid
ride rode riding ridden
ring rang ringing rung
66 ENGLISH GRAMMAR

rise rose rising risen
run ran running run
say said saying said
see saw seeing seen
seek sought seeking sought
sell sold selling sold
send sent sending sent
sew sewed sewing sewed
stride strode striding stridden
string strung stringing strung
strive strove striving striven
swear swore swearing sworn
sweep swept sweeping swept
swim swam swimming swum
swing swung swinging swung
take took taking taken
teach taught teaching taught
tear tore tearing torn
tell told telling told
think thought thinking thought
throw threw throwing thrown
tread trod treading trodden
wake woke waking waked
wear wore wearing worn
weave wove weaving woven
weep wept weeping wept
win won winning won
wind wound winding wound
wring wrung wringing wrung
write wrote writing written
62. Errors in the use of verbs.

A. Using the past tense for the present tense in
stating what is still true:
Incorrect: Where did you say the Roosevelt Dam was?
Correct: Where did you say the Roosevelt Dam is?
B. Using the past tense for the present perfect.

Incorrect: Last week I have gone to the theater twice.
Correct: Last week I went to the theater twice.
C. Using the perfect infinitive for the present in¬
finitive and vice versa:
Incorrect: I am pleased to have met you.
Correct: I am pleased to meet you.
Incorrect: I intended to have written you at once.
Correct: I intended to write you at once.
Reason: Since the intending preceded the writing, the present
infinitive must be used.
Incorrect: Ghandi is supposed to he warned against

inciting rebellion among his Hindoo followers.
Correct: Ghandi is supposed to have been warned
. . . followers.
Reason: Since the supposing is after the warning the perfect
infinitive must be used.
D. Misplacing a participle so that it modifies some

word other than the one intended, resulting usually
in a ludicrous statement:
Incorrect: Climbing after apples, the boy’s basket
became so heavy that he could not hold it.
In the above sentence climbing modifies basket, thereby making
it appear that the basket and not the boy was climbing.
Correct: Climbing after apples, the boy found his
basket so heavy that he could not hold it.
E. Using the past tense for the present participle:
Incorrect: I should have went there this morning.
Correct: I should have gone there this morning.
F. Using an auxiliary with two verbs in different
tenses:
Incorrect: I never have and never will lose my ideals.
Correct: I never have lost my ideals and never will
lose them.
68 ENGLISH GRAMMAR
G. Using verb forms that do not exist:

Incorrect: The burglar attackted me first.
Correct: The burglar attacked me first.
Incorrect: To escape the pursuing policeman, the thief
dove into the river.
Correct: To escape the pursuing policeman, the thief
dived into the river.
Incorrect: As a result of the zero weather the water
pipes busted.
Correct: As a result of the zero weather the water
pipes burst.
EXERCISE 34
Point out what is wrong in the use of the following participial

adjectives, make the necessary corrections and explain in every case
the reason for your correction:
1. Entering the room, the clock struck nine.

2. Walking downstairs the lights suddenly went out.
3. Turning sharply round the corner the armory appeared in full
view.
4. Opening the window, my hat was blown off my head.
5. One’s hands should be washed before eating.
6. Looking down from the cliff road, all Gloucester Harbor was
a floor of rippled amethyst.
, 7. Crossing the river on a ferryboat, the skyscrapers of New York
looked like blocks of marble in the morning mist.
8. Rushing down the stairs, the boy’s head struck the wall.
9. Standing on Brooklyn Bridge, the Statue of Liberty is clearly
seen.
10. On arriving at the Old Faithful geyser the famous inn meets
our gaze.
EXERCISE 35
In every one of the following pairs, select the correct infinitive.

Give a reason for your choice.
1. General Smuts intended (to establish, to have established) the

League of Nations.
2. Germany is said (to coerce, to have coerced) Turkey into the
war against the Allies.
KINDS OF VERBS AS TO PRINCIPAL PARTS GO
3. Major Schroeder attempted (to reach, to have reached) an

altitude of 40,000 feet.
4. During the World War, President Carranza is supposed (to
have been influenced, to be influenced) by German agents to provoke
the United States.
EXERCISE 36
Correct the errors in the following sentences:
1. He told me the promenade of the Brooklyn Bridge was 140

feet above the East River at low tide.
2. I have been eighteen years old last month.
3. I am glad to have seen you now.
4. Holding the revolver up to see if it was loaded, it went off
and shot him.
5. If he would have attended school regularly, he would have'
passed his examination.
6. My uncle said that ho would have went to the baseball game
if he had known about it in time.
7. If the author had been able to have condensed some parts
of the story, I might have enjoyed the book much more.
8. Washington is thought to cross the Delaware near Trenton.
9. The world never has and let’s hope, never will see' such times
as those during the recent war.
10. What did you say was the distance between New York and
Cleveland ?
11. I remembered him since boyhood.
EXERCISE 37*
1. Use in a sentence the past participle of each of the following

verbs: choose, set, lie, sing, put, bring, teach, be, sleep, speak, know,
keep, take, wear, sew.
2. Write the past tense of each of the following verbs: come,
cost, hurt, steal, carry, coerce, swim, hide, put, loathe, lath, ride,
heave, fling.
3. Use in a sentence the past tense of each of the following
verbs: sweep, get, build, swim, split, slay, flee, fly.
4. Write sentences containing the past tense of the indicative
mode of each of the following verbs; lie (recline), sit, rise, fly, set,
lead, lay, raise, eat, do, flow.
5. Explain clearly how the following tenses differ from one another
70 ENGLISH GRAMMAR
in use: past, present perfect (perfect), past perfect (pluperfect).

Illustrate each in a complete sentence.
6. Distinguish, by explanation and illustration, the present tense
from the perfect, the past tense from the perfect and the perfect
tense from the past perfect.
7. Use each of the following forms in, a sentence: (1) the past
participle of lie (to rest), (2) the perfect indicative third.plural
of drink, (3) the perfect infinitive of drive, (4) the perfect indicative
progressive third singular of give, (5) the perfect passive participle
of find.
8. Use the past participle of each of the following verbs in
original sentences based upon current topics:
awake show get drive
wake, (tr) ride forget blow
slay prove freeze choose
shake hang eat bid (request)
shoe go bid (at auction)
9. Use the past tense of the following verbs in original sen

tences:
break rise
chide raise
deal sing
drink swim
forsake tread
10. Give the principal parts of the first twenty verbs on the page
of a current topic magazine, of a newspaper clipping, or on street
signs, or posters.
CHAPTER XV
THE ADVERB
63. Definition. An adverb is a word used to modify

the meaning of a verb, an adjective or of another adverb.
64. Classes of adverbs.

A. Simple adverbs:
1. Adverbs of time: now, then, often.
2. Adverbs of place: here, there, above.
3. Adverbs of manner: so, well, truly.
4. Adverbs of degree: almost, quite.
5. Responsives: yes, no; not.
B. Conjunctive adverbs. These are used to connect
and modify: how, when, where, why, before.
C. Interrogative adverbs. These are used to ask a
question: how? when? where? why?
65. Comparison of adverbs.

1. By use of prefix more, or less, most or least:
clearly, more (or less) clearly, most (or least) clearly.
2. Irregular comparison: well, better, best.
66. Substitutes for adverbs.

A. Phrase.
1. Infinitive:
(a) Modifying a verb: My heart was with
the Oxford men who went abroad to die.
W. M. Letts.
71
72 ENGLISH GRAMMAR
(b) Modifying an adjective: The world is

mad with music too beautiful to ‘bear.
Sara Teasdale.
(c) Modifying an adverb: Nobody is bril¬
liant enough to be entertaining for three
hours. Dorothy Dix.
2. Prepositional:
(a) Modifying a verb: Summer comes with
song but goes quietly. Louise Driscoll.
(b) Modifying an adjective: Wrinkled
with age and drenched with dew, old Nod, the
shepherd goes. Walter De La Mare.
B. Clause.
1. Comparison: Wrong education is just as
dangerous as no education at all. Lady Astor.
2. Concession: Life must go on though good
men die. Edna St. Vincent Millay.
3. Condition: If your record is clear you need
have no fear. Edgar A. Guest.
4. Degree: Beggar’s gifts are better things
than the promises of kings. Arthur Guiterman.
5. Manner: Choose an author as you choose a
friend. W. Dillon.
6. Place': There are no secrets where the sea
has crept. Babette Deutsch.
7. Purpose: .God gave us a memory so that we
might have roses in December. J. M. Barrie.
8. Reason: Electricity is the greatest force in
the world because it is everybody’s servant.
Charles A Coffin.
9. Result: Let us set for ourselves a standard
so high that it will be a glory to live up to it.
Woodrow Wilson.
10. Time: No man is free while one for freedom
fears. John Drinkwater.
THE ADVERB 73
67. Syntax of adverbs. The following example shows

the method of giving the syntax of adverbs:
There is no arguing with Johnson, for if his pistol misses
fire he knocks you down with the butt end of it. Goldsmith.
Adverb Kind How used
with Johnson phrase modifies is

for he knocks you clause of reason modifies misses
if pistol misses fire clause of condition modifies knocks
down simple: of place modifies knocks
with the end of it phrase modifies knocks
1
68. Errors in the use of adverbs.

A. Using an adjective for an adverb:
Incorrect: The boy tried real hard to please his
employer.
Correct: The boy tried really hard to please his
employer.
Incorrect: The maid did her work good.
Correct: The maid did her work well.
B. Double negative:
Incorrect: I can’t find it nowhere.
Correct: I can’t find it anywhere or I can find
it. nowhere.
C. Omitting necessary adverbs, usually after so,

very and too and after some verbs:
Incorrect: We were very impressed by her.
Correct: We were very much impressed by her.
Incorrect: If you cannot behave yourself you’ll have
to leave the room.
Correct: If you cannot behave yourself properly,
you’ll have to leave the room.
74 ENGLISH GRAMMAR
D. Using adverbs unnecessarily:

Incorrect: The view from the top of the hill is simply
beautiful.
Correct: The view from the top of the hill is
beautiful.
E. Using as ... as for so . . . as and vice versa.
It is customary to use as ... as in an affirmative
statement, and so . . . as in a negative statement,
usually after not:
Incorrect: “If Winter Comes” by Hutcheson is so
good as “Soldiers Three” by Don Passos.
Correct: “If Winter Comes” by Hutcheson is as
good as “Soldiers Three” by Don Passos.
Incorrect: The unemployment situation is not as acute
this year as it was in 1922.
Correct: The unemployment situation is not so acute
this year as it was in 1922.
EXERCISE 38
Give the syntax of every advert) or substitute for an adverb in

the following sentences:
l..We do not count a man’s years until he has nothing else to
count. Emerson.
2. Any man may he in good spirits and good temper when he’s
well dressed. Dickens.
3. When the fight begins within himself a man’s worth some¬
thing. Browning.
4. Pain is no evil unless it conquer us. Chas. Kingsley.
5. Now' the heart is so full that a drop overfills it. Lowell.
6. Though hard be the task, keep a stiff upper lip. P. Cary.
7. We are unfit for any trust till we can and do obey.
G. MacDonald.
8. Men are polished, through act and speech, each by each,
As pebbles are smoothed on the rolling beach. J. T. Trowbridge.
9. The fool that eats till he is sick must fast till he is well.
G. W. Thornbury.
10. The power of sound has always been greater than the power
of sense. Joseph JConrad.
THE ADVERB 75
11. Perhaps the skylarks could be trained to follow the aeroplane

as the seagulls follow the ship. Gilbert K. Chesterton.
12. The world is so full of a number of things
I ’m sure we should all be as happy as kings. E. L. Stevenson.
EXERCISE 39
1. Harding didn't have no definite views on labor.

2. The Ashokan Dam is not as high as the Shoshone Dam.
3. The milk tastes sourly.
4. We were very delighted with the view from the Wool worth
Building.
5. He came back quicker than I expected.
6. She only found the book this morning.
7. Each one had his own opinion and went in a different direction,
and so it didn ’t come out very good.
EXERCISE 40 *
1. From the words in parenthesis in each of the following sen¬

tences, choose the correct one and rewrite the sentence with that,
word inserted; give a reason for each selection:
(a) The record of orders received (are, is) as follows.
(b) (Whom, who) do you think I saw?
(c) If either of you (give, gives) the prize, let it be John.
(d) Between you and (I, me) he is mistaken.
(e) Please excuse (my, me) not coming to school today.
(/) Mary looks (bad, badly) this morning.
(g) I go to my uncle’s house (most, almost) every day.
(h) (Sure, surely) you can do it if you try.
(i) I have been sick but I am feeling (some, somewhat)
better this morning.
2. From the words or expressions in parentheses in each of the
following sentences, choose the correct one and give the reason for
your choice in each case:
(a) Lincoln seemed (awkward, awkwardly) in society.
(b) Neither of the candidates (was, were) chosen.
(c) He did (real, really) well.
(d) It (don’t, doesn’t) seem possible.
(e) We never quarrel now (as, like) we did in school.
♦Examination Questions.
76 ENGLISH GRAMMAR
(/) I learned from him that hot a line of the lectures (was,
were) written.
(g) Neither his conduct nor his words (was, were) justifiable.
(li) Until your arrival yesterday, I (have, had) not realized
that I was tired.
(i) (Shall, will) we meet you at nine o’clock tomorrow
morning?
(j) I intended (to go, to have gone) to the meeting last night.
3. Of the words in parenthesis in each of the following sentences,
choose the one that is preferable and show clearly why you prefer
the word you choose:
(а) The gallery with all its pictures (was, were) destroyed.
(б) Let you and (I, me) go.
(c) He did his work (good, well).
(d) He tried to prevent (our, us) helping him.
(e) I told him to (leave, let) go.
(/) Is it (I, me) you want?
(g) She said that no one else was as wise as (her, she).
. (h) (Sit, set) it on the chair.
(i) I thought it to be (her, she).
(j) (Who, whom) did you say did it?
4. Correct the following sentences. Give a reason for every cor¬
rection you make.
(a) Galli-Curci sings (sweet).
(&) The Majestic sure is a fine ship.
(c) Go slow here.
(d) Loud roared the blast.
(e) You certainly look good after your vacation.
(/) The ZR-1 is a smooth sailing dirigible.
(g) Most people speak easier than they can- write.
(h) My friend treated me right.
(i) All out! This car goes no further.
(j) The boy couldn’t find his note-book nowhere.
5. Write original sentences based upon current topics to illustrate
the ten kinds of adverbial clauses. Underline the illustrative clause
and give the syntax of it.
6. Give the syntax of the first ten adverbial clauses in a news¬
paper clipping.
CHAPTER XVI
THE PREPOSITION
69. Definition. A preposition shows the relation be¬

tween its object and some other word in the sentence.
70. The object of a preposition may be:

A. A noun:
There is no half way between victory and defeat.
Kipling.
B. A pronoun:
Poems are made by fools like me. Joyce Kilmer.
C. A participle:
Troubles, like babies grow larger by nursing.
Lady Holland.
D. An infinitive:
Caruso appeared just as the curtain was about to fall.
In this sentence to fall is the object of about.
>
E. A clause:
More than may be revealed in words I joy in what
I hear and see. Clinton Scollard.
71. Reference list of prepositions with certain verbs.

absolve from change with (a person)
accord with comply with
acquit of confer on ( =give to)
adapted to confer with ( = talk with)
agree with a person confide in ( = trust in)
agree to (a proposal) confide to ( = intrust to)
bestow upon conform to
change for (a thing) convenient for or to
77
78 ENGLISH GRAMMAR
correspond with (a person) glad at or of

correspond to or with (a thing) involve in
differ from a person or thing need of
differ from or with (in opinion) part from or with
disappointed of profit by
(what we cannot get) taste of (good)
disappointed in taste. for (art)
(what we have) thirst for or after
EXERCISE 41
Give the syntax of every preposition in the following sentences:
1. Success is given to the strong;failure is cast upon the weak.

Oscar Wilde.
2. There are no game laws to interfere with the killing of
time. Pointed Paragraphs, N. Y. Globe.
3. The wind is sewing with needles of rain. Hazel Hall.
4. I wrote nights and days, in street cars and on railroad
trains. Bex Beach.
5. Some one connected with Puck away back in the Dark Ages
sent me a check for one dollar. Balph H. Barbour.
6. Like the quest of the Holy Grail, the quest of Minerva is not
for all. William Osier.
7. I heard a bird at break of day sing from the autumn trees.
Wm. A. Perry.
8. I have a rendezvous with Death on some scarred slope of
battered hill. Alan Seeger.
9. You will notice a lot of Safety First signs on your way home
from the hospital. C. F. Bemington.
10. Around me is the sound of steepled bells. Amy Lowell.
EXERCISE 42

1. She is staying by her cousins.
2. He seemed happy at the discovery.
3. Let us hope you will profit from his experience.
4. He is still in bed from pneumonia.
5. Compare your writing to hers.
6. It was different to what he expected.
7. The boy fell off of the fire-escape.
CHAPTER XVII
THE CONJUNCTION
72. Definition. A conjunction is a word used to connect

words, phrases or clauses in a sentence.
Illustrations:
1. Connecting words:
The submarine, like poison gas and the bombing of
cities, has no place in honorable warfare.
Col. Edward M. House.
2. Connecting phrases:
He who wants to persuade should put his trust not
in the right argument but in the right word.
Joseph Conrad.
3. Connecting clauses:
In the tough, earnest battle of life the big potatoes
will go to the top and the small potatoes will go to
the bottom. George Ade.
73. Classes of conjunctions.

A. Co-ordinate conjunctions: and, yet, but, there¬
fore, also.
B. Subordinate conjunctions: since, because, for, if,
though, unless, than, that.
74. Syntax of conjunctions. The following example

shows how to give the syntax of a conjunction:
A man cannot believe in others until he believes in
himself. George B. Shaw.
79
80 ENGLISH GRAMMAR
until is a subordinate conjunction. It connects can

believe, the verb of the first clause and believes, the
verb of the second clause.
75. Errors in the use of conjunctions.

A. Misplacing either . . . or; not only . . . but
also.
Incorrect: Either the aviator was inexperienced or
rash.
Correct: The aviator was either inexperienced or
rash.
B. Using like for as in expressing comparisons.
Incorrect: He does not study so hard like I do.
Correct: He does not study so hard as I do.
C. Using different than instead of different from.
Incorrect: Shakespeare’s Caesar is different than the
Caesar of history.
Correct: Shakespeare’s Caesar is different from the
Caesar of history.
D. Using and or but to connect a principal clause
with a subordinate clause:
Incorrect: Washington is situated on the east bank
of the Potomac and is the capital of the United States.
Correct: Washington which is-situated on the east
bank of the Potomac is the capital of the United States.
EXERCISE 43
In the following sentences give the syntax of every conjunction:
1. Knowledge comes hut wisdom % lingers. Tennyson.

2. No grief or sorrow or pain could hind me utterly down.
Kenneth S. Ailing.
3. Lord Rameses of Egypt sighed because a summer evening
passed. John Drinkwater.
4. In the meadow grass, fainting, the cricket once shrills, then
he is done. Carolyn M. Lewis.
THE CONJUNCTION 81
5. Never put hand to the least command unless you do it well.

Edgar A. Guest.
6. I rather imagined that all authors were either dead or lived
abroad. Bex Beach.
7. The uneducated are inclined to resent any speech more polished
than their own. Brander Matthews.
8. If a sense of duty tortures a man it also enables him to
achieve prodigies. H. L. Mencken.
9. Your hair gives you bother so long as you have it and more
bother when it starts to go. Irvin S. Cobh.
10. Men learn only by making mistakes and dwelling on them,
for mistakes can be remedied if recognized in time. Lionel Curtis.
EXERCISE 44

1. No sooner did he enter when the bell began to ring.
2. Rip found the village different than he remembered it.
3. Lloyd George not only settled the Irish question but also the
Indian problem.
4. I shall attend to this immediately I return from lunch.
5. Few writers ever worked as hayd like Scott did.
6. Early in life Stevenson learned he had consumption and he
was very cheerful.
7. Hydrophobia is when a person barks like a dog.
8. She speaks (as, like) I do.
EXERCISE 45 *
1. From the words or expressions in parenthesis in each of the

following sentences, choose the correct one and give the reason for
your choice in each case:
(a) My answers are different (than, from) hers.
(b) The books fell to the floor and he let them (lie, lay) there.
(c) We heard of (you, your) entering college.
(d) Stanley reads many good books (beside, besides) studying
two hours every night.
(e) Our family eat more of (that, those) kind of apples than
they did last winter.
(/) John did not act (rapid, rapidly) enough.
(g) He was a true friendTo every one (whom, who) he found
to be true.
82 ENGLISH GRAMMAR
(h) The storm damaged trees just (as, like) it did two years
ago.
(i) The family were (already, all ready) to leave the house.
(j) Accuracy as well as brilliancy (count, counts).
(fc) To captain and the manager of the team (is, are) due
most of the credit.
(?) Stones of Venice (was, were) written by Ruskin.
(m) It (will, will not) take but a short time to finish the
task.
(n) To (whoever, whomever) has spelled the most words I
shall give the first prize.
(o) We really ought to assist him; don’t you feel we (had,
ought) ?
2. Rewrite correctly each of the following, giving the reason for
each change made:
(a) He remembered that in his haste to leave the house he had
neglected to lock the door. The key being left outside.
(h) Radium neither has nor can be obtained in large quantities.
(c) This is the doctor’s office who is a noted surgeon.
(d) Dreyfus was an officer in the French army, he was sen¬
tenced to life imprisonment on Devil’s island.
(e) There were some men whom I could not determine whether
they were French or Italian.
3. Of the two words in parenthesis in each of the following sen¬
tences, choose the one that is preferable and show clearly why you
prefer the word you choose:
(a) He helped us all (I, me) among the rest.
(&) He walks (like, as) I do.
(c) I am often taken to be (he, him).
(d) She thinks it to be (I, me).
(e) I am the man (who, whom) you hit.
(/) It is one of those that (was, were) lost.
(g) I had hoped (to call, to have called) for you.
(h) In reply (should, would) like to say that wre accept your
offer.
(i) Let you and (I, me) go together.
(j) (Who, whom) do you suppose will win the game?
76. The same word used as different parts of speech.

Above:
Preposition: The aviator flew above the clouds.
THE CONJUNCTION 83
Adverb: Let’s look above where all is love.

Adjective: The above statements are true.
Noun: All blessings come from above. Bible.
All:
Noun: Nathan Hale gave his all to America’s
cause.
Pronoun: All averred I had killed the bird.
Coleridge.
Adjective: AW hands aboard.
Adverb: The conditions were all satisfying.
As:
Relative pronoun (after such and same) : Smiles
such as hang on Hebe’s cheek. Milton.
In this sentence such is the antecedent of as.
Adverb of degree: Fancy brings us as many vain
hopes.
Conjunctive adverb: as idle fears do. Humboldt.
In the above two sentences the first as merely modi¬
fies many; the second as connects and modifies.
Preposition: America is known as the land of
opportunity.
Conjunction: As he was ambitious I slew him.
Shakespeare.
Before:
Adverb of time: I saw him once before.
0. W. Holmes.
Conjunctive adverb: Look before you leap.
Preposition: The deeds of great men and women
are ever before me.
But:
Conjunction (co-ordinate) : Knowledge comes but
wisdom lingers. Tennyson.
Preposition: None but the brave deserves the
fair. Dryden.
84 ENGLISH GRAMMAR
Adverb: Ships are but boards; sailors but men.

Shakespeare.
Pronoun: There was no person but liked him.
Like:
Noun: Dr. Osier is dead: his like we may not
soon see again.
Verb: I like the man who faces what he must.
S. K. Bolton.
Adjective: Busy lives, like running water, are
generally pure. Holmes.
Since:
Adverb: Little has been heard of him since.
Preposition: The cost of living has doubled since
1917.
Conjunction: Since you promised you must do it.
Conjunctive adverb: Many radicals have been ar¬
rested since the Bufford sailed.
That:
Relative pronoun: Time is the herb that cures
all diseases. Franklin.
Demonstrative pronoun: That^is no true alms
which the hand can hold. Lowell.
Adjective.: That man may last but never lives
Who much receives but nothing gives. Gibbon.
Conjunction: I just think that dreams are best.
R. W. Service.
MISCELLANEOUS QUESTIONS *
1. Correct each of the errors in the following and give the reason
for each change made:
(a) I shall be a lawyer like my father was.
(b) This volume, together with the author's other book, ex¬
plain the essential theory of the short story as a type of fiction.
(c) In this textbook the material for first year work is just
as heavy and sometimes heavier than for second year. ’
(d) If he would have had an education, he would hav.e been
a useful citizen.
MISCELLANEOUS QUESTIONS 85
(e) Of much importance to the citizen is the great changes

that have taken place in our economic life.
’(/) A man is not a mere machine like a clock or a watch,
which will move only as they are moved.
2. Write the following:
(a) A sentence containing a passive verb.
(h) A sentence in which the simple predicate is modified by
an adverbial objective.
(c) A sentence containing the verb inquire followed by an
indirect question.
(d) A sentence containing a verbal noun, formed from the
verb murmur, with an adverbial modifier.
(e) A sentence containing the possessive singular of the first
personal pronoun, used without a noun.
(/) A sentence having an adverbial phrase containing a
numeral.
3. Kewrite the following sentence in three different ways, in the
first changing the verbal noun to another noun, in the second changing
the prepositional phrases to a phrase containing a gerund, in the
third changing the prepositional phrases to an adverbial clause: In
the choosing of a home five things have to be considered.
4. Give the syntax of each of the italicized words in the following
sentences:
(a) He went to Washington, the national capital.
(h) The old monument was torn down last year.
(c_) As they approached the palace they found themselves sur¬
rounded by lions, not fierce, ~but tamed by Circe’s art.
{d) I saw him myself.
5. Illustrate each of the following seven suggested constructions by

a sentence:
(a) some one with a personal pronoun in agreement.
(&) except immediately followed by a personal pronoun.
(c) between immediately followed by two personal pronouns.
(d) as denoting comparison immediately followed by a per¬
sonal pronoun.
{e) than immediately followed by a personal pronoun.
(/) The plurals of herself and myself.
(g) like (not a verb) immediately followed by a personal
pronoun.
6. Select from the following passage eight subordinate clauses and
give the syntax of each:
86 ENGLISH GRAMMAR
Conscious that they themselves were animated by devotion to consti¬

tutional liberty and that the pages of history are replete with the
evidences of the depth and sincerity of that devotion, they can hut
cherish the recollection of the battles fought and the victories won
in defense of their hopeless cause; and respecting, as all true and
brave men must respect, the martial spirit with which the men of
the North vindicated the. integrity of the Union and their devotion
to the principles of human freedom, they do not ask, they do not
wish the North to strike the memories of heroism and victory from
either records or monuments or battle flags. They would rather that
both sections should gather up the glories won by each section, not
envious, but proud of each other, and regard them as a common
heritage of American valor. Let us hope that future generations,
when they remember the deeds of heroism and devotion done on both
sides, will speak, not of Northern prowess or Southern courage, but
of the heroism, courage' and fortitude of the Americans in a war of
ideas—a war in which each section signalized its consecration to
the principles, as each understood them, of American liberty and of
the Constitution received from their fathers.
7. Give the syntax of each italicized word in the following selection:
People talk of liberty as if it meant the liberty to do just what
a man likes. I call that man free who fears doing wrong, but fears
nothing else. I call that man free who has learned the most blessed
of all truths—that liberty consists in obedience to the power, and
to the will, and to the law that his higher soul reverences and ap¬
proves. He is not free because he does what he likes; but he is
free because he does what he ought, and there is no protest in his
soul against the doing.
8. Give the syntax of every clause and of every italicized word
in the following passage:
(a) Sculptors of life are we as we stand with our lives
uncarved before us. G. W. Drane.
(b) It will never do to call things little till you see what
they can do. H. W. Beecher.
(c) Hardness of heart is a dreadful quality, but it is doubt¬
ful whether in the long run it works -more damage than softness
of head. Theodore Bcosevelt.
(d) There is a well-known incident in one of Moliere’s plays,
where the author makes the hero express unbounded delight on
being told that he had been talking prose during the whole of
his life. Thomas H. Huxley.
EXAMINATION PAPERS
v
Tuesday, June 19, 1923—9.15 a.m. to 12.15 p.m., only.
1. Some of the following statements are true and some are false-
on the. line following each sentence put a -f sign opposite each
statement that is true and a — sign opposite each that is false: [io]
a A transitive verb is in the active voice when its
subject denotes the doer of the action,
h A pronoun must agree with its antecedent in case. !!.!!!
c An adjective agrees in number with the noun it
modifies.
d The function that a word performs in a sentence
determines its part of speech.
e The only part of speech that an adverbial clause can
modify is a verb.
f The word like may be used as a conjunction. .
g A verb must agree in person with its subject. .
h In a sentence beginning with there the verb is always
singular.
i A coordinate conjunction should be used between ex¬
pressions of unequal rank. .
j A noun or pronoun used as attribute complement
takes the same case as the noun or pronoun to
which it refers.
2. Write in the proper column the part of the verb required in
each sentence and give the name of that part: [io]
Part Name
He has been {write) to me for some time.
He made a list of all members {begin)
with the oldest. .
The ice was {freeze) to a thickness of 10
inches when cut. .
It was {lie) on the table all day yesterday.
It was {lay) with the others in a row. .
3. Answer a, b, c, d, e and /, basing your answers on the selec¬
tion below:
Shelley has much to teach us yet. If he can teach us the root
of his matter, that human society will never be reformed but on
some law of love and understanding, he will come in time to an
even greater kingdom than he yet inherits. I wish with all my
heart that he could march from it tomorrow to destroy the false
gospel taught promiscuously just now, the doctrine that mutual
injury rather than mutual help is the foundation of public and
private prosperity.
87
88 EXAMINATION PAPERS
a In the space provided at the right put a -f- sign opposite

those subjects and predicates that are taken from main
clauses and a — sign opposite those that are taken from
dependent clauses: [«]
Shelley . . . has .
he '. . . can teach .
society . . . will be reformed ......
he . . . will come .
he . . . inherits .
I . . . wish .
he . . . could march .
injury (help) ... is .
h Classify each of the following clauses as adjective, adverbial
or noun by writing the proper word in the space provided
and give the syntax of each clause indicated below by
filling in briefly each line as directed : [10]
Classification
(Adjective, ad¬
verbial, noun) Syntax
If he can teach ... .
That human society will ... .
That he yet inherits ... .
That he could march ... .
That mutual injury is . . . .
c Give the syntax of each word or group of words below by
filling in briefly the lines as indicated: [12]
Syntax
much ....
to teach .
us (sentence 2) ...........C^
even .
kingdom .
all .
that (line 3) .....
to destroy ...
taught .
doctrine ....i
foundation .
public ..
d Arrange six different adverbs and three different conjunctions
in two columns as indicated below: [9]
Adverbs Conjunctions
e What is the antecedent oi it? [i]

EXAMINATION PAPERS 80
/ Underline the word that indicates the kind of phrase each of

the following is and give briefly the syntax of each phrase
as indicated: [12]
Kind Syntax
of his matter Adjective Adverb .
of love Adjective Adverb .
to an even greater kingdom Adjective Adverb .
with all my heart Adjective Adverb .
from it Adjective Adverb .
of public prosperity Adjective Adverb .
4. Cross out the word, or words, in parenthesis in each of the
following sentences that does not make the sentence correct: [13]
(your)
a Had I thought of (you) having my canoe, I should not have
worried.
(had not been)
h He could not have lived if it (was not) for his daughter’s
care.
(determines)
c The voting of all the electors of all the states (determine)
the choice of President.
(very much)
d Myron’s father was (very) pleased with his son’s
progress. *
(is)
e After such a tussle there (are) few of the buttons left on the
boys’ coats.
(had)
/ If Brutus (had have) taken the advice of Cassius he would
not have given Antony permission to speak.
(are) .
g The arrogance and lawlessness of the gang (is) arousing
public protest.
(who)
h The child (whom) the old man believed was lame proved to
be only acting.
(appeal)
i Neither studying nor playing (appeals) to Philip.
(from what)
j Customs are different now (than) they were in the Vic¬
torian era.
(have only)
Tc I (only have) one problem to finish.
(Whom) _ . ., .
I (Who) do you suppose this letter which I hold in my
hand is from?
(is)
m Physics, together with Latin and French, (are) taught m
this high school.
90 EXAMINATION PAPERS
5. On the line following each sentence place the number of the

relative pronoun given in the list below that should be used in the
sentence to make it correct: [5]
a Pay the grocer . you owe him. .
b The world needs a larger number of human beings
. intellectual initiative is marked. .
c This is such a trip . would have delighted
Stevenson. .
d A large, attractive box of chocolates. Uncle
Joseph had provided absorbed her attention. .
e There is no person . does not make some
mistakes.
1 that 3 what 5 which 7 whom
2 as 4 whose 6 who
6. Insert an apostrophe or an apostrophe and s where needed in
the following sentences; be careful to place the apostrophe so that
there may be no question as to just where it belongs: [io]
Miss Jones patrol, which arrived at Lake Moonrise first, in Bus-
field and Hanson truck, “staked a claim’’ on Camp Kilkare best
front room, without giving Mrs. Hempstead band a chance even
to draw straws. If a week romping, outdoor life, filled'with mis¬
chievous girls jokes on one another goes to make a successful
camping trip, the Girl Scouts two days at camp were a great suc¬
cess. Anybody doubts as to whether that week was a thorough
vacation from business will be settled by asking for the various
teachers record books and examining the Girl Scouts grades.
HISTORY, LAW AND ECONOMICS
ANCIENT AND MEDIEVAL HISTORY Charles Ham
An excellent outline of the historical field to 1700 A.D. Concise, pedagogical,
thorough.
MODERN HISTORY Charles Ham

A thorough survey of the historical field from 1700 to 1922. Exceedingly
helpful to both teachers and students.
AMERICAN HISTORY AND CIVICS Gfleo J. Swan
A complete and thorough outline of American History and Civics. Adapted
to the needs of secondary schools.
STUDY QUESTIONS IN AMERICAN HISTORY Giles J. Swan
A supplement to Swan’s Outline of American History and Civics. Contains
recent examination questions pedagogically arranged.
COMMERCIAL LAW L Amster

A book designed to assist teachers and students In their reviews of the subject.
It contains comprehensive questions, typical problems and recent examina¬
tion papers.
ECONOMICS Eugene B. Riley
A concise and accurate outline of Economics. An excellent summary of a
first year course in the subject.
HISTORY OF ENGLISH LITERATURE Helen H. CrandeU

A brief, concise and accurate treatment of the history of English Liter¬
ature.
HISTORY OF EDUCATION—PART I P. R. V. Curoe
A complete outline of the history of education in ancient and medieval times.
Contains questions carefully culled from examination papers for teachers
licenses.
HISTORY OF EDUCATION—PART H P. R. V. Curoe
An excellent summary of the history of education In modern times. Includes
questions taken from examination papers for teachers’ licenses.
HISTORY OF EDUCATION (Complete) P. R V. Curoe
A complete summary of the history of education in ancient, medieval and
modern times.
GLOBE BOOK COMPANY

175 Fifth Avenue New York

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ENGLISH

GLOBE BOOK COMPANY

This book is intended to be a concise, practical English

II. Elements of the Sentence.3

III. Phrases and Clauses.6

IV. Syntax of Clauses.8

VI. The Compound Sentence.15

VII. The Complex Sentence.17

VIII. Analysis of Complex Sentences .... 20

IX. The Noun.25

XI. The Adjective.42

XII. The Verb.48

XIV. Kinds of Verbs as to Principal Parts . . 62

XV. The Adverb.71

XVI. The Preposition.77

XVII. The Conjunction.79

Recent Examination Papers.87

1. Definition. A sentence is a group of words con¬

In the following sentences point out the unmodified or simple

1. A thing of beauty is a joy forever. Keats.

ELEMENTS OF THE SENTENCE

3. Sentences are made np of words, phrases and clauses.

4. Parts of Speech. Words are divided according to

5. Determination of Parts of Speech. The part of

position, the first shell is a noun, the second is an adjective

6. How to give the parts of speech.

the denunciation of somebody or something for an

alleged wrong has been preferred to much more

solid and lasting approval of an intelligent people

that would follow upon constructive acts which

should indicate how the business of the country

might be better and more wisely developed.

Nicholas Murray Butler.

Give the parts of speech of every word in the following sentences:

9. Mistakes of the mind are easily cured, but the mistake of

PHRASES AND CLAUSES

7. Relation of clauses and phrases to words.

8. Definition. A phrase is a group of words not con¬

9. Definition. A clause is a group of words having a

(a) In the sentence, The man that has camera eyes

In the following sentences select every phrase, stating why it is

1. Blessed is he whose youth was spent upon a farm. John

10. Explanation. To give the syntax of a clause is to

Introd. word Clause Kind How used

ask . . . conscience prin.

The busy world shoves angrily aside

This is a compound declarative sentence.

Introd. word Clause Kind How used

world shoves ... man pnn.

Give the syntax of every clause in the following sentences:

1. There is no place over the crowded world where I can forget

1. Answer both a and b:

11. Sentences are classified as to use and as to form.

Classify the following sentences as to use:

1. Avoid the evils of herd life. John Galsworthy.

Analysis of Simple Sentences

12. Simple Sentence. A simple sentence is one that

13. Method. To analyze a simple sentence, state the

(c) Unmodified predicate is are gilded and show.

(e) Syntax of phrases.