PART II.-ETYMOLOGY.

Hints on Teaching Etymology.

1. Let a portion of the large and small type of the Grammar be carefully read over by the pupil and thoroughly explained.

The teacher should explain the meaning, not only of particular words and phrases, but of every sentence, in regular succession, till he is satisfied the pupil has a full and accurate conception of the subject. It will frequently be necessary for the teacher to supply, vivâ voce, numerous additional illustrations.-Proceed in this manner with each paragraph.

2. Repetition.

The rules and definitions which have been thus read and explained, must next be correctly committed to memory and repeated to the teacher.

3. Questions and Exercises.

When the rules and definitions of a portion of the Grammar have been read, explained, and repeated, according to the preceding directions, the pupil must then be required to answer the Questions and correct the Exercises belonging to the same. Proceed in a similar manner through every portion.

Prior to entering upon Syntax, it is desirable that the pupil be a good parser. By frequent parsing, he is made acquainted, not only with the inflections, &c., of each word, but in a great degree with its signification.

ETYMOLOGICAL PARSING TABLE.

1. An Article. Why? Definite or Indefinite? Why?

2. A Substantive. Why? Proper, common, or abstract ?-gender ?number?-case?-person? Why? Decline it. Quote the rule for the formation of the plural.

3. An Adjective. Why? Of what kind? Why? Mention the degree of comparison; compare it.

4. A Pronoun. Why? What kind ?-gender?-number?-person ?case? Why? Decline it. If a Relative-which is the antecedent?

5. A Verb. Why? Transitive, Intransitive, or Passive?-regular, or irregular? Mood?-tense?-number?-person? Why? Conjugate the verb, or mention its principal parts.

6. An Adverb. Why?
7. A Preposition. Why?
8. A Conjunction. Why?
9. An Interjection. Why?

Note.-In parsing, the teacher is recommended to observe the order given in the preceding Table, and, for a time, require the pupil to assign a reason for every thing. Thus, were the phrase, "I teach," to be parsed, the pupil might say, I is a personal pronoun, why? masculine or feminine gender, why? singular number, why? first person, why? nominative case, why? Decline it.-Teach is a transitive verb, why? irregular, why? indicative mood, why? present tense, why? singular number and first person, why? conjugate it.

When the pupil has become familiar with the declension of nouns and pronouns, the comparison of adjectives, and the conjugation of verbs, this method of parsing may be much abbreviated.

ETYMOLOGY.

CLASSIFICATION OF THE PARTS OF SPEECH.

Exercise 11.-Lesson 11.-Pars. 56 to 61.—p. 19.

1. Questions.-56. What is Etymology? What is Classification ?—Inflection?-Derivation? 60. How many parts of speech are there? Mention them. What is an Article? Mention the Articles given in the definition. What is a Substantive? Point them out. Mention some additional Substantives. What is an Adjective? Mention those given in the Definition. What is a Pronoun? Mention those given as examples. What is a Verb? Mention those given as examples. What is an Adverb? Mention those given. What is a Preposition? Mention the examples. What is a Conjunction?-an Interjection? What words express the names of things?-the qualities of things?-the state, action, or suffering of some person or thing? What words are used instead of Nouns? What words show whether the noun is taken in a general or in a particular sense? What words are used for connection ?-to express relation?-a sudden emotion? What words express the time, place, or manner of a verb or adjective? What words express affirmation ?-State the purpose of Classification. Quote the Table.

2. Exercises. Arrange the following according to their respective classes-George, river, good, horse, many, run, ah! an, to, man, he, swift, she, very, in, and, oh! read, a, bad, stone, it, justly, England, go, up, alack! meanly, swiftly, am, nor, school, them, fruitful, gold, quickly, write, earth, learn, not, we, apple, well.

INFLECTION.-ARTICLES.

Exercise 12.—Lesson 12.—Pars. 62 to 66.—p. 22.

1. Questions.-62 to 66. What is an Article? Mention the Articles. What is a or an called? and why? When is a used? When is a used before nouns in the plural? Before what letters is a used ?-an? Explain the article the. How is the used? Which article would you put before the words tree, unit, one, ewe, European, eagle, home, historical? Whence is the term article derived? What use of a is allowed in poetry which is not allowed in prose? How is a noun taken without an article before it? Mention the words beginning with h silent. How must we understand the phrase, "There are men destitute of shame"? How is the sounded before a vowel?-before a consonant?

2. Exercises.-Place articles before the following words, and assign the reason:-Man, men, thousand, horse, infant, winter, fountains, historian, orange, universal, apple, unit, one, euphony.

Correct the following errors:-A army, an horse, an ewe, a honourable man, an house, a ox, a industrious boy, an unicorn, an university, an useful tool, an unit, an euphony, such an one, a heroic action, an European, an higher tree, the gold is corrupting, sea is green, lion is bold, the money is the root of all evil, a harmonious sound.

SUBSTANTIVES, OR NOUNS.

Exercise 13α.-Lesson 13.-Pars. 67 to 75.-p. 23.

Kinds of Nouns.-Gender.

1. Questions.-67 to 71. What is a Substantive? Mention some Substantives. How may a Substantive be distinguished? How are Substantives divided? Explain each kind. Of what kind are the names given to a whole class?-to individuals?-to qualities considered distinct from any objects?

Explain the principle of Classification. State the different kinds of Common Nouns;-of Abstract Nouns.

Arrange the following into three classes-Proper, Common, Abstract:London, book, hope, truth, Leeds, England, food, river, flowers, Scotland, William, joys, desks, sorrow, pain, horses, tables, city, paper, fluidity, water, reading.

72 to 75. What is Gender? How many genders are there? Mention them. Explain each of them. What is the common gender? Explain the difference between the English, French, and Latin with regard to gender. In what manner is gender assigned to animals, when the sex is not regarded by us? How are insects considered? Of what gender are inanimate objects considered when personified? Give instances. Mention the gender of the following nouns :-Prince, owl, tree, house, hens, horse, cherry, father, ball, stick, friend, man, paper, woman, chair, mother, desk, girl, boy.

Exercise 136.-Lesson 13.-Pars. 72 to 75.-p. 24.
Exercises on Gender.

2. Exercises.-Mention the feminine of these:-Bachelor, beau, boar, brother, colt, drake, gander, master, nephew, ram, sire (the king), uncle, hart, lord, sir, sloven, stag, swain, &c.

Mention the feminine of these:-Abbot, actor, author, baron, bridegroom, caterer, czar, don, duke, executor, hero, jew, prince, tiger, tutor, tyrant, viscount, heir, dauphin, mayor, &c,

Mention the feminine of these:-He-goat, male-child, &c. Mention some words that have the same termination for both genders. Mention those that have no masculine. When are the terms poet, author, &c., used? When poetess, authoress?

Mention the gender of the following, and give the opposite:— Cow, boar, roe, horse, queen, lad, lady, master, nephew, mamma, nun, earl, filly, heifer, ram, madam, rake, stag, uncle, witch, bride, heir, hero, hostess, czar, duke, electress, negress, heroine, sultan, prophet, giant, brunette, dowager, milliner.

Exercise 14.-Lesson 14.—Pars. 76 to 80.—p. 27.

Number.

1. Questions.-76 to 80. Define Number. Explain the Singular;-the Plural. How is the Plural generally formed? When does the Plural retain the same number of syllables as the Singular? When does it increase them?

How do nouns in ch soft, s, sh, x, z, i, or in o after a consonant, form the plural ?-after a vowel? Name some other words following this rule. How re the words songster and singer applied? How do nouns in f, fe, ff, form the plural? Give the plural of staff, hoof, kerchief, surf, &c.

Exercises.-Rule 1.-Write the Nominative Plural of the following-Face, hat, top, thought, book, desk, quill.

Rule 2.- Crutch, lass, brush, box, topaz, negro, match, tax, rebus, isthmus, cargo, dish, ass.-Stomach, distich, nuncio, punctilio, tyro, grotto, octavo, quarto, duodecimo, portico, motto.

Rule 3.-Loaf, wife, life, calf, half.-Stuff, ruff, puff, flagstaff.— Proof, mischief, gulf, fife, strife, turf, reproof, dwarf, wharf, safe.

Exercise 15.—Lesson 15.-Pars. 81, 82, 83.—p. 28.
Number-continued.

1.-Questions. How do nouns in y after a consonant form the plural ?— after a vowel? How were words in y formerly spelt? Give the words forming the plural in en. Give the plural of Turkoman, Mussulman. Name the words which form their plurals irregularly. How do compounds in which the principal word is placed first form the plural ?-compounds ending in ful?

2. Exercises.-Rule 4.-Write the Nominative Plural of the following:-Cherry, fancy, glory, duty.-Play, bay, valley, day,

way.

Rule 5.-Man, woman, footman, child, ox ;-Turkoman, Mussulman, German, talisman.

Rule 6.-Brother, die (for coining), foot, genius, goose, louse; Mr., mouse, penny, pea, fish ;-mouthful, man-trap, aid-de-camp, cousin-german, father-in-law, knight-errant, downsitting, manservant, maid-servant, handful, brother-in-law, sister-in-law, mouse-trap, spoonful,

Exercise 16.-Lesson 16.-Par. 84.-p. 29.

Number-continued.

1. Questions.-How do nouns adopted from foreign languages form their plurals? How do nouns in um or on form their plurals? Give the plural of datum, lyceum, &c. How do nouns in is form the plural? Give the plural of crisis, chrysalis, tripos, &c. How do nouns in a, us, en, ex, ix, or r after a consonant, form the plural ?

2. Exercises. Write the plural of the following:

:

a. Animalculum, automăton, criterion, datum, effluvium, errātum, momentum, phenomenon, stratum, fulcrum, medium.

b. Amanuensis, analysis, axis, basis, ellipsis, hypothesis, parenthesis, õasis, chrysalis, proboscis, tripos, thesis, emphasis.

c. Apex, calculus, calx, colossus, ignis-fatuus, formula, index, lamina, larva, radix, stimulus, vortex, stamen, tumulus, nebula.

d. Dogma, series, species, beau, madame, monsieur, bandit, genus, chateau, plateau, virtuoso, cherub, apparātus, cicerone.

Exercise 17.-Lesson 17.-Pars. 85 to 88.-p. 31.

Number-continued.

1. Questions.-Mention some nouns having the same termination for both numbers. How is the singular of such words formed? Explain how horse, foot, &c., are used. Name the words which have no plural;-the exceptions to this rule. What rule do proper nouns follow when pluralized? State the exception. How are nouns in concordance pluralized? How is the plural of mere words, letters, &c., formed? Name some words used only in the plural. Explain how pains, means, amends, gallows, &c., are used. How are conics, ethics, mathematics, &c., to be regarded? In such instances, in what number must the verb and pronoun be put ?

2. Exercises. Promiscuous.-a. Write the plural of the following:-Wo, cry, loss, wolf, branch, fish, father-in-law, turf, journey, church, chief, fox, knife, beau, heiress, girl, flash, prospectus, dwarf, alderman, echo, sow, tooth, thief, manifesto, sun, volcano, phasis, ephemeris, stratum, radix, madame, camera-obscura, proof, quarto, wharf, Mrs., die (for gaming), speculum, pride, sloth, sheaf, penny, way, fury, life, mass, watch, goose, foot, die, fly, muff.

b. Write the singular of the following:-Children, wives, chimneys, effluvia, buffaloes, men, stamina, Messieurs, sheep, virtuosi, dishes, fathers-in-law, errata, apparātus, teeth, crises, chamois, stimuli, radīces, larvæ, chrysalides, diæreses, momenta, pease, oxen, loaves, taxes, berries, lays, blushes, mice, cherubim, radii, analyses, emporia, phases, vortices, banditti.

Exercise 18 a.—Lesson 18 a.—Pars. 89 to 95.—p. 32.

Person and Case.

1. Questions.--89. How many Persons have nouns? Explain each. Of what person is the speaker ?-the person addressed ?-the person spoken of? 90, &c. Explain Case. Name the cases, and explain each. How is the Possessive formed both in the singular and the plural? When is only an apostrophe added? How may the import of the Possessive be in general expressed? Explain the Saxon genitive;-the Norman. Explain the term apostrophe. Of what is 's a contraction? Explain the Objective case;-the term agent. How may the Nom. and Objec. cases be distinguished? What is meant by declining a noun ? Decline Father,-Man. How do you find the Nominative, the Possessive,-the Objective? Name the different kinds of nouns, and give examples of each.

2. Exercises. Decline the following:-William, coat, bird, London, Severn, Newton, brush, friend, brother, sky, boy, fish, master, geometry, deer, radius, lyceum, author, buck, ox, wife, lady, nephew, hero, priest.

Exercise 18 b.-Case-continued.

a. Write the possessive singular and plural of the following:— Ally, rush, body, fancy, life, half, wife, day, joy, sky, glory, thief, sheaf, delay, arch, reproach, loss, hero, folly, shelf, stomach, stuff, survey, village, pin, needle, lynx, harp, success, heresy, distaff, lass, cat, woman, ox, mouse, fish, decay, nerve.