Exercise 49.-Section Eighth. Composition of English Words.-Gram., par. 289. 1. Write derivative Adjectives and Verbs from these Nouns : explode, liquor, friend, nature. 2. Write derivative Nouns and Adjectives from these Verbs: presume, express, depose, excel, contribute. 3. Write the names of persons and things from these Verbs:— 4. Write several derivatives from each of the following: Exercises. Of the following, Give-1, the Primitive; and 2, two Derivatives: Acquisition, agonize, arrogant, decision, engraft, Ejaculate, explosion, grievous, Infuse, Laudable, Magnitude, implant, inculcate, luminary, magistrate, memorable, metrical, ministry. impertinent, insolent, intercede, interpose, logical, loquacious, mariner, Exercise 49.-Section Tenth. Exercises. For the Classical Words printed in Italics, substitute Saxon Words wherever you can : So great was the change of manners produced in Rome by the introduction of luxury, that the character of the people was altered in the space of a century, and a general depravity was visible in all orders of the state. The Consuls, after having obtained their rank by intrigues and bribery, undertook their campaigns either to enrich themselves with the spoils of conquered nations, or to plunder the provinces of the allies under the pretence of defending them. From such unjustifiable practices were derived the immense treasures of Crassus, Lucullus, and Cæsar. And as the means of corruption increased, so likewise in equal proportion did the disposition to be corrupted. The populace, obsequious, in The digent, and idle, were ready to follow any candidate who was rich enough to purchase their votes. The laws were not enforced to correct these abuses, as the magistrates themselves beheld with approbation or with indifference the venality of the people. administration of government under many of the emperors was sometimes rigid, and sometimes relaxed; the tide of degeneracy flowed with the greatest rapidity, and swept away all ranks in its current. Exercise 49.- -Section Eleventh. Exercises. For the Classical Words printed in Italics in the following sentences, substitute Saxon Words wherever you can :— To increase the train of evils (mentioned in the last section) the mode of Education in Rome was, completely changed. In more ancient times the noble matrons had taught their children the pure lessons of morality, and kept a strict watch over all their words and actions. The minds of noble youths were directed to the study of the liberal arts, and whatever profession they followed, whether of the army or the law, they devoted themselves to that single pursuit with close application. But in the latter times of the republic, the children were entrusted to the care, or rather were abandoned to the arts of mean and ignorant domestics. The persons chiefly employed for this purpose were indigent Greeks, who resorted in great numbers to Rome; their versatile talents, insinuating manners, and gross flattery, gained them admission into the families of the great, where they soon raised themselves to places of confidence and emolument. Corrupted by the examples, and encouraged by the indulgence of such teachers, the young men soon assumed the character of licentiousness and effrontery. PART III.-SYNTAX. 1. Hints on Teaching Syntax and Punctuation. 1. Let the entire Lesson in the Grammar, both in large and small types, be carefully Read and Explained. 2. The principal Rules, printed in the large type, should either be committed to Memory verbatim, or, at least, the substance of them. The Observations in the small type are intended merely to be carefully read and applied. 3. The Questions should be accurately Answered, orally; and occasionally in writing. In some instances additional Questions may be considered requisite. 4. The Exercises should be corrected in Writing, and afterwards answered Vivê voce, thus, a. In Writing, the Errors must be-1, rectified; 2, then underlined; and 3, the Number of the rule which was violated placed over the corrected word. b. Afterwards, Vivâ voce, Correct the Error,-Assign the Reason,-and Quote the Rule. 5. Parse the principal Words according to the subjoined Syntactical Table. Or, Analyze several of the Sentences, according to one or other of the various Forms. 2. Syntactical Parsing Table. 1. Article.-State what kind. Why inserted or repeated? 2. Noun.-State the kind,-the Gender, Number, Person, Case. Give reasons for each (Decline it, or name the Fossessive Singular and Plural.) 3. Adjective.-State with what Noun it agrees;-the degree of Compari(Compare it.) son. 4. a. Personal Pronoun.-State the Gender, Number, Person, and Case. Give the reason for each. (Decline it.) b. Relative Pronoun.-Name its Antecedent. State the Gender, Number, Person, Case. Give reasons for each. (Decline it.) 5. a. Verb.-State the kind (Act. Pass. Neut.),-Reg. or Irreg. Mood, Tense, Numb., or Pers. Give reasons for each. Name the Past Tense ;-the Pres. and Perf. Participles. b. Participle.-State the kind. Name the Pres. Perf. Comp. Perf. 6. Adverb.-State the kind. What word does it modify? State its Position. 7. Preposition.-Name the word which it governs. Explain its meaning. 8. Conjunction.-State the kind. Show what Moods, Tenses, and Cases it connects. 9. Interjection.-Explain its meaning. State what case follows it. EXERCISES ADAPTED TO SYNTAX. Exercise 50 a.-Lesson 50.-Pars. 298 to 302.-p. 112. Syntactical Definitions. 1. Questions.-298, 299. Define Syntax ;-a Sentence. 300. Name the Parts of a Sentence. Explain and illustrate the Subject ;-the Predicate. When is an Object employed? When a tense of the verb To Be is used, does it belong to the Subject or to the Predicate? What words may be employed with the verb To Be? Give instances. What are Adjuncts? In Logic, of how many parts does a Sentence consist? Explain each part. Show the difference between a Grammatical and a Logical Subject;-between a Grammatical and a Logical Predicate. Give an instance of the great difference in sense between the two. Quote the instances given in the Table, to show the various parts of a Sentence when divided Grammatically;—when divided Logically. 301, 302. Explain the term Phrase. Give a phrase used for a Noun ;for an Adjective;-for an Adverb. Name the different kinds of Sentences. 2. Exercises.-a. Of the following words make Sentences, comprising-1. Subject. 2. Predicate. 3. Object: 1. A house; 2. A garden; -3. The wind;-4. Grass;-5. Wheat;-6. A dictionary;-7. A king;-8. A grammar;-9. Judgment. b. Divide the following into-1. The Subject. 2. The Predicate. 3. Direct Object. 4. Indirect Object:-1. The master has explained the lesson to John. 2. You must study Grammar for its utility. 3. You may make me a pen. 4. He gave the boy a book. 5. He has taught his pupils Geography. 6. You must send me the draft. Exercise 50 b.—Lesson 50.-Pars. 303 to 306.—p. 113. Simple Sentences.-The Subject. 1. Questions.-303, 304. Define a Simple Sentence. Give examples. Explain and illustrate an Affirmative Sentence;-a Negative;-an Imperative; -an Interrogative. Define a Simple Subject;-an Enlarged Subject. 305. Simple Subject.-Tell the case of the Simple Subject, and to what Question it answers. Give an instance of a Simple Subject consisting—1. Of a Noun ;-2. Of a Pronoun ;-3. Of an Adjective with the Article ;-4. Of an Infinitive Mood ;-5. Of Part of a Sentence. In an Imperative clause, where is the Subject? What represents the Subject in Impersonal verbs? When the word it introduces a Sentence, what clause should follow? Give an instance. 306. Enlarged Subject.-Show how a Simple Subject is enlarged. Give an instance of a Subject enlarged-1. By Adjectives;-2. By Nouns ;-3. By Possessive Cases;-4. By an Infinitive;-5. By a Prepositional Clause ;-6. By a Participial Clause ;-7. By a Combination of these. 2. Exercises.-a. Simple Subjects.-1. Arrange the following Clauses according to the numbers or order under 305. 2. Then underline the Simple Subject :—The letter has been written. We have been reading "Paley's Evidences." The idle must be unhappy. To write well requires considerable practice. That such a man should fail excites no surprise. His having remonstrated has produced a beneficial result. To embroider means to work figures in cloth. Virtue is real honour. Trial by jury is a safe way of settling contests. The chief way to do good is to work. b. Enlarged Subjects.-1. Arrange the Sentences according to the order of the numbers stated in 306. 2. Underline the Subject. 3. Doubly underline the words or adjuncts employed to enlarge it :Persevering labour triumphs over many difficulties. Your present employment should occupy your thoughts. Europe, the smallest of the great divisions, is the most civilized. The royal library of Paris contains many volumes. Rollin, the celebrated French historian, was a great patron of literature, A Scythian king having summoned his children together, ordered them to break a bundle of sticks. In travelling, the best instrument is ability to speak the language. A knowledge of living languages introduces us to many subjects. Agitated by many pleasing sensations, I lingered on the delightful scene. The conquest of England by the Normans is an historical fact. The man, to avoid examination, absented himself. The ploughman in the field was humming a beautiful tune. A year's unrepining application to his duties brightened up his prospects. Four years' study is expected from all. Exercise 50 c.-Lesson 50.-Pars. 307 to 311.—p. 114. The Predicate. 1. Questions.-307. Grammatical Predicate.-Explain a Simple Grammatical Predicate. What does it assert of the Subject? Give instances showing how the Predicate may be varied-1. By the verb To Be ;-2. By the verb To Be and a Noun ;-3. By the verb To Be and an Adverb, Preposition, &c. 308. Completion of the Predicate.-When a transitive verb is employed, what is necessary to complete the Predicate? Explain the term Objective Relation. Explain the Direct Object;-Indirect. Give instances of each. 309. Direct Object.-Show how the Direct Object may be expressed -1. By a Noun or Pronoun;-2. By an Adjective;-3. By an Infinitive Mood ;-4. By a Participial phrase ;-5. By a whole clause. Show how the Direct Object may be Enlarged. Quote the examples. 310. Indirect Object.-Of what may the Indirect Object consist? Give the examples. Name the signs of the Indirect Object. 311. Extension of the Predicate.-Show the various ways in which the Predicate may be extended. What do these extensions generally express? Quote the examples. Note.-The Direct Object is that which is the immediate object of an action; the Indirect Object is that to or for which anything is done, or from which anything is taken away, and thus corresponds to the Latin Dative. Some words have an indirect object with of; as, accused of. 2. Exercises. -a. Grammatical Predicate. - Underline the Grammatical Predicate in these:-Iron is useful. John is industrious. The boy studies. The men are working. been returned. The business was completed. reformer. Luther was born in Saxony., The book has Luther was a b. Completion of the Predicate by the Direct Object.- Underline the Direct Object in the following:-Prosperity may gain friends. Adversity will try them. Religion does not suit the gay. An immense concourse of people lined the way. The demagogue disparages rank. He purposes pleading his own cause. He stated what he knew to be false. We see how those things have failed. |