Review: (a) Principal parts of irregular verbs. (b) Classification and declension of nouns. (c) Classification and declension of personal, interrogative and relative pronouns. Details. Change the participial phrases in the following sentences to subordinate clauses: 1. Talking of poets, do you know that King George will not appoint another laureate? 2. The engineer being off his guard, the collision had to come. 3. Edward having written of his safe arrival, James set out to do likewise. 4. Referring to your request of the tenth, permit me to send you the following. 5. He lay down, his limb still bleeding freely. 6. The day's work completed, they would go out for a walk. In each of the above sentences there occurs a phrase made up of a noun and a participle, logically but not grammatically connected with the main statement. These sentences illustrate the "absolute" use of the participle. The noun which is modified by the participle in such phrases is said to be in the "nominative absolute." Compare the following sentences: 1. Considering the difficulties, you did very well. 2. Considering the difficulties, we will see what can be done. In the second sentence "considering" is a participle modifying "we." In the first, it has lost its force as participle and is a preposition, "pure and simple." The following participial forms are commonly used as prepositions: pending, during, concerning, regarding, considering. Give two sentences using each of these, as preposition, and (2) as participle. A few examples of a common error may be readily selected for criticism and correction from the body of written compositions submitted by the class; we refer to the blunder in connection with the use of the participle in a construction which is meant to be absolute but is not. "Walking all day, the bundle became a burden." The required correction may be made in various ways, in each of which pupils may be drilled: 1. By completing the absolute phrase through the insertion of the noun or pronoun modified. This makes the sentence correct, but usually awkward. 2. By substituting “I began to feel the bundle a burden," for "the bundle became a burden"; "I" is then the subject, and “walking all day" a modifier. 3. By changing the participial phrase to a clause. Conjunctions. The pupil has been previously [in the 6B work] familiarized with the terms conjunction, co-ordinating, subordinating, copulative and disjunctive. For 7B work, the course of study demands "a more extensive study of conjunctives with regard to their use and force in sentences." In the following sentences point out the connectives and tell of each whether it is (a) a conjunction, (b) a relative pronoun, or (c) a conjunctive adverb. (1) He worked so hard that he completed the whole business in less than a week. (2) Life is short and time is fleeting. (3) He that does so will be punished. (4) I wonder whether he will be elected. (5) Do you believe that he means to adopt such measures. (6) It cannot be true for the evidence points in the opposite direction. (7) My uncle, who lives in London, is coming over. (8) The President wishes, and so does his secretary, that you respond promptly. (9) Whenever you come, it rains. (10) They fought for it because they believed it to be the true cause. The definition of conjunction previously formulated may be revised to read: "A conjunction is a word, other than a relative pronoun or adverb, used to join words and sentences." (4) As. GRAMMAR-8A-8B. (Continued from the October 1913, Number.) (a) Used as subordinate conjunction: He kept on looking backward as he ascended the hill. [Denoting time.] We still do some things as the Greeks used to do them. [Denoting manner.] As I was not present at the meeting, I am hardly qualified to speak. [Denating cause.] (b) As a preposition. The word "that" may be used as a demonstrative adjective, as an adjective pronoun and as an adverb of degree. He was famous as a speaker. (c) As an adverb. He paid as high as a dollar a pound for beef. [First "as" is an adverb of degree; the second "as" is a conjunctive adverb.] (d) Relative pronoun after "such" or "same." Such as he had was what had been left him by his father and grandfather. (5) Like. (a) As an adjective. He looks like his brother. (6) EXERCISE: Give the syntax of the italicized words in the following sentences: (a) I am sure that is what he will do. (b) What do you suppose he means to do? (c) As a story I like it. (d) Let things stay as they were when you entered the room. (e) All the other orientals, as well as the Persians, indulged in the same practice. (f) Would you read stuff like that. (g) As I have not informed myself on the matter, I do not feel that I ought to say anything. (h) Have you ever heard of the like of it? (i) You have come but to annoy us. (j) He is poor but honest. (k) He lost all but life and honor. (1) Are you as sure as that? (m) It was so stormy that they did not leave port. (n) Paint me as I am. (o) The portrait looks like you. PHRASES, KINDS AND USES. (a) Point out the phrases in the following sentences, tell what kind they are, and what they modify: (1) It hung by the well. (2) They sat on deck all night. (3) The cellar door remained open two hours. (4) The man behind the counter is the salesman. (5) Place it on the desk. (6) Let us go off to the country. (7) He is one of the party of tourists. (8) On the wall there hung a mounted bronze medal, made by a French sculptor. (9) He did everything in his power to improve matters. (10) These little things often make us feel the value of friendships. (11) Truth crushed to earth will rise again. (12) He used to come regularly. (13) To begin each day anew is the lesson you should learn. (14) I am prepared to see this to a finish. (15) For you to insist upon our coming is embarrassing. (16) He ordered the prisoner to be set free. (17) There is a time to keep silence, and a time to speak. (18) I am ashamed to hear it said of you. (19) It will help us to remember the long list of names. (20) They found it inconvenient to be unable to converse in the foreign tongue. (b) Position of Adjective Phrases: (1) Do not place it near a noun or pronoun, the meaning of which it does not limit. (2) Make sure that the word which is modified by the adjective phrase is expressed. Rewrite the following sentences, correcting the errors: (1) There are two huge rooms in the palace, sufficiently large to accommodate two hundred people, one above the other. (2) A man came in and asked for the Doctor, with a look of disappointment in his face. (3) A building was erected on the spot, four stories high. (4) Apples were in the orchard to pick and eat. (5) The store has a piano to sell with some hundred scores of music. (c) Position of the Adverbial Phrase: Rule: Place an adverbial phrase as near as possible to the word whose meaning it modifies. Correct the errors in the following sentences:-(1) Several of the men came back and ceased to worry by degrees. (2) I long since sent for the books. (3) The nation does not remember to have felt an event more deeply than the Titanic disaster. (4) Mr. Jones had the dog do a trick to his great satisfaction. (5) He found what a lonesome man he was the following day. (d) Adverbial Objectives: In the sentence, "They gave the secretary five dollars a day," "secretary" is the indirect object of "gave," "day" an adverbial objective. Point out the indirect objects and adverbial objectives in each of the following sentences: (1) Mushrooms have grown five inches in diameter in a single night. (2) Henry taught his brother arithmetic. (3) Gluck gave the little old man the flask of water. (4) Men paid as high as a dollar a pound for beef. (5) The Greeks used to hold their Olympic contests once a year. (6) The "One-hoss shay" was just a hundred years old the day of the accident. (7) A building, thirty stories high was erected on the spot. (8) He walked ten miles. (9) The watch costs five dollars. (10) The speech lasted fifteen minutes. (11) The vase is worth twenty dollars. (12) They asked him his business. (13) He can jump six feet. (14) The fish weighs three pounds. (15) We helped him many times. (16) He doesn't care a farthing for such trifles. Give the syntax of the clauses in the following sentences: (1) It is said that today men can cut down a tree, saw it into blocks, feed them into a machine, make the sawdust into a dried paste, and print a newspaper on it, all in forty-six minutes by the watch. (2) "What shall I do?" is the daily inquiry every honest man is met with. (3) In Utah I saw an automobile plow that would turn over forty acres a day, operated by two men. (4) It is a marvel to me that the railroad was not built before-it is such an obvious route. (5) "What sort of a man was Douglas Jerrold?" was asked of Mr. Addey. (6) "He was a little man about five feet high, long hair, prominent cheek-bones, a keen eye, and his form a little bent, and he looked up at you with a comical wag of his head." (7) It is easy to preach, but not so easy to practice. (8) The great success of the play was an astonishment, if not something of a terror, to him. (9) Sheridan was very particular as to how his plays should be presented. (10) Prince Bismarck, when he went into Paris with the troops, was recognized by the people, but no demonstration against him followed. (11) Hawthorne, after viewing Powers' colossal statue of Webster, wrote in his note-book: "There is an expression of quiet, solid, massive strength in the whole figure." (12) A gentleman visited Gibson, the sculptor, not long before his death, when he found him busy with his beautiful "Pandora"-finished, as it seemed, but still in the clay. Give the syntax of the phrases and clauses in the following sentences: (1) When you look upon a beautiful painting you in some way catch the spirit of the artist who did the work. (2) They said, "Let us go home-all is quiet there." (3) They found, having taken a little time, that there was a beauty in the country they had quite forgotten, and the melody of the water running over the pebbles, was a song of gladness. (4) They saw that the chipmunk's health does not fail, and that the quail never has nervous prostration. (5) There, though a man were rich, he did not feel ashamed to wear the garb of a workingman. (6) They planted trees, and forests grew; the birds came back and made the boughs melodious with their songs of love. (7) Once a letter was sent by the Queen of Italy to every reigning queen of Europe, asking that the recipient make a promise to wear upon her clothing no lace except that which was made by hand. (8) Schools were established where girls were taught to make beautiful things with their hands. (9) In book-making we cannot improve on the work of the Venetians or that of the monks who lived in the Middle Ages. (10) William Morris could do more things with his hands and do them well than any other man of the Nineteenth Century. (11) Books have become so cheap that men utilize them to throw at the cat. (12) Instead of spelling it missal-they spell it missile. EXERCISES IN CONSTRUCTION, CONTRACTION AND EXPANSION. (1) Write sentences each containing a phrase of one of the following forms: A simple adjective phrase. A simple adverbial phrase. A simple noun phrase. A participial phrase. An infinitive phrase used as subject. An infinitive phrase used as object. An infinitive phrase used as adverbial modifier. An infinitive phrase with "to" not expressed. A phrase of direct address. An independent phrase. An idiomatic phrase. A phrase used as predicate adjective. A phrase used as predicate noun. The course of study embodied in the book, "What We Hear in Music," is a thorough and comprehensive laboratory work in music his tory and appreciation. It is being rapidly adopted by high schools, universities, colleges, conservatories, and other institutions everywhere, as a basis for music study. For the first time you may now teach music with the real music itself. Quartered oak cabinet, 401⁄2 in. high, 181⁄2 in. wide, 2334 in. deep. 12-inch turntable. Nickel-plated Exhibition Sound Box. Victor tapering tone arm and "goose neck" sound-box tube, brake, speed regulator and indicator. Extra heavy double spring, spiral drive motor (can be wound while playing). 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Because he was a foreigner, they cheated him. He fixed his eyes on the object and soon perceived that it was a bird. He ceased all other work that he might pay closer attention to this one detail. (3) Expand each of the following phrases into a clause: In the hour of temptation. To be kind to one's elders. To be industrious at all times. The sun having set. The day's work being done. By ordering a week in advance. Trying to do all in his power. Trying to conceal his embarrassment. Overcome with the heat. RULES OF SYNTAX. "The author is utterly at a loss to conceive on what principle the introduction of faulty sentences for correction can be objected to. Specimens of bad spelling for correction are injurious, because, in New York City English, spelling is not reducible to fixed rules, but is for the most part a matter of simple recollection, and if the eye gets accustomed to the look of ill-spelt words, it is often difficult to recollect the correct mode of spelling them. Syntactical errors are of a totally different kind. They admit of being corrected on fixed principles; and as the learner is pretty sure to meet with numerous examples of faulty sentences, both in conversation and in reading, it seems desirable that he should have some practice in the correction of those mistakes which are of most frequent occurrence."-Mason: English Grammar, p. 173. The above passage, quoted by Dr. G. J. Smith in his latest edition of Longmans' English Grammar, expresses the attitude of the leading authorities toward the question of the value of exercise in the correction of grammatically incorrect sentences. 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(8) The committee was divided in opinion. (9) The committee were unanimous. (10) A large flock of birds were in sight. (11) The public was informed that the election would not be held. (12) The foreman of the jury did not bring in their verdict till the following day. Exercise II: Correct the following incorrect expressions, giving the reason in each case for your correction: (1) Neither he nor his brother were present. (2) Neither he nor you was present. (3) The size or proportion of parts make little difference. (4) Neither he nor I believes a word of the story. (5) He soon begun to find fault. (6) Lay down and rest yourself. (7) The banks are overflown annually by the rising of the river. (8) They believed it to be he. (9) It was thought to be he. (10) Who did you suppose it to be? Exercise III: Correct the errors in the following sentences and give reasons for your corrections: (1) They did not realize that it was him. (2) Every one may entertain their own beliefs. (3) They gave the horse oats, but he would not eat it. (4) Each would rather have done it for the others than for themselves. (5) The family have lost several of their members. (6) Neither Harold, Sam or Fred has studied their lessons. (7) They that honor me, I will honor. (8) Whosoever does so I will punish. (9) Does the child know who he is speaking to? (10) I always have and I always will hold to this principle. USE OF TEXT-BOOK. Make out a list of questions the answers to which pupils should find in their text-books. For instance, set the problem in this way: In what case is a noun when it is not grammatically related to any other word in the sentence? In what sections of your text-book will you find explanations of the following italicized constructions: John waited two whole hours. Give me liberty or give me death. The following questions may prove suggestive to the teacher: (1) Analyze the following sentences. What special case of usage do they serve to illustrate? Where, in your class text-book, is this construction treated? ["Prepositions sometimes become parts of verbs; as, He broke into the house."-Maxwell's School Grammar, p. 197.]: (a) The Romans laughed at him. (b) We soon arrived at this conclusion. (c) The jury came to this decision. (d) The manager looked over his work. (e) Let us take up this matter now. (f) The men walked by in single file. (g) A voice spoke out in the assembly. (h) He struck out with all his might. (i) The squatters stopped short of nothing. (j) Roli on, thou mighty ocean, roll! (2) Words belonging to other parts of speech are sometimes used as adverbs: (1) They went home. (2) I don't care a continental. (3) Physical beauty is often skin deep. What section of your class text book would you consult for further information regarding such usage? To what terms in the index would you turn for direction in similar cases? (3) Where in your grammar would you be apt to find explanations for the italicized constructions? He seems none the better. They stood at the other bank of a somewhat turbulent stream. (4) Give the syntax of the underlined words in the following sentences and quote the section in your text book that proves in each case the correctness of your statement: (1) The then-ruling monarch was well beloved by the people. (2) We can prove the correctness of the above figures. (3) Since my arrival here everything has gone well. Give a sentence using the pronoun "all" as subject in a sense that will require a verb in the singular number for the predicate. Give a sentence in which the subject “all” requires a plural verb for the predicate. When does "all" have the singular construction? When the plural? (6) What justification is there for treating the italicized words in the following sentences as units? (a) His clothes always reminded me of someone else's. (b) Any one else would have resented it. (c) Nobody else would have thought of it. (d) A boy who is fond of somebody else's pencil box usually has one just as good himself. (e) Has any one else been the victim of such trickery? (7) In the following sentences point out the predicate adjectives and the adverb modifiers. Give the reason in each case: (a) The horse ran wild. (b) He ran about the field wildly. (c) Most of the crew arrived safe and sound. (d) He felt nervous on the platform. (e) He felt about nervously for the paper. (f) He appeared prompt and willing. (g) He appeared promptly and willingly. (h) She looks beautiful. (9) The flowers smell sweet. (i) It can not be bought very cheap. (j) His friend acted very strangely in the matter. (k) Simon feels tolerably well. (1) He speaks loud. (m) The animal runs fast. [Loud and fast are adverbs. In old English adverbs were formed from adjectives by adding e. Later the e was dropped.] (8) Analyse the following sentences, distinguishing in each case between the object of the verb and the objective complement: (a) They elected him chairman. (b) That makes me angry. (c) His education and training had rendered him a fit servant. (d) The French call such eyes the grapes of the head. (e) President Wilson chose Mr. Page Ambassador to Great Britain. (f) Consider your work as sacred duty. ["As" may be used simply to introduce an objective complement.] (g) To this day some men think him a traitor. (h) Thus doth conscience make cowards of us all. (i) Thus do our consciences make us all cowards. (j) They used to call Italy the garden of Europe. (k) Everyone thought the man a genius. (1) De you consider that fair? (m) They called him Tam, for short. (n) The President appointed two men collectors of the port. (o) Ever after he was known as "Dr. Spug." Connectives-Special Cases. The following merit special attention on the part of teacher and class: 1. Relative pronouns. (a) That may be used of persons and things. (b) Who may be used of persons only. (c) Which may be used of things only. (d) That has a restrictive force. It can not always be substituted for "who" or "which." "My brother that lives in Rome" is correct if I have more than one brother; "that" restricts the reference to one of the brothers. I cannot say "My mother that lives in Rome," for the restrictive "that" would imply that the speaker or writer has more mothers than one. (e) The correct form in the example last referred to would be, "My mother who lives in Rome." Here the relative pronoun "who" has a co-ordinating force. "My mother who lives in Rome will return next winter," means "My mother lives in Rome and she will return next winter." So too, in the sentence, "I asked the clerk, who directed me to this counter," and "He did his duty, which was right." |