EXERCISES ON ADVERBS.

He went off immediately. I then wept bitterly. He is here now. She went away yesterday. They came to-day. They will perhaps depart to-morrow. He will soon go away. She sung sweetly. Cats soon know how tot catch mice. Maria rose up hastily. They that have enough‡ may soundly sleep. Cain wickedly slew his brother. I saw him long ago. He is a very good man. Sooner or later all must die. You read too little. They talk too much. Always act wisely. How many lines can you repeat? You ran hastily. He speaks fluently. Then were they happy. He fell fast asleep. She should not hold her head awry. The ship was driven ashore. No, indeed. They are all alike. Those that were thirsty drank freely. The oftener you read attentively, the better you will remember.

OBSERVATIONS.

To-day, yesterday, and to-morrow, are also nouns, for they are parts of time; as, Yesterday is past, to-day is passing, and we may never see to-morrow.-When these words answer to the question when, they are governed by a preposition understood; as, When will John come home? (on) to-morrow, for he went away (on) yesterday.

Much is used, 1. as an adverb; as, It is much better to live well than not. 2. as an adjective; as, In much wealth is much care.

3. as a noun; as, When much is promised, much is expected. In strict propriety, however, much can never be a noun, but an adjective; for were the question to be asked, Much what is given? it would be necessary to add a noun, and say, Where much grace is given, much gratitude is required.

To, before the infinitive of verbs, is an adverb, according to Johnson, and according to Murray, a preposition. The two together may be called the infinitive.

Enough (a sufficiency) is here a noun. Its plural,-enow, is applied like many, to things that are numbered. Enough, an adj. like much, should perhaps be applied only to things that are weighed or measured.

Of PREPOSITIONS.

A Preposition is a word put before nouns and pronouns, to show the relation between them; as, He sailed from Leith to London in two days.

A LIST OF PREPOSITIONS.

To be got accurately by heart.

About, above, across, after, against, along, amid, amidst, among, amongst, around, at, athwart. Before, behind, below, beneath, beside, besides, between, betwixt, beyond, by. Down, during. Except. For, p. 58, b. from. In, into. Near, nigh. Of, off, on, over. Round. Save, since. Through, throughout, till, to, towards. Under, underneath, unto, up, upon, With, within, without.

OBSERVATIONS.

-When a

Every preposition requires an objective case after it.preposition does not govern an objective case, it becomes an adverb; as, He rides about. But in such phrases as, cast up, hold out, fall on, the words up, out, and on, must be considered as a part of the verb, rather than as prepositions or adverbs.

Some words are used as prepositions in one place, and as adverbs in another, thus, before is a preposition when it refers to place; as, He stood before the door; and an adverb when it refers to time; as, Before that the boy called thee, I saw thee. The word before, however, and others in similar situations, may still be considered as prepositions, if we supply an appropriate noun; as, Before the time that the boy, &c.

*Towards is a preposition, but toward is an adjective, and means "Ready to do or learn; compliant with duty; not froward." Toward is sometimes improperly used for towards.

The inseparable prepositions are omitted, because an explanation of them can impart no information without a previous knowledge of the radical word. Suppose the pupil told that con means together, will this explain convene to him? No: he must first be told that vene signifies to come, and then con, together. Would it not be better to tell him at once that convene means to come or call together?

Of CONJUNCTIONS.

A Conjunction is a word which joins words. and sentences together; as, You and I must go to Leith; but Peter may stay at home.

Conjunctions are of two kinds-Copulative, which join words and connect their meanings; and Disjunctive, which join words, but disjoin their meanings.

The Copulative Conjunctions are-Also, and, as, because, both, for,* if, since, that, then, therefore, too, wherefore.

The Disjunctive Conjunctions are-Although, but, either, except, however, lest, neither, nor, notwithstanding, or, than, though, unless, whether, yet.

EXERCISES ON CONJUNCTIONS.

Love your master: for it is your duty. Some children have neither father nor mother alive: notwithstanding this, they are as happy and healthy as many that have both: because the Divine Being has put it into the hearts of others to take care of them. If you study diligently, then you may expect to acquire much knowledge: but unless you study, you cannot know much.

OBSERVATIONS.

* When for can be turned into because, it is a conjunction.

Several words which are marked as adverbs in Johnson's Dictionary are in many Grammars marked as conjunctions; such as, Albeit, else, moreover, likewise, otherwise, nevertheless, then, therefore, wherefore.

But in some cases is an adverb; as, "We are but (only) of yesterday and know nothing."

Sometimes the same words are used as conjunctions in one place, and as prepositions or adverbs in another place; as, Since (conj.) we must part, let us do it peaceably; I have not seen him since (prep.) that time. Our friendship commenced long since (adv.)t

† As many distinctions, however proper in themselves, may prove more hurtful than useful, they should not be made till the learner be perfectly acquainted with the more obvious facts.

Of INTERJECTIONS.

An Interjection is a word which expresses some emotion of the speaker; as, Oh, what a sight is here! Well done!

A LIST OF INTERJECTIONS.

Adieu! ah! alas! alack! away! aha! begone! hark! ho! ha! he! hail! halloo! hum! hush! huzza! hist! hey-day! lo! O! oh! strange! O brave! pshaw! see! well-a-day! &c.

CORRECT THE FOLLOWING ERRORS.

I saw a boy which is blind.*
I saw a flock of gooses.

This is the horse who was lost.

We was not there.†

I loves him.

He love me.

Thou have been busy.

John is here, she is a good boy. He dare not speak.

She need not do it.
Was you there?

You was not there.
We was sorry for it.
Thou might not go.
He dost not learn.
If I does that.
Thou may do it.
You was never there.

The book were lost.

This horse will let me ride on her. Thou will better stop.

I can stay this two hours.

I have two pen-knifes.

My lady has got his fan.
Two pair of ladies's gloves.
Henry the Eighth had six wifes.
I saw the man which sings.

The horses was sold.

The boys was reading.
I teaches him grammar.
He are not attentive to it.
Thou shall not go out.
If I bees not at home.

We saw an ass who brayed at us. Thou can do nothing for me. They will stay this two days. There is only two of us, John and you.

* These exercises will at once amuse and improve the pupil. See Syntax, Rules 14 and 15. † Syntax, Rule 1.

ON PARSING.

HAVING the exercises on Parsing* and Syntax in one volume with the Grammar, is a convenience so exceedingly great, that it must be obvious. The following set of exercises on Parsing are arranged on a plan new and important.

All the most material points, and those that are apt to puzzle the pupil, have been selected, and made the subject of a whole page of exercises, and where very important, of two. By this means, the same point must come so often under his eye, and be so often repeated, that it cannot fail to make a deep impression on his mind; and even should he forget it, it will be easy to refresh his memory by turning to it again.

To give full scope to the pupil's discriminating powers, the exercises contain all the parts of speech, promiscuously arranged, to be used thus:

1. After the pupil has got the definition of a noun, exercise him in going over any part of the exercises in parsing, and pointing out the NOUNS only. This will oblige him to exercise his powers of discrimination in distinguishing the nouns from the other words.†

2. After getting the definition of an adjectives exercise him in selecting all the adjectives from the other words, and telling why they are adjectives.

3. After getting all the pronouns very accurately by heart, let him point out them, in addition to the nouns and adjectives.

4. Then the verb, without telling what sort, or what number, or person, or tense, for several weeks, or longer, till he can distinguish it with great readiness.

5. Then the definition of an adverb, after which exercise him orally with many short sentences containing adverbs, and then on those in the book.

6. Get all the prepositions by heart, for it is impossible to give such a definition of a preposition as will lead a child to distinguish it with certainty, from every other sort of word.

* Parse should be pronounced parce and not parz:-See Key, p. 71. †Those accustomed to use Mr. Murray's lessons in parsing, will perhaps think the following too difficult; let such, however, reflect, that Mr. Murray's are too easy; for when no other words are introduced besides an article and a noun, no exercise is given to the pupil's judgement at all; for in every sentence he finds only an article and a noun; and in the next set only an article, an adjective, and a noun, and so on. There is no room for discrimination here, and yet discrimination is the very thing he should be taught.