meaning of Voices, Moods, Tenses, Persons, and Numbers, they ought to be able, with a little guidance, to make up a conjugation. They would thus be engaged in an interesting exercise of the intelligence, while learning by rote would be only a tedious exercise of the memory. 33. Analysis is a more valuable exercise than diagramming, since it calls for much practice in the use of English. Diagramming (see pars. 547-551) may be employed more or less as a substitute for oral or written analysis, or for illustration (as a drawing) of a difficult sentence. 34. The system of diagramming here given has the advantages of accuracy and clearness. A diagram is a graphic representation of the relations of the parts of a sentence, and it should show unmistakably the nature and use of every element. Such graphic representation is economical of time and space, and for advanced pupils it is, if not overdone, an excellent means of showing complete grammatical grasp of a sentence. It conduces to the better understanding, and therefore to the better use, of written English. 35. "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 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. Those who object to exercises of this kind should, to be consistent, exclude from books on logic all specimens of fallacies given for the purpose of correction. Yet those who have studied and taught logic are aware that few exercises are more beneficial.”-MASON: English Grammar, ed. 1861, p. 173. INDEX The numbers refer to the pages. A and an, uses of, 120, 121 Adjective clauses, 243–245 Adjective elements, 221, 256, 257 kinds, 117, 118 review of, 125 Adverbs, distinguished from attri- interrogative, 45, 194 conjunctive, 195–197, 322, 245, Agreement, rules of, 185, 186, Analysis of sentences, 84, 217-271 by diagrams, 266–271, 325 Antecedent of a pronoun, 101, 105 agreement with, 101, 110, 282 case of nouns in, 81, 87, 91 origin of name, 319 As, as relative pronoun, 110 simple, 220 adjuncts of, 227 distinguished from adverb, 132, Auxiliary verbs, be and have, 9–13 Auxiliary verbs, shall and will, 13, Comparison of adjectives, 122-124 160, 181, 279 others, 146, 181-184 in old English, 299, 300 in the subjunctive mood, 141, Complex sentences, 237 321 BE, parts of, 8 conjugation of, 173-175 uses of, 8-13, 17, 133, 319 CALL, Conjugation of, 176-181 Case, definition, 78 objective, 83-88, 148 analysis of, 237-259 diagramming of, 268-271 Compound sentences, 260, 261 with or without if, 142 kinds of, 202, 203 correlative, 55, 202 position of, 55 possessive, 88-91, 96, 271, 299 Conjunctive adverbs, 195-197, after be, 80, 88 of appositives, 81, 87, 91, 100, 103 Coördinate, see "Clauses" in old English, 299 rules of, 276, 278 Clauses, 237 introducing adverbial clauses, 196, 237 245, 250, 322 Coördinating conjunctions, 202 Copulative verbs, 131-134 participles of, 153 coördinate, 260 subordinate, how introduced, 237, 244, 245, 250 in apposition, 244 noun, 238-242 adjective, 243-245 Comparative degree, 122, 123 cases after, 134 passive, 134 DARE, 184 Declarative sentence, 22 Defective verbs, 181-184 Demonstrative adjectives, 118 318 Derivatives, formation of, 304 Inflection, 288, 289 in early English, 298-303 of personal pronouns, 98, 300- Interjections, uses of, 58 Interrogative adjectives, 118 Interrogative adverbs, 45, 194 |