A high school english grammar

The essential part of the subject of a sentence, the part which names or represents the thing spoken of, is called the SUBJECT SUBSTANTIVE... SUB-In thefollowing sentences these modifier

AND

HIGI-SCHOOLS OF NOY& SCOTIA

TOFtONTO

ENGLISH GRAMMAR

ENGLISH GRAMMAR

BY

GEORGE M JONES

ASSISTANT PROFESSOR OFMETHODSIN ENGLISH, UNIVERSITY OF TORONTO

(ONTARIO COLLEGE OF EDUCATION)

L E HORNING

PROFESSOR OF TEUTONIC PHILOLOGY, UNIVERSITY OF TORONTO

(VICTORIA COLLEGE)

CLASSICAL MASTER, DAVENPORT HIGH SCHOOD, TORONTO

AUTHORISED FOR USE IN THE HIGH

SCHOOLS OF NOVA SCOTIA

AND SASKATCHEWAN

1922

All rights reserved

THE position of English Grammar in the High School

years, that thetime seemsopportune to consider carefully

should beretained, and how much maybesafely discarded.

The aimof the authorsof this book has beento treat

con-cisely all the grammar that they think should be studied

time-honoured placein High SchoolGrammars, have beenomitted as unnecessary, or useless

The terminology recommended by the (American)National Joint Committee on Grammatical Nomenclature

has been used throughout with two or three

excep-tions The term complement has been retained with avery definite meaning, because the Committee did not

the subjunctive mood given by the Committee has been

much simplified, because that subject is always a verydifficultone for High Schoolclasses

Chapter I is a review of Public School work, whichwill

be found useful even for well prepared pupils As this

chapter and the next seven are, to a considerable extent,

a review and amplification of the grammar studied in the

but the teacherwill, of course, use the so-called inductive

arenewto his class.

In the chapter devoted to the history of the English

Section i tells of the relationship of English to the other

Teutonic languages, and to the Indo-European family in

vocabu-lary, making reference constantly to the historical ground Section 3 showsinductively, by means ofparallel

come to be the curious thing it is, and,in this connection,

is illustrated The great influence of stress is shown in

In the appendicesmoreformalaidinthehistoricalstudy

of English Grammar is given Appendix A shows how

English declensions and conjugations have developed. In

Appendix B, the verb has been fully dealt with from the

composition and derivation, in regard to the Teutonic, as

Allthroughthisportion of the work, the practical as well

asthehistorical hasbeen keptstrictly in view

While this book is the joint work of the three authors

for the text of Chapters I. VIII., Prof Horning for the

historical outline of the language (Chapter IX and

In the preparation of this grammar, the best modern

booksmaybe chosen for theprivate or the school library.

CHAP PAGE

I. THE SENTENCE AND ITS PARTS i

III. THE PRONOUN 67

IV THE ADJECTIVE 87

VI THE ADVERB 161

VIII THE CONJUNCTION . .178

APPENDIX A ABrief HistoricalReviewof English

Declen-sionandConjugation 228

B TheVerb 233

C. Derivation 239

,, D SummaryoftheVerb . .257

,, E ExtractsforAnalysis. 259

,, F. ParsingScheme. 268

INDEX 269

1. Murray, Dr. J A., and many other Editors, A New

Oxford Dictionary"). Oxford, The Clarendon Press, 1884

philologicallearning; themost scientificdictionary; nearing

Press (Very handy and reliable; based on "The Oxford

Dictionary.")

appen-dices.)

(A work of deep research, brilliant sagacity, and admirable

completeness.)

Strictly Phonetic Principles. Toronto, J. M Dent and Sons

for English.)

GRAMMARS, ETC

Historical Oxford, Clarendon Press (A scientific English

Grammar.)

2. Wyld, Henry Cecil, The Historical Study ofthe Mother

for philology.)

3. Wyld, HenryCecil,A Short History of English. London,

John Murray, 1914- (Valuablebibliographies; goodhistorical

method.)

4. Wyld, Henry Cecil, A History of Modern Colloquial

English London, T Fisher Unwin, 1920 (Very interesting

andinstructive, but no index.)

5. Jespersen, Otto, Growth and Structure of the English

6. Jespersen, Otto, A ModernEnglishGrammar on

Histori-cal Principles. Vol I., Sounds and Spellings Heidelberg,

latter is a great mine of information, with a wealth of

illus-trationstreatedonastrictlyphoneticbasis,ofwhichJespersen

isoneoftheacknowledgedworld-masters.)

Macmillan Company. (A very suggestive little work by an

editor of"TheOxfordDictionary.")

8. Greenough, J. B., and Kittredge, G. L., Words and their

1905 (Answerstothe questions ofbusy men.)

editionsand been revisedbyA L Mayhew.)

Library.")

11. Emerson, O F., The History ofthe English Language

New York, The Macmillan Company. (Clear outline, good

methods.)

13. Morris, Richard, Historical Outlines of English

Acci-dence, revised by L Kellner and Henry Bradley The

Macmillan Company. (Still a good introduction to EnglishPhilology.)

14. Kellner, L., Historical Outlines ofEnglish Syntax The

MacmillanCompany. (Brief, clear, reliable, practical.)

15. Lounsbury,T R.,EnglishSpellingandSpellingReform.

New York, Harper and Brothers, 1909 (The book of a

"

reformer.")

16. Lounsbury, T. R., The Standard of Usage in English.

NewYork, Harper and Brothers, 1908

17. Lounsbury,T R., The StandardofPronunciation New

York, Harper andBrothers

1 8. Ripman, Walter, Elements of Phonetics, Toronto,

J.M Dentand Sons

19. Ripman, Walter, The Sounds of Spoken English and

usefulbook).

21. Sweet, Henry, The Sounds of English Oxford,

Clar-endonPress, 1908.

22. Krapp, G P., Pronunciation of Standard English in

interesting phonetic texts.)

Books.")

TheClarendon Press (Discussesmanydifficultpoints.)

25. Nesfield. J C., Outline ofEnglish Grammar. Toronto,TheMacmillanCompanyof Canada Revised, 1917 (Agood

referencebook; author opposedtonewterminology.)

Clarendon Press, 1917 (For secondary schools; uses the

28. (English) Joint Committee, On the Terminology of

Grammar London, John Murray, Revised 1911 (Veryuseful.)

Grammatical Nomenclature Washington, NationalEducation

Association, 1913 (Very useful in connection with this

grammar.)

THE Authors are pleased to acknowledge their

who have generously permitted the quotation of extracts

from copyright works: J. F Edgar, John W. Garvin,

Robert S. Jenkins, J. D Logan, Agnes Maule Machar,

Co., Harper & Brothers, Houghton, Mifflin & Co., Little,

Brown & Co., andtheRyersonPress

Acknowledgments are alsodue and arehereby cordially

Stoughton Ltd., for a passage from Canada in Flanders,

passages from H. O Arnold-Forster's History ofEngland,

Homer'sIliad,onpp.261 and266, as well asfora passage

from Lonsdale & Lee's translation of Virgil's Georgics,

onp. 261

ENGLISH GRAMMAR

CHAPTER I

THE SENTENCE AND ITS PARTS

(A REVIEW OF THE CONTENTS OF "A PUBLIC SCHOOL

ENGLISH GRAMMAR"')

1. A SENTENCE is a word or a group of words

The groups of words in the first line are sentences

because eachexpresses acomplete thought. Each groupinline 2 is incomplete in thought, and neither, therefore, is

Oursoldiershavereturned

Give allhonourtothebravemen

The first of these sentences tells something about the

it is EXCLAMATORY.

Beware! The enemyare already here!

Havetheyreally failed !

1

This chaptermaybe omittedwith wellpreparedclasses.

As these examples show, both declarative and

PREDICATE.

spoken

work,subjectandpredicatemaybe conveniently separated

When the sentence is interrogative you may have to

rearrange the words

they / Havehurtyou ?

Sentences expressing command or exhortation usuallyomit the subject.

/ Payclose attentioninclass.

EXERCISE i

Classify each of the following sentences as declarative orinterrogative, and exclamatory or non-exclamatory; and

A LAMPMAN, TheGoalof Life.

LONGFELLOW,Evangeline

3. O, whata noblemindishereo'erthrown!

SHAKESPEARE, Hamlet

4. Butnot thelessdo thouaspire

Light'searliermessagesto preach

J. R.LOWELL, AboveandBelow

5. Old friends are the great blessings of one's later years.

HORACE WALPOLE

6. When will you watch with me again? C. BRONTE,Jane

Eyre

WORDSWORTH, Three YearsSheGrew

8 Is it ever hot in the square? There'safountaintosport

andsplash !

BROWNING, Upata Villa,Downin the City.

The word wecan think

g. Himshall nosunshinefromthefields of azure,

Awakenwithits call !

LONGFELLOW, The Wardenof theCinquePorts.

EXERCISE 2

Write a paragraph containing declarative, interrogative,

and exclamatorysentencesaboutthe following picture

5. The essential part of the subject of a sentence, the

part which names or represents the thing spoken of, is

called the SUBJECT SUBSTANTIVE.

The War / cametoanendin 1919.

6. The essential part of the predicate, the part which

REDI-CATE VERB.

The Peace Conference / discussed many important

questions

words, which are called MODIFIERS OF THE JECT and MODIFIERS OF THE PREDICATE.

SUB-In thefollowing sentences these modifiers areput within

predicate, underlinethe subject substantiveandthe predicate

verb, and enclose within brackets modifiers of the subject

2. Thesouth-eastwindfrequentlyblowsbeforerain.

with bleeding feet and aching brow J. A FROUDE,

England's Forgotten Worthies

C;ESAR, TheGallicWar

Will downreturn tomen,

ofChrist's Nativity.

the palisades intothe burying-place DEFOE,A Journal

7. Nextto SirAndrewintheclub-roomsitsCaptainSentry,

invinciblemodesty R.STEELE, TheSpectator.

9. Inyourlord's scale isnothingbuthimself,

Andsomefewvanities.

10. Cold thehaughty Spartansmiled

EXERCISE 4

Writea paragraphoften sentences about yourschool, and

lastexercise

IN-TRANSITIVE

1. A TRANSITIVE1 VERB expresses an action

which requires an object.

The boystrucktheball. The manbuiltthe house

A word like ball, house, lessons, or him, which names

by theverb, is called an OBJECT.

LINKING

1. A COMPLETE VERB expresses an action which

2. A LINKING VERB is used to join the subject

and another word which describes the subject.

He is industrious The gun seems useless. They arefriends

Each of the words, industrious, useless, andfriends, not

the subject), but helps the predicate verb to express a

modify the subject is called a COMPLEMENT.

1Latintranseo,goover. Theactionoftheverbisrepresentedas

tothe

EXERCISE 5

Classify the italicised verbs in the following sentences astransitive, complete, or linking, and pick out the objects

and complementsofthoseverbs

Towers

2. And thenatlastourbliss

Full andperfectis.

3. Two causes, the abbreviation of time and the failure of

hope, will always tinge with a browner shade the evening of

life. GIBBON, Autobiography.

4. Thefire,with well-driedlogs supplied,

Wentroaringupthechimneywide;

Thehugehall-table'soakenface.

Nomarkto part the squireandlord.

SCOTT,Marmion

5. Russiabecame arepublicashorttimeago.

6. A.D 678. This year appeared the comet-star in August,

and shone every morning, during three months, like a

7 I,writingthus,amstillwhatmencallyoung E B.BROWNING,

Stampedasfromits treasure,

Grief werewithoutmeasure

Glowuponthe shining meadsAllthe brightMayday

Ah,thelittlegolden heads,

EXERCISE 6

Write a paragraph of ten sentences about your favourite

and complements inyoursentences

10 Nearly every sentence you have had so far in this

chapter has consisted of one statement, or one question,

questions, each containing a subject and a predicate, and

each called aclause

A CLAUSE, therefore, is a group of words consisting

1. Caesar went to Gaul,and (he) conquered the country

2. Caesarwent to Britain, but hedidnotremain long.

3. After Cezsarhad conquered Gaul, hewent to Britain

4. Caesar went toBritain, because theBritons had helpedtheGauls

In each of the first two sentences the clauses are of

equal importance, and each clause might stand alone as

an independent sentence, thus:

CaesarwenttoGaul Heconqueredthe country.

like a single word to modify, or change the meaning of,

SUB-ORDINATE Eachof theunitalicisedclauses in 3 and4,

is called PRINCIPAL.

A PHRASEis agroup of wordsin a sentence havingthe

and predicate.

1. WhenIreturned, Iheardthe news (Clause.)

2. On myreturn, Iheardthe news (Phrase.)

4. Hisreturnhomehas delightedme (Phrase.)

5. Whathedidinterestedmemuch (Clause.)

6. Thisiswhathe did. (Clause.)

7. Heisane'er dowell. (Phrase.)

Notice that aclause may be used as a modifier (No i),

or as complement (No 6). Likewise a phrase may be

EXERCISE 7

1. Classifytheclauses ofthe following sentencesas principal

1. Mr Johnston, wholiveson Evelyn Avenue,hasasummer homenearthe lake.

2. WhenMarchcomes, weexpectblustery weather

3. Theboysoftentellmethatafterseveno'clock isasplendidtimefor sleeping.

4. Whenthetrainwasreadytostart,theconductor shouted

"

5. How manypupils inthis classknowwhataSabbath-day's

journeyis ?

isthe opinionofmanygoodjudges

7. The late Mr Roosevelt, who was anenthusiastic

8. When I went to school in the country, through the fieldswasthe shortestwayhome

9. The reevespeakswith confidence, asheknows allthe insandouts of this business.

arenot checked

11. Some of thegirls knew atonce that over thefence wasout.

the areabetweenour trenchesandthe enemy's

13. You hadbetterbewhat youseem

14. Though the old manhas had many ups and downs, he

has neverlost faith inhumanity

1 5 Wewerethefirstthat ever burst

Intothat silent sea.

1 6. AsIspoke, Itore

E B BROWNING,AuroraLeigh.

17. Hecould neither stepnorstand,tillhehadhis staff.

LANGLAND,PiersPlowman

18 If Icanridyourtownofrats,

BROWNING,The Pied PiperofHamelin

EXERCISE 8

1. Write a paragraphoftenlinesaboutthetownordistrict

in which you live, taking care that most of your sentences

shallcontain morethan oneclauseeach

theclauses in

12 Sentences are classified as simple, compound,

com-plex, and compound-complex.

1. A SIMPLE SENTENCE consists ofa single

prin-cipal clause

Theboys andgirlsplayed ball together.

2. A COMPOUND SENTENCE consists of two or

Theboys played ball,andthegirlsplayed house

talked

3. A COMPLEX SENTENCE consists of aprincipal

Theboys arereturning, becauseit is getting dark

Ifthey come, Ishalllearnwhatthey havedone

4. A COMPOUND-COMPLEX SENTENCE is acombination of two or more sentences, at least one of

whichiscomplex

Ishallabandonhim

Youare my friend; and for that reason, I know that

you willhelpme

EXERCISE 9

Classifythe sentences inthe following extract:

This greatKing (Alfred), inthefirstyearof his reign,foughtninebattleswiththeDanes He madesometreatieswith them,

country They pretended to consider that they had taken a

as it suited theirpurpose. Onefatal winter, in the fourth year

ofKingAlfred's reign,theyspread themselvesingreatnumbers

over the whole ofEngland; andso dispersed androuted theKing'ssoldiers, that theKing wasleft alone. Hewas obliged

todisguise himself as acommon peasant, and to take refuge

in the cottage of one of his cowherds, who did not know his face. DICKENS, A Child'sHistory ofEngland (adapted)

The DukeofConnaughtwasGovernor-General

What wantedwas very

When a subject contains only one subject substantive

it is called simple; when it contains more than one

sub-ject substantive it is called compound The following

Theseboysandgirlsaretired.

phrase:

Youworkedhard Youhaveworkedhard

\whathewanted and whathehaddone,

(our) (best) friend.

3 (This) (industrious) man / is/'

4. Whathedid / interested (verymuch)

Modi-fiers are enclosed in brackets An object is put on the line

A complement is put on the line above, and is connected

EXERCISE 10

1. Analyse the sentences in each of the following extracts,

2. Classifythe sentencesinthe following extracts:

1. ShortlyTomcame uponthe juvenile pariahofthevillage,

and bad Besides, all their children admired him so, and

delighted in his forbidden society, and wished they dared to

belikehim Tom was like the rest of the respectable boys,because he envied Huckleberry his gaudy outcast condition,

and wasunderstrictorders nottopla}*-withhim So he playedwithhimeverytime hegot a chance. Huckleberrywasalways

dressedinthecast-offclothesoffull-grownmen, andthey were

inperennial bloom and flutteringwith rags. His hat was a

vast ruin with a wide crescent lopped out of its brim His

coat, when hewore one, hungnearly to his heels, and hadthe

sup-portedhis trousers. Thefringedlegs of histrousersdraggedin

the dirt whennot rolled up. Huckleberry came and went at his own sweet will. He slept on door-steps in fine weather,

andinemptyhogsheadsinwet Hedid not havetogotoschool

or to church, or call any being master, orobey anybody He

could go fishing or swimming when he chose, and could stay

aslongasheliked. Nobodyforbadehimtofight. Hecouldsit

uplate, if hepleased. Hewas always thefirstboythat went

barefootinthespring. Hewasalsothelasttoresume leather

in the fall. He never had to wash or put on clean clothes.

Petersburg MARKTWAIN, TomSawyer (adapted).

entered the armyin 1787, as hereceived

of ensign for some months, and then became a lieutenant.The following anecdote proves that he was still a shy and

awkwardlad,andthatthefairsexsawnothingtoadmireinhim

Hewas ataball onenight, andcould notfind apartner. As

he inherited his father's taste for music, he consoled himself

by sitting down near the band When the party broke up,the other officers took home their lady friends; but young

circum-stance, afterhehad becomea greatman Helaughedheartily,

andshe added, "Weshouldnot leaveyoutogohomewiththe

fiddlers now." GLEIG, Life ofWellington (adapted).

3.

"

Hisconsciencewas awakened;

1

Thiswasthe earlyformoftheDuke

I wasinSpainwhenthemorningrose,

ButIstood athisbedereeveningclose.

SCOTT,Layof theLastMinstrel.

16 Thereare eight so-called parts ofspeech. Thismeans

simply that words, phrases, and clauses are grouped in

Pronouns Adverbs Interjections

Verbs Prepositions

17 A NOUN is the name of something Nouns are

divided into two classes

(a) A PROPER NOUN is the name of a particular

Note that each proper noun beginswith acapitalletter.

18 A PRONOUN isasubstitute foranoun Itrepresents

something without naming it.

Who (what man) is your friend ? He (my friend) is

That (that book) is your book This (this boy) is my

brother

ThepronounsofoneclassarecalledPERSONAL,because

the person spoken to (second person), and the person or

First person: I, we Secondperson: (thou), you, (ye).

Third person: he, she, it, they

name SUBSTANTIVE to both nouns

and pronouns The word substantive denotes"existence,"

20 It should beremembered that the classification of a

word depends largely onits usein the sentence The same word may, forinstance, be used as anoun inone sentence

and an adjectiveinanother

The Klondykeproducesmuchgold. (Noun.)

Theylovetheirmother (Verb.)

EXERCISE n

Select the nouns and pronouns in the following passages,

complements

1. Then I saw in my dream that these good companions gave

toChristian aloaf of bread,a bottle of wine,and a cluster of raisins. BUNYAN, Pilgrim's Progress.

2. Thesun, right upabovethe mast,

Hadfixedher to theocean;

Withashortuneasy motion

Backwards andforwardshalfherlength,

Withashortuneasymotion

Onearth wasneversown;

Thischild Ito myselfwilltake;

Sheshallbe mine,andI willmake

WORDSWORTH.

4. Lightthickens, andthecrow

Makeswingtotherookywood:

Goodthingsofdaybegintodroopanddrowse,

Thoumarvell'st atmywords; buthold theestill :

So, prithee, go with me SHAKESPEARE,Macbeth

EXERCISE 12

Write a paragraph of ten lines about what you didday, and then select the nouns and pronouns in your

yester-21 Nouns and pronouns have two numbers, singular

and plural. Most nouns, and a number of pronouns, are

changed in form,orinflected,toshow number The details

of their inflection will be givenin thenext two chapters.

22 Nouns and pronouns have four principal functions

(uses) in the sentence These functions are called CASES, and aregivenfournames, as follows:

NAME FUNCTION

Nominative case. Subjectof verb

a preposition.

Dativecase. Indirectobject ofa verb

modifying another

sub-stantive

EXAMPLES

1. Johngavethewomanhis father's book

2. Who hadtold hisfriend thestory?

In the first sentence, John is in the nominative case,

becauseit isthesubject oftheverbgave ; theword woman

theitalicisedwordsin sentences 2and 3.

nominative case, accusative case, etc., are used to designate

23 While nouns have four cases, they have only two

SINGULAR PLURAL

Common boy boys

One pronounhasthreecase-forms (nom.,who ; acc.-dat.,

whom

All the personal pronouns except you and it have two

case-forms

FIRSTPERSON SECOND PERSON THIRD PERSON

Sing PI. Sing PI. Sing. PL

Nom. I weI you (thou) youI he, she, it they

Acc.-dat me us

| you (thee) you|him,her, it them

EXERCISE 13

Name the case of eachitalicised noun and pronoun in the

1. Wearemennow wepossess men'srights.

Himwhocaresto givemethelie,Ishallbe preparedtomeet

3. Butwhilethis softer hrt their bliss supplies,

Itgivestheirfollies alsoroomto rise.

4. Thoughthe mistcomesupfrom themarshesgrey,

Andcovers theearth in itsphantomfold,

Thoughitshroudsforamomentthe goldenday,

Andthenthouwilt seethatthedaysodull

Hasthe glowin itsheartas ithadof yore,

Thatthe worldaseverwithbliss is full,

Thatnoughtischanged fromthe scenebefore.

5. When Ceres heard this, she stood for a while like one

stupefied.

6. ButthatIam forbid

Totellthesecrets ofmyprison-house,

Icould atale unfold, whoselightestword

Wouldharrow up thysoul, freezethyyoungblood.

SHAKESPEARE, Hamlet

7.

" Whose body is in that hearse? "

said I to a looking individual, seemingly a shopkeeper, who stood beside

relics ofLord Byron,theillustrious poet, whichhave beenjust

BORROW, Lavengro

EXERCISE 14

Writeaparagraphofabouttenlinesaboutwhat you would

and wordsin the

24 A VERB is a word by means of which we make a

that verbs are classified according to their meaning, as

(6)

complements; but a complete verb canmakeadeclaration,

or ask a question about something, without the assistance

Ourbravemenfoughtwell. (Complete.)

Verbs are inflected (changed in form) for tense, person,

person and number in subject substantives MOOD

INDICATIVE MOOD Commands or exhortations are in

the IMPERATIVE MOOD There is also a SUBJUNCTIVE MOOD which will be fully explainedin Chapter V

Thoulivest Youlive

Helives Theylive

FUTURE

Singular

I shall liveThouwilt live

He

PAST

Singular Plural

I lived Welived

Thoulivedst Youlived

Helived Theylived

Plural

Weshall live

Youwill live

EXERCISE 15

Classify the verbs in the following sentences as transitive,

Namethecase ofeachitalicised substantive

1. Merrily thefeast I'llmake;

Merrily I'lldanceandsing,

GRIMM,Household Tales.

jocularway; andhesaidrightly, that agentlemanhadto get

up very early in the morning who wanted to take him in.THACKERAY, The Newcomes

3. TheScotsare aboldhardyrace,anddelightmuch inwar

When they invaded England, they were all usually on

horse-back; they brought no carriages and carried no provisions.

Undertheflap of hissaddleeachmanhadabroadplate ofmetal;

occasionneeded, hemade cakes ofthe oatmeal, and bakedthem

uponthe plates. FROISSART, Chronicles.

4. Theydomewrong, andI willnot endureit ;

That I, forsooth, amsternandlovethemnot?

Byholy Paul,theylove hisGracebutlightly

Thatfill his earswithsuch dissentiousrumours

5 If ye forgive not men their trespasses, neither will your

Fatherforgive your trespasses. MATTHEW vi. 15.

6. "

hesaid, andpointedtoward theland,

"

In the afternoontheycame unto aland

TENNYSON, TheLotos-Eaters.

EXERCISE 16

Writeout thepresent, past, and futureindicative tenses of

help, save, walk, talk, skate, step.

25 An ADJECTIVE is a word that modifies1 a

sub-stantive

grammar it means "to change the meaning," or "to limit the

application." Forinstance, inthe sentence,

the adjectivehappylimitsthe applicationof the word boys in this

sentence to a particularclass of boys.Moreover, the additionoftheadjective happy changes the meaning of the whole subject, and

indeedofthewholesentence

Thesebeautifulpicturesbelong to the NationalGallery.These pictures, beautiful and costly, belong to the

Manypictures intheNational Gallery arebeautifuland

costly.

Notice thepositions of theadjectives inthese sentences

The first adjective comes before the substantive it

modi-fies; the second and third ones follow the substantive

closely; thelast two are in the predicate of the sentence,but modifythe subject pictures.

26 An ADVERB is a word that modifies a verb, an

adjective, or another adverb

The mandrovefuriously.

The mandrovevery furiously.

Explain the function (use) of each italicised adverb

EXERCISE 17

Selecttheadjectivesandadverbsinthe followingsentences,

pleasure, tillheknows whetherthe writer of itbe ablackora

fair man, of a mild or choleric disposition, married or a

bachelor, with other particulars of like nature, that conduceverymuchtotherightunderstandingofanauthor ADDISON,TheSpectator.

SHAKESPEARE,Hamlet

3.

"

Allan," hesaid, assoonas therankshad become

some-whatfirmagain, "leadthemdownhilltosupport Lord

Evan-dale,whoisabouttoneeditverymuch." SCOTT,OldMortality.

4. Soonthe assembly, inacircleranged,

KEATS, Endymion

Andstillwheremanyagarden-flowergrowswild,

There, where a fewtornshrubsthe placedisclose,Thevillagepreacher'smodestmansionrose,

Andpassingrichwithfortypounds ayear.

6. In theAcadianland, onthe shoresoftheBasinofMinas,Distant, secluded, still, the little village of Grand-Pre

Layinthefruitful valley.

LONGFELLOW, Evangeline

YonsolitaryHighlandlass !

Stophere or gently pass!

Andsingsa melancholystrain.

WORDSWORTH, The SolitaryReaper.

tobericher still inher heroicsons.

9. Forthreewhole daysacrossthesky,

Insullenpacksthatloomed andbroke,

Withflying fringesdimassmoke,

ARCHIBALD LAMPMAN, After Rain

Whenneitherisattended

SHAKESPEARE, The Merchantof Venice.

EXERCISE 18

Fill each blank with an adjective or an adverb, and then

supplied

1. Theroadnowbecame sothatwehadto drive .

2. Thelilacssmell .

3. Theflag came .

4. Themoondoesnot shine asthesun.

6. The doctor, and , was highly respected in the

community

7. Thismade myfriend

8. Hedidhiswork well, as I.

9. Helived inMitchell ago.

10. The room has become , because the fire has gone

12. Wethink theman .

13- faster hegoes, soonerhe will overtake them

14. Hisvisit wasenjoyed byall.

15. Hewas up before daylight.

27 A PREPOSITION is a word used toform a phraseand to showthe relation betweena substantive and another

word

Fochled anarmyintoGermany.

Wilsonworkedwith zeal fora league

In the first sentence the preposition into helps to form

between the substantive Germany andthe verb led.

sentence

pre-positionis called the object of the preposition, andis inthe

28 A CONJUNCTION is a word usedto join together

Cartierand Champlain were greatexplorers

Loveof rightandhatred ofwrongwerehisgreatvirtues

Whathedidandwhat hetriedtodoareknowntoall.

29 An INTERJECTION is a word thrown into the

connection with the other words in the sentence

Oh! they havefailedin theirattempt

Whenusedin answering questions,thewordsyesandno

are whole sentences Theyare called RESPONSIVES.

Doyou wish ourassistance? No

EXERCISE 19

Select the prepositions, conjunctions and interjections in

pre-positionandconjunction.

i. Maitre Jean could not bear theman, but Catherine, his wife,would keepforhima choice morselofbacon,and answer