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AN ANALYTICAL AND PRACTICAL O-TijJ^l^lsaL^Ti, or TUK ENGLISH LANGUAGE, WITH AN APPENDIX —ON— PROSODY. PUNCTUATION, &c. V . ^9nniV ^rr •ii>r—^iwr Xntered •ooordfng to Act of the Parliament of Canada, in flie 7«ar One Tlioniand BightHnndred and Qixtj-eight^ bf the Bariuun) EoiBTOit BTrasov, LL.D., Chief Super- intendent of Education for Ontario,in the Patent Oflice "^ ofthe DMDinion of Canada. .n JUL 16 1932 bo '.'V'.v*!/ PREFACE. InlarfingbeforetheTeacharsofthe Provinceaueir^rorkon BoglishGrammarforusein ourpublic Bchools, it mjoynotIm oatofplacoto sayafewwords respectingthis particularttaa- tise. FormanyyearsBullions' Grammarhasbeenoxtensi«^«ly used inthe schoolsof the Province,andhasmet withagreat amount of success. Itwds feltthatwith certain alterations) which the investigations of other authors into various grammatical consiructions, Ac, have rendered necessary, it wouldbe the best suited^forthepurposeofformingtheba«ia ofaText Bookforgeneraladoption. Wherevertherehasbeen •ay deviation from the opinionsadvanced by Bullions, aooh dav'aition hasnotbeen madewithoutdue care and*ottenttott. taeiog;paid totheconflictingopinionsofdifferentwrit«r»,aivl^ witlKmiajustbalancebein^stFuok. InoFdevthatthevoiaaife'lMi' M arackuniformityac'poiftibltfinthodefinitionsef^dFlaiii'Ol 8paKk, ko.f in theauthoriaedLatinimd ^gU»h OmnWniMi. hM timfluiMNKHogy beoi^adapted,M-ftra*pmotioablls, ttell found inthe Latin Grammar. Thinwas thought the pmfM^ fiibla> plJMi) for ike foUowiog' reason:-^kat, tr&ev »^«pil lMs>^1ll(ir«ughlymasteredtbisGrammarjhe may, itt'this-naf^, !•»pntfMved; ifnecsflsavy,to>take up hi» latin GlMnMr, mA, flkMttttffkinis»lY>at hM&e-rt^hitsphraseeldgyynay so^ ItooonfMllsdtolearnanentirely newsefofdeAaitloliit: *PkeBdltorhasdeemedttttore«dvimMetotet^tlieABoOftlla'. H extendthroughthewhole ofthebookfromth£»'|ioitt#wbvt^ ottttKtbeJndioitmslyihtiioduced,thantocoafkM)iiltoon^plr'- HottlM portion ol tke Grammar. The^ ob^eei sooght tO'9t^ •Iteinedistheleadingofth»pupil; stepbystep, inovdoptbai' homay tiemoreinterested in thispartieularbranch ofgram- mar,than,perhi^s, homightbe, were hoto takeup Analysis w ft separateanddistinctportion. Thesubjecthas notbeen iMfttedmorefully than itdeserves,forapupil'sabilitytoreoA ^iUMijfttUiy,dependsnotalittleuponhis beingablo to atutfym wmtUy^ Many valuable hintshave been gathered, both, in thisandotherpartsoftheGcasunar, from Morell's excellent IV PREFACE. The part onSyntax isnotexhanstive, butitis hopedthatit will be foundtocontainagreatdealthatisuseful,whichmay beturnedtogoodaccountby ajudicious teacher; forinthis branch of study, as inevery other,atext book is buta poor Instrument to work with unless there be a master-hand to guide it. With respectto examples of False Syntax, it has been deemed best to placetheminthe Appendix,that they maynotmartheunityoftheplan,andthattheymaybeused ornotaseachteachermaythinkadvisable. Ifwewishourpu-• pilstospeakandwritewithgrammatical correctness, it does notseemtobe themostjudiciousplantoplace before them examplesofincorrectSyntax. Itwould,intheop'nionofthe S£t0T,beequallyunwisetoplacebeforeapupiladrawingout ofall proportion andotherwisefoulty,and thenexpect him toproduceacorrectcopyofwhatthe picture shouldbe. We musialwayBrememberthatinstructionisconveyedtothemind throughtheeye,equallywiththeear,andthattheimpression eonf^ed bytheformerisveryliktlytobefthemoreUurtilig. UiihitviewOffthecase,itissuggestedthatinsteadofthepnj^il bdngiequiredtocorrecttheseexamplesandtogivebisreasonis,- theTeacherhimselfshouldbe carefulwithrespecttohitown gnmmatical accuracy,and correcteveYy mistekethathetnay detectinhispupils,andexplaintotheminwhatwaytheyhave violatedtheBnlesofSyntax. .:/... TheAppendixonProsodyhasbeentakenfromPr»polUcHpla English Grammar, aud will be found to contain adl ttetJs r<$;ii|^tefor thegenerality ofpupilstokyow respeotinci>^t Imnohofgrammar. ThearticlesonPunctuationandQcmji^ sition-^two very important branches—have been^caraliDUy prepared, and will doubtless commend themselvei to hoth Teachersandpupils. Free usehasbeenmadeoftheworksof Dalgleish, Anffus, . t(^ler, Mulligan, and others,andthe Editorgladly avails himselfoftheopportniaityofacknowledgingthevaluableas- sistancewhichhehasderivedfromtheirrespective Qrainmars. In orderthatthis Grammarmaybethorougl^lyuseful, itis suggested that the Teachershouldtake his pupils over the Introductory Grammar before ho places this larger work in theirhands. iSpvcATiox Office, . July, 1868. 1 .. CONTENTS Grammar, Definitionanddivision of 1 Part I.—ORTHOGRAPHY. Letters,Division of 2 Syllablesand Spelling 3 Part II.->ETYMOLOGY. Words, Dt 'iii-t'onand Division of. 4 Parte of Speech, Definition of 5 Tm•KoDHoN. Inflections of 66 Kinds ofNoun 7 * (lender 9 Fersonification 11 Person 13 Number.. 14 Irregular Plurals 15 Plurals ofForeign Nouns 17 Nouns Irrsgularin Number 13 Plural ofProperNames 19 C3a8e. , 20 Nominativeand Rules 21 Po88essive 22 > <... Rules 23 ObjectiveandRule 24 Parsing 24 ; AnalysisofSubject 2G Subject 27 Tn Adjiotivr. 28 ...^ The DistinguishingAdjective 30 Inflection 31 Adverbial Comparison 32 Irregular do 33 Adjectivesnotcompared 34 BuleandParsing 35 Analysis, Phrasu «.«.,. 35 f .1