RULES FOR FINAL AND ADDITIONAL SYLLABLES.

Note. The Pupil is expected to have completed the Author's Second Grammar (Abridgment); otherwise, these Rules must be deferred till he has finished Etymology.

Exercise 6.-LESSON 6.-P. 11.

46. Rule 1. a. Monosyllables ending with f, l, or s, preceded by a single vowel, have those consonants doubled, as, muff, ball, loss; except as, goes, has, his, if, of, is, this, thus, us, was, yes.

b. But monosyllables not ending with f, l, or s, preceded by a single vowel, preserve their final consonant single; as, man, fur, fox; except add, bunn, butt, buzz, ebb, egg, err, fuzz, inn, odd,

purr.

c. Words of more than one syllable have the final consonant generally single, if preceded by a single vowel, as, alabaster; except words ending in for s, which are doubled; as, rebuff, harness.-d. Chard is used as a final letter only in words of more than one syllable, when i or ia precedes it, as physic, maniac; -in monosyllables, it is always followed by k, as duck, trick, except lac, zinc. In derivatives also, c is followed by k, when the pronunciation requires it; as traffic, trafficker; frolic, frolicking.

47. Rule 2. a. Words ending in y, preceded by a vowel, retain the y upon taking any augment; as, boy, boy-s, boy-ish; joy, joyful;

; annoy, annoy-ance.

Except slain, laid, paid, and said, and their compounds, unlaid, unpaid, unsaid.

b. But words ending in y, preceded by a consonant, change the y into i, upon assuming an augment; and also in forming the plurals of nouns, the persons of verbs, verbal nouns, past participles, comparatives, and superlatives; as, happy, happ-ily, happiness; duty, dut-ies; try, tri-est; carr-y, carr-ier, carr-ied; hol-y, hol-ier, hol-iest. .-c. But ing and ish, retain the У that i may not be doubled; as, carr-y, carry-ing; bab-y, bab-y-ish.

d. The termination ty is changed into te before the affix, ous; as, bounty, bounteous.

e. Exercises on Rule 1. ·Correct in writing the following;· Tal, fal, stif, cros, los, staf,—hass, thuss, mis, gras, gass, hil, bul, stres. - Rumm, hatt, catt, bagg, runn, mapp; -od, buz, eg, eb. f. Exercises on Rule 2. Write the Plural Nominative of — Day, play, ray, valley, joy, sky, fly, beauty, bounty, glory, frailty. g. Write the Possessive Singular and Plural of these ;joy, glory, day, beauty, valley, bounty, play, duty, delay. h. Write the Indicative Present Singular of - Deny, defy, decoy, cry, try, delay, glorify, satisfy, decay, say, glory.

- Sky,

i. Write the Present and Past Participles of-Tarry, defy, try, glorify, satisfy, cry, delay, say, beautify, decay.

j. Add er and est to the following ;- Merry, happy, lazy, hasty, comely, ugly.

k. Add ish to these ;-Comely, wiry, gummy, boggy.

1. Add ly, ful, or ness to these ;- Steady, duty, holy, fancy, bounty, dry, hasty, heavenly.

m. Add ous to these ;-Beauty, duty, bounty, plenty.

n. Correct the following errors;-Portraied, dismaied, plaiful, annoiance, destroiing, annoier, comelyness, uglyness, angryly, beautyful, tarriing, comeliish.

48. Rule 3. a. Words ending in silent e retain the e on receiving an additional syllable beginning with a consonant; as, pale, pale-ness; abate, abate-ment. Except in du-ly, tru-ly, aw-ful, judg-ment, abridg-ment, acknowledg-ment, lodg-ment, argu-ment, and wholly, in which the final e is rejected.

b. Words ending in silent e, reject the e when the additional syllable begins with a vowel (as, ing, ish, able, y, &c.); as, place, plac-ing, cure, cur-able; slave, slav-ish; rose, ros-y.

c. But when e is preceded by c or g soft, and also in sale, tithe, it is retained before able and ous (but not before ible); as peace, peace-able; charge, charge-able; courage, courage-ous. But reduce, reduc-ible; and also practic-able, gracious, spacious, from practice, grace, space.

d. E is changed into i before ty; as, humāne, humănity. Final ie is changed into y before an affix beginning with i; as, die, dy-ing.

e. The e is retained in a few words when receiving an augment beginning with a vowel, to prevent ambiguity; as, in singeing, from singe, to scorch,-to distinguish it from singing, the participle of sing; and in dyeing, colouring, to distinguish it from dying of a disease.

f. Words ending in ee omit one e when the additional syllable begins with e; as see, seeth; but retain it before ing and able; as see-ing; free-ing; agreeable.

g. Exercises on Rule 3. Add (in writing) ness, less, ly, ful, or ment to the following ;- Sedate, love, entire, secure, waste, hoarse, allure, abate, sincere, cease; - Awe, true, judge, abridge, whole, argue, acknowledge.

h. Add some; - Lone, whole, trouble, tire.

i. Add ing; Shame, shake, convince, intrude, charge, manage, revenge, judge; - singe, dye.

j. Add ish;- - White, slave, thieve, drone, brute, mule. k. Add y;

plague. 1. A

vice,

m.

fuse.

able;

- Haste, rope, shade, case, noise, bone, slime,

;- Cure, tame, blame, remove; sale, change, serrge, manage, damage.

ible;-Sense, reduce, convince, force, produce, deduce,

n. ad ous;— Courage, outrage, advantage; membrane, grace nitre, bile, fame.

o. Add ty; -Serene, pure, severe, sane, insane, humane, divine.

Exercise 8.- LESSON 8.-p. 12.

49. Rule 4. a. Monosyllables, and words accented on the last syllable, ending with a single consonant, preceded by a single vowel, upon assuming another syllable beginning with a vowel, have the final consonant doubled, as scan, scan-ning; mud, mud-dy; to begin, a begin'-ner; to remit', a remit'-tance.

b. But when a diphthong precedes the final consonant, or the accent is not on the last syllable, the consonant is not doubled; as, boil, boil-ing; need, need-y; to vis'-it, a visít-er. (But woollen, woolly). c. No doubling takes place before a cons. aug.; thus, blot, blot-s.

d. Words ending in / or p, though not accented on the last syllable, have frequently, but very improperly, the l or p doubled; as, traveller, worshipper. The and p ought, in these instances, to be single.

e. The following will illustrate the entire rule:

1. Consonant doubled.

a. Blot, permit', repel.

a. Blot-test, permit'-test, repel'-lest.

a. Blot-ting, permit-ting, repel-ling.

a. Blot-ted, permit-ted, repel-led.

a. Blot-ter, permit-ter, repel-ler. a. Mud-dy.

2. Consonant single.

b. Deal, recoil, su'ffer, be'nefit.

b. Deal-est, recoil-est, suffer-est, benefit-est.

b. Deal-ing, recoil-ing, suffer-ing, be

nefit-ing.

b. Deal-ed, recoil-ed, suffer-ed, be-
nefit-ed.

b. Deal-er, suffer-er, benefit-er.
b. Rain-y.

3. Consonant augment single- Blot-s, seal-s, deal-s, suffer-s.

f. Exercises on Rule 4. Add est, s, ing, ed, er, (or or) to each of the following:-Drag, split, drum, fan, blot, scan; admit', compel', concur, distil', extol', permit', annul', commit', intermit', defer', excel', fulfil'.

g. Add est, s, ing, ed, er (or or) to each of these:- Boil, toil, soil, coin; su'ffer, fo'ster, wor'ship, coun'sel, trav'el, cov'er, li'bel; shout, appeal, sneer; inhe'rit, mo'del, pro'ffer.

h. Add to these:-Fog, coal, gum, room, wood, need, clod, shrub, sleep, rain, sun.

50. Rule 5. a. Words ending in any double consonant except ll, retain both consonants upon assuming an augment, beginning either with a vowel or a consonant; as, stiff-ly from stiff, odd-ity, from odd, harmless-ness from harmless.

b. But words ending in l, generally, if not always, drop one before a consonant; as, before ness, less, ly, and ful; as, full, fulness; skill, skil-less, skil-ful. But ill-ness, still-ness, shrill-ness, small-ness, and words in all, are exceptions.

51. Rule 6. a. Compound words are generally spelled in the same manner as the simple words of which they are composed; as, glass-house, there-by, up-hill.-b. But words ending in lin their simples, generally drop one 7, when joined to other words; as al-mighty, al-ready, al-ways, hand-ful.-c. But, when all, hill,

mill, and well, form the termination of a compound word, the ll is generally preserved; as, in re-call, be-fall, up-hill, wind-mill, fare-well.

52. Gram. p. 13.- Questions. - State the advantages attendant on uniformity of spelling. What observations are made with regard to words terminating in syllables of the same sound? What peculiarity belongs to words ending in y? How do words derived from French in re now terminate? Mention the exceptions. What observations are made with regard to Latin derivatives in or and French in eur? What observations are made with regard to words ending in or and er?- words ending in ense or ence?— the derivations of these last?-words formerly ending in ant, ance?-words formerly beginning with en? - When a verb ends in se or sy how does its corresponding noun end? What observations are made with regard to verbs ending in ise or ize?-the termination ction or rion ?-the words befall, &c.? With what must New Terms conform ?

50. Exercises on Rule 5. a. Join er, ed, and ing to these: Dress, scoff, kiss, toss, stuff, possess.

Add ness, less, or ly to these:-Stiff, careless, thoughtless, gruff, gross, odd, remiss.

Add ful to these:-Distress, success, bliss.

b. Add ful to these:- Will, skill.

Add er, ed, ing, to Roll, toll, kill, mill.

Add ly to Hill, chill, dull, full.

Add ness to Tall, chill, small, dull, full; ill, still, shrill.

51. Exercises on Rule 6. c. Prefix re and mis to call, and give the derivatives; prefix up to hill.

d. Correct the following errors on Rule 6. Allso, fullfilling, allways, hurtfull, wellcome.

Exercise 10.-LESSON 10.-p. 15.

53. Questions. - Repeat Direction First for acquiring a knowledge of Orthography. The Second Direction.- The Third Direction.

55.-1. Quote or write the words similar in sound, but different in spelling and signification.-2. Words differently spelled, but pronounced nearly alike. -3. Words of similar sounds, but differing in respect of aspiration and import.-4. Words spelled alike, but differently pronounced and applied, according to the accent.-5. Words accented on the same syllable, but whose spelling, &c. may be changed by a change of the part of speech.-6. Words which change one or more letters, to distinguish the different parts of speech. -7. Words liable to be mis-spelled from the silence of one or more letters.8. Words of unsettled Orthography.-9. Difficult or unusual words.-10. Words which vary in their termination according to their meaning or derivation.

Exercises. 55.-1. Distinguish in writing, between Adze, adds; Ale, ail; Altar, alter; Aught, ought; Practice, practise; Populace, populous; &c.-2. Between Accidence, Accidents; Assistance, assistants; Council, counsel; Elusion, illusion; Emerge, immerge; Idle, idol; &c.—3. Between Add, had; Arm, harm; At, hat; Ill, hill; &c. -4. Between Ab'sent, absent; Au'gust, august; Min'ute, minute'; Des'ert, desert; &c.. -5. Between Abuse, s., abuse, v.; Advice, advise; Close, a., close, v.; Prophecy, prophesy.-6. Between Bath, bathe; Breath, breathe; Cloth, clothe; Grief, grieve; Grass, graze. II. Between Sailor, sailer; Assigner, assignee; Dependent, dependant.-7. Underline the silent letters in Achieve, Autumn, Cupboard, Acquiesce, Business, Doubt, Aisle, Catalogue, Fatigue, Answer, &c.

121

PART IL - ETYMOLOGY.

Hints on Teaching Etymology.

1. Let a portion of the large and small type of the Grammar be carefully read over by the pupil and thoroughly explained.

The teacher should explain the meaning, not only of particular words and phrases, but of every sentence, in regular succession, till he is satisfied the pupil has a full and accurate conception of the subject. It will frequently be necessary for the teacher to supply, viva voce, numerous additional illustrations. Proceed in this manner with each paragraph.

2. Repetition.

The rules and definitions which have been thus read and explained, must next be correctly committed to memory and repeated to the teacher,

3. Questions and Exercises.

When the rules and definitions of a portion of the Grammar have been read, explained, and repeated, according to the preceding directions, the pupil must then be required to answer the Questions and correct the Exercises belonging to the same. Proceed in a similar manner through every portion.

Prior to his entering upon Syntax, it is imperative that the pupil be a good parser. By frequent parsing, he is made acquainted, not only with the inflections, &c., of each word, but in a great degree with its signification. Indeed, so obviously great is the utility of parsing, that he who neglects this impo. tant exercise is justly chargeable with a high degree of culpability.

ETYMOLOGICAL PARSING TABLE.

1. An Article. Why? Definite or Indefinite? Why?

2. A Substantive. Why? Proper or common ?-gender?-number?— case? person? Why? Decline it. Quote the rule for the formation of the plural. 3. An Adjective. Why? Mention the degree of the comparison; compare it.

4. A Pronoun. Why? What kind?-gender?-number?-person ? case? Why? Decline it. If a Relative-which is the antecedent ?

5. A Verb. Why? Transitive, Intransitive, or Passive?-regular, or irregular? Mood? tense?-number? — person? Why? Conjugate the verb, or mention its principal parts.

6. An Adverb. Why?

7. A Preposition. Why? 8. A Conjunction. Why?

9. An Interjection. Why?

Note. In parsing, the teacher is recommended to observe the order given in the preceding Table, and, for a time, require the pupil to assign a reason for every thing, Thus, were the phrase, "I teach," to be parsed, the pupil might say, I is a personal pronoun, why? masculine or feminine gender, why? singular number, why? first person, why? nominative case, why? Decline it. Teach is a transitive verb, why? irregular, why? indicative mood, why? present tense, why? singular number and first person, why? conjugate it.

When the pupil has become familiar with the declension of nouns and pronouns, the comparison of adjectives, and the conjugation of verbs, this method of parsing may be much abbreviated.