GRAMMAR AND COMPOSITION

FOR HIGHER GRADES

GORDON A. SOUTHWORTH

Superintendent of Schools, Somerville, Massachusetts

AUTHOR OF "NEW LESSONS IN LANGUAGE," AND "OUR LANGUAGE

THOS. R. SHEWELL AND COMPANY

BOSTON NEW YORK

CHICAGO

Educ T 759.01.825

HARVARD COLLEGE LIBRARY

GIFT OF

GINN & COMPANY

MARCH 17 192

COPYRIGHT, 1901,

BY GORDON A. SOUTHWORTH.

PREFACE.

In the study of language, aside from the mental training it gives, there are two fundamental aims: (1) to give the learner power to express his own thoughts with precision; (2) to enable him to understand the thoughts of others. The importance of these aims can hardly be exaggerated. Vagueness and inaccuracy in expression as well as in thinking are a fruitful source of misunderstanding and inefficiency. Hence the growing insistence upon the study of language in every scheme of education.

For the attainment of these ends at least three things are necessary. Presented in their logical, not their chronological order they are : a knowledge of grammatical forms and the relations of words in sentences as established by the present usage of the most careful and acceptable writers and speakers; abundant and suitably graded practice in the oral and written expression of the student's thought; and, finally, an acquaintance with the best literature.

It is the proper function of a text-book in English grammar and composition to place before the student an orderly and intelligible statement of the principles that determine the structure of words and sentences, and at the same time to furnish exercises for practice in the application of those principles. Provision for the third essential, the study of literature, must be left mainly to the works of the writers who have built up or who are building up our literature, and to manuals adapted to that especial end. Yet even here, since a knowledge of the principles of grammar is essential to the right interpretation of an author, opportunity for exercise in their application in literary analysis should not be omitted entirely from a school grammar.

Though both composition and grammar contribute in greater or less degree to the same end, the ability to use language intelligently and with facility, yet they differ essentially in their character and method of treatment. For this reason, in the arrangement of the book no attempt has been made to intermingle exercises in composition with work in grammar. Part I., accordingly, treats of composition in its various forms, and contains exercises in great variety adapted to the growing experience and intelligence of the pupil. They are not to be taken consecutively, but are to be used as varying needs may warrant.

Part II. deals somewhat at length with the sentence as the structural unit in the use of language, because a knowledge of its elements and their relation one to another must logically precede any detailed study of words and their forms. The parts of speech are briefly treated in this connection to give an intelligent idea of the composition and character of the elements of sentences as well as to show that classification and inflection depend upon use.

Part III. presents the parts of speech with considerable fullness of detail in their classes, inflection, and syntax. Teachers will of course discriminate between what is to be learned and what is given only for reference. Attention is called to the treatment of case, both as an inflection and as a relation; to the unusually full presentation of infinitives and participles; to the tabulated summaries at the close of chapters for purposes of review; and to standard literary selections for study.

Throughout the book sentences for illustration and study are given in abundance. That the student may learn that the rules that govern form, structure, and good usage are general in their application, they have been intentionally drawn both from literature and from the language of ordinary intercourse.

In both composition and grammar special emphasis has been laid on the choice of the proper word. The tendency towards freedom if not looseness in the use of forms, and the disposition to ignore certain well-established rules on the part of latter-day writers and speakers, have been discouraged by pretty close adherence to the usage of those who are striving to maintain the highest standards. It may not be possible to stem the tide, but certainly the efforts of teachers and text-books should be directed towards keeping the language free from corrupting and weakening forms of speech.

The Appendix contains a brief history of the growth of English, Rules for punctuation, a chapter upon the composition and derivation of words, etc.

In the preparation of this book the author has had the advice and assistance of gentlemen of the ripest scholarship and long experience in teaching. Grateful acknowledgments are made for the helpful criticisms and suggestions of supervisors and teachers whose use of the author's other language books has shown where changes or additions were possible in the interests of clearness, simplicity, or fuller treatment of certain subjects.

Constant reference has been made to the works of grammarians of acknowledged repute, as Mason, Sweet, and Nesfield among English, and Whitney and Carpenter, among American authors. Thanks are due to Houghton, Mifflin & Co., and D. Appleton & Co. for their courtesy in allowing the use of selections from their publications.

July 1, 1901.