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THE SYSTEM METHOD -¥o. 1. 
 
 THE 
 
 System or Branching Method 
 
 BIDTJO^^TIOlSr- 
 
 BY 
 
 / 
 
 ISAAC ELDRIDGE WILSON, 
 
 INVENTOR OP THE LEAKNEB'S WOKK-TBEE, AUTHOR OF THE SYSTEM METHOD, A SBBIES 
 OF TEXT-BOOKS FOB SCHOOLS, A SERIES OF STUDENT'S WORK-BOOKS, ETC. 
 
 #/ 
 
 ' THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE."— EMERSON. 
 
 Yolume 1. 
 
 Learner's Work-Tree Company. 
 
kl 
 
 Ij ID 
 
 -Ws'i 
 
 J^. J<^ .^^K^^ 
 
 COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 
 
 ALL RIGHTS RESERVED. 
 
 Any infringement will be prosecuted to the full extent of the law, 
 
 "^V^- ^^^' "T^ 
 
/ 
 
 Qt^l 
 
 97 
 
 LIST OF SCIEITCE-TREE GUIS. 
 
 ij {J ^ ij ij ^^ 
 
 PAGE 
 
 Botanical Work Tree 25 
 
 Zoological Work-Ti'ce 26 
 
 Learner's Work-Tree 98 
 
 Orthographic Work-Tree 102 
 
 Orthographic Synthesis-Tree 116 
 
 Ideographic Work-Tree (Final Letters and Hyphen Branches) 175 
 
 Orthographic Work-Tree Complete 202 
 
 Ideographic Work-Tree (Capital Letter Branch) 229 
 
 Etymological Work-Tree 274 
 
 Grammatical Work-Tree Incomplete 488 
 
 Grammatical Work-Tree Intermediate 574 
 
 Grammatical Work-Tree Complete 494 
 
 Arithmetical Work-Tree (Not Corrected) 628 
 
 Arithmetical Work-Tree (Corrected) 642 
 
pRKE'i^.ai:. 
 
 
 ai 
 
 i^HE great theme of this volume is the learner's process of 
 k work. That learning is doing, is everywhere cried — doing 
 \^^W^ what\% the difficulty, the estopping question. That learning 
 is doing something has ever been known. Learning is doing 
 what ? has remained till to-day the great unsolved problem of 
 the school world. Nor is this doing process, by which we are 
 to learn the system (science) of orthography, grammar, etc., 
 undeveloped because merely blocked, or burdened : it is undeveloped 
 because practically undiscovered, or unknov/n. For, previous to the 
 discovery that these sciences are tree systems, we knew not zvhat 
 system these science systems are; as a matter of course, we could not 
 do such systems. Now that these sciences are shown to be tree systems 
 {branch systems'), the true process of learning (doing) is at once 
 revealed to be branching — an up-the-tree process. The student's doing 
 process, in learning letter, word, etymon, etc., is branching such letter, 
 word, etymon, etc., up the tree branches, which are its classes 
 organized together as c\^.%?,-branches of a science- tree system. No 
 longer either a mystery or a difficulty, the learner's process of doing 
 (learning, or making) orthography, grammar, etc., is, with the i:)ubli- 
 cation of this first volume of The System or Branching Method^ made 
 known. 
 
 It has been known only that every science is a "system," a 
 "one," a "whole," a "unified whole," or a "unity." It was not 
 known what system a science system is. 
 
 Ueberweg : "Science is a whole of knowledge in the form of the 
 system." " Science has its true existence only in the ^j/i-/^;/?/^^/-/;/." 
 A "whole" what? in the "form" of a/Aa/ system? These ques- 
 tions Ueberweg leaves unanswered. 
 
 Bishop Butler: "A system [science system] is a one or a. whole 
 
 [vl 
 
vi PREFACE. 
 
 made up of several parts." But what "whole," and what "system," 
 is a science? 
 
 Herbert Spencer: "Knowledge of the lowest kind is ununified 
 knowledge ; science is partially imified knowledge ; philosophy is 
 completely ?^;z{)f^^ knowledge." "Unified" into what unit? is the 
 difficulty unanswered. 
 
 Sir Wm. Hamilton: "Generalization (system knowledge) is only 
 the apprehension of the one in the many." Apprehension of the 
 "one" what \n the "many" objects? 
 
 Anaxagoras : "The mind only knows when it subdues its objects, 
 when it reduces the many to the one^ Reduces the "many" to the 
 "one" what? for reducing the many to the one, must needs be 
 reducing the many to the one something. 
 
 " The Flatonists : All knowledge is the gathering up into one, and 
 the indivisible apprehension of this unity by the knowing mind." — 
 Hamilt07i' s Metaphysics. Gathering up into a "one" what? is still 
 the unsolved problem. 
 
 Plotinus : "Our knowledge is perfect as it is one.'" — Id. " One " 
 what ? 
 
 '•'•Leibnitz, Kant, Aristotle, have defined knowledge by the repre- 
 sentation of multitude in unity. ^^ — Id. 
 
 Tlius do authorities declare that a science is a "system," a "one," 
 and a "whole." But a system, a one, and a whole must be a system, 
 a one, and a whole oi some kind; oi what kind has been the insuper- 
 able difficulty. 
 
 It has not been known what kind of a "system," a "one," a 
 "whole," a "unified whole," or "unity" a science is. And because 
 we knew not what system, Avhole, or unit a science system is, we could 
 not ascertain how to do such science (system). To unlock this doing 
 process, — to find the learner's true process of work, — was to find what 
 system a science system is. Now the golden key with which this 
 "doing" difficulty was unlocked (in orthography, grammar, initial 
 and final letters, etymology, botany, zoology, and arithmetic) was the 
 elementary principle that all thinking — all learning or knowing — is 
 branching ^dcCacwX-diX into known (branched) class. By "branching" 
 is meant classifying (first step), organizing (second step). 
 
PREFACE. vii 
 
 The systematizers (scientists) have taken the first step, — 
 merely classifying (the letter in orthography, the word in grammar, 
 etc.,) the particulars. But because they have not " gathered up into 
 one" (tree) these classes so formed ; because they have not thus or- 
 ganized (branched) these classes into tree-system " unity ; " they have 
 known neither the student's process of work (branching) nor his in- 
 strument and guide (the tree). 
 
 They have not taken the second step, — branching or organiz- 
 ing these classes into a "unilied" ''system" "whole," — without 
 which second step the learner's process of doing, or making, a branch 
 is impossible j just as it is impossible to do or make a building without 
 some knowledge of what the unified system whole of such building is. 
 Such second step organizes (branches) the classes (of letters, words, 
 etymons, etc.,) into a tree-system whole, every class properly be- 
 longing to such science system becoming a branch of such logical 
 tree : so that, by tracing a letter^ a word, etc., upward through its tree 
 system, we therein trace (branch) such letter or word through its 
 classes. But tracing a thing through its classes is learning that thing; 
 and tracing (branching) a thing through its classes as branched 
 together in a "unified" "system" "whole," is learning that thing 
 by means oi system (science). Thus it is that the learner's doing pro- 
 cess is branching (from the tree trunk upward), and that the branch 
 whole (the tree) of the system is his invaluable instrument and guide. 
 
 How invaluable is this branch-whole (the tree) in learning (doing, 
 or making) such branch, will astonish most teachers. Suffice it here 
 to say that such tree whole (branch-plan) cannot be less invaluable to 
 the learner (doer, or maker,) of such branch than is the building- 
 whole (building-plan) to the builder (doer, or maker,) of a building. 
 If building a building is doing (making) a building, as all agree it is, 
 what think you of builders who know not even what the system whole 
 (plan) of a building is like? If, then, learning a branch is doing 
 (making) a branch, as all unwittingly or otherwise agree it is, what 
 think you of our learners who know not even what the system whole 
 of a branch is like ? 
 
 And whom does it not startle that we have studied orthography, 
 grammar, etc., not knowing what the system whole is like? What 
 think you of a student who finishes his study of tlie ammal parts, — 
 
VUl 
 
 PREFACE. 
 
 ulna, radius, tibia, fibula, eye, ear, stomach, liver, heart, back-bone, 
 pelvis, etc., etc., — ignorant what the unified system whole of these 
 animal parts is? What think you of a student of these animal parts 
 who "completes" his study, ignorant that such a thing as an animal 
 (whole) has any existence? What think you, then, of our students 
 who actually finish their study of the tree parts, — sonant, subvocal, 
 digraph, aspirate, abrupt, continuant, dental, labial, etc., — ignorant 
 what the unified system whole of these tree parts is? What think 
 you, further, of a student of these tree parts (branches) who "com- 
 pletes" his study (as our pupils all do), actually ignorant that such 
 a thing as an orthography tree (whole) has any existence? 
 
 Not knowing the system (whole), it was impossible to find the doing 
 process by which to do the system (science). And this fact, namely, 
 that they know not what system a science is, — this is why no system 
 of doing processes is to be found in the writings of Aristotle, Mon- 
 taigne, Comenius, Locke, Rousseau, Pestalozzi, Jacotot, Spencer, or 
 other educational reformer. But, if learning a branch is doing that 
 branch, should they who profess to show us how to learn it, be them- 
 selves unable to show us how to do it ? If learning orthography is 
 doing it, ought not he who knows how to learn it, to know also how 
 to do it? 
 
 Teachers have reason, therefore, for protesting against fruitless 
 
 theorizing and unapplied schemes ; for, even though a theory be pure 
 
 gold, what is gold worth that cannot be used ? Away with these vain 
 
 essays and prolix lectures ! Away with any who, professing to know 
 
 what is to be done to learn, are yet themselves unable to do that thing ! 
 
 "Every tree that bringeth not forth good fruit is hewn down and cast 
 
 into the fire. ' ' He that professes to know the adding process, should 
 
 not be unable to add. 
 
 I. E. WILSON. 
 
 P. S. — In justice to himself, the author should state that this entire 
 volume has been written within a period of twelve months, duri:-:g 
 which time he has taught an average of five hours a day. Those v.'ho 
 from experience know what multiplicity of labors crowd upon the 
 teacher to unfit him for such a work, will exercise a charity of judg- 
 ment toward the author for whatever undue repetition or hasty work 
 appears. 
 
<30NTi:nTS. 
 
 The System Method. 
 
 The Knowing Thought Thinks Paeticulab Through Class 15 
 
 The Mental Result op Learning is a Branch (or Tree) System 40 
 
 We Learn the Branching, or Organizing, Act onlt bt Doing It 54 
 
 A Stupid Question 60 
 
 The Educational Guide a Natural Product 64 
 
 The Long-Sought-eor Guide in Remembering is the Tree-Ststem Whole . . 66 
 
 The Branch Whole — Orthography. 
 
 The Wliole and the Cat's-tail Part — No Branching Guide Previously Discovered 
 — The Orthostatic Work- Tree — Bird's-Eye View of the Branching Process 
 — Written Analysis by the Worli-Tree — Oral Analysis by the Work-Tree — 
 Progi-am Made up from Work-Tree — The Words Analyzed — No Current 
 Method Correct — Written Synthesis by Work-Tree — Oral Synthesis by 
 Means of Work-Tree — The Student Now Knows Whole and Part — Many 
 Learned in One — Why these 3-step and 4-step Programs are Used — By 
 Programs, the Student Learns by Doing — The Programs Force the Student 
 to Decide — This Method of Branching by Programs Sustained by Author- 
 ity .pp. 79-145 
 
 WoRK-BooK OF System Orthography— Grade B. 
 
 Appendix A: Lessons to be Assigned — Appendix B: Orthographic Chart — 
 Appendix C: Rules for Spelling — Challenge — Prog. 1:1. Voice. 2. Sound. 
 3. Continuance. — Prog. II: 1. Voice. 2. Sound. 3. Position. — Prog. Ill: 
 1. Voice. 3. Sound. 8. Continuance. — ^Prog. IV: 1. Letter. 3. Sound. 3. 
 Continuance. — Prog. V: Branching by Learner's Work-Tree — Prog. VI: 
 Branching by Learner's Work-Tree (Continued) — ^Prog. VII: 1. Position. 
 3. Sound. 3. Letter.— Prog. VIII: 1. Position. 2. Sound. 3. Letter.— Prog. 
 IX: 1. Position. 2. Construction. 3. Continuance. — Prog. X: 1. Letter. 3. 
 Continuance. 3. Obstruction. — Prog. XI : Branching by Learner's Work- 
 Tree — ^Prog. XII: Branching by Work-Tree (Continued) — ^Prog. XIII: 
 Branching by Work-Tree (Continued) — Prog. XIV: 1. Union. 2. Letter. 
 3. Subdivision. — ^Prog. XV: 1. Union. 3. Construction. 3. Diacritical Mark. 
 — Prog. XVI: 1. Union. 3. Obstruction. 3. Diacritical Mark.— Prog. XVII: 
 
X C0NTE27T8. 
 
 1. Union. 2. Obstruction. 3. Diacritical Mark. — Prog. XVIII: 1. Position. 
 
 2. Accent of Syllable. 3. Diacritical Mark. — ^Prog. XIX: 1. Position. 2. 
 Accent of Syllable. 3. Diacritical Mark. — ^Prog. XX: 1. Position. 2. Inter- 
 ruption. 3. Diacritical Mark. — ^Prog. XXI: "Written Analysis — Prog. XXII: 
 Oral Analysis — Prog. XXIII : Oral Analysis — ^Prog. XXIV : Oral Analysis 
 —Prog. XXV: 1. Number of Noun. 2. Eulefor Spelling. 3. Gender.— Prog. 
 XXVI: 1. Number of Noun. 2. Rule for SpeUing. 3. Gender.— Prog. XXVII: 
 
 1. Principal Parts of Verb. 2. Regularity. 3. Rule for Spelling. — ^Prog. 
 XXVIII: 1. Prin. Parts. 2. Inflection. 3. Rule for Spelling.— Prog. XXIX: 
 Consonant Doubled by Learner's Work-Tree — ^Prog. XXX : Vowel Changed 
 ■by Learner's Work-Tree — Prog. XXXI: Plural Sign by Learner's Work- 
 Tree — Prog. XXXII : Rules for Spelling by Learner's Work-Tree — Prog. 
 XXXIII: Rules for Spelling by Work-Tree (Continued)— Prog. XXXIV: 
 Rules for Spelling by Work-Ti-ee (Continued) — Prog. XXXV: 1. Phonic 
 Spelling. 2. Syllabication. 3. Rule for SpeUing.— Prog. XXXVI: 1. Phonic 
 Spelling. 2. Syllabication. 3. Rule for Spelling. — Appendix D : Definitions 
 
 of Orthographic Terms pp. 147-180 
 
 WoRK-BooK OF System Orthography — Grade A. '^-^ 
 
 Appendix A: Lessons to be Assigned — Appendix B: Orthographic Chart — 
 Appendix C: Rules for Spelling — Challenge — Prog. I: 1. Position. 2. 
 Voice. 3. Sound. 4. Continuance. — Prog. II: 1. Position. 2. Contin- 
 uance. 3. Obstruction. 4. Sound. — Prog. Ill: Branching by Learner's 
 Work-Tree — Prog. IV: Branching by Learner's Work-Tree- — Prog. V: 1. 
 Position. 2. Construction. 3. Letter. 4. Sound. — Prog. VI: 1. Sound. 
 
 2. Obstruction. 8. Construction. 4. Letter. — Prog. VII: 1. Letter. 2. 
 Continuance. 3. Obstruction. 4. Interruption. — Prog. VIII: 1. Union. 
 2. Letter. 3. Subdivision. 4. Obstruction. — Prog. IX: 1. Union. 2. Ob- 
 struction. 3. Subdivision. 4. Diacritical Mark. —Prog. X: 1. Union. 2. 
 Interruption. 3. Subdivision. 4. Diacritical Mark. — Prog. XI: Written 
 Analysis — Prog. XII: Oral Analysis— Prog. XIII: Written Synthesis 
 by Synthesis Tree — Prog. XIV: Written Synthesis from Memory 
 (Mental Tree) — Prog. XV: Oral Synthesis from Memory (Mental Tree) 
 »— Prog. XVI: Oral Synthesis by Position— Prog. XVII: 1. Noun. 3. 
 Current. 3. Origin of Name. 4. Rule for Spelling. — Prog. XVIII: 1. 
 Noun. 2. Current. 3. Origin of Name. 4. Rule for Spelling.- Prog. XIX: 
 1. Substantive. 2. Case Forms. 3. Number Forms. 4. Rule for Spelling. 
 — Prog. XX: 1. Indicatives. 2. Participles. 3. Inflection. 4. Rule for Spell- 
 ing. — Prog. XXI: 1. Composition. 2. Derivation. 3. Accent. 4. Primary 
 Accent. — Prog. XXII: 1. Syllabication and Dir.critical Spelling. 2. Phonic 
 Spelling. 3. Rules. — Prog XXIII: 1. Syllabication and Diacritical SpeU- 
 ing. 2. Phonic Spelling. 3. Rules. — Prog. XXIV: Rules for speUing by 
 Work-Tree — Prog. XXV : Hyphen, Consonant, and Vowel by the W ork- 
 Tree— Prog. XXVI: Plural and Possessive Signs by the Work-Tree 
 
CONTENTS. xi 
 
 — Prog. XXVII: Final Letters and Hyphen bj- the Work-Tree — Prog. 
 XXVIII: Capital Letters by the Work-Tree — Prog. XXIX: Capital Let- 
 ters by the Work-Tree — Prog. XXX : Capital Letters by the Work-Tree 
 — Prog. XXXI : Final Letters and the Hyphen by the Work-Tree — Prog. 
 XXXII: Final Letters and the Hyphen (Continued) — Prog. XXXIII: 1. 
 Composition. 2. Derivation. 3. Origin of Eoot. 4. Affix. — Prog. XXXIV: 
 1. Composition. 2. Derivation. 3. Origin of Root. 4. Affix. — Appendix 
 D : Number, Gender, and Case — Appendix E : Piules for Syllabication — 
 Appendix F: Rules for Pronunciation — Appendix G: Rules for the Use 
 of Capitals — Appendix H: Nomenclature of Orthography pp. 181-244 
 
 WoRK-BooK OF System Ety:\iology. 
 
 Appendix A: Lessons to be Assigned — Prog. I: 1. Indicatives. 2. Participles. 
 
 3. Inflection. 4. Rule for Spelling. — Prog. II: 1. Indicatives. 2. Participles. 
 8. Regularity, 4. Rule for Spelling. — ^Prog. Ill: 1. Noun. 2. Current. 3. 
 Origin of Name. 4. Rule for Spelling. — Prog. IV: 1. Plural. 2. Current. 3. 
 Origin of Name. 4. Rule for Spelling. — Prog. V: 1. Composition. 2. Der- 
 ivation. 3. Accent. 4. Primary. — Prog. VI: 1. Substantive. 2. Number 
 Forms. 3. Case Forms. 4. Gender. — ^Prog. VII: 1. Substantive. 2. Case 
 Forms. 3. Plural. 4. Gender. — Prog. VIII: 1. Fundamental. 2. Three 
 Parts. 3. Two Forms. 4. Rule for Spelling. — ^Prog. IX: 1. Prime Prefix. 2. 
 Origin in. 3. Derived Forms. 4. Generic Meaning. — Prog. X: 1. Prime 
 Affix. 2. Origin in. 3. Derived Forms. 4. Generic Meaning. — Prog. XI: 1. 
 Composition. 2. Derivation. 3. Accessory. 4. Accessory Class. — Prog. XII : 
 
 1. Composition. 2. Derivation. 3. Accessory. 4. Accessory Class. — ^Prog. 
 XIII: 1. Nature. 2. Consolidation. 3. Connection. 4. Generic Meaning. — 
 Prog. XIV: 1. Nature. 2. ConsoUdation. 3. Connection. 4. Generic Mean- 
 ing.— Prog. XV: 1. Nature. 2. Part of Word. 3. Part of Speech. 4. Generic 
 Meaning.— Prog. XVI: 1. Nature. 2. Part of Word. 3. Part of Speech. 4. 
 Generic j^.Ieaning. - Prog. XVII: 1. Nature. 2. Part of Word. 3. Origin in. 
 
 4. Generic Meaning. — Prog. XVIII: 1. Nature. 2. Part of Word. 3. Angli- 
 cization. 4. Origin in. — Prog. XIX: Branching by the Learner's Work-Tree 
 — Prog. XX : Branching by the Learner's Work-Tree — Prog. XXI : Branch- 
 ing by the Learner's Work-Tree — Prog. XXII: 1. Prefix-|-Radical-(-Suffix. 
 
 2. Radical from. 3. Affixes from. 4. Etymological Meaning. — Prog. XXIII: 
 1. Preflx-fRadical-fSuffix. 2. Radical from. 3. Affixes from. 4. Etymologicrd , 
 Meaning. — Prog. XXIV: 1. Preflx-j-Radical-)-Suffix. 2. Radical from. 3. 
 Affixes from. 4. Etymological Meaning. — Prog. XXV: 1. Prefix-{-Radical 
 -[-Suffix. 2. Radical from. 3. Affixes from. 4. Etymological Meaning. — Prog. 
 XXVI: 1. Prefix-|-Radical-j-Suffix. 2. Radical from. 3. Affixes from. 4. 
 Etymological Meaning. — Prog. XXVII: 1. Preflx-}-Radical-j-Suflix. 2. 
 Radical from. 3. Aflaxes from. 4. Etymological Meaning. — Prog. XXVIII: 
 Written Analysis — ^Prog. XXIX: Oral Analysis — Prog. XXX: Written 
 Synthesis from Memory (Mental Tree) — Prog. XXXI: 1. Adjunct-fBase 
 -j-Suffix. 2. Adjunct from. 3. Base from. 4. Etymological Meaning. — Prog. 
 
xii CONTENTS. 
 
 XXXII: 1. Adjunct+Base-|-Suffix. 2. Adjunct fi-om. 3. Base from. 4. 
 Etymological Meaning. — Appendix B : List of Irregular Verbs — Appendix 
 C : Kules for Spelling — Appendix D : Number, Gender, and Case — Appen- 
 dix E : Greek, Latin, and Anglo-Saxon AflBxes — Appendix E : A Catalogue 
 showing the Roots, Affixes, and Etymological Meaning of the Most Im- 
 portant English Words pp. 245-364 
 
 English Grammar. 
 
 No Science System Known — The Potential Mood a Blunder — The Fifteen As- 
 sertions of These Grammarians — Would Make the Verb Belong to the 
 Mood — Potential's Foundation False — May, Can, etc. Usually Indicative — 
 An Annihilating Argument — ^Learner's Process of Work Benighted — The 
 Future Tense a Fallacy — Shall and WiU are Presents — The Correct Theory 
 of Tense — The Current Doctrine of Case — Two Words as One — We Know 
 in System — We are to Remember the System — The Tree in Developing the 
 Science — Whether there is Such a Science as Grammatical Etymology pp. 36.5-402 
 
 The System Grammar — Grade A. 
 
 First Step : Classifying the Words 405 
 
 Nouns : Demonstrations I to VI — Verbs : Demonstrations VII to XIV — ^Pro- 
 nouns : Demonstrations XIV to XVI — Adjectives : Demonstrations XVI 
 to XVIII — Adverbs : Demonstration XVIII — ^Prepositions : Demonstration 
 XIX — Conjunctions: Demonstration XX — Interjections: Demonstration 
 XXI. 
 
 Second step : Branching the Classes (Dems. XXII to XXXI) 485 
 
 Analysis, or Dissection (Demonstration XXXI) 539 
 
 WoRK-BooK OF System Grammar — Grade B. 
 
 Challenge — Appendix A: Lessons to Be Assigned — Prog. I: 1. Noun. 2. 
 Number. 8. Thing Named. — Prog. II: 1. Noun. 2. Number. 3. Thing 
 Named. 4. Rule for SpeUing. — Prog. Ill: 1. Noun. 2. Number. 8. Gen- 
 der. 4. Rule for SpeUing. — Prog. IV: 1. Verb. 2. Principal Parts. 3. 
 Regularity. 4. Tense. — Prog. V: 1. Regularity. 2. Principal Parts. 3. In- 
 flection. 4. Tense. — Prog. VI: 1. Regulai'ity. 2. Inflection. 3. Action. 
 
 4. Tense.— Prog. VII : 1. Inflection. 2. Time. 3. Tense. 4. Event. — 
 Prog. VIII: 1. Inflection. 2. Time. 3. Event. 4. Mood.— Prog. IX: 1. 
 Inflection. 2. Tense. 3. Time. 4. Mood. Prog. X : 1. Inflection. 2. 
 Tense. 3. Event. 4. Mood.— Prog. XI: 1. Xegulai-ity. 2. Inflection. 8. 
 Tense. 4. Mood. — Prog. XII: 1. Pronoun. 2. Person. 3. Number. 4. 
 Case. —Prog. XIII : 1. Substantive. 2. Person. 3. Number. 4. Gender. 
 
 5. Case. —Prog. XIV: Branching by Grammatical Work-Tree — Prog. 
 XIV Continued: Branching of Fundamentals— Prog. XV: 1. Adjective. 
 2. Class. 3. Accessory to What?— Prog. XVI: 1. Adverb. 2. Class. 3. 
 Accessory to ^Yhafi — Prog. XVII : Branching of Adjuncts, or Accessories 
 
CONTENTS. xiii 
 
 — Prog. XVIII: Branching of Fundamentals and Adjuncts — Prog. XIX: 
 1. Preposition. 2. Object. 3. Antecedent Term. 4. Object. — Prog. 
 XX: 1. Conjunction, 2. Class. 3. Parts Connected. 4. Likeness of 
 Parts. — Prog. XXI: 1. Interjection, 2, Principle. — Prog. XXII: Branch- 
 ing of Words— Prog. XXIII : Branchingof Verbs— Prog. XXIV: 1. Sub- 
 stantive. 2. Case. 3. Construction. 4, Office. — Prog. XXV: Branch- 
 ing of Substantives — Prog, XXVI: Branching of Accessories — Prog. 
 XXVII: Branching of Connectives — Prog. XXVIII: Branching of 
 Words pp. 555-576 
 
 WoRK-BooK OF System Grammar — Grade A. ■ 
 
 Prog. I: 1. Noun, 2, Current. 3. Thing Named. — Prog. II: 1. Noun. 2. 
 Current. 3. Thing Named. 4. Rule for Spelling. — Prog. Ill: 1. Class 
 of Noun. 2. Number, 3. Gender, 4, Personification. — Prog. IV: 1. 
 Class of Noun. 2. Person. 3. Number, 4. Gender, 5. Personification. 
 
 — Prog. V: 1. Number. 2. Gender. 3. Case. 4. Case Determined by. 
 
 — Prog. VI: 1. Number. 2. Gender. 3. Case. 4. Case Determined 
 by. — Prog. VII : 1. Verb. 2. Principal Parts. 3. Regularity. 4. Tense. 
 - — Prog. VIII: 1. Principal Parts. 2. Regularity. 3. Inflection. 4. 
 Tense.— Prog. IX: 1. Regularity. 2. Inflection. 3. Event. 4. Mood. 
 — Prog. X: 1. Regularity. 2. Inflection, 3. Time. 4. Mood. — Prog. 
 XI: 1. Regularity, 2. Inflection. 3. Event. 4. Time. 5. Mood.— 
 Prog. XII: 1. Principal Parts. 2. Regularity, 3. Tense. 4. Mood. — 
 Prog. XIII: 1. Regularity. 2. Inflection, 3. Tense. 4. Mood.— Prog. 
 XIV: 1. Class of Pronoun. 2. Person, 3. Number, 4. Gender. 5. 
 Case. — Prog. XV: 1. Class of Pronoun. 2. Person. 3. Number. 4. 
 Gender. 5. Case. — Prog. XV: Pronouns Continued — Prog. XVI: 1. 
 Adjective. 2. Class, 3. Accessory to What? — Prog. XVII: 1. Adjec- 
 tive. 2. Class. 3. Accessory to What?— Prog, XVIII: 1. Adverb. 2. 
 Class. 3. Accessory to What? — Prog. XIX: 1, Preposition. 2. Ob- 
 jective. 3. Antecedent Term, or Base. 4. Unlikeness in. — Prog. XX: 1. 
 Conjunction. 2. Class. 3. Parts Connected. 4. Likeness of Parts. — Prog. 
 XXI : 1. Interjection. 2. Principle. — Prog. XXII : Branching by the Gram- 
 matical Work-Tree — Prog. XXII Continued: Branching by the Tree - 
 Prog. XXIII : Branching by the Grammar-System Tree Complete — Prog. 
 XXIII Continued : Branching of Infinite Verbs — Prog. XXIV : Branching 
 by the Grammar-System Tree — Prog. XXIV Continued: Branching of 
 Verbs — Prog. XXV: 1. Substantive. 3. Class. 8. Case. 4. Construction. 5. 
 Oflace.— Prog. XXV Continued: Substantives Classified - Prog. XXVI: 
 Branching by the Grammar-System Ti'ee — Prog. XXVI Continued: Branch- 
 ing of Substantives— Prog. XXVI Continued: Branching of Substantives 
 
 -Prog. XXVI Continued: Branching of Substantives— Prog. XXVII: 
 Branching by the Grammar-System Tree— Prog. XXVII Continued: 
 Branching of Substantives — Prog. XXVIII : Branching by the Grammar- 
 
xiv CONTENTS. 
 
 System Tree — Prog. XXIX: BrancliiDg by the Grammar-Sysicui Tree — 
 Prog. XXIX Continued : Branching of Accessories — Prog. XXX : Branch- 
 ing by the G-rammar-System Tree — ^Prog. XXX Continued : Branching of 
 Words — ^Prog. XXX Continued : Branching of Words — Prog. XXX Con- 
 tinued : Branching of Words — Prog. XXXI : Analysis, or Sentence Dissec- 
 tion pp. 577-622 
 
 The Science of Arithmetic Developed. 
 
 Of Every Branch of Learning There is a One or a Whole — This One-and- 
 Whole System is the Tree System — What is the Unit of a Science — What 
 Would be the Tree Trunk — No-time Division of Percentage — Time Divis- 
 ion of Percentage — The Tree Test Again— Second Set of Solutions Cor- 
 rected by the Tree — Third Set of Solutions CoiTected by the Tree — ^Prob-' 
 lems — System-Method Solutions — The System Method Established — The 
 Question Set at Rest — Short Methods pp. 623-652 , 
 
 WoRK-BooK OF System Arithmetic — Grade B. 
 
 Compound Numbers: Reduction Ascending — Empirical and Rational Solu- 
 tions — Comparative Measures — ^Longitude and Time: Class I and Class 
 II Problems — Simple Proportion — Fractions — The System Method — Only 
 Three Cases — ^ Where Should Fractions be Taught — Difference Between the 
 Three Cases and Simple Proportion — ^Percentage — ^Proiit and Loss — Com- 
 mission — ^Insurance — Taxes — Simple Interest pp. 653-688 
 
 WoRK-BooK OF System Arithmetic — Grade A. 
 
 Reduction Ascending — Comparative Measures — Longitude and Time — Stand- 
 ard Unit— Calendar Time — Old Style and New Style — Why Add the Extra 
 Day, February 39 — Islanders' Date Line — International Day Line — Date- 
 Line Problems — Compound Proportion — The System Solution Shortened 
 — Fractions — Inquiry 1st — Inquiry 2d — Percentage — Profit and Loss — 
 Commission — Simple Interest and True Discount — Annual and Com- 
 pound Interest — Bank Discount — Money Exchange - Arbitration of Ex- 
 change — Stock Investments — Arithmetical Algebraic Problems. ... pp. 689-744 
 
 Merits of the System Method. 
 
 It has a Guide — It is Masterly — It has a Process — An Advanced (2d) Step — 
 
 Divers Other Merits pp. 745-752 
 
THE SYSTEM METHOD, 
 
 The Knowing Thought Thinks Particular through 
 Glass. — This is but another form of putting a truth well 
 known to every school-boy ; namely, that every sentence 
 has a subject (particular) and a predicate (class). A know- 
 ing thought is a thought knowing or discovering what a 
 thing is. Nothing could be more simple and sure than this 
 elementary truth, that to know a thing is to know what it is. 
 It gives no adequate intelligence concerning an unknown 
 particular, to declare that it has such and such, that it might 
 be so and so. You tell us that the object of which we wish 
 to be informed has a stomach, an eye, or else ; but that is 
 too meager. We inquire what it is. We want to know or 
 think it through the verb is, and without this knowledge we 
 are never satisfied. If, using the verb is instead of has or 
 any other, you divulge that the object is such and such a 
 thing, our curiosity and dissatisfaction are quashed. And 
 we may become even scientifically acquainted with the 
 object of our inquiry if you continue with the verb is till you 
 have shown us all the classes to which it belongs ; say 
 Caucasian, man, mammal, vertebrate, animal, etc. (Read 
 Grevy, page 26, downward on the tree through these five 
 classes.) 
 
 Starting with the particulars mink, weasel, etc., at the 
 extremities of the branches in cuts, pages 25, 26, let the 
 reader form sentences as they here follow :— 
 
 [15] 
 
16 
 
 THE SYSTEM METHOD. 
 
 
 
 
 Subject. 
 
 
 
 Predicate. 
 
 1. 
 
 The 
 
 
 mink 
 
 is 
 
 a 
 
 flesh-eater. 
 
 1. 
 
 The 
 
 
 mink 
 
 is 
 
 a 
 
 mammal. 
 
 2. 
 
 The 
 
 
 weasel 
 
 is 
 
 a 
 
 vertebrate. 
 
 8. 
 
 The 
 
 
 leopard 
 
 is 
 
 an 
 
 animal. 
 
 14. 
 
 
 
 Marcel 
 
 is 
 
 a 
 
 Frenchman, 
 
 19. 
 
 
 
 Huxley 
 
 is 
 
 a 
 
 man. 
 
 29. 
 
 The 
 
 red 
 
 pine 
 
 is 
 
 an 
 
 exogen. 
 
 29. 
 
 The 
 
 red 
 
 pine 
 
 is 
 
 a 
 
 vegetable. 
 
 He will not fail to perceive that the direction of the mind is 
 from the particular (mink, Marcel, etc.,) downward on the 
 tree through the classes (mammal, man, etc.,) to which such 
 particular belongs. The knowing thought runs, " A mink is 
 a flesh-eater ; " not, " A flesh-eater is a mink." The judgment 
 is from Huxley (the particular) to or through man (the 
 class). We say, "Huxley is a man;" not, "A man is 
 Huxley." We say, " The banana is a phenogam ; " not, 
 "The phenogam is a banana." Let him who would learn to 
 teach with enhanced success and continued delight, — let him 
 contemplate this "tree of knowledge" till he shall fully 
 realize this greatest of all educational and psychological 
 principles ; namely, that every thought thinks (or branches) 
 dowjtward on the tree system from particular through known 
 class. Here, at the outset, the author may inform the reader 
 that all scientific education proceeds by tracing particular 
 through its classes as branched into the tree system ; that 
 every science system is a tree system ; that educational 
 power is simply the power of projecting the tree-system 
 organism into disorganized particulars ; that the crucial test 
 to which every educational scheme is to be put, is the crucial 
 test of the tree system ; that by means of this tree-system 
 organism, not only is the comparative worth of every kind 
 of knowledge to be determined, but by it the true, system, 
 scientific, or organizing, method of teaching and learning is 
 to be determined ; that by it the st\xd&n\.'s process of work in 
 learning — the desideratum of the schools — is to be developed. 
 
THE FORM OF TRUTH. 17 
 
 Every truth will fit every other ; because all truth is a 
 branch or sub-branch of a grand truth system. And this 
 truth system is a tree system. Think of the universe of 
 truth, or knowledge, as a grand tree of truth, in form like 
 material trees — body comprehending all the branches, myr- 
 iad in number, divided and sub-divided toward the utmost 
 extremities. Now inquire which way on the limbs, sub- 
 limbs, and remote branches of this great tree system, the 
 human mind runs, and you will be surprised to find that you 
 cannot think a sane thought in which the mind does not 
 run from outward inward, from the particular to the more 
 comprehensive part, or branch. Everywhere in the economy 
 of life, the feasible result or function is reached by means of 
 some organism. The great Organizer reaches the result 
 vision through means of the organisms, the brain and the 
 eye, which are connected as parts of one system. The same 
 infinite Organizer reaches the result of touch, in our behalf, 
 through the organisms finger, brain, etc., which are similarly 
 connected. It is gratifying to know that in the realm of 
 truth — in all our knowing — we are but to follow after the 
 example of the Creator. To reach the power of deciding, in 
 our behalf. He employs the organs of sight, hearing, touch, 
 smell, temperature, and weight, which organs are likewise 
 associated with the brain, and mutually, as parts of one sys- 
 tem-whole. We are simply to imitate the Creator. We, 
 too, are to reach the power to decide, which is the mental 
 work of life, by means of an organism, — the tree-system 
 organism, — by tracing the thing to be learned, or explained, 
 through that tree system to which it belongs. 
 
 But before going farther with these deductions, let us 
 consider further that most elementary and most valuable of 
 all truths ; namely, that in the mental activity called learn- 
 ing, we think from particular through its classes— think of 
 the thing to be learned as belonging to known classes. The 
 discovery of the tree system as the only possible represent- 
 2 
 
18 
 
 THE SYSTEM METHOD. 
 
 ative of a science system, will, we doubt not, soon revolution- 
 ize the disorganizing or incongruous methods as well as 
 
 ^> A 
 
 orthogra.fh;io ^work-tree. 
 
 Copyright, 1886, by I. E. \^^LSON. 
 
 much of the text-book matter now taught in the schools. 
 To this science-system representative, the author wishes the 
 reader to direct his attention till he shall become familiar 
 
 * Or, DIGRAPH, DIPHTHONG, TRIGRAPH. 
 
THE FORM OF TRUTH. 19 
 
 with it. Observe, then, that what is the truth and the know- 
 ing thought, always runs from branch toward body (higher 
 branch) — from particular through class — classes that are 
 limbs of the tree system. We say, — 
 
 ibjec 
 
 /. 
 
 Predicate. 
 
 
 
 Class. 
 
 Pari. 
 
 icular. 
 
 Z 
 
 is a 
 
 sub vocal, 
 
 not. 
 
 A 
 
 subvocal 
 
 is 
 
 z. 
 
 Z 
 
 is a 
 
 letter. 
 
 not, 
 
 A 
 
 letter 
 
 is 
 
 z. 
 
 Z 
 
 is a 
 
 continuant, 
 
 not. 
 
 A 
 
 continuant 
 
 is 
 
 z. 
 
 A 
 
 is a 
 
 vocal. 
 
 not. 
 
 A 
 
 vocal 
 
 is 
 
 a. 
 
 A 
 
 is a 
 
 sonant, 
 
 not. 
 
 A 
 
 sonant 
 
 is 
 
 a. 
 
 K 
 
 is an 
 
 aspirate, 
 
 not, 
 
 An 
 
 aspirate 
 
 is 
 
 k. 
 
 K 
 
 is a 
 
 letter. 
 
 not, 
 
 A 
 
 letter 
 
 is 
 
 k. ■ 
 
 " Z is a subvocal " is truth ; for it goes from particular 
 through class, from branch toward higher branch or body. 
 "A subvocal is z" is not truth, necessarily ; for it goes per- 
 versely backward from class to particular. A subvocal 
 might be r, n, or 1, as well as z. And so universally : The 
 knowing thought thinks from particular toward or through 
 the class of which that particular is part, or branch. 
 
 Authority. — " Many men, when a proposition is to be 
 proven, spend their time in hunting up authorities and col- 
 lecting the opinions of others. By this they expect men to 
 be convinced, without once asking the question whether they 
 are convinced themselves. I would by no means speak 
 lightly of the learning of the past or of the opinions of em- 
 inent men ; but it must still be apparent that an opinion, 
 whether of an ancient or a contemporary, is worth just as 
 much as the reason on which it is founded." — Waylajzd. 
 
 If it is true that thinking is through known class, it is 
 also true that learning is a branching act — an act branching 
 the particular investigated through its classes as branched 
 together in science {i. e., tree) system. Moreover, if the 
 learning process is branching, and the long-sought-for guide 
 in learning is the branch system, it follows that the 07'ganiz- 
 ingi or system-guided, method employed in this book further 
 
20 TEE SYSTEM METHOD. 
 
 on, is the true method of learning and teaching — the desid- 
 eratum of the schools. We invite the reader, therefore, not 
 to read this argument to believe blindly ; nor should he read 
 to disbelieve ; he should only be willing and ready, if there 
 be real force in the argument, to be forced to believe. He 
 will, therefore, himself carefully weigh the proof as below 
 offered from authority. 
 
 Schuyler: "Thought is the recognition of one thing 
 under or in another, as a species [subvocal, for example] 
 under its genus, or class [sonant]." 
 
 The declaration that thought is the recognition of a 
 species (or particular) as under a genus, or class, is virtually 
 identical with the declaration that the mind passes down- 
 ward on the tree organism from branch toward body ; since 
 that is the only possible direction it could take to declare 
 the species (or particular) to be under or included in the 
 genus, or class. In recognizing the species subvocal to be 
 included in the genus sonant or the genus letter, the mental 
 act starts with subvocal, and goes downward, thus : " Subvo- 
 cals are sonants ; " " Subvocals are letters ; " for when the 
 mental journey is made the other way, — " Letters are sub- 
 vocals," — the thought is not truthful or sane, since some 
 letters are aspirates. 
 
 Day: "John is a man. Plato and Socrates were Athe- 
 nians. In all such propositions the assertion declares the 
 subject [particular] to be included under [or to belong to] 
 the class denoted by the predicate." 
 
 Wayland: "We think in judgments. To conceive of 
 things without forming judgments is to make no progress." 
 "The subject [of the judgment, or sentence] may be either 
 an individual or a species ; the predicate must be a genus ; 
 that is, it must designate a larger class than the subject. In 
 a proposition, we therefore affirm that a particular individual 
 is included within a particular class. Hence, every proposi- 
 tion must be either true or false. The subject is either 
 
TEE FORM OF TRUTH. 21 
 
 included within the class designated by the predicate or it 
 is not," 
 
 Read wakefully the vital truth here asserted by Mr. 
 Wayland : Every proposition is true or {■d\'s>Q just accordingly 
 as it does or does not affirm that particular belongs in class, 
 in making which affirmation the mental incursion is necessa- 
 rily downward from branch to body of whatever science sys- 
 tem it may be connected with. 
 
 It is mortal. — It has been asserted that the exclusive 
 form of knowing a thing, is by knowing of what class it is — 
 to think it through the verb is as belonging to some class. 
 It may be supposed by one not accustomed to abstract 
 thinking that in such judgments as " Man is mortal," " Grass 
 is green," "Riches are perishable," and "Chalk is white," 
 there is a comprehending thought without any reference to 
 class. To this objection, the author would reply, (1.) That 
 the thought, or judgment, is not as comprehensive as it 
 would be if the predicate adjective were replaced by a class 
 noun. "Man is mortal" announces only that man belongs 
 in the mortal class of things. " Man is a mortal " announces, 
 not only that the object referred to belongs in the mortal 
 class of things, but more, that the object is a man — ^belongs 
 to the class man. Thus the class noun mortal is logically as 
 much more comprehensive than the predicate adjective 
 mortal as the man is more comprehensive than the class 
 mortal things ; (2.) The doctrine that the predicate adjective 
 in " Man is mortal," " Chalk is white," etc., does not refer the 
 subject particular to a class, is erroneous. It is not denied 
 that "mortal" and "white" express the respective attributes 
 of " man " and " chalk." But eveiy attribute is a class-maker. 
 And no attribute can be perceived, or recognized, except 
 there is a comparison. This psychological truth is estab- 
 lished. But the act of comparison implies unity plus either 
 unity or a greater number ; that is to say, the act of com- 
 parison implies a class, the individuals of which are for the 
 
22 TEE SYSTEM METHOD. 
 
 comparison. Hence, every recognition of an attribute is a 
 recognition of a class. Therefore the judgment, " Man is 
 mortal," is a mental act identifying the particular man with 
 the class mortal thijigs. 
 
 Way land: "Judgment is an act of the mind affirming that 
 a particular individual or species is included in a genus, or 
 class. Thus, I judge snow to be white, grass to be green, 
 avarice to be contemptible ; that is, I judge the particular 
 individuals to be comprehended within the class which I 
 predicate of them." "Whatever is affirmed or denied of a 
 class is affirmed or denied of every individual under that class. 
 Thus, when I say, Snow is white, I mean that snow is com- 
 prehended under the class white [white things], and I affirm 
 this also of all snow whatever." " By the proposition, Caesar 
 was detestable, I affirm that Csesar [the particular] is in- 
 cluded under the class detestable [detestable things]." 
 
 Reductio ad absurdum. — The foregoing arguments 
 that the mental act of knowing is from particular through 
 class, are conclusive. But to make safety safer still, if possi- 
 ble, let the contrary of the foregoing argument be proved to 
 be false. Assume, then, that the knowing act journeys from 
 class through particular. It is accordingly to be shown that 
 (1.) Endogens are bananas, (2.) Germans are Beethovens, 
 (3.) Animals are lions, are true propositions. But if animals 
 are necessarily lions, then leopards, wolves, and foxes, which 
 are animals, are also lions. But this is absurd. Therefore 
 the proposition that the act of thinking, or knowing, is from 
 class to particular, is false. And so again n if Germans are 
 necessarily Beethovens, then Froebel and Pestalozzi, who are 
 Germans, are not Froebel and Pestalozzi, but two Beetho- 
 vens. And so on. 
 
 The second form of the knowing proposition is, " Man is 
 mortal," " Snow is white," etc. "Mortal" and "white" are 
 attributes ; but psychologists agree that no attribute can 
 exist apart from an object — apart from some thing. If " Man 
 
THE FOEM OF TRUTH. 23 
 
 is mortal " is not logically equivalent to " Man is a mortal 
 thing," then whatever thing "is mortal" is not a mortal 
 thing! But this is absurd. Therefore, " Man is mortal" is 
 equivalent to " Man is a mortal thing." It remains now to 
 show that the proposition, "A mortal thing is a man," is not 
 necessarily true. If, then, mortal things are men, beetles 
 and gnats, which are mortal things, are men. But this is 
 absurd. Hence the hypothesis that the knowing thought 
 runs from class to particular, as, " Mortal things are men," is 
 false. 
 
 Further : to say that the knowing act is from class 
 upward, on the tree branches, to the more particular, is to 
 say that the class is the particular — that mortal things are 
 men; since the knowing thought is through the verb is, the 
 copula. But to say that the class is the particular, is to say 
 that the whole (the class) is identical with its part (the par- 
 ticular), which is absurd. Therefore the thought is not from 
 class toward particular, but ever downward in the science, or 
 tree, system from particular to and through class. Finally, 
 the same absurdity may be shown by the syllogism thus : — 
 
 1. Men are Bismarcks. 
 
 2. Froebel, Pestalozzi, Beethoven, Goethe, etc., are men. 
 
 3. Therefore, Froebel, Pestalozzi, etc., are Bismarcks. 
 Jevons : " In * Dictionaries are useful,' it may be said that 
 
 the substantive things or books is understood in the predicate, 
 the complete sentence being, ' Dictionaries are useful books!" 
 The Knowing Thought Thinks Particular into Known 
 Class. — I have already proven on the authority of logician, 
 physiologist, and psychologist alike, but especially on the 
 authority of the common judgment of mankind, that the 
 knowing thought thinks from particular to class — from the 
 less to the more comprehensive ; that is to say, I have shown 
 that the mental act of thinking, knowing, learning, etc., runs 
 with the tree-system organism from branch downward to 
 higher branch thus : — 
 
24 TEE SYSTEM METHOD. 
 
 Foxes are flesh-eaters ; not, Flesh-eaters are foxes. 
 
 Napoleon is a Frenchman ; not, Frenchmen are Napoleons. 
 
 Englishmen are Caucasians ; not, Caucasians are English- 
 men. 
 
 Tyndall is an Englishman ; not, An Englishman is Tyn- 
 dall. 
 
 Red pines are coniferae ; not, Coniferae are red pines. 
 
 Pitch pines are gymnosperms ; not, Gymnosperms are 
 pitch pines. 
 
 Bananas are phenogams ; not, Phenogams are bananas. 
 
 Pine-apples are endogens ; not, Endogens are pine-apples. 
 
 Let the reader refer to the tree cuts opposite, and trace 
 the eight propositions above downward on the branches. Now 
 let it be remembered that a thing to us unknown is to us 
 nothing ; and I shall be able quickly to demonstrate that no 
 thought is even possible concerning a thing wholly unlike 
 known classes. Let it be proved that a/l things totally unlike 
 known classes are nothings, and it will then at least be seen 
 that all things that are to us real things are like known class. 
 Now all things are divided into (1.) animals, (2.) plants, (3.) 
 inorganic things. Such unknown thing totally unlike all 
 other things cannot be an (1.) animal ; for to be an animai is 
 to be like animals. But it cannot be a (2.) plant ; since to be 
 a plant is to be like plants. Neither can such unknown thing 
 be any (3.) inorganic thing ; for to be an inorganic thing is 
 to be like other inorganic things. Therefore, since this 
 unknown thing, totally unlike every class, cannot be an (1.) 
 animal, a (2.) plant, (3.) nor any inorganic thing, it can be no 
 thing, and must therefore be nothing. It is thus demonstra- 
 bly shown that no thought or thinking about things totally 
 unlike known class, is possible ; for all thinking thinks the 
 thing thought about into class, and thinking is possible only 
 as it is a throwing of particular into class. 
 
 To declare it true that foxes are flesh-eaters, Englishmen 
 are Caucasians, is to throw or branch the particulars, or sub- 
 
BOTAMIOAIv "WORKI-TREE:. 
 
 Copyright, 1886, by I. E. WILSON. 
 
 [35] 
 
[26] 
 
 ZOOIvOGICAIv WORKZ-TREB. 
 
 (WITH GEOGKAPHICAL EXTENSION.) 
 Copyright, 1886, by I. E. WILSON. 
 
THE FORM OF TRUTH. 27 
 
 ]ects, foxes and Englishmen, into the classes fiesh-eaters and 
 Caucasians. To say that Tyndall is an Englishman is to 
 throw, conceive, or branch Tyndall in the class EjiglishmeJt. 
 This great trunk truth, that we know all things by classing 
 them with other known things, is so elementary and so close 
 to us that it is hard to be fully realized. It will be made to 
 appear plain in " Reductio ad abs2irdnvi " below. 
 
 Be the thing to be learned what it may, no human mind 
 will ever fully. learn, know, or understand it till such mind is 
 able to refer it, or class it, with what it already knows — class 
 it with known class. That we cannot learn or know any 
 new particular until we can connect it with something known, 
 is a psychological truth as well established as that men are 
 bipeds, or that cats are animals, or that we exist. It is a 
 scholium of exact science. The Creator has said that knov.d- 
 edge is by making the thing learned branch, as of a tree. 
 (See Gen. 2 : lY.) And neither science so-called nor science 
 real will ever learn or make a thing known except it be made 
 known in the light of things already known, except it be 
 branched into known kinds, or classes, of things. The 
 "compare," "abstract," "generalize," '^ judge," "reason," 
 " systematize," and " imagine " of psychology are absolutely 
 nothing except a repetition of this mental down-the-tree act 
 of throwing particular into known class. Everything becomes 
 knowable by being branched into what is known ; and what 
 is known, if known perfectly, or in system, is tree system in 
 form. What of zoology is knowable is such by virtue of the 
 fact that the great Organizer has created, or organized, all 
 animals into a tree system of classes. 
 
 " We are lost in the multitude of objects presented to our 
 observation, and it is only by assorting them in classes that 
 we can reduce the infinity of nature to the finitude of mind." 
 — Sir Wm. Hamilton. 
 
 But we could not assort "the infinity" of animals in 
 " classes," except animals had first been created in classes. 
 
28 TRE SYSTEM METHOD. 
 
 And it is by virtue of the fact that the great Classifier has 
 created the multitude of animals all in classes, that we can 
 know them at all. All the millions of animals belonging in 
 classes of certain characteristics, we learn the millions of 
 individuals by learning the few characteristics of the classes 
 to which these millions belong. 
 
 "The essential matter in the first place [in studying 
 animals] is to be quite clear about the different classes." — 
 Huxley. 
 
 Being "lost" in the "infinity" of animals, the student of 
 zoology is compelled to assort them in classes, or branches, 
 in order to learn, know, and remember them. But this is not 
 all. He is further compelled to assort these first classes, or 
 branches, into higher branches, and these again into still 
 higher branches, and so on, until he has assorted, or branched, 
 this " infinity " of animals into system, or science, — into 
 science system. And this assorting of animals into classes, 
 and branching of these classes into system, results, as we 
 shall hereafter find, in a tree system of animal classes ; that 
 is, a branched system in which every branch, or limb, is a 
 class of animals : so that we not only reduce the " infinity " of 
 animals to classes, but, carrying forward the same systema- 
 tizing work, we reduce these classes to one tree-system whole. 
 Thus, the learner is not only to throw, or branch, the 
 " infinity" of animals into classes, but he is likewise to branch 
 these classes into still higher class-branches, until he sees the 
 whole multitude of animals in the unity of science [the tree) 
 system, the process of learning ever being a branching 
 process — a process throwing (J. e., mentally branching) 
 particular or a lower class, into higher class. To illustrate, 
 refer to the zoological tree, page 26. With weasel (2), dog 
 (5), and tiger (10) for his lesson, learner proceeds upward 
 through the class branches of the tree system thus : — 
 
 (2.) Weasel= Vertebrate. Mammal. Carnivora. Mustelidae. Putorius. Ermineus. 
 (5.) Dog == Vertebrate. Mammal. Carnivora. Canidae. Canis. Familiaris. 
 (10.) Tiger ==Vertebrate. Mammal. Carnivora. Felidae. Felis. Tigris. 
 
TEE FORM OF TRUTH. 29 
 
 And so learner is to continue till he is familiar with the 
 system of classes into which all animals are systematized. 
 He is not to remember each individual animal separately ; 
 for that is as impossible as it is opposed to system. He is to 
 learn and remember animals just as animals are created — in 
 class system, in a tree system of classes. And let it not be 
 overlooked that it is the whole purpose of. science, just as it 
 is the only possible work of science, (1.) to assort the multi- 
 tude of individuals into including classes ; (2.) to assort 
 (branch) these classes into higher, or including, classes ; (3.) 
 and so on, till all the classes are branched into one single 
 branch, or tree-system, whole. And let it be perceived that 
 the work of science, or system, is by no means done zvhen the 
 'multitude of objects is assorted into classes, but that THE 
 VITAL WORK OF SYSTEM, OR SCIENCE, CONSISTS IN BRANCH- 
 ING THESE CLASSES, thus formed, INTO THE BRANCHED, OR 
 TREE, SYSTEM. Why vital f — Because unless the classes be 
 thus branched together into one tree-system whole, THE STU- 
 DENT, OR LEARNER, IS LEFT WITHOUT A PROCESS OF WORK ; 
 for learner proceeds up the tree. He is given animals, — 
 weasel, dog, tiger, etc., — as his lesson ; for he must proceed 
 from what he already does to what he does not know, since 
 (1.) it is animal that he knows more or less already ; and (2.) 
 since it is the classes, or tree-branches, of animals that he 
 does not know and is to learn (or trace weasel, dog, tiger, 
 etc., through) ; and (3.) since he must naturally first trace 
 these animals through, and therein learn such classes as are 
 easiest to learn or trace through. Therefore, learner must 
 needs begin at the trunk of the tree and trace upward through 
 the system. 
 
 Evidently, since learner must trace his lesson of par- 
 ticulars, — weasel, dog, tiger, etc., — through a class, or branch, 
 system, he must needs begin tracing at the tree trunk, 
 since it is impossible thus to trace a particular in any 
 other way. He cannot trace downward till he finds where to 
 
30 'Z'i^^ SYSTEM METHOD. 
 
 Start, But to find where to start is first to trace a particular 
 from tree trunk upward to the starting place. Because 
 learner cannot go downward through the system till first he 
 goes upward through it to find where to start, learner must 
 begin by going upward. But since going upward is to trace 
 the particular through all its science-system classes, and 
 therein fully to learn it, therefore learner's process of work is 
 upward through the system. And since going upward 
 through a tree system is impossible and absurd until there 
 exists a tree system through which to go upward, therefore 
 learner's process of work is impossible until these classes are 
 BRANCHED together into system. 
 
 It is thus made plain that the most important work of 
 science or system is, by all odds, not the first step of as- 
 sorting the multitudinous particulars into classes, but the 
 second step of branching these classes into science system ; 
 that is to say, into tree system,, since the tree system is the 
 only organic system in nature that will represent the classes 
 arranged together into one whole. Thus it was in the dis- 
 covery that every science system is a tree system, that the 
 author discovered likewise the learner s process of work in 
 learning — a thing before not at all understood. The tree is 
 thus seen to be the learner's tool, or instrument, with which 
 to learn — the long-sought-for educational guide. 
 
 But we must return to the elementary truth out of which 
 grew this discovery and invention of the learner's process of 
 work and work-tree guide. Since the knowing thought car- 
 ries the thing thought about to some known class, we should 
 naturally presume that to fully know that particular, or thing, 
 the mind would carry it to, or identify it with, all the classes 
 to which its characteristics assign it. This is entirely true. 
 Take, for example, the particular / in the word " let." (See 
 the orthographic tree, page 18 ■) To detect such characteristic 
 in /as assigns it to the class letter, is to be able to announce the 
 judgment that / is a letter ; and in ascertaining this one char- 
 
TEE FOBM OF TBUTE. 31 
 
 acteristic alone, the mind has gone a long way toward perfect 
 knowledge of /. But, by closer scrutiny, we find another at- 
 tribute, characteristic, or class-mark in /that assigns it to the 
 class sonant, as distinguished from aspirate. By another ex- 
 amination, we find still another attribute, or class-mark, by 
 which we class / with subvocals as opposed to vocals. And 
 so on, till finally, by a minute inspection, we detect the 
 peculiar characteristics, or class-marks, that render it a con- 
 tijiuant, dental, lingual, and liquid, as distinguished from 
 abrupt and coalescent, from labial, palatal, and guttural, from 
 nasal and sibilant. 
 
 It is thus seen that we know the particular / fully only 
 when we have found in it six characteristics. It is seen, fur- 
 ther, that these six. characteristics of / are simply six attri- 
 butes, or class-marks ; that / is systematizable, or classifi- 
 able, into the six classes (1.) letter, (2.) sonant, (3.) sub-- 
 vocal, (4.) continuant, (5.) dental, and (6.) lingual and liq- 
 uid, by virtue or means of its six characteristics ; that to 
 find the characteristics, or attributes, of a thing is to find its 
 classes, and vice versa. And who can deny that when we 
 have found all, including the minutest and most insignifi- 
 cant characteristics, or attributes, of a thing, we know and 
 understand it ? Not, surely, any man born with human 
 reason. Who, then, will deny or question that the knowing 
 act is an act throwing, or conceiving, the particular unknown 
 in known class ? Not, surely, any man not born with brutish 
 reason. Who will deny or question that when we know all 
 about Englishmen, all about Germanic peoples, all about 
 Aryans, all about Caucasians, all about rneji, all about the 
 higher classes, mammal, vertebrate, organic, natural, qualita- 
 tive, and finally, thing, and all about all other classes into 
 which Tyndall may be thrown, — who will deny that we un- 
 derstand the particular Tyndall } Not, surely, any man who 
 knows that we know a thing when we know it. 
 
 Psychological demonstration. — What is true has the 
 
32 THE SYSTEM METHOD. 
 
 form of truth. We may, therefore, be certain that the best 
 possible illustration in developing a clear conception of the 
 act of knowing, will be that crucial criterion, the tree-system 
 organism. See the figure, page 34. Let the reader con- 
 stantly return to this figure as the explanation advances. 
 
 The child sees the oak tree, the great stone, the dog, and 
 the house standing together. At an early age it is able to 
 perceive the tree, say, as a different object from the others. 
 This perception, while very vague at first, is nevertheless a 
 recognition of some characteristic, or mark, that renders the 
 oak tree a different thing from the stone, the dog, and the 
 house. Let the reader wake widely to the truth — quite plain 
 when seen at all — that there is no perception to the child 
 until or except it perceive the tree as a different thing from 
 the other objects. But to perceive the oak tree is to con- 
 ceive a particular as belonging to a class — to conceive the 
 particular oak tree as belonging to the class thing. It may be 
 objected that the child does not perceive the tree as being a 
 thing (that is, as belonging to the class thing) ; to which 
 objection it is an overthrowing argument to reply that the 
 objector agrees that the child does actually perceive the 
 tree. But if the child does actually perceive the tree, he 
 must perceive it either as a thing or as not a thing ; that is 
 to say, he must either perceive the tree as a thing or as 
 nothing ; that is to say, if the child perceives the tree at all, 
 as the objector agrees he actually does, he must perceive it 
 as a thing. But to perceive that the tree is a thing is to 
 perceive that the tree belongs in the class thing, be that 
 class as vague to the child as it may. 
 
 That the judgment " Tree is a thing," runs from particu- 
 lar to class, has already been immovably established ; nor 
 can any argument to the contrary vitiate or disturb that 
 truth, not more than the play of thistle down can overturn 
 Bunker Hill monument ; not more than a cricket can kick 
 the earth out of its orbital path. Mark well that the child 
 
THE FORM OF TBUTE. 33 
 
 does actually perceive the tree, as all agree. Mark especially 
 that the child perceives the tree as either a thing or as not a 
 thing — either as belonging to the class thing or the class 
 nothing. But to say that he perceives the tree as belonging 
 to the class nothings is to say he perceives nothing. And to 
 say he perceives nothing is to say he does not perceive. 
 Since, therefore, he does actually perceive the tree, he must 
 of necessity perceive it as a thing — as belonging to the class 
 thing. For, if he does not perceive the tree as a thing, he 
 does not perceive it at all. Hence the grand consummate 
 truth. We can know nothing, cannot even perceive a thing, 
 except as we identify that thing with some known class, 
 however vague such class may be to the mind ; that is to 
 say, all knowable or perceivable things are knowable and 
 perceivable by virtue of the possibility of a mental act iden- 
 tifying, or connecting, them with known classes ; that is, 
 nothing whatever can be known except through a mental act 
 classing it with known things. 
 
 Having now shown that the very first perception, the first 
 knowing or learning act of the child, is throwing, or branch- 
 ing, particular into kind, or class, let us observe how all 
 knowing or learning is but a repetition of the same branch- 
 building act. The child already knows tree in the light of 
 the class thi?ig ; but he now observes an ash tree. He then 
 takes two steps (unconsciously, of course) : He says, (1.) 
 Ash is a thing ; (2.) Ash is a tree. He is now beginning to 
 learn or know — getting certain things known in mind by 
 means of which he may hereafter learn to know the unknown 
 things. Let him who would teach by following science sys- 
 tem ; let him who would guide the learner as the great 
 Brancher guides him, — let him observe how from its birth 
 the child is a science-system, that is, a tree-system, builder. 
 Again, the child observes a clump of trees. His mental acts 
 of learning are now, (1.) This is a thing ; (2.) It is a tree ; 
 (3.) It is an oak ; and (4.), as compared with the others in the 
 3 
 
34 
 
 THE SYSTEM METHOD. 
 
 clump, a red oak. And so from thing to v/hite oak and burr 
 oak ; and so to ash, mountain and white. Arid so by branch- 
 ing particular in known class, in all knozuing. Thus the act 
 of systematic knowing or learning may be defined to be an 
 act finding all the classes of the particular to be learned, 
 beginning with the tree-trunk branch thing, and going up- 
 ward through the tree-system organism, our unconscious 
 guide. 
 
 Through this class-system organism alone, we can develop 
 the truly scientific, organizing, or system, method of teaching 
 and learning ; for by it alone can we determine either what 
 the student's process of work is, or what the system whole 
 of any branch of learning is. But whether we have a scien- 
 tific, that is, a system, or truly organizing method, or whether 
 we have a method unscientific and disorganizing, will be 
 easy to determine by projecting this tree-system organism 
 into the subject. If thereby the method to be tested is seen 
 to be the same in process as going upward through this tree 
 system, it is the true, or system, method. If it is different 
 from this system-guided procedure, it is therein unsystematic, 
 disorganizing, difficult, and false or indirect. In this way, 
 for instance, it will be shown that the current text-book 
 methods of solving arithmetical problems are sadly lacking 
 
TEE FORM OF TRUTH. 35 
 
 in system, and that, therefore, they are not only difficult and 
 confusing to learn, but soon to be forgotten outside of the 
 school-room. It will also be shown that all arithmetical 
 problems, when easily, certainly, and systematically solved, 
 are solved by one and the same method, by a simple repeti- 
 tion of the three-step solution. It may also be shown by 
 this tree-system test that the rules and definitions of the 
 ordinary grammars are generally vicious and often even 
 false. 
 
 Authority. — Schuyler: "However different two classes 
 neither of which is the highest class, both are subordinate 
 to the same higher class, though not necessarily co-ordinate 
 with each other ; for, ultimately, every class may be referred 
 to that of being [or thing], the highest class. Hence, things 
 the most dissimilar must, in certain respects, be similar^ — 
 Law of Homogeneity. 
 
 " Every class contains other classes under it. In thought, 
 therefore, THE divisions of classes give classes, not 
 individuals. Hence, things the most similar must, in certain 
 respects, be dissimilar. Thus take any two classes with a 
 small difference. Now, this difference can be divided, thus 
 giving new classes distinguished by this partial difference ; 
 and so on, ad infijzitum." — Law of Heterogeneity. 
 
 Mr. Schuyler wishes to say that things are similar because 
 classifiable — similar by virtue of their having been created in 
 classes ; which is identical with the grand elementary truth 
 that things are knowable only by being classed. (See the 
 cuts, pages 25 and 26.) Were Spencer and banana, for 
 instance, classifiable in no respect, they could be similar in 
 no respect. Granting it to be known that the banana is a 
 thing, were it not that Spencer is classifiable with banana, 
 Spencer would be a nothi7tg. Spencer is thus to us a thing 
 only by virtue of this elementary truth that he is classifiable 
 with other known things, — with the banana for one thing. 
 Of Spencer and the banana we may say, — 
 
36 THE 8YBTEM METHOD. 
 
 1. Spencer belongs in the class thing with banana. 
 
 2. Spencer " " " qualitative " 
 
 3. Spencer " " " natural " 
 
 4. Spencer " " " organic " 
 
 And could we not know Spencer as belonging in, at least, the 
 class thing, we could only say, Spencer is nothing; that is, 
 Spencer is not a thing. Thus do we know that Spencer is 
 like, or similar to, banana and other things by virtue of his 
 being classifiable with such other things. But it can be 
 easily shown that all things knowable are knowable by virtue 
 of their being similar to known things. This last proposition 
 proved, and it will be plain that anything knowable is know- 
 able by virtue of being classed with known class. 
 
 To understand this truth is easy. Let us undertake to 
 know, learn, or get knowledge of, a thing not similar in some 
 fespect to some other thing known. (Refer to the tree, page 
 98.) The thing unknown and to be learned cannot be a 
 man ; for man is a thing known. It cannot be an animal ; 
 for animal is a thing known. This unknown thing cannot be 
 a plant ; for plant is a thing known. Finally, this unknown 
 thing cannot be a thing; for that, too, is a thing known. 
 But since the thing of which we are trying to get knowledge, 
 cannot be a thing, evidently it is nothing. And of what is 
 not a thing, — of nothing, — we can have no knowledge. Of 
 what, then, is not similar to some other thing known, we can 
 have no knowledge whatever. But the only thing of which 
 we have absolutely no knowledge, is nothing. Of what, then, 
 is not similar to some other object known, to us there is 
 nothing ; that is to say, things are knowable only as they are 
 similar — knowable by virtue of their being similar. We have 
 therefore, finally, the following syllogism :^ 
 
 1. Similar things are to us similar because classifiable. 
 
 2. Knowable things are to us knowable because similar. 
 
 3. Therefore knowable things are to us knowable because 
 classifiable. 
 
THE FORM OF TRUTH. 37 
 
 It may also be perceived in this connection that the great 
 elementary fact that all things are similar in some respects, 
 and yet dissimilar in other respects, is the ultimate basis of 
 all knowledge. Similarity may be called the hinge by means 
 of which we know. 
 
 Schuyler: " Thought is the recognition of one thing under 
 or in another as a species [particular] under its genus 
 [class.] " 
 
 This is an unqualified concession that every knowable 
 species or particular has a corresponding class ; that all par- 
 ticulars are created, and therefore found, in classes. But 
 none Vv^ill deny that thought is a knowing act. What Mr. 
 Schuyler really says, therefore, is that the knowing act, 
 called thought, is the recognition of one thing as belonging 
 in a class — the recognition of things as they were created ; 
 namely, in classes. 
 
 Again : " An object is defined by (1.) referring it to the 
 class immediately containing it, and (2.) by distinguishing it 
 from other objects of the class by means of its differential 
 [special or individual] quality." 
 
 Now refer to the orthographic and zoological trees, pages 
 18 and 26. Siibvocal, for example, is defined by saying, (1.) 
 that it belongs in the class sonant, or voiced sound ; (2.) that 
 it belongs in the class obstrncted sound. So man is defined 
 by saying, (1.) that it belongs in the higher class mammal; 
 (2.) that it belongs in the class erect, two-handed animal. 
 But to define a thing is to make it known precisely as it is ; 
 therefore, to render a thing known or knowable precisely as 
 it is, is to refer it to known classes. In other words, the 
 knowing act is an act throwing the thing made known into 
 known class. 
 
 Again : " The highest genus [class] is not contained 
 under [in or by] a higher genus [class], nor has it a differen- 
 tial quality [class-mark]. It cannot, therefore, be defined." 
 
 What Mr. Schuyler wishes herein to say is simple ; 
 
38 THE SYSTEM METHOD. 
 
 namely, there is no class higher, or more extensive, than the 
 highest class, thing. This highest class, thing, cannot, there- 
 fore, be satisfactorily defined ; that is to say, thing (as thing 
 merely) can be only vaguely known ; because there is no 
 higher class into which we might throw it in order thereby 
 to make it known ; since it is by thus throwing a thing into 
 known class that it can be defined, or made known. 
 
 Aristotle: "Whatever may be affirmed or denied of a 
 class [of particulars] may be affirmed or denied of whatever 
 [particular] comes under that class." 
 
 This famous dictum of Aristotle is but the recognition 
 that all things are created in, and knowable only in the light 
 of, their classes. Men, as a class, are two-handed. Knowing 
 this, we conclude that every particular, — Bismarck, Glad- 
 stone, Victoria, etc., — is two-handed. Why 1 — Because every 
 particular is known in the light of a class. 
 
 Hopkins: "A logical definition always consists of the 
 genus, that is, of the class above, and the specific difference. 
 Thus, Cato is a man, with the specific differences that make 
 him Cato. A man is a mammal, with the specific differences 
 that make him man. A mammal is an animal, with the 
 specific differences that make it a mammal, and so on till we 
 come to being, or thing, which cannot be defined, because, 
 as is commonly said, there is no higher genus above it." 
 
 To make a thing known is to make known not what it 
 has, but what it is. Accordingly, Dr. Hopkins says that man 
 is defined, or made known, by declaring, not that he has, but 
 that he is, a mammal. But to declare that man is a mammal 
 is to declare that man belongs in the class mammal; there- 
 fore, man is defined, or made known, by his being referred 
 to known class. 
 
 Wayland: "Judgment is an act of the mind in which we 
 affirm that a particular individual or species is included in a 
 particular genus, or class. Thus, I judge snow to be white, 
 grass to be green, avarice to be contemptible ; that is, I judge 
 
THE FORM OF TRUTH. 39 
 
 these particular individuals to be comprehended within the 
 class which I predicate of them." 
 
 " We think in judgments ; that is, we are always afhrming 
 one thing of another, a7zd we do not consider anything else to 
 be thinking. To conceive of things without forrning judg- 
 ments is to make no progress [in knowing, learning, or 
 knowledge.] " 
 
 This is equivalent to the declaration that the repeated 
 act by which we make progress in knowing, or learning, is 
 an act " affirming that a particular individual or species is 
 included in a particular genus, or class." 
 
 Again : " The syllogism is not a mode, it is the mode, 
 of reasoning. It is the peculiar process of the reasoning 
 faculty." But " a syllogism is a series of judgments, the last 
 of which affirms the conclusion at which we have arrived." 
 
 Thus does Dr. Hopkins — good authority — virtually aver 
 that all our conclusions (and it is the business of life to make 
 conclusions) are reached by repeating the act of judgment — 
 an act, as he himself declares, affirming that a particular is 
 included in known class. 
 
 Miscellaneous. — The practice of authors vying with 
 each other in making the most perfect and exhaustive classi- 
 fication, each in his chosen subjects, — this for the purpose of 
 rendering both part and whole easily knowable, — is a testi- 
 mony too conclusive to be overlooked ; nor is the evidence 
 of language, the material dress of this down-the-organism- 
 from-particular-to-class act, less conclusive. And what an 
 interesting hint in such casual expressions as " branch of 
 knowledge" (knowing)^ When we have gotten our feet 
 upon this vicious, knowledge-destroying doctrine of ours, 
 that education lies in a thing called knowledge, and have 
 realized that education in all branches whatever (like educa- 
 tion in writing, reading, talking, doing) lies in the act (mark 
 it, the action^ of knowing,— a mental act directed by the 
 organism of the Creator, — then we shall be able to see that 
 
40 THE SYSTEM METHOD. 
 
 our concession, "branch of knowledge," is an unwitting 
 acknowledgment, not only that the knowing act discourses 
 from particular to class in the organism of truth, but that 
 that same organism, heretofore unknown, is the necessary 
 copy by which to test or judge the merits of all educational 
 schemes. 
 
 Reductio ad absurdum. — Let it be supposed that the 
 knowing act is not an act organizing particular into class, 
 and that it is true that a thing may be known, or perceived, 
 without reference to class. Take any object as the thing 
 supposed to be unknown and yet unperceived, say the fells 
 domestlca. To perceive that this fells doniestlca is a flesh- 
 eater, is to perceive it as belonging in a class ; but that is for- 
 bidden by the hypothesis. To perceive it as a mammal or a 
 vertebrate or an animal, is likewise to perceive it in the light 
 of a class, which is forbidden by the hypothesis. Further, 
 to perceive it as an organic being, or thing, is to perceive it 
 in the light of a class. And, finally, to perceive it as a thing 
 is to perceive it as one belonging to a class — the class tJilng; 
 but to perceive it as belonging to any class is forbidden 
 by the hypothesis. We cannot, therefore, perceive or 
 know it either as mammal, animal, or thing. But what we 
 do not know, or perceive, as a thing (that is, something), we 
 know, or perceive, as not a thing — as nothing. We do 
 therefore know and perceive this thing as notJiuig; that is to 
 say, we can knozv, or perceive, nothing zvlthoiit reference to 
 class. Therefore, the doctrine of the hypothesis is absurd. 
 It is exactly parallel with the hypothesis that something is 
 nothing — that a thing is not a thing^ 
 
 The Mental Result of Learning, or Thinking, any 
 Branch is a Branch System, i. e., a Tree System. — The 
 reader should now keep in mind that all men are somewhat 
 lost in the multitude of the objects presented to our intelli- 
 gence, and that it is because we are thus lost that we educate 
 ourselves ; so that all education begins and proceeds by sys- 
 
THE B RANGE SYSTEM. 41 
 
 teniatizi7tg. " We are lost in the multitude of the objects 
 presented to our observation, and it is only by assorting 
 them in classes [say branching them through their branch 
 system] that we can reduce the infinity of nature to the fin- 
 itude of mind." — Sir Wm. Hamilton. Now, this "assorting" 
 the objects, with which any branch of learning has to do, 
 into "classes," is called learning them through science, or 
 system. And all these " classes " taken collectively are 
 called, or are to be called, a science system. All scientists 
 have taught that these classes taken collectively form a 
 science, or system ; but they have never yet discovered 
 WHAT system a science system is. Of systems there are nu- 
 merous kinds, — animal, plant, and inorganic systems ; solar 
 and stellar systems ; political, religious, and industrial sys- 
 tems ; digestive, circulatory, nervous, osseous, and muscular 
 systems ; river and lake systems ; and so forth. The question 
 to be solved is not whether a "branch of learning" is a sys- 
 tem, but what system is a branch of learning. 
 
 Ueberweg: " Science is a whole of knowledge in the form 
 of the system." "Science has its true existence only in the 
 systematic [say branch-system] form." A " whole " what? 
 In the form of what system .■' That is the great educational 
 problem. 
 
 Bishop Butler: "A system [science system] is a one or a 
 whole made up of several parts." A "one or a whole" 
 what .-• — not whether a system is a one or a whole, nor 
 whether a science is a system, but what whole and what 
 system is a science .'' Neither has the question been answered 
 by any. 
 
 Herbert Spencer : " Knowledge of the lowest kind is 
 ununified knowledge ; science is partially unified knowledge ; 
 philosophy is completely unified knowledge." "Unified" 
 into luhat unit? 
 
 Sir Wm. Hamilto?i: "Generalization (knowledge of sys- 
 tem) is only the apprehension of the one in the many.'" Ap- 
 prehension of the "one" tvhat in the many objects .■* 
 
42 THE SYSTEM METHOD. 
 
 Anaxagoras : "The mind only knotvs when it subdues its 
 objects, when it reduces the many to the one." Reduces the 
 many to the " one " w/z^s:/' f There can be neither a "one" 
 nor a " whole " nor a " system " that is not a one, a whole, or 
 a system, of something, or some kind. 
 
 " The Platonists: All knowledge is the gathering up into 
 one, and the indivisible apprehension of this unity, by the 
 knowing mind." — Hamilton s Metaphysics. Gathering up 
 into a " one " what ? is still the unanswered question. 
 
 " Plotimis : Our knowledge is perfect as it is one." — Id. 
 " One " what ? 
 
 "■Leibnitz, Kaiit, Aristotle, have defined knowledge by 
 the representation of multitude in unity." — Id. 
 
 The upshot of these testimonies is that science is a "sys- 
 tem," " a one and a whole." Bishop Butler declares that a 
 science is a " one and a whole," but does not tell us what 
 that one or whole is. Neither does Ueberweg see what sys- 
 tem the perfect science system is. Discerning that science 
 is a "whole," and that the form of that whole is some system, 
 he still fails to divulge what system, what kind of system. I 
 repeat : the great problem is and has been, not whether a 
 science is a " one," a " whole," a " unified whole," " unity," or 
 "system," but what kind oi z. one, whole, unity, or system is 
 a science } Is a science an animal system .? a planetary sys- 
 tem 1 a landscape system .? a tree system .? or something 
 else } 
 
 Now, the key with which to unlock this difficulty — the 
 time-worn problem of the schools — is the elementary princi- 
 ple that all learning, or knowing, is the simple recognition 
 of particular as belonging in some class. This truth, that 
 learning or knowing any particular consists in passing that 
 particular through its classes, I have demonstrated and set 
 at rest, showing that it rests on the same foundation as the 
 self-evident truth that a thing is and must be a thing, and 
 cannot be nothing. 
 
THE BRANCH SYSTEM. 43 
 
 We have before us, then, two plain truths, by the concur- 
 rence of which, the author of "The System Method" first 
 discovered zvhat system a science system is, and therein the 
 student's process of work and the true method of teaching, 
 so far as science, or system, is concerned : — 
 
 1. Learning a thing is. learning the classes to which it 
 belongs. 
 
 2. Learning a thing is learning the science system to 
 which it belongs. 
 
 The first proposition I have demonstrated over and over 
 again. That the second is true, we have the universal testi- 
 mony of the learned. Lideed, our authors vie with each 
 other as discoverers of system with which to explain the 
 multitude of objects to be explained under any system, or 
 science. Since, therefore, /is known in the light of the sci- 
 ence system of orthography to which it belongs ; and since 
 it cannot be known except through a knowledge of its 
 classes, it must needs be that knowing, or learning, / by 
 means of science system, is to learn it through its classes. 
 Therefore, the science system to which / belongs must be a 
 system of classes — a system whole of which the classes to 
 which / belongs are the parts. All agree that / is learned, 
 known, and remembered, when the science system of orthog- 
 raphy is learned, known, and remembered. I have shoAvn 
 that /is learned, known, and remembered, when its classes, — 
 letter, sonant, subvocal, continuant, dental, etc., — are learned, 
 known, and remembered. I have proved that we cannot 
 even think of / except as belonging to some known class. 
 It follows, therefore, that thinking /in system is, or includes, 
 thinking / through its classes. It is now evident that the 
 science system to which / belongs is a system of classes. 
 
 Similarly, do the scientists agree that, in the sentence 
 whole " I go," / is fully known when the science system of 
 English grammar is known. And I have shown that / is 
 known when its classes, — ivord, fiuidamental, siibstantive, 
 
44 THE SYSTEM METHOD. 
 
 pronoun, nominative, essejitial, etc., — are known ; so that 
 knowing the science system to which / belongs, and know- 
 ing the classes to which / belongs, amount to the same 
 thing. Hence, learning the science system of / is practi- 
 cally learning the classes of /. In this way do we again 
 conclude that science system is a system of classes. 
 
 Similarly, still, learning the zoological system to which 
 horse belongs is equivalent to learning the classes to which 
 horse belongs ; namely, animal, vertebrate, mammal, iingn- 
 lata, equidcB, equus, caballus. And so, to become acquainted 
 with the classes to which zvhite pine belongs ; namely, plant, 
 phenogam, exogen, gymnosperm, cojiifercB, pine-apple, pinus, 
 strobus, etc., is to become acquainted with the botanical sys- 
 tem to which white pine belongs. 
 
 From such considerations and a practical application, after 
 being satisfied that learning a thing is finding its classes, 
 the author quickly saw that a science system is a system 
 of classes — a system of which the parts are classes of the 
 system whole. We have already seen that a science sys- 
 tem is a " one or a whole made up of several parts ; " and 
 the fact that the parts must be classes furnishes a clue to 
 what the whole must be. For of parts that are classes, the 
 including whole can be nothing but a higher class ; just as 
 of parts that are limbs, or branches, the including whole can 
 be nothing but a higher limb, or branch. Thus a system of 
 classes is seen to be a branch, or tree, system ; since both 
 the class divided and the divisions are classes ; since both 
 the including whole and the included parts are alike, each 
 being a class. (See the orthographic tree, page 18.) Ob- 
 serve that the class letter, when divided, gives classes, sonant 
 and aspirate. And so the class sonant, subdivided, gives 
 classes, vocal and subvocal. And ever so : class divided and 
 subdivided is class branched and sub-branched, making the 
 class system a branch system, or tree system ; so that to 
 learn a letter by tracing it through its classes — through the 
 
THE BBANGR SYSTEM. 45 
 
 class system to which it belongs — is to trace it through a 
 tree system, the branches of which are the classes to which 
 such letter belongs. Tracing a letter through the ortho- 
 graphic tree system, shown in page 18, is tracing that letter 
 through its classes ; and since tracing a thing through its 
 classes is learning it, to learn a particular is to trace it 
 through the tree system to which it belongs. Thus it was 
 that the author discovered that a science system is a tree 
 system. 
 
 Hence the invention of the " Learner's Work-Tree " to 
 show luhat system a science system is, and to provide the 
 student the true process of work in learning. Mark well 
 that tracing a particular through its classes is finding the 
 attributes of that particular, which assign it to such classes ; 
 so that tracing a particular — say the letter / — through the 
 tree system (see page 18), traces / through its classes and 
 therein through its attributes. Since the classes letter, 
 sonant, subvocal, continuant, dental, are the attributes of /, to 
 trace / through those classes as branched into tree system, 
 is to unravel, or loose, its attributes, which Sir Wm. Hamil- 
 ton, Herbert Spencer, and others declare to be the true 
 process of learning. This process of learning by tracing a 
 thing through its classes as branched into tree system, is 
 learning by true analysis — analysis guided by science-system. 
 The following plain truths show that the system whole of 
 any branch of learning, is a branch, or tree, system : — 
 
 1. The tree system is the only system in nature in which 
 every part taken alone is itself a lesser whole of the same 
 features as the including, or great, whole. Every branch 
 part of any higher tree-branch whole possesses all the essen- 
 tial features of such higher, or including, whole. Any divis- 
 ion, or part, of a branch whole is itself a lesser branch whole, 
 no less complete than the greater branch whole of which it 
 is a part. So that either the branch whole or any of its parts 
 is alike branched, or linked, into a branch. Now it is be- 
 
46 THE SYSTEM METHOD. 
 
 cause every class system {i. e., science system) is just such a 
 branch system, — the class whole and each of its class parts 
 alike being branches of essentially the same features, — that 
 tracing a thing to be learned through its class system [i. e., 
 science system), traces that thing through a tree system. 
 And it is plain because every science system is such a tree 
 system, that the tree system constitutes the only possible 
 representative, or map, of such science system. How neces- 
 sary to an understanding of the systems of orthography, 
 grammar, etymology, botany, etc., how invaluable in all 
 study of these branches, is this tree representative of the 
 science wholes of these branches, will be shown farther on. 
 Suffice it here to say that, in all study of orthography, gram- 
 mar, etc., it is as indispensable — not more so, not less so — to 
 keep before the eyes and mind the tree-system Avholes of 
 these branches, as in the study of the backbone or Iowa 
 it is indispensable to keep before eyes and mind the skeleton 
 whole or United States map whole. 
 
 2. The tree system whole is the only system in nattire like 
 the whole of any branch of learning. This long-sought-for 
 demonstration of what the whole of a branch of learning is 
 like, see in the trees themselves, pages 18, 25, 26, 27i, and 
 494. Do you not there behold the subject of orthography 
 in the likeness of a tree .-^ Are not the very branches of the 
 tree named by the very names included in the nomenclature 
 of orthography .'' If the reader has eyes, does he not there 
 see that the subject of orthography, taken as a whole, is so 
 like the tree, taken as a whole, that the tree actually repre- 
 sents the subject } But if orthography as a whole is pre- 
 cisely like a tree as a whole, then orthography cannot be 
 like anything different from the tree. Therefore there is 
 absolutely nothing except the tree that orthography is like 
 — absolutely nothing except the ensemble, or organization, 
 of the tree that the ensemble, or organization, of orthography 
 is like. Therefore, absolutely nothing except the tree can 
 
TEE BRANCH SYSTEM. 47 
 
 be a Irue guide in either knowing (that is, constructing, 
 organizing, or doing the organization of) orthography, or in 
 remembering (reconstructing, or reorganizing) orthography. 
 That the ensemble of arithmetic, grammar, botany, and zool- 
 ogy, even of all knowing, is like the tree, see for yourself 
 on pages 26, 98. Therefore, not only is every branch of 
 knowledge like a " tree [a branch] of knowledge," but in all 
 learning and in all remembering, that "tree of knowledge" 
 alone is the true guide. 
 
 Let the reader undertake to prove to himself that the 
 efisevible of orthography, arithmetic, grammar, botany, or 
 zoology is like some natural and familiar object different 
 from the tree, — say some animal, building, landscape, cloud, 
 etc., — and he will bring about such a humility on his own 
 part as will enable him heartily to indorse as fact what his 
 eyes see on pages 18, 25, 26, and 494 ; namely, that the 
 tree is the only familiar object having Bacon's " root in 
 nature," to which the ensemble of any knowable branch of 
 learning may be compared. For instance, compare the 
 ensemble of orthography as represented by the orthographic 
 tree, page 18, to an elephant. What organ, or limb, of 
 the elephant will represent the tree-trunk letter? Will it be 
 the elephant's fore leg, hind leg, ear, tail, or proboscis } By 
 the time the reader has determined what organ, or limb, 
 represents the tree-trunk letter (see page 18), and then has 
 found v/hat the three branch organs, limbs, or parts of that 
 trunk letter are which represent the three branches "voiced," 
 "whispered," and " aphthongs," I am persuaded that he will 
 realize that he has not only a tail, a fore leg, and a proboscis, 
 but that he has indeed an "elephant," " on his hands" ! Plainly, 
 an elephant cannot represent the ensemble of any subject 
 whatever. And, for the same reason, no object known, ex- 
 cept the tree, which is itself a "branch," can represent the 
 ensemble of any branch of learning. Therefore, the tree, 
 which in its ensemble is like the ensemble of any branch of 
 
48 THE SYSTEM METHOD. 
 
 knowledge, is alone the true guide in learning, and the true 
 reminder in remembering, any branch of knowledge. 
 
 But " whatever may be affirmed or denied of the whole 
 may be affirmed or denied of every part contained by the 
 whole," is a principle of psychology disputed by the judg- 
 ment of no man. Since, therefore, the only possible guide 
 in learning and remembering the ensemble, or whole, of a 
 subject, is the tree, that tree is likewise the only possible 
 guide in learning and rem.embering any part or branch of 
 such subject. The reader will be able to see plainly this 
 truth for himself by referring to any one of the tree cuts, 
 say that of orthography. Take, for example, the branch 
 siibvocals, including w, y, ng, r, zh, z, th, n, 1, v, m, g, j, d, 
 and b. Now, to understand these sounds as subvocals is to 
 understand them (1.) as being voiced, or intonated, sounds, 
 (2.) as not being whispered sounds, (3.) as not being aph- 
 thongs, and finally, (4.) as being obstructed voiced sounds as 
 distinguished from unobstructed voiced sounds, i. e., vocals. 
 But thus to understand the subvocals is to understand them 
 as a branch of the tree of orthography. Since, therefore, we 
 can fully understand subvocals only as a branch of the ensemble 
 of orthography, as represented by that which contains the 
 brancJi, namely, the tree; and since we cannot remember 
 what we do not understand, we can fully remember subvocals, 
 therefore, only as a branch of the orthographic tree — only 
 through such tree as guide and means. 
 
 3. The tree system is the only familiar system in nature 
 having an indefinite number of parts. (Refer to the cut on 
 p. 26.) Now, I assume that the reader knows, what is no- 
 where denied, and what I have repeatedly proven, (1.) that 
 every known thing is known in the Hght of its organized 
 classes (see pp. 23, 24, 27, 28); (2.) that anything is 
 perfectly known when, but not till, identified with all the 
 organized, or known, classes to which all its attributes, or 
 class-marks, assign it (see pp. 30, 31, 43, M, 49) ; (3.) that 
 
THE BBANGE SYSTEM. 49 
 
 everything not known to us in the light of some class, is to 
 us a non-existence, a nothing. (See proof of this third 
 proposition on pp. 36, 40). Take Ha// of the cut, p. 26 ; 
 and now to the proof: — 
 
 Hall is to us scientifically known as belonging (a) in the 
 class being, or thing ; (b) in the class orga7tic, as opposed to 
 (1) inorganic ; (c) in aniina/s, as opposed to (2) plants ; 
 (d) vertebrates, as opposed to (3) articulates, (4) mollusks, 
 (5) radiates, (6) protozoans ; (e) mamma/s, as opposed to 
 (Y) reptiles, (8) birds, (9) fishes ; (f) man, as opposed to (10) 
 hoofed animals, (11) monkeys, (12) flesh-eaters, (13) plant- 
 eaters, (14) whales, (15) bats, (16) insect-eaters, (lY) gnaw- 
 ers, (18) edentates, (19) marsupials, (20) duck-bills, (21) 
 etc. ; (g) Caucasian, as opposed to (22) American, (23) Mon- 
 golian, (24) Ethiopian, (25) Malay ; (h) Indo-European, as 
 opposed to (26) Semitic, (27) Hamitic ; (i) Germanic, as 
 opposed to (28) Romanic, (29) Celtic, (30) Slavonic, (31) 
 Brahmanic, (32) Iranic ; (j) Eng/ish, as opposed to (33) 
 German, (34) Swede, (35) Norwegian, (36) Dutch, (3T) 
 Fleming, (38) Dane. Thus, to perfectly understand Hall is 
 to see him at least in (a to j=)10+38=48 organized classes, 
 not to 'speak of a multitude of other classes — as, honest or 
 dishonest, niortai or imniorta/, earnest or trifling, active or 
 s/othfu/, etc., etc., — entering into every comprehending, or 
 knowing, conception of Hall. 
 
 But, to be charitable with the objector who cannot yet 
 see the plain fact that the tree alone is the guide in all know- 
 ing or learning, and in all remembering, grant that Ha// is 
 perfectly understood when viewed in relation to 48 organ- 
 ized classes only. Let the reader now ask himself what 
 natural object there is in the knowable universe, except the 
 tree, that has even the 48 branches, or limbs, by means of 
 which these 48 classes can be associated together as mutu- 
 ally dependent parts of one great whole. What object be- 
 sides the tree can have 48 successively subordinated branches } 
 4 
 
50 THE SYSTEM METHOD. 
 
 There may be some curious unknown worm or sea-dragon 
 with just 48 legs. But who has heard of even an unknown 
 sea-dragon whose legs branch out of each other! as does the 
 twig out of its limb, twig and its limb out of a higher limb, 
 twig, its limb, and their higher limb out of a still higher limb, 
 and so on as in the tree, which does (as shown on page 26) 
 so branch and re-branch indefinitely as to show the exact 
 likeness of either these 48 branching and re-branching 
 classes or any other indefinite number of classes ? The tree 
 is the only familiar branching thing in the natural universe 
 that has an indefinite number of branches, limbs, or organs. 
 Therefore, the tree is the only familiar object in the natural 
 universe that will represent, or constitute a map of, the parts 
 of any branch of learning as organized, or associated, in one 
 whole. And who will deny that zuJiat is the ONLY POSSIBLE 
 MAP of any branch of learning, is not, FOR THAT REASON, 
 the only possible guide in learning or remembering that 
 branch of learning ? Were there in existence only one map 
 to guide the learner in the study of these United States, but 
 that were perfect, what fool is it that would deny that single 
 map, or guide, to be the only map, or guide, in learning and 
 remembering the topography of these United States.'' What 
 great educator ( ! ), then, will be the first, after the publica- 
 tion of the discovery of the tree as the only possible guide^ 
 or map, in learning and remembering any branch of learning, 
 to denounce the discoverer as a dangerous latitudinarian, 
 seceder, or Latter-day Saint .'' 
 
 Who, then, is unable to see that the long-sought-for 
 guide in learning and remembering is that which alone, of 
 all nature's products, has an indefinite number of branches, 
 the tree " of knowledge " .-* Upon him it devolves to show 
 that there exists some other object, not only a natural (visi- 
 ble and tangible) product, but an oh]&ct fa^ni liar to mankind, 
 that has an indefinite number of organized branches. When- 
 ever such objector to the organized tree, the true test and 
 
THE BRANCH SYSTEM. 51 
 
 guide of all organized knowledge and knowing, shall have 
 accomplished his task, he will have proved that there exists 
 a natural object familiar to us all, — say a c/ncken, for instance, 
 — having an indefinite number of branches or limbs ! — a 
 biped familiar to us all, hatched without any definite, but 
 always with an indefinite, number of legs ! Equivalent to 
 the objector's wisdom is the learning of him who should 
 declare that a biped is a five-footed animal without any 
 definite number of feet ! And I challenge any philosopher, 
 American or European, to write a single page against the 
 Creator's tree "of knowledge," as the only true guide in all 
 knowing and remembering, without committing himself to 
 some just such indefinite, and therefore infinite absurdity. 
 
 I have now established beyond any possibility of error, 
 the grand elementary, science-system-revealing truth that 
 all things are created in branch classes, and that, for this 
 reason, the act of knowing is an act branching particular 
 into class. Knowing or learning or thinking is branching. 
 Knowing is copying the Creator's branch-system organism 
 of truth, of which the tree is the sensible type ; and it is as 
 necessary to him who would learn to know, that he see 
 clearly the organism guide, as it is necessary to him who 
 would learn to write, that he see clearly his written spec- 
 imen, or guide. The specimen is guide to the writer ; the 
 organism is guide to the knower, organizer. Have I not 
 proved that knowing is branching — branching particular 
 through its classes in the form of tree-system branches ? Are 
 not any one of the many proofs already given so solid as, 
 like the solid earth, to furnish ample footing for all men to 
 believe ^ Have I not proved, if knowing, thinking, etc., are 
 not branching particular through known class, that a thing- 
 is nothing? But if knowing is branching, what is branching 
 but copying or imitating or doing the branch, just as writing 
 is copying, imitating, or doing, the written copy .'' 
 
 " But if perfect method requires us to follow nature's 
 
52 THE SYSTEM METHOD. 
 
 tree-system organism as guide, the schools are in a sadly 
 defective condition," exclaims the reader ; " for neither Aris- 
 totle, nor Montaigne, nor Comenius, nor Locke, nor Bacon, 
 nor Rousseau, nor Pestalozzi, nor Jacotot, nor Spencer, nor 
 Mann, nor any on this planet, has ever shown us what such 
 science-system, or working-process, organism guide is — not 
 even in those 'common branches,' a fair knowledge of which 
 they hold as necessary to ordinary intelligence in the affairs 
 of life." In such conclusion agree all the educators men- 
 tioned. 
 
 " A great part of the learning now in fashion, ... a 
 gentleman may be unfurnished with, without any disparage- 
 ment to himself or prejudice to his affairs." — Locke. 
 
 " We learn, not to live, but to dispute ; and our education 
 fits us rather for the university than for the world." — Id. 
 
 " Schools have failed ; and instead of teaching the foun- 
 dations, relations, and intentions of all the most important 
 things, they have neglected even the mother tongue, and 
 confined the teaching to Latin ; and yet that has been so 
 badly taught, and so much time has been wasted over 
 grammar, rules, and dictionaries, that from ten to twenty 
 years are spent in acquiring as much knowledge of Latin as 
 is speedily acquired of any modern tongue." — Comenius, as 
 quoted from. " Educational Reformer sT 
 
 " Take the road directly opposite to that which is in use, 
 and you will almost always do right." — Rousseau. 
 
 "We [school-teachers] only toil and labor to stuff the 
 memory, and in the meantime leave the conscience and the 
 understanding unfurnished and void. And as birds who fly 
 abroad to forage for grain, bring it home in their beaks 
 without tasting it themselves, to feed their young, so our 
 pedants go picking knowledge here and there out of several 
 authors, and hold it at their tongue's end only to spit it out 
 and distribute it amongst their pupils." — Montaigne. 
 
 " Yet it is the custom of school-masters to be eternally 
 
EDUCATION DEFECTIVE. 53 
 
 thundering in their pupils' ears, as if they were pouring into 
 a funnel, whilst the pupils' business is only to repeat what 
 the others have said before." — Id. 
 
 And similarly the others. Bacon pointed out why phi- 
 losophy and education were so unfruitful in his time, by 
 saying that they had lost their " root in nature." But he 
 does not tell us definitely what that root in nature is. So M. 
 Marcel says the "method of nature" is the archetype of all 
 methods. But what is the "method of nature".? What 
 definite guide is there by which to proceed when following 
 the " method of nature " .'' for until we know some guide 
 definite showing us what this " method of nature " is, such 
 very valuable( .'') "method of nature" must remain to us 
 practically a valueless method. M. Marcel gives no hint 
 what the guide is in proceeding by this " method of nature." 
 Mr. Spencer, too, has found that all improvement is in con- 
 formity to the " methods of nature." But " methods " should 
 have been put in the singular, method ; possibly, diversified 
 method. Now, what this " root in nature " and "method of 
 nature" is, the author has discovered in the tree-system and 
 working-process organism or guide — the Creator's device, 
 not man's. Knowing is a branching, or organiziitg, act — an 
 act branching particular to be learned through the science- 
 class, or class-branch, tree. Knowledge is not store in mind, 
 but exclusively skill in the branching, or systematizing act. 
 And there is as much difference between stored-in-mind 
 knowledge and skill-in-branching knowledge as between a 
 man who could tell weight, size, and pedigree of every fish 
 in the sea, and yet be outmanned by a minnow, and a man 
 who could organize a successful scheme for catching and 
 overpowering sea-dragons. Man's superiority over other 
 creatures lies in his branching, or organizing, power. 
 
 This opportunity ought not to be neglected to say that 
 until educators shall turn their eyes away from that selfish 
 Ego of psychology, and know by what is knowing, — imitating 
 
54 THE SYSTEM METHOD 
 
 the Organizer's organized, or branched, copy, — that is, until 
 men get their minds off from self and on the organisms of 
 nature, both education and liberty must despair of triumph. 
 "Be not wise in thine own eyes." " Wisdom is a tree [not 
 yours, but the Tree-Maker's] of life." Man is at best an 
 imitator, not a resolver or reader. The best imitator is he 
 who, because most forgetful of self, is most worshipful of his 
 copy. A man can write well only when he forgets what 
 curves he makes. 
 
 We Learn the Branching, or Organizing, Act only by 
 Doing It. — Every act is to be learned by doing that act. 
 Mankind have ever practiced this truth in the daily activities 
 of every individual ; nor has there ever been any theoretical 
 contention or disagreement about its truthfulness. To some, 
 the necessity of vital doing has seemed plainer than to 
 others, as we shall presently see. Withal, every babe has 
 learned the act of talking by talking , the act of walking by 
 walking ; printing by printing ; writing by writing ; running 
 by running ; sewing by sewing , swimming by swimming 
 Of practical activities learned only by doing, I might copy 
 from our census by the page. It is a proverb old as the 
 years, that we cannot be certain that we know how to do an 
 act till we have done it That learning is a mental act, and 
 that every act is to be learned by doing that act, is realized 
 by all, by pupil as well as by teacher The great question 
 m educational matters is not the simple inquiry whether we 
 learn to talk by talking, to write by writing, to do by doing, 
 but, What is to be done .? All agree that, in order to learn, 
 we are to do something; the question is, just what } Just 
 what shall we do to learn orthography } Just what shall we 
 do to learn arithmetic.'' geography.? grammar.'' history.? 
 physiology .? To suppose that we are to go through the 
 mental activities required of us in learning, without doing 
 these activities, is to suppose we can go through an activity 
 without going through it ! All this ado about " learning to 
 
LEARNING BY DOING. 55 
 
 do by doing," savors immensely of the wisdom of the doctrine 
 that doing is doing, learning is learning, your nose is your 
 nose ! 
 
 That we learn "to do by doing" is not only universally 
 accepted and understood, but is likewise universally prac- 
 ticed; Who has learned to walk without walking, to work 
 without working, to cipher without ciphering, to learn zvith- 
 out learning ? It would seem that some modern boasters 
 will yet seriously undertake to prove that heretofore man- 
 kind have learned to do without doing ! learned to see with 
 their eyes shut ! The educational problem is now what it 
 ever has been and what it will always be, not whether we 
 learn to do by doing, but what and how is it that we are to 
 do? In zu hat does such ^' doifig'' consist? What, precisely 
 what, are we to do in order to know, or get solid knowledge 
 of, arithmetic or this or that branch ? And let no reader fail 
 to grasp the nature of the question to be answered ; it is 
 simply. What is getting knowledge ? that is to say, What is 
 knowing ? 
 
 A root, or subjective, answer to this question of questions 
 can be given by Him alone who is the Root, the great I AM. 
 An objective, or branch, answer only may be attempted by 
 men, of whom it is said, "Ye are the branches." So long as 
 mankind are men, they will be able to give an objective rep- 
 resentation only of what knowing, or learning is. We shall 
 never understand psychologically. Such objective represen- 
 tation of knowing will be found in the science-system organ- 
 ism, the Creator's tree-of-knowledge organism ; and it will 
 be found nowhere else. This candle the author has lighted, 
 not, he trusts, to be seen of men, but that "it may give light 
 to all that are in the house." 
 
 Knowing is branching particular through its class system, 
 — branching, because every class system is a branch system. 
 Knowing, or learning, orthography is branching letter through 
 its classes as branched, or organized, together in the branch, 
 
56 THE SYSTEM METHOD. 
 
 or tree, system ; in other words, knowing, or learning, is 
 putting the tree-system tmity into the disorganized, and 
 therefore multitudinous, units of any science. Learning 
 orthography is bringing the multitudinous letters out of 
 their disorganized, or unknown, state, and branching, or 
 organizing, them into the branch-system, that is, the class- 
 system, unity of the tree. "All knowledge is the gatheidng 
 up into one" — Plato. " Leibnitz, Kant, Plotinus, and Aris- 
 totle have defined knowledge by the representatio7i of miilti- 
 tude in [or by] unity T — Sir Wm. HamiltoJi. 
 
 Emerson: "The man may teach by doing, and not other- 
 wise." 
 
 By doing what .-' — Evidently what the pupil does in learn- 
 ing to know, in getting knowledge ; because the true and 
 natural way of teaching every act is, as mankind agree, by 
 doing that act before the eyes of the learner, and then having 
 him do it. The natural way to teach sewing is to do sewing 
 before the eyes of the learner, that your act may be a guide 
 to the learner in repeating the act, as mankind have ever 
 done. The natural way of teaching writing is to do writing 
 before the eyes of the learner, and then have the learner 
 repeat the act. And ever so. But the reader will note that 
 while the subtle Emerson perceives plainly that all knowing 
 is doing, he falls infinitely short of the discovery that all 
 knowing is organizing — that the act of knowing is an organ- 
 izing, or, to coin a word, an " organisming" act. He says, 
 virtually. The man may teach the knowing act by doing it 
 before the pupil, and not otherwise ; because every act is to 
 be taught by doing it ; because such knowing act is itself an 
 act ever to be done ; as if we should declare that a man may 
 teach the act of writing by doing it before his pupils, and 
 not otherwise — not by directing those pupils to read about 
 the act, or otherwise ; because such writing act is an act ever 
 to be done, not to be read about merely, — not, necessarily, to 
 be read about at all. 
 
LEARNING BY DOING. 5Y 
 
 Comenius: "Things that have to be done should be 
 learned by doing them." 
 
 What Emerson perceives above, — that all things to be 
 learned are merely acts, and, for that reason, evidently to be 
 learned, or known, only by doing them, — Comenius seems 
 not to see. " Things that have to be done," says he, " should 
 be learned by doing them ;" as if there were some things to 
 be learned that might be learned without doing them ! But 
 learning, or what is the same thing, the act of knowing 
 repeated, is itself an act, and, like all other acts, is to be 
 done. This fact all men understand. No man holds that 
 we may become skilled, or learned, in any act by contem- 
 plating merely, or merely reading about, such act. All men 
 agree that we become skilled in any act by doing that act, 
 " and not otherwise." 
 
 Again : " Learning should come to children as swimming 
 to fish, flying to birds, running to animals ; " that is to say, 
 learning comes to children by their doing the learning. The 
 testimony is again, Learning is doing something. But the 
 problem is and has ever been, doing what } Learning is 
 doing precisely how and what } 
 
 Froebel: *' We learn through doing." Froebel seems to 
 have comprehended that all learning is by doing ; not, indeed, 
 that he tells us what we are to do. On the contrary, Froebel 
 nowhere informs us what this doing is like ; nor has any 
 author, ancient or modern, given us this essential informa- 
 tion. Had Froebel declared that we learn through brafichiiig 
 things through the braitcJi, or science-class, system, thus dis- 
 covering to us the tree organism as the prerequisite, or guide, 
 to all organized, or real, knowledge, we should have known 
 just what to do. And, accordingly, long ago we should have 
 hung class-branched maps of every common and nearly 
 every so-called higher branch of learning on the walls ol 
 every school-house in teachable countries ; nor would deris- 
 ion have neglected to put to shame every text-book maker 
 
58 THE SYSTEM METHOD. 
 
 not guided by this organic prerequisite. By this natural 
 guide on the school-house walls and in all school text-books, 
 both the disorganized, or system-lacking, learning and the 
 almost disorganized limbs of many school children might 
 have been, the one system-learned and therefore an invalua- 
 ble means to " complete living," the other filled with that red 
 blood which alone, through such invaluable means, should 
 have been competent to make this life a success and a joy. 
 
 Spencer: " Rule teaching is now condemned as imparting 
 a merely empirical knowledge — as producing an appearance 
 of understanding without the reality. To give the net prod- 
 uct of inquiry without the inquiry [or doing] that leads to it, 
 is found to be both enervating and inefficient. General truths, 
 to be of due and permanent use, must be earned [by doing]!' 
 
 Paraphrased, the language of this witness would be : Rule 
 teaching is now generally condemned by good teachers as 
 giving by rote the net product of the author's inquiry, or do- 
 ing, without leading the pupil himself to do the inquiring. 
 In other words. Rule teaching is condemned because rules 
 are simply the author's conclusion ready-made ; and to have 
 the pupil take the ready-made conclusion of another, and 
 not himself do the work which leads to the conclusion, is 
 weakening to the mind, not strengthening ; or again, in 
 Mr. Spencer's own words, it is "producing an appearance of 
 understanding without the reality." From all of which it is 
 apparent that Mr. Spencer holds every attempt at learning 
 without doing to be vain, even "weakening." 
 
 Again : " Children should be led to make their own in- 
 vestigations, and to draw their own inferences. They should 
 be told as little as possible, and induced to discover [them- 
 selves to do] as much as possible." 
 
 Pay7te: "To tell the child what he can learn [or do] for 
 himself, is to neutralize his efforts, ... to defeat, in short, 
 all the ends of true education." 
 
 Rousseau: "The pupil is not to know anything because 
 
LEARNING BY DOING. 69 
 
 you have told it to him, but because he has himself compre- 
 hended it " [because he himself has do7ze the knowing, or com 
 prehending, act]. 
 
 Paraphrased and cleared of mist, this quotation would be 
 substantially thus : The pupil learns the act of knowing nei- 
 ther by the teacher's nor the book's telli7ig him, but by his 
 doing the act of knowing the thing 
 
 Having in mind and believing what another — an author, 
 say — says, as, for instance, having in mind definitions, rules, 
 formulas, or tables, — having such things in mind and believ- 
 ing them is not, necessarily, true or real knowing. Any defi- 
 nition or rule or table or formula gotten into mind by one 
 who, in getting it in mind, has not done the work leading up 
 to such definition or rule or table or formula, is as worthless 
 as a definition of whistling gotten in mind by one who, in 
 getting it in mind, has not done the work leading up to 
 whistling ! And what is that skill in whistling worth which 
 is obtained by getting definitions of whistling .? 
 
 Reductio ad ABSURDUM. — It is an adage, old as the mis- 
 takes and successes of men, that an act is skillfully learned 
 only by doing it. The educational, or knowledge, question, 
 I repeat again, is not whether we learn an act by doing that 
 act, but what kind of an act is the knowledge-getting act } 
 We know what walking is. We know what writing is. We 
 have not known what knowing, or knozuledge, is. The answer 
 to this question is the solution of the difficulty. Walking is 
 an act repeatedly extending the feet forward to prevent the 
 inclined body from falling on the face. Writing is an act 
 copying, or reproducing, known curves with the pen. Know- 
 ing, or getting knowledge, is — ^just what and hozu ? That is 
 the question of education, psychology, and logic. Toward 
 one thing every educational advance goes — toward the con- 
 clusion that true knowledge is absolutely nothing except 
 true knowing, which is an act. True knowledge is absolutely 
 nothing except the power of now doing and hereafter re- 
 
60 THE SYSTEM METHOD. 
 
 peating an act — the knowing act ; just as true walking is ab- 
 solutely nothing except the power of now doing and here- 
 after repeating the walking act ; or as true writing is abso- 
 lutely nothing except the power of now doing and hereafter 
 repeating the writing act. " Education is the generation of 
 power," said Pestalozzi. But we are yet unwilling to wake 
 up our sleepy brains to this truth. If I put knozvledge and 
 walking and talking in one class, and label them alike, " do- 
 ing power," our shocked brains sleepily reply, " What ! 
 knowledge is not the same sort of thing as walking ! " 
 " Yes, sir," replies true Knowing humbly. " Knowledge, 
 walking, talking, writing, reading, seeing, hearing, sewing, 
 all doing, are as like as twin sisters ; are as veritably twins 
 as are writing and reading, or seeing and hearing, or any 
 other two like acts." '" My stars ! " put in the nonchalant 
 school-boys throughout these States ; " our teachers make 
 as much difference between knowledge and walking or do- 
 ing as between a quadruped and Grover Cleveland ; for 
 every month they examine us by questions to see whether 
 our knowledge is good : and how could they tell by ques- 
 tions whether our walking is good.?" "And, worst of all," 
 continue the judicious heads of the land, "in this indecent 
 way of testing the pupil's knowledge, such true and good 
 knowledge as alone can do, is at discount ; for usually in 
 these examinations, the more of an author's doing and the 
 less of the pupil's own doing, the better the pupil's grade or 
 so-called knowledge standing." I have myself often known 
 examiners to require applicants to quote an author ! And in 
 country and village schools, quoting either the words or the 
 substance is quite prevalent. 
 
 A Stupid Question. — Now if that stupid inquiry arise 
 whether a pupil may understand who has not been required 
 to get the author's definitions, rules, formulas, or other con- 
 clusions ; or if an applicant for teacher's license or school 
 standing or admission to any college, be required to quote 
 
QUOTING NOT DOING. 61 
 
 either the words or the substance of authors, let answer be 
 made thus : If through any lack of perception, or perverse 
 education, I should ask you whether your finger nails are 
 spherical or cubical, honest or dishonest, you would reply 
 that I am ignorant of the nature of my question — ignorant 
 of finger nails. And so here, you know not the nature of 
 your question. The difficulties of this world are exclusively 
 difficulties of doing, i. e., working. These difficulties, or this 
 work, the Creator put upon us when he said, " In the szveat 
 of thy brow thou shalt eat bread ; " " Cursed is the ground 
 for thy sake." Now, ever since the Creator's six days with 
 this earth, people have aped the same Creator, and adopted 
 this cardinal doctrine, that the very best thing " for their 
 sakes " is to be well up in this doing, or " sweating of the 
 brow," or working, as it may be called. And so all men and 
 all schools, whether completely wise or less so, have stood 
 by the Creator in this business ; and to this day all schools 
 vie with each other both in deed and in loud advertising, to 
 convince the people, each one, that it is pre-eminently suc- 
 cessful in doing this great doing (work) of doing the aid 
 needful to teachers in doing this work (doing) whicK the 
 Creator put on their shoulders to do. 
 
 I would further inform this not-doing inquirer or exam- 
 iner, so opposed to this exclusively doing business of the 
 Creator, that these same doing schools, when they follow 
 either their own doing example of life-doing or that of the 
 doing Creator, test all pupils' power of doing the act of know- 
 ing by doing processes (or doings) alone. And if by this 
 time this not-doing inquirer or examiner has not detected 
 that all the doing of this life consists in doing (and that 
 therefore he has no right to demand that I ape the parrot in 
 quoting, or giving, another's conclusion instead of my own), 
 and is not able to correct his to-be-answered-by-quoting 
 question, I should give him my own conclusion, definition, 
 rule, or formula for something which he has not learned by 
 
62 THE SYSTEM METHOD. 
 
 doing, — say whistling or singing or violin-playing, — and then 
 demand of him to do such whistling or singing or violin-play- 
 ing by means of the definition, rule, formula, or conclusion 
 which I gave for the act. In this way, it is not difficult to 
 bring about such a degree of humility as Avill render even a 
 county examiner tolerant of opinions that conflict v/ith those 
 of the text-book which he has "gotten" so "thoroughly." 
 
 Or, if the examiner is a great geologist, quote Lord 
 Lyell's so-called "incontestable evidence" that the world 
 was 20,000,000,000,000 years in its formation. But if he is 
 a Biblist, quote the six-day record, and don't fail to get in 
 the fact that " in the space of 170 years the lower Mississippi 
 has shortened itself just 242 miles " by the geologic story. 
 And that since this is just a trifle over one and one-third miles 
 a year, therefore, any person who is not blind or idiotic, can 
 see that in the Old Oolitic Silurian period, just a million 
 years ago next November, the lower Mississippi was upward 
 of 1,300,000 miles long, and stuck out over the Gulf of 
 Mexico like a fishing-rod ! 
 
 Or, if the examiner is a great comparative anatomist, 
 quote Prof. Marsh's discovery of land animals of 100 ft. in 
 length just at the time when learned anatomists of Europe had 
 demonstrated that no land animal could exist larger than an 
 elephant. Or, if the examiner is great on transcendentalism, 
 quote Joseph Cook on immortality thus : A northern bird 
 instinctively desires a south or warmer region ; therefore, 
 there is a south, and the bird has got it. And so man 
 instinctively desires immortality ; therefore, there is an im- 
 mortality, and man has got it. And not to be too hurried 
 when in the wonders of deductive philosophy : an unmarried 
 man has an instinctive desire for a wife ; therefore, there is a 
 wife, and an unmarried man has got one. 
 
 Be careful to ascertain what text-book your examiner 
 was educated in. If he is an Olney man in arithmetic, then 
 quote : " The design should be to familiarize the student with 
 
QUOTING NOT DOING. 63 
 
 the use of formulas, without which nothing can be done in 
 mathematics beyond the mere elements of arithmetic." But if 
 he is a stickler for Wentworth, you will quote thus : " The 
 object should be to teach the pupil 'to learn by doing,' not 
 by memorizing [or becoming familiar with] rules " or formulas. 
 Or, if the examiner talk of the depths of natural science, 
 and you know he is indifferent about the author quoted, only 
 that you agree with him in an atheistic philosophy, you may 
 quote what I here fix up for you : Since, when we have found 
 all the classes in which animals and plants are made in 
 nature, we fully know or understand those animals and 
 plants ; since as soon as we have taken off the cloak, all 
 animals are seen to be made in classes, as vertebrates, 
 moUusks ; mammals, birds ; flesh-eaters, monkeys ; lions, 
 weasels ; etc. ; since it is an utter impossibility for us thus as 
 perfectly and exhaustively to classify them as they are in 
 nature classified, except we have some knowledge, or under- 
 standing, of them ; since it is impossible and absurd to con- 
 ceive of one's thus perfectly classifying millions of animals 
 except that one know, understand, or have intelligence of 
 them ; therefore, evidently ( ! ) that which did so classify 
 them in nature had no knowledge or understanding or 
 intelligence of them ! It is as plain as daylight that that 
 which did thus classify them knew and understood them. 
 Since that which classified them was a knowing Power, 
 therefore they were classified by the unknowing power of 
 law or chance ; and since a knowing God alone could have 
 classified them, therefore they were classified by an unknow- 
 ing law or by chance ; and since these organized classes 
 could not now exist unless heretofore created by a knowing 
 God, therefore God has no existence ! 
 
 If by such considerations, the examiner cannot be made to 
 realize that quoting either letter or "substance" of books is 
 proving one's skill in doing somethinghy doing nothing; and 
 if examiner perceive not also that quoting books, while 
 
64 THE SYSTEM METHOD. 
 
 books are, as yet, almost destitute of science system, and 
 therefore destitute of consistent truths, is to be discouraged 
 and disallowed, not encouraged ; finally, if examiner cannot 
 perceive that it is impossible for me to give evidence of my 
 skill or fitness to do, where knowing or instructing is the 
 work to be done, by quoting, I should magnanimously refuse 
 to accept a certificate at his hands, or to teach under his 
 supervision. 
 
 The Educational Guide a Natural Product.— I have 
 now established by incontestable evidence the fact that 
 learning, or knowing, is branching. It was shown that, if 
 knowing is not a mental branching process, and therefore a 
 process building a branch-system organism, a thing is not a 
 thing — something is nothing ! Reader, let astonishment 
 seize you as it may, the great educational problem is solved. 
 Knowing, learning, and thinking are branching, limbing, or 
 organizing. Remembering is re-branching, re-limbing, or re- 
 organizing. Knowledge and memory are skill in branching 
 and re-branching. Education, the world over and the ages 
 through, has been an enigma, a repeated charade uncon- 
 sciously played by great and little philosopher on the word 
 science-tree, or "tree of knowledge." Each philosopher has 
 played the same science-tree over and over again, repeating 
 both himself and his predecessors only because he could not 
 do otherwise -because every human thought and act is 
 guided by the wires of the truth as exampled in the branched 
 system, the "tree of knowledge." Not detecting, as we play, 
 that our every thought, and therefore our every act, is guided 
 or "jerked by the unseen wires," we have not till this day 
 discovered what such guide is like. Not knowing what such 
 guide must be like, we have hardly dreamed that the Creator 
 actually holds it everywhere before our eyes, in the natural 
 and world-over-distributed tree organism. 
 
 Next, a way-side deduction. All agree that what is 
 wanted in educational doing is an intelligible guide. It is a 
 
THE LACKING GUIDE. 65 
 
 learner's guide, that all real or would-be educational reform- 
 ers have labored to discover or invent. Now mark what it 
 is that lacks such help— what it is to which this lacking gmdc 
 is to be supplied. It is the hitman mind. Now let us inquire, 
 and sagaciously consider the answer, Is the human mind a 
 created or an uncreated thing.'' Scientist and Biblist agree 
 that it is a created thing. But did the Creator make the 
 mind lacking something (you say it lacks a learner's guide) .? 
 — No, sir. Here, too, scientist and Biblist agree that all 
 things are created perfect in their respective spheres. Do 
 you not, then, perceive that, if all things are created perfect, 
 and it takes both mind and guide to make a perfect whole, 
 or created thing, — do you not perceive that the guide itself 
 must be a created thing } — Yes, sir. If the learning mind is 
 at an inconvenience without the proper guide, as the learned 
 agree, it is as plain that He who made the mind made also 
 the guide, as it is plain that He who made the arm made also 
 the fingers, without which the arm must be at an inconven- 
 ience. But is it not plain that, if all things are created per- 
 fect, and the mind lacks a guide, as all agree. He who made 
 the mind made also the guide, without which the mind is 
 lacking or imperfect .'' That is as plain, sir, as that it takes 
 all the parts to make the perfect whole. Since, then, mind 
 and guide are complemental parts of which complete and 
 well-regulated living are the whole, where shall we expect 
 to find the guide } inside the other part, the mind, or outside 
 of it.? Why, you do not suppose I would expect to find one 
 part inside of another part, with which it is taken to form a 
 perfect whole ! I would expect, sir, to find the guide out- 
 side of the mind. What, then, is your conclusion in regard 
 to the wisdom of all the psychological attempts of teachers 
 to find this unknown guide inside of the mind of growing 
 babes and children 1 I think, sir, such psychological work is 
 very unreasonable. 
 
 Through such considerations as the above, whether sound 
 5 
 
66 THE 8TSTE3£ METHOD. 
 
 or unsound, the author came to the conclusion that this lack- 
 ing something — lacking guide — must be sought outside the 
 mind. Further, it must be some natural and corporeal prod- 
 uct ; for no incorporeal thing, as magnetism, odor, sound, 
 or electricity, can be seen, mapped, and icsed as such guide. 
 Such guide could be no mental phenomenon for the same 
 reason ; namely, that no mental phenomenon can be seen, 
 mapped, and used as such guide. Absolutely nothing except 
 a natural product can be seen, mapped, and so used and 
 agreed upon. Absolutely nothing, therefore, except some 
 natural product, could form such lacking guide. Thus it ap- 
 pears that this invaluable guide, lacking to learner's mind 
 and looked for by educators everywhere, must be a natural 
 product. Such inferences as this, pointing toward the tree 
 as the representative of the class system of any science, are 
 cumulative. But it has already been shown that learning, 
 knowing, or thinking, is bra^iching ; and the only possible 
 guide in branching is that whose parts are all branches. Let 
 it next be shown that the tree is guide, not only in all knoAv- 
 ing, but also in all re-knowing, or remembering. 
 
 The Long-Sought-for Gnide in Remembering is the 
 Tree-System Whole. — Psychologist, teacher, and learner, 
 and men generally, agree that we do not and cannot re-walk 
 till we have first walked ; that we cannot rewrite till we have 
 first written ; that we cannot re-know, or remember, till we 
 have first known, or, to coin a word, " membered." All agree, 
 likewise, that when we have talked perfectly, we shall be 
 able to re-talk ; that when we have written perfectly, we 
 shall be able to rewrite ; that when we have known per- 
 fectly, we shall be able to re-know, or remember. Now, it 
 has been shown that the guide in knowing, or branching, is 
 the branched system, the tree, nature's only tangible repre- 
 sentative of a class system. I need not, therefore, write a 
 word more to demonstrate, or put beyond all controversy, 
 the almost matchless truth that, in re-knowing, or reniem- 
 
ANALOGICAL PROOF. Q^ 
 
 beri?ig, the guide is still the tree system. If, to the first act 
 of knowing-, or branching, the tree organism is the only per- 
 fect guide, who will dispute that in remembering, that is, a 
 subsequent act of knowing, or branching, the same tree or- 
 ganism is not the only perfect guide ? And observe that the 
 tree is a natural product, which alone, as Thave just shown, 
 could be made use of as such guide. 
 
 That the tree is the true educational guide, nature's only 
 index to the act of knowing, the following considerations, 
 and their kind, will, to the thinking mind, plainly show : — 
 
 First Proof: By no other knowing guide can we see at 
 all, but by the tree, or branched, guide we can see as plainly 
 as human perception is able to see, what the act and re- 
 sult of knowing, or branching, orthography is like. The 
 act = brandling letters, the result = letters branched into 
 the branched system ; that is to say, the act = learning let- 
 ters through the orthographic tree, — branching, — and the re- 
 sult = all letters known and re-known, or remembered, 
 through the tree as the only guide and only means. Now 
 let the reader wake all his sagacity of mind to consider the 
 mutually corroborating character of the two following truths, 
 or theories : — 
 
 Second Proof: 1. By no other zurititig guide can we see 
 at all, but by the copy guide we can see as plainly as human 
 preception unfettered is able to see, what the act and result 
 of writing copies (of writing) is like. The act = writing, or 
 copying, copies (of writing), or writings; the result = a 
 copy copied, or made, through the copy guide as the only 
 guide and means. 
 
 Any thinking and unbiased mind skilled in analogical 
 reasoning, and distinguishing between naines and things, will, 
 if it strive to force itself either to belief or disbelief in the 
 tree, find proof of the guideship of the tree by comparing the 
 above with the following : — 
 
 2. By no other learning guide can we see at all, but by 
 
68 TUE SYSTEM METHOD. 
 
 the branch guide we can see as plainly as human perception 
 unfettered is able to see, what the act and result of learning 
 ''branches" (of learning) is like. The ^.z\.-=^ learning, or 
 branching, branches (of learning), or learnings ; the result 
 == a branch branched, or made, through the branch guide as 
 the only guide and m.eans. 
 
 In order that this analogical proof may appear overt and 
 plain, substitute for branch, the truest name of the guide and 
 process of learning, the name of any other supposed guide. 
 Take the word " elephant," for example, or "animal" or any 
 other whatever, except "branch," and the immediate result 
 is nonsense. Examine the following : — 
 
 By no other learning guide can we see at all, but by the 
 elephant gnide we can see as plainly as human perception 
 unfettered is able to see, what the act and result oi learning 
 " elephants " (of learning) is like. The act = learning, or 
 elephanting, elephants (of learning), or learnings ! the result 
 = an elepJiant elephanted, or made, through the elephant 
 guide as the only guide and means. 
 
 Third Proof: By no other learning guide can we see at 
 all, but by the branch, or grammatical-tree, guide we can 
 see as plainly as the unfettered human perception is able to 
 see, what the act and result of learning, or branching, 
 English grammar is like. The act = branching the words 
 through their tree-branch classes; the result = a. familiar 
 branched system, or science, of Avords. 
 
 Fourth Proof: By no other learnifig guide can we see at 
 all, but by the branch, or botanical-tree, guide we can see as 
 plainly as the unfettered human perception is able to see, 
 what the act and result of learning, or branching, botany is 
 like. The act ^ branching the plants through their tree- 
 branch classes ; the result = a familiar branched system, or 
 science, of plants. 
 
 Fifth Proof: By no other learning guide can we see at 
 all, but by the branch, or zoological-tree, guide we can see 
 
SIXTH PROOF. 09 
 
 as plainly as the unfettered perception is able to see, what 
 the act and result of learning, or branching, zoology is like. 
 The act = branching the animals through their tree-branch 
 classes ; the result = a familiar branched system, or science, 
 of animals. And so on. 
 
 Sixth Proof: All authority, including the common judg- 
 ment of mankind, which is ever the highest authority, agree 
 that every subject or object is best remembered, as it is best 
 known, zji the light of zvhat it is like. But the subject of 
 orthography, taken in part or in whole, is like the tree ; and 
 it is like nothing unlike the tree. But this is true, likewise, 
 of grammar, — English, German, French, Latin, Greek, He- 
 brew, Sanscrit, or Universal ; of botany and zoology ; of all 
 geographynot unsystematic ; of true notations of logic and 
 psychology; of arithmetic and the higher mathematics. Now, 
 the tree system is the only system in nature in which every 
 part, taken alone, is itself a lesser whole of the same features 
 as the including, or complete, whole. Every branch part of 
 any higher tree-branch whole possesses all the essential 
 features of such higher, or including, whole. Every division, 
 or part, of a branch, or tree, whole is itself a lesser branch 
 whole no less complete than the greater branch whole of 
 which it is a part ; so that branch whole (that is, tree whole) 
 and branch part are entirely similar. Now, every science, 
 or branch of learning, is a class system ; and every class 
 system is a branch system — class divided giving classes, 
 just as branch divided gives brandies. It is because every 
 science system is a class system, and because class divided 
 and subdivided gives classes, precisely as branch divided 
 and subdivided gives branches, as in the tree system, that 
 every science system is like a branch system, or tree. But 
 this has already been established. (See from p. 46 to p. 52.) 
 
 Sevefith Proof: By a careful study of the branched, or 
 organized, wholes of orthography, grammar, etymology, bot- 
 any, etc., as represented by the tree-system maps given on 
 
YO THE 8T8TEM METHOD. 
 
 pages 18, 25, 26, 2Y4, 494, 642, the reader will note that all 
 the parts of branch of learning and tree alike are branches of 
 the unit of study and the tree trunk alike. Mark well — • 
 
 1. That in orthography the unit of study is the letter, 
 
 2. That in grammar the unit of study is the word. 
 
 3. That in etymology the unit of study is the etymon. 
 
 4. That in zoology the unit of study is the animal. 
 
 5. That in botany the unit of study is the plant. 
 
 Mark now, especially,, that when we put such system 
 unit (or unit of study) for the trunk of the tree, all the parts 
 of the tree are represented in the parts of the subject ; and, 
 vice versa., all the subject parts, or branches, are repre- 
 sented by the tree parts, or branches, thus showing that 
 the tree-system fits every "branch of learning" just as the 
 thing molded fits the mold. Mark again, that there is no 
 known object in the natural world whose parts are visi- 
 bly all branches. Take, for example, the human system, 
 and suppose the unit of study to be represented by the trunk. 
 Now, grant for fairness' sake — what is not true — that legs 
 and arms may fairly be considered as branches of the trunk ; 
 but what about the head } In order that man shall become 
 a guide, or means, in learning and remembering any branch 
 of learning, all man's parts lying outside of the body trunk, 
 must be branches of that body trunk ; but is the head a 
 branch of the trunk.? — Not a whit more than the trunk is a 
 branch of the head. All anatomists agree that neither head 
 nor trunk is to be considered as branch, but that either is a 
 division merely of that whole by them called the skeleton. 
 
 Try, then, any other object whatever, say a building. Of 
 any building, who will find, who has ever yet found, either 
 body or branches .'' He who finds in any building what is 
 body and branch, will in reality therein find that such build- 
 ing is the product, not of man's, but of the Creator's hands. 
 And so, though we may "try, try again," we shall find no 
 possible guide in learning and remembering except the ex- 
 
PART AND WHOLE COMPARED. 71 
 
 clusively branched and sub-branched system called by rea- 
 son thereof, in the inspired record, the "tree of knowledge ;" 
 because there exists nowhere any other object whose parts 
 are all branches and sub-branches of essentially the same 
 features as the including whole. 
 
 Eighth Proof: By still another examination of the 
 branched, or organized, wholes of orthography, grammar, 
 etymology, botany, etc., the reader will still further observe 
 that not only the unit of study in each subject — letter, word, 
 etymon, plant, as it may be — branches, but that each of these 
 first branches is sub-branched, each sub-branch again sub- 
 branching, and so on, the extraordinarily simple subject of 
 orthography extending, at the least scientific count, through 
 five successively subordinated branches. Therefore, since ev- 
 ery subject of study comprehending a sufficient territory, or 
 number of sub-branching limbs, or parts, to render it worthy 
 the title of " branch of learning, " is a branch system, and 
 since every important branch of learning contains branch 
 and sub-branch several times subordinated, whatever natu- 
 ral object is taken as guide, map, or representative of such 
 subject, must itself have trunk, branches, sub-branches, and 
 subordinate sub-branches. Since the tree is the only known 
 object of such characteristics, the tree, and the tree alone, is 
 the guide in learning and remembering every such important 
 branch of learning. 
 
 Ninth Proof: Let the four following propositions be 
 demonstrated, that thereby it may be still again proven that 
 the class-branch, or tree-system, organism is the true guide 
 and instrument in all remembering, just as it is the only 
 guide and tool in learning and knowing : — 
 
 1. All things in classes are in branches — parts of a tree- 
 system organism. 
 
 2. All knowable things are in classes. 
 
 3. All rememberable things are known things. 
 
 4. Therefore, all rememberable things are parts of a tree- 
 system organism. 
 
T2 
 
 THE SYSTEM METHOD. 
 
 First proposition.— All things— absolutely all things- 
 are in classes. This truth rests upon the same solid founda- 
 tion as the simple equality, A thing is a thing. And not- 
 withstanding all men assent to this grandest of all educational 
 truths, namely, that things are created and to be known in 
 classes, yet I have already repeatedly demonstrated it in 
 these pages. Mark, now, that because all things are in 
 classes, all things are in a tree-system of classes ; for, since 
 all things are in classes, therefore classes are in classes. But 
 to say that classes are included in higher classes, is to say 
 that all the classes (of the things classed), when put together 
 into unity or system, form a tree-system of classes. Take the 
 grammar classes of words for illustration. Now of nouns, the 
 classes, common 2.nA proper, are, in system form, branches : — 
 
 (i) noun 
 
 Of pronouns the classes, per- 
 
 sonal, relative, and interrogative, are, in sensible system form, 
 
 likewise branches: 4 relative 
 
 cordingly 
 
 And ac- 
 
 And finally, interjections, 18. 
 
 Mark well what science system is ; for it is a tree system. 
 We could never obtain power, or dominion, over words out- 
 
KNOWABLE THINGS IN CLASSES. 
 
 73 
 
 side of classes ; just as we could have no dominion over 
 things generally if they were not in classes. " It is only by 
 'assorting them [the almost infinite numbers of objects in 
 
 GRAIVr]VrA.TICAL WORK-TREE. 
 
 Copyright, 1886, by I. 3. WILSON. 
 
 nature] in classes ' that we can reduce the infinity of nature 
 to the finitude of mind." — Sir Win. Hamilton. It was by 
 creating them in classes, and by giving us power to class 
 them, that the Creator gave man dominion over all things. 
 
74 THE SYSTEM METHOD. 
 
 Now consider well that, since we cannot learn, or know, 
 thousands of words, each as an isolated thing- unlike every 
 class, we first " assort " the multitude of words into about 
 eighteen (IS) classes, so that we may understand the thou- 
 sands of words by thoroughly learning these eighteen classes. 
 But we are to know all things in the light of class. So that, 
 for the same reason that the thousands of words are assorted 
 into eighteen classes to be learned, the eighteen classes are 
 themselves assorted into higher classes, or tree branches, to 
 be learned ; and so on, the whole system of classes forming 
 a tree system of classes, because, placed together in system, 
 these classes can form nothing else. 
 
 Thus it is, because things are created in classes, because 
 thinking knows nothing outside of class, but thinks every 
 particular through class in order to know such particular, 
 that a science system (that is, class system) is a tree system. 
 Since all words are included in classes, and since all these 
 classes are included in classes, as branches are included in 
 higher branches, and so on, till all the higher classes are in- 
 cluded in the highest class, the tree-trunk class, what can be 
 plainer than that the class system, or science, of words is a 
 tree system of classes — a tree system in which each branch 
 and sub-branch is a class of words .-^ None, then, will deny 
 that all things in classes are in a tree system of classes ; that 
 is to say, are parts of the tree-system organism. 
 
 Second proposition.— It is next to be shown that all 
 knowable things are in classes — that all things are knowable 
 by virtue of their being created in classes. This I have 
 already demonstrated over and over again in the first forty 
 pages of this work. Quickly to re-demonstrate this great 
 fundamental of learning, let the reader undertake to know, 
 or learn, some supposed knowable thing not contained in 
 classes with other similar things. Refer to the cuts, pp. 25, 26, 
 98. Such supposed knowable thing cannot be an English- 
 man ; for, to be so, it must belong in the class E^iglisJiman. 
 
KNOW ABLE THINGS IN CLASSES. ^5 
 
 For the same reason, it cannot be a man ; for, to be a man, it 
 must needs be similar to other men, and belong in the class 
 inaji. It cannot be a plant ; for to be so is necessarily to 
 belong in the class of things known z.s plaiits. It cannot be 
 a thing ; for to be a thing is to belong in the class thing. 
 Such supposed knowable thing is therefore a not-thing — ■ 
 nothing ; that is to say, there is no knowable thing not 
 belonging in some known class of things, and the supposition 
 that all things are knowable by virtue of being in known 
 class, is true. This second proposition is therefore again 
 established. 
 
 Refer again to the trees, pages 26 and 98. Suppose the 
 mink to be utterly out of class — unclassifiable. It is, then, 
 neither flesh-eater, mammal, vertebrate, animal, organic, 
 natural, nor qualitative thing. Therefore, since it is not 
 thing, it is nothing ! That is to say, all things whatsoever, 
 excepting nothings only, are in classes with other things ; 
 that is, a thing is to us a thing by virtue of its belonging to 
 classes ; that is to say, mink and leopard and Draper and 
 Victoria and Wilhelrn I. and red pine and banana and scour- 
 ing rnsJi (see cuts, pp. 25 and 26) and every other thing, are 
 to us things by virtue of their belonging in some class or 
 classes of things. It is, therefore, herein still again proven 
 that all that are to us things, are in classes. 
 
 Third proposition. — To say that all rememberable 
 things are knowable, or known, things is only to say that no 
 thing can be remembered till it is first known. Remembering 
 is, as the experience and judgment of mankind have ever 
 averred, simply re-knowing. And that a thing cannot be 
 r^-'known till it \s first known is as plain as that a field of 
 corn cannot be replanted till it has been first planted. If 
 the reader, by some mysterious means, has persuaded himself 
 that he can remember something which he has not beforehand 
 known, that is, if he thinks himself able to remember some 
 unknown thing, let him consider what sort of a thing an un- 
 
Y6 THE SYSTEM METHOD. 
 
 known thing really is to us. See the second proposition 
 above, wherein it is shown that all things to us unknown are 
 to us simply not-things — nothings. Whoever, therefore, is 
 able to remember something which is unknown to him, is 
 able to remember something which is nothing ! Strange 
 remembering ! 
 
 That all rememberable, or remembered, things are known 
 things is to every one too evident to call for any proof or 
 explanation. Babes advance sufficiently in the act of know- 
 ing and remembering, to know that no man ever remembered 
 what he had never known. Babes know that to remember 
 the name or face of, say father, is to recognize, or again 
 know, such name or face. 
 
 Conclusion. — It has now, in three parts, been estab- 
 lished, — 
 
 1. That all things in classes are class branches — parts of 
 a tree-system organism. 
 
 2. That all knowable things are in classes. 
 
 3. That all rememberable things are known things. 
 
 4. It therefore follows that all knowable and rememberable 
 things are class-branches — parts of a tree-system organism. 
 
 The class-branch, or tree-system, organism is thus proven 
 to be the long-sought-for guide in all knowing and remem- 
 bering — in all teaching and learning. Tell it at Boston ! 
 Tell it at Cambridge and at Leipsic ! Tell it to a world 
 struggling almost vainly to learn how to learn ! 
 
 Although I have accomplished the proof of the proposi- 
 tion that the tree-system organism is the only true guide in 
 remembering, — that all rememberable things are parts of a 
 tree system, — I cannot refrain from an observation of how 
 " dreadfully defective," how disorganizing and system-repudi- 
 ating, are the learning and the methods of our schools. 
 Now it is self-evident that the tree organism whole can con- 
 tain only such things as are tree-organism parts. The 
 weasel organism, for illustration, is formed of, and can con- 
 
SYLLOGISM CONCLUDED. 77 
 
 tain, only such things as are weasel-organism parts. The 
 chicken organism may be formed only of such things as are 
 proper chicken-organism parts. Put, if you please, a raccoon's 
 legs and tail on the chicken organism, instead of the chick- 
 en's own legs and tail ; and you will at once perceive what a 
 deplorable absurdity a man would get himself into by deny- 
 ing the plain truth that the chicken whole can be formed only 
 of chicken-organism parts. Just as foolish is he who would 
 deny that the tree-system organism of classes may be formed 
 only of tree-organism, or class, parts. Plainly, since the 
 tree organism can be formed only of tree-organism, z. e., class- 
 branch, parts, all such tree-organism, or class-branch, parts 
 are parts of the tree-system organism. This is as axiomatic 
 as the plain truth that whatever whole is formed of animal- 
 organ parts must be an animal whole. And let not the 
 reader fail here to perceive the further truth that all such 
 class-branch, z. e., tree-organism parts, are necessarily parts of 
 a known tree-system organism. To demonstrate this truth, 
 let us suppose that some class-branch, z. e., tree-system, parts 
 are parts of an unknown organism. Evidently, such un- 
 known organism could not be any animal or any plant ; for 
 these are things known. For the same reason, such un- 
 known organism or thing could be neither any organic nor 
 any inorganic thing ; for these, too, are classes more or less 
 known. Finally, such unknown organism could not be a 
 thing ; for things, too, are more or less known. Now, since 
 such unknown organism cannot be a thing, it is a not-thing — 
 it is nothing ; that is to say, an organism unknown to us is to 
 us nothing, just as everything to us unknown is to us noth- 
 ing. Therefore, — mark the conclusion, — all class-branch, or 
 tree-system, parts which are parts of an unknown organism, 
 are to us parts of nothing! But parts that are parts of noth- 
 ing are not parts. Therefore, since — 
 
 1. All class (tree-system, or science-system) parts are 
 parts of the tree-system organism ; and since — 
 
78 THE SYSTEM METHOD. 
 
 2. All parts of the tree-system organism, to be system- 
 learned, must be parts of a known tree-system organism ; 
 therefore — 
 
 3. All class parts are parts of a known tree-system or- 
 ganism ; that is to say, while branching through the classes 
 (the branches) of a known organism is real branching (real 
 learning), branching through an unknown organism is not 
 real branching — not real learning. Give ear : since learning 
 is branching, and branching into an unknown organism is 
 branching into nothing — not branching ; and since to this 
 day, the tree-system organism, including the classes branched 
 through in learning orthography, grammar, etc., has been to 
 the world actually unknown ; therefore, to the world, real or 
 rational branching, or learning, of these branches at least, has 
 been impossible ! 
 
 And have I not proven and re-proven again and again 
 that all real learning is branching through known classes 
 (class branches), and that real learning is nothing else.? 
 Have I not even demonstrated that the very act of thinking 
 is impossible except as it is a mental act branching thing 
 thought of into higher branch class.? And is not the proof 
 that learning is branching as strong as those adamantine 
 truth chains that link the worlds together } 
 
 1. All rational branching has been impossible because 
 the branched v/hole (tree-system whole) has bee]>. unknown 
 and unused. 
 
 2. But rational branching is rational learning. There- 
 fore — 
 
 3. All rational learning (of branches orthography, gram- 
 mar, etc.) has been — shall I say — " impossible 1 " And real 
 rational learning must ever be so till the " tree-of-knowl- 
 edge " organism shall be known and used as guide in learn- 
 ing what is a "branch" of learning — in branching what is a 
 branch of branching. 
 
The Branch Whole-Orthography. 
 
 Verily is the tree a tree " of knowledge." And now mark 
 yet once more that our so-called learning of the parts with no 
 fancy even that the tree whole, or guide, exists, must needs 
 be identical with a supposed learning of a cat's tail with no 
 idea that such a thing as a cat ever existed ! Such is not 
 merely a simile ; it is the literal truth. We pretend to learn 
 the orthographic class-branch parts, sicbvocal, aspirate, vocal, 
 abrupt, diphthong, etc., with little idea of what constitutes 
 the orthographic whole. Nay, we study these orthographic 
 tree parts with no idea that such a thing as an orthographic 
 tree, or whole, ever existed ! Is not our study of these or- 
 thographic parts with absolutely no idea that an ortho- 
 graphic whole exists, identical with our supposed study of a 
 cat's part — cat's tail — with absolutely no idea that a cat ex- 
 ists .-' Let the reader here wake all his sagacity of mind to 
 consider. I say we have pretended to learn understandingly 
 the orthographic parts not knowing what the orthographic 
 whole is. No author, so far as I know, has ever mentioned 
 such a thing as an orthographic whole, far from saying what 
 such orthographic whole is like. No educational or philo- 
 sophical writer so much as hints that the orthographic sys- 
 tem whole is a tree. Since no writer has known that ortho- 
 graphic whole is like known thing, such system whole has 
 been to all writers an unknown thing ; but since everything 
 unknown to man, is to man no thing, — nothing, — such ortho- 
 graphic whole has been to all writers simply nothing — has 
 had no existence. The world, therefore, studies siibvocal, 
 vocal, aspirate, abrupt, dipJitJiong, dental, etc., as parts of 
 nothing — as not parts ; precisely what he does to whom, in 
 
 [79] 
 
80 THE SYSTEM METHOD. 
 
 the study of a cat's tail, the existence of a cat, past or pres- 
 ent, is unknown ! Do you not begin by this time to see the 
 priceless value of the tree guide ? 
 
 And behold what it is to learn orthography or the animal^ 
 by studying siibvocal, aspirate, or tail, by itself, and without 
 being conscious that the orthographic whole or feline whole 
 exists ! It is like, it is identical with, learning the cat by 
 studying the parts, foot, tongue, ear, stomach, tail, heart, 
 eye, back-bone, etc., each by itself, without being conscious 
 that such a thing as a cat exists ! Such is literally what we 
 do when we study the parts subvocal, aspirate, dental, etc., 
 each by itself, without being conscious that such a thing as 
 an orthographic-tree whole exists. No wonder that school- 
 learning is almost worthless for the doings of life ! No won- 
 der that, among business or doing men, our "A. B." added 
 should be taken for conclusive evidence that the adder has 
 just passed his " commencement " merely, — has yet hardly 
 begun to learn the life-doings of men. 
 
 No Branching Guide Previously Discovered. — First 
 PROOF : But have teachers known nothing at all of this sci- 
 ence-system whole of orthography } — Certainly not. Now, if 
 after learning of the discovery of the tree system as the long- 
 sought-for guide in educational work, — a guide not less es- 
 sential to any rational learning of subvocal, aspirate, diph- 
 tJiong, etc., than the known existence of a cat to any rational 
 learning of a cat's tail, leg, or back-bone, — some great A. M. 
 see himself "begin Avith shame to take the lowest room ;" if 
 he then suddenly discover that he himself has akuays known 
 such an orthographic whole, I would grant it for his shame's 
 sake. He would be asked what natural and familiar system 
 whole is the science-system whole. If he answer any known 
 thing except the tree, his declaration is false ; since neither 
 the orthographic whole nor any other branch-of-learning 
 whole can possibly be made into, or be indexed by, the like- 
 ness of any existing product of nature, except the tree, as I 
 have before shown. He could not, therefore, have known 
 what such orthographic whole is like — far from using it as a 
 
NO PREVIOUS DISCOVERY. 81 
 
 guide — without actually discovering the orthographic tree. 
 But had orthography or any other tree-system whole actu- 
 ally presented itself to him as a tree-system, or class-branch, 
 whole, he could not yet have made any discovery of the 
 needed educational guide, not until it had plainly appeared 
 to him not only that such orthographic, etymological, gram- 
 matical, or other tree whole was 7iczu, but that such tree 
 was also useful, and therefore not to be dispensed with. 
 Had Columbus discovered a land, which, while new, was nev- 
 ertheless useless to the world, Columbus's discovery would 
 hardly have been to this day even recorded — very far would 
 he have been from any right or claim to a real patentable 
 discovery. Hence, if human eyes have ever seen this class- 
 branch representative of a science system, such eyes have 
 nevertheless failed to discover such tree as a useful guide in 
 learning and remembering — a discovery unlocking the hith- 
 erto unsolvable question. What is the learner's true process 
 of work in doing a branch of learning .? 
 
 Second proof. — If, then, the inquiry arise whether here- 
 tofore any author has ever discovered the tree as the learn- 
 er's guide in the branching act called learning ; and, that 
 query having arisen, if such discovery and invention be 
 looked for in any grammar-tree picture outline (such as 
 Rufus Blanchard's "Grammatical Tree"), the author replies, 
 No ; and here follows an additional proof: — 
 
 The only possible way such tree can be used is as a guide 
 in branching — branching word through its class branches. 
 Therefore, whoever heretofore used this science-system tree, 
 used it in branching ; since it cannot be used for aught else 
 — is practically useless for any other purpose. But " branch- 
 ing" is a word not to be foiuidxw. educational literature out- 
 side of the System Method (July, 1885). Moreover, neither 
 Mr. Blanchard's nor any other author's device, so far as I 
 know, is so constructed that it is possible to branch a word 
 through it ! Indeed, no author has known that learning is 
 branching ; as a matter of course, no author has dreamed of 
 a guide by means of which to do the branching act. 
 6 
 
82 THE SYSTEM METHOD. 
 
 That the learning act is a branch-building act, is his own 
 discovery. This once estabhshed, it follows that the branch- 
 built whole, the science tree, is the learner's long-sought-for 
 guide by which to do his work ; for, that the branch-built 
 whole is the only possible guide to the branch-builder, is 
 self-evident. What fool cannot see that the house-built 
 whole is the true, the only proper or possible, guide to the 
 house-builder.^ What biased teacher, then, is he who will 
 not see that the branch-built whole is the true, the only 
 proper or possible, guide to the branch-builder, the learner } 
 
 Mr. Blanchard cannot himself, even after taking time for 
 forethought, possibly branch any word through its classes by 
 means of his tree. He has not so constructed his tree as to 
 render it possible to branch a word through it. Try "are" 
 in " They are true," for instance. Doing no violence to the 
 tree as a branching guide, but impartial justice at every step, 
 we proceed according to the tree thus : Are = a verb, a 
 signification, a mode, a tense, and a present ! And if we 
 seek to branch the word " true " through its classes, by the 
 direction of this tree, we get : True = an adjective, a com- 
 parison, and a positive ! We thus see that such trees as this 
 are not at all aimed, or designed, to be used as branching 
 guides. 
 
 Whether any author ever discovered that a real science 
 system is a class divided and subdivided as a tree-trunk is 
 divided and subdivided, is doubtful. That no author ever 
 discovered the learner's guide in doing a science system to 
 be a tree-trunk class branched and sub-branched, is certain. 
 No writer, realizing that learning a particular is branching 
 that particular through its classes, has aimed to construct a 
 branching guide. This fact, explains why it is impossible to 
 use any of these grammar-tree, genealogic-tree, or Christmas- 
 tree devices as a guide in branching — as guide in doing the 
 learner's work of branching particular through class. Such 
 is the construction of — such was the design in constructing — 
 the writer's class-branch, grammar-science, tree, that, once 
 started at any topmost branch, learner cannot fail to branch 
 
NO PREVIOUS DISCOVERY. 83 
 
 correctly any word through its proper science-system classes ; 
 for each topmost class is included in each higher (larger) 
 class, just as each topmost branch is included in each higher 
 branch, and finally in the tree trunk. Such is the construc- 
 tion of Mr. Blanchard's tree that, once started at any topmost 
 branch, learner cannot fail to branch incorrectly and falsely 
 any word through its proper science-system classes ; for each 
 topmost branch is not included — no topmost branch is in- 
 cluded — in each higher (larger) class or branch. Mr. Blanch- 
 ard did not dream of constructing a guide in branching ; for 
 he did not know that learning is branching. 
 
 Now observe that it is because any word which belongs 
 in any topmost branch tJierein belongs in every succeeding 
 higher branch, that any grammar tree is worth anything 
 whatever as a working guide to students ; for it is because 
 what is in any branch is therein in every higher, or including, 
 branch, that any word is traced through its classes by being 
 traced through the tree branches : so that, if a student is 
 given, say a subjunctive (see cut, p. 49-i), to trace down- 
 ward through the system, he cannot fail, if he follow the 
 tree, to trace correctly such verb through its proper higher 
 classes ; namely, invariable, finite or essential, verb, funda- 
 mental, word, lingual (see tree p. 93), qualitative, thing ; for, 
 once started downward at subjunctive, he cannot go wrong, 
 since subjunctive is included in every higher branch down to 
 the highest known class, tJiing. This grammar tree thus 
 constitutes a true notation for the syllogism itself, exampled 
 thus : — 
 
 1. Given a word, — that it is a subjunctive, — 
 
 2. Since branch subjunctive is included in all the higher 
 branches, invariable, finite, verb, etc. ; 
 
 3. Therefore, this given word is an invariable, a finite, a 
 verb, a fundamental, a word, etc. 
 
 Thus the learner, when familiar with this tree system as 
 constituting the science system of grammar, knows, from one 
 fact alone (that a word is a subjunctive), many additional 
 facts ; namely, 1. That it is invariable ; 2. That it is finite ; 
 
84 THE SYSTEM METHOD. 
 
 3. That it is a verb ; 4. That it is fundamental in the sen- 
 tence, etc. 
 
 Hence, by becoming familiar with the tree, the learner 
 acquires the power of reasoning concerning words through 
 the syllogism itself, knowing not only what classes a word 
 belongs in, but what classes belong in what other higher and 
 still higher classes. Through the instrumentality of the tree, 
 he is thus able at once to decide what is and what is not cor- 
 rect language so far as grammar-science is concerned. fSee 
 The System Method No. 6, Demonstration XXII. and XXIII. , 
 p. 485.) 
 
 The scientists had taken the first step only — they had 
 distributed the words into classes. But the author believes 
 himself to be the first to see that there was a second step to 
 be taken before the student's Process of Work could be dis- 
 covered, and his guide become known. The author reasoned 
 thus : In grammar it is the design to learn the classes of 
 words ; since it is only by knowing the classes that we can 
 understand the particular words — understand whether a sen- 
 tence is correct. But since learning a word is finding its 
 classes, therefore learning the classes of words is finding their 
 classes — their higher classes. And taking the eighteen 
 classes found on page 72, and thus distributing them into 
 their higher classes, he discovered that they foi'vi a tree. 
 But he did not stop here. The grand principle that the think- 
 ing act thinks particular into class, must now be applied to 
 this tree formed of the classes of words. And this was done 
 as follows : — 
 
 Since to learn a word is to think it through its classes, 
 and since its classes are tree branches, therefore, to learn a 
 word is to think it through its tree branches — through its 
 classes as branches of a tree, each branch of which is a class 
 of words. Thus it was that the learner's guide in studying 
 grammar Avas discovered to be the class-branch tree, and 
 his process of work to be branching — branching the word 
 through its classes as branches of the science-tree of gram- 
 mar. 
 
NO PREVIOUS DTSCOVERY. 85 
 
 Therefore, every branch of the author's grammar-science 
 tree was made a c/ass of words — a class included in the tree- 
 trunk class, the word ; so that, by tracing, or branching, a 
 word through it, the learner therein branches that word 
 through its classes, zvhich is true learning, as all now agree. 
 Thus it was that in his effort to find the learner's true proc- 
 ess of work, the writer found also the true nature of the 
 science system — found that the science of grammar is a class- 
 branch tree. Thus it was that in finding the learner's tool, 
 the class-branch tree, he found also what the learner is to 
 learn, the class-branch tree, — a thing hitherto unknown, a 
 thing operated in a hitherto undreamed of iip-tJic-trce way. 
 
 So far as the writer knows, no author ever hitherto un- 
 dertook to construct a tree by which to branch ; for branch- 
 ing through a tree where each branch is not a class, is im- 
 possible. The truth is, that not knowing that learning is 
 branching, not conceiving that the branching tree could be 
 used as a guide in learning, no author ever undertook to 
 construct a tree by which to do the learning act. All these 
 picture-tree charts were therefore constructed without a 
 fancy that a science system constitutes a class-branch tree, 
 and that, therefore, such class-branch tree is the long-desired 
 learner's guide in doing, or learning, such science system. 
 
 Again : the tree branches of these trifling picture charts 
 are not aimed to be classes. A verb in the past tense — 
 " went," for example — run on the what-ought-to-be class 
 branches of Rufus Blanchard's tree, runs thus : Went = a 
 verb, a signification, a mode, a tense, and a past ! showing 
 that Mr. B. had no thought of making a tree whose branches 
 should all be classes, and which could therefore be used as 
 guide in branching words through their classes. Therefore, 
 so far from discovering the tree to be the learner's invaluable 
 instrument and guide in doing his Avork, these authors had 
 not even a fancy that the tree could be used in branching ! 
 
 Third proof. — But there are other conclusive proofs 
 that the tree has never hitherto been used as the learner's 
 guide and tool in doing the learning, or branching, act. 
 
86 THE SYSTEM METHOD. 
 
 Whoever hitherto used the class-branch grammar tree in 
 branching, used such tree in branching zvord through its 
 classes ; for it is word, which, divided and subdivided, forms 
 the grammar-science tree. So whoever hitherto used the 
 class-branch orthography tree in branching, used such tree 
 in branching letter through its classes ; for it is letter, which, 
 divided and subdivided, forms the orthography-science tree. 
 So whoever hitherto used the class-branch etymology tree in 
 branching, used such tree in branching etymon through its 
 classes ; for it is etymon, which, divided and subdivided, 
 forms the etymology-science tree. So whoever hitherto 
 used the class-branch arithmetic tree in branching, used 
 such tree in branching o-stcp solution through its classes ; 
 for it is 3-step solution, which, divided and subdivided, forms 
 the arithmetic-science tree. 
 
 But whoever used the grammar-science tree to branch 
 word through its classes ; or whoever used the orthography- 
 science tree to branch letter through its classes ; or whoever 
 used the etymological or the arithmetical tree to branch the 
 etymon or the 2>-step solution through its classes, — such an 
 author used a tree of which the trunk was word or letter or 
 etymon or 3-step solution respectively. Such author, there- 
 fore, discovered — what is not known — that grammar is the 
 science, or system, of the word ; that orthography is the 
 science, or system, of the letter ; that etymology is the 
 science, or system, of the etymon ; that arithmetic is the 
 science, or system, of the 3-step solution. But these defini- 
 tions for these sciences are nowhere to be found ! 
 
 So far are authors from any knowledge that the tree is 
 the learner's true guide in learning, or doing, these sciences, 
 or systems, that they know not even that they are real 
 sciences, or systems ! So far are the authors from knowing 
 grammar to be the science, or system, of the word, that En- 
 glish grammar is usually defined to be " the art of reading, 
 writing, and speaking the English language correctly." — 
 Goold Brown's Grammar of English Grammars, p. 145, And 
 instead of defining orthography to be the science, or system, 
 
NO PREVIOUS DISCOVERT. 87 
 
 of the letter, this same author, than whom there is no higher 
 authority among English grammarians, says, " Orthography 
 treats of letters, syllables, separate words, and spelling." — 
 Id., p. 148. Again : " Etymology treats of the different parts 
 of speech, with their classes and modifications." — Id., p. 220. 
 Since, therefore, these grammarians know not that the word 
 is the science trunk, that is, the tree trunk, of grammar, they 
 cannot know that grammar is a tree, — a long way this, from 
 knowing the tree to be the learner's invaluable guide in 
 learning grammar ! 
 
 If, therefore, any teacher ever knew the orthographic 
 whole to be an orthographic tree, he did, nevertheless, not 
 know such tree to be the invaluable guide in learning and 
 remembering orthography ; and for this reason, that he did 
 not find a useful guide in learning, no record or memorial of 
 such discovery has, to my knowledge, to this day ever been 
 made. Whatever is a great convenience— but the tree is an 
 indispensable guide — to the discoverer as a guide in all learn- 
 ing and remembering, is also a great convenience and an in- 
 valuable guide to the whole teachable world ; for all civilized 
 men have to learn and remember. 
 
 If, then, I am asked to state in what form the tree 
 organism is to be used, I answer at once, In the form 
 of the orthographic, ideographic, etymologic, grammat- 
 ical, botanical, zoological, and arithmetical trees, or tree- 
 maps, to be found on pages 18, 223, 274, 494, 25, 26, 
 642, of this book. If I am asked in what school appliances 
 these work-trees are to appear and be used, I answer. In 
 all text-books of these branches, as well as in all text-books 
 of logic and psychology, and all other branches of learning 
 to which the term "branch" maybe appropriately applied. 
 These work-trees are likewise to be placed in all work-books 
 used by students of these branches ; and, enlarged to the di- 
 mensions of geographical wall-maps, they are likewise all to 
 be hung as large wall-maps of these branches on the walls of 
 all school-rooms ; in which text-books, and on which school- 
 room walls, they will be of the same service in learning and 
 
THE SYSTEM METHOD. 
 
 remembering those subjects of which they are tree maps as 
 are the common geographical maps of the topography and 
 political divisions of the earth in learning and remembering 
 such topography and political divisions. I have already 
 shown that, to all rational learning of orthography, the 
 orthographic tree map of the orthographic whole is as essen- 
 tial as the known existence of the cat is to all rational learn- 
 ing of cat's tongue, tail, or back-bone. And I shall hereafter 
 show that the grammatical, etymological, ideographic, botan- 
 ical, and zoological tree maps are not less essential to any 
 real, science-system, or system-guided, learning of these 
 branches, than is the known existence of the United States, 
 as a whole, to any rational learning of the parts, mountain, 
 river, city, plain, etc., contained by such whole. 
 
 If I am asked to state any further advantages to arise 
 from the discovery and invention of this science-system 
 representative and working guide, I could specify that, — 
 
 1. By such tree tool alone can we see what perceiving is. 
 
 2. " " ■ " " thinking 
 
 3. " " " " comparing 
 
 4. " " " " conceiving 
 
 5. " " '* " judging 
 
 6. " " " " reasoning 
 Y. " " " " defining 
 
 8. " " " " learning 
 
 9. " " " " knowing 
 
 10. " " " " remembering 
 
 11. " " " " imagining 
 
 12. " " " " systematizing " 
 
 13. Such tree instrument or guide, is itself, by virtue of the 
 twelve truths just stated, the only correct, logical, and psy- 
 chological notation. Certainly, it is not claimed that by 
 means of the tree we can absolutely realize what perceiving, 
 thinking, knowing, etc., are. It is only meant that through 
 the instrumentality of the tree alone we can see as plainly as 
 human perception is able to see with the aid of the perfect 
 instrument. 
 
.4iY INVALUABLE TOOL. 89 
 
 14. By such tree alone can we guide our investigating. 
 
 15. By such tree alone can we guide our reciting. 
 
 16. By such tree alone can we guide our teaching, so far, 
 at least, as our teaching has to do with science system. 
 
 lY. By such tree alone can we determine the correct rel- 
 ative order of arithmetical subjects, — whether proportion 
 properly precedes fractions, and these two, compound num- 
 bers ; whether decimals properly precedes common frac- 
 tions and proportion, — where each arithmetical division is 
 properly to be placed. 
 
 18. By such tree alone can we ascertain the correct relative 
 order of subjects in orthography, grammar, botany, zoology, 
 and logic. 
 
 19. Such tree is, moreover, the only efficient aid in deter- 
 mining what belongs to the empirical stage of learning, and 
 what to the rational, what is proper in primary, intermedi- 
 ate, and advanced grades of learners. 
 
 20. By such tree alone can we know by what objective 
 means we know and learn, and what science is. By such in- 
 strument alone, therefore, can we distinguish between real 
 science (/. e., system science) and empirical (/. e., disorgan- 
 ized) science ; between the organizing, easy, or system- 
 guided, method and disorganizing methods. 
 
 Judge, then, in what vital sense new, of what incalculable 
 use, must be the discovery of this tree " of knowledge " as 
 guide and instrument in almost all school learning. Judge, 
 too, how " dreadfully defective," as Mr. Spencer truly remarks, 
 " the rude, undeveloped character of our education " must be. 
 For I have shown that no previous discovery of this science- 
 system guide hitherto made, could have been weighted with 
 more import?nce as a guide in learning than the Christmas- 
 tree or the illustrative genealogical-tree drawing designed to 
 exhibit some family genealogy. Therein it is seen that no 
 known orthographic, grammatical, etymological, or other tree 
 whole has ever been consciously used as the indispensable 
 instrument in the study of the tree (branch) parts of these 
 branches. And I have pointed out, merely, that to study the 
 
90 THE SYSTEM METHOD. 
 
 parts of any branch not knowing what the whole is like, — 
 not knowing that such branch parts are parts of a branch 
 whole, — is to study such parts not knowing that a whole 
 exists ; that is to say, it is to study such parts not knowing 
 them to be parts — to study parts as parts of nothing — as not 
 parts ! 
 
 Yet once more, think what such study is : To study 
 " subvocal," not knowing what the orthographic whole is like, 
 or that such whole exists, is to study subvocal pa7-t not 
 knowing what subvocal's zvliole is like ! to study a tiger's 
 back-bone not knowing what a tiger is like, whether tiger, 
 ostrich, snake, or giraffe ! To study tiger's back-bone or 
 subvocal not knowing that the tiger whole or the orthographic 
 whole exists, is to study such back-bone or subvocal as 
 subvocal and back-bone of nothing ! But what is the study 
 of back-bone as the back-bone of nothing worth? — Nothing, 
 says the trumpet of truth. What, then, is the study of sub- 
 vocal part as part of nothing worth ? — Nothing ! Let the 
 trumpet blow as long as blown by the breath of the truth. 
 Remember to put yourself in the place of the learner, know- 
 ing almost nothing of the subject. Thus situated, imagine 
 yourself to be learning the, to you unknown, thing (not city 
 to you) called Chicago, precisely as students do now learn 
 orthography, grammar, etymology, geography (surface and 
 political divisions excepted), botany, etc., by studying each 
 part separately, and never detecting what the whole is like, 
 if even ever fancying it to exist. 
 
 Now, while I cannot dispossess you of your great advan- 
 tage, by means of your acquired learning and experience of 
 things, over any such learner, I will place you as a boy of 
 eight years and of ordinary intelligence, reared by your own 
 parents in Patagonia, say, where you have never seen as 
 such any city, city street or plan ; any brick-built, stone- 
 built, or lumber-built business or dwelling-house, or any 
 sidewalk ; any railroad or street-car ; any depot, park, grove, 
 drive, or lake ; just as young learners have never known 
 subvocal, dental, coalescent, diphthong, etc., as such. Now, 
 
RIDICULOUS LEARNING. 91 
 
 remember that you are not once to see or imagine Chicago 
 as a zv/io/e, just as learners do never (by current methods) see 
 or imagine orthography as a whole ; nay, you are not to 
 know, when you have finished your study, what Chicago as 
 a whole is like, just as learners, having finished their study 
 of orthography, never know what orthography as a whole is 
 like — not even that Chicago exists in the likeness of any 
 known thing, just as learners of orthography know not even 
 that orthography exists in the likeness of any known thing. 
 Remember, especially, that you are not to know or ever de- 
 tect the things which I give you to study, as being parts of 
 any known whole, but merely separate things, just as learn- 
 ers of orthography never know or detect the things studied— 
 subvocal, dental, diphthong, etc. — as being parts of any 
 known whole, but merely as separate things. 
 
 I give you now a book definition of railroad, lake, and side- 
 Avalk, which you are to commit to memory ; I also point out 
 to you examples of such railroad, lake, and sidewalk, just as 
 learners of orthography are given book definitions of lingual, 
 aspirate, etc., to be committed to memory, examples at the 
 same time being pointed out. A second day I give you 
 book definitions of house, park, and street-car, and point out 
 examples to you, just as modern teachers give, on a second 
 day, book definitions of vocal, coalescent, etc., pointing out 
 corresponding examples. For a third lesson, you again com- 
 mit to memory book definitions of depot, drive, and grove, 
 and review the definitions, or the " substance of what the 
 book says," in your first lesson, just as school children are 
 now, in their third lesson, directed to "get" what a book 
 says about subvocal, abrupt, etc., and review "what the book 
 says" about their first lesson. (Here, not to make the farce 
 as prolix and vicious as it really is, we will stop.) 
 
 You are now "through." You are now not to know — 
 mark it well — that such railroad, lake, sidewalk, house, park, 
 street-car, depot, drive, grove, etc., are parts of one whole, 
 just as our students of orthography when " through " do not 
 know — mark well this fact, too — that such dental, coalescent, 
 
92 THE SYSTEM METHOD. 
 
 subvocal, diphthong, etc., are parts of one whole. You are 
 not even to know that any Chicago whole exists, precisely 
 as all school, college, and university students of orthography 
 never know, after getting " through," that any orthographic 
 whole (orthographic tree) exists. You are only to know 
 that you have been stwdymg from a book about Chicago — a 
 thing to you unknown as a whole both before and after your 
 study of railroad, lake, etc. ! just as students of orthography 
 do only know that they have been studying from a book 
 about orthography — a thing to them unknown as a whole 
 both before and after their study of dental, subvocal, diph- 
 thong, etc ! You are not even to know that there exists a 
 Chicago whole, and that it is a Chicago city ! precisely as no 
 student of orthography knows that there exists an ortho- 
 graphic whole, and that it is an orthographic tree ! You are 
 never to see the railroad, lake, depot, etc., as parts of a cit^ 
 (whole), but are simply to hold these city parts in mind by 
 dogmatic definition as parts of no whole — parts of nothing ! 
 just as students of orthography, under " great " teachers, 
 never see subvocal, vocal, dental, diphthong, etc., as parts of 
 the orthographic tree ; just as pupils of "great professors," 
 the world over, by dogmatic definition do hold such parts in 
 mind — till they "drop out" — as parts of nothing! 
 
 It has been demonstrated that true knowing, or learning, 
 is branching, or organizing, — branching or organizing the 
 science-system, or tree-trunk, unit through the branch (z. c, 
 the tree) whole, using that tree whole as guide in the branch- 
 ing work. But branching tree-trunk letter can only result 
 in making letters into a tree, or branch-organism, whole, 
 through which (from tree trunk upward) all letters may be 
 traced, or branched. And so branching the class zvord 
 through its science, or tree, system, results necessarily in a 
 copy of such tree-system whole. And so branching (z. e., 
 rationally learning) any branch of learning is but making a 
 branch, or tree, of it. That rational, or perfect, branching 
 the branch orthography must needs result in a branch, or 
 tree, of that subject (as shown on pp. 18, 203), is as self-evi- 
 
RTDICULOrS LEARNING. 93 
 
 dent as that perfect copying of any specimen must needs re- 
 sult in a copy of such specimen. In learning, the process is 
 branching ; therefore, the result must be a branch. In writ- 
 ing, the process is copying ; therefore, the result must be a 
 copy. 
 
 Mark once again what that copying is worth which, when 
 finished, does not know what the copy made, or copied, is 
 like. Judge, then, what that organizing, or branching (z. e., 
 learning), is worth, which, when finished, does not know 
 what the branch, or organism, made is like. Who, then, 
 cannot yet see the too-great-to-be-estimated value of the tree 
 organism, by which alone, of all nature's products, the sub- 
 ject whole of any branch of learning may be profitably rep- 
 resented .'' Bread-and-butter school-boys know that just to 
 that proportional degree of clearness in which writing learner 
 sees mental copy to be reproduced (z. e., written), just to 
 that extent can he do perfect writing (perfect copying) ; just 
 to that extent is his learning work of any value. What 
 wakeful teacher, then, cannot perceive that just to that pro- 
 portional degree of clearness in which branching learner sees 
 the mental copy, or branch, to be branched ; just to that ex- 
 tent can he do perfect branching (perfect copying of the 
 branch) ; just to that extent is his learning work of any 
 worth.'' "Graduating" learners, or doers, of writing copy 
 who have obtained no mental picture of the written copy, 
 who do not know what such written copy is like, — whether 
 like curve or animal or else, — and who are therefore utterly 
 unable to do (/. e., write) any such copy ! " Graduating," 
 then, learners, or doers, of an orthographic branch copy who 
 have no mental picture of this branched copy, who do not 
 know what such branched copy is like,— whether like tree or 
 animal or else,- — and who are therefore utterly unable to do 
 (z. e., branch) any such copy ! " Graduating," still, learners, 
 or doers, of ideographic, etymological, grammatical, arith- 
 metical, botanical, and zoological branch copies who have 
 obtained no mental picture of the branched copies, who do 
 not know what such branched, or organized, copies are like, 
 
94 THE SYSTEM METHOD. 
 
 — Avhether like trees or some other organism, — and who are 
 therefore utterly unable rationally to do the branching (learn- 
 ing) of such copies ! 
 
 Let not the reader fancy this merely a burlesque on the 
 schools. It is the literal truth. " Graduating," once again, 
 learners, or doers (/. c, map-makers), of a map-made copy of 
 the United States who have no mental picture of the map- 
 made copy, who do not know what such United States map- 
 made copy is like, — whether like United States map or 
 animal or what, — and who are therefore utterly unable to do 
 (/. e., make) any such map-made copy ! If you would not 
 "graduate" students, or doers, of United States map-making 
 or writing, who, when " through " the complete course, have 
 absolutely no mental picture of such writing copy or United 
 States, as a whole, who do not know even what such copy or 
 map whole is like, — whether like curve, country, animal, or 
 else, — would you, then, " graduate " student, or doer, of 
 orthographic, grammatical, and botanical branch-making, 
 who, when " through " the course, have absolutely no rational 
 mental picture of such branch copy or whole, who know not 
 even what such orthographic, grammatical, or botanical whole 
 is like } Who, then, Avill not see the too-great-to-be-estimated 
 value of this tree " of knowledge " as the representative of 
 the science-system whole of every branch of learning, and 
 the only possible working instrument by which student may 
 do this branching work called learning } 
 
 Absolutely all educational authorities agree that the en- 
 tire flowing current of the educational river, the entire bus- 
 iness of learning, is mirroring part in whole, and whole in 
 part. Inductive philosophy, it is declared, thinks from part 
 up to the whole ; deductive philosophy, from whole down to 
 part ; and all philosophy, learning, or knowing, goes one 
 way or the other. The great educational question is and 
 has been. What is the system (/. e., science) whole of letters ? 
 of words .? of plants } of animals .? etc., in which the class di- 
 visions, or branches, of letter, word, plant, animal, etc., are 
 to be mirrored } This whole once known, the learner's proc- 
 
MIRRORING WHOLE IN FART. 95 
 
 ess of work is inevitable. For if such system whole is a 
 building, the process must be building ; but, if such system 
 whole is a branched whole, the process must be branching. 
 So that the discovery of the system whole reveals the stu- 
 dent's process of work. And if the evidence offered in this 
 publication is not spurious, the learner's true process of work 
 is branching ; and his true and only guide, or instrument, the 
 branch, or tree organism. Thus it is that the discovery of 
 the tree system as the only sensible representative of a 
 science system, divulges the student's process of work, and 
 therein the true method of teaching. And it is not to go 
 unobserved that such discovery " embodied in a new com- 
 bination of parts," as shown in all the tree engravings found 
 in these pages, amounts to a demonstration of what the 
 science-system parts are — what the orthographic parts, sub- 
 vocal, aspirate, vocal, etc., are ; what the grammatical parts, 
 substantive, verb, noun, adjective, infinitive, direct objective, 
 etc., are. Since, by the discovery, we know the system whole 
 to be a tree, or branch, we therein know the system parts to 
 be branches, or tree organs ; and the process of mirroring 
 part in whole, which authority calls learning, we know to be 
 branching. Since absolutely all authority avers that learn- 
 ing is making wholes out of parts (rather, that learning is 
 tracing the multitude of things through their classes so 
 branched together in tree system that each twig class is a 
 branch of every higher class, including the highest class, the 
 tree trunk) ; and since the parts are branches (branch classes), 
 and the wholes are trees, it follows that learning is branch- 
 ing, or organizing, as shown on pages 28, 103, 274, and 603. 
 Thus, by deductive reasoning, we may go from the discov- 
 ered tree-organism whole down to the part to prove that to 
 learn is to branch, which truth I have so repeatedly demon- 
 strated by the opposite, inductive, reasoning, by going from 
 particular to class, or part to whole. 
 
 But not to digress further : it is thus plain that just to 
 that proportional degree of clearness in which learner sees 
 mentally the tree, or branch, whole to be made (z. e., branched 
 
96 THE SYSTEM METHOD. 
 
 through), just to that proportional extent is his learning- of 
 any worth. Now, let the reader himself decide how many 
 (how few !) " graduates " of orthography, English grammar, 
 etymology, botany, zoology, and arithmetic have a clear 
 mental picture of such subject whole. But we have seen that 
 no teacher, philosopher, nor man has ever realized what sys- 
 tem such science-system whole is. See pages 41 and 642. 
 If, then, all really rational learning of these branches is what 
 all authority declares it to be, namely, associating their parts 
 into a whole (which I have discoverd to be accomplished by 
 tracing, or branching, thing to be learned, through its classes 
 as branched into a tree of these classes), judge the inestimable 
 value of the discovery, for the first time realizing what such 
 whole is. What would be the value of a mental picture 
 (i. e., known plan) in making, or building, parts into a build- 
 ing whole } What kind of a builder would you really be, if, 
 after having done the so-called building, you did not know 
 what the built whole was like — built thing or what not "^ If 
 all authority should declare your building worthless, and 
 your claim to proficiency simple foolishness, as all author- 
 ity actually does do, would your sagacity of mind be suffi- 
 ciently electrified to enable you to see and realize the abso- 
 lute necessity and invaluable character, in all building, of a 
 definite mental picture, or plan, of the building whole 1 Tell, 
 then, what sort of learners these are, when, after having done 
 the so-called learning (J. e., branching), they know not what 
 the learned (z. c, branched) whole is like — branched tree or 
 what not ! Judge, too, whether, if all authority should de- 
 clare their learning worthless, and their claim to proficiency 
 simple foolishness, as all real authority actually does do, 
 your sagacity of mind would be sufficiently electrified to 
 enable you to see and realize the absolute necessity and in- 
 valuable character, in all learning, of a definite mental pict- 
 ure of the branched whole. " Let no man deceive himself 
 If any among you seemeth to be wise in this world, let him 
 become a fool, that he may be wise." 
 
BIRD'8-ETE VIEW 97 
 
 The Orthostatic Work-Tree. — Having seen a little of 
 how " dreadfully defective " must be our teaching and school- 
 work in orthography, let it be shown how the invention of 
 the orthostatic tree will lead us quickly into the perfect 
 method. It has been demonstrated that the very knowing 
 act thinks particular into class previously known (branched). 
 But when you think particular into a class itself previously 
 known (branched), z. e., previously thought into a greater 
 known (branched) class, which, in order, is a class itself 
 already thought into a still greater known (branched) class, 
 you are therein thinking, or mentally constructing, a tree 
 system. This also has been many times proven. And now 
 mark once again that since knowing is branching particular 
 into kind, — itself a known, i. e., branched, thing, — nothing 
 but such branched system can constitute the educational 
 guide. No painted or knitted or otherwise-made copy can 
 be guide in writing. Nothing but writing copy can be used 
 as guide in writing. So, in learning, i. e., branching, nothing 
 but branching copy can be used as guide. This branching 
 guide I have named the orthostatic work-tree (from og-&oQ, 
 right, and laTavaL, to stand), as being the only natural whole 
 known whose parts stand together in such form of unity as 
 to indicate the right method and order in learning and teach- 
 ing. I shall, then, in the following pages give a quick sur- 
 vey, or bird's-eye view, of what are the two steps in learning 
 rational orthography by the branching, natural, scientific, or 
 true method as indicated by the orthostatic tree. But in 
 entering upon any branch of learning, or branching, it is 
 desirable and very important to give the student, at the out- 
 set, a general idea of what is the nature of the branch to be 
 pursued. This can be done only by showing the connection 
 of the branch with the other branches of the whole ortho- 
 static tree. 
 
 Using the tree-map here following, an enlarged copy of 
 
 which should hang in every school-room, ask your class (as 
 
 the first exercise) to help you organize the particulars — say 
 
 cal, f , 5, re, sjiper, pansy, water, b, He, e, SOO, a, rose, o, g in 
 
 7 
 
98 
 
 THE SYSTEM METHOD. 
 
 sign, liver, eye, 6, ^, H and O in H-0, Na and CI in NaCl, 
 rtm, of, un and health and ful and ness in unhealthfulness, 
 1000, or any line, surface, or solid. 
 
 Go from the body thing up the tree, which is to be your 
 
 LEARNER'S WORKI-TREE. 
 Copyright, 1886, by I. E. T\TLSON. 
 
 guide or program of work. As thus Avorked out by teacher 
 and class, and written on the blackboard or merely traced 
 up the limbs of the tree by teacher, this first introductory, 
 or bird's-eye-view, lesson will appear about as follows (the 
 teacher may omit anything not familiar to him) : — 
 
BIRD'S-EYE VIEW. 
 
 99 
 
 Cat 
 
 = Thing, qualitative. 
 
 natural. 
 
 organic, 
 
 animal. 
 
 (zoology). 
 
 Ya 
 
 = Thing, quantitative. 
 
 number. 
 
 discontinuous. 
 
 fractional. 
 
 (arithmetic). 
 
 Re 
 
 = Thing, qualitative. 
 
 lingual. 
 
 etymon, 
 
 prefix. 
 
 (etymology). 
 
 5 
 
 =^ Thing, quantitative, 
 
 number. 
 
 discontinuous. 
 
 integral. 
 
 (arithmetic). 
 
 Super 
 
 ^ Thing, qualitative. 
 
 lingual. 
 
 etymon. 
 
 prefix. 
 
 (etymologj-) . 
 
 Pansy 
 
 = Thing, qualitative. 
 
 natural. 
 
 organic. 
 
 plant, 
 
 (botany). 
 
 Water 
 
 = Thing, qualitative, 
 
 natural. 
 
 inorganic, 
 
 molecular. 
 
 (physics). 
 
 B 
 
 = Thing, qualitative. 
 
 lingual, 
 
 letter. 
 
 orthograph, 
 
 (orthography) . 
 
 He 
 
 = Thing, qualitative. 
 
 lingual. 
 
 etymon, 
 
 suffix, 
 
 (etymology). 
 
 E 
 
 = Thing, qualitative. 
 
 lingual. 
 
 letter. 
 
 orthograph. 
 
 (orthography). 
 
 200 
 
 = Thing, quantitative, 
 
 number. 
 
 discontinuous, 
 
 integral, 
 
 (arithmetic). 
 
 A 
 
 ^ Thing, qualitative. 
 
 lingual. 
 
 letter. 
 
 orthograph. 
 
 (orthography). 
 
 Rose 
 
 ^ Thing, qualitative. 
 
 natural. 
 
 organic, 
 
 plant, 
 
 (botany 1. 
 
 
 
 = Thing, qualitative. 
 
 lingual, 
 
 letter, 
 
 orthograph. 
 
 (orthography). 
 
 G 
 
 =- Thing, qualitative. 
 
 lingual. 
 
 apththong, 
 
 ideograph. 
 
 (ideography). 
 
 Liver 
 
 = Thing, qualitative. 
 
 natural. 
 
 organic. 
 
 animal, 
 
 (zoology). 
 
 Eye 
 
 = Thing, qualitative. 
 
 natural. 
 
 organic. 
 
 animal. 
 
 (zoology). 
 
 6 
 
 = Thing, quantitative, 
 
 number, 
 
 discontinuous, 
 
 integral. 
 
 (arithmetic^ . 
 
 % 
 
 = Thing, quantitative, 
 
 number. 
 
 discontinuous. 
 
 , fractional. 
 
 (arithm.e'.ic). 
 
 H 
 
 ^ Thing, qualitative. 
 
 natural. 
 
 inorganic. 
 
 atomic, 
 
 (chemistry). 
 
 
 
 = Thing, qualitative. 
 
 natural. 
 
 inorganic, 
 
 atomic, 
 
 (chemistry). 
 
 Na 
 
 = Thing, qualitative, 
 
 natural. 
 
 inorganic, 
 
 atomic. 
 
 (chemistry). 
 
 CI 
 
 ^ Thing, qualitative, 
 
 natural. 
 
 inorganic, 
 
 atomic. 
 
 (chemistry). 
 
 Run 
 
 = Thing, qualitative, 
 
 lingual. 
 
 vvford, 
 
 fundamental 
 
 1, (grammar) . 
 
 Of 
 
 = Thing, qualitative, 
 
 lingual, 
 
 word. 
 
 connective. 
 
 (grammar). 
 
 Un 
 
 = Thing, qualitative. 
 
 lingual. 
 
 etymon. 
 
 prefix. 
 
 (etymology). 
 
 Health 
 
 = Thing, qualitative. 
 
 lingual. 
 
 etymon. 
 
 root. 
 
 (etymology). 
 
 Ful 
 
 = Thing, qualitative. 
 
 lingual, 
 
 etymon, 
 
 suffix. 
 
 (etymology). 
 
 Ness 
 
 ^ Thing, qualitative. 
 
 lingual. 
 
 etymon. 
 
 suffix, 
 
 (etymology). 
 
 1000 
 
 = Thing quantitative, 
 
 number. 
 
 discontinuous 
 
 , integral, 
 
 (arithmetic). 
 
 A line 
 
 ^ Thing, quantitative, 
 
 magnitude. 
 
 
 
 (geometry). 
 
 A surface = Thing, quantitative, 
 
 magnitude. 
 
 
 
 (geometry). 
 
 A sphere = Thing, quantitative. 
 
 magnitude, 
 
 
 
 (geometry). 
 
 Thus you lead your class to see what is the place occu- 
 pied by the branch of orthography, upon the study of which 
 they are about to enter. But do not fail to show how the 
 orthographic branch, as shown on page 18, is but the contin- 
 uation of the limb, or branch, marked "orthograph" in this 
 tree. To do this, you might take any letter, say b, and run 
 it entirely up through this general stump tree, and then con- 
 tinue up through the orthographic tree. You would, of 
 course, proceed thus : B = Thing, qualitative, lingual, letter, 
 orthograph, sonant or voiced, subvocal, abrupt, labial, thus 
 reaching the last class to which it belongs. In tracing b in 
 this way, you will use, of course, first the stump tree, and 
 then the orthographic tree, maps of both supposed to hang 
 on the school-room walls. 
 
 I do not say that your class will fully understand this 
 
100 THE SYSTEM METHOD. 
 
 work with the stump tree. I have found in every such trial 
 that they understand very little ; but the doctrine that we 
 may " never teach a child what it does not fully understand, 
 is," as William Henkle, of Ohio, and others have declared, 
 " rank educational heresy." This is merely giving the class 
 a " balloon view," so to speak, that they may know of their 
 whereabouts, in the great tree of knowledge, as they proceed 
 with orthography proper. You need not desire or expect 
 them fully, or more than very dimly, to understand, just as 
 you would not expect a student of Chicago fully to under- 
 stand at the first lesson, if, in giving him that first lesson, 
 you should elevate him in a balloon, and furnish him with a 
 powerful telescope that he might see in what part of this 
 great Mississippi Valley Chicago is situated. But, besides 
 giving them such.balloon view of the great tree of knowledge, 
 this exercise will go a great way to establish their confidence 
 in you as a teacher, in your scholarship ; just as it would 
 establish your faith in the proficiency and equipment of your 
 teacher of Chicago, if, at the outset, having furnished you 
 with a powerful telescope, he should pleasantly elevate you 
 in a balloon or otherwise to where you could see the relation 
 of Chicago to lake. State, Mississippi Valley, and United 
 States, the relation of its chief parts to each other, etc. This 
 exercise will further give the class a general notion of what 
 the organizing, branching, or system, method is, — a method 
 the steps in which are determined by and follow the branches 
 of the- orthostatic tree. If, however, the teacher be not com- 
 petent to trace up the stump tree some such particulars as 
 those above traced, let it be wholly omitted. It is in no wise 
 essential to good and superior teaching of orthography. The 
 first lesson essential will, of course, be to trace from six to 
 twenty letters up the orthographic tree proper, or up some 
 special branches of this tree. This introductory, or bird's- 
 eye-view, lesson is only to be given when the teacher is 
 somewhat familiar with all the branches of the great tree of 
 knowledge ; it is to be wholly omitted by others. But if 
 given, it will serve to indicate to the pupils what place 
 
INTRODUCTORY LESBOK 101 
 
 orthography occupies among the important branches of 
 learning, to establish their faith in the teacher's proficiency 
 and scholarship, and to bring about a realizing sense of their 
 own ignorance of the whole tree of knowledge — an end as 
 worthy as establishing their faith in the teacher's scholarship. 
 
 Bird's-Eye View of the Branching Process. — The sys- 
 tem method — organizing, natural, scientific, whole-and-part, 
 easy — of learning every branch, is by branching that branch. 
 And this organizing, branching, or whole-and-part, method 
 comprises two processes of work, both guided, of course, by 
 the orthostatic tree, the only representative of a branch whole. 
 These two processes correspond to Sir Wm. Hamilton's 
 Analysis and Synthesis, which, he declares, are " the two nec- 
 essary parts of the same method," the " only possible method 
 of philosophy." Both processes are to be guided by the 
 orthostatic tree ; either is inefficient without it. Analysis is 
 working up the tree whole, synthesis is working down the 
 tree whole, of the subject. Analysis is the first step, synthe- 
 sis is the last step. But the learner is not only to analyze 
 both graphically and orally, but he is likewise to synthesize 
 both graphically and orally. I shall give this bird's-eye, or 
 general, view, then, in the following order : 1. Written Anal- 
 ysis ; 2. Oral Analysis ; 3. Written Synthesis • 4. Oral 
 Synthesis. 
 
 Written analysis by the work-tree. — The follow- 
 ing will represent the nature of what is to be assigned to 
 students in the first part of the school course in orthogra- 
 phy : (1.) Cat ; (2.) Bed ; (3.) Gate ; (4.) Cane ; (5.) Bay ; 
 (6.) Beef; (Y.) Shop ; (8.) Yeast ; (9.) Bowl ; (10.) Beau ; (11.) 
 Eye ; (12.) Adieu ; (13.) Noble ; (14.) Often ; (15.) Agree- 
 able ; (16.) Nation; (17.) Filial ; (18.) Quack. 
 
 And the following will represent the nature of the stu- 
 dent's work. Observe that this process of work uses the 
 tree whole as program, or guide, and runs by analysis from 
 the body orthograph up the tree, thus bringing out the at- 
 tributes of, or analyzing (from avakveiv, to unloose again, as 
 the parts or attributes), each particular assigned to be worked 
 
103 
 
 THE SYSTEM METHOD. 
 
 up by the class. The written work done by the student in 
 this first or analytic part of his school course in orthography 
 by this system or organizing method, would appear, in gen- 
 eral, about as follows : — 
 
 ORTHOGRAFHIC WORIC-TREE. 
 
 Copyright, 1886, by I. E. "WnLSON. 
 
 I. 
 
 C 
 
 = Letter, 
 
 aspirate, 
 
 abrupt. 
 
 guttural. 
 
 
 
 A 
 
 = Letter, 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 palatal 
 
 
 T 
 
 = Letter, 
 
 aspirate. 
 
 abrupt. 
 
 dental. 
 
 
 2. 
 
 B 
 
 = Letter, 
 
 sonant, 
 
 subvocal. 
 
 abrupt, 
 
 labial. 
 
 
 E 
 
 = Letter, 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 palatal. 
 
 
 D 
 
 = Letter, 
 
 sonant, 
 
 subvocal. 
 
 abrupt. 
 
 dental. 
 
 Or, DIGRAPH, DIPHTHONG, TRIGRAPH. 
 
WRITTEN ANALYSIS. 
 
 103 
 
 3- 
 
 G 
 
 = 
 
 Letter, 
 
 sonant. 
 
 subvocal, 
 
 abrupt, 
 
 guttural. 
 
 
 A 
 
 = 
 
 Letter, 
 
 sonant, 
 
 vocal, 
 
 simple, 
 
 dental. 
 
 
 T 
 
 := 
 
 Letter, 
 
 aspirate, 
 
 abrupt, 
 
 dental. 
 
 
 
 E 
 
 = 
 
 Letter, 
 
 aphthong. 
 
 
 
 
 4- 
 
 C 
 
 = 
 
 Letter, 
 
 aspirate, 
 
 abrupt. 
 
 guttural. 
 
 
 
 A 
 
 = 
 
 Letter, 
 
 sonant, 
 
 vocal, 
 
 simple. 
 
 dental. 
 
 
 N 
 
 — 
 
 Letter, 
 
 sonant, 
 
 subvocal. 
 
 continuant, 
 
 dental. 
 
 
 E 
 
 = 
 
 Letter, 
 
 aphthong. 
 
 
 
 
 5- 
 
 B 
 
 = 
 
 Letter, 
 
 sonant, 
 
 subvocal, 
 
 abrupt, 
 
 labial. 
 
 
 Ay 
 
 -= 
 
 Digraph, 
 
 sonant, 
 
 vocal, 
 
 simple. 
 
 dental. 
 
 6. 
 
 B 
 
 = 
 
 Letter, 
 
 sonant, 
 
 subvocal, 
 
 abrupt, 
 
 labial. 
 
 
 Ee 
 
 = 
 
 Digraph, 
 
 sonant, 
 
 vocal. 
 
 simple, 
 
 dental. 
 
 
 F 
 
 z= 
 
 Letter, 
 
 aspirate, 
 
 continuant, 
 
 labial. 
 
 
 7- 
 
 Sh 
 
 = 
 
 Digraph, 
 
 aspirate, 
 
 continuant. 
 
 palatal. 
 
 
 
 
 
 =z 
 
 Letter, 
 
 sonant, 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 
 P 
 
 = 
 
 Letter, 
 
 aspirate. 
 
 abrupt. 
 
 labial. 
 
 
 8. 
 
 Y 
 
 — 
 
 Letter, 
 
 sonant. 
 
 subvocal. 
 
 coalescent. 
 
 dental. 
 
 
 Ea 
 
 = 
 
 Digraph, 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 dental. 
 
 
 S 
 
 = 
 
 Letter, 
 
 aspirate, 
 
 continuant, 
 
 dental. 
 
 
 
 T 
 
 = 
 
 Letter, 
 
 aspirate, 
 
 abrupt. 
 
 dental. 
 
 
 9- 
 
 B 
 
 = 
 
 Letter, 
 
 sonant. 
 
 subvocal, 
 
 abrupt. 
 
 labial. 
 
 
 Ow 
 
 = 
 
 Digraph, 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 labial. 
 
 
 L 
 
 = 
 
 Letter, 
 
 sonant. 
 
 subvocal, 
 
 continuant, 
 
 dental. 
 
 lO. 
 
 B 
 
 =r 
 
 Letter, 
 
 sonant, 
 
 subvocal, 
 
 abrupt, 
 
 labial. 
 
 
 Eau 
 
 = 
 
 Trigraph, 
 
 sonant, 
 
 vocal. 
 
 simple. 
 
 labial. 
 
 II. 
 
 Eye 
 
 = 
 
 Trigraph, 
 
 sonant. 
 
 vocal. 
 
 compound. 
 
 open. 
 
 12. 
 
 A 
 
 = 
 
 Letter, 
 
 sonant, 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 
 D 
 
 = 
 
 Letter, 
 
 sonant, 
 
 subvocal, 
 
 abrupt, 
 
 dental. 
 
 
 leu 
 
 = 
 
 Trigraph, 
 
 sonant. 
 
 vocal, 
 
 compound. 
 
 close. 
 
 13- 
 
 N 
 
 = 
 
 Letter, 
 
 sonant, 
 
 subvocal. 
 
 continuant, 
 
 dental. 
 
 
 
 
 = 
 
 Letter, 
 
 sonant, 
 
 vocal. 
 
 simple, 
 
 labial. 
 
 
 B 
 
 = 
 
 Letter, 
 
 sonant. 
 
 subvocal, 
 
 abrupt, 
 
 labial. 
 
 
 L 
 
 = 
 
 Letter, 
 
 sonant, 
 
 subvocal, 
 
 continuant. 
 
 dental. 
 
 
 E 
 
 = 
 
 Letter, 
 
 aphthong. 
 
 
 
 
 14. 
 
 
 
 = 
 
 Letter, 
 
 sonant, 
 
 vocal. 
 
 simple, 
 
 guttural. 
 
 
 F 
 
 = 
 
 Letter, 
 
 aspirate, 
 
 continuant, 
 
 labial. 
 
 
 
 T 
 
 = 
 
 Letter, 
 
 aphthong. 
 
 
 
 
 
 E 
 
 = 
 
 Letter, 
 
 aphthong. 
 
 
 
 
 
 N 
 
 = 
 
 Letter, 
 
 sonant, 
 
 subvocal, 
 
 continuant. 
 
 dental. 
 
 IS- 
 
 A 
 
 = 
 
 Letter, 
 
 sonant, 
 
 vocal. 
 
 simple, 
 
 guttural. 
 
 
 G 
 
 = 
 
 Letter, 
 
 sonant, 
 
 subvocal, 
 
 abrupt, 
 
 guttural, 
 
 
 R 
 
 = 
 
 Letter, 
 
 sonant. 
 
 subvocal. 
 
 continuant, 
 
 palatal. 
 
 
 Ee 
 
 = 
 
 Digraph, 
 
 sonant, 
 
 vocal. 
 
 simple. 
 
 dental. 
 
 
 A 
 
 = 
 
 Letter, 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 guttural. 
 
 
 B 
 
 = 
 
 Letter, 
 
 sonant, 
 
 subvocal, 
 
 abrupt, 
 
 labial. 
 
 
 L 
 
 = 
 
 Letter, 
 
 sonant, 
 
 subvocal, 
 
 continuant. 
 
 d'ental. 
 
 
 E 
 
 = 
 
 Letter, 
 
 aphthong. 
 
 
 
 
104 
 
 THE SYSTEM METHOD. 
 
 i6. N 
 
 = 
 
 Letter, 
 
 sonant, 
 
 subvocal. 
 
 continuant, 
 
 dental. 
 
 A 
 
 = 
 
 Letter, 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 dental. 
 
 Ti 
 
 = 
 
 Digraph, 
 
 aspirate. 
 
 continuant, 
 
 palatal. 
 
 
 O 
 
 = 
 
 Letter, 
 
 sonant, 
 
 vocal, 
 
 simple, 
 
 guttural. 
 
 N 
 
 = 
 
 Letter, 
 
 sonant, 
 
 subvocal, 
 
 continuant, 
 
 dental. 
 
 17. F 
 
 = 
 
 Letter, 
 
 aspirate. 
 
 continuant. 
 
 labial. 
 
 
 I 
 
 = 
 
 Letter, 
 
 sonant, 
 
 vocal. 
 
 simple, 
 
 palatal. 
 
 L 
 
 = 
 
 Letter, 
 
 sonant, 
 
 subvocal, 
 
 continuant, 
 
 dental. 
 
 I 
 
 = 
 
 Letter, 
 
 sonant. 
 
 subvocal, 
 
 coalescent, 
 
 dental. 
 
 A 
 
 
 
 Letter, 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 palatal. 
 
 L 
 
 = 
 
 Letter, 
 
 sonant. 
 
 subvocal, 
 
 continuant, 
 
 dental. 
 
 18. Q 
 
 = 
 
 Letter, 
 
 aspirate, 
 
 abrupt. 
 
 guttural. 
 
 
 U 
 
 = 
 
 Letter, 
 
 sonant. 
 
 subvocal, 
 
 coalescent, 
 
 labial. 
 
 A 
 
 = 
 
 Letter, 
 
 sonant. 
 
 vocal. 
 
 simple, 
 
 palatal. 
 
 C 
 
 = 
 
 Letter, 
 
 aph thong. 
 
 
 
 
 K 
 
 = 
 
 Letter, 
 
 aspirate. 
 
 abrupt. 
 
 guttural. 
 
 
 I have now given a general idea only of what is the 
 direction and written form of this first of the two processes 
 by which the student is to proceed in the mastery of orthog- 
 raphy. It is called analysis (avalvsiv, to unloose), because, as 
 the student proceeds up the tree program, or guide, he men- 
 tally unlooses the several attributes, or characteristics, of the 
 particular in hand. Thus of b, the student says, (1.) Letter, 
 2.^., written representative of an articulate sound ; (2.) sonant, 
 i. e., voiced sound ; (3.) subvocal, i. e., an obstructed voiced 
 sound ; (4.) abrupt, i. e., a sound abruptly cut off; (5.) labial, 
 i. e., a sound obstructed at the lips {labia). In this analytic, 
 or up-the-tree, process, the student thus unlooses in b five 
 distinct attributes, or characteristics ; hence, the process is 
 called analysis, which means unloosing the attributes, or 
 parts, of the whole analyzed. This analytic process, supple- 
 mented by the synthetic, or finishing, process, I have called 
 the System Method, i. e., the truly organizing method ; be- 
 cause every step in either is guided by organizing, or branch- 
 ing, particular into organized, or limbed, class — by limbing 
 the less into the more comprehensive : so that, when the 
 student has finished his study, he carries a mental picture of 
 the whole branch as a branch in reality. I shall not stop 
 here to re-demonstrate the inestimable value of this ortho- 
 static tree in either teaching or constructing the science of 
 
ORAL ANALYSIS. 105 
 
 orthography. Suffice it here to say that it cannot be less 
 valuable and indispensable in teaching orthography than a 
 map of the United States in teaching the political geography 
 of the United States ; for of this the only representative 
 whole that can be made visible to the eye at one view, is the 
 United States map, while of orthography the only represent- 
 ative whole that can be made visible at one time is the 
 orthostatic tree of orthography. Farther on, after the entire 
 daily work of the student is made out, I hope to show how 
 every demand of logician, psychologist, and educator, — every 
 demand of the perfect method, — is fully met in this invention 
 of the orthostatic work-tree, the logical product of the dis- 
 covery that every possible act of thought limbs particular 
 through and into class. 
 
 Oral analysis by the work-tree.— Neither am I 
 here to digress to explain how the student is led up to the 
 power of working out this oral analysis, as it here follows. 
 This will be explained farther on. Remember that I wish 
 here to give a bird's-eye view merely, ^ — to give the features 
 of the student's organizing work in dim aspect only, — reserv- 
 ing a full explanation of the superior riches of the method 
 until the complete work of the student shall have been given. 
 The typical form of this oral analysis, then, would be what 
 follows. Observe that it, too, proceeds by coherent speech 
 tip the orthographic tree, unloosing the attributes of the 
 particular in hand precisely in the same order as unloosed in 
 the written analysis. 
 
 Program Made up from Work-Tree.- — 1. the i. Antecedent. 
 
 2. Base. 
 
 3. Consequent. 
 
 2. Is a I. Vowel, 4. Trigraph, 3. Representing 1. Its own proper sound, or 
 
 2. Consonant, 5. Apththong, 2. What sound of what letter. 
 
 3. Digraph, 6. Diphthong. 
 
 4. Which is a I. Simple vocal, 5. i- Perfectly obstructed at the (I.) Lips, 
 
 2. Compound vocal, 2. Partially obstructed at the (2.) Teeth, 
 
 3. Subvocal, 3. Molded (not obstructed) at the (3.) Hard palate, 
 
 4. Aspirate. (4.) Soft palate. 
 
 6. Producing a I. Labial, 7. And an i. Abrupt. 
 
 2. Dental, 2. Continuant. 
 
 3. Palatal, 3. Coalescent. 
 
 4. Guttural. 
 
106 TEE SYSTEM METHOD. 
 
 Take now, for representative particulars to be assigned to 
 the class to be orally analyzed, the letters of the following 
 words, which are the same words used above in the written 
 analysis : (1.) Cat ; (2.) Gate ; (3.) Boy ; (4.) Beef; (5.) Shop ; 
 (6.) Yeast ; (7.) Beau ; (8.) Eye ; (9.) Often ; (10.) Agree- 
 able ; (11.) Nation ; (12.) Ocean ; (13.) Filial ; (14.) Quack. 
 
 The Words A7ialyzed.—\. C, the antecedent of the base, 
 is a consonant, representing its own hard sound (enunciate 
 that sound), which is an aspirate perfectly obstructed at the 
 soft palate, producing a guttural and an abrupt. 
 
 Note. — Observe how, as the language proceeds, the thought con- 
 stantly ascends to the top of the tree, thus unfolding, (i) consonant, 
 (2) aspirate, (3) guttural, (4) abrupt, as marks, or attributes, of c, 
 which marks, taken together, constitute its "whole of content," and 
 completely identify or individualize it. Observe, especially, how- 
 ever, that this oral analysis not only requires the student to discover 
 these four attributes of c, but that it presupposes and prerequires, on 
 the student's part, before recitation hours, a ^^/;z^ mastery of ^. But 
 mark that this doing mastery, which is able thus freely to talk about 
 a problem of any kind, is a mastery of such problem from all sides. 
 Such all-sided work and mastery is not to be attained except by a sys- 
 tem-guided method of work. The perfectly all-sided knowledge of 
 the orthographic materials will, however, only come after the student 
 has been made proficient in the second, or synthetic, process, yet to 
 be illustrated. 
 
 A, the base, is a vowel, representing its own short 
 sound a (enunciate), which is a simple vocal molded at the 
 hard palate, producing a palatal and a continuant. 
 
 T, the consequent of the base, is a consonant, repre- 
 senting its own proper sound t (enunciate), which is an aspi- 
 rate perfectly obstructed at the teeth, producing a dental and 
 an abrupt. 
 
 2. G, the antecedent of the base, is a consonant, repre- 
 senting its own hard sound g (enunciate), which is a subvocal 
 perfectly obstructed at the soft palate, producing a guttural 
 and an abrupt. 
 
 A, the base, is a vowel, representing its own long sound 
 a (enunciate), which is a simple vocal molded at the teeth, 
 producing a dental and a continuant. 
 
ORAL ANALYSIS. lOY 
 
 T, the immediate consequent of the base, is a conso- 
 nant, representing its own proper sound t (enunciate), which 
 is an aspirate perfectly obstructed at the teeth, producing a 
 dental and an abrupt. 
 
 E, the remote consequent of the base, is an aphthong. 
 
 3. B, the antecedent of the base, is a consonant, repre- 
 senting its own proper sound b (enunciate), which is a sub- 
 vocal perfectly obstructed at the lips, producing a labial and 
 an abrupt. 
 
 Oy, the base, is a diphthong, representing its own 
 proper sound ai (enunciate), which is a compound vocal 
 molded at the soft and hard palates, producing a palato-gut- 
 tural and a continuant. 
 
 4. B, the antecedent of the base, is a consonant, repre- 
 senting its own proper sound b (enunciate), which is a sub- 
 vocal perfectly obstructed at the lips, producing a labial and 
 an abrupt. 
 
 Ee, the base, is a vowel digraph, representing the long 
 sound of e (enunciate), which is a simple vocal molded at the 
 teeth, producing a dental and a continuant. 
 
 F, the consequent of the base, is a consonant, represent- 
 ing its own proper sound f (enunciate), which is an aspirate 
 partially obstructed at the lips, producing a labial and a con- 
 tinuant. 
 
 5. Sh, the antecedent of the base, is a consonant digraph, 
 representing its own proper sound sh (enunciate), which is 
 an aspirate partially obstructed at the hard palate, produc- 
 ing a palatal and a continuant. 
 
 O, the base, is a vowel, representing its own short sound 
 6 (enunciate), which is a simple vocal molded at the soft pal- 
 ate, producing a guttural and a continuant. 
 
 P, the consequent of the base, is a consonant, represent- 
 ing its own proper sound p (enunciate), which is an aspirate 
 perfectly obstructed at the lips, producing a labial and an 
 abrupt. 
 
 6. Y, the antecedent of the base, is a consonant, repre- 
 senting its own proper sound y (enunciate), which is a sub- 
 
108 THE SYSTEM METHOD. 
 
 vocal partially obstructed at the teeth, producing a dental 
 and a coalescent. 
 
 Ea, the base, is a vowel digraph, representing the long 
 sound of e (enunciate), which is a simple vocal molded at the 
 teeth, producing a dental and a continuant. 
 
 S, the immediate consequent of the base, is a consonant, 
 representing its own proper sound s (enunciate), which is an 
 aspirate partially obstructed at the teeth, producing a dental 
 and a continuant. 
 
 T, the remote consequent of the base, is a consonant, 
 representing its own proper sound t (enunciate), w^hich is^an 
 aspirate perfectly obstructed at the teeth, producing a den- 
 tal and an abrupt. 
 
 Y. B, the antecedent of the base, is a consonant, repre- 
 senting its own proper sound b (enunciate), "which is a sub- 
 vocal perfectly obstructed at the lips, producing a labial and 
 an abrupt. 
 
 Eau, the base, is a vowel trigraph, representing the 
 long sounds of o (enunciate), which is a simple vocal molded 
 at the lips, producing a labial and a continuant. 
 
 8. Eye, the base, is a vowel trigraph, representing the 
 long sound of i {= ae, enunciate), which is a compound 
 vocal molded at the soft palate and the teeth, producing a 
 dento-guttural and a continuant. 
 
 9. O, the base of the first syllable, is a vowel, represent- 
 ing its own short sound o (enunciate), which is a simple 
 vocal molded at the soft palate, producing a guttural and a 
 continuant. 
 
 F, the immediate consequent of the first syllable, is a 
 consonant, representing its own proper sound f (enunciate), 
 which is an aspirate partially obstructed at the lips, produc- 
 ing a labial and a continuant. 
 
 T, the remote consequent of the base of the first sylla- 
 ble, is an aphthong. 
 
 E, the antecedent of the subvocal base of the second 
 syllable, is an aphthong. 
 
 N, the subvocal base of the second syllable, is a con- 
 
ORAL ANALYSIS. 109 
 
 sonant, representing its own proper sound n (enunciate), 
 which is a subvocal partially obstructed at the teeth, produc- 
 ing a dental, a continuant, and a nasal. 
 
 10. Ee, the base of the second syllable, is a vowel digraph, 
 representing the long sound of e (enunciate), which is a sim- 
 ple vocal molded at the teeth, producing a dental and a con- 
 tinuant. 
 
 L, the subvocal base of the third syllable, is a conso- 
 nant, representing its own proper sound 1 (enunciate), which 
 is a subvocal partially obstructed at the teeth, producing a 
 dental, a continuant, and a liquid. 
 
 E, the consequent of the base of the third syllable, is 
 an aphthong. 
 
 11. Ti, the antecedent of the base of the second syllable, 
 is a consonant digraph, representing the sound of sh (enun- 
 ciate), which is an aspirate partially obstructed at the hard 
 palate, producing a palatal and a continuant. 
 
 12. Ce, the antecedent of the base of the second syllable, 
 is a consonant digraph, representing the sound of sh (enun- 
 ciate), which is an aspirate partially obstructed at the hard 
 palate, producing a palatal and a continuant. 
 
 13. I, the antecedent of the base of the second syllable, is 
 a consonant, representing the sound of y (enunciate), which 
 is a subvocal partially obstructed at the teeth, producing a 
 dental and a coalescent. 
 
 14. U, the immediate antecedent of the base, is a conso- 
 nant, representing the sound of w (enunciate), which is a 
 subvocal partially obstructed at the lips, producing a labial 
 and a coalescent. 
 
 I have now shown, imperfectly, what analysis is, — how by 
 means of the learner's work-tree, by working upward, or ana- 
 lytically, we unloose the attributes of a letter. But to con- 
 stitute that whole-and-part, or truly organizing, method, 
 which I have called the System Method, requires both analy- 
 sis and synthesis. We have to work both up and down the 
 orthographic tree before we are able to see the " one in the 
 many " — before we can fully understand the class parts. 
 
110 THE SYSTEM METHOD. 
 
 labial, abrupt, subvocal, sonant, letter, etc., as mutually re- 
 lated branch parts of one single tree, or guiding, whole. Ob- 
 serve that all the thinking of life runs down, not up, the tree. 
 We think down the tree : b \s s, labial, b is an abrupt, b is a 
 subvocal, <5 is a sonant, b is an orthograph, b \s 3. letter, thus 
 thinking always down the tree from particular to class. We 
 cannot reverse our thinking, and say, A letter is b, a sonant 
 is b, a subvocal is b, etc. ; because such statements are false. 
 Thus, since all life's doing is guided by thinking, and all 
 thinking is false that goes not down the tree from particular 
 to class, to prepare them for life we are to make our pupils 
 proficient in thinking down the tree ; i. e., in synthesizing, or 
 seeing all the classes (labial, abrupt, subvocal, sonant, and 
 letter) under one and the same view. 
 
 Thus, in running b down the tree, to get started is to see 
 beforehand every class, or attribute (labial, abrupt, subvocal, 
 sonant, and letter), at one view. To see merely that b \s 3. 
 labial, and start down on any top branch labial, is not suffi- 
 cient ; for/ and m are likewise labials. It is not even suffi- 
 cient at one view to see two attributes — to see b as being (1) 
 labial, (2) abrupt ; for /, also, has both these marks, or attri- 
 butes. It is only sufficient, when we see b in any one class 
 branch, therein to see b in every class branch ; i. e., in the 
 whole tree of class branches ; just as with our eyes fixed on 
 any one part or organ in a familiar whole, say a man whole, 
 we can instantly put our fingers on any other organ or part 
 of such man whole, even without changing our eyes from 
 such part on which they are first fixed. Should student see 
 in b only these two attributes (labial and abrupt), he would 
 be as likely to start down at the /-limb as at the b-Yimb ; 
 but should he start down the /-branch, at the third step he 
 would run into aspirate, and thus make the mistake of calling 
 b an aspirate. In order to get started in the right place, and 
 see and tell the truth of b, the student must see down the 
 tree at least three attributes (class branches) at one view, or 
 mental glance. He must see b as (1) labial, (2) abrupt, (3) 
 subvocal. But the same view that sees these three top 
 
STJVTIIESIS AFTEB ANALYSIS. m 
 
 branches, will always see sonant and letter (or orthograph) 
 as a fourth and a fifth class, or branch ; just as a view that 
 sees a finger, sees also the hand of which that finger is a part. 
 When we see an ear by itself, such ear, we say, " is off" 
 Thus, before the student knows b down the tree as he must 
 think it in life ; that is to say, before the student can know 
 b as he must think b every time he ever thinks about it in a 
 rational and comprehending thought, he must be able to 
 synthesize its attributes (z. e., its classes) — must be able to 
 see these attribute classes (labial, abrupt, subvocal, sonant, 
 and letter) at one mental view. So that the second, last, and 
 elaborating process of learning is synthesis. 
 
 Neither shall I again digress to demonstrate that all effi- 
 cient synthesis in orthography, is impossible without the aid 
 of the learner's work-tree ; for no mind can effectively con- 
 template five attributes (labial, abrupt, subvocal, sonant, let- 
 ter) together, except as the attributes, or classes, may be 
 seen as corresponding to the connected parts of some natu- 
 ral and familiar whole. But the tree is the only natural 
 whole in the universe of familiar system wholes whose parts 
 are so connected as at all to represent such attributes, or 
 classes, together in one view. By means of the learner's 
 work-tree, however, we are not only able mentally to see 
 these attributes (class branches) at one view, but, by means 
 of such tree, we are able both rationally to learn and tena- 
 ciously to remember how to decide any question concern- 
 ing b which can. be answered by down-the-tree, i. e., sane, 
 thought. 
 
 No Current Method Correct. — But (1.) since all life's think- 
 ing and remembering of ^-classes (/. e., (^-attributes) is syn- 
 thesis, as I have in different places shown, and as Mr. Spen- 
 cer, Sir Wm. Hamilton, and all authority agree ; and (2.) 
 since all comprehending synthesis of (^-classes (/. e., (^-attri- 
 butes) is impossible without the aid of the work-tree ; there- 
 fore, (3.) no current school method of learning and remem- 
 bering b (or other orthographic units) is the correct one ; for 
 no current school method uses such orthographic tree as 
 
112 THE SYSTEM METHOD. 
 
 guide, or instrument, by means of which alone such rational 
 and efficient synthesis is possible. 
 
 Herbert Spejicer: "The analytical habit of mind has to 
 be supplemented by the synthetical habit of mind. Seen in 
 its proper place, analysis has for its chief function to prepare 
 the way for synthesis ; and to keep a due mental balance, 
 there must be not only a recognition of the truth that syn- 
 thesis is the end to which analysis is the means, but there 
 must also be a practice of synthesis along with a practice of 
 analysis." — The Study of Sociology. 
 
 Sir Wm. Hamilton : " This is the fundamental procedure 
 of philosophy, and is called by a Greek term. Analysis. But 
 though analysis is the fundamental procedure, it is still only 
 a means toward an end. We analyze only that we may 
 comprehend (synthesize, kiiow, or reason) ; and we compre- 
 hend only inasmuch as we are able to reconstruct (synthe- 
 size), in thought, the complex effects which we have ana- 
 lyzed into their elements. This mental reconstruction is, 
 therefore, the final, the consummative, procedure of philoso- 
 phy, and it is familiarly known by the Greek term, Synthesis. 
 Analysis and synthesis, though commonly treated as two 
 different methods, are, if properly understood, only the two 
 necessary parts of the same method. Each is the relative 
 and correlative of the other. Analysis without a subsequent 
 synthesis, is incomplete ; it is a means cut off from its end. 
 Synthesis without a previous analysis, is baseless ; for syn- 
 thesis receives from analysis the elements which it recom- 
 poses. And as synthesis supposes analysis as the prerequi- 
 site of its possibility, so it is also dependent on analysis for 
 the qualities of its existence. The value of every synthesis 
 depends upon the value of the foregoing analysis. . . . 
 
 " These two relative procedures are thus equally necessary 
 to each other. On the one hand, analysis without synthesis 
 affords only a commenced state, only an incomplete knowl- 
 edge ; on the other, synthesis without analysis is a false 
 knowledge, that is, no- knowledge at all. Both, therefore, 
 are absolutely necessary to philosophy ; and both are, in 
 
SYNTHESIS AFTER ANALYSIS. 113 
 
 philosophy, as much parts of the same method as, in the an- 
 imal body, inspiration and expiration are of the same vital 
 function. But though these operations are each requisite to 
 the other, yet were we to distinguish and compare what 
 ought only to be considered as conjoined, it is to analysis 
 that the preference must be accorded. An analysis is al- 
 ways valuable ; for though now without a synthesis, this 
 synthesis may at any time be added ; whereas a synthesis 
 without a previous analysis is radically and al^ initio null. 
 
 "So far, therefore, as regards \\\q first end of philosophy, 
 or the discovery of causes, it appears that there is only one 
 possible method, — that method of which analysis is the foun- 
 dation, and synthesis the completion. In the second place, 
 considering philosophy in relation to its second end, the car- 
 rying up our knowledge into unity, the same is equally ap- 
 parent." — Bowefts Hamilton's Metaphysics, pp. 61, 62. 
 
 If it is true, as Sir Wm. Hamilton avers, — 
 
 1. That analysis and synthesis are " the two necessary 
 parts of the same method ;" 
 
 2. That " analysis without synthesis affords only a com- 
 menced state of knowledge ;" 
 
 3. That " synthesis without analysis is no knowledge at 
 all ; " 
 
 4. That this analysis-synthesis method is " the only pos- 
 sible method " of learning and remembering, — the only possi- 
 ble method in unifying as well as in first discovering the 
 things to be learned and remembered, — 
 
 If these things are true, how essential, how indispensable, 
 to rational teaching, that teachers understand what rational 
 analysis and rational synthesis are ! To this end, consider 
 earnestly this up-the-tree process ; for it involves true analy- 
 sis, and plainly explains what true analysis is. We are to 
 read up the tree thus : F= (1) thing, (2) qualitative, (3) lin- 
 gual, (4) letter, (5) orthograph, (6) aspirate, (7) continuant, 
 (8) labial. Now, in this up-the-tree inquiry, we have thus 
 unloosed eight attributes of/" by the process of analysis (from 
 avalvELv, to loose again). Mark, however, that when we call 
 
114 THE SYSTEM METHOD. 
 
 this process " analysis," we suppose there to be eight different 
 and successive acts of the mind, the first determining whether 
 /is a thing ; the second, whether /"is a qualitative thing ; the 
 third, whether/ is a letter ; the sixth, whether/ is an aspi- 
 rate ; the eighth and last, whether / is a labial. Any act 
 that views two, three, or more of these eight attributes, or 
 classes, under one single view — at one single mental act, — is 
 not analysis, but synthesis (from cwridevai, to place together). 
 But that synthesis which is of the greatest value in remem- 
 bering, discovering, or inventing, — the synthesis of the sys- 
 tem, z. e., truly organizing method, — is that which begins at 
 the branch tops and proceeds downward under the guidance 
 of the work-tree. This is the only scientific, or system, syn- 
 thesis, the only perfectly organizing synthesis ; for it is the 
 only synthesis in which the student sees the whole of the 
 branch at one contemplation. 
 
 The student may see / at one mental glance as both 
 labial and continuant ; but, unless he has a mental picture of 
 /including labial, continuant, and also aspirate, he has no 
 comprehending view of the branch whole ; for there are 
 other branches (as /;« and z^) in the orthographic whole, that, 
 for two branches downward, are likewise in the classes labial 
 and continuant. But mark that that synthesis which sees/ 
 as labial, continuant, and also aspirate, sees /as labial, con- 
 tinuant, and also not-subvocal and not-vocal (for aspirate is 
 both not-subvocal and not-vocal) ; that is, that mental syn- 
 thesis which sees /on the continuous branch running down 
 as labial, continuant, and aspirate, sees the relation of this 
 /-branch to the subvocal (or m-v) branch, and also to the 
 vocal branch ; that is to say, such view sees, in a way, the 
 entire orthographic tree whole, and therein itself, subvocal 
 branch, and vocal branch, as the parts of such whole. And 
 now mark that such synthesis, or part-and-whole view, sees 
 not merely what are the parts and the whole, but also the 
 position of the parts in the whole ; so that, if asked to point 
 to the <5-part (<5-branch), the .y-branch, or the /-branch, the 
 student could instantly point it out in the tree. Thus, when 
 
SYKTHESIS SEES THE POSITION. 115 
 
 we really see a man whole, we can instantly point out his 
 eye, arm, ear, foot, etc. ; for to see the man whole is to see 
 the position of the parts. So to see the orthographic whole 
 is to see the position of the parts. Such synthesis, therefore, 
 as is guided by the sensible tree, and begins at the tops of 
 the branches, — such synthesis alone gives mental grasp of 
 part and whole. If it be mentioned that all authorities agree 
 that all reasoning about, all thinking of, all remembering of, 
 b, t, s,f, etc., must be real and rational, or false and irra- 
 tional, just accordingly as they are thought of as whole and 
 connected parts, or only as disconnected things, judge what 
 is the value of such synthetic exercises thus leading to such 
 system-knowing knowledge of s, t,f, etc., as enables student 
 to place them in his mental orthographic whole, and therein 
 easily to use them wherever life requires. What the compass 
 is to the mariner, the class-branch work-tree is to the learner 
 — the brancher. 
 
 Written synthesis by work-tree. — I have now dis- 
 cussed briefly the nature and relation of synthesis and anal- 
 ysis as the two complemental parts of the organizing method 
 — parts called by Hamilton the "necessary parts" of the 
 " only possible method " to be called rational or true. I have 
 given the student's work thus far, only for the first, or ana- 
 lytic, process. I am now to give a bird's-eye view of what 
 the student's work is in this second, last, or synthetic, process 
 of the organizing method. For this, I shall use the same par- 
 ticulars used in giving a view of the general nature of analy- 
 sis : (1.) Cat ; (2.) Bed ; (3.) Gate ; (4.) Cane ; (5.) Boy ; (6.) 
 Beef; (T.) Shop; (8.) Yeast; (9.) Bowl; (10.) Beau; (11.) 
 Eye ; (12.) Adieu ; (13.) Noble ; (14.) Often ; (15.) Agree- 
 able ; (16.) Nation ; (17.) Filial ; (18.) Quack. 
 
 In this first exercise in written synthesis, the pupil is to 
 be guided by the work-tree, stripped of such attribute, or 
 class, names as are used by the memory in connecting par- 
 ticular with class — particular in hand with the main branches 
 of the orthographic system, or tree. The tree is also best 
 used when reversed thus : — 
 
116 
 
 THE SYSTEM METHOD. 
 
 The student's work in learning will appear, of course, as 
 follows : — 
 
 T^ , J3 ^ 
 
 ORTHOGRAPtilC SYNTHESIS TREE. 
 
 Copyright, 1886, by I. E. WILSON. 
 
 c 
 
 = 
 
 Guttural, 
 
 abrupt, 
 
 aspirate. 
 
 letter. 
 
 
 A 
 
 = 
 
 Palatal, 
 
 simple. 
 
 vocal, 
 
 sonant. 
 
 letter 
 
 T 
 
 = 
 
 Dental, 
 
 abrupt, 
 
 aspirate, 
 
 letter. 
 
 
 B 
 
 = 
 
 Labial, 
 
 abrupt. 
 
 subvocal. 
 
 sonant, 
 
 letter. 
 
 E 
 
 = 
 
 Palatal, 
 
 simple. 
 
 vocal, 
 
 sonant, 
 
 letter. 
 
 D 
 
 =, 
 
 Dental, 
 
 abrupt, 
 
 subvocal. 
 
 sonant, 
 
 letter 
 
 G 
 
 = 
 
 Guttural, 
 
 abrupt, 
 
 subvocal, 
 
 sonant, 
 
 letter 
 
WRITTEN SYNTHESIS. 
 
 11^ 
 
 
 A 
 
 = 
 
 Dental, 
 
 simple, 
 
 vocal. 
 
 sonant, 
 
 letter. 
 
 
 T 
 
 = 
 
 Dental, 
 
 abrupt, 
 
 aspirate. 
 
 letter. 
 
 
 
 E 
 
 = 
 
 Aphthong, 
 
 letter. 
 
 
 
 
 4- 
 
 C 
 
 = 
 
 Guttural, 
 
 abrupt, 
 
 aspirate, 
 
 letter. 
 
 
 
 A 
 
 = 
 
 Dental, 
 
 simple, 
 
 vocal. 
 
 sonant. 
 
 letter. 
 
 
 N 
 
 = 
 
 Dental, 
 
 continuant, 
 
 subvocal. 
 
 sonant. 
 
 letter. 
 
 
 E 
 
 == 
 
 Aphthong, 
 
 letter. 
 
 
 
 
 5- 
 
 B 
 
 = 
 
 Labial, 
 
 abrupt. 
 
 subvocal. 
 
 sonant. 
 
 letter. 
 
 
 Oy 
 
 = 
 
 Open, 
 
 compound. 
 
 vocal, 
 
 sonant. 
 
 digraph. 
 
 6. 
 
 B 
 
 ^ 
 
 Labial, 
 
 abrupt. 
 
 subvocal, 
 
 sonant. 
 
 letter. 
 
 
 Ee 
 
 = 
 
 Dental, 
 
 simple. 
 
 vocal. 
 
 sonant. 
 
 digraph. 
 
 
 F 
 
 = 
 
 Labial, 
 
 continuant. 
 
 aspirate. 
 
 letter. 
 
 
 7- 
 
 Sh 
 
 = 
 
 Palatal, 
 
 continuant, 
 
 aspirate, 
 
 digraph. 
 
 
 
 
 
 = 
 
 Guttural, 
 
 simple. 
 
 vocal, 
 
 sonant, 
 
 letter. 
 
 
 P 
 
 == 
 
 Labial, 
 
 abrupt. 
 
 aspirate, 
 
 letter. 
 
 
 8. 
 
 Y 
 
 = 
 
 Dental, 
 
 coalescent, 
 
 subvocal, 
 
 sonant. 
 
 letter. 
 
 
 Ea 
 
 = 
 
 Dental, 
 
 simple. 
 
 vocal. 
 
 sonant. 
 
 digraph. 
 
 
 S 
 
 = 
 
 Dental, 
 
 continuant, 
 
 aspirate. 
 
 letter. 
 
 
 
 T 
 
 = 
 
 Dental, 
 
 abrupt. 
 
 aspirate. 
 
 letter. 
 
 
 9- 
 
 B 
 
 = 
 
 Labial, 
 
 abrupt. 
 
 subvocal. 
 
 sonant, 
 
 letter. 
 
 
 Ow 
 
 = 
 
 Labial, 
 
 simple, 
 
 vocal. 
 
 sonant. 
 
 digraph. 
 
 
 L 
 
 = 
 
 Dental, 
 
 continuant, 
 
 subvocal, 
 
 sonant. 
 
 letter. 
 
 lO. 
 
 B 
 
 = 
 
 Labial, 
 
 abrupt, 
 
 subvocal, 
 
 sonant. 
 
 letter. 
 
 
 Eau 
 
 = 
 
 Labial, 
 
 simple. 
 
 vocal. 
 
 sonant. 
 
 trigraph, 
 
 II. 
 
 Eye 
 
 = 
 
 Open, 
 
 compound. 
 
 vocal, 
 
 sonant. 
 
 trigraph. 
 
 12. 
 
 A 
 
 = 
 
 Guttural, 
 
 simple. 
 
 vocal. 
 
 sonant. 
 
 letter. 
 
 
 D 
 
 = 
 
 Dental, 
 
 abrupt, 
 
 subvocal. 
 
 sonant. 
 
 letter. 
 
 
 leu 
 
 = 
 
 Close, 
 
 compound. 
 
 vocal, 
 
 sonant. 
 
 trigraph. 
 
 13- 
 
 N 
 
 = 
 
 Dental, 
 
 continuant. 
 
 subvocal, 
 
 sonant. 
 
 letter. 
 
 
 
 
 = 
 
 Labial, 
 
 simple. 
 
 vocal. 
 
 sonant. 
 
 latter. 
 
 
 B 
 
 = 
 
 Labial, 
 
 abrupt. 
 
 subvocal. 
 
 sonant. 
 
 letter. 
 
 
 L 
 
 = 
 
 Dental, 
 
 continuant. 
 
 subvocal, 
 
 sonant. 
 
 letter. 
 
 
 E 
 
 = 
 
 Aphthong, 
 
 letter. 
 
 
 
 
 14. 
 
 
 
 = 
 
 Guttural, 
 
 simple, 
 
 vocal. 
 
 sonant. 
 
 letter. 
 
 
 F 
 
 = 
 
 Labial, 
 
 continuant. 
 
 aspirate. 
 
 letter. 
 
 
 
 T 
 
 = 
 
 Dental, 
 
 abrupt, 
 
 aspirate. 
 
 letter. 
 
 
 
 E 
 
 = 
 
 Aphthong, 
 
 letter. 
 
 
 
 
 
 N 
 
 = 
 
 Dental, 
 
 continuant. 
 
 subvocal. 
 
 sonant, 
 
 letter. 
 
 16. 
 
 N 
 
 = 
 
 Dental, 
 
 continuant. 
 
 subvocal. 
 
 sonant. 
 
 letter. 
 
 
 A 
 
 = 
 
 Dental, 
 
 simple. 
 
 vocal, 
 
 sonant, 
 
 letter. 
 
 
 Ti 
 
 = 
 
 Palatal, 
 
 continuant. 
 
 aspirate. 
 
 digraph. 
 
 
 
 
 
 = 
 
 Guttural, 
 
 simple, 
 
 vocal, 
 
 sonant. 
 
 letter. 
 
 
 N 
 
 = 
 
 Dental, 
 
 continuant. 
 
 subvocal. 
 
 sonant, 
 
 letter. 
 
 18. 
 
 Q 
 
 = 
 
 Guttural, 
 
 abrupt. 
 
 aspirate. 
 
 letter. 
 
 
 
 u 
 
 = 
 
 Labial, 
 
 coalescent. 
 
 subvocal. 
 
 sonant. 
 
 letter. 
 
 
 A 
 
 = 
 
 Palatal, 
 
 simple, 
 
 vocal, 
 
 sonant, 
 
 letter. 
 
 
 C 
 
 = 
 
 Aphthong, 
 
 letter. 
 
 
 
 
 
 K 
 
 = 
 
 Guttural, 
 
 abrupt, 
 
 aspirate, 
 
 letter. 
 
 
118 THE SYSTEM METHOD. 
 
 Of course, in thus doing" this downward, or synthetic, 
 branching, or tracing, of the particulars assigned for his learn- 
 ing exercises, the student is not expected to turn to the 
 analysis tree, which has all the middle class-branches named. 
 He is to be directed by the teacher to use the synthesis tree 
 alone, the value of this written synthesis consisting in this 
 one feature, that the learner would be forced, by the absence 
 of the class names from these middle class-branches, to syn- 
 thesize abrupt, subvocal, and sonant ; coalescent, subvocal, 
 and sonant, etc., etc., in order to trace the particular through 
 at all. This exercise is, as is every system-guided exercise, 
 an advancing to the more difficult to be remembered from 
 the less difficult to be remembered — from the more perfectly 
 known to the less perfectly known — from the known to the 
 unknown. That all the letters assigned are letters cannot 
 be forgotten. That they are likewise labial, dental, palatal, 
 or guttural, cannot be forgotten by the student who has 
 already done the work to be done under the guidance of the 
 analysis tree ; for there he worked out, with his own lips, 
 teeth, and palates, the facts of labial, dental, palatal, and 
 guttural ; and like walking, sewing, violin-playing, or any 
 other such worked-out activity, it will never be forgotten. It 
 is from these top branches, then (labial, dental, palatal, and 
 guttural), that this synthesis is to start in the work of sup- 
 plying the missing branches of the system. It is these mid- 
 dle branches, connecting the particulars with the unit of the 
 science, or system, that bind the orthographic materials into 
 such science-system tree, by means of which alone the mind 
 can either learn or remember them. Since these middle 
 branches, or members, are the parts most difficult to learn, 
 i. e., to branch, and therefore most difficult to remember, i. e., 
 to re-branch, the student is here to be thoroughly drilled in 
 using this synthesis tree, which is the learner's instrument 
 in re-branching, or remembering ; for it is the supplying 
 of missing parts (branches), the re-branching of missing 
 branches, in which this synthesis exercise, as well as 
 all rememoering, consists. The evident reason that a 
 
OEAL SYNTHESIS 119 
 
 downward branching on the analysis tree would not effect 
 this same end, is because in that tree these middle missing 
 branches are supplied — are already re-branched ^^remem- 
 bered). 
 
 Oral synthesis by means of work-tree. — It is to be 
 carefully observed that the science-system, or class-branch, 
 tree is not only the end but also the means. Orthography 
 is a tree, — a tree whose trunk is the class letter, and whose 
 branches are all class branches, branches of the tree-trunk 
 class, letter. And because orthography is a tree, or branch, 
 the orthographic branch is not only the science (branch) to 
 be learned (branched), but is also the means by which learn- 
 er's learning — brancher's branching — is to be accomplished. 
 All thinking (branching) is down the branch ; and so, there- 
 fore, is all reasoning, all knowing, all remembering. Now, the 
 object of this synthetic exercise is to think (branch) down 
 the tree, again down the tree, and so continue this branching, 
 till learner (brancher) can hold the whole of the orthographic 
 system in mind as a mental orthographic branch (tree). It 
 is the incalculable disadvantage and the no-process-of-work 
 misfortune of modern science that learner quits his learning 
 (branching) utterly without this mental branch in mind. By 
 all methods, modern or ancient, student learns letters as be- 
 longing in a few classes, — disconnected classes, — and stops 
 there ; whereas, not unless a second step be taken, in which 
 student learns these classes as being branches of higher 
 classes (branches), and these higher branch-classes as 
 branches of the highest class, a branch or tree trunk, — not 
 unless this second step be taken, is learner able either effi- 
 ciently to know, remember, or teach such branch of learning ; 
 for he can never really know what the true process of learn- 
 ing (branching) is, until he gets all the classes branched to- 
 gether in the unity of the tree, so that branching is possible. 
 This up-the-tree process, here called branching, is impossible 
 until the tree exists up which to branch, i. e., up which to 
 trace particular through its classes. 
 
 In the synthesizing process, the student is able at first to 
 
120 THE SYSTEM METHOD. 
 
 see together (z. e., synthesize) but two or three branches ; 
 but through the instrumentality of the tree, by practice, he 
 will eventually be able to see {i. e., synthesize) every class 
 branch, and therein every attribute, of the particular with 
 which he starts at the top, down to the highest class branch, 
 the tree trunk. Finally he will be able to synthesize all the 
 attributes {i. e., to synthesize all the classes) of any letter ; 
 that is, to see any top branch entirely through the tree to tree 
 trunk at one view. Then, but not till then, does he see 
 whole in part and part in whole. The orthographic system 
 thus becomes, to the student, more and more a perfectly or- 
 ganized whole, or unit, till finally it appears in the student's 
 mind, or mental picture, as a tree system, a science in reality. 
 The student has now reached the "second end" of Sir Wm. 
 Hamilton's " only possible " perfect knowledge of orthog- 
 raphy ; since his knowledge is thus " carried into unity," and 
 he sees "the one [the tree] in the many" as plainly as he 
 could see the natural tree itself 
 
 But not to digress further : it has already been shown 
 that that synthesis which sees clear down the tree, sees 
 more or less perfectly the whole tree, or science system. 
 The plain truth that any vision really seeing the whole, 
 must needs see likewise all the parts of which such whole is 
 a whole, was also pointed out. It was further pointed out 
 that to see the whole is not only to see the parts, but also, if 
 the whole is distinctly seen, to see the position of the parts. 
 Now this is the crucial test of the learner's proficiency in any 
 branch : Ask him what is t)\& position of the parts of the whole. 
 And this placing, or instantaneous pointing, of the parts is 
 the work of oral synthesis. Hang the analysis tree map be- 
 fore the student, name for him a word, say cat, and let him 
 spell it over the top of the tree by pointing out the posi- 
 tion, in the tree, of c, a, and t, in their regular order, and 
 as rapidly as he is able. The class, having practiced at their 
 study seats with the words assigned to them by the teacher, 
 are, at the recitation hour, to exhibit to the teacher whatever 
 of rapidity they may have acquired by such practice. With 
 
1. 
 
 Cat = k 
 
 a 
 
 t 
 
 2. 
 
 Bed = b 
 
 e 
 
 d 
 
 3. 
 
 Gate = g 
 
 a 
 
 t 
 
 4. 
 
 Cane ^ -e 
 
 a 
 
 n 
 
 5. 
 
 Boy = b 
 
 oi 
 
 
 6. 
 
 Beef = b 
 
 e 
 
 f 
 
 Y. 
 
 Shop = sh 
 
 
 
 P 
 
 8. 
 
 Yeast = y 
 
 e 
 
 s 
 
 9. 
 
 Bowl = b 
 
 
 
 1 
 
 SPELLING OVER THE TREE- TOP. joi 
 
 the words used above in written synthesis, giving sometimes 
 another letter, if it represents the same sound, the student's 
 pointer would run over the tree top thus : — 
 
 10. Beau = b 6 
 
 11. Eye = 1 
 aph. 13. Adieu = a d ii 
 
 n aph. 13. Noble = n 5 b 1 aph. 
 
 14. Often = o f aph. aph. n 
 
 15. Nation = n a sh u n 
 
 16. Fihal = f i 1 y a 
 
 17. Quack = kwa aph. k 
 
 The reader should not fail to realize that no synthesis is 
 perfect until the pupil sees part and whole so plainly that he 
 can instantly point out the position of any part in the whole. 
 Whoever sees the whole of a horse, sees every part of that 
 horse ; and whoever sees every part of a horse, in the same 
 synthetic act sees the position of every part of that horse. 
 It is plain, even to one not' accustomed to critical thinking, 
 that the student seeing at one mental act every part of a 
 system, or whole, will be able instantly to point out any part 
 included by such whole. Evidently, the true test as to 
 whether the student actually synthesizes all the parts, is the 
 question whether he is able instantly to point out the differ- 
 ent parts in rapid succession. Evidently, therefore, the cru- 
 cial test of whether a student understands the science-system 
 whole of orthography, is whether he is able rapidly to spell 
 a word of letters over the top of the tree. 
 
 The Student Now Knows Part and Whole.— It has 
 
 been demonstrated, what every reader well understands, 
 that, by the current methods of teaching orthography, not 
 even the advanced student ever perceives what is the ortho- 
 graphic whole ; and not perceiving the whole, neither teacher 
 nor pupil ever detecting that there is such a thing as an or- 
 thographic whole, the study of orthography is finished, 
 teacher and pupil alike ignorant that the branch-parts. 
 
122 THE SYSTEM METHOD 
 
 sonant, subvocal, vocal, aspirate, abrupt, continuant, coales- 
 cent, etc., are parts at all. By the current method, without 
 the science-system tree, the student of the orthography tree 
 whole, when " through," knows not — mark it well — that 
 sonant, vocal, dental, coalescent, diphthong, etc., are parts 
 of one tree whole ! What if a student of the New York City 
 whole, when through, should not know that railroad,, lake, 
 house, park, sidewalk, street-car, depot, drive, grove, etc., 
 are parts of one city whole ! Without the sensible tree, by 
 the current method the student of the orthographic tree 
 whole finishes his study, and is "promoted," not even know- 
 ing what such orthographic whole which he has been learn- 
 ing is like — whether like a tree, a city, a man, or what ! 
 What if a student of the New York City whole should finish 
 his study and ask to be promoted, not even knowing what 
 such New York whole which he has been learning is like — 
 whether like a city, a tree, a man, or what ! Without the 
 guiding tree, no student of orthography can know, not even 
 after finishing his learning and securing his promotion (for 
 without the tree no student has ever to this day found out), 
 that such a thing as an orthographic whole has any ex- 
 istence ! What if a student of New York, after " finish- 
 ing" his work of learning, should be found not to know 
 that such a thing as a New York whole has any existence ! 
 Students of orthography, the world over, do never see 
 sonant, vocal, subvocal, coalescent, abrupt, continuant ; aspi- 
 rate, abrupt, continuant, coalescent, etc., as parts of what 
 they really are — parts of the whole orthographic tree ! What 
 if students of New York did never see railroad, lake, depot, 
 park, building, etc., as parts of what to the mind they are — 
 parts of a whole city! What if students of the skeleton did 
 never see tibia, fibula, femur, pelvis, radius, ulna, humerus, 
 occipital, and turbinated bones, etc., etc., as parts of what to 
 the mind they really are — parts of the skeleton ! What if 
 students of Cape Flattery, Mt. Tyndall, Red River, Cape 
 Cod, Lake Champlain, Great Basin, Yellowstone Park, Phil- 
 adelphia, Great Salt Lake, Cape Sable, Mt. Washington, 
 
TREE, CITY, U. S. MAP. 123 
 
 Dead Man's Valley, Mammoth Cave, New York, Pike's Peak, 
 New York Bay, Pictured Rocks, Mt. St. Bernardino, Niagara 
 Falls, Black Hills, Lake Itasca, 40th parallel, Gulf of Mexico, 
 122d meridian, etc., etc., — what if students of the United 
 States map did never see these myriad things as parts of 
 what to the mind they really are — parts of a country or map 
 whole ! Modern teachers expect their pupils to hold sonant, 
 subvocal, vocal, aspirate, continuant, etc., in mind as discon- 
 nected, unorganized, and ttnpositioued things, and as parts 
 of nothing ! What if modern teachers of the skeleton ex- 
 pected their pupils to hold in mind tibia, fibula, femur, 
 innominata, ulna, humerus, scapula, etc., etc., as disconnected, 
 unorganized, and unpositioned things, and as parts of noth- 
 ing ! What if modern teachers of the United States surface, 
 or map, should expect their pupils to hold in mind Cape 
 Flattery, Mt. Tyndall, Red River, Lake Champlain, and all 
 this myriad of connected surface parts, as disconnected, un- 
 organized, and unpositioned things ! and as parts of noth- 
 ing ! No wonder that the scientific and more trustworthy 
 world exclaims with — 
 
 Ueberweg: " Science as such has a true existence only 
 in systematic [tree-system] form." Real " science is a whole 
 [tree] of knowledge in the form of system." 
 
 GregOTy : "Until a science is so grasped [as a whole], it 
 is not in any proper sense mastered, since the main thing in 
 a science is not its separate facts and truths, but its zvhole of 
 related facts and truths." " The aim in all systematic knowl- 
 edge is to unite [into one sensible whole] the facts of knowl- 
 edge so as to see them in their several bearings." 
 
 Spencer : " Knowledge of the lowest kind is ununified 
 [not united into one whole] knowledge ; [imperfect] science 
 is partially unified [made-into-whole] knowledge ; philosophy 
 [pure science] is completely unified knowledge." That is to 
 say, the perfection of science in any branch of learning 
 depends upon the question whether the things, or parts, 
 studied are " completely unified " or not — whether the parts 
 are completely made into one. 
 
124 THE SYSTEM METHOD. 
 
 If it be added that all authority, educational, scientific, 
 and philosophical, agree in the declaration that the energy 
 of all thinking, the soundness of all learning and reasoning, 
 is to be measured by the close connection made between 
 part and whole, — to be measured by the intensity in which 
 parts are mirrored in whole and whole in parts, — if such 
 authority is right, let the reader judge what is the soundness 
 — what is not the weakness ! — of the current teaching and 
 learning of orthography. Of Orthographies, Etymologies, 
 and Grammars, I have before me about one hundred and 
 fifty, including Harvey, Swinton, Reed and Kellogg, Raub, 
 Welsh, and all the other late ones, and not one, so far as I 
 have yet been able to discover, even so much as mentions 
 "part and whole," " organize," or any other term indicative of 
 this true process of learning by making parts into wholes, 
 branches into branch ! 
 
 On the other hand, by the Organizing, or Whole-and- 
 Part, Method, both teacher and learner are as continually 
 guided by the orthostatic, or true, whole as superintendent 
 and working-men are guided by the architect's plans and 
 specifications in the construction of a building ; and it needs 
 only ordinary judgment to perceive that rational learning of 
 orthography is as much more easily accomplished with than 
 without such guiding whole, or plan, as it is easier to con- 
 struct ready-prepared parts into a definite building whole 
 with than without any knowledge of Avhat such definite 
 whole, or plan, is. Rational building without some planned, 
 or guiding, whole is impossible ; rational learning without 
 some planned, or guiding, whole is surely not possible. 
 
 But it was shown above how, by means of analysis and 
 synthesis as guided by the tree, there generates in the stu- 
 dent's mind, not merely some knowledge of the orthographic 
 system whole, but such a perfect image of such whole as ena- 
 bles him instantly to point out — give the position of— any 
 part in the whole to which reference may be made. Noth- 
 ing less than such a mental image of the whole as thus sees 
 part in whole and whole in part, should be called finishing, 
 scientific, or organized, knowledge of any branch. 
 
MANY LEARNED IN ONE. 125 
 
 It will now be shown how, at times, the orthostatic tree 
 itself constitutes the student's daily Program of Work, and 
 how at all other times the student's daily program, or process, 
 of work is derived directly from, or indicated by, such guid- 
 ing, or orthostatic, means. 
 
 Many Learned in One. — But another great superiority 
 of this system-guided, or organizing, method is that when 
 by it the student has learned one branch, he has therein 
 learned, or acquired the prerequisite in learning, other 
 branches. Having mastered the science system of orthogra- 
 phy, he easily masters the science system of English gram- 
 mar ; for he knows the whole to be a branch, and the proc- 
 ess to be branching. He has now only to find what the unit 
 to be branched is, and little remains, indeed, to be done in 
 mastering the new branch. The current methods of learning 
 and teaching orthography, grammar, etymology, botany, 
 arithmetic, and zoology, do not at all perceive how to use 
 what the student learns while in one branch as an effectual 
 aid in learning or teaching another. By the current meth- 
 ods, orthography is "finished," and then grammar is begun 
 and prosecuted as blindly as if orthography had not been 
 studied. This statement I believe to be the literal truth. I 
 have not found in any school publication or book on teach- 
 ing as much as a reference to this fundamental means of learn- 
 ing any n'ew branch through some branch or branches al- 
 ready known. But a branch is a branch, whether it is a 
 branch of orthography, etymology, arithmetic, zoology, or 
 grammar ; just as a cat is a cat, whether it is domestic or 
 wild ; just as a felis is a felis, whether it is a lion, tiger, pan- 
 ther, jaguar, leopard, lynx, wild cat, or domestic cat. And 
 I have several times demonstrated that all things are knowa- 
 ble by virtue of their belonging together in classes as similar 
 things, just to that extent to which they are, to the mind, 
 similar things. All things are known through their similar- 
 ity as the means. No thinking is possible — the very act of 
 thinking is impossible — except under this circumstance ; 
 namely, that the mind act through similarity as the means. 
 
126 THE SYSTEM METHOD. 
 
 It Avas likewise proven that every thought is an identify- 
 ing of particular with class ; and that this identifying act is 
 by means of the similarity of such particular to the members 
 of the known class ; and that if no similarity exists, no think- 
 ing or judgment is possible. It is because of the existence 
 of myriad marks of similarity between things that we can 
 know, or learn, them at all. In the world of known things, 
 all diversity is but diversified uniformity, not incongruity. 
 So we learn the whole feline tribe, substantially, by studying 
 the tiger or domestic cat alone. Cat or tiger once known, 
 we quickly learn lion, panther, jaguar, leopard, lynx, and wild 
 cat, by means of their similarity to tiger and cat. Every 
 two animals have more likeness of organization than we per- 
 ceive. Every two problems have more similarity than we 
 can discover. And this similarity is to be used as the all- 
 essential means of all our learning of animals and problems 
 and all else ; for it is the organizing, or system, method of 
 learning. 
 
 How incomprehensible, disorganizing, and unsolvable to 
 the mind, would be a two-legged tiger or a two-headed cat ! 
 Why so incomprehensible and disorganizing 1 — Simply be- 
 cause not classifiable, or branchable, with others ; because 
 not similar to known tigers, all of which are four-footed. 
 But why so incomprehensible t — Simply because dissimilar 
 and outside of class. But observe that, if dissimilarity ren- 
 ders a thing not solvable and unknowable, similarity must, ac- 
 cordingly, render a thing easily understandable. And so, 
 when once we know the cat, we have essentially learned the 
 whole feline tribe ; since after understanding cat, to learn 
 lion, tiger, jaguar, etc., we have to do little more than merely 
 to say, They are like the cat. 
 
 Set out, then, in your imagination to learn these similar 
 animal wholes : (1) lion, (2)tiger, (3) panther, (4) jaguar, (5) 
 leopard, (fi) lynx, (7) wild cat, (8) domestic cat, as students 
 do actually learn, or try to learn, these similar branch wholes : 
 (1) orthography, (2) ideography, (3) etymology, (4) grammar, 
 (5) arithmetic, (6) botany, and (7) zoology. What I mean for 
 
MA^r LEARNED IN ONE. ±27 
 
 you to do, is to set out, in your imagination, to study and 
 learn these animals as wholly disconnected things, and by 
 making no use whatever of their similarity as the all-essential 
 means of learning or understanding them, just as students of 
 the seven branches of study above mentioned, do never use 
 the similarity between these branches as a means of under- 
 standing them. Now, it is well known to mankind that the 
 anatomy and physiology of the cat is practically identical 
 with the anatomy and physiology of the feline tribe, of which 
 cat is a member. Hence, to learn and remember these eight 
 species as dissimilar and therefore disconnected things, is to 
 do eight times as much mental labor as is necessary ; aye, 
 such system-reversing study requires a thousand times more 
 mental labor. And, worst of all, even after expending this 
 thousand times more mental labor in studying (1) cat, (2) 
 lion, (3) tiger, (4) panther, (5) jaguar, (6) leopard, (7) lynx, (8) 
 wild cat, student has not one iota of learning of such animals 
 that is not so much error or fallacy, as I have repeatedly 
 shown ! For, to understand or learn cat or lion not as being 
 like other animals, — to think or understand cat or lion not as 
 like other animals, — is not to understand cat or lion as an 
 animal ! And to think or understand cat or lion as not being 
 animals is not to understand cat or lion ! 
 
 Thus it is plain to the logical mind that to study, learn, 
 and pretend to understand these eight animals as discon- 
 nected, separate, or dissimilar things, is to understand them 
 as not being animals. Now, I say that thus to learn them, 
 without using their similarity as the means, would require 
 a thousand times more mental labor than is necessary, and 
 that even then the student has not an iota of knowledge con- 
 cerning the feline tribe that is not so much error or fallacy. 
 But after this thousand precious days of youth have been 
 wasted in "learning" these eight animal species under some 
 "professor" who does not "believe" in the system method, 
 the knowledge gained is a thousand times more worthless 
 than total ignorance of such animals. For, to understand or 
 learn animals as not being animals, is to think one's self to be 
 
128 THE SYSTmi METHOD. 
 
 educated, when and simply because he is professor-duped 
 and school-gulled — because he " knows " a cat or a tiger is not 
 an animal ! 
 
 Let none fancy this to be merely a declamation against 
 the learning and the methods of the schools. I am treating 
 text-book authors and current school methods, not with 
 trifling or sarcasm, but with sober argument. It is the stern 
 truth in learning and teaching the animal tiger, that unless 
 the great similarity of tiger whole to other animals be used 
 as the all-essential means of such learning and teaching of 
 tiger, the student must quit his learning of tiger, and "grad- 
 uate," ignorant that a tiger is an animal ! aye, a million 
 times worse it is than mere ignorance ; for such student has 
 taken a " course," and being "educated," he "knows" that 
 a tiger is not an animal ! " If ye were blind, ye would have 
 no sin ; but now ye say. We see [we know] ; therefore the 
 sin remaineth." And so, in teaching or learning, z. e., 
 branching, the orthographic branch, it is true that, unless the 
 great similarity of the orthographic tree-system whole to 
 other tree-system or branch wholes be used as the all- 
 essential means of such learning and teaching of orthography, 
 the student must quit his learning of orthography ignorant 
 that orthography is a branch ! aye, a million times worse it 
 is than mere ignorance ; for such a student has taken a 
 "course" in learning, z. e., branching, the orthographic 
 branch, and being "educated" in this branch, he "knows" 
 that this branch is not a branch ! 
 
 Here I fancy the reader to be mentally inquiring, " Do 
 not the text-books of orthography, grammar, etymology, 
 etc., make use of the great similarity of these branches as the 
 essential means of learning and teaching them.^" and it is 
 to such earnest inquiry that I have just been laboring to lead 
 the reader. To this question I answer. No ; no text-book, 
 no educational writer, no logician, metaphysician, or other 
 text-book author, so far as I can learn, makes mention even 
 of the similarity of these branches as the essential means of 
 rational teaching of them. It is for these very reasons ; 
 namely, — 
 
SIMILARITY PROCESSES UNKNOWN. 129 
 
 1. That, in theory called perfect, logician, psychologist, 
 and all text-book makers alike aver that no learning, know- 
 ing, or remembering, not even thinking itself, is possible 
 except through the similarity of the things thought of, as the 
 essential means ; and^ 
 
 2. That, in practice called perfect, all write text-books on 
 what they call branches of knowledge to be learned, known, 
 and remembered, and yet therein make known to the 
 student not one single such similarity-means process of work 
 in learning, knowing, and remembering, from the beginning 
 to the end of such text-book guide ! — 
 
 It is for such reasons as these that current methods and 
 popular text-books are assailable. Education (1.) which 
 proudly assumes the responsibility of shaping a nation's 
 methods of learning and teaching ; (2.) which makes and 
 supports the doctrine that no learning, knowing, remember- 
 ing, no thinking even, is possible except through the similar- 
 ity means ; and (3.) which writes text-books without furnish- 
 ing one single process of work by which pupil or teacher 
 might understand such similarity means of learning, — such 
 education deserves to be arraigned before a court of Public 
 Contempt, and there sentenced to a shower of school- 
 children's derision. School-children, if guided by the natu- 
 rally organizing method of the great Organizer, evolve knowl- 
 edge of or power over the whole feline tribe of animals in 
 learning the cat animal alone. Ought not teachers who talk 
 of their "profession" to be able to evolve some knowledge 
 of or power over the branches grammar, etymology, and 
 botany by learning the orthographic branch alone .? Are 
 teachers less proficient " professors " than the children they 
 teach ? But how, just how, may we give the student knowl- 
 edge of or power over grammar, etymology, and botany by 
 teaching him orthography alone .?— By teaching him orthog- 
 raphy, etymology, grammar, ideography, botany, zoology, 
 etc., as being what in reality they are ; namely, class-branch 
 and syllogism-notating tree systems ; for all alike are tree 
 systems ; and one tree system well understood, a dozen 
 9 
 
130 THE SYSTEM METHOD. 
 
 others ought to be quickly mastered through the similarity 
 means. 
 
 It thus quickly appears plain that what is studied, learned,, 
 and remembered, must needs be studied, learned, and re- 
 membered by means of its similarity to known class, or kind \ 
 for it appears plain that whoever learns and remembers a 
 thing without using similarity as the means of such learning 
 and remembering, learns and remembers such thing as not 
 being what it actually is ! learns and remembers that a cat is 
 not an animal! "knows" that knowing is not knowing! 
 What, then, shall be said of the current methods of learning 
 and teaching the branches herein mentioned ? If of learning 
 they are anything, and not naught, of learning they are 
 branches, as I have shown. If studying, learning, and 
 remembering animals without using similarity as the means 
 of such studying, learning, and remembering, is learning and 
 remembering that the animals cat and tiger are not an- 
 imals ( ! ), is not studying, learning, and remembering science 
 systems, i. e., branches, without using similarity as the 
 means of such learning and remembering, — is this not learn- 
 ing and remembering that the branches, arithmetic, grammar, 
 orthography, etc., are not branches .'' not organized science 
 systems, but merely unsystem somewhats ? But I have 
 demonstrated that all learning and remembering of things is 
 efficient just accordingly as learner employs similarity as 
 the means with which to learn, and that they are inefficient 
 or impossible just to that extent to which similarity as the 
 means is neglected, unknown, or not understood. Since, 
 then, the student wholly neglecting similarity as the means 
 of his learning and remembering, must needs quit his study 
 of zoology not only not knowing that cats, tigers, etc., are 
 animals, but "knowing" (in his own "educated" unwisdom) 
 that cats, tigers, etc., are not animals ( ! ), what must be the 
 efficiency of the current methods of teaching the different 
 branches of language, wherein nothing whatever is said 
 about the similarity of such branches as the means of learn- 
 ing and remembering them ? 
 
SIMILARITY THE ESSENTIAL MEANS. 131 
 
 That the similarity of the science-system, i. e., branched, 
 wholes of orthography, etymology, and grammar, as the all- 
 essential means in teaching, learning, and remembering 
 them, is wholly overlooked in the text-books now used in 
 the public schools of the United States, all intelligent 
 teachers will perceive at once, after that fact is once pointed 
 out ; for no text-book now used in the schools of the United 
 States presumes that it is at all possible in teaching the 
 science system of grammar to employ the student's knowl- 
 edge of the science system of orthography. No text-book 
 of orthography, etymology, grammar, botany, zoology, or 
 arithmetic now used in the United States perceives even 
 that these branches, or branched wholes, are branched 
 wholes ! Therefore, we shall search modern text-books 
 and methods in vain to discover that they have any power 
 of teaching one of these branches by means of its sim- 
 ilarity to another branch already known to the pupil. Since 
 they know not that these branches are in reality branches, 
 containing both "whole of content" and "whole of extent" 
 of all the multitude of particulars with which the branch has 
 to do, at the very beginning of our search we must despair 
 of evidence that any school text-book author has employed 
 the branched similarity of these branches as the means of 
 vitalizing and dispatching the work of learner. Had we 
 never perceived that the tiger is like an animal, we might 
 little hope to make use of tiger's similarity to other animals 
 in teaching and learning tiger. Since text-book makers 
 have not yet perceived that orthography is like tree, or 
 branch, we shall little hope to find them making use of its 
 similarity to grammar, etymology, etc., in teaching and learn- 
 ing orthography. But we found that in learning tiger it is 
 absolutely necessary to study it through its similarity to the 
 classes to which it belongs in nature — in the light of the tree- 
 class (species) tigris, the tree-class (genus) felis, the tree- 
 class (family) felidae, the tree-class (order) carnivora, the 
 tree-class (class) mammalia, the tree-class (branch) vertebrate. 
 Evidently, therefore, we shall find that to vitality and dis- 
 
132 THE SYSTEM METHOD 
 
 patch in his study of, say grammar, it is absolutely necessary 
 that the student study and learn grammar by means of its 
 similarity to the classes to which grammar belongs ; namely, 
 etymology, orthography, etc. 
 
 The question now becomes. How does this organizing 
 method — ^just how does this analysis-and-synthesis, whole- 
 and-part, particular-and-organized-class, or system, method 
 of teaching and learning: — manage to give the student knowl- 
 edge of and power over etymology, syntax, and ideography 
 by teaching and learning orthography alone ? I answer. By 
 teaching and learning each of these branches as what in 
 reality it is, a tree-system, branched, or science, whole. If 
 by the natural method we obtain knowledge and power over 
 the feline animal tribe while learning the cat animal alone, 
 is it unreasonable to suppose that, if the organizing, or sys- 
 tem, method is the perfectly natural method, we may obtain 
 knowledge of and power over the lingual-branch tribe while 
 learning the orthography branch alone .'' We shall soon see 
 that the branched whole of any of these branches is a think- 
 ing system, or thinking tree, — a system or tree through 
 which learner is to think in learning, knowing, and remem- 
 bering. We have already seen what analysis and synthesis 
 in orthography are. We have therein had an imperfect view 
 of how to learn orthography by means of this thinking tree, 
 — by thinking the orthographic particulars, z. e., letters, up 
 and down through the thinking tree. Now, the two com- 
 plemental parts of the organizing, system, scientific, or per- 
 fect, method of learning every branch, are analysis and syn- 
 thesis. But analysis and synthesis in etymology and syn- 
 tax are so very similar to analysis and synthesis in orthog- 
 raphy that when the latter is once learned, the former is 
 substantially mastered. 
 
 (a.) Orthography is learned, branched, by thinking letter through orthographic thinking tree, 
 (b.) Etymology is learned, or branched, by thinking etymon through etymological thinking tree, 
 (c. ) Syntax is learned, or branched, by thinking syntactic word through syntactic thinking tree. 
 
 The learning process is one in them all — begun by analy- 
 sis, and completed by synthesis. And in all alike, the or- 
 ganizing, or system, method analyzes and synthesizes under 
 
SIMILARITY THE ESSENTIAL MEANS. 133 
 
 the guidance and by means of the thinking tree. It is thus 
 that the organizing, or system, method is greatly superior to 
 any other possible method, because it does what every anti- 
 organizing or anti-whole-and-part method undoes or tends 
 to undo, — it carries our knowledge into science-system unity, 
 learns or thinks by what thinking is, organizing, or branch- 
 ing, into a branch-system whole. The organizing, or system, 
 method learns, knows, and remembers — 
 
 1. Orthography, by thinking the letter, ororthograph, through the thinking tree. 
 
 2. Etymology, by thinking the etymon through the thinking tree. 
 
 3. Syntax, by thinking the syntactic word through the thinking tree, 
 (a.) Orthography thinks a, b, c, e, d, o, z, etc., through the tree system. 
 
 (b.) Ideography thinks capital, pos's've sign, hyphen, through the tree system, 
 (c.) Etymology thinks un, health, ful, ness, etc., through the tree system, 
 (d.) Syntax thinks in-sentence word through the tree system. 
 
 But to think b, d,f, etc., through the tree, or science, sys- 
 tem is quite the same thing as to think zm, ness, ful, and 
 health through the tree system ; and either is identical in 
 method with thinking either syntactic or ideographic partic- 
 ular through the tree or science system. It is thus that, by 
 the system method, the student acquires knowledge of and 
 power over many branches while learning one alone. Orthog- 
 raphy once learned by thinking letter through the tree sys- 
 tem, etymology is easily mastered by the similarity means, — 
 by thinking etymon likewise through the tree system. Mark 
 you, a tree system is a tree system, whether it is a tree of 
 orthography, ideography, etymology, syntax, arithmetic, 
 botany, zoology, or else. 
 
 Of the incomparably superior value of the organizing, or 
 system, method over the current methods, I have not space 
 again to speak. Suffice it here to say, that, besides having 
 the incomparable advantage of thus learning many while 
 studying one alone, the organizing method has the second 
 still greater advantage ; namely, that that which it learns 
 and "knows in system," it learns well, learns practically and 
 scientifically. "The last end of all training in thinking 
 should be to prepare for and lead to constructive thinking [or 
 the pov/er to "know in system"]. Constructive thinking [or 
 
134 THE SYSTEM METHOD. 
 
 "knowing in system"] is manifestly the highest act of the 
 human intellect, and should, therefore, be made prominent in 
 the later stages of higher education." — D. S. Gregory s Prac- 
 tical Logic. 
 
 But further : the invention of the thinking tree not only 
 (1.) learns many in the labor of learning one, and (2.) learns 
 that one a hundred times more thoroughly, or understand- 
 ingly, and (3.) acquires the power to "know in system" the 
 "highest act of the human intellect," but (4.) it also " carries 
 all its knowledge up to unity," and thus satisfies Sir William 
 Hamilton as being the " only possible " method of true learn- 
 ing. I hope again, farther on, to demonstrate (1.) how the 
 organizing, or system, method learns many (orthography, 
 ideography, syntax, etymology, etc.,) in the labor of learn- 
 ing one (etymology, orthography, or syntax alone) ; and 
 (2.) how it learns that one (orthography, say) a hundred 
 times more thoroughly, or understandingly, through the 
 similarity means (the orthography branch being so very 
 similar to etymology, syntax, etc.,) ; and (3.) how it acquires 
 the power to "know in system," — -in the tree system, — which 
 Dr. Gregory calls the "highest act of the human intellect ;" 
 and, lastly, (4.) how it also carries all its learning of orthog- 
 raphy, ideography, syntax, etc., up into unity — up into the 
 unit which I have called the thinking tree ; which method 
 Hamilton declares is the "only possible" perfect method. 
 But we must proceed to the student's work. Before the 
 work-book branching, or organizing, is begun, however, a 
 few words about — 
 
 Why these 8-step and 4-step programs are used. — 
 Because they are the only possible means, the tree itself ex- 
 cepted, of placing squarely before the student the classes 
 among which he is to distribute, and through which he is to 
 branch, the particulars to be used in learning these branch 
 classes. Refer to Program I. of Work-Book No. 16, page 
 158., By that program, for example, six branch classes, two 
 having reference to voice, two to sound, two to continuance, 
 are placed before the student in pairs, voiced contrasting 
 
WHF EMPLOY PROGRAMS? 135 
 
 with whispered, subvocal with aspirate, and abrupt with con- 
 tinuant : so that the learner (brancher of particular in branch 
 class) proceeds almost as directly through the science system 
 of orthography as if he traced (branched) the particular 
 through the orthographic tree itself, as shown on pages 164, 
 165, and 166, in Programs XL, XII., and XIII. Proof need 
 not be here repeated that the learning act is a mental act 
 identifying particular with organized, or known, class ; nor 
 shall I re-demonstrate that the result of properly learning 
 any branch is a branch, i. e., a fully organized tree. Know- 
 ing, or learning, a branch is making a branch (/. e., branch- 
 ing) by some known branch as guide, just as building is 
 making a building by some known building as guide. Since 
 learning is branching, the result of learning is, of course, a 
 branch — thing branched ; so the result of building is, of 
 course, a thing built ; so the result of copying is a thing 
 copied. Evidently, the only possible guide in copying and 
 building are the copy copied and the building built. Cer- 
 tainly, the only true guide in learning {i. e., branching) is 
 the branch branched. But next to the orthographic class 
 tree, which is the only perfect guide and means, the best 
 guide and means are the programs as given in Work-Books 
 Nos. 16, lY, 18, 19, 20, 22, and 23 ; for such programs are the 
 only means, the tree excepted, of placing the classes to be 
 learned before the student in such a way as to aid him in his 
 work of branching particular through class. It will be plain 
 to the reader that the learner's problem, when guided by the 
 tree itself, is to decide in what class (class branch) the par- 
 ticular in hand belongs. Thus, he is to decide whether r is 
 whispered or voiced ; subvocal or aspirate ; abrupt, continu- 
 ant, or coalescent ; labial, dental, palatal, or guttural. Now, 
 so far as this decision is concerned, the same result may be 
 reached by placing before the student, in place of the tree, a 
 program such as here follows : — 
 Program : /. Voice. 2. Sound. 3. Continuance. 4. Obstruction. 
 
 a. Whispered, a. Subvocal. a. Abrupt. a. Labial. 
 
 b. Voiced. b. Aspirate. b. Continuant. b. Dental. 
 
 c. Vocal. c. Coalescent. c. Palatal. 
 
 d. Guttural. 
 
136 THE SYSTEM METHOD 
 
 It cannot be denied, however, that the tree itself possesses 
 a very great advantage over such a program, if other things 
 besides decision are taken into consideration. The tree 
 itself constitutes the only program by which the student may 
 create in his mind a mental image of what the orthographic 
 whole is. And when it is considered that the vigor of think- 
 ing and the certainty of remembering both depend upon how 
 part is mirrored in whole and whole in part, it is plain how 
 important it is that as much work as possible be done with 
 the tree itself as the guiding program. Nevertheless, such a 
 program has, besides the advantage of taking up but little 
 printed space in either text-book or work-book, the great merit 
 of keeping co-ordinate classes continually before. the eyes of 
 student as being usually some branch of the orthographic 
 whole. In all cases, the programs present the co-ordinate 
 classes together as contrasted classes, precisely as, in that 
 respect, they are presented in the tree. Whispered sounds 
 are to be learned by being contrasted with voiced sounds ; 
 subvocals are to be contrasted with vocals, abrupts with con- 
 tinuants, labials with dentals, and so forth. And so, in all 
 learning, what can be defined only by reference to some as- 
 sociated thing, must not be presented to the learner discon- 
 nected from such associated thing. Thus, whoever under- 
 takes to teach the learner concerning the United States map, 
 will find it absolutely necessary to present the United States 
 in connection with British America, Mexico, and the Atlantic 
 and Pacific Oceans ; because the United States map is only 
 to be known or distinguished as the United States map by 
 being that territory which lies between (1.) British America 
 and Mexico ; (2.) the Atlantic and the Pacific. So, for an- 
 other instance, the bone fibula is to be learned and remem- 
 bered by means of its association with tibia and with femur 
 and tarsus. So Indiana is not at all distinguishable or know- 
 able as such, except as it is contrasted with those things with 
 which it is associated. No one can distinguish, or define, 
 Indiana without using Ohio, Illinois, Michigan, Lake Mich- 
 igan, and the Ohio River as the very means of such distinc- 
 
DOING BY PROGRAMS. 13Y 
 
 tion or definition. And this is the merit of these programs, 
 that, by them, such co-ordinates are always presented to- 
 gether as associated parts. Wherever voiced sounds are pre- 
 sented, whispered sounds are likewise presented by contrast. 
 So subvocal is not seen in the programs unassociated with 
 its co-ordinate, aspirate. Digraph is ever associated with 
 letter (monograph), continuant with abrupt, etc., etc. 
 
 By the Programs, the Student Learns by Doing. — To 
 
 attempt to learn the science, t. e., branched system, of 
 orthography by the current practice of getting definitions, 
 lists, " what the book says," and the " substance of the book," 
 without doing the learning (J. e., without doing the branching 
 of particular through classes), is the same sort of wisdom 
 that attempts to learn sewing without doing sewing, but by 
 getting definitions of, and reading books about, sewing. 
 Mankind learn what is an act by doing that act. Learning 
 is an act, and is to be done. The only question has been — 
 the great, unanswerable problem has been — and is, What 
 sort of an act is the learning act f And I have demonstrated 
 that learning is a branching act, — an act branching thing 
 learned through its classes as themselves branched into the 
 branched (the tree) system. " We learn through doing." — 
 Froebel. Since learning, all thinking, is branching particular 
 in class, to learn we are to branch — to learn letters we are to 
 branch letters through their branches, i. e., their tree-limb 
 classes. " The man may teach by doing, and not otherwise." 
 — Emerson. " Let things that have to be done, be learned 
 by doing them." — Comenius. It seems to be Comenius's 
 blunder here that he supposes there to be some things to be 
 learned without doing them — some things to be done without 
 doing them ! But that is not the question. The one insur- 
 mountable difficulty has ever been, and is to-day, not 
 whether we learn through doing, but in what does this doing 
 consist. (See pp. 54, 59.) To say that learning is doing, is 
 to say that doing is doing ! whistling is whistling ! your chin 
 is your chin ! That learning orthography is doing orthogra- 
 phy, all know. The question is, What is doing orthography } 
 
138 THE SYSTEM METHOD. ■ 
 
 And to this great question, these programs and the ortho- 
 graphic tree furnish the first as well as the only true solution. 
 It has been in many ways demonstrated in this volume that 
 doing orthography to learn it, is branching letter-particular 
 (upward chiefly) through orthography as a tree system. And 
 the tree, supplemented by these programs, is the only possi- 
 ble means (but it is a perfect means) of doing this branching 
 (learning). Doing orthography, then, is branching the par- 
 ticulars'of which this branch is a branch, through the ortho- 
 graphic tree system, which is a tree of letter classes in which 
 topmost branches are continuous Avith each succeeding higher 
 branch ; so that any particular belonging in this topmost 
 class-branch, therein belongs in every higher (larger) branch, 
 including the tree trunk itself But, in the absence of the 
 tree, or for learning such classes as are not yet perfectly 
 organized, /. e., branched, into science (tree) system, the 
 programs are the only efficient, nay, the only possible means. 
 Every branch of learning is a branch ; therefore, from the 
 very nature of things, all doing of such branch must be 
 branching. 
 
 The Programs Force the Student to Decide,— Therein, 
 these programs train the judgment. What trains us to decide, 
 gives us power. What trains us to say " may be," " yes, but," 
 " I guess so," etc., trains us to imbecility, failure, rottenness. 
 Such training is that which directs student to "get the sub- 
 stance of the book," when, in doing so, he is not led to decide. 
 But by this organizing method — by the tree and programs — 
 the student is forced to say " yes " or " no " from twenty to 
 three hundred times in every lesson made out, or organized. 
 Under Program VIII., for example, Work-Book No. 17, he is 
 forced to decide whether each particular is (1.) monograph, 
 digraph, or trigraph ; (2.) tonic, atonic, or aphthong ; (3.) 
 abrupt, continuant, coalescent, simple vocal, or compound 
 vocal ; (4.) labial, dental, palatal, or guttural ; in doing which 
 he makes, at least count, eight decisions, definite conclusions. 
 To do the entire work of a lesson of twenty-five particulars, 
 it is thus seen to require 25 X 8 = 200 acts of the judgment. 
 
DECIDING BY PROGRAMS. 139 
 
 Educated by this organizing method, the student is believed 
 to quit his study with the best of all endowments, a trained 
 judgment and a habit of thorough decision. In doing this 
 organizing as guided by the programs and the tree, the stu- 
 dent of orthography is led to take the particular into his 
 mouth, and there work with it in order to decide into what 
 classes it should be placed, or organized. Thus to train, the 
 mind, is to train the judgment to weigh the evidence for and 
 against, sagaciously to detect, the marks of likeness and con- 
 trast in particular and class ; in a word, to identify, the life- 
 long engagement of the human mind. A child decides 
 wretchedly, the youth better, all men imperfectly. And it is 
 to strengthen and correct the power to decide, that schools 
 have been established. And that training which leads to skill 
 in identifying, awakens the examining faculty, strengthens 
 the judgment, and corrects the decision. Such training is 
 priceless. First, such judgment and habit of decision are 
 priceless, because, once acquired in any one branch, they 
 are always retained in every other branch. No matter 
 whether the question be — 
 
 ORTHOGRAPHICAL, 
 Whether e in sue and bade and righteous is a consonant, 
 aphthong, or vowel ; whether // in ball and tee in sue are 
 digraphs ; whether e in ewe is a vowel ; whether c in duck 
 and lock is an aphthong ; whether e in cane may not be 
 called a consonant ; — 
 
 OR GRAMMATICAL, 
 Whether who in " who is it 1 " and " who are they .? " is the 
 same word in both ; whether S7iuffe7's is one or more than 
 one whole ; whether in " I saw a corpse," corpse is masculine 
 or feminine; whether John in "John, shut the door," is a 
 nominative or an absolute case ; whether is in " He is the 
 man," is itself an indicative mood, or merely in the mood ; 
 whether shall and zvill are always in the so-called " future " 
 tense, and may, can, must, might, could, zvould, and should, 
 always in the so-called "potential" mood; whether sun in 
 "The sun drives his chariots through mid-heaven," is mascu- 
 
140 TEE SYSTEM METHOD. 
 
 line or neuter ; whether in " Giving is receiving," giving is 
 essential or accessory — a verb or a substantive ; — 
 
 OR METAPHYSICAL, 
 Whether a brick house is the same house after one brick is 
 removed ; whether a penknife is the same knife after one 
 blade is removed ; whether we see the same rainbow in two 
 succeeding moments ; whether I am the same man I was ten 
 years ago ; whether a stone is the same stone after a corner 
 is knocked off; whether all things are similar ; whether, if all 
 things were totally dissimilar, thinking would be possible ; 
 whether a thing unknown is to us absolutely nothing ; — 
 
 OR THEOLOGICAL, 
 Whether in the redeemed state a man is the same man as he 
 is here on earth ; whether the soul is material or immaterial ; 
 whether the soul is a separate entity, or merely the life- 
 organization ; whether a man moves himself or is moved ; 
 whether whatever is, is right ; — 
 
 Or what it be, it is to be decided by this same " yes " or " no," 
 your judgment as to which — the life-long work of every mind. 
 And that method which trains the pupil to decide upon his 
 own judgment, and which considLntly pi^esscs him to belief or 
 disbelief this way or that way, even in orthography, therein 
 prepares him for any decision, even the most momentous. 
 Not what is the question, but whether the student is forced 
 to decision, to belief or disbelief, is the important matter. 
 
 Secondly, such training by programs is to be desired, 
 because it does away with rule-teaching, or educational 
 "cramming." "Rule-teaching is now condemned as impart- 
 ing merely an empirical knowledge — as producing an appear- 
 ance of understanding without the reality. To give the net 
 product of an inquiry without the inquiry [or doing] that 
 leads to it, is found to be both enervating and inefficient. 
 General truths, to be of due and permanent use, must be 
 earned." — Spencer. In other words, rule and definition 
 teaching is to be condemned because a rule or a definition is 
 but the author's conclusion ready-made ; and to have the 
 
PROGRAMS PREVENT " CRAMMING. " 141 
 
 pupil take the ready-made conclusion of another, and not 
 himself do the work which leads to the conclusion, is weak- 
 ening to the mind, not strengthening ; or, in Mr. Spencer's 
 own words, it produces the " appearance of understanding 
 without the reality." It is plain that Mr. Spencer holds 
 every attempt at learning without doing to be vain, even 
 "enervating." And it ought to be seen that any definition 
 or rule or table or formula gotten into mind by one, who, in 
 getting it in mind, has not done the work by which such 
 definition, rule, table, or formula was made, is as worthless 
 as a definition of whistling gotten in mind by one, who, in 
 getting it in mind, has not done the work that leads to 
 whistling. And judge how well will he whistle who has 
 learned exclusively by getting definitions of, and reading 
 books about, whistling ! Now this farce of attempting to 
 learn by getting another's conclusion, and without working 
 out one's own conclusion, is likewise completely broken up 
 by means of these programs and the tree. This will be 
 evident to all who will take the pains to survey and carefully 
 examine Work-Books Nos. 16, lY, 18, 19, 20, 22, and 23, as 
 given further on in this treatise. 
 
 This Method of Branching by Programs Sustained 
 by Authority. — It has been demonstrated that learning is 
 branching, that is, thinking given particulars through the 
 branch branched, or learned. Thinking b, for instance, 
 through the orthographic branch, or system, is thinking b 
 thus: B = (1) letter, or orthograph, (2) sonant, (3) subvocal, 
 (4) abrupt, and (5) labial ; that is, identifying b as belong- 
 ing to five successively subordinated classes. But logicians 
 agree that this identifying act is the very test of rational 
 doing or thinking. Every thought, they declare, thinks sub- 
 ject (particular) into predicate (known class). What practi- 
 cal gold they handle ! How little they know its value ! 
 Physiologists, too, and psychologists have found that the 
 power of coupling subject (particular) to predicate (class) is 
 the real measure, or indicator, of strength and sanity of 
 mind. " Go from the individual to the class, from the branch 
 
142 TS^ SYSTEM METHOD. 
 
 toward the body, from the more particular to the more com- 
 prehensive," says the great Organizer, "and you shall not 
 lose the truth ; for the wires, or tree branches, are there to 
 guide you." And He has so stringed the human mind to 
 these inwardly converging wires of truth that it can think no 
 sane thought, make known no fact whatever, except by 
 means of this inward, or down-the-tree, thinking. 
 
 The reason the thought runs, " John is a man," and not, 
 "A man is John," is because the tree-branch system on 
 which the mind is compelled by its nature to think, runs, like 
 a branch, downward into a higher kind or class. The thought 
 by nature is, " John, the particular, is of, or belongs to, the 
 class inanr John is thought, learned, or branched, by its 
 being thought, or branched, into the higher branch man. 
 "A man is John" is not necessarily truth ; for a man might 
 be Henry. "A man is John" runs not with the truth from 
 sub-branch to higher branch, but backward from branch to 
 to sub-branch, from class to particular. To put the thought 
 thus, "A man is John," is falsely to represent the whole class 
 to be included in one particular — to represent the whole 
 body to be included in the branch. By these repeated 
 thoughts, I wish to get this one great elementary truth 
 before the reader's mind ; namely, that every sane thought 
 goes from particular to class (from particular to known class) 
 naturally and by necessity. All things of which we can 
 think, are, by virtue of our being able to think (/. e., branch) 
 them, connectible or branchable into classes already known 
 to us (/. e., branched by us). Now, since every knowing, or 
 learning, thought (every thinking act ; for every thinking 
 act or thought is a knowing and a learning thought) limbs 
 the thing thought about to some known class, we should 
 naturally presume that fully to understand that thing, the 
 mind would limb it to, or classify it with, all the classes to 
 which by nature it belongs. That this is true, I have already 
 demonstrated. Take, for example, the particular zv in the 
 word " wet." When the student is able quickly to see it 
 as belonging in (1) letter, (2) sonant, (3) subvocal, (4) coa- 
 
 ^1 
 
THE PROGRAMS SUSTAINED. 143 
 
 lescent, (5) labial, — classes, or branches, themselves branched 
 into each other, — when he can quickly organize it thus into 
 all the connected kinds to Avhich by nature it belongs, then 
 he fully understands it. 
 
 Ifthereisone thing above another settled among men, 
 it is that we cannot know or understand a thing until we 
 know what it is like, until we know to what connected kinds 
 — to what system — it belongs. If there is another thing 
 settled, it is the evident truth that what we can organize, or 
 fully classify with known things, we do understand. What 
 we can class with nothing known, we understand not at all. 
 Such a thing is a mysterious thing, — a thing not yet by the 
 mind brought within kind. Inside the pale of known kind, 
 the human mind is sane ; outside of kind, the human mind is 
 insane. Let the reader who desires to understand this 
 method of organizing by programs, — let him observe that 
 the programs are themselves a schedule of connected classes, 
 — co-ordinate limbs severed from the larger containing limbs, 
 — to be learned exclusively by this rational process of think- 
 ing particular, (1.) into known kind, (2.) through that into a 
 higher kind, or limb, (3.) again through this to a third still 
 higher limb, or branch, (4.) and so on to the tree trunk, the 
 sumnium genics. 
 
 The organizing method is thus seen to have the support 
 of logician, psychologist, and physiologist alike. Better than 
 that, it has the support of almost undreamed-of success on 
 the part of all teachers who have tried it. It will be found 
 simpler, more efficient, and by all odds easier to teach and to 
 learn in any school or college — ten times more efficient and 
 manageable — than any method now in use in any school, let 
 the grade of students be what it may. The teacher has only 
 to show his pupils how to do precisely what is done in 
 Work-Books Nos. 16 and 17. This he is to do, of course, 
 either by putting the work-books in their hands (which is 
 the best plan) or by writing out the programs for them, he 
 doing for them some specimen work. The pupils may use a 
 regular text-book, or by using the appendixes of their v/ork- 
 
144 THE SYSTEM METHOD. 
 
 books, they may dispense with it. In reciting, the pupils 
 read their conclusions as written in the work-book (or on 
 slate or paper, if the work-books are not used), jast as they 
 would read their written parsings in reciting a parsing exer- 
 cise in English grammar. To school expositions of any 
 kind, the work thus prepared by programs will be found 
 admirably adapted. 
 
 The Student's Work-Book of System Orthography- 
 Grade B. — I shall now do the work that learner is expected 
 to do in learning by the organizing, or system, method. This 
 work will include also all the devices, or guiding processes, 
 expected of the teacher. Beginning with "System Orthog- 
 raphy—Grade B" (which is No. 16 of the "System-Method" 
 Series), I shall do all the rational doing demanded of student 
 in taking a complete course in the language branch of the 
 great tree of knowledge, punctuation alone excepted. (Punct- 
 uation will be given in Volume II.) This doing work will 
 be graded into five different work-books, each of which is to 
 be fully worked up by the learner taking a full course. 
 These five work-books are as follows : — 
 
 No. 16. Work-Book of System Orthography — Grade B. 
 
 No. 17. Work-Book of System Orthography — Grade A. 
 
 No. 18. Work-Book of System Etymology (Word-Analysis). 
 
 No. 19. Work-Book of System Grammar — Grade B. 
 
 No. 20. Work-Book of System Grammar — Grade A. 
 In addition to these, there will be given also the full 
 amount of work required at the student's hands in learning 
 the science system of arithmetic. This will be given in two 
 work-books as follows : — 
 
 No. 22. Work-Book of System Arithmetic — Grade B. 
 
 No. 23. Work-Book of System Arithmetic — Grade A. 
 The work in all these work-books will be made out, or 
 done, precisely as the student is expected to do it in learning 
 these branches, the seven work-books thus being a complete 
 and thoroughly organized key to all the branching and solv- 
 ing to be done by the student in learning all these branches. 
 
SEVEN W0BK-B00K8. 145 
 
 So that, if the teacher be equipped with this first volume, he 
 shall have in it not theory alone, but the actual work to be 
 done by his pupils in taking a complete course in these 
 science systems. It is designed that in this volume teacher 
 shall find not only all the daily work of his pupils for the 
 first term, but their daily work for every school term of work 
 required of them in mastering these branches by the system 
 method. Besides this work to be done by students, these 
 work-books will also contain explanations of, discussions 
 and reviews enforcing, the claims of the method employed in 
 them. 
 
 10 
 
\-^ 
 
 <i'^^ 
 
The System Method— No. 16. 
 
 Work-Book of System Orthography, Grade B, 
 
 FOR THE USB OF 
 
 Public Schools, Normal Schools, Teachers' Institutes, 
 and Colleges, 
 
 AND ESPECIALLY ADAPTED TO 
 
 SoiaiooiLi IHj2^^osia?io2srs: 
 
 IN WHICH THE STUDENT LEARNS AND REMEMBERS UNDER THE 
 
 GUIDANCE OF THE "LEARNER'S WORK-TREE" BY THINKING, 
 
 OR BRANCHING, WORD PARTS (LETTERS) THROUGH 
 
 THEIR CLASSES AS BRANCHES OF SUCH 
 
 ORTHOGRAPHIC-TREE WHOLE. 
 
 / 
 
 BY ISAAC ELDRIDGE WILSON, 
 
 INVENTOR OF THE LEARNER'S ■WOEK-TRBE, AUTHOR OF THE SYSTEM METHOD, A SERIES 
 OF TEXT-BOOKS FOR SCHOOLS, A SERIES OF STUDENT'S WORK-BOOKS, ETC. 
 
 '■ THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE."— EMERSON. 
 
 OHICA.QO, ILL.: 
 Learner's Work-Tree Company 
 
COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 
 
 ALL RIGHTS RESERVED. 
 
 Any infringement will be prosecuted to the full extent of the law. 
 
 I 
 
ix A— Lessons to be Assigned. 
 
 Progkam I. — Rat, cat, get, lap, lag, man, rob, mop, kit, sin, sod, gum, 
 jog, fun, set, lid, cur, kid, end, as, of, be, by, if, to, leg, go, up. 
 
 Prog. II. — Land, box, help, fox, clam, jest, jump, spun, flog, trot, skip, 
 crib, lift, drum, turn, drop, from, bank, swan, pond, romp, milk, salt, mark, 
 stamp, elm, elk, apt, spelt, grist, prompt, frisk, blunt. 
 
 Prog. III. — Wet, bas, -yet, ben, hug, wind, husk, musk, l:st, bend, 
 stand, sold, scald, dart, barn, yard, word, west, him, gag, vend, wept, hunt, 
 moon, hark, yarn, waft, halt. 
 
 Prog. IV. — Sign, talk, kiln, kick, yard, wren, rake, hate, spire, woke, 
 ride, time, mule, tube, fade, cane, globe, debt, limb, folks, bade, glance, 
 glisten, half, alms, spite, truck, noble, quibble, dwindle, hammock. 
 
 Prog. V.- -Balmy, knob, gnat, taken, proven, calf, dumb, tongs, hon- 
 est, qualm, salve, met'e, nitre, eclogue, unique, stock, harangue, ochre, 
 grotesque, spectre, folks, gristle, try, wrestle, awry, tyro, wolf, style, deny, 
 apple, plight, attempt, glisten, exempt, whole, condemn, column, consign, 
 numb, ghost. 
 
 Prog. VI. — Often, closet, whose, tons, foxes, psalm, subtle, dumb, 
 limb, high, knight, honest, wrist, castle, prompt, comb, knife, tempt, 
 knuckle, who, sword, knack, consign, gnomon, yacht, drachm, logic, vigil, 
 rhubarb, giver, resign, impugn, halve, center, benign, nitre, plumb, calm, 
 gherkin, hustle, hasten, wrinkle, wreck. 
 
 Prog. VII. — Glade, spike, mask, spurn, start, blurt, mute, stroke, dupe, 
 tube, parse, were, place, pox, flux, quick, quest, quilt, text, wax, cite, quart, 
 script, wince, quack, scold, ox, sex, mince, blink, scarf, quag, lynx, hawk, 
 slept, cringe, wink, verge, wage, zinc, hinge. 
 
 Prog. VIII. — Black, sword, flock, lank, right, soften, check, mortgage, 
 wreck, empty, dough, knob, wrinkle, balk, hymn, assign, ghastly, succumb, 
 alms, burgher, rhapsody, tight, jostle, gnarl, aghast. 
 
 Prog. IX. — Husband, effect, past, drunk, wife, giant, fore, height, to, 
 large, wrong, stalk, wrest, knock, bright, plague, tine, hist, gnat, kirk, 
 tusk, knab, apt, wrathy, tangle, pastry, myrtle, orange, knuckle, foretop, 
 bosom, crumb, debt, wert, zinc, calf, psalm. Baptist, ankle, tongue, waltz, 
 midst, sponge, once, dirge, skirt, squirt, monk, shove. 
 
 Prog. X. — Square, acid, zero, cedar, label, spicy, briar, ladle, many, 
 Bible, scissors, equal, tickle, single, gypsy, kept, swords, knotty, growth, 
 pigeon, column, yonder, noddle, else, vritty, icy, halo, rosy, duly, handy, 
 
 [149] 
 
150 THE SYSTEM METHOD. 
 
 cabbage, was, squat, lens, dodge, swamp, struck, mumps, skunk, bawk, 
 harl, squint. 
 
 Prog. XI. — Plum, gimlet, skylark, solemn, capture, vex, circle, con- 
 trite, impose, traces, ankle, sofas, kettle, bucket, stony, baby, inducement, 
 closely, tongs, abstract, knives, jerk, devise, knock, engine, basten, upright, 
 deserve nestle, hurrah, knotty, honest, twinkle, wholesale, ofttimes, epistle, 
 grotesque. 
 
 Prog. XII. — Ghost, asthma, aghast, frolic, ducks, scraggy, gibber, girl, 
 partridge, judgment, criticism, heroism, exhibit, disarm, dishonest, fasten, 
 often, rhetoric, kernel, wine, dissolve, tongue, molasses, gypsy, cynic, 
 abyss, syntax, gymnast, specify, disguise, pacify, hydrant, by-word. 
 
 Prog. XIII. — Rhomb, rhubarb, intrigue, lucre, opaque, condemn, som- 
 ber, hymns, column, resign, ghost, gnat, aghast, oracle, comb, tomb, deca- 
 logue, quadruple, vehicle, pedagogue, credible, appetite, portable, med- 
 icine, turtle, gelatine, hedgehog, imagine, pansy, hyssop, quick, hollyhock, 
 onyx, hyacinth. 
 
 Prog. XIV. — Beef, ship, this, church, bureau, boil, such, meal, egg, 
 awe, goat, mail, teach, creep, hood, oats, stare, toe, too, chaff, pass, could, 
 push, been, screech, pout, coach. 
 
 Prog. XV. — Play, view, mew, ocean, pew. yeast, stray, nation, show, 
 chide, mission, straw, tow, howl, quaint, delicious, eye, buoyant, lieu, owl, 
 thaw, aye, light, you, brief, brought. 
 
 Prog. XVI. — Stealth, prairie, mischief, reign, mansion, steeple, weasel, 
 young, sphere, useful, jewel, duty, thin, tangle, decreeing, wharf, whip, 
 climbing, knee, roosters, writing, screw, cast-off, pie, turkey, guess, threw, 
 good-by. 
 
 Prog. XVII. — Filial, charade, packages, wreaths, scene, anger, whistle, 
 dough, truths, sword, builder, answer, weighty, junior, sew, people, ache, 
 precious, chimney, neutral, monkey, clayey, libertine, reconcile, money, 
 turpentine, decisive, subjunctive, prosecute, dislocate, diction, contemplate, 
 mustache, session, physician, fusion. 
 
 Prog. XVIII. — Begone, cast-off, ice-cream, papers, popgun, intense, 
 sky-rocket, because, sunfish, penny, pencil, arm-chair, sheriff, serene, styl- 
 ish, machine, buoyant, knout, colleague, uncouth, should, phlegm, gneiss, 
 arraign, ghoul, eschew, canoe, courier, shampoo. 
 
 Prog. XIX. — Worthiest, rhombus, jolliest, room, isthmus, rhapsody, 
 wait, sch'sm, wrought, pamphlet, language, photograph, persuade, spheroid, 
 druggist, exhaust, exist, salvage, gyrate, necklace, parasol, kin, doe, liearth- 
 stone, picture, forsooth, employing, moneys, flambeau, hautboy, yeoman, 
 minute, gloomier. 
 
 Prog. XX. — Fire-crackers, hurrah, humming-bird, dreadfully, cake- 
 crumbs, jackknife, apple-core, anticipated, picture-card, decorated, diaeresis, 
 again, homestead, nonpareil, friendship, behead, amplify, ossify, pacify, 
 comely, brother, pewter, specify, lampoon, suitor, canoe, brewery, cheese, 
 sausage, balloon, exotic, preserves. , 
 
SYSTEM ORTHOGRAPHY— GRADE B. 151 
 
 Pkog. XXI. — Rat, kit, sod, cur, end, by, leg, my, if, so, grand, snag, 
 swan, wept, port, pump, farm, slant, turf, blast, sward, spark, tramp, sight, 
 high, empty, knight, psalm, malign, alms, half, qualm, consign, knuckle, 
 acre, metre, gravy, cracker, tongue. 
 
 Prog. XXII. — Land, help, clam, jump, trot, skip, crib, lift, prompt, 
 swan, bank, grist, spelt, blunt, frisk, romp, mask, wet, yet, has, wind, 
 stand, scald, west, worn, halt, yarn, knotty, else, squint, noddle, tight, 
 jostle, mortgage, quest, unique, metre, harangue. 
 
 Prog. XXIII. — Sign, talk, kick, rake, wren, truck, sprite, lime, halves, 
 cane, globe, debt, folks, limb, knot, qualm, deny, tyro, very, style, wolf, 
 plight, attempt, ghost, column, consign, black, closet, whose, psalm, plumb, 
 yacht, drachm. 
 
 Prog. XXIV. — Dwindle, acre, noble, glisten, taken, honest, too, balmy, 
 grotesque, spectre, harangue, wrestle, apple, exempt, condemn, thick, beef, 
 well, screech, awe, toe, aye, owe, push, clay, coach, ocean, pew, stray, mis- 
 sion, glazier, nation, view, owl, thaw, lieu, wharf, through, filial, sword, 
 monkey, iDhysician, money, mustache. 
 
 Prog. XXV. — Man, boy, horse, tree, William, aunt, pith, kiss, church, 
 woman, hawks, Ohio, queen, armies, fly, cries, David, Mary, tooth, geese, 
 selves, beeves, monkeys, ox, flag-staff, babies, Aaron, cats, valleys, ice, 
 holds, motley, six, John Jay, Bailey, cuckoos, Miss Thompsons, cousi'ns, 
 people, seraph, presence, kidney, widower, blueness, delay, skimmings, 
 masses, turkey, Blanch, whiskey, New York, grief, dozen, bowels, Caesars, 
 relative, tweezers, artist, nature, sluggard, earth, ayes, Shakspeares, oats, 
 deer, shelf, virtue, censuses, wisdom, cattle, Aristotle, Emerson. 
 
 Prog. XXVI. — Cargo, house, echo, calf, knife, feet, indices, basis, 
 scholar, Mary, Thursday, Fannies, eagle, mother, biscuit, barleys, king, 
 fox, negroes, German, sheep, riches, relative, Spaniard, sphinx, bees, preys, 
 hill, volleys, hoes, dens, Oxleys, U. S. Grant, companies, two, Dailies, Sa- 
 rahs, Master Thomases, soberness, savages, pair, truth, companies, gods, 
 Chickasas, hero, rickets, Mrs. R. B. Hayes, money, fancy, thief, body, 
 paintings, people, lungs, hundreds, parents, tyrant, God, death, heart, flock, 
 coffee, superiors, Lucases, holes, honey, sourness, mouse, candor, armful, 
 poetess, potatoes, arithmetics. 
 
 Prog. XXVII. — Abide, arise, am, awake, beat, beam, begin, bend, be- 
 reave, bet, bid, bind, dare, deal, blend, blow, break, dig, dress, dream, build, 
 burn, burst, can, dwell, eat, fly, catch, freeze, cleave, get, cling, goad, 
 clothe, hang, creep, crow, cut. hew, knit, lay, leap, learn, let, lie, light, 
 may, ought, must, pay, quit, read, ride, ring, rise, see, shall, set, shine, shoe, 
 shut, sit, sing, slay, spell, spin, spill, write, work, think, teach, swim, stay, 
 spit, swing, wis, will, wax, wake. 
 
 Prog. XXVIII. — Chide, forget, must, set, weave, wed, slay, wet, ought, 
 freeze, choose, behold, cleave, get, prove, spell, spill, give, cling, beget, 
 beseech, hang, read, spin, will, spit, ride, have, creep, wis, stay, ring, hear, 
 crow, beset, bit, cut, rise, swim, bid, dare, knell, swing, wring, teach, see, 
 
152 THE SYSTEM METHOD. 
 
 know, dig, bite, blend, drink, lay, set, teacb, think, sball, let, eat, breed, 
 bring, fall, ligbt, shine, wait, shoe, light, fly, buy, can, forbear, may, shut, 
 sing, wax, wake. 
 
 Pkog. XXIX. — Pass, will, off, stab, tab, whiz, rob, robbed, fop, fop- 
 pish, boiling, compel, task, level, canceling, emit, moralize, emitting, solid, 
 solidify, affix, Towel, alas, brass, occur, whispering, raveled, respond, was, 
 yes, as, quit, quitted, add, egging, oddly, desist, published, suspended, tal- 
 ented, pilfer, pilferer, plasterer, extolling, shivered, plundering, signalize, 
 of, if, is, gas, has, wax, devout, whetted, glass, graft, ball, fool, hoof, buzz, 
 joined, howling, maul, mauling, hailed. 
 
 Prog. XXX. — Saving, forced, Maries, glancing, Malays, gayety, mer- 
 rier, married, glorious, crying, hoeing, tying, shoeing, reviled, babyish, 
 monke3'ish, monkeys, bluish. Harries, Sicilies, ceaseless. Grays, Motleys, 
 enjoyed, changeable, dying, died, awful, toad, decreeing, miscellaneous, 
 beauteous, tied, wholly, whitish, hying, bereavement, rarer, vied, Welbies, 
 Ptolemies, Gyulays, volleys, gayly, driness, hied, traceable, physicked, 
 vying, duly, judgment, manifold, courageous, excusable, truly, convincible, 
 carrying, stayed, Rays, lovable, icy, paleness, abridgement, bounteous, 
 Barclays, blueness, convening, lying, agreeing, cataloguing, woeful, peace- 
 able, wherever, whereas, busying, suing. 
 
 Prog. XXXI. — Patrick Henries, foxes, Xenophons, Jameses, Hindoos, 
 bowels, tongs, Canadas, Christmases, joumeyings, races, atlases, b's, 
 brothers-in-law, echoes, cantos, twos, skies, keys, shelves, wives, Chica- 
 goes, folios, Africas, flag-staffs, optics, pains, hysterics, measles, riches, 
 arches, frescoes, moneys, thieves, beliefs, Sundays, chiefs, Emories, Cyruses, 
 lO's, Godfreys, Gregories, Francises, Hugoes, fishes, getters-up, peas, a's, 
 peoples, ladies, loaves, pairs, Macaulays, vitals, movables, Humphreys, Sir 
 Humphrey Davies, cameos, etc.'s, solos, pianos, stamp-acts, physics, 
 thanks, Cynthias, Maries, classes, valleys, Xancies, Penelopes, Salomes, 
 Rosalies, Xoahs, Plinies, goings, coffees, toes, sees, oats, maid-servants, 
 hangers-on. 
 
 Prog. XXXII. — Oresteses, puff, null, guess, squatting, baggage, pref- 
 erence, preferred, tranquilize, worshiped, chastely, movement, incited, 
 stiff-necked, dying, Maries, shoeing, attorneys, Rays, hoofs, sons-in-law, 
 potatoes, navigation, demonstration, enterprising, Mindanaos, Turkeys, 
 mobbed, summed, chiseled, huzzaed, owing, hallooed, judgment, lodgement, 
 earthiness, hardihood, embargoes, mottoes, fogginess, player, Uruguays, 
 Winnebagoes, TVaterloos, Lucases, Platoes, Ciceroes, R. TT. Baileys, Phila- 
 delphias, Lippincotts, briefs, assemblies, dregs. Miss Days, John Frees, 
 mathematics, women-seiwants, handkerchiefs, proofs, wagon-loads, ox- 
 carts. 
 
 Prog. XXXIH. — Roll, stiff, stool, sprout, sprawl, strut, stayed, stouter, 
 heading, skull, bliss, lass. King Henries, decays, keying, nationalities, 
 lungs, odds, scores, foes, Dennies, Joneses, mouse-traps. Doctor Lees, 
 Doctors Lee and Jones, ourselves, Mussulmans, foretelling, wherever. 
 
SYSTEM ORTHOGRAPHY— GBABE B. I5.3 
 
 gluey, clayey, obeyed, ruing, tied, tying, Chaunceys, D'israelies, Dufres- 
 noys, pulleys, Guyots, off, legalize, omitted, pilferer, expected, odd, squab- 
 bish, modeled, scoTvled, traveler, fooled, maimed, tracing, played, cata- 
 logued, enfranchisement, revision, men, cbildren, oxen, drier, iciest, 
 outrageous, bridal. 
 
 Prog. XXXIV. — Seer, bagging, freest, truism, business, bluish., Hum- 
 phreys, humbugging, emigration, twos, periwigged, magnetics, delays, 
 Chaunceys, Dennies, Ciceroes, Maries, suing, sewing, reveling, diagrammed, 
 biased, shoeer, raveled, died, tinged, tingeing, brewing, hoeing, penciled, 
 assigned, arguing, chewing, revealed, Dennises, clannish, chargeable, 
 fleecy, baptizing, manageable, providence, convalescent, brigadier, notice, 
 justice, retaliative, grievance, rebellion, opinion, donation, globule, larger, 
 chatter, flutter, easy, plumage, saving, supervision, driest, merciless, ad- 
 vantageous, noticeable, usage. 
 
 Prog. XXXY. — Deriding, boxes, Davids, Motleys, rulable, turkeys, 
 echoing, sixes, raveled, merriment, monkeys. Mackintoshes, distended, 
 days, valleys, hoeing, greys, Guyots, salable. Harries, tracing, judgments, 
 Powhatans, traceable, gayly, traveling, Sicilies, pitiable, flies, whetted, mill, 
 George "Washingtons, glorious, foxes, chimneys, Lucases, conveying, ladies, 
 echoes, equipped, cuckoos, sinning, bounteous, Kickapoos, agTeeing, baby- 
 ish, negroes, primary, surety, awful, wholly, duly, gayety, Thackerays, 
 huzzaed, D. T. Rays, U. S. Grants, pianos, stamp-acts, Montgomeries, Sir 
 John Falstaffs, forcing, forcible, modeling, penciled, Julias, Bailies, sofas, 
 blamable, notion, carrying, biased, dutiful, theorizing, biology, diseased, 
 idea, again, palatable, aortas, agreeably, miscellaneous, rulable, grass, 
 measuring, merrier, advantageous, divided, philosophy. 
 
 Prog, XXXTI. — Changing, Maries, civilizing, tapping, Chickasas, 
 shoveled, Patrick Henries, decreeing, dictionaries, dishonesty, icy, pianos, 
 Gyulays, Shawnees, Canadas, Chippewas, aortas, Moseses, canceled, halves, 
 Maloys, attorney's, legislatures, Jameses, potatoes, Cherokees, sheep, what, 
 we, you, shoeing, allotted, raveled, lice, goose, man, it, defied, passes, 
 staffs, summonses, digged, threes, they, can-ied, dismayed, monkeys, icing, 
 baths, truths, mouths, paths, he, which, they, deaths, dishonest, laths, 
 disaster, dissolve, feet, children, swine, fourths, sabbaths, buying, Goths, 
 tornadoes, coffees. Miss Thompsons, Miss Thomases, Miss TVileys, Sarahs, 
 courageous, pulleys, duteous, diiness, gayly, adjectival, advertisement, 
 arisen, graveling, irritation, abatement, precision, spherical, burlesquing, 
 cataloguiag, fatigued, intriguing, execution, famous, haranguing, mastica- 
 tion, curable, composition, connivance, sensible, giddiness, wearily, easiest, 
 moneys, chimneys, copies, copyist, donkeys. 
 
Appendix B— Orthographic Chart. 
 
 1. Diacritical Marks of Simple and Compound Vocals. 
 
 1. 
 
 a 
 
 2. 
 
 a 
 
 3. 
 
 a 
 
 4. 
 
 a 
 
 5. 
 
 a 
 
 6. 
 
 a 
 
 7. 
 
 a 
 
 1. 
 
 e 
 
 2. 
 
 e 
 
 3. 
 
 g 
 
 4. 
 
 e 
 
 5. 
 
 e 
 
 1. 
 
 i 
 
 2. 
 
 i 
 
 3. 
 
 i 
 
 4. 1 = 
 
 2. 6 
 
 fate, ate. 
 bat, at. 
 pear, hare, 
 far, iih. 
 brass, ask. 
 wall, all. 
 wad, wan. 
 field, key. 
 pen, let. 
 there, gre. 
 they, prey, 
 herd, her. 
 bind, mile, 
 tin, hill, 
 pique, mien, 
 bird, sir. 
 vote, old. 
 not, odd. 
 
 o 
 
 o 
 
 o 
 
 6 
 
 oo 
 
 do 
 
 u 
 
 8. 
 4. 
 5. 
 6. 
 1. 
 2. 
 1. 
 
 2. u 
 
 3. u 
 
 4. u 
 
 5. u 
 
 1- y 
 2. y 
 
 1. oi 
 
 2. ou 
 8. i 
 4. u 
 
 = come, other. 
 
 = wolf, bosom. 
 
 := do, prove. 
 
 = form, ought. 
 
 = hoot, boom. 
 
 = hook, wool. 
 
 = tube, tise. 
 
 = tub, lis. 
 
 = rude, rule. 
 
 = pull, full. 
 
 = burn, iirge. 
 
 = sky, fly. 
 
 = nymph, cyst. 
 Compound Vocals. 
 
 = ai in coil, toy. 
 
 = aoo in foul, how. 
 
 = ae in pine, try. 
 
 = eoo in tube, lise. 
 
 2. Diacritical Marks of Subvocals and Aspirates. 
 
 1. 9, soft, = 
 
 2. €, hard, = 
 
 3. 9h, soft, = 
 
 4. €h, hard, = 
 
 5. ch, unmarked, = 
 
 6. g, hard, = 
 
 7. g, soft, = 
 
 8. n, guttural, = 
 
 9. 
 
 10. 
 
 "^haise. 11. 
 choir. 12. 
 child. 13. 
 
 14. 
 
 15. 
 
 16. 
 
 17. 
 
 9ite. 
 call. 
 
 get. 
 
 gem. 
 
 link. 
 
 ng 
 
 ph 
 
 qu 
 
 s, aspirate, 
 
 §, subvocal, 
 
 th, as^jirate, 
 
 th, subvocal, 
 
 X, aspirate, ks 
 
 S, subvocal, gz 
 
 = n m smg. 
 
 = f in phantom. 
 
 = kw in quack. 
 
 = yes. 
 
 = hag. 
 
 = thin. 
 
 = tills. 
 
 = fix. 
 
 = ejjert. 
 
 3. Physiological Classification op Subvocals and Aspirates. 
 
 1. Abrupts: 
 
 2. Continuants: 
 
 3. Coalescents: 
 
 4. Abrupts: 
 
 5. Continuants: 
 
 6. Coalescents: 
 
 Labials. 
 b 
 
 m, v 
 w 
 
 P 
 f 
 wh 
 
 Names of the Diacritical Marks. 
 
 Dentals. 
 d 
 1, n, z, til 
 
 y 
 t 
 
 s, th 
 
 Palatals. 
 
 J 
 
 r, zh 
 
 ch 
 
 sh 
 
 Gutturals. 
 
 g 
 ng 
 
 k 
 
 h 
 
 1. a 
 
 2. a 
 
 3. a 
 
 4. a 
 
 5. a 
 [154] 
 
 macron. 
 
 breve. 
 
 dot. 
 
 diseresis. 
 
 caret, or circumflex. 
 
 tilde, or wave, 
 cedilla. 
 
 peri3endicular. 
 horizontal. 
 
Appendix C— Rules for Spelling. 
 
 (a) Consonant Doubled. 
 
 1. Rule I. — In monosyllables, terminal f, 1, or s, preceded by a single 
 vowel, is written double ; as, staff, hill, pass, off, mill. 
 
 Exceptions: clef, if, of, as, is, has, was, yes, his, this, us, thus, gas, pus. 
 
 2. Rule II. — A terminal consonant preceded by a single accented vowel, 
 is doubled before an added suffix beginning with a vowel; as, rob + ed = 
 robbed; fop + ish = foppish; refer + ed = referred; quit + ed = quitted ; 
 diagram + ed = diagrammed. 
 
 (b) Consonant Not Doubled. 
 
 3. Rule III. — All terminal consonants except f, 1, and s are written 
 single; as, cat, man, tar, brag, tab, ham, lap, wax, pod, whiz, task. 
 
 Exceptions: add, ebb, odd, inn, butt, buzz, egg. 
 
 4. Rule IV. — A terminal consonant preceded by a digraph, dij)hthong, 
 another consonant, or an unaccented vowel, is never doubled; as, boil + ing 
 = boiling; def end + ed = defended ; travel + ing = traveling. 
 
 (c) E Sometimes Dropped. 
 
 5. Rule V. — Terminal e is dropped before a suffix beginning with a 
 vowel ; as, love + ing = loving ; force -|- ible = forcible ; love -|- ed = loved. 
 
 Exception 1; -ce and -ge retain e before a and o ; as, peace + able 
 = peaceable ; courage -j- ous = courageous. 
 
 Exception 2 ; E as part of a digraph is usually retained ; as, hoe 
 + ing = hoeing ; agree -\- ing = agreeing. At other times it is dropped 
 accordmg to the rule ; as, sue -|- ing = suing ; see -(- er = seer. 
 
 6. Rule VI. — Silent terminal e is not dropped before an added suffix 
 beginning with a consonant; as, large + Ij^ = largely ; pale -f ness = pale- 
 ness; judge + nient = judgement. (Judgement is also, but arbitrarily, 
 written judgment.) 
 
 Exceptions: true -|- ly = truly; awe + ful = awful; whole + ly = wholly. 
 
 (d) Y AND IE Changed. 
 
 7. Rule VII. — Except before i, y preceded by a consonant is changed 
 to i before an added suffix; as, carry + ed = carried ; fly + es= flies; glory 
 -j- ous = glorious; merry + er = merrier; pity + able = pitiable; many + 
 fold = manifold; Mary -|- es = Maries; Ptolemy + es = Ptolemies; Welby + 
 es := Welbies. (Maries and Harries are by some written Marys and Harrys, 
 but unconformably to rule.) 
 
 Exceptions: duty + ous = duteous, beauty + ous = beauteous; bounty 
 
 -\- ous = bounteous; miscellany -| ous =: miscellaneous. 
 
 [155] 
 
156 THE SYSTEM METHOD. 
 
 8. Rule VIII. — Y terminal preceded by a vowel is not changed; as, 
 play + ing = playing; valley + s = valleys ; gay + ly = gayly ; Thackeray 
 + s = Thackerays; Motley + s = Motleys; Gray + s = Grays. 
 
 9. Rule IX. — le terminal is changed to y before ing; as, die + ing = 
 dying; tie + ing = tying. 
 
 (e) Regular Plurals in s, es, or 's. 
 
 10. Rule X. — Nouns ending in a syllable that coalesces with s, including 
 those in o preceded by a vovt^el, add s only, for the plural; as, tack-s, day-s, 
 hoe-s, decree-s, water-s, coffee-s, U. S. Grant-s, Miss Thompson-s, Grey-s, 
 Maloy-s, Guyot-s, Gyulay-s, Hadley-s, David-s, Canada-s, Shawnee-s, 
 Chippev?'a-s, "Stamp-Act-s," "Magna Charta-s," tong-s, vital-s, new-s, 
 physic-S; thank-s, going-s, mump-s, embryo-s, cuckoo-s, Hindoo- s. 
 
 11. Rule XI. — Nouns ending in a syllable that does not coalesce with 
 s, and nouns ending in o preceded by a consonant, add es for the plural; as, 
 box-es, class-es, six-es, summons-es, fli-es, compani-es, loav-es, liv-es; Mari-es, 
 Sicili-es, ladi-es, Mrs. Welbi-es; negro-es, echo-es, hero-es, Lucas-es, S. S. 
 Mackintosh-es, James-es, Crumless-es, Cicero-es, Plato-es. 
 
 Exceptions: canto-s, quarto-s, piano-s, solo-s, duodecimo-s, tyro-s, 
 proviso-s, octavo-s, memento-s, lasso-s. 
 
 13. Rule XII. — Letters, signs, and figures substitute the apostrophe (') 
 for the e in the es; as, g's, ll's, p's, -f's, — 's, etc. 
 
 (f) IrregulxVr, Arbitrary, and Common Plurals. 
 
 13. The following nouns form the plural irregularly: — 
 Child, children. Louse, lice. Ox, oxen. 
 Foot, feet, Man, men. Woman, women. 
 Goose, geese. Mouse, mice. Tooth, teeth. 
 
 14. Pronouns form the plural arbitrarily: — 
 
 I, we. Thou, you. He, they. She, they. It, they. 
 My, our. Thy, your. His, their. Her, their. Its, their. 
 Me, us. Thee, you. Him, them. Her, them. It, them. 
 
 15. The following nouns and pronouns have twin-like, common, or 
 equivocal, forms for the singular and the plural : — 
 
 Nouns: sheep, deer, swine, vermin, hose, fox, gross, neat, grouse, 
 public, Esquimaux, Japanese, Cyclops, corps, molasses. 
 Pronouns: who, which, what, that, as 
 
SYSTEM ORTHOGBAPHY— GRADE B. 15^ 
 
 CHAIvLKNOK. 
 
 (a.) Propositions. — To hasten the development of the perfect method 
 of leai'ning and teaching the science system of orthography, the author of 
 "The System Method" challenges any educator of the United States, Can- 
 ada, England, Germany, or France to j^rove either of the following propo- 
 sitions: — 
 
 1. That this system method is not a better method than he himself uses. 
 
 2. That this system method is not the true method. 
 
 (b.) Conditions. — 1- Such educator shall compress his argument into 
 not to exceed 150 8vo. pages of a 200-page discussion. 
 
 2. The author of "The System Method" to have the last 50 pages of 
 such 200-page discussion, in which to reply. 
 
 3. The decision to be made by five judges, three of whom shall be 
 James Russell Lowell, of Boston, A. Wilford Hall, of New York, and the 
 State Superintendent of Indiana; these three to choose a fourth and a fifth. 
 
 4. The judges shall make no qualification, but render their decision af- 
 firming or denying the propositions as they stand. 
 
 5. The expression, "this system method," of the propositions, to be 
 construed to mean that method of learning and teaching the science system 
 of orthography exemplified in this (No. 16) Work-Book, and advocated in 
 this Volume I. of "The System Method," together with the author's 50 last 
 pages of the 200-page discussion. 
 
 6. Such educator shall make no use of the Learner's Work-Tree or any 
 counterfeit in establishing any argument. 
 
 (c.) Offer. — 1. As a summons to earnest exertion, the author of "The 
 System Method " ofEers to print and deliver to such educator, for his own 
 disposal, and free of all cost to him, 1,000 volumes of such 200-page discus- 
 sion, neatly bound in cloth. 
 
 2. The period of this offer extends from July 1st, 1886, to July 1st, 
 1888. 
 
 3. Such educator shall prepare his 150 first pages in proper form to be 
 examined by the judges, in MS. or print, as he may choose. 
 
158 
 
 THE SYSTEM METHOD. 
 
 Prog. I: /. Voice. 
 
 2. Sound. 
 
 3. Continuance. 
 
 1. E* 
 
 
 a. Voiced. 
 
 b. Whispereci. 
 
 voiced, 
 
 a. Subvocal. 
 
 b. Aspirate. 
 
 c. Vocal. 
 
 subvocal. 
 
 a. Continuant. 
 
 b. Abrupt. 
 
 continuant. 
 
 a 
 
 = 
 
 voiced, 
 
 vocal. 
 
 continuant. 
 
 t 
 2. C* 
 
 a 
 
 = 
 
 whispered, 
 whispered, 
 voiced, 
 
 aspirate, 
 aspirate, 
 vocal, 
 
 abrupt, 
 abrupt, 
 continuant. 
 
 t 
 3. G* 
 
 =1 
 
 whispered, 
 voiced, 
 
 aspirate, 
 subvocal. 
 
 abrupt, 
 abrupt. 
 
 6 
 
 = 
 
 voiced, 
 
 vocal. 
 
 continuant. 
 
 t 
 
 4. Etc., 
 
 etc. 
 
 whisjoered. 
 
 aspirate. 
 
 abrupt. 
 
 * To Teacher: For the words rat, cat, get, etc., to be assigned to your class, 
 and here above and below worked out (i. e., branched through their classes) as 
 your pupils are to do with them, refer to "Appendix A" of this (No. i6) Work- 
 Book, pages 149-153 inclusive. Be sure to show your class how to get started, by 
 yourself thus branching five or six letters through their classes, as shown above. 
 "The teacher may teach by doing [what he wants his pupils to do], and not 
 otherwise." For any desired explanation of the programs, or for any definition 
 desired, refer to Appendix D, page 180, or to your text-book of orthography or 
 Englisli grammar. If you will only follow these programs and the Learner's 
 Work-Tree, and tlioroughly explain each new program when you introduce it, you 
 cannot fail of success ; you will surprise yourself, your school, and the community, 
 this "hateful" orthography and these "trifling," "half-hearted" pupils soon 
 changing to this "fascinating" science system (tree system) of orthography and 
 these "earnest," "whole-hearted" students. 
 
 Prog. II: / 
 
 1. 
 
 L 
 
 
 a 
 
 
 n 
 
 
 d 
 
 2. 
 
 B 
 
 
 o 
 
 
 X 
 
 3. 
 
 H 
 
 
 e 
 
 
 1 
 
 
 P 
 
 4. 
 
 F 
 
 
 o 
 
 
 X 
 
 5. 
 
 C 
 
 
 1 
 
 
 a 
 
 
 m 
 
 >/ce. 2. 
 
 Sound. 
 
 3. Position. 
 
 a. Voiced. 
 
 b. Whispered. 
 
 voiced. 
 
 a. Vocal. 
 
 b. Subvocal. 
 
 c. Aspirate. 
 
 subvocal. 
 
 a. Antecedent. 
 
 b. Base. 
 
 c. Consequent. 
 
 antecedent. 
 
 voiced, 
 
 vocal. 
 
 base. 
 
 voiced, 
 voiced, 
 voiced. 
 
 subvocal, 
 subvocal, 
 subvocal. 
 
 consequent, 
 consequent, 
 antecedent. 
 
 voiced. 
 
 vocal. 
 
 base. 
 
 whispered, 
 whispered, 
 voiced, 
 
 aspirate, 
 aspirate, 
 vocal. 
 
 consequent, 
 antecedent 
 base. 
 
 voiced, 
 whispered, 
 whispered,^ 
 voiced. 
 
 subvocal, 
 aspirate, 
 aspirate, 
 vocal. 
 
 consequent, 
 consequent, 
 antecedent, 
 base. 
 
 whispered, 
 whispered, 
 voiced, 
 
 aspirate, 
 aspirate, 
 subvocal. 
 
 consequent, 
 antecedent, 
 antecedent. 
 
 voiced. 
 
 vocal. 
 
 base. 
 
 voiced, 
 
 subvocal. 
 
 consequent. 
 
SYSTEM OBTHOGBAPHY— GRADE B. 
 
 159 
 
 Prog. Ill: 
 
 1. 
 
 W 
 
 
 e 
 
 
 t 
 
 2. 
 
 H 
 
 
 a 
 
 
 s 
 
 3. 
 
 Y 
 
 
 e 
 
 
 t 
 
 4. 
 
 H 
 
 
 e 
 
 H 
 
 oice. 2. 
 
 Sound. 
 
 a. Voiced. 
 
 b. Whispered. 
 
 voiced, 
 
 a. Vocal, 
 
 b. Sub vocal. 
 
 c. Aspirate. 
 
 subvocal. 
 
 voiced, 
 
 vocal. 
 
 whispered, 
 whispered, 
 voiced. 
 
 aspirate, 
 aspirate, 
 vocal. 
 
 voiced. 
 
 subvocal. 
 
 voiced, 
 
 subvocal, 
 
 voiced, 
 
 vocal. 
 
 whispered, 
 whispered, 
 voiced. 
 
 aspirate, 
 aspirate, 
 vocal. 
 
 voiced, 
 
 subvocal. 
 
 whispered, 
 voiced, 
 
 aspirate, 
 vocal. 
 
 voiced. 
 
 subvocal. 
 
 3. Continuance. 
 
 a. Continuant. 
 
 b. Abrupt. 
 
 c. Coalescent. 
 
 coalescent. 
 
 continuant. 
 
 abrupt. 
 
 coalescent. 
 
 continuant. 
 
 continuant. 
 
 coalescent. 
 
 continuant. 
 
 abrupt. 
 
 coalescent. 
 
 continuant. 
 
 continuant. 
 
 coalescent. 
 
 continuant. 
 
 abrupt. 
 
 Prog. IT: /. Letter. 
 
 2. Sound, 
 
 1. S 
 
 n 
 
 2. T 
 a 
 1 
 k 
 
 3. K 
 i 
 
 1 
 n 
 
 4. K 
 i 
 c 
 k 
 
 a. Sonant. 
 
 b. Non-sonant. 
 
 c. Aphthong. 
 
 a. Vocal. 
 
 b. Subvocal. 
 
 c. Aspirate. 
 
 non-sonant. 
 
 aspirate. 
 
 sonant. 
 
 vocal. 
 
 aphthong. 
 
 
 sonant. 
 
 subvocal. 
 
 non-sonant. 
 
 aspirate. 
 
 sonant, 
 
 vocal, 
 
 aj)hthong. 
 
 
 non-sonant. 
 
 aspirate. 
 
 non-sonant. 
 
 aspirate. 
 
 sonant. 
 
 vocal, 
 
 sonant. 
 
 subvocal. 
 
 aphthong. 
 
 
 non-sonant. 
 
 aspirate. 
 
 sonant, 
 
 vocal. 
 
 aphthong. 
 
 
 non-sonant. 
 
 aspirate. 
 
 3. Continuance. 
 
 a. Continuant. 
 
 b. Abrupt. 
 
 c. Coalescent. 
 
 continuant, 
 continuant. 
 
 continuant. 
 
 abrupt. 
 
 continuant. 
 
 abrupt, 
 abrupt 
 continuant, 
 continuant. 
 
 abrujDt. 
 continuant. 
 
 abrupt. 
 
160 
 
 THE SYSTEM METHOD. 
 
 Prog. Y. — Branching by Learner's Work-Tree. 
 
 JT'ote. — It is the undertaking of science to obtain power over the great and oth- 
 erwise unmanageable multitude of particulars by organizing them — by putting an 
 organic unit, i. e., a system, into them. Now, in developing any science system, two 
 great steps are to be had: (1.) This multitude are to be thoroughly classified; (2.) 
 These classes thus formed are to be branched into what science system is, namely, 
 the tree system, whose branches are all classes of the particulars to be learned 
 (branched) . Mark with extraordinary attention the fact that this second step In 
 
 Si f> ^ 
 
 ORXMOGRAPHIC ^ATORKI-TREE. 
 
 Copyright, 1886, by I. E. WILSON. 
 
 the development of a science system, is the all-important step ; since, if the classes 
 are not thus branched into the science tree, we remain ignorant of what the stu- 
 dent's true process of work is, thus forced to "rat it" through old holes and rutted 
 ways, even unconscious that we are learning a branch, and that, therefore, our tree 
 process is branching ! Observe below how each particular (letter) is branched up- 
 ward, in the tree branches, through all the important classes to which it belongs. 
 Observe more, that this branching through classes is uncovering the attributes of the 
 letters, which is true learning, as all agree. 
 
 * Or, DIGRAPH. DIPHTHONG, TRIGRAPH. 
 
SYSTEM 0BTH0OBAPH7—OBADE B. 
 
 161 
 
 Prog. 
 
 1. o 
 
 f 
 t 
 
 e 
 n 
 
 2. C 
 1 
 
 
 
 3. W 
 
 
 
 s 
 e 
 
 4. T 
 o 
 n 
 
 s 
 
 5. F 
 o 
 
 X 
 
 e 
 s 
 
 6. P 
 
 s 
 
 a 
 
 1 
 
 m 
 
 7. S 
 u 
 b 
 t 
 1 
 e 
 
 8. D 
 u 
 
 m 
 b 
 
 TI.— Branching by 
 
 =: sonant, 
 
 Learner's Work-Tree (Continued). 
 
 vocal, simple, guttural. 
 
 asj)irate, 
 
 continuant, 
 
 labial. 
 
 
 aphthong. 
 
 
 
 
 apbthong. 
 
 
 
 
 sonant, 
 
 subvocal. 
 
 continuant. 
 
 dental. 
 
 aspirate. 
 
 abrupt, 
 
 guttural. 
 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 dental. 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 dental. 
 
 sonant. 
 
 vocal, 
 
 simple, 
 
 palatal. 
 
 aspirate, 
 
 abrupt. 
 
 dental. 
 
 
 aphtliong. 
 
 
 
 
 aspirate. 
 
 coalescent, 
 
 guttural. 
 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 labial. 
 
 sonant. 
 
 subvocal, 
 
 continuant, 
 
 dental. 
 
 aphthong. 
 
 
 
 
 aspirate, 
 
 abrupt. 
 
 dental. 
 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 guttural. 
 
 sonant. 
 
 subvocal. 
 
 continuant, 
 
 dental. 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 dental. 
 
 aspirate. 
 
 continuant, 
 
 labial. 
 
 
 sonant. 
 
 vocal, 
 
 simjDle, 
 
 guttural. 
 
 aspirate. 
 
 continuant. 
 
 dental. 
 
 
 sonant, 
 
 vocal. 
 
 simple, 
 
 palatal. 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 dental. 
 
 aphthong. 
 
 
 
 
 aspirate. 
 
 continuant, 
 
 dental. 
 
 
 sonant, 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 aphthong. 
 
 
 
 
 sonant. 
 
 subvocal, 
 
 continuant. 
 
 labial. 
 
 aspirate. 
 
 continuant. 
 
 dental. 
 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 guttural. 
 
 aphthong. 
 
 
 
 
 aspirate. 
 
 abrupt. 
 
 dental. 
 
 
 sonant. 
 
 subvocal, 
 
 continuant. 
 
 dental. 
 
 aphthong. 
 
 
 
 
 sonant. 
 
 subvocal. 
 
 abrupt. 
 
 dental. 
 
 sonant. 
 
 vocal. 
 
 simple, 
 
 guttural. 
 
 sonant, 
 
 subvocal. 
 
 continuant. 
 
 labial. 
 
 aphthong. 
 
 
 
 
 11 
 
162 
 
 THE SYSTEM METHOD. 
 
 Prog-. 
 
 yii: 
 
 /. 
 
 Position. 
 
 2. Sound. 
 
 3. Letter. 
 
 
 
 
 a. Antecedent. 
 
 b. Base. 
 
 c. Consequent. 
 
 a. Vocal. 
 
 b. Subvocal. 
 
 c. Aspirate. 
 
 a. Sonant. 
 
 b. Non-sonant. 
 
 c. Aphtliong. 
 
 1. 
 
 G 
 
 = 
 
 antecedent, 
 
 subvocal. 
 
 sonant. 
 
 
 1 
 
 = 
 
 antecedent, 
 
 subvocal. 
 
 sonant. 
 
 
 a 
 
 == 
 
 base, 
 
 vocal. 
 
 sonant. 
 
 
 d 
 
 = 
 
 consequent, 
 
 subvocal. 
 
 sonant. 
 
 
 e 
 
 = 
 
 consequent. 
 
 
 aphthong. 
 
 2. 
 
 S 
 
 = 
 
 antecedent. 
 
 aspirate, 
 
 non-sonant. 
 
 
 P 
 
 = 
 
 antecedent, 
 
 aspirate, 
 
 non-sonant. 
 
 
 i 
 
 == 
 
 base, 
 
 vocal. 
 
 sonant. 
 
 
 k 
 
 = 
 
 consequent. 
 
 aspirate. 
 
 non-sonant. 
 
 
 e 
 
 == 
 
 consequent. 
 
 
 aplitbong. 
 
 3. 
 
 M 
 
 = 
 
 antecedent, 
 
 subvocal. 
 
 sonant. 
 
 
 a 
 
 = 
 
 base, 
 
 vocal, 
 
 sonant. 
 
 
 s 
 
 = 
 
 consequent. 
 
 aspirate. 
 
 non-sonant. 
 
 
 k 
 
 = 
 
 consequent. 
 
 aspirate. 
 
 non-sonant. 
 
 4. 
 
 S 
 
 = 
 
 antecedent, 
 
 aspirate. 
 
 non-sonant. 
 
 
 P 
 
 = 
 
 antecedent. 
 
 aspirate, 
 
 non-sonant. 
 
 
 u 
 
 = 
 
 base, 
 
 vocal. 
 
 sonant. 
 
 
 r 
 
 ^ 
 
 consequent. 
 
 subvocal. 
 
 sonant. 
 
 
 n 
 
 = 
 
 consequent, 
 
 subvocal. 
 
 sonant. 
 
 Prog. 
 
 Till 
 
 : /. 
 
 Position. 
 
 2. Sound. 
 
 3. Letter. 
 
 
 
 
 a. Antecedent. 
 
 b. Base. 
 
 c. Consequent. 
 
 a. Vocal. 
 
 b. Subvocal. 
 
 c. Aspirate. 
 
 a. Vowel. 
 
 b. Consonant. 
 
 c. Aphthong. 
 
 1. 
 
 B 
 
 = 
 
 antecedent, 
 
 subvocal. 
 
 consonant. 
 
 
 1 
 
 = 
 
 antecedent. 
 
 subvocal. 
 
 consonant. 
 
 
 a 
 
 = 
 
 base, 
 
 vocal, 
 
 vowel. 
 
 
 c 
 
 = 
 
 consequent. 
 
 
 aphthong. 
 
 
 k 
 
 = 
 
 consequent. 
 
 aspirate. 
 
 consonant. 
 
 2. 
 
 S 
 
 = 
 
 antecedent. 
 
 aspirate. 
 
 consonant. 
 
 
 w 
 
 = 
 
 antecedent, 
 
 
 aphthong. 
 
 
 
 
 = 
 
 base. 
 
 vocal. 
 
 vowel. 
 
 
 r 
 
 = 
 
 consequent. 
 
 subvocal. 
 
 consonant. 
 
 
 d 
 
 = 
 
 consequent, 
 
 subvocal. 
 
 consonant. 
 
 3. 
 
 F 
 
 = 
 
 antecedent, 
 
 aspirate. 
 
 consonant. 
 
 
 1 
 
 = 
 
 antecedent. 
 
 subvocal, 
 
 consonant. 
 
 
 
 
 = 
 
 base. 
 
 vocal, 
 
 vowel. 
 
 
 c 
 
 = 
 
 consequent. 
 
 
 aphthong. 
 
 
 k 
 
 = 
 
 consequent. 
 
 aspirate. 
 
 consonant. 
 
 4. 
 
 L 
 
 = 
 
 antecedent. 
 
 subvocal. 
 
 consonant. 
 
 
 a 
 
 = 
 
 base, 
 
 vocal, 
 
 vowel. 
 
 
 n 
 
 = 
 
 consequent. 
 
 subvocal. 
 
 consonant. 
 
 
 k 
 
 = 
 
 consequent, 
 
 aspirate. 
 
 consonant. 
 
SYSTEIf OBTHOGRAPHT—QBADE B. 
 
 163 
 
 Prog. 
 
 ,IX: 
 
 /. 
 
 Position. 2. 
 
 Construction, c 
 
 ?. Continuance. 
 
 
 
 
 
 a. Antecedent. 
 
 b. Base. 
 
 c. Consequent. 
 
 a. Vowel. 
 
 b. Consonant. 
 
 a. Abrupt. 
 
 b. Continuant. 
 
 c. Coalescent. 
 
 1. 
 
 H 
 
 
 = 
 
 antecedent, 
 
 consonant, 
 
 coalescent. 
 
 
 u 
 
 
 = 
 
 base, 
 
 vowel, 
 
 continuant. 
 
 
 s 
 
 
 = 
 
 consequent, 
 
 consonant. 
 
 continuant. 
 
 
 b 
 
 
 = 
 
 antecedent, 
 
 consonant. 
 
 abrupt. 
 
 
 a 
 
 
 = 
 
 base. 
 
 vowel, 
 
 continuant. 
 
 
 n 
 
 
 = 
 
 consequent. 
 
 consonant, 
 
 continuant. 
 
 
 d 
 
 
 = 
 
 consequent. 
 
 consonant. 
 
 abrupt. 
 
 2. 
 
 E 
 
 
 = 
 
 base. 
 
 vowel. 
 
 continuant. 
 
 
 f 
 
 
 = 
 
 consequent, 
 
 consonant, 
 
 continuant. 
 
 
 f 
 
 
 = 
 
 antecedent. 
 
 consonant. 
 
 continuant. 
 
 
 e 
 
 
 = 
 
 base. 
 
 vowel. 
 
 continuant. 
 
 
 c 
 
 
 = 
 
 consequent. 
 
 consonant. 
 
 abrupt. 
 
 
 t 
 
 
 = 
 
 consequent. 
 
 consonant. 
 
 abrupt. 
 
 3. 
 
 P 
 
 
 = 
 
 antecedent. 
 
 consonant. 
 
 abrupt. 
 
 
 a 
 
 
 = 
 
 base, 
 
 vowel. 
 
 continuant. 
 
 
 s 
 
 
 = 
 
 consequent. 
 
 consonant, 
 
 continuant. 
 
 
 t 
 
 
 = 
 
 consequent. 
 
 consonant, 
 
 abrupt. 
 
 4. 
 
 D 
 
 
 = 
 
 antecedent. 
 
 consonant. 
 
 abrupt. 
 
 Prog 
 
 .X 
 
 : / 
 
 . Letter. 2. 
 
 Continuance. 
 
 3. Obstructioi 
 
 
 
 
 
 a. Sonant, or Tonic. 
 
 b. Aspirate, or Atonic, 
 
 c. Aphthong. 
 
 a. Abrupt. 
 
 b. Continuant. 
 
 c. Coalescent. 
 
 a. Labial. 
 
 b. Dental. 
 
 c. Palatal. 
 
 d. Guttural. 
 
 1. 
 
 s 
 
 = 
 
 
 aspirate. 
 
 continuant. 
 
 dental. 
 
 
 q 
 
 = 
 
 
 aspirate. 
 
 abrupt. 
 
 guttural. 
 
 
 u 
 
 = 
 
 
 sonant. 
 
 coalescent. 
 
 labial. 
 
 
 a 
 
 = 
 
 
 sonant} 
 
 continuant. 
 
 palatal. 
 
 
 r 
 
 = 
 
 
 sonant, 
 
 continuant. 
 
 palatal. 
 
 
 e 
 
 = 
 
 
 apbtbong. 
 
 
 
 2. 
 
 A 
 
 = 
 
 
 sonant. 
 
 continuant. 
 
 palatal. 
 
 
 c 
 
 = 
 
 
 aspirate. 
 
 continuant, 
 
 dental. 
 
 
 i 
 
 = 
 
 
 sonant. 
 
 continuant, 
 
 palatal. 
 
 
 d 
 
 = 
 
 
 sonant. 
 
 abrupt, 
 
 dental. 
 
 3. 
 
 Z 
 
 = 
 
 
 sonant. 
 
 continuant. 
 
 dental. 
 
 
 e 
 
 = 
 
 
 sonant, 
 
 continuant. 
 
 dental. 
 
 
 r 
 
 = 
 
 
 sonant. 
 
 continuant. 
 
 palatal. 
 
 
 
 
 = 
 
 
 sonant. 
 
 continuant. 
 
 labial. 
 
 4. 
 
 C 
 
 = 
 
 
 aspirate. 
 
 continuant. 
 
 dental. 
 
 
 e 
 
 = 
 
 
 sonant. 
 
 continuant. 
 
 dental. 
 
 
 d 
 
 = 
 
 
 sonant. 
 
 abrupt, 
 
 dental. 
 
 
 a 
 
 = 
 
 
 sonant. 
 
 continuant. 
 
 guttural. 
 
 
 r 
 
 = 
 
 
 sonant. 
 
 continuant. 
 
 palatal. 
 
164 
 
 THE SYSTEM METHOD. 
 
 Prog. 
 
 XI.— Branching by Learner's Work-Tree. 
 
 
 (for the program 
 
 TREE, REFER 
 
 BACK TO PROG. 
 
 V.) 
 
 1. P 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 labial. 
 
 
 1 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant, 
 
 dental. 
 
 u 
 
 = 
 
 sonant, 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 m 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 labial. 
 
 2. G 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 abrupt. 
 
 guttural. 
 
 i 
 
 = 
 
 sonant, 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 m 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 continuant. 
 
 labial. 
 
 1 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 continuant, 
 
 dental. 
 
 e 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 t 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 dental. 
 
 
 3. S 
 
 = 
 
 aspirate. 
 
 continuant. 
 
 dental. 
 
 
 k 
 
 = 
 
 aspirate, 
 
 abrupt. 
 
 guttural. 
 
 
 y 
 
 = 
 
 sonant. 
 
 vocal. 
 
 compound. 
 
 open. 
 
 1 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 dental. 
 
 a 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 r 
 
 = 
 
 sonant, 
 
 subvocal, 
 
 continuant. 
 
 palatal. 
 
 k 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 guttural. 
 
 
 4. S 
 
 = 
 
 aspirate. 
 
 continuant. 
 
 dental. 
 
 
 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 1 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 dental. 
 
 e 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 m 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant, 
 
 labial. 
 
 n 
 
 = 
 
 aplitliong. 
 
 
 
 
 5. C 
 
 = 
 
 aspirate, 
 
 abrupt. 
 
 guttural. 
 
 
 a 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 P 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 labial. 
 
 
 t 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 dental. 
 
 
 u 
 
 = 
 
 sonant. 
 
 vocal. 
 
 compound. 
 
 close. 
 
 r 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 palatal. 
 
 e 
 
 = 
 
 aplithong. 
 
 
 
 
 6. V 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 labial. 
 
 e 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 X 
 
 = 
 
 aspirate. 
 
 continuant. 
 
 dental. 
 
 
 7. C 
 
 = 
 
 aspirate. 
 
 continuant. 
 
 dental. 
 
 
 i 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 r 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 palatal. 
 
 c 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 guttural. 
 
 
 1 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 dental. 
 
 e 
 
 == 
 
 apbthong. 
 
 
 
 
SYSTEM OETHOOMAPHY— GRADE B. 
 
 165 
 
 Prog 
 
 . XII. 
 
 —Brandling hy Work-Tree (Continued). 
 
 1. G 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 abrupt, 
 
 guttural. 
 
 li 
 
 = 
 
 aplithong. 
 
 
 
 
 o 
 
 = 
 
 sonant, 
 
 vocal, 
 
 simple. 
 
 labial. 
 
 s 
 
 = 
 
 aspirate, 
 
 continuant, 
 
 dental. 
 
 
 t 
 
 = 
 
 aspirate, 
 
 abrupt. 
 
 dental. 
 
 
 2. A 
 
 = 
 
 sonant, 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 s 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 dental. 
 
 til 
 
 = 
 
 aphtbong. 
 
 
 
 
 m 
 
 = 
 
 sonant, 
 
 subvocal, 
 
 continuant. 
 
 labial. 
 
 a 
 
 = 
 
 sonant, 
 
 vocal. 
 
 simple. 
 
 guttural, 
 
 3. A 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simijle. 
 
 guttural. 
 
 g 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 abrupt. 
 
 guttural, 
 
 h 
 
 = 
 
 apbtbong. 
 
 
 
 
 a 
 
 = 
 
 sonant, 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 s 
 
 = 
 
 aspirate. 
 
 continuant. 
 
 dental. 
 
 
 t 
 
 = 
 
 aspirate, 
 
 abrupt. 
 
 dental. 
 
 
 4. F 
 
 = 
 
 aspirate, 
 
 continuant. 
 
 labial. 
 
 
 r 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 palatal. 
 
 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 1 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 dental. 
 
 i 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 c 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 guttural. 
 
 
 5. D 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 abrupt. 
 
 dental. 
 
 u 
 
 = 
 
 sonant, 
 
 vocal. 
 
 simple, 
 
 guttural. 
 
 c 
 
 = 
 
 apbtbong. 
 
 
 
 
 k 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 guttural. 
 
 
 s 
 
 = 
 
 aspirate. 
 
 continuant. 
 
 dental. 
 
 
 6. S 
 
 = 
 
 aspirate. 
 
 continuant. 
 
 dental. 
 
 
 c 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 guttural. 
 
 
 r 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 palatal. 
 
 a 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 o- 
 
 o 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 abrupt. 
 
 guttural. 
 
 g 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 abrupt. 
 
 guttural. 
 
 y 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 7. G 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 abrupt. 
 
 guttural. 
 
 i 
 
 = 
 
 sonant. 
 
 vocal. 
 
 ' simple. 
 
 palatal. 
 
 b 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 abrupt. 
 
 labial. 
 
 b 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 abrupt. 
 
 labial. 
 
 6 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 r 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 palatal. 
 
166 
 
 THE SYSTEM METHOD. 
 
 Prog. XIIL— Branching by Work-Tree (Continued). 
 
 1. R 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 continuant. 
 
 palatal. 
 
 h 
 
 = 
 
 apbtbong. 
 
 
 
 
 o 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 m 
 
 = 
 
 sonant, 
 
 subvocal, 
 
 continuant. 
 
 labial. 
 
 b 
 
 = 
 
 apbtbong. 
 
 
 
 
 2. R 
 
 = 
 
 sonant, 
 
 subvocal, 
 
 continuant. 
 
 palatal. 
 
 b 
 
 = 
 
 aphtbong. 
 
 
 
 
 u 
 
 == 
 
 sonant. 
 
 vocal. 
 
 compound. 
 
 close. 
 
 b 
 
 == 
 
 sonant, 
 
 subvocal. 
 
 abrupt, 
 
 labial. 
 
 a 
 
 z= 
 
 sonant, 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 r 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant, 
 
 palatal. 
 
 b 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 abrupt. 
 
 labial. 
 
 3. I 
 
 = 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 palatal. 
 
 n 
 
 = 
 
 sonant. 
 
 subvocal, 
 
 continuant, 
 
 dental. 
 
 t 
 
 = 
 
 aspirate, 
 
 abrupt. 
 
 dental. 
 
 
 r 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 palatal. 
 
 i 
 
 = 
 
 sonant, 
 
 vocal, 
 
 simple, 
 
 dental. 
 
 g 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 abrupt. 
 
 guttural. 
 
 u 
 
 = 
 
 apbthong. 
 
 
 
 
 e 
 
 = 
 
 aphtbong. 
 
 
 
 
 4. L 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 dental. 
 
 u 
 
 = 
 
 sonant, 
 
 vocal. 
 
 compound, 
 
 close. 
 
 c 
 
 = 
 
 aspirate, 
 
 abrupt, 
 
 guttural. 
 
 
 r 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 continuant. 
 
 palatal. 
 
 e 
 
 = 
 
 ajjb thong. 
 
 
 
 
 5. 
 
 = 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 labial. 
 
 P 
 
 = 
 
 aspirate. 
 
 abrupt, 
 
 labial. 
 
 
 a 
 
 = 
 
 sonant, 
 
 vocal, 
 
 simple. 
 
 dental. 
 
 q 
 
 = 
 
 aspirate, 
 
 abruj)t. 
 
 guttural. 
 
 
 u 
 
 = 
 
 apbthong. 
 
 
 
 
 e 
 
 — 
 
 aphtbong. 
 
 
 
 
 Note, — Let this work of branching, i. e., doing the learning act, be continued 
 until the learner (brancher) has a distinct 7nental picture of this orthographic 
 branch (science tree) ; that is to say, continue this up-the-tree process of branch- 
 ing letters through their classes (branch classes) until the student is able to repro- 
 duce the tree on the blackboard from memory. You have then, not till then, 
 mastered the science (system) of orthography ; for mastery of any science system 
 consists of having in mind that mental picture ; since it is only by means of such 
 mental picture that student will be able, in after life, to solve (i. e., re-branch) 
 any letter. 
 
SYSTEM OBTHOGBAPET—OBADE B. 
 
 167 
 
 Prog.XIY; 
 
 : /. Union. 2. 
 
 Leiien. 
 
 3. Subdivision. 
 
 
 
 a. Letter, or monograph. 
 
 b. Digraph. 
 
 c. Trigraph. 
 
 d. Diphthong. 
 
 a. Sonant. a. Abrupt. 
 
 b. Aspirate, or non-sonant, b. Continuant. 
 
 c. Aphthong. c. Simple vocal. 
 
 d. Compound vocal. 
 
 1. B 
 
 = 
 
 letter. 
 
 sonant. 
 
 abrupt. 
 
 ee 
 
 = 
 
 digraph, 
 
 sonant. 
 
 simple vocal. 
 
 f 
 
 = 
 
 letter, 
 
 aspirate. 
 
 continuant. 
 
 2. Sh 
 
 = 
 
 digraph. 
 
 aspirate. 
 
 continuant. 
 
 i 
 
 = 
 
 letter, 
 
 sonant, 
 
 simple vocal. 
 
 P 
 
 = 
 
 letter. 
 
 aspirate. 
 
 abrupt. 
 
 3. Th 
 
 = 
 
 digraph. 
 
 sonant, 
 
 continuant. 
 
 i 
 
 = 
 
 letter. 
 
 sonant, 
 
 simple vocal. 
 
 s 
 
 = 
 
 letter. 
 
 aspirate. 
 
 continuant. 
 
 4. Ch 
 
 = 
 
 digraph, 
 
 aspirate. 
 
 abrupt. 
 
 u 
 
 = 
 
 letter. 
 
 sonant. 
 
 simjile vocal. 
 
 r 
 
 = 
 
 letter. 
 
 sonant, 
 
 continuant. 
 
 ch 
 
 = 
 
 digraph 
 
 aspirate. 
 
 abrupt. 
 
 5. B 
 
 = 
 
 letter, 
 
 sonant. 
 
 abrupt. 
 
 u 
 
 = 
 
 letter. 
 
 sonant. 
 
 comp'nd vocal. 
 
 r 
 
 = 
 
 letter, 
 
 sonant, 
 
 continuant. 
 
 eau 
 
 = 
 
 trigraph. 
 
 sonant. 
 
 simple vocal. 
 
 Prog. XV: 
 
 /. Union. 2. 
 
 Construction. 
 
 3. Diacritical Mark 
 
 
 
 a. Monograph. 
 
 b. Digraph. 
 
 c. Trigraph. 
 
 a. Vowel. 
 
 b. Consonant. 
 
 c. Aphthong. 
 
 a. Macron. 
 
 b. Breve. 
 
 c. Diaeresis. 
 
 d. Unmarked. 
 
 1. P 
 
 = 
 
 monograph, 
 
 consonant. 
 
 unmarked. 
 
 1 
 
 = 
 
 monograph, 
 
 consonant, 
 
 unmarked. 
 
 ayt 
 
 = 
 
 digra2:)h, 
 
 vowel, f 
 
 macron. 
 
 3. V 
 
 = 
 
 monograph. 
 
 consonant. 
 
 unmarked. 
 
 iewf 
 
 = 
 
 digraph. 
 
 vowel. 
 
 unmarked. 
 
 3. M 
 
 = 
 
 monograph. 
 
 consonant. 
 
 unmarked. 
 
 ewf 
 
 = 
 
 digraph. 
 
 vowel. 
 
 unmarked. 
 
 4. 
 
 = 
 
 monograph, 
 
 vowel. 
 
 macron. 
 
 ce* 
 
 = 
 
 digraph. 
 
 consonant, f 
 
 unmarked. 
 
 a 
 
 = 
 
 monograph, 
 
 vowel. 
 
 unmarked. 
 
 n 
 
 = 
 
 monograph. 
 
 consonant. 
 
 unmarked. 
 
 *Ce, ti, and si, representing the sound sh, have, by reputable authors, been 
 called "combined" digraphs, on the erroneous supposition that the e or the i 
 "combined" with the consonant (c, t, or s) is a vowel. But since the e and the 
 i help to produce an aspirate (sh) sound, and since, on the contrary, every 
 vowel must represent a vocal sound, such e and i are not vowels, but consonants. 
 Ce is therefore not a " combined," but simply a consonant, digraph. 
 
 f Strictly speaking, ay, iew, ew, ce, etc. are each iwo or three vowels or con- 
 sonants, not one. If the singulars, "vowel" and "consonant," are used, they are 
 to be understood as properly applying to each letter in the combination. 
 
168 
 
 THE SYSTEM METHOD. 
 
 Prog. 
 
 XTI: / 
 
 '. Union. 2. 1 
 
 Obstruction. 
 
 3. Diacritical Mark. 
 
 
 
 a. Monograph. 
 
 b. Digraph. 
 
 c. Trigraph. 
 
 a. Labial. 
 
 b. Dental. 
 
 c. Palatal. 
 
 d. GutturaL 
 
 e. Aphthong. 
 
 a. Macron, f. Tilde. 
 
 b. Breve. g. Cedilla. 
 
 c. Caret. h. Horizontal. 
 
 d. Diaaresis. i. Perpendicular. 
 
 e. Dot. j. Unmarked. 
 
 1. s 
 
 = 
 
 nionograph. 
 
 dental, 
 
 unmarked. 
 
 t 
 
 = 
 
 monograph, 
 
 dental. 
 
 unmarked. 
 
 ea 
 
 = 
 
 digrai)b. 
 
 palatal. 
 
 breve. 
 
 1 
 
 = 
 
 monograiih, 
 
 dental. 
 
 unmarked. 
 
 th 
 
 = 
 
 digraph, 
 
 dental, 
 
 unmarked. 
 
 2. P 
 
 = 
 
 monograph. 
 
 labial. 
 
 unmarked. 
 
 r 
 
 = 
 
 monograph, 
 
 palatal. 
 
 unmarked. 
 
 ai 
 
 = 
 
 digraph, 
 
 dental. 
 
 macron. 
 
 r 
 
 = 
 
 monograph, 
 
 palatal, 
 
 unmarked. 
 
 ie 
 
 = 
 
 digraph, 
 
 palatal, 
 
 breve. 
 
 3. M 
 
 = 
 
 monograph, 
 
 labial. 
 
 unmarked. 
 
 i 
 
 = 
 
 monograph, 
 
 palatal. 
 
 breve. 
 
 s 
 
 = 
 
 monograph. 
 
 dental. 
 
 unmarked. 
 
 cli 
 
 = 
 
 digraph, 
 
 palatal. 
 
 unmarked. 
 
 ie 
 
 = 
 
 digraph. 
 
 palatal. 
 
 breve. 
 
 f 
 
 = 
 
 monograjih, 
 
 labial. 
 
 unmarked. 
 
 Prog. 
 
 XYII: 
 
 /. Union. 2. 
 
 Obstruction. 
 
 3. Diacritical Mark. 
 
 
 
 a. Monograph. 
 
 b. Digraph. 
 
 c. Trigraph. 
 
 a. Labial. 
 
 b. Dental. 
 
 c. Palatal. 
 
 d. Guttural. 
 
 e. Aphthong. 
 
 a. Macron, f. Tilde. 
 
 b. Breve. g. Cedilla. 
 
 c. Caret. h. Horizontal. 
 
 d. Di.-cresis. 1. Perpendicular. 
 
 e. Dot. j. Unmarked. 
 
 1. F 
 
 = 
 
 monograph, 
 
 labial. 
 
 unmarked. 
 
 i 
 
 = 
 
 monograph, 
 
 palatal. 
 
 breve. 
 
 1 
 
 = 
 
 monograjA, 
 
 dental. 
 
 unmarked. 
 
 i 
 
 = 
 
 monograph. 
 
 dental. 
 
 unmarked. 
 
 a 
 
 = 
 
 monograph. 
 
 palatal. 
 
 breve. 
 
 1 
 
 = 
 
 monograph, 
 
 dental, 
 
 unmarked. 
 
 2. Ch 
 
 = 
 
 digraph, 
 
 palatal, 
 
 cedilla. 
 
 a 
 
 = 
 
 monograph. 
 
 guttural. 
 
 dot. 
 
 r 
 
 = 
 
 monograph. 
 
 palatal. 
 
 unmarked. 
 
 a 
 
 = 
 
 monograph. 
 
 dental, 
 
 macron. 
 
 d 
 
 = 
 
 monograph. 
 
 dental. 
 
 unmarked. 
 
 e 
 
 = 
 
 monograph. 
 
 aphthong, 
 
 unmarked. 
 
 3. P 
 
 = 
 
 monograjjh. 
 
 labial. 
 
 unmarked. 
 
 a 
 
 = 
 
 monograph. 
 
 palatal. 
 
 breve. 
 
 c 
 
 = 
 
 monograjih. 
 
 aphthong. 
 
 unmarked. 
 
 k 
 
 = 
 
 monograph, 
 
 guttural. 
 
 unmarked. 
 
 a 
 
 = 
 
 monograph. 
 
 dental, 
 
 macron. 
 
 g 
 
 = 
 
 monograph. 
 
 palatal. 
 
 dot. 
 
 e 
 
 = 
 
 monograph. 
 
 palatal, 
 
 breve. 
 
 8 
 
 = 
 
 monograph, 
 
 dental. 
 
 perpendicular. 
 
SYSTEM OBTHOOBAPHT— GRADE B. 
 
 169 
 
 Prog. XYIII : /• Position. 
 
 1. B 
 
 e 
 g 
 
 
 
 n 
 e 
 
 2. C 
 a 
 s 
 t 
 o 
 
 ff 
 
 3. I 
 c 
 e 
 c 
 r 
 
 ea 
 m 
 
 a. Antecedent. 
 
 b. Base. 
 
 c. Consequent. 
 
 antecedent, 
 
 base, 
 
 antecedent, 
 
 base, 
 
 consequent, 
 
 consequent, 
 
 antecedent, 
 
 base, 
 
 consequent, 
 
 consequent, 
 
 base, 
 
 consequent, 
 
 base, 
 
 consequent, 
 
 consequent, 
 
 antecedent, 
 
 antecedent, 
 
 base, 
 
 consequent. 
 
 2. Accent of Syllable. 3. Diacritical Mark. 
 
 t. Tilde, 
 g. Cedilla, 
 h. Horizontal, 
 i. Perpendicular. 
 1. Unmarked. 
 
 a. Primary. 
 
 b. Secondary. 
 
 c. Unaccented 
 
 unaccented, 
 
 unaccented, 
 
 primary, 
 
 primary, 
 
 primary, 
 
 primary, 
 
 primary, 
 
 primary, 
 
 primary, 
 
 unaccented, 
 
 unaccented, 
 
 accented, 
 
 accented, 
 
 unaccented, 
 unaccented, 
 unaccented, 
 unaccented, 
 
 a. Macron. 
 
 b. Breve. 
 
 c. Caret. 
 
 d. Diasresis. 
 
 e. Dot. 
 
 unmarked. 
 
 macron. 
 
 macron. 
 
 breve. 
 
 unmarked. 
 
 unmarlved. 
 
 horizontal. 
 
 breve. 
 
 unmarked. 
 
 unmarked. 
 
 caret. 
 
 unmarked. 
 
 macron. 
 
 cedilla. 
 
 unmarked. 
 
 horizontal. 
 
 unmarked. 
 
 macron. 
 
 unmarked. 
 
 Prog. XIX: J. Position. 2. Accent of Syllable. 3. Diacritical Mark. 
 
 1. W 
 
 
 
 r 
 
 th 
 
 1 
 
 e 
 
 s 
 
 t 
 
 2. R 
 h 
 o 
 m 
 b 
 u 
 s 
 
 a. Antecedent. 
 
 b. Base. 
 
 c. Consequent. 
 
 antecedent, 
 
 base, 
 
 consequent, 
 
 antecedent, 
 
 base, 
 
 base, 
 
 consequent, 
 
 consequent, 
 
 antecedent, 
 
 antecedent, 
 
 base, 
 
 consequent, 
 
 antecedent, 
 
 base, 
 
 consequent. 
 
 a. Primary. 
 
 b. Secondary. 
 
 c. Unaccented. 
 
 primary, 
 
 primary, 
 
 primary, 
 
 unaccented, 
 
 unaccented, 
 
 unaccented, 
 
 unaccented, 
 
 unaccented, 
 
 accented, 
 
 accented, 
 
 accented, 
 
 unaccented, 
 
 unaccented, 
 
 unaccented, 
 
 a. Macron. 
 
 b. Breve. 
 
 c. Caret. 
 
 d. Diaeresis. 
 
 e. Dot. 
 
 unmarked. 
 
 dot. 
 
 unmarked. 
 
 horizontal. 
 
 breve. 
 
 breve. 
 
 unmarked. 
 
 unmarlied. 
 
 unmarked. 
 
 unmarked. 
 
 breve. 
 
 unmarked. 
 
 unmarked. 
 
 breve. 
 
 unmarked. 
 
 f. Tilde. 
 
 g. Cedilla. 
 
 h. Horizontal. 
 i. Perpendicular, 
 j. Unmarked. 
 
170 
 
 THE SYSTEM METHOD 
 
 Prog. XX : /. Position. 2. InterrupHon. 3. Diacritical Mark. 
 
 
 
 a. Antecedent. 
 
 b. Base. 
 
 c. Consequent. 
 
 a. Perfectly interrupted. 
 
 b. Partially interrupted 
 
 c. Molded merely. 
 
 d. Aphthong. 
 
 a. Macron. 
 
 b. Breve. 
 
 c. Caret. 
 
 d. Diceresis. 
 
 e. Dot. 
 
 f. Tilde. 
 
 g. Cedilla. 
 
 h. Horizontal, 
 i. Perpendicular, 
 j. Unmarked. 
 
 1. F 
 
 = 
 
 antecedent, 
 
 partially interrupted. 
 
 unmarked. 
 
 
 i 
 
 = 
 
 base, 
 
 molded merely, 
 
 macron. 
 
 
 r 
 
 = 
 
 consequent, 
 
 partially interruDted, 
 
 unmarked. 
 
 
 e 
 
 = 
 
 consequent. 
 
 aphthong, 
 
 unmarked. 
 
 
 c 
 
 = 
 
 antecedent. 
 
 perfectly interrupted, 
 
 horizontal. 
 
 
 r 
 
 = 
 
 antecedent. 
 
 partially interrupted, 
 
 unmarked. 
 
 
 a 
 
 = 
 
 base. 
 
 molded merely. 
 
 breve. 
 
 
 c 
 
 = 
 
 consequent, 
 
 aphthong, 
 
 unmarked. 
 
 
 k 
 
 = 
 
 consequent, 
 
 perfectly interrupted, 
 
 unmarked. 
 
 
 e 
 
 = 
 
 base, 
 
 molded merely. 
 
 tilde. 
 
 
 r 
 
 = 
 
 consequent. 
 
 partially interrupted. 
 
 unmarked. 
 
 
 s 
 
 = 
 
 consequent. 
 
 partially interrupted, 
 
 perpendicular. 
 
 2. H 
 
 = 
 
 antecedent. 
 
 partially interrupted. 
 
 unmarked. 
 
 
 11 
 
 = 
 
 base. 
 
 molded merely. 
 
 breve. 
 
 
 r 
 
 = 
 
 consequent. 
 
 partially interrupted. 
 
 unmarked. 
 
 
 r 
 
 = 
 
 antecedent. 
 
 partially interrupted. 
 
 unmarked. 
 
 
 a 
 
 = 
 
 base, 
 
 molded merely. 
 
 diaeresis (under). 
 
 h 
 
 = 
 
 consequent. 
 
 aphthong. 
 
 unmarked. 
 
 
 Prog. XXI: !• the 1. Antecedent, 2. Is a 1. 
 
 3. Base, 2. 
 
 3. Consequent, 
 
 Vowel, 3. Representing 
 Consonant, what sound, 
 if any? 
 
 1. Perfectly interrupted at the 1. Lips, 
 3. Partially interrupted at the 3. Teeth, 
 
 3. Molded merely 
 
 7. And an 1. 
 3. 
 3. 
 
 at the 3. Hard palate, 
 4. Soft palate. 
 Abrupt. 
 Continuant. 
 Coalescent. 
 
 4. Which is a 1. Simple vocal, 5. 
 
 2. Compound vocal, 
 
 3. Subvocal, 
 
 4. Aspirate, 
 6. Producing a 1. Labial, 
 
 3. Dental, 
 
 3. Palatal, 
 
 4. Guttural. 
 
 1. E, (1.) the antecedent, (2.) is a consonant, (3.) representing its own 
 proper sound r (enunciate), (4.) which is a subvocal, (5.) partially interrupted 
 at the hard palate, (6.) producing a palatal (7.) and a continuant. 
 
 a, (1.) the base, (2.) is a vowel, (3.) representing its own short sound a 
 (enunciate), (4.) which is a simple vocal, (5.) molded merely, at the hard 
 palate, (6.) producing a palatal (7.) and a continuant. 
 
 t, (1.) the consequent, (2.) is a consonant, (3.) representing its own 
 proper sound t (enunciate), (4.) which is an aspirate, (5.) perfectly interrupted 
 at the teeth, (6.) producing a dental (7.) and an abrupt. 
 
 Ifote. — For the verbal analysis of more difficult words, see Work-Book No. 17. 
 See also back pages, 105 to 109. 
 
SYSTEM ORTHOGRAPHY— ORADE B. lYl 
 
 Prog. XXII.— Oral Analysis (Continued by Prog. XXI). 
 
 1. L, the antecedent, is a consonant, representing its own proper sound 
 1 (enunciate), wiiich is a subvocal partially interrupted at the teeth, producing 
 a dental and a continuant. 
 
 a, the base, is a vowel, representing its own short sound a (enunciate), 
 which is a simple vocal molded merely, at the hard palate, producing a 
 palatal and a continuant. 
 
 n, the immediate consequent, is a consonant, representing its own 
 proper sound n (enunciate), which is a subvocal partially interrupted at the 
 teeth, producing a dental and a continuant. 
 
 d, the remote consequent, is a consonant, representing its own proper 
 sound d (enunciate), which is a subvocal, perfectly interrupted at the teeth, 
 producing a dental and an abrupt. 
 
 2. H, the antecedent of the base, is a consonant, representing its own 
 proper sound h (enunciate), which is an aspirate partially interrupted at the 
 soft palate, producing a guttural and a coalescent. 
 
 e, the base of the syllable, is a vowel, representing its own short sound 
 e (enunciate), which is a simple vocal molded merely, at the hard palate, 
 producing a palatal and a continuant. 
 
 1, the immediate consequent of the base, is a consonant, representing 
 its own proper sound 1 (enunciate), which is a subvocal jiartially interrupted 
 at the teeth, producing a dental and a continuant. 
 
 p, the remote consequent of the base, is a consonant, representing its 
 own proper sound p (enunciate), which is an aspirate perfectly interrupted 
 at the lips, producing a labial and an abrupt. 
 
 Prog. XXIII: 1. the 1. Antecedent, 2. Is a 1. Vowel, 3, Representing 
 
 2. Base, 2. Consonant, wlaat sound, 
 
 3. Consequent, 3. Digraph, if any? 
 
 4. Diphthong, 
 
 5. Trigraph, 
 
 4. Which is a 1. Simple vocal, 5. 1. Perfectly interrupted at the 1. Lips, 
 
 2. Compound vocal, 3. Partially interrupt d at the 2. Teeth, 
 
 3. Subvocal, 3. Molded at the 8. Hard palate, 
 
 4. Aspirate, 4. Soft palate, 
 G. Producing a 1. Labial, 7. And an 1. Abrupt. 
 
 2. Dental, 2. Continuant. 
 
 3. Palatal, 3. Coalescent. 
 
 4. Guttural. 
 
 1. S, the antecedent of the base, is a consonant, representing its own 
 
 proper sound s (enunciate), which is an aspirate partially interrupted at the 
 
 teeth, producing a dental and a continuant. 
 
 i, the base, is a vowel, representing its own long sound I (enunciate), 
 
 which is an open compound vocal molded at the soft palate and the teeth, 
 
 producing a gutturo-dental and a continuant. 
 
 g, the immediate consequent, is an aphthong. ^ 
 
 n, the remote consequent, is a consonant, representing its own proper 
 
 sound n (enunciate), which is a subvocal partially interrupted at the teeth, 
 
 producing a dental and a continuant. 
 
172 THE SYSTEM METHOD. 
 
 Prog. XXiy.— Oral Analysis (Continued by Prog. XXIII). 
 
 1. D, the remote antecedent, is a consonant, representing its own proper 
 sound d (enunciate), whicli is an aspirate perfectly interrupted at the teeth, 
 producing a dental and an abrupt. 
 
 w, the immediate antecedent, is a consonant, representing its own 
 proper sound w (enunciate), which is a subvocal partially interrupted at the 
 lips, producing a labial and a coalescent. 
 
 1, the base of the first syllable, is a vowel, representing its own short 
 sound 1 (enunciate), which is a simple vocal molded at the hard palate, pro- 
 ducing a palatal and a continuant. 
 
 n, the consequent of the base of the first syllable, is a consonant, rep- 
 resenting its own proper sound n (enunciate), which is a subvocal partially 
 interrupted at the teeth, producing a dental and a continuant. 
 
 d, the antecedent of the base of the second syllable, is a consonant, 
 representing its own proper sound d (enunciate), which is a subvocal per- 
 fectly interrupted at the teeth, producing a dental and an abrupt. 
 
 1, the subvocal base of the second syllable, is a consonant, representing 
 its own proper sound 1 (enunciate), which is a subvocal partially interrupted 
 at the teeth, producing a dental and a continuant. 
 
 e, the consequent of the base of the second syllable, is an aphthong. 
 
 3. A, the base of the first syllable, is a vowel, representing its own long 
 sound a (enunciate), which is a simple vocal molded at the teeth, producing 
 a dental and a continuant. 
 
 c, the remote antecedent of the base of the second syllable, is a con- 
 sonant, representing its own hard sound € (enunciate), which is an aspirate 
 perfectly interrupted at the soft palate, producing a guttural and an abrupt. 
 
 r, the subvocal base of the second syllable, is a consonant, representing 
 its own proper sound r (enunciate), which is a subvocal partially interrupted 
 at the hard palate, producing a palatal and a continuant. 
 
 e, the consequent of the base of the second syllable, is an aphthong. 
 3. N, the antecedent of the base of the first syllable, is a consonant, rep- 
 resenting its own sound n (enunciate), which is a subvocal partially inter- 
 rupted at the teeth, producing a dental and a continuant. 
 
 0, base of the first syllable, is a vowel, representing its own long sound 
 o (enunciate), which is a simple vocal molded at the lips, producing a labial 
 and a continuant. 
 
 b, antecedent to base of second syllable, is a consonant, representing 
 its own proper sound b (enunciate), which is a subvocal perfectly interrupted 
 at the lips, producing a labial and an abrupt. 
 
 1, subvocal base of second syllable, is a consonant, representing its 
 own proper sound 1 (enunciate), which is a subvocal partially interrupted at 
 the teeth, producing a dental and a continuant. 
 
 e, the consequent of base of second syllable, is an aphthong. 
 
SYSTEM OBTHOGBAPHY—OMADE B. 
 
 irs 
 
 Prog.XXY: 
 
 /. A 
 
 ^um. of Noun. J 
 
 2. Rule for Spellir 
 
 )g. 3. Gender. 
 
 
 
 a. Singular. 
 
 b. Plural. 
 
 c. Common. 
 
 a. Rule . 
 
 b. Irregular. 
 
 c. Arbitrary. 
 
 a. Masculine. 
 
 b. Feminine. 
 
 c. Neuter. 
 
 d. Common. 
 
 Man 
 
 = 
 
 singular, 
 
 irregular. 
 
 masculine. 
 
 Boy 
 
 = 
 
 singular, 
 
 rule 10, 
 
 masculine. 
 
 Horse 
 
 = 
 
 singular, 
 
 rule 11, 
 
 common. 
 
 Tree 
 
 = 
 
 singular. 
 
 rule 10, 
 
 neuter. 
 
 William 
 
 = 
 
 singular. 
 
 rule 10, 
 
 masculine. 
 
 Aunt 
 
 = 
 
 singular. 
 
 rule 10, 
 
 feminine. 
 
 Pith 
 
 = 
 
 singular. 
 
 rule 10, 
 
 neuter. 
 
 Kiss 
 
 = 
 
 singular, 
 
 rule 11, 
 
 neuter. 
 
 Church 
 
 = 
 
 singular, 
 
 rule 11, 
 
 neuter. 
 
 Woman 
 
 = 
 
 singular. 
 
 irregular, 
 
 feminine. 
 
 Hawks 
 
 = 
 
 plural. 
 
 rule 10, 
 
 common. 
 
 Ohio 
 
 = 
 
 singular. 
 
 rule 10, 
 
 neuter. 
 
 Queen 
 
 = 
 
 singular. 
 
 rule 10, 
 
 feminine. 
 
 Armies 
 
 = 
 
 plural. 
 
 rule 11, 
 
 neuter. 
 
 Fly 
 
 = 
 
 singular. 
 
 rule 11, 
 
 neuter. 
 
 Prog. XXYI 
 
 : /. 
 
 Hum. of Noun. 
 
 2. Rule for Spelling. 
 
 3. Gender. 
 
 
 
 a. Singular. 
 
 b. Plural. 
 
 c. Common. 
 
 a. Rule . 
 
 b. Irregular. 
 
 c. Arbitrary. 
 
 d. Foreign. 
 
 a. Masculine. 
 
 b. Feminine. 
 
 c. Neuter. 
 
 d. Common. 
 
 Cargo 
 
 = 
 
 singular. 
 
 rule 11, 
 
 neuter. 
 
 House 
 
 = 
 
 singular. 
 
 rule 11, 
 
 neuter. 
 
 Echo 
 
 = 
 
 singular, 
 
 rule 11, 
 
 neuter. 
 
 Calf 
 
 = 
 
 singular. 
 
 rule 11, 
 
 common. 
 
 Knife 
 
 = 
 
 singular. 
 
 rule 11, 
 
 neuter. 
 
 Feet 
 
 = 
 
 plural. 
 
 irregular. 
 
 neuter. 
 
 Indices 
 
 = 
 
 plural. 
 
 foreign. 
 
 neuter. 
 
 Basis 
 
 = 
 
 singular. 
 
 foreign. 
 
 neuter. 
 
 Scholar 
 
 = 
 
 singular. 
 
 rule 10, 
 
 common. 
 
 Mary 
 
 = 
 
 singular. 
 
 rule 11, 
 
 feminine. 
 
 Thursday 
 
 = 
 
 singular, 
 
 rule 10, 
 
 neuter. 
 
 Fannies 
 
 = 
 
 plural. 
 
 rule 11, 
 
 feminine. 
 
 Eagle 
 
 = 
 
 singular, 
 
 rule 10, 
 
 common. 
 
 Mother 
 
 = 
 
 singular. 
 
 rule 10, 
 
 feminine. 
 
 Biscuit 
 
 ^ 
 
 singular, 
 
 rule 10, 
 
 neuter. 
 
17. 
 
 THE SYSTEM METHOD. 
 
 )g.XXyiI: /. 
 
 P. Parts of Verb. 
 
 2. Regularity. 
 
 3. R. for Spelling. 
 
 
 
 a. Imperfect. 
 
 b. Perfect. 
 
 c. Imp. Pcarticiple. 
 
 d. Perf. Participle. 
 
 a. Ecgular. 
 
 b. Irregular. 
 
 c. Both. 
 
 a. Eule . 
 
 b. Arbitrary. 
 
 Abide 
 
 = 
 
 imperfect. 
 
 irregular. 
 
 rule 5. 
 
 Arise 
 
 = 
 
 imperfect. 
 
 irregular, 
 
 rule 5. 
 
 Am 
 
 = 
 
 imperfect. 
 
 irregular. 
 
 rule 3. 
 
 Awake 
 
 = 
 
 imperfect. 
 
 both, 
 
 rule 5. 
 
 Beat 
 
 == 
 
 imperfect, 
 
 irregular. 
 
 rule 4. 
 
 Beam 
 
 = 
 
 imperfect, 
 
 regular. 
 
 rule 4. 
 
 Begin 
 
 = 
 
 imperfect. 
 
 irregular, 
 
 rule 2. 
 
 Bend 
 
 = 
 
 imperfect 
 
 both, 
 
 rule 4. 
 
 Bereave 
 
 = 
 
 imperfect. 
 
 both. 
 
 rule 5. 
 
 Bet 
 
 = 
 
 imperfect. 
 
 both, 
 
 rule 2. 
 
 Bid 
 
 = 
 
 imperfect, 
 
 irregular, 
 
 rule 5. 
 
 Bind 
 
 = 
 
 imperfect, 
 
 irregular, 
 
 rule 4. 
 
 Blend 
 
 = 
 
 imperfect. 
 
 both. 
 
 rule 4. 
 
 Dare 
 
 = 
 
 imperfect, 
 
 both, 
 
 rule 5. 
 
 Deal 
 
 = 
 
 imperfect. 
 
 both. 
 
 rule 4. 
 
 Prog. XXYIll : /• P. Parts. 
 
 2. Infection. 3. R. for Spelling, 
 
 
 
 a. Imperfect and 
 
 b. Perfect and 
 
 c. Perf. Participle. 
 
 a. Complete. 
 
 b. Defective. 
 
 c. Redundant. 
 
 a. Rule . 
 
 b. Arbitrary. 
 
 Chide 
 
 = 
 
 chide, chid, chidden, etc., 
 
 redundant. 
 
 rule 2. 
 
 Forget 
 
 = 
 
 forget, forgot, forgotten, etc. 
 
 redundant, 
 
 rule 2. 
 
 Must 
 
 = 
 
 must. 
 
 defective, 
 
 rule 3. 
 
 Set 
 
 = 
 
 set, set, set, 
 
 complete. 
 
 rule 3. 
 
 Weave 
 
 = 
 
 v?eave, vfove, woven, etc.. 
 
 redundant, 
 
 rule 5. 
 
 Wed 
 
 = 
 
 wed, wed, wed, etc.. 
 
 redundant. 
 
 rule 2. 
 
 Slay 
 
 = 
 
 slay, slew, slain. 
 
 complete, 
 
 arbitrary. 
 
 Wet 
 
 = 
 
 wet, wet, wet, etc.. 
 
 redundant. 
 
 rule 2. 
 
 Ought 
 
 = 
 
 ought, 
 
 defective. 
 
 rule 3. 
 
 Freeze 
 
 = 
 
 freeze, froze, frozen, etc., 
 
 redundant. 
 
 rule 5. 
 
 Choose 
 
 = 
 
 choose, chose, chosen. 
 
 complete, 
 
 rule 5. 
 
 Behold 
 
 = 
 
 behold, beheld, beheld. 
 
 complete, 
 
 rule 3. 
 
 Cleave 
 
 = 
 
 cleave, cleft, cloven, etc.. 
 
 redundant. 
 
 arbitrarjr 
 
 Get 
 
 = 
 
 get, got, gotten. 
 
 complete. 
 
 rule 2. 
 
 Prove 
 
 
 prove, proved, proven, etc., 
 
 redundant, 
 
 rule 5. 
 
IDEOGRAPHIC VSTORK-TREE;. 
 
 Final Letters and Hyphen Branches. 
 Copyright, 1886, by I. E. WILSOX. 
 
 [175] 
 
ire 
 
 THE SYSTEM METHOD. 
 
 Progo XXIX. — Consonant Doubled by Learner's Work-Tree. 
 
 (See previous page.) 
 
 ITotc. — No other means of learning the rules of spelling is at all to be compared 
 with this organizing process of branching the particulars through the science system 
 of spelling, the Learner's Work-Tree. Mark that in this branching work, the stu- 
 dent is, with every case, to write entirely out the branch ends, in doing which he 
 writes, each time, a rule of spelling complete. The Arabic numbers on the branch 
 tops refer to the unorganized (i. e., unbranched) rules as given on pages 155 and 
 156. For the work-tree, see previous page. The character v' below = accented 
 vowel. 
 
 Pass = consonant doubled, f, 1, and s after v' in monosyllables, 1.^ 
 
 Will = consonant doubled, f, 1, and s after v' in monosyllables, 1. 
 
 Off = consonant doubled, f, 1, and s after v' in monosyllables, 1. 
 
 Stab = consonant doubled, none except f, 1, and s in monosyllables, 3. 
 
 Tab = consonant doubled, none except f, 1, and s in monosyllables, 3. 
 
 Whiz := consonant doubled, none except f, 1, and s in monosyllables, 3. 
 Robbed = consonant doubled, between single v' and vowel suffix, 2. 
 Foppish = consonant doubled, between single v' and vowel suffix, 2. 
 Boiling = consonant doubled, none after a digraph or diphthong, 4. 
 Compel = consonant doubled, none except f, 1, and s in monosyllables, 8. 
 Task = consonant doubled, none after a consonant, 4. 
 
 Moralize = consonant doubled, none after unaccented vowel, 4. 
 Emitting = consonant doubled, between single v' and vowel suffix, 2. 
 Solid = consonant doubled, none except f, 1, and s in monosyllables, 2. 
 
 Prog. XXX. — Towel Changed by Learner's Work-Tree. 
 
 (See previous page.) 
 
 Saving = vowel dropped, but e before vowel suffix, 5. 
 
 Forced = vowel dropped, but e before vowel suffix, 5. 
 
 Maries = vowel changed, y to i, but before others (than 7 and 8), 7. 
 
 Glancing = vowel dropped, but e before vowel suffix, 5. 
 
 Malays = vowel changed, y to i, not after a vowel, 8. 
 
 Gayety = vowel changed, y to i, not after a vowel, 8. 
 
 Merrier = vowel changed, y to i, but before others (than 7 and 8), 7. 
 
 Glorious = vowel changed, y to i, but before others (than 7 and 8), 7, 
 
 Crying = vowel changed, y to i, not before 1, 7. 
 
 Hoeing = vowel dropped, but e before vowel suffix, excep. to 5. 
 
 Shoeing = vowel dropped, but e before vowel suffix, excep. to 5. 
 
 Reviled = vowel dropped, but e before vowel suffix, 5. 
 
 Babyish = vowel changed, y to i, not before i, 7. 
 
 Monkeys = vowel changed, y to i, not after a vowel, 8. 
 
 Tying = vowel changed, ie to y, before ing, 9. 
 
 Changeable = vowel dropped, not e in ce and ge before a and o, excep. to 5. 
 
 Traceable = vowel dropped, not e in ce and ge before a and o, excep. to 5. 
 
 ^The Arabic numbers refer to the rules for spelling given in Appendix C, page 
 
 155. 
 
SYSTEM OBTHOGRAPHY— GRADE B. 
 
 Ill 
 
 Prog. 
 
 XXXL- 
 
 -Plui 
 
 Patrick Henries = 
 
 plu. 
 
 sign, 
 
 Foxes 
 
 = 
 
 plu. 
 
 sign, 
 
 Xenophons 
 
 = 
 
 plu. 
 
 sign. 
 
 Hindoos 
 
 = 
 
 plu. 
 
 sign. 
 
 Bowels 
 
 = 
 
 plu. 
 
 sign, 
 
 B's 
 
 — 
 
 plu. 
 
 sign, 
 
 Echoes 
 
 = 
 
 plu. 
 
 sign. 
 
 Cantos 
 
 = 
 
 plu. 
 
 sign. 
 
 Skies 
 
 = 
 
 plu. 
 
 sign, 
 
 Keys 
 
 = 
 
 plu. 
 
 sign. 
 
 Chicagoes 
 
 = 
 
 plu. 
 
 sign, 
 
 Folios 
 
 = 
 
 plu. 
 
 sign, 
 
 Africas 
 
 = 
 
 plu. 
 
 sign. 
 
 Optics 
 
 = 
 
 plu. 
 
 sign, 
 
 Measles 
 
 = 
 
 plu. 
 
 sign, 
 
 Riches 
 
 = 
 
 plu. 
 
 sign. 
 
 Frescoes 
 
 = 
 
 plu. 
 
 sign. 
 
 Cameos 
 
 = 
 
 plu. 
 
 sign, 
 
 Moneys 
 
 = 
 
 plu. 
 
 sign, 
 
 Gregories 
 
 = 
 
 plu. 
 
 sign 
 
 Plural Sign by Learner's Work-Tree. 
 
 , es to nouns not coalescing with s, 11. 
 , es to nouns not coalescing with s, 11. 
 , s only to nouns coalescing with s, 10. 
 , s only to nouns in o after vowel, 10. 
 , s only to nouns coalescing with s, 10. 
 , 's to letters, figures, etc., 12. 
 , es to nouns in o after consonant, 11. 
 , es to nouns in o after cons., excep. to 11. 
 , es to nouns not coalescing with s, 11. 
 , s to nouns coalescing with s, 10. 
 , es to nouns in o after consonant, 11. 
 , s only to nouns in o after vowel, 10. 
 , s only to nouns coalescing with s, 10. 
 , s only to nouns coalescing with s, 10. 
 , s only to nouns coalescing with s, 10. 
 , es to nouns not coalescing with s, 11. 
 , es to nouns in o after consonant, 11. 
 , s only to nouns in o after vowel, 10. 
 , s only to nouns coalescing with s, 10. 
 sign es to nouns not coalescing with s, 11. 
 
 Prog. XXXII. — Rules for Spelling by Learner's Work-Tree. 
 
 Oresteses = plu. sign, es to nouns not coalescing with s, 11. 
 
 Puff = con. doubled, f, 1, and s after v' in monosyllables, 3. 
 
 Guess = con. doubled, f, 1, and s after v' in monosyllables, 3. 
 
 Squatting = con. doubled, between single v' and vowel suffix, 2. 
 
 Baggage = con. doubled, between single v' and vowel suffix, 2. 
 
 Preference = con. doubled, none after unaccented vowel, 4. 
 
 Preferred = con. doubled, between single v' and vowel suffix, 2. 
 
 Chastely = vowel dropped, not e before consonant suffix, 6. 
 
 Incited = vowel dropped, but e before vowel suffix, 5. 
 
 Dying = vowel changed, ie to y before ing, 9. 
 
 Maries (1) = vowel changed, y to i, but before others, 7. 
 
 Maries (2) = plu. sign, es to nouns not coalescing with s, 11, 
 
 Shoeing = vowel dropped, but e before vowel suffix, excep. to 5. 
 
 Attorneys (1) = plu. sign, s only to nouns coalescing with s, 10. 
 
 Attorneys (2) = vowel changed, y to i, not after vowel, 8. 
 
 Rays (1) = plu. sign, s only to nouns coalescing with s, 10. 
 
 Rays (2) = vowel changed, y to i, not after vowel, 8. 
 
 Potatoes = plu. sign, es to nouns in o after consonant, 11. 
 
 Navigation = vowel dropped, but e before vowel suffix, 5. 
 
 Mindanaos = plu. sign, s only to nouns in o after vowel, 10. 
 12 
 
1Y8 
 
 THE SYSTEM METHOD. 
 
 Prog. XXXIII.— Rules for Spelling by Work-Tree. 
 
 (Continued.) 
 
 Stool = con. doubled, none after digrapli or diphthong, 4. 
 
 Stayed = vowel changed, y to i, not after vowel, 8. 
 
 Heading = con. doubled, none after digraph or diphthong, 4. 
 
 Decays = plu. sign, s only to nouns coalescing with s, 10. 
 
 Nationalities = plu. sign, es to nouns not coalescing with s, 11. 
 
 Ourselves = plu. sign, es to nouns not coalescing with s, 11. 
 
 Foretelling = con. doubled, between single v' and vowel suffix, 2. 
 
 Gluey = vowel dropped, but e before vowel suffix, 5. 
 
 Clayey = vowel changed, y to i, not after vowel, 8. 
 
 Obeyed = vowel changed, y to i, not after vowel, 8. 
 
 Ruing = vowel dropped, but e before vowel suffix, 5. 
 
 Tied = vowel dropped, but e before vowel suffix, 5. 
 
 Tying '= vowel changed, ie to y before ing, 9. 
 
 Squabbish = con. doubled, between single v' and vowel suffix, 5. 
 
 Modeled = con. doubled, none after unaccented vowel, 4. 
 
 Traveler = con. doubled, none after unaccented vowel, 4. - 
 
 Tracing = vowel dropped, but e before vowel suffix, 5. 
 Enfranchisement = vowel dropped, not e before consonant suffix, 6. 
 
 Prog. XXXIY.— Rules for Spelling by Work-Tree. 
 
 (Continued.) 
 
 Seer = vowel dropped, but e before vowel suffix, 5. 
 
 Bagging = con. doubled, between single v' and vowel suffix, 2. 
 
 Truism = vowel dropped, but e before vowel suffix, 5. 
 
 Business = vowel changed, y to i, but before others, 7. 
 
 Bluish = vowel dropped, but e before vowel suffix, 5. 
 
 Twos = plu. sign, s only to nouns coalescing with s, 10. 
 
 Delays = vowel changed, y to i, not after vowel, 8. 
 
 Chaunceys = plu. sign, s only to nouns coalescing with s, 10. 
 
 Dennies = vowel changed, y to i, but before others, 7. 
 
 Ciceroes = plu. sign, es to nouns in o after consonant, 11. 
 
 Suing = vowel dropped, but e before vowel suffix, excep. to 5. 
 
 Biased = con. doubled, none after unaccented vowel, 4. 
 
 Shoer = vowel dropped, but e before vowel suffix, 5. 
 
 Died = vowel dropped, but e before vowel suffix, 5. 
 
 Tinged = vowel dropped, but e before vowel suffix, 5. 
 
 Tingeing = vowel dropped, but e before vowel suffix, excep. to 5. 
 
 Chargeable = vowel dropped, not e in ce or ge before a or o, excep. to 5, 
 
 Grievance = vowel dropped, but e before vowel suffix, 5. 
 
SYSTEM OBTHOGBAPRY— GRADE B. 
 
 1Y9 
 
 Prog. XXXY : /. Phonic Spelling. 2. Syllabication. 
 
 {Diacritical Spelling.) 
 
 Deriding = 
 
 Boxes = 
 
 David§ = 
 
 Motleys = 
 
 Rulable = 
 
 Turnkeys = 
 
 Eehoing = 
 
 Sixes = 
 
 Raveled = 
 
 Merriment = 
 
 Monkeys = 
 
 Distended = 
 
 Days = 
 
 Greys = 
 
 Guyots = 
 
 Salable = 
 
 Harries == 
 
 deriding, 
 b 6 k s e z, 
 D a V i d z, 
 Motliz, 
 r oo 1 a b 1, 
 1 11 r n k e z, 
 e k o i n g, 
 s 1 k s e z, 
 r a V e 1 d, 
 merriment, 
 m u n k i z, 
 distended, 
 daz, 
 Graz, 
 Geoz, 
 s a 1 a b 1, 
 H E r r i z. 
 
 de-rid-ing, 
 
 box-es, 
 
 Da-vids, 
 
 Mot-leys, 
 
 rul-a-ble, 
 
 turn-keys, 
 
 ech-o-ing, 
 
 six-es, 
 
 rav-el-ed, 
 
 mer-ri-ment, 
 
 mon-keys, 
 
 dls-tend-ed, 
 
 days. 
 
 Greys, 
 
 Guy-ots, 
 
 sal-a-ble, 
 
 Har-ries, 
 
 3. R. fon Spelling. 
 
 a. Eiiles 1-15. 
 
 b. Arbitrary. 
 
 rule 5. 
 
 rule 11. 
 
 rule 10. 
 
 rules 10 and 8. 
 
 rule 5. 
 
 rules 10 and 8. 
 
 arbitrary. 
 
 rule 11. 
 
 arbitrary. 
 
 rule 7. 
 
 rules 10 and 8. 
 
 rule 4. 
 
 rules 8 and 10. 
 
 rules 8 and 10. 
 
 rule 10. 
 
 rule 5. 
 
 rules 7 and 11. 
 
 Prog. XXXYI: /. Phonic Spelling. 2. Syllabication. 3. 
 
 {Diacritical Spelling.) 
 
 Changing = 
 
 Maries = 
 
 Civilizing = 
 
 Tapping = 
 
 CWckasas = 
 
 Shoveled = 
 
 Henries = 
 
 Decreeing = 
 
 Dictionaries = 
 
 Dishonesty = 
 
 197 _ = 
 
 Pianos = 
 
 Gyulays = 
 
 Shawnees = 
 
 Aortas = 
 
 Mogeses = 
 
 Potatoes = 
 
 Driness = 
 
 changing 
 
 M a r i z, 
 
 9ivilizin 
 
 tapping, 
 
 Chikasaz 
 
 s h Li V e 1 d, 
 
 Henriz, 
 
 dekreing, 
 
 d i k s h u n e r i z, 
 
 dizonesty, 
 
 p i a n o z, 
 Giulaz, 
 S h a n e z, 
 a 6 r t a z, 
 M o z e z e z, 
 p o t a t o z, 
 d r i n e s, 
 
 .ang-u 
 Ma-ries, 
 civ-il-iz-ing, 
 tap-ping, 
 Chick-a-sas, 
 shov-el-ed, 
 Hen-ries, 
 de-cree-ing, 
 dic-tion-a-ries, 
 dis-hon-est-y, 
 ic-y, 
 
 pi-an-os, 
 Gy-u-lays, 
 Shaw-nees, 
 a-or-tas, 
 Mo-ses-es, 
 po-ta-toes, 
 dri-ness. 
 
 R. for Spelling. 
 
 a. Rules 1-15. 
 
 b. Arbitrary. 
 
 rule 5. 
 
 rules 7 and 11. 
 rule 5. 
 rule 2. 
 rule 10. 
 arbitrary, 
 rules 7 and 11. 
 rule 5. 
 
 rules 7 and 11. 
 arbitrary, 
 rule 5. 
 rule 10. 
 rules 8 and 10. 
 rule 10. 
 rule 10. 
 rule 11. 
 rule 11. 
 rule 7. 
 
Appendix D— Defmitioijs of Orthographic Terms. 
 
 1. Oegans of speech. — Those parts of the human system used in 
 speaking. 2. Articulatory organs. — Those organs of speech used in 
 joining the sounds used in speaking. They are the lips (labia), teeth 
 (dentes), hard palate (palatum), soft palate (uvula), nasal cavities, and the 
 larynx. 3. Vocal chords. — Two chords extending across the larynx. 
 They are flanked by thin half-moon-shaped membranes, and, by their 
 vibration, produce the voiced sounds. 4. Voice, or voiced sounds. —Any 
 sound made by the vibration of the vocal chords, as b and a in bad. 5. 
 Whisper, or aspirate sound. — Any sound made without the vibration 
 of the vocal chords ; as, e and t in cat. 6. Vocal. — A voiced sound unob- 
 structed by the articulatory organs ; as, a and a in cat and cane. 7. Sub- 
 vocal. — A voiced sound obstructed by the articulatory organs ; as, b and g 
 in beg. 8. Aspirate. — A whispered sound ; as, e and t in cat. 9. Base. — 
 The letter (or letters) of a syllable representing its vocal ; as, e, a, and oi 
 in met, cat, and boil. 10. Antecedent. — A letter preceding the base ; as, 
 m, c, and b in met, cat, and boil. 11. Consequent. — A letter following 
 the base ; as, t and 1 in cat and boil. 12. Ajbrupt, explodent, or mute. 
 A sound that explodes and cannot be continued ; as, t and d in stand. 13. 
 Continuant. — A sound that can be continued until the breath is exhausted ; 
 as, n and s in stand. 
 
 14. Vowel. — A letter representing a vocal sound ; as, e, i, and y in set, 
 sit, and fly. 15. Consonant. — A letter rejDresenting a subvocal or an as- 
 pirate sound; as, s, t, f, and 1 in sit and fly. 16. Aphthong, or silent, 
 letter. — A letter having no sound, but used to determine the signification 
 of a word. 17. Digraph. — The union of two letters to represent one sim- 
 ple sound, vocal, subvocal, or aspirate ; as, oa, th, and ti in boat, thin, and 
 nation. 18. Diphthong. — The union of two vowels to represent a com- 
 pound vocal sound ; as, oi and ou in boil and foul. 19. Simple vocal. 
 — A single or elementary vocal ; as, i and u in pin and tub. 20. Compound 
 VOCAL. — A combination of two elementary vocal sounds ; as, oi, ou, i, and 
 u in boil, foul, pine, and tube. 21. Coalescent. — A sound that precedes and 
 unites (coalesces) with a vocal ; as, w, y, wh, and h in wet, yet, what, and hot 
 22. Trigraph. — The union of three letters to represent one sound ; as, eau 
 in beau. 23. Labial. — A sound molded or obstructed at the lips ; as, b, p, 
 o, and 00 in bit, lip, note, and boot. 24. Dental. — A sound molded or 
 obstructed at the teeth ; as, t, s, e, and a in sit and sedate. 25. Palatal. — A 
 sound molded or obstructed at the hard palate ; as, j, r, e, and a in jug, rut, 
 set, and sat. 26. Guttural. — A sound molded or obstructed at the soft 
 palate ; as, g, k, u, and a in get, keg, tub, and far. 27. Orthography. — 
 The science of the letter. 
 [180] 
 
The System Method— No. 17. 
 
 Work-Book of System Orthography, Grade A, 
 
 FOR THE USE OF 
 
 Public Schools, Normal Schools, Teachers' Institutes, 
 and Colleges, 
 
 AND ESPECIALLY ADAPTED TO 
 
 Soi3:ooxj ZE^^^osiTioisrs: 
 
 IN WHICH THE STUDENT LEARNS AND REMEMBERS UNDER THE 
 GUIDANCE OF THE "LEARNER'S WORK-TREE" BY ORGANIZ- 
 ING, OR BRANCHING, THE LETTER-PARTS OF WORDS 
 THROUGH THEIR CLASSES AS CLASS BRANCHES 
 OF SUCH ORTHOGRAPHIC-TREE WHOLE. 
 
 -^)?(^- 
 
 BY ISAAC ELDRIDGE WILSON, 
 
 INVENTOR OP THE LEARNER'S WORK-TREE, AUTHOR OF THE SYSTEM METHOD, A SERIES 
 OF TEXT-BOOKS FOR SCHOOLS, A SERIES OF STUDENT'S WORK-BOOKS, ETC. 
 
 THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE."— EMERSON. 
 
 .F Co:: 
 
 <NS>-corvRiG^7f.Pj\ 
 AUG 13 1886 J?) 
 
 3 irYMj 
 
 CHICAGO, Ilvlv.: 
 
 Learner's Work-Tree Compact. 
 
 1SS6. 
 
COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 
 
 ALL RIGHTS RESERVED. 
 Any infringement will be prosecuted to the full extent of the law. 
 
Appendix. A— Lessons to be Assigned. 
 
 Peog. I. — Rat, lag, mop, clam, sank, brag, left, skip, curl, prompt, 
 brisk, grist, spelt, jump, of, end, go, up, as, acts, hemp, sworn, burst, 
 dwarf, start, clump, cramp, struck, strict, quick, wax, quest, script, quirk, 
 lynx. 
 
 Prog. II. — "Web, ben, went, busk, bunt, club, stand, want, word, 
 square, wrist, height, psalm, gaze, alms, bribe, stripe, waft, swore, house, 
 glance, trance, flax, text, guide, guise, swamp, squab, skirt, smirk, twirl, 
 wrong. 
 
 Prog. III. — Horn, scald, clasp, harm, dust, abdomen, judgment, won, 
 quirk, world, stamped, admit, begin, fulfil, expel, yard, spark, plump, 
 sworn, helm, wept, upon, papa, robin, veto, winter, hotel, alas, occur, eddy, 
 nadir, dollar, tutor, wary, convict, fluent, frequent, fresco, influx, kingdom, 
 edict, quinsy, ubiquity. 
 
 Prog. IV. — Hydra, espy, crypt, cyst, quilt, guilt, tryst, impromptu, 
 symptom, clink, banquet, blanket, sward, topic, Latin, of, index, rancid, 
 vigil, next, helmet, defect, standard, blink, mongrel, conquest, crank, 
 swamp, swan, periwig, calico, postman, cobbler, carpenter, vortex, exorbi- 
 tant, siDecify, function, identify, cynical, gymnast, mystery, pygmy, pretty, 
 women, busy, covert, wonder, tajjioca, saleratus, macaroni, hornet, ibex. 
 
 Prog. V. — Dock, musk, bride, half, listen, dishonest, apropos, paradigm, 
 indict, abscind, Wednesday, peremptory, wrong, czar, viscount, whom, 
 hostler, prove, type, one, glove, dirge, verse, depot, homage, pumpkin, ex- 
 ecutive, dishonor, dissolve, glance, ogle, myrtle, critique. 
 
 Prog. VI. — Strangle, sprinkle, acre, conquest, dangle, victuals, hemor- 
 rhage, legislature, limb, ghost, fight, talk, style, whose, delight, benign, as- 
 sign, gnarl, isthmus, rhombus, sombre, intrigue, oblique, staple, title, ink, 
 gangrene, wink, postscript, querist, abscond, quilt, twine, bade, aqueduct, 
 equipage. 
 
 Prog. VII. — Rhinoceros, anxiety, schism, yacht, dram, might, zinc, 
 drudge, tubes, guile, lyre, build, landscape, capture, unite, transpire, 
 bequest, conscript, damask, quake, swine, vehicle, icicle, balk, qualm, con- 
 sign, rhetoric, metre, decisive, subjunctive, mercantile, navigable, expostu- 
 late, demonstrate, substitute, invincible, quadruple, example, demagogue, 
 synagogue, plum, jostle, contempt, epistle, honesty, linguist, sanguine, ex- 
 hort, exhibit, patriotism. 
 
 Prog. VIII. — Anxious, coil, filial, vowel, whey, hoist, flambeau, row, 
 wharf, fish, seal, shun, wire, this, brief, thin, house, leap, weed, haunt, full, 
 
 [183] 
 
184 THE 8T8TEM METHOD. 
 
 them, pearl, aye, eye, bureau, stream, hearth, view, church, clay, cheat, 
 gaol, yeast, skein, crawl, chaff, staff, hook, yawl, could, hawk, gown, 
 brooch, shout, poem, knitting, why, lying, frying, defied, tied, deuce, 
 skyey, lieu, mew, glue, plateau, does, ewe, mewl, cruise, two, through, 
 whom, yeoman, laugh, chough, sphinx, flees, fees, boys, enough, languor, 
 anguish, ringlet, whelp, saloon, gingham, heinous, clothier, isle, biscuit, 
 mullen, business, circuit, skewer, eulogy, agree, ewer, sinew. 
 
 Pkog. IX. — Bright-eyed, Prideaux, Charley, filial, alien, Richelieu, 
 brilliant, cookie, positive, Insulate, adamantine, anxious, charade, whistle, 
 dough, chimney, sew, quoit, quack, junior, builder, sword, clayey, session, 
 diction, choir, mustache, physician, chaise, pinion, question, poniard, liquid, 
 hemorrhage, vignette, phthisic, bouquet, island, rye, dew, rheumatism, due, 
 grazier, vizier, pavilion, guinea, breeches, English, marriage, Moreau, 
 righteous. 
 
 Prog. X. — Cotton, beckon, pond-lilies, blamable, Rochambeau, loco- 
 motion, extraordinary, primary, disarmed, mouths, baths, dictionary, biology, 
 dishonest, idea, carrying, lucid, suture, duty, oaths, albumen, torpedoes, 
 champagne, abscess, psychology, temptation, mistletoe, February, miscel- 
 lany, weasel, shovel, kettle, abrasion, glacier, valiant, parachute, noncha- 
 lance, machinery, chirography, proficient, coercion, enunciate, avalanche, 
 surgeon, tambourine, hackney, spinous, journey, know, gneiss, autumn, 
 knuckle, knout, photograph, trigraph, hosier, sacrilegious, ocean, nauseous, 
 sumach, patrician, specie, nauseate, glazier. Christian, transition, mosquito, 
 neigh, chevalier. 
 
 Prog. XI. — Lag, lift, brisk, strict, quick, went, square, wrist, height, 
 alms, stripe, trance, flax, swamp, would, church, cheat, stream, blink, spec- 
 ify, dishonest, Wednesday, whom, hostler, critique, strangle, eager, meager, 
 intrigue, sprinkle, yacht, schism, linguist, qualm, bulk, vehicle, rhetoric, 
 example, demagogue, sugar, nauseate. 
 
 Prog. XII. — Anxious, wharf, hoist, vowel, filial, whey, aye, bureau, 
 purview, yeast, gaol, crawl, chaff, could, hawk, why, shout, deuce, slew, 
 skyey, two, saloon, sphinx, clothier, biscuit, adieu, sinew, business, 
 colonel, righteous, whistle, sew, quoit, choir, quack, junior, session, physi- 
 cian, poniard, liquid, vignette, rye, grazier, pavilion, vizier, English, nausea, 
 celestial, behavior, eye. 
 
 Prog. XIII. — Black, twine, ewe, convict, plump, yard, frequent, 
 kingdom, ubiquity, tryst, impromptu, conquest, pygmy, gymnast, hurrah, 
 scissors, abscess, buying, marble, subtle, peculiar, glue, hoe, beef, whelp, 
 whey, bureau, coil, wharf, due, dew, alien, whiskey, chaise, chimney, junior, 
 mansion, air, session, nauseous, fusion, science. 
 
 Prog. XIV. — Yeast, mine, boil, puss, schism, ocean, nation, lieu, text, 
 spelt, go, script, quirk, lynx, hunt, husk, wrong, clash, busy, catarrh, coaL 
 esce, neuter, herbaceous, farinaceous, gneiss, consequential, voracious, 
 reindeer, sphinx, vehicle, anxious, adieu, vizier, righteous, choir, dough, 
 
SYSTEM ORTHOORAPHY—QBADE A. 185 
 
 bouquet, phoenix, zephyr, eight, specie, schist, rosette, business, isthmus, 
 asthma, rheum, phlegm, myrrh, unguent, pseudonym. 
 
 Prog. XV. — Thanks, close, sound, lung, lady, geese, foil, why, strict, 
 square, wrist, light, quoit, lieu, vocal, surd, mute, taken, heaven, poet, tyro, 
 silence, nation, table, lever, talent, destroy, distress, geographic, lucre, stifle, 
 minstrel, usage, error, little, apple, abdomen, bronchitis, bureau, sofa, pri- 
 mary, hyphen, omen, being, echo, preoccupy, brass, cast, counsel, ravel, 
 naval, accessory, notoriety, woolen, often, pivot, ransom, rule. 
 
 Pbog. XVI. — Spirit, stand, cynic, apathy, medium, specific, docile, 
 cousin, cruelty, acid, upon, exist, beckon, dividing, taking, spoken, loaded, 
 beauteous, aorta, chaotic, stereotype, vacuum, geology, coalesce, real, allop- 
 athy, filial, quack, junior, righteous, clothes, balloon, abscess, leaf, diph- 
 thong, digraph, blanch, staff, answer, shovel, gravel, heaven, intimate, 
 blasphemy, women, eaten, method, lesson, disarm, discern, baths, mouths, 
 oaths, anew, again, palatable, paths, philosophy, abdominal, antipodes, 
 chattel, flannel, cancel, vessel, language, buying, bouquet, bronchitis. 
 
 Prog. XVII. — Snuffers, thanks, oats, Maries, tongs, Guyots, Grays, 
 goings, earnings, ones, inferiors, Lucies, armies, companies, pincers, Jameses, 
 measles, ashes, boxes, churches, Platoes, U. S. Grants, news, movables, 
 deer, blessings, O. P. Mortons, waters, flies. Mackintoshes, mumps, hoes, 
 dues, robbers, odds, yokes. Miss Thomases, Miss Thomsons, shears, hun- 
 dreds, tubs, tasks, men, lice, children, tenths, lungs, beliefs, molasses, 
 couples, sevens, wages, judges, ices. Harries, Kickapoos, ladies, sixes, geese, 
 vermin, gross, compounds, Greeks, Germans, bases. 
 
 Prog. XVIII. — Geese, women, dregs, checkers, thanks, oats, lungs, 
 sixties, bowels, companies, coffees, p's, soliloquies, lice, ll's, feet, Haineses, 
 Gyulays, peoples, mumps, Daniel Websters, measles, Patrick Henries, scis- 
 sors, Shawnees, Harries, mathematics, Johns, vitals, shears, news, Ptolemies, 
 Hadleys, Welbies, spectacles, pairs, ones, twos, f's, — 's, politics, teas, Turks, 
 trappings, Moseses, ethics, doings, toes, bitters, dozens, pianos, provisos, 
 Aristotles, valleys, Thackerays, hundredths, sheep, swine, Pharisees, deer, 
 General Gateses, gases, passes, justices, Maries, gross, public, hose. 
 
 Prog. XIX. — Girl, he, they, mouse, sheep, oxen, deer, she, it, child, 
 we, foot, corps, teeth, vermin, knife, swine, boy, fry, goddess, nephew, 
 John, Mary, you, niece, key. Grey, wages, odds, geese, thou, others, doings, 
 who, which, Lucases, uncle, mother, sir, what, us, women, coffees, son-in- 
 law, James G. Blaine, shoes, lady, ladies, fly, Barclay, two, people, wife, 
 Miss Smith, Mr. Mackintosh, me, its, measles, them, thy, conscience, W. F. 
 "Wilson, peace, cherubim, cattle, gross, chemistry, Germans, he-goat, Pow- 
 hatans, Hindoos, testatrix, gypsy, step-mother, myself, Jew's-harp, St. 
 Peter's, St. Vitus's-dance, bees-wax, Miltons, decree, news, paper, to-day, 
 Moses, angels, commander-in-chief. 
 
 Prog. XX.— Abide, arise, bear, beget, bend, beset, bid, blow, break, 
 build, can, cut, dig, do, fall, fly, get, give, have, heat, hide, hit, kneel, knit. 
 
186 THE SYSTEM METHOD. 
 
 lay, let, lie, lose, may, meet, onght, must, pass, pay, pen, put, quit, read, 
 rid, ride, rive, say, see, set, shall, shape, spoil, stick, swear, swim, tell, think, 
 wax, wear, weave, wed, weep, wet, whet, will, win, wis, work, wring, 
 write. 
 
 Prog. XXI. — Enjoyment, oatmeal, providence, make-shift, tyro, en- 
 gineer, accident, silence, accidental, lemon, lemonade, substantive, eyeball, 
 characteristic, inquiring, uprising, without, destroy, disputable, therea- 
 bout, talent, melon, antejDenult, turncoat, upon, legislature, fatal, Mary, 
 artificer, primarily, taking, parliamentary, extratropical, dividing, bacon, 
 beckoning, bee-hive, passover, transact, obituary, acclimated, therein, 
 whereas, confederated, lyceum, superstructure, heart-broken, untrue, inter- 
 cutaneous, oatmeal, enfold, bankrupt, forbid, dare-devil, drawing-room, 
 moreover, antipathy, antepenult, poet, spoken, clashing, advertisement, 
 incomparable, advertising, demonstration, sacred, being, longer, error, ask- 
 ing, deluded, superstructure, goodman, avalanches, inquiries, contraries, 
 highwayman, forefather, inquiring, extraprofessional, raspberry, little, 
 apple, industrious, nation, table, arrow, apple-tree, irrepressible, daybreak, 
 backbone, bank-bill, backslidden, understanding, monarchy, breakfast, 
 ofEspring, epidermis, outlaw, outdo, hemisphere, hypocritical, influx, over- 
 turn, telegraphy, synagogue, extraordinary, literary, metonymy, chro- 
 nology, youngling, copyright, contemporary, toll-bridge, unseaworthy, 
 commissary, dysenterj', missionary, judiciary. 
 
 Prog. XXII. — Dividing, financial, pamphlet, acre, lion, spoken, phi- 
 losophizing, civilized, breaths, councils, coflBn, vial, cynic, tuning, beck- 
 oned, upon, exist, measured, fatality, disarming, we, evil, amendment, 
 horseman, theorizing, baths, diseased, seminary, enable, transport, bridal, 
 pianos, again, cuckoos, distress, binomial, decreeing, quitted, ornamented, 
 language, acid, Davids, echoes, ocean, duly, legislature, digit, docile, lever, 
 barren, confederated, answering, whizzed, chaotic, February, paths, miscel- 
 lany, raisin, register, loaded, printing, primeval, oaths, geographic, honor- 
 ary, demoniac, breadths, alphabetical, lucre, strophe, apathy, cruelty, baths, 
 hyphens, sobriety, fourths, statuary, gotten, tasked, cousin, devil, geogra- 
 phy, often, leveling, Welbies, manifold, Guyots, shriveling, sixes, Sicilies, 
 wholly, evil, abdomen, bronchitis, disarm, presumed, stifle, minstrel, Ma- 
 loys, sofas, beauteous, Patrick Henries, acclimated, arrival, often, obituary, 
 extraordinary, thanks, goings, you, they, mumps, swine, what, news, 
 public, that, vitals, grouse. 
 
 Prog. XXIII. — Nobilities, institution, ideas, mulish, Chinese, secretary, 
 albumen, indivisible, basin, rulable, cousin, azure-like, locomotion, duties, 
 chosen, auxiliary, Hindoos, acclimated, engagement, pitiable, delayed, 
 boyish, fleeing, huzzaed, gaining, mumps, Lucases, waxing, worshiped. 
 Motleys, mansion, canceled, Aristotles, awful, women, miscellaneous, 
 aortas, carried, dissolving, raveled, epidemic, negroes, funereal, Shawnees, 
 meridian, dishonesty, cloths, dictionaries, counseling, deaths, historical. 
 
SYSTEM OBTHOGBAPET—OBABE A. Igf 
 
 Mackintoshes, proven, bragging, secondary, ladies, anatomy, carrying, 
 seven, Chippewas, Harries, pitiable, traveling, Canadas, manned, Stamp- 
 Acts, shoveled, leaden, literary, children, we, Vfho, deer, oats, mice, tongs, 
 eaten, biologies, tripods, notoriety, Latinized, culinary, perilous, stolen, 
 sutures, hidden, motioned, direction, raisin, society, facing, discerned, 
 advertised, toiling, exaggeration, changeable, jollity, apparatus, gaining, 
 attorneys, wooing, merriest, Indias, bitumen, Thackerays, echoed, added, 
 primarily, tarred, social, nation, classes, galloped, woolen, artificer, epiph- 
 any, advantageous, dishonored, tongs, criterion, carried, icy, months, forci- 
 ble, visionary, laths, declaration, lengths, hoeing, breadths, defended, 
 heaven, tertiary, Malays, debatable, Gyulays, open, contemporary, us, 
 sheep, which, geese, them, their, Esquimaux, hose, gross, our. 
 
 Prog. XXIV. — Maimed, taming, bandied, diagrammed, canceled, as- 
 signed, mill, grass, summed, foppish, compelling, infer, leveled, recoiling, 
 moralize, emitted, tab, tail, solidify, affixing, vowel, alas, brass, shriveled, 
 responded, yes, desisted, oddly, talented, if, is, plasterer, extolling, signal- 
 ize, communication, whetted, hoofed, howled, joining, mauling, hailed, 
 lifeless, fancied, allotting, sensible, continuing, giddiness, renewed, pun- 
 iness, violation, boggy, devotion, lodgement, shameful, reviewing, prosecu- 
 tion, allurement, weariness, legation, arrival, absolution, gnat, connivance, 
 stony, contemplation, desirous, surveyed, clog, coercion, convincing, daily, 
 imbued, knell, stoppage, ragged, knob, lilies, lodging, scraggy, gneiss, 
 palatable, roguish, divorcible, perjury, chastisement, allotment. 
 
 Prog. XXV. — Saved, Maries, Maloys, married, gayety, merrier, fore- 
 ordain, sing-song, glorious, hoeing, crying, Juliuses, Baileys, tying, hiss, 
 reviled, planner, iron-clad, revealed, thus, reveling, us, babyish, bluish, 
 glueyness, monkeyish. Harries, Grays, Sicilies, Motleys, baggage, enjoyed, 
 died, toad, decreeing, whitish, hying, Jew's-harp, bereavement, rarer, 
 Ciceroes, Sir John Falstafls, equipped, vied, Anglo-Saxon, Patrick Henries, 
 Welbies, pilferer, ball, quit, robbed, soliloquies, Gyulays, hateful, by-word, 
 reform, volleys, buying, traceable, duly, tracing, hottest, dauber, perform- 
 ance, judgment, advantageous, manifold, make-believe, humbugged, peri- 
 wigged, stayed, excusable, lovable, iciest, diagrammed, paleness, Barclays, 
 agreeing, reform, quarreled, catalogues, redbreast, whereas, busying, where- 
 ever, incitement, first-born, movement, woeful, moneys. Nancies, alloys, 
 anti- American, to-day, Dennies, attorneys, Gregories, Godfreys, outrageous, 
 mortgageor. Sir Humphrey Davies, supervision, notice, justice, foggy, 
 supraorbital, child-like, pre-occupy, re-collect, coaction, re-echo, drawing- 
 room, to-morrow, co-eternal. 
 
 Prog. XXVI. — Foxes, Xenophons, Jameses, Maries, statues, whiskeys, 
 waters, Chaunceys, Hindoos, Quincies, Mays, DicTcens's works, bowels, 
 Rosalies, j'MSfe'ces' warrants, Secretary of the Interior's oflBce, Patrick Henries, 
 Mosbies, palfreys, toes, maid-servants, Mileses, jellies, Christmases, An- 
 tonies, mice's holes, races, King James's translation, Humphreys, Peter's book, 
 
188 THE SYSTEM METHOD. 
 
 brothers-in-law, echoes, coffees, brandies, Martineaus, Leipnitzes, sons-in- 
 law, girls' bats, runaways, Beed and Kellogg' s grammar, turnkeys, son-in-laio' s 
 farm, mottoes, for conscience sake, Moses's laws, negroes, Eickapoos, 
 skies, values, keys, twos, wives, Mary's slate; Maries' bats, Cbicagoes, 
 Uruguays, President Adams's administration, optics, pains, beliefs, Pierce's 
 grammar, bysterics, sheep's borns, ricbes, moneys, Africas, frescoes, griefs, 
 Emories, Godfreys, Oates's command, Cyruses, Victor Hugoes, foc?zes' bon- 
 nets, Gregories, getters-up, R. W. Baileys, deer's bides, Cyntbias, bangers- 
 on, Plinies, loaves, etc.'s, 5's, buzzas, t's, thanks, Penelopes, U. S. Grants 
 history, classes, canaries, valleys. 
 
 Prog. XXVII. — Rough-hew, Lieutenant- Oovernor's office, catalogued, 
 Bay and Martin's blacking, puff, gearing; agreeing, drier, vied, well-laid- 
 out, flutter, streets, re-enlist, hoeing, judgment, stiff, suing, re-invest, moss, 
 hall, outrageous, lass, forcible, hoed, manageable, repulsive, convalescent, 
 brigadier, Harris's Hermes, gyration, rued, sun-bird, handkerchiefs, ruing, 
 ingathering, yes, proofs, lancing, rebellion, gayety, ceaseless, Moses's writ- 
 ings, abridgement, Ptolemies, gas, calculation, ring-finger, guess, sprout; 
 roll, soldiers' hardships, potatoes, sons-in-law, sprawl, globule, stool, Catbays, 
 has, strut, full, stoppage. Canaries, cockatrice's den, Mississippies, brow- 
 beat, vice-president, far-fetched, AUegbanies, grass, bliss, mobbed, shunned, 
 boil, providence, Ralph Waldo Emerson's writings, veal, sprout, creation, 
 skull, narrative, odds, brot7ie7'-ifi-laic's -place, make-believe, for goodness' sake, 
 finger-ring, mouse-traps, Doctor Lees, children, breakdown. Doctors Lee 
 and Jones, overdone, Milton's "Allegro," pseudo-apostle, Rocky-Mountain 
 park, Webster's and Worcester's dictionaries. 
 
 Prog. XXVIII. — Chicago is nortli and loest of N'ew York. The North 
 gave freedom to the slaves of the South, /am the Lord's, and he is mine. 
 The thought was, We learn through doing. Behold Charles the Fifth's day. 
 Oh! show me where is He, the high and holy One. We were visiting 
 Brother Cray's. Father Matthew began bis woi-k in 1839. The passage was 
 Englished by an American teacher. Such place Eternal Justice bad prepared. 
 His brother Albert is visiting Governor Sherman. The Son of Man is Lord also 
 of the sabbath. It was sabbath after Wednesday, July 13, in New England. 
 Emerson said, " The man may teach by doing, and not otherwise." Be it 
 enacted. That sidewalks, etc. His name was called, The Word of Life. His 
 maxim was. Enow thyself. The Woman''s National Temperance Union was 
 organized in 1874. The early Fathers were divided in opinion. One of the 
 evangelists says, "Jesus wept." The problems of life are, Where are we? 
 and WJiere are we going? Resolved, TJmt the mind is a real substance. 
 With three steps L compass thy grave, thou who wast so great before. 
 He is my Rock, and there is no unrighteousness in him. /will show thee 
 the bride, the Lamb's wife. Sing unto the Lord, sing praises to his name. 
 The apostrophe only is added, {l.)to abstract nouns that never take the plu- 
 ral; (2.) to plurals ending in s. The Romans reckoned time from the Foun- 
 
SYSTEM OBTHOGBAPHY—OBADE A. 189 
 
 dation of Borne; the Greeks from the Era of the Olympiads. How proud 
 are we of the Bevolution! James returned Wednesday, September 10th, and 
 died Thursday, November 3d, The Hurons and the Iroquois were allied in a 
 confederacy called The Six Nations. The Methodists and the Catholics are at 
 variance. The advices of President Cleveland were disregarded. General 
 Grant wrote his own history. The planets are Mercury, Venus, Earth, 
 Mars, Jupiter, Saturn, Uranus, and Neptune. The University of Michigan is 
 well established. The Mohegans were an Algonquin tribe. Upon this. Fancy 
 began to bestir herself. There Guilt his anxious revel kept. The central 
 Unity is dishonored by impiety. Whatis matter? Whence is it? and Where to? 
 The Senate sent a deputation to the Eastern emperor Zeno. He undertook a 
 war against Zenoiia, queen of Palmyra. The Egyptian kingdom was divided 
 between Cleopatra and her brother Ptolemy. He resigned the East to his 
 brother Valens. The Empire of the West fell to his son Gratian. 
 
 Prog. XXIX. — Leo appointed Nepos emperor of the East. Babylon 
 was reduced by Cyrus, king of Persia. He is friendly to Prince Albert. The 
 Sahara or Great Desert lies north of Central Africa. The three historic na- 
 tions are the Aryan, the Semitic, and the Hamitic. The High Court of Par- 
 liament had not sat. Of all my uncles. Uncle Nathan was my favorite. The 
 Fifteenth Amendment reads as follows : " The right of citizens of the United 
 States to vote," etc. Washington Was a Federalist. The currents of the Uni- 
 versal Being circulate through me. The English poets have Shakspearized 
 now for two centuries. The Blue Bibbon Movement was organized in 1871. 
 The Esquimaux live in the far north. Kext the Most High is the Son of 
 Man. To this -ZVflTJiire replies, "J grow." Thank Heaven, we are free. 1 
 repeat the question, Is your law just? The Bed Biver of the NortJi empties 
 into Lake Winnepeg. The Lady Touchwoods appeal to no moral sense. 
 When it is snowing, Mother Gary is said to be plucking her geese. The 
 daughter of Mother Goose, Elizabeth, was married in June, 1715, to Thomas 
 Fleet, Esquire. The poet JEschylus is 'known as the FatJier of Tragedy. The 
 work entitled, " A History of the Council of Trent," -was written by Father 
 Paul, an ecclesiastic of Venice. The New-England Journal of Education is 
 conducted by Thos. M. Bicknell. The emperor Nero was a cruel tyrant. 
 There slept guilt-born Excess. The Hottentots are an Ethiopian people. The 
 Bevolutionary War was fought for principle's sake. His accent shows him 
 to belong at the South. I was in the Spirit on the Lord's day. When, 
 my countrymen, will you begin to exert your vigor? Behold Charles the 
 Fifth's day. The cruel emperor Tiberius died of excessive profligacy. Mrs. 
 Stoioe is author of Uncle Tom's Cabin. We have two sisters and a brother in 
 loica. Resolved, Thai whatever is, is right. Omaha is icest of New York. 
 The poet Milton wa&hWndi. Will he take us to the sa66ai!A meetings? What 
 means this journeying to the White Hills? The wind blew from the south. 
 The Neto Testament is our chief witness. The Beformation under Martin 
 Luther is a memorable event. The Strait of Gibraltar is wider than the 
 
190 TEE SYSTEM METHOD. 
 
 IstJimus of Darien. /saw the continent of hope glittering in the vast West. 
 The Polytechnic Institute was founded in 1860. It was granted to the Duke 
 of Yorlc. Progress is from the East to the West. The Biver St. Lawrence is 
 two thousand miles long. The South misunderstood the spirit of the North. 
 The officers of this society shall be a President, a Secretai-y, a Treasurer, and 
 a Sergeant-at-Arms. The Fathers are not authority on scriptural doctrines. 
 He wished to be absorbed into the One — the Infinite. "A Complete Graded 
 Arithmetic, Oral and Written, by the Inductive Method. For Schools and Col- 
 leges." The North and the South are now railroaded together. Shakspeare 
 ridicules Sir Fastolfe, an English general of the times of Henry the Sixth. 
 The people of South America are largely Roman Catholics, We spent the 
 summer in Martha's Vineyard. In Senator Blaine's book, the author eulo- 
 gizes General Grant. This peace recognized Massinissa as king of Numidia. 
 The consul Nero was kept busy watching Hannibal. 
 
 Peog. XXX. — The White Mountains are in New Hampshire. 
 
 Hmo wonderful is Death, — 
 Death and his hrotJier Sleep ! 
 
 Alexander the Great was king of Macedonia. Henry the Fourth crossed the 
 Alps in January. May Providence guide them. He prizes the sahhatJi. 
 Charles the Bold, duke of Burgundy, besieged the town of Nancy, Heaven 
 jjardon Brother Timothy. The letters of Madam De Stael are mourned. 
 There Night and Chaos held eternal anarchy. Neic York was settled by the 
 East India Company. The Father of Waters rises in Lake Itasca, 
 
 The richest of all lords is Use, 
 And ruddy Health the loftiest muse. 
 
 The virtues of Lady Washington were emulated by the people. The Shakers 
 regard Mother Ann as a second manifestation of the Deity, A sentence is a 
 thought expressed in words; as, ^.r;; is long. Resolved, That the assembly 
 meet at 8 o'clock. De Gama rounded the Cape of Good Hope, The Teach- 
 ers' Institute convenes in August. Coleridge says, "■Experience is the best 
 school-master." 
 
 Operation. 
 
 Face of note, or principal, from August 1, 1881, $1,000.00 
 
 Interest from August 1 to April 21, 1882, 43.33 
 
 Amount, ^pWZ 21, 1882, |1,043.33 
 
 The English hate the French as frivolous. This is the report of Colonel 
 Lee. He is reading the life of the emperor Charles the Fifth. In "King 
 Henry the Fourth," Sir John Falstaff is called Sir John Oldcastle. It was 
 read at a meeting of the British Association. Gender is distinguished, (1.) 
 by suffixes; (S.) by prefixes; (3.) by arbitrary words Your God is a God of 
 gods. The DuJce of York sent out as governor Major Andros, "The Young 
 
SYSTEM OBTHOGBAPHT— GRADE A. 191 
 
 American : A Lecture read to the Mercantile Library Association, in Boston, 
 February 7, 1884." He believed himself inspired by the Divine Soul. Pres- 
 ident Lincoln was elected in 1860. The Oulf of Mexico is south of the United 
 States. The subject of the lecture was, " The Wisdom of not Aiming at 
 Perfection." A great truth may be expressed in few words; as. Wisdom Is 
 priceless. Here the religion of the East met the philosophy of the West. 
 Know ye, That we, the delegates, do ratify the said Articles of Gonfedoration 
 and Perpetual Union. The question returns. What shall we do? It was 
 about a sabbath-day's journey. Our doings are not unknown to Him. 
 Feudalism and Orientalism had long enough thought it majestic to do noth- 
 ing. They were rapidly Hellenized. The following officers were elected; 
 President, Martin Henry; Secretary, Oliver Tennis; Treasurer, William Den- 
 nison. He returned to England with the Dulee of Monmouth. Gray's Elegy 
 in a Country Ghurch-yard is not excelled in English. It was claimed that the 
 Horih and the South belonged to each other. 
 
 Regret was there, his eye still cast. 
 With vain repining, on the past. 
 
 The Two Witnesses are the Old and the New Testaments. Who can compre- 
 hend Him as love? The prophecy of Mother Shipton has failed. 
 
 Pr.OG. XXSl. — Pre-occupy, co-action, navigation, Mindanaos, pursuing, 
 definition, digging, co-cval, Peleus's son, women's rights, turkeys, congratula- 
 tory, ingathering, mobbed, lookout, maimed, hooted, ox-cart, mottoes, 
 druggist, earthinsas, hardihood, migration, pre-establish, boy-king, Eliza- 
 beth's ruff, player, embargoes, fogginess, start-up, obligatory, children's, 
 send-off, tributary, Uruguays, son-in-law, Waterloos, hallooing, designative. 
 Miss Days, Hsr Majesty, Queen Victoria's government, root-and-branch 
 reform, cribbage, preference, annul, concentration, receivable, ocean-weed, 
 he-goat, Beaumont and Fletcher's plays, baggage, Oresteses, printing-press, 
 peaces sake, re-formation, abhorrence, Joneses, substitution, dogged, decay- 
 ing, diagramming, keyed, nationalities, tried, president of the society's pleas- 
 ure, instilled, inundation, humming-bird, pre-engage, magnetics, whiskeys, 
 Ciceroes, reveling, vice-president, Asiatics, Medes, to-morrow, anti-evangel- 
 ical, fusible, riddance, translator, niatter-of -fact-looking town, preferred, 
 mortgageor, glued, flying, usage, step-father, retaliatory, church-going, 
 Henry Thomas's memory, pilferer, sued, foes, revision, pulleys, obeying, 
 tied, Dufresnoys, obligation, Guyots, Berkeley's, rescuing, traveler, scowled, 
 John Abernethies, biased, relative, emulator, revival, beech-tree, interroga- 
 tory, incited, emigration, moralize, date-tree, peace-offering, revision, to- 
 night, manifold, Felix's library, tinged, shoer, hoeing, hoed, catalogued, rav- 
 eled, stewing, Euripides's works, long-expected news, commander-in-chief, 
 ear-ring. 
 
 Pko&. XXXII. — Trying, jellies, co-operation, demonstrative, angels' 
 visits, re-collect, opposition, delays, devotion, accompaniment, financier. 
 
192 THE SYSTEM METHOD. 
 
 well-to-do, to-day, Stoddard & HenM^s algebras, Lasarus's son, puppet- 
 prince, man-loving Americans, demurring, plumage, mortgageor, pre-exist, 
 gluing, righteousness' sake, noticeable, driest, scantiness, Cbaunceys, legalize, 
 ten-foot pole, expected, moderator, reversion, modeled, heart-broken, played, 
 catalogued, re-absorb, tranquilize, worshiped, providence, pine-tree, seer, 
 chastely, pear-tree, repulsive, imagination, dotage, pre-emption, shoed, en- 
 terprising, easy, business, obligatory, Humphreys, cribbage, Charlottes, 
 anti-American, many-colored, narrative, dying, dyeing, died, shoeing, seeing, 
 suing, sued, brewing, biased, canceled, penciled, abetted, owed, priest, 
 sewing, busied, pro-tempore secreta;ry, expedition, dyed, day-book, Anglo- 
 Saxon, book-keeping, New-York directory, forget-me-not, alliance, Sixth- 
 street car, fluctuation, donation, up-hill game, St. F^^!tts'.s-dance, pre-eminent, 
 one-hour rule, globule, to-day, Pharisees' self-conceit, opinion, distributive, 
 sine-qua-non principle, Jew's-harp, a devoutly-to-he-toished consummation, 
 stipulator, night-time, Jesus's name, glow-worm, ArcJiimedes's screw, good- 
 looking, somebody else's business, Henry the Eighth's abilities, my old 
 teacher, Jfr. Smith's instruction. 
 
 Prog. XXXIH. — A+shore, for-(-give, drunk-|-ard, dis-j-join, wiz-j-ard, 
 be-[-dew, dis-)-please, black-|-en, en-|-trap, be-|-friend, teach-j-able, un-|- 
 school-j-ed, re-|-new+al, health-f-ful, un-|-taught, king-f-dom, beginn-j-er, 
 pay-)-ment, fore-j-tell, direct+or, pre-f-judge, pjiy-f-ee, e+duc+at+ion, 
 blu-j-ish, name+less, mis-|-take, re-|-plant, Sun-)-day, care-|-ful, con-|-cur, 
 pre-j-vent-j-ive, super-|-natur-)-al, intro-J-duce, eagl-|-et, clos-]-et, man-|-ly, 
 dark-|-some, blood-j-y, wild+er-j-ness, op+press+ive, friend+ship, power 
 -j-less-j-ness, skeptic+ism, im-fit+at-f-ion, puri+ty, fruit-^-age, safe-j-ty, 
 im+pure, a+wake, gif+t, bon-(-d, be-|-think, be-j-cause, an-f-onym-|-ous, 
 in-f-ef-f-fici-j-ent, amphi-|-bi-|-ous, inter-|-cede, Ana-^-bapt-j-ist, cardi-j-ac, 
 con-|-ceal-|-ment, opulent, Tartar-(-ean, anti-j-pod+es, phys-)-ics, organ-j- 
 ize, ob-|-liter-|-ate, apo-|-stas-|-y, apo-f-stle, en+thusi-|-asm, cata-f-rrh, joe 
 +ose, variol-|-oid, per+vade, pel+luc-f-id, dia-f-meter, dis-|-syl-|-lable, 
 multi-|-tude, gnost-j-ic, ec-|-clesi-|-ast-|-ic-|-al, di+phthong, ec+centr-f-ici 
 -|-ty, e+nerv+ate, pre-f-dict, liber+ty, pro-t-vid-)-ent, eu-f-dem-j-ic, epi-|- 
 dem-|-ic, re-j-pel, hypo+crite, dram-(-a, trace-j-able, glob+ule, post-|-ure, 
 obs-|-tin-|-acy, di-|-visible, creat-|-ure, retro-|-spect-|-ive, met-]-onym-f-y. 
 
 For additional particulars, see Appendix F of "The System Method," 
 No. 18, page 305, 
 
 Prog. XSXIV. — Se-j-greg-f-ate, para-|-dox, con-]-flu-|-ence, ir-(-re-|-sol 
 -j-ute, sapon-j-ace-l-ous, sub+merge, suf-j-fer, peri-|-ostium, savag-f-er+y, 
 per-j-cent-l-age, supra-j-orbit-j-al, sur-f-vey, con-f-vey-f-ance, syn-|-chron-|- 
 ous, pro-j-gram, sy-|-stem, sym-f-path-j-y, as+sist+ant, thef-|-t, tra+verse, 
 dee-|-d, ad-|-versa-|-ry, ac-|-cesso-(-ry, pay-|-ed, hear-j-d, ab+ject, ad-j-voc 
 -j-ate, af+flx, stai-|-d, thrif-f-t, ob-|-serv-|-ato-}-ry, ap-|-plaud, gold-|-en, 
 leather+n, heav-)-en, mod-l-er-|-n, en-j-dear, daw-)-n, am-j-put-f-ate, anti-|- 
 cip+ate, liber-}-at-|-ion, larg-j-er, chatt-j-er, mole-|-cule, mo-|-st, man^- 
 
SYSTEM ORTHOGRAPHY— GE ABE A. 
 
 193 
 
 hood, in+born, bi+ped, bi+gamy, bis-J-cuit, kern-|-el, bow-|-el, circum-t- 
 vent, mis+give, mors+el, tab-j-le, go+ing, leav-f-ing, bagg+ing, wolf-j- 
 ish, soldie+ry, fer+ry, mani-f-kin, n+aught, con-|-nect, cor+rug-j-ate, 
 nob+le, oiit+live, dribb-|-le, inagni-|-fy, gos+ling, aquat+ic, peri+od-|- 
 ic, not-|-ice, utt-j-er, contro+vert, stup+id, puer-|-ile, bumm+ock, ball+ 
 oon, de-|-flect, racc-|-oon, viper-|-ine, don-l-at-|-ion, ladi+es, es-j-tabl-j-ish, 
 grow-|-th, beal+tb, over-]-reach, over+coat, s+melt, dis-j-pel, s+pread, 
 tru+th, de-j-ism, Wesley+an-l-ism, di+verge, Huss+ite, un-|-do, un-|-true, 
 e+dent+ate, beal+th-f-y, ef+flu-|-ent, de-|-lus-[-ive, capt+ive, bab+y, 
 under-f-ling, extra+mur-t-al, eas-j-y, an+y, with-|-stand, witb-f hold, Will 
 -f-ie, ex-|-cresc-|-ence. 
 
 For additional particulars, see " The System Method," No. 18, Appendix 
 F, page 305. 
 
 13 
 
Appendix B— Orthographic Chart. 
 
 
 
 *^^<^i5S==r-&- 
 
 — 
 
 
 1. Diacritical Marks of I 
 
 Simple and Compound Vocals. 
 
 1. a 
 
 = 
 
 fate, ate. 
 
 
 3. 
 
 6 = 
 
 come, other. 
 
 3. a 
 
 = 
 
 bat, at. 
 
 
 4. 
 
 o = 
 
 wolf, bosom. 
 
 3. a 
 
 = 
 
 pear, hare. 
 
 
 5. 
 
 o = 
 
 do, prove. 
 
 4. a 
 
 = 
 
 far, ah. 
 
 
 6. 
 
 6 = 
 
 form, ought. 
 
 5. a 
 
 = 
 
 brass, ask. 
 
 
 1. 
 
 oo = 
 
 hoot, boom. 
 
 6. a 
 
 = 
 
 wall, all. 
 
 
 2. 
 
 do = 
 
 hook, wool. 
 
 7. a 
 
 = 
 
 wad, wan. 
 
 
 1. 
 
 u = 
 
 tube, iise. 
 
 1. e 
 
 = 
 
 field, key. 
 
 
 2. 
 
 u = 
 
 tub, us. 
 
 2. e 
 
 = 
 
 pen, let. 
 
 
 3. 
 
 u = 
 
 rude, rule. 
 
 3. g 
 
 =1 
 
 there, 6re. 
 
 
 4. 
 
 V = 
 
 pull, full. 
 
 4. e 
 
 = 
 
 they, prey. 
 
 
 5. 
 
 u = 
 
 burn, urge. 
 
 5. e 
 
 = 
 
 herd, her. 
 
 
 1. 
 
 y = 
 
 sky, fly. 
 
 1. 1 
 
 = 
 
 bind, mile. 
 
 
 2. 
 
 y = 
 
 nymph, cyst. 
 
 2. 1 
 
 = 
 
 tin, hill. 
 
 
 
 Compound Vocals. 
 
 3. i 
 
 = 
 
 pique, mien. 
 
 
 1. 
 
 oi = 
 
 ai in coil, toy. 
 
 4. i 
 
 =; 
 
 bird, sir. 
 
 
 2. 
 
 ou = 
 
 iioo in foul, how. 
 
 1. o 
 
 = 
 
 vote, old. 
 
 
 3. 
 
 i = 
 
 jie in pine, try. 
 
 2. 6 
 
 = 
 
 not, odd. 
 
 
 4. 
 
 u = 
 
 eoo in tube, Use. 
 
 2. 
 
 Diacritical Marks of Subvocals and Aspirates. 
 
 1. 9- 
 
 soft. 
 
 = 9ite. 
 
 9. 
 
 ng 
 
 
 =: n in sing. 
 
 2. €, 
 
 hard, 
 
 = call. 
 
 10. 
 
 ph 
 
 
 = f in phantom. 
 
 3. ch 
 
 , soft. 
 
 = 9hais€ 
 
 !. 11. 
 
 qu 
 
 
 = kw in quack. 
 
 4. ch 
 
 , bard, 
 
 = ehoir. 
 
 12. 
 
 s, aspirate. 
 
 = yes. 
 
 5. ch 
 
 , unmarked, = child. 
 
 13. 
 
 §, subvocal. 
 
 = ha|. 
 
 6. g, 
 
 hard. 
 
 = get. 
 
 14. 
 
 th, aspirate. 
 
 = thin. 
 
 ■7- g. 
 
 soft. 
 
 = sem. 
 
 15. 
 
 til, subvocal, 
 
 = this. 
 
 8. n, 
 
 guttural, = link. 
 
 16. 
 
 X, aspirate, ks 
 
 = fix. 
 
 
 
 
 17. 
 
 ^, subvocal, gz 
 
 = e^ert. 
 
 3. Physiological Classification of Subvocals and Aspirates. 
 
 
 
 Labials. 
 
 Dentals. 
 
 Palatals. Gutturals. 
 
 1. Abrupts: 
 
 b 
 
 d 
 
 
 J 
 
 g 
 
 2. Continuants 
 
 m, V 
 
 1, n, z, th r, zh ng 
 
 3. Coalescents: 
 
 ; w 
 
 y 
 
 
 
 
 4. Abrupts: 
 
 P 
 
 t 
 
 
 ch 
 
 k 
 
 5. Continuants 
 
 ;: f 
 
 s, 
 
 th 
 
 sh 
 
 
 6. Coalescents; 
 
 wh 
 
 
 
 
 h 
 
 
 
 Names of the 
 
 Diacritical Marks. 
 
 
 1. a 
 
 = 
 
 macron. 
 
 
 6. e 
 
 = 
 
 tilde, or wave. 
 
 2. a 
 
 = 
 
 breve. 
 
 
 7. 9 
 
 = 
 
 cedilla. 
 
 3. a 
 
 = 
 
 dot. 
 
 
 8. § 
 
 = 
 
 perpendicular. 
 
 4. a 
 
 = 
 
 diaeresis. 
 
 
 9. e 
 
 = 
 
 horizontal. 
 
 5. a 
 
 = 
 
 caret, or circumflex. 
 
 
 
 
 [1941 
 
 
 
 
 
 
 
Appendix C— Rules for Spelling. 
 
 (a) Consonant Doubled. 
 
 1. Rule I. — In monosyllables, terminal f, 1, or s, preceded by a single 
 vowel, is written double ; as, staff, hill, pass, off, mill. 
 
 Exceptions: clef, if, of, as, is, has, was, yes, his, this, us, thus, gas, pus. 
 
 2. Bule II. — A terminal consonant preceded by a single accented vowel, 
 is doubled before an added suffix beginning with a vowel; as, robH-ed = 
 robbed; fop + ish = foppish; refer -{- ed = referred; quit + ed = quitted , 
 diagram + ed = diagrammed. 
 
 (b) Consonant Not Doubled. 
 
 3. Rule III — All terminal consonants except f, 1, and s are written 
 single; as, cat, man, tar, brag, tab, ham, lap, wax, pod, whiz, task. 
 
 Exceptions: add, ebb, odd, inn, butt, buzz, Qgg. 
 
 4. Rule IV. — A terminal consonant preceded by a digraph, diphthong, 
 another consonant, or an unaccented vowel, is never doubled; as, boil + ing 
 := boiling; defend + ed = defended ; travel + ing = traveling. 
 
 (c) E Sometimes Dropped. 
 
 5. Rule V. — Terminal e is dropped before a suffix beginning with a 
 vowel ; as, love -)- ing = loving; force + ible = forcible ; love + ed := loved; 
 ice + y = icy. 
 
 Exception 1: -ce and -ge retain e before a and o; as, peace + able = 
 peaceable; courage \ ous = courageous. 
 
 Exception 2: E as part of a digraph is usually retained ; as, hoe -f- 
 ing = hoeing ; agree -j- ing = agreeing. At other times it is dropped ac- 
 cording to the rule ; as, sue -f- ing = suing ; see -|- er = seer. 
 
 6. Rule VI. — Silent terminal e is not dropped before an added suffix 
 beginning with a consonant; as, large + ly = largely; pale + ness = pale- 
 ness; judge -f ment = judgement. (Judgement is also, but arbitrarily, 
 written judgment.) 
 
 Exceptions: true + ly ^ truly; awe + ful = awful; whole -f ly = wholly. 
 
 (d) Y and IE Changed. 
 
 7. Rule VII. — Except before i, y preceded by a consonant is changed 
 to i before an added suffix; as, carry -f ed = carried; fly -|- es = flies; glory 
 -|- ous = glorious; merry -]- er = merrier; pity -f able = ]3itiable ; many + 
 fold = manifold; Mary -f es = Maries; Ptolemy + es = Ptolemies; Welby + 
 es = 'Welbies. (Maries, Harries, etc., are sometimes written Marys, Harrys, 
 
 [1951 
 
196 THE SYSTEM METHOD. 
 
 Welbys, etc. But such a spelling is at discord with the genius of English 
 orthography.) 
 
 Exceptions: duty + ous = duteous; beauty + ous = beauteous; bounty 
 -\- ous = bounteous; miscellany + ous = miscellaneous. 
 
 8. Rule VIII. — Y terminal preceded by a vowel is not changed; as, 
 play 4- iiig = playing; valley + s = valleys; gay -|- ly = gayly; Thackeray 
 + s = Thackerays; Motley + s = Motleys; Gray + s = Grays. 
 
 9. Bule IX. — le terminal is changed to y before ing; as, die + ing = 
 dying; tie + ing = tying. 
 
 (e.) Regulak Plurals in s, es, or 's. 
 
 10. Rule X. — Nouns ending in a syllable that coalesces with s, includ- 
 ing those in o preceded by a vowel, add s only for the plural; as, tack-s, 
 day-s, hoe-s, decree-s, water-s, coffee-s, TJ. S. Grant-s, Miss Thompson-s, 
 Grey-s, Maloy-s, Guyot-s, Gyulay-s, Hadley-s, David-s, Canada-s, Shawnee-s, 
 Chippewa-s, Stamp-Act-s, Magna Charta-s, tong-s, vital-s, new-s, physic-s, 
 thank-s, going-s, mump-s, embryo-s, cuckoo-s, Hindoo-s. 
 
 11. Rule XL — Nouns ending in a syllable that does not coalesce with 
 s, and nouns ending in o preceded by a consonant, add es for the plural; 
 as, box-es, class-es, six-es, summons-es, fli-es, compani-es, loav-es, liv-es, 
 Mari-es, Sicili-es, ladi-es, Mrs. "Welbi-es, negro-es, echo-es, hero-es, Lucas-es, 
 S. S. Mackintosh-es, James-es, Crumless-es, Cicero-es, Plato-es, hous-es, 
 hors-es. 
 
 Exceptions: canto-s, quarto-s, piano-s, solo-s, duodecimo-s, tyro-s, 
 proviso-s, octavo-s, memento-s, lasso-s.* 
 
 13. Rule XII. — Letters, signs, and figures substitute the apostrophe (') 
 for the e of the es; as, g's, ll's, p's, +'s, — 's, etc. 
 
 (f.) Irregular, Arbitrary, and Common Plurals. 
 (a.) The following nouns form the plural irregularly: — 
 Child, children. Louse, lice. Ox, oxen. 
 
 Foot, feet. Man, men. Woman, women. 
 
 Goose, geese. Mouse, mice. Tooth, teeth. 
 
 (b.) Pronouns form the plural arbitrarily: — 
 
 I, we. Thou, you. He, they. 
 
 My, our. Thy, your. His, their. 
 Me, us. Thee, you. Him, them. 
 
 (c.) Nouns from foreign languages usually retain their f® reign plurals. 
 Examples are, — 
 
 Automaton, automata, r. Erratum, errata. Medium, media, r. 
 
 Axis, axes. Focus, foci. Nebula, nebulae. 
 
 Basis, bases. Formula, formulae, r. Phenomenon, phenomena. 
 
 Beau, beaux, r. Genius, genii. Radius, radii. 
 
 * See note at close of page 304. 
 
 She, they. 
 
 It, they. 
 
 Her, their. 
 
 Its, their. 
 
 Her, them. 
 
 It, them. 
 
SYSTEM OBTHOORAPHY— GRADE A. I97 
 
 Cherub, cherubim, r. Genus, genera. Stratum, strata. 
 
 Criterion, criteria. Hypothesis, hypotheses. Vertebra, vertebrse. 
 
 Ellipsis, ellipses. Lamina, laminae. Virtuoso, virtuosi. 
 
 Encomium, encomia, r. Magus, magi. Vortex, vortices, r. 
 
 (d.) The following nouns and pronouns have ticin-Uke (i. e., common, 
 or equivocal) forms for the singular and the plural : — 
 
 Nouns: sheep, deer, svfine, vermin, hose, fry, gross, neat, grouse, pub- 
 lic. Esquimaux, Japanese, Cyclops, corps, molasses^ 
 
 Pronouns: who, which, what, that, as. 
 
 (g.) POSSESSIVES IN 'S. 
 
 13. Rule XIII. — The apostrophe (') and s are added, — 
 
 (a.) To singulars not having the same form for the plural, as, boy's hat, 
 Peter's book, Milton's "Allegro," General Gates's command, Pierce's gram- 
 mar, Harris's "Hermes," cockatrice's den, Moses's writings. 
 
 (b.) To singulars having the same form for the plural; as, a sheep's 
 fleece, a deer's horns. But the apostrophe should be placed after the s in 
 forming the possessive plurals; as, sheeps' fleeces, a load of deers' horns. 
 
 (c.) To plurals unlike their singulars and not ending in s; as, men's, 
 children's, oxen's, geese's. 
 
 (d.) To the last part of any sort of a compound or complex name or 
 substantive phrase; as, Ralph Waldo Emerson's writings; my step-father's 
 residence; my brother-in-law's piace; the Secretary of the Interior's office; 
 every body else' s business; the president of the society's pleasure; the lawyer, 
 Henry Feliafs, library; Henry the Eighth's honor; sergeant-at-arm's duty. 
 
 (e.) To the last name in a series denoting joint possession; as, Beaumont 
 and Fletcher's plays. Reed and Kellogg's grammars. 
 
 (f.) To each name in a series denoting separate possession; as, Webster's 
 and Worcester's and Murray's dictionaries. 
 
 (h.) POSSESSIVES IN THE ('). 
 
 14. Rule XIV. — The apostrophe (') only is added, — 
 
 (a.) To abstract names that never take the plural; as, for conscience' 
 sake; for goodness' sake; for righteousness' sake; for justice' sake; for 
 peace' sake. 
 
 (b.) To plurals ending in s, as, girls' hats, Pharisees' self-conceit, sol- 
 diers' hardships, eagles' wings, angels' visits, justices' warrants. 
 
 (i.) The Hyphen (-). 
 
 15. Rule XV. — The hyj)hen (-) may be used only when the word parts 
 unite with contrasted accents, to represent one compound idea; as, a 
 sharp-edged instrument; its too-great-to-be-estimated value will then appear. 
 Wherever there are two distinct ideas, and similar accents, the word parts 
 are separate, not hyphened; as, a sharp edged instrument. Mark the differ- 
 ence between " Sixth-street car" and " sixth street-car." 
 
198 THE SYSTEM METHOD. 
 
 Note. — The question whether in any current (dictionary contained) compound, 
 the hyphen is to be used or the parts written consolidated, is to be settled, of course, 
 only by reference to the dictionary. Rule XV. is only designed to show what words 
 not found in the dictionary either hyphened together or consolidated as one com- 
 pound, may be correctly hyphened. 
 
 16. Rule XVI. — The hyphen separates two vowels separately pro- 
 nounced when the first forms part of a prefix; as, pre-engage, re-echo, anti- 
 organizing. 
 
 17. Rule XVII. — The hyphen separates re, meaning " again," from any 
 word when consolidating destroj^s its meaning; as, re-collect (means "col- 
 lect again," not recollect), re-memher (means "member again," not remem- 
 ber). 
 
SYSTEM OBTHOGBAPHY—OBADE A. I99 
 
 CHALLKNOK. 
 
 (a.) Propositions. — To hasten the development of the perfect method 
 of learning and teaching the science system of orthography, the author of 
 "The System Method" challenges any educator of the United States, Can- 
 ada, England, Germany, or France to prove either of the following propo- 
 sitions: — 
 
 1. That this system method is not a better method than he himself uses. 
 
 2. That this system method is not the true method. 
 
 (b.) Conditions. — 1- Such educator shall compress his argument into 
 not to exceed 150 8vo. pages of a 200-page discussion. 
 
 2. The author of "The System Method" to have the last 50 pages of 
 such 200-page discussion, in v^hich to reply. 
 
 3. The decision to be made by five judges, three of whom shall be 
 James Eussell Lowell, of Boston, A. Wilford Hall, of New York, and the 
 State Superintendent of Indiana; these three to choose a fourth and a fifth. 
 
 4. The judges shall make no qualification, but render their decision af- 
 firming or denying the propositions as they stand. 
 
 5. The expression, "this system method," of the propositions, to be 
 construed to mean that method of learning and teaching the science system 
 of orthography exemj)lified in this (No. 17) Work-Book, and advocated in 
 this Volume I. of "The System Method," together with the author's 50 last 
 pages of the 200-page discussion. 
 
 6. Such educator shall make no use of the Learner's Work-Tree or any 
 counterfeit in establishing any argument. 
 
 (C.) Offer. — 1. As a summons to earnest exertion, the author of "The 
 System Method " offers to print and deliver to such educator, for his own 
 disposal, and free of all cost to him, 1,000 volumes of such 200-page discus- 
 sion, neatly bound in cloth. 
 
 2. The period of this offer extends from July 1st, 1886, to July 1st, 
 1888. 
 
 3. Such educator shall prepare his 150 first pages in proper form to be 
 examined by the judges, in MS. or print, as he may choose. 
 
200 
 
 THE SYSTEM METHOD. 
 
 r( 
 
 1. 
 
 R 
 
 a 
 
 I: /. 
 
 Position. 2. 
 
 a. Antecedent. 
 
 b. Base. 
 
 0. Consequent. 
 
 antecedent, 
 base. 
 
 Voice. 
 
 a. Voiced. 
 
 b. Whispered. 
 
 voiced, 
 voiced. 
 
 3. Sound. 4. 
 
 a. Vocal. 
 
 b. Subvocal. 
 
 c. Aspirate. 
 
 subvocal, 
 vocal. 
 
 Continuance. 
 
 a. Abrupt. 
 
 b. Continuant. 
 
 continuant, 
 continuant. 
 
 2. 
 
 t 
 L 
 
 = 
 
 consequent, 
 antecedent. 
 
 whispered, 
 voiced. 
 
 aspirate, 
 subvocal, 
 
 abrupt, 
 continuant. 
 
 
 a 
 
 = 
 
 base. 
 
 voiced. 
 
 vocal, 
 
 continuant. 
 
 3. 
 
 g 
 M 
 
 = 
 
 consequent, 
 antecedent, 
 
 voiced, 
 voiced. 
 
 subvocal, 
 subvocal. 
 
 abrupt, 
 continuant. 
 
 
 
 
 = 
 
 base. 
 
 voiced. 
 
 vocal. 
 
 continuant. 
 
 4. 
 
 P 
 C 
 
 1 
 
 = 
 
 consequent, 
 antecedent, 
 antecedent, 
 
 wbispei-ed, 
 whispered, 
 voiced. 
 
 aspirate, 
 aspirate, 
 subvocal. 
 
 abrupt, 
 abrupt, 
 continuant. 
 
 
 a 
 
 = 
 
 base. 
 
 voiced. 
 
 vocal. 
 
 continuant. 
 
 
 ni 
 
 = 
 
 consequent. 
 
 voiced. 
 
 subvocal, 
 
 continuant. 
 
 5. 
 
 S 
 a 
 
 = 
 
 antecedent, 
 base. 
 
 whispered, 
 voiced. 
 
 aspirate, 
 vocal, 
 
 continuant, 
 continuant. 
 
 
 n 
 
 = 
 
 consequent. 
 
 voiced, 
 
 subvocal. 
 
 continuant. 
 
 6. 
 
 k 
 B 
 
 z=z 
 
 consequent, 
 antecedent, 
 
 whispered, 
 voiced. 
 
 aspirate, 
 subvocal. 
 
 abrupt, 
 abrupt. 
 
 
 r 
 
 = 
 
 antecedent. 
 
 voiced. 
 
 subvocal, 
 
 continuant. 
 
 
 a 
 
 = 
 
 base. 
 
 voiced. 
 
 vocal. 
 
 continuant. 
 
 7. 
 
 g 
 L 
 
 = 
 
 consequent, 
 antecedent. 
 
 voiced, 
 voiced, 
 
 subvocal, 
 subvocal. 
 
 abrupt, 
 continuant. 
 
 
 6 
 
 = 
 
 base. 
 
 voiced, 
 
 vocal. 
 
 continuant. 
 
 8. 
 
 f 
 t 
 
 S 
 k 
 i 
 
 = 
 
 consequent, 
 consequent, 
 antecedent, 
 antecedent, 
 base, 
 
 whispered, 
 whispered, 
 whispered, 
 whispered, 
 voiced. 
 
 aspirate, 
 aspirate, 
 aspirate, 
 aspirate, 
 vocal. 
 
 continuant. 
 
 abrupt. 
 
 continuant. 
 
 abrupt. 
 
 continuant. 
 
 9. 
 
 P 
 C 
 u 
 
 = 
 
 consequent, 
 antecedent, 
 base. 
 
 whispered, 
 whispered, 
 voiced. 
 
 aspirate, 
 aspirate, 
 vocal. 
 
 abrupt, 
 abrupt, 
 continuant. 
 
 
 r 
 
 = 
 
 consequent. 
 
 voiced. 
 
 subvocal. 
 
 continuant. 
 
 
 1 
 
 = 
 
 consequent. 
 
 voiced. 
 
 subvocal. 
 
 continuant. 
 
 iV^ofe to Teacher. — For the words rat, lag, mop, etc., to be assigned to, and worked 
 up by, your classes, refer to Appendix A of this (No. 17) Work-Book. Refer to 
 the appendixes, also, for any definition or explanation desired. J3e sure to show 
 your class how to get started in doing orthography in this way. See note To 
 Teacher, p. 158. Read, "Why These 4-Step Programs Are Used," "By the Pro- 
 grams the Student Learns by Doing," " The Programs Force the Student to Decide," 
 and " This Method of Branching by Programs Sustained by Authority," on pages 
 134, 137, 138, and 141, respectively. Read also pp. 79-134 inclusive. For the 
 two great steps to be taken in learning any branch, see pp. 29-31, 160 and 161. 
 
SYSTEM OBTHOOBAPHY— GRADE A. 
 
 201 
 
 Prog. II 
 
 1. w 
 e 
 b 
 
 2. H 
 u 
 s 
 k 
 
 3. S 
 
 q 
 
 u 
 a 
 r 
 e 
 
 4. W 
 r 
 
 i 
 s 
 t 
 
 5. H 
 
 t 
 6. P 
 
 1 
 
 m 
 
 7. S 
 
 "W 
 
 
 r 
 e 
 
 8. F 
 1 
 a 
 
 X 
 
 9. G 
 u 
 i 
 
 '. Pos/'tfon. 2. 
 
 Continuance. 3. 
 
 Obstruction. 4. 
 
 Sound. 
 
 a. Antecedent. 
 
 b. Base. 
 
 c. Consequent. 
 
 a. Abrupt. 
 
 b. Continuant. 
 
 c. Coalescent. 
 
 d. Aphthong. 
 
 a. Obstructed. 
 
 b. Unobstructed. 
 
 a. Vocal. 
 
 b. Subvocal. 
 
 c. Aspirate. 
 
 antecedent. 
 
 coalescent. 
 
 obstructed. 
 
 subvocal. 
 
 base, 
 
 continuant, 
 
 unobstructed. 
 
 vocal. 
 
 consequent. 
 
 abrupt. 
 
 obstructed. 
 
 subvocal. 
 
 antecedent, 
 
 coalescent, 
 
 obstructed, 
 
 aspirate. 
 
 base, 
 
 continuant. 
 
 unobstructed. 
 
 vocal. 
 
 consequent. 
 
 continuant, 
 
 obstructed. 
 
 aspirate. 
 
 consequent. 
 
 abrupt, 
 
 obstructed, 
 
 aspirate. 
 
 antecedent, 
 
 continuant. 
 
 obstructed. 
 
 aspirate. 
 
 antecedent. 
 
 abrupt. 
 
 obstructed. 
 
 aspirate. 
 
 antecedent. 
 
 coalescent. 
 
 obstructed. 
 
 subvocal. 
 
 base. 
 
 continuant. 
 
 unobstructed, 
 
 vocal. 
 
 consequent. 
 
 continuant. 
 
 obstructed. 
 
 subvocal. 
 
 consequent. 
 
 aphthong. 
 
 
 
 antecedent. 
 
 aphthong. 
 
 
 
 antecedent, 
 
 continuant. 
 
 obstructed, 
 
 subvocal. 
 
 base. 
 
 continuant, 
 
 unobstructed. 
 
 vocal. 
 
 consequent. 
 
 continuant, 
 
 obstructed. 
 
 aspirate. 
 
 consequent. 
 
 abrupt. 
 
 obstructed. 
 
 aspirate. 
 
 antecedent. 
 
 coalescent, 
 
 obstructed. 
 
 aspirate. 
 
 base. 
 
 continuant. 
 
 unobstructed. 
 
 vocal. 
 
 consequent. 
 
 aphthong. 
 
 
 
 consequent. 
 
 aphthong. 
 
 
 
 consequent. 
 
 abrupt, 
 
 obstructed, 
 
 aspirate. 
 
 antecedent. 
 
 aphthong. 
 
 
 
 antecedent. 
 
 continuant, 
 
 obstructed. 
 
 aspirate. 
 
 base. 
 
 continuant. 
 
 unobstructed. 
 
 vocal. 
 
 consequent. 
 
 aphthong. 
 
 
 
 consequent, 
 
 continuant. 
 
 obstructed, 
 
 subvocal. 
 
 antecedent. 
 
 continuant. 
 
 obstructed. 
 
 aspirate. 
 
 antecedent, 
 
 coalescent, 
 
 obstructed. 
 
 subvocal. 
 
 base, 
 
 continuant, 
 
 unobstructed, 
 
 vocal. 
 
 consequent. 
 
 continuant. 
 
 obstructed. 
 
 subvocal. 
 
 consequent. 
 
 aphthong. 
 
 
 
 antecedent. 
 
 continuant. 
 
 obstructed, 
 
 aspirate. 
 
 antecedent, 
 
 continuant. 
 
 obstructed, 
 
 subvocal. 
 
 base. 
 
 continuant. 
 
 unobstructed, 
 
 vocal. 
 
 consequent. 
 
 continuant, 
 
 obstructed, 
 
 aspirate. 
 
 antecedent. 
 
 abrupt. 
 
 obstructed, 
 
 subvocal. 
 
 antecedent. 
 
 aphthong. 
 
 
 
 base, 
 
 continuant. 
 
 unobstructed, 
 
 vocal. 
 
 consequent, 
 
 continuant, 
 
 obstructed. 
 
 subvocal. 
 
 consequent. 
 
 aphthong. 
 
 
 
[202] 
 
 ORTHOGRAPHIC ^^VORK:-TREE; CClVtRLKXE:. 
 Copyright, 1886, by I. E. WILSON. 
 
1. H = 
 
 4. 
 
 
 
 SYS'. 
 
 TEM OETHl 
 
 JGBAPHT— 
 
 GRADE A. 
 
 203 
 
 
 Prog. III.— 
 
 Branching 
 
 by the Learner's Work-Tr 
 
 ee. 
 
 H 
 
 = 
 
 aspirate, 
 
 coalescent, 
 
 guttural. 
 
 
 
 
 
 = 
 
 sonant, 
 
 vocal, 
 
 simple. 
 
 guttural. 
 
 
 r 
 
 = 
 
 sonant, 
 
 subvocal, 
 
 continuant, 
 
 palatal, lingual. 
 
 liquid. 
 
 n 
 
 = 
 
 sonant. 
 
 subvocal, 
 
 continuant, 
 
 dental, nasal. 
 
 
 S 
 
 = 
 
 aspirate. 
 
 continuant, 
 
 dental. 
 
 sibilant. 
 
 
 c 
 
 = 
 
 aspirate, 
 
 abrupt. 
 
 guttural. 
 
 
 
 a 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 
 1 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 dental, lingual. 
 
 liquid. 
 
 d 
 
 = 
 
 sonant. 
 
 subvocal, 
 
 abrupt, 
 
 dental. 
 
 
 W 
 
 = 
 
 sonant, 
 
 subvocal, 
 
 coalescent. 
 
 labial. 
 
 
 o 
 
 = 
 
 sonant, 
 
 vocal, 
 
 simple. 
 
 guttural. 
 
 
 n 
 
 = 
 
 sonant, 
 
 subvocal, 
 
 continuant. 
 
 dental, nasal. 
 
 
 Q 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 guttural. 
 
 
 
 u 
 
 = 
 
 sonant, 
 
 subvocal, 
 
 coalescent, 
 
 labial. 
 
 
 i 
 
 = 
 
 sonant, 
 
 vocal, 
 
 simple. 
 
 guttural. 
 
 
 r 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 palatal, lingual, 
 
 liquid. 
 
 k 
 
 = 
 
 aspirate. 
 
 abrupt, 
 
 guttural. 
 
 
 
 Y 
 
 = 
 
 sonant. 
 
 subvocal, 
 
 coalescent. 
 
 dental. 
 
 
 a 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 
 r 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 palatal, lingual. 
 
 liquid. 
 
 d 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 abrupt. 
 
 dental. 
 
 
 F 
 
 = 
 
 aspirate. 
 
 continuant. 
 
 labial. 
 
 
 
 r 
 
 = 
 
 sonant. 
 
 subvocal, 
 
 continuant. 
 
 palatal, lingual. 
 
 liquid. 
 
 e 
 
 = 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 dental. 
 
 
 q 
 
 = 
 
 aspirate, 
 
 abrupt. 
 
 guttural. 
 
 
 
 u 
 
 = 
 
 sonant. 
 
 subvocal, 
 
 coalescent. 
 
 labial. 
 
 
 e 
 
 = 
 
 sonant, 
 
 vocal, 
 
 simple. 
 
 palatal. 
 
 
 n 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 continuant, 
 
 dental, nasal. 
 
 
 t 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 dental. 
 
 
 
 I 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 
 n 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 continuant. 
 
 dental, nasal. 
 
 
 f 
 
 = 
 
 aspirate. 
 
 continuant. 
 
 labial. 
 
 
 
 1 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 continuant. 
 
 dental, lingual. 
 
 liquid. 
 
 u 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 guttural. 
 
 
 ix 
 
 = 
 
 aspirate. 
 
 continuant. 
 
 gutturo-dental, sibilant. 
 
 
 ^The sound of x in influx is the same as s made from the position k. Ask the 
 pupil to place the articulatory organs in position to make k, then without making k, 
 quicldy pronounce s, and he will perceive why x is a gutturo-dental, i. e., a k-s sound. 
 Because the tree constitutes the orthographic science system, it shows us plainly what 
 is system-like (law-like), and what is outside of system, i. e., lawless, or exceptional, 
 and therefore to be learned empirically, not through the system as a visible means. 
 Thus, the tree informs us that this x is an exceptional letter by the fact that x can- 
 not be branched upward through such science system. (See " The System Method" 
 — No. 6, Demonstration XXII.) 
 
20J: 
 
 THE SYSTEM METHOD. 
 
 
 ] 
 
 Pro? 
 
 ?. IT.— 
 
 Branching 
 
 by the Learner's Work-Tree. 
 
 1. 
 
 E 
 
 = 
 
 sonant, 
 
 vocal, 
 
 simple. 
 
 palatal. 
 
 
 
 s 
 
 = 
 
 aspirate, 
 
 continuant, 
 
 dental. 
 
 sibilant. 
 
 
 
 P 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 labial. 
 
 
 
 
 y 
 
 = 
 
 sonant, 
 
 Yocal, 
 
 simple, 
 
 palatal. 
 
 
 2. 
 
 c 
 
 = 
 
 aspirate, 
 
 abrupt. 
 
 guttural. 
 
 
 
 
 r 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 continuant, 
 
 palatal. 
 
 lingual, liquid. 
 
 
 y 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple, 
 
 palatal. 
 
 
 
 p 
 
 = 
 
 aspirate, 
 
 abrupt. 
 
 labial. 
 
 
 
 
 t 
 
 = 
 
 aspirate, 
 
 abrupt. 
 
 dental. 
 
 
 
 3. 
 
 B 
 
 = 
 
 sonant. 
 
 subvocal, 
 
 abrupt, 
 
 labial. 
 
 
 
 a 
 
 = 
 
 sonant. 
 
 vocal, 
 
 simple, 
 
 palatal. 
 
 
 
 n 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 continuant, 
 
 dental, 
 
 nasal. 
 
 
 q 
 
 = 
 
 aspirate, 
 
 abrupt. 
 
 guttural. 
 
 
 
 
 u 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 coalescent. 
 
 labial. 
 
 
 
 e 
 
 = 
 
 sonant, 
 
 vocal, 
 
 simple, 
 
 palatal. 
 
 
 
 t 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 dental. 
 
 
 
 4. 
 
 I 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 
 
 n 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 dental, 
 
 nasal. 
 
 
 d 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 abrupt, 
 
 dental. 
 
 
 
 e 
 
 = 
 
 sonant, 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 
 
 X 
 
 = 
 
 aspirate. 
 
 continuant, 
 
 gutturo-dental 
 
 , sibilant. 
 
 
 5. 
 
 R 
 
 = 
 
 sonant, 
 
 subvocal, 
 
 continuant. 
 
 palatal. 
 
 lingual, liquid. 
 
 
 a 
 
 = 
 
 sonant, 
 
 vocal. 
 
 simple, 
 
 palatal. 
 
 
 
 u 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 continuant. 
 
 dental. 
 
 nasal. 
 
 
 c 
 
 == 
 
 aspirate. 
 
 continuant. 
 
 dental. 
 
 sibilant. 
 
 
 
 i 
 
 = 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 palatal. 
 
 
 
 d 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 abrupt. 
 
 dental. 
 
 
 6. 
 
 P 
 
 = 
 
 aspirate. 
 
 abrupt. 
 
 labial. 
 
 
 
 
 y 
 
 = 
 
 sonant. 
 
 vocal 
 
 simple. 
 
 palatal. 
 
 
 
 g 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 abrupt. 
 
 guttural 
 
 
 
 m 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 continuant, 
 
 labial. 
 
 nasal. 
 
 
 y 
 
 = 
 
 sonant, 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 
 7. 
 
 w 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 coalescent. 
 
 labial. 
 
 
 
 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 
 
 m 
 
 = 
 
 sonant. 
 
 subvocal, 
 
 continuant. 
 
 labial. 
 
 nasal. 
 
 
 e 
 
 = 
 
 sonant. 
 
 vocal. 
 
 simple. 
 
 palatal. 
 
 
 
 n 
 
 = 
 
 sonant, 
 
 subvocal. 
 
 continuant. 
 
 dental, 
 
 nasal. 
 
 8. 
 
 B 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 abrupt. 
 
 labial. 
 
 
 
 u 
 
 = 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 palatal. 
 
 
 
 s 
 
 = 
 
 sonant. 
 
 subvocal. 
 
 continuant. 
 
 dental. 
 
 sibilant. 
 
 
 y 
 
 = 
 
 sonant. 
 
 vocal, 
 
 simple. 
 
 palatal. 
 
 
SYSTEM ORTHOGRAPHY— GEADE A. 
 
 205 
 
 Prog. T: /. Position. 2. Construction. 3. 
 
 1. H 
 
 a 
 1 
 f 
 
 2. L 
 i 
 s 
 t 
 e 
 ii' 
 
 3. D 
 i 
 
 s 
 h 
 
 
 
 n 
 e 
 s 
 t 
 
 4. A 
 
 P 
 r 
 o 
 P 
 
 
 
 s 
 
 5. I 
 n 
 d 
 i 
 c 
 t 
 
 a. Antecedent. 
 
 b. Base. 
 
 c. Consequent. 
 
 antecedent, 
 
 base, 
 
 consequent, 
 
 consequent, 
 
 antecedent, 
 
 base, 
 
 consequent, 
 
 consequent, 
 
 antecedent, 
 
 base, 
 
 antecedent, 
 
 base, 
 
 consequent, 
 
 antecedent, 
 
 base, 
 
 consequent, 
 
 base, 
 
 consequent, 
 
 consequent, 
 
 base, 
 
 consequent, 
 
 antecedent, 
 
 base, 
 
 antecedent, 
 
 base, 
 
 consequent, 
 
 base, 
 
 consequent, 
 
 antecedent, 
 
 base, 
 
 consequent, 
 
 consequent. 
 
 a. Vowel, or Base. 
 
 b. Consonant. 
 
 consonant, 
 
 vowel, 
 
 consonant, 
 
 consonant, 
 
 consonant, 
 
 vowel, 
 
 consonant, 
 
 consonant, 
 
 vowel, 
 
 consonant, 
 
 consonant, 
 
 vowel, 
 
 consonant, 
 
 consonant, 
 
 vowel, 
 
 consonant, 
 
 vowel, 
 
 consonant, 
 
 consonant, 
 
 vowel, 
 
 consonant, 
 
 consonant, 
 
 vowel, 
 
 consonant, 
 
 vowel, 
 
 consonant, 
 
 vowel, 
 
 consonant, 
 
 consonant, 
 
 vowel, 
 
 consonant, 
 
 consonant. 
 
 Letter. 4. 
 
 a. Sonant. 
 
 b. Non-sonant. 
 
 c. Aphthong. 
 
 non-sonant, 
 
 sonant, 
 
 aphthong. 
 
 non-sonant, 
 
 sonant, 
 
 sonant, 
 
 non -sonant, 
 
 aphthong. 
 
 aphthong. 
 
 sonant, 
 
 sonant, 
 
 sonant, 
 
 sonant, 
 
 aphthong. 
 
 sonant, 
 
 sonant, 
 
 sonant, 
 
 non -sonant, 
 
 non-sonant, 
 
 sonant, 
 
 non-sonant, 
 
 sonant, 
 
 sonant, 
 
 non-sonant, 
 
 sonant, 
 
 aphthong. 
 
 sonant, 
 
 sonant, 
 
 sonant, 
 
 sonant, 
 
 aphthong. 
 
 non-sonant. 
 
 Sound. 
 
 a. Vocal. 
 
 b. Subvocal. 
 
 c. Aspirate. 
 
 aspirate, 
 vocal. 
 
 aspirate, 
 subvocal. 
 vocal, 
 aspirate. 
 
 subvocal. 
 subvocal, 
 vocal, 
 subvocal. 
 
 vocal. 
 
 subvocal. 
 
 vocal. 
 
 aspirate. 
 
 aspirate. 
 
 vocal. 
 
 aspirate. 
 
 subvocal. 
 
 vocal. 
 
 aspirate. 
 
 vocal. 
 
 vocal, 
 subvocal. 
 subvocal. 
 vocal. 
 
 aspirate. 
 
 ^In such words as listen (lie-n), acre (a-kr), thistle (this-1), etc., n, r, and 1 
 though the base of the syllable, are consonants, not vowels ; since they represent 
 subvocal, not vocal, sounds. With this exception, namely, that n, r, and 1 form the 
 base of the second syllable in such words as heaven, sombre, gristle, etc., the base of 
 a syllable is always a vowel representing, of course, a vocal sound. 
 
206 
 
 THE SYSTEM METHOD. 
 
 Prog. YI : /. Sound. 2. Obstruction. 3. Construction. 4. Letter. 
 
 
 
 
 a. Vocal. 
 
 b. Subvocal. 
 
 c. Aspirate. 
 
 d. Aphthong. 
 
 a. Unobstructed. 
 
 b. Obstructed. 
 
 a. Vowel, or Base, 
 
 b. Consonant. 
 
 . a. Sonant. 
 b. Non-sonant, 
 
 1. 
 
 S 
 
 = 
 
 aspirate, 
 
 obstructed, 
 
 consonant. 
 
 non-sonant. 
 
 
 t 
 
 = 
 
 aspirate, 
 
 obstructed. 
 
 consonant, 
 
 non-sonant. 
 
 
 r 
 
 = 
 
 subvocal, 
 
 obstructed, 
 
 consonant, 
 
 sonant. 
 
 
 a 
 
 = 
 
 vocal. 
 
 unobstructed, 
 
 vowel. 
 
 sonant. 
 
 
 n 
 
 = 
 
 subvocal, 
 
 obstructed, 
 
 consonant. 
 
 sonant. 
 
 
 g 
 
 = 
 
 subvocal, 
 
 obstructed. 
 
 consonant, 
 
 sonant. 
 
 
 1* 
 
 = 
 
 subvocal, 
 
 obstructed, 
 
 consonant, 
 
 sonant. 
 
 
 e 
 
 = 
 
 aphthong. 
 
 
 
 
 2. 
 
 A 
 
 = 
 
 vocal. 
 
 unobstructed. 
 
 vowel, 
 
 sonant. 
 
 
 c 
 
 = 
 
 aspirate, 
 
 obstructed, 
 
 consonant. 
 
 non sonant. 
 
 
 r* 
 
 = 
 
 subvocal, 
 
 obstructed. 
 
 consonant, 
 
 sonant. 
 
 
 e 
 
 = 
 
 aphthong. 
 
 
 
 
 3. 
 
 V 
 
 = 
 
 subvocal, 
 
 obstructed. 
 
 consonant, 
 
 sonant. 
 
 
 i 
 
 = 
 
 vocal, 
 
 unobstructed. 
 
 vowel. 
 
 sonant. 
 
 
 c 
 
 = 
 
 aphthong. 
 
 
 
 
 
 t 
 
 = 
 
 aspirate. 
 
 obstructed. 
 
 consonant, 
 
 non-sonant. 
 
 
 u 
 
 = 
 
 aphthong. 
 
 
 
 
 
 a 
 
 = 
 
 aphthong. 
 
 
 
 
 
 1* 
 
 = 
 
 subvocal. 
 
 obstructed. 
 
 consonant. 
 
 sonant. 
 
 
 s 
 
 = 
 
 subvocal, 
 
 obstructed. 
 
 consonant. 
 
 sonant. 
 
 4. 
 
 G 
 
 = 
 
 aphthong. 
 
 
 
 
 
 n 
 
 = 
 
 subvocal. 
 
 obstructed, 
 
 consonant, 
 
 sonant. 
 
 
 a 
 
 = 
 
 vocal. 
 
 unobstructed, 
 
 vowel. 
 
 sonant. 
 
 
 r 
 
 = 
 
 subvocal. 
 
 obstructed, 
 
 consonant. 
 
 sonant. 
 
 
 1 
 
 = 
 
 subvocal. 
 
 obstructed. 
 
 consonant, 
 
 sonant. 
 
 5. 
 
 S 
 
 = 
 
 aspirate, 
 
 obstructed. 
 
 consonant, 
 
 non sonant. 
 
 
 
 
 = 
 
 vocal, 
 
 unobstructed, 
 
 vowel. 
 
 sonant. 
 
 
 m 
 
 = 
 
 subvocal. 
 
 obstructed. 
 
 consonant, 
 
 sonant. 
 
 
 b 
 
 = 
 
 subvocal. 
 
 obstructed, 
 
 consonant. 
 
 sonant. 
 
 
 r* 
 
 = 
 
 subvocal. 
 
 obstructed. 
 
 consonant. 
 
 sonant. 
 
 
 e 
 
 = 
 
 aphthong. 
 
 
 
 
 6. 
 
 I 
 
 = 
 
 vocal. 
 
 unobstructed. 
 
 vowel. 
 
 sonant. 
 
 
 n 
 
 = 
 
 subvocal, 
 
 obstructed. 
 
 consonant. 
 
 sonant. 
 
 
 t 
 
 = 
 
 aspirate. 
 
 obstructed. 
 
 consonant. 
 
 non- sonant. 
 
 
 r 
 
 = 
 
 aspirate, 
 
 obstructed. 
 
 consonant. 
 
 sonant. 
 
 
 i 
 
 = 
 
 vocal, 
 
 unobstructed, 
 
 vowel. 
 
 sonant. 
 
 
 g 
 
 = 
 
 subvocal, 
 
 obstructed. 
 
 consonant. 
 
 sonant. 
 
 
 u 
 
 = 
 
 aphthong. 
 
 
 
 
 
 e 
 
 = 
 
 aphthong. 
 
 
 
 
 
 * See note on 
 
 previous page. 
 
 
 
 
SYSTEM OBTHOGBAPHY— GRADE A. 
 
 207 
 
 Prog. VII : /. Letter. 2. Continuant. 3. Obstruction. 4. Interruption. 
 
 
 a. Sonant, or tonic. 
 
 b. Aspirate, or atonic. 
 
 c. Aphthong. 
 
 a. Abrupt. 
 
 b. Continuant 
 
 c. Coalescent. 
 
 a. Labial. 
 . b. Dental. 
 
 c. Palatal. 
 
 d. Guttural. 
 
 a. Perf. interrupted. 
 
 b. Part, interrupted. 
 
 c. Molded. 
 
 1. A 
 
 = sonant, or 
 
 tonic, 
 
 continuant. 
 
 palatal. 
 
 molded. 
 
 n 
 
 = sonant, or 
 
 tonic. 
 
 continuant. 
 
 guttural, 
 
 part, interrupted. 
 
 X 
 
 = tonic. 
 
 
 continuant. 
 
 gutturo-dental, 
 
 part, interrupted. 
 
 i 
 
 = tonic. 
 
 
 continuant. 
 
 gutturo-dental (ae), molded. 
 
 e 
 
 = tonic, 
 
 
 continuant. 
 
 dental. 
 
 molded. 
 
 t 
 
 = aspirate, or 
 
 atoniC; 
 
 , abrupt. 
 
 dental, 
 
 perf. interrupted. 
 
 y 
 
 = tonic, 
 
 
 continuant. 
 
 palatal. 
 
 molded. 
 
 2. S 
 
 = atonic. 
 
 
 continuant, 
 
 dental, 
 
 part, interrupted. 
 
 ch 
 
 .= aphthongs. 
 
 
 
 
 
 i 
 
 = tonic, 
 
 
 continuant. 
 
 palatal. 
 
 molded. 
 
 s 
 
 = tonic. 
 
 
 continuant, 
 
 dental. 
 
 part, interrupted. 
 
 m 
 
 = tonic. 
 
 
 continuant, 
 
 labial. 
 
 part, interrupted. 
 
 3. G 
 
 = tonic, 
 
 
 abrupt. 
 
 guttural. 
 
 perf. interrupted. 
 
 U2 
 
 = aphthong. 
 
 
 
 
 
 i 
 
 = tonic, 
 
 
 continuant. 
 
 gutturo-dental (ae), molded. 
 
 1 
 
 = tonic, 
 
 
 continuant, 
 
 dental, 
 
 part, interrupted. 
 
 e 
 
 = aphthong. 
 
 
 
 
 
 4. B 
 
 = tonic. 
 
 
 abrupt. 
 
 labial, 
 
 perf. interrupted. 
 
 a 
 
 = tonic. 
 
 
 continuant. 
 
 guttural. 
 
 molded. 
 
 1 
 
 = aphthong. 
 
 
 
 
 
 k 
 
 = atonic. 
 
 
 abrupt. 
 
 guttural. 
 
 perf. interrupted. 
 
 5. E 
 
 = tonic. 
 
 
 continuant. 
 
 palatal. 
 
 molded. 
 
 xi 
 
 = tonic. 
 
 
 continuant. 
 
 gutturo-dental, 
 
 part, interrupted. 
 
 h 
 
 = atonic. 
 
 
 coalescent, 
 
 guttural. 
 
 perf. interrupted. 
 
 
 
 = tonic. 
 
 
 continuant. 
 
 guttural. 
 
 molded. 
 
 r 
 
 = tonic. 
 
 
 continuant, 
 
 palatal. 
 
 part, interrupted. 
 
 t 
 
 = atonic. 
 
 
 abrupt. 
 
 dental. 
 
 perf. interrupted. 
 
 1 In such words as exhort, exact, exhaust, etc. , x is pronounced z from the posi- 
 tion g. To understand how x here is both guttural (g) and dental (z), let the stu- 
 dent put the articulatory organs in readiness to make the sound g; then, without 
 making g, suddenly pronounce the sound z. He will then understand why x is a 
 gutturo-dental, i. e., a g-z sound. Accordingly, in influx, x is a gutturo-dental, i. e., 
 k-s aspirate sound. To pronounce it, take the position for k, and then make s with- 
 out making the k-sound. 
 
 ^ U and i cannot here be taken together to form a diphthong, because the com- 
 pound vocal sound represented (ae) may be represented by 1 alone ; neither could 
 the two together be called a digrai^h, since the vocal represented (ae) is not simple, 
 but compound. See definitions of digraph and diphthong, page 180, and also note 
 1 under Prog. VIII., page 208. 
 
208 
 
 THE SYSTEM METHOD. 
 
 Prog. VIII : /. Union. 2. Letter. 3. 
 
 Subdivision. 4. 
 
 Obstruction. 
 
 
 a. Letter. 
 
 b. Digraph. 
 
 c. Trigraph. 
 
 d. Diphthong 
 
 a. Tonic, or sonant. a. Abrupt. 
 I). Atonic, or non-sonant, b. Continuant, 
 c. Aphthong. c. Coalescent. 
 ;. d. Simple vocal. 
 
 e. Compound vocal. 
 
 a. Labial. 
 
 b. Dental. 
 
 c. Palatal. 
 
 d. Guttural. 
 
 1. C = 
 
 letter, 
 
 atonic, 
 
 abrupt. 
 
 guttural. 
 
 oil ^ 
 
 diphthong. 
 
 tonic. 
 
 compoiind vocal, 
 
 , gutturo-pal'tal. 
 
 1 = 
 
 letter, 
 
 tonic, 
 
 continuant. 
 
 dental. 
 
 2. Wh= 
 
 digraph, 
 
 atonic, 
 
 coalescent. 
 
 labial. 
 
 ey2 = 
 
 digraph, 
 
 tonic. 
 
 simple vocal. 
 
 dental. 
 
 3. B = 
 
 letter. 
 
 tonic, 
 
 abrupt. 
 
 labial. 
 
 r = 
 
 letter. 
 
 tonic. 
 
 continuant. 
 
 palatal. 
 
 ie^ = 
 
 digraph. 
 
 tonic, 
 
 simple vocal, 
 
 dental. 
 
 f = 
 
 letter, 
 
 atonic. 
 
 continuant, 
 
 labial. 
 
 4. C = 
 
 letter. 
 
 atonic, 
 
 abrupt. 
 
 guttural. 
 
 r = 
 
 letter. 
 
 tonic, 
 
 continuant. 
 
 palatal. 
 
 u = 
 
 letter. 
 
 tonic. 
 
 simple vocal. 
 
 labial. 
 
 i = 
 
 letter, 
 
 aphthong. 
 
 
 
 s = 
 
 letter. 
 
 tonic. 
 
 continuant, 
 
 dental. 
 
 e = 
 
 letter. 
 
 aphthong. 
 
 
 
 5. T = 
 
 letter. 
 
 atonic. 
 
 abrupt, 
 
 dental. 
 
 w^ = 
 
 letter. 
 
 aphthong. 
 
 
 
 = 
 
 letter. 
 
 tonic. 
 
 simple vocal, 
 
 labial. 
 
 ^The differences between a vowel digraph and a diphthong are: 1. A diphthong 
 represents a compound vocal sound (thus, in boil, oi=ai), while a digraph represents 
 a simple vocal sound (thus, in feat, ea^e) ; 2. A diphthong represents a sound 
 which cannot be represented by either vowel taken alone (thus, in boil, the sound oi 
 cannot be represented by either o or i taken alone), while a digraph represents a 
 sound that can be represented by one vowel or the other alone (thus, in feat, the 
 sound of ea is often represented by e alone.) 
 
 2 The difficult question will arise whether, in whey and brief, the y and the 1 are 
 to be called silent, or whether ey and ie are to be taken together as digraphs, as here 
 above. The principle is: If two letters "cling" in three or more words, they may 
 be called a digraph. Otherwise, one only is to represent the sound, the other to be 
 called an aphthong. Thus e and y in whey are to be called a digraph, since they 
 cUng together in three other words to represent this same sound a : they, prey, con- 
 vey, etc. And so 1 and e in brief are found also in fief, thief, chief, etc. They are 
 therefore a digraph. 
 
 If, in such words as light, tight, sign, etc., the questions arise whether the gh 
 shall be taken with the following t to form a trigraph, and whether g should be taken 
 with n to form a digraph, observe that what force, or value, is possessed by the gh or 
 the g is exerted on the vowel i, not on the t and the n ; since taking out the gh and 
 the g, changes the sound of i from i to i ; but it no way affects the t-sound. There- 
 fore, the gh and the g are not to be taken with the t and the n. 
 
SYSTEM OBTEOQBAPHY— GRADE A. 
 
 209 
 
 Prog. IX : /. Union. 2. Obstruction. 3. Subdivision. 4. Diacrit. Mark. 
 
 
 a. Letter. 
 
 b. Digraph. 
 
 c. Trigraph. 
 
 d. Diphthon 
 
 a. Labial. 
 
 b. Dental. 
 
 c. Palatal, 
 g.d. Guttural. 
 
 e. Aphthong. 
 
 a. Abrupt. 
 
 b. Continuant. 
 
 c. Coalescent. 
 
 d. Simple vocal. 
 
 e. Comp. vocal. 
 
 a. Macron, f. Tilde. 
 
 b. Breve. g. Cedilla. 
 
 c. Dot. h. Perpendicular. 
 . d. DiEeresis. i. Horizontal. 
 
 e. Caret. j. Unmarked. 
 
 1. A 
 
 = letter, 
 
 dental. 
 
 simple vocal, 
 
 macron. 
 
 1 
 
 = letter. 
 
 dental, 
 
 continuant. 
 
 unmarked. 
 
 ii 
 
 = letter. 
 
 dental, 
 
 coalescent, 
 
 unmarked. 
 
 e 
 
 := letter. 
 
 palatal. 
 
 simple vocal. 
 
 breve. 
 
 n 
 
 = letter. 
 
 dental, 
 
 continuant. 
 
 unmarked. 
 
 2. A 
 
 = letter. 
 
 palatal. 
 
 simple vocal. 
 
 breve. 
 
 n3 
 
 = letter. 
 
 guttural (ng). 
 
 continuant. 
 
 horizontal. 
 
 X 
 
 = letter. 
 
 gutturo- dental. 
 
 continuant. 
 
 unmarked. 
 
 11 
 
 = letter. 
 
 dental, 
 
 coalescent. 
 
 unmarked. 
 
 ou^ 
 
 '= digraph. 
 
 guttural. 
 
 simj)le vocal. 
 
 breve. 
 
 s 
 
 = letter. 
 
 dental, 
 
 continuant, 
 
 unmarked. 
 
 3. Ch 
 
 = digraph, 
 
 palatal, 
 
 continuant. 
 
 cedilla. 
 
 a 
 
 = letter, 
 
 guttural. 
 
 continuant. 
 
 dot. 
 
 r 
 
 = letter. 
 
 palatal. 
 
 continuant. 
 
 unmarked. 
 
 a 
 
 = letter, 
 
 dental. 
 
 simple vocal. 
 
 macron. 
 
 d 
 
 = letter, 
 
 dental. 
 
 abrupt. 
 
 unmarked. 
 
 e 
 
 = letter. 
 
 aphthong. 
 
 
 
 4. D 
 
 = letter. 
 
 dental. 
 
 abrupt. 
 
 unmarked. 
 
 ou 
 
 = digraph. 
 
 labial. 
 
 simple vocal. 
 
 macron. 
 
 gh 
 
 = letters. 
 
 aphthongs. 
 
 
 
 5. Ch 
 
 = digraph. 
 
 guttural, 
 
 abrupt. 
 
 horizontal. 
 
 oi 
 
 = letter. 
 
 labial. 
 
 coalescent. 
 
 unmarked. 
 
 1 
 
 = letter. 
 
 gutturo-dental. 
 
 comp. vocal. 
 
 macron. - 
 
 r 
 
 = letter. 
 
 palatal. 
 
 continuant, 
 
 unmarked. 
 
 6. R 
 
 = letter, 
 
 palatal. 
 
 continuant, 
 
 unmarked. 
 
 i 
 
 = letter. 
 
 gutturo-dental. 
 
 comp. vocal. 
 
 macron. 
 
 gh 
 
 = letters. 
 
 aphthongs. 
 
 
 
 t 
 
 = letter, 
 
 dental, 
 
 abrupt. 
 
 unmarked. 
 
 el 
 
 = letter. 
 
 dental. 
 
 coalescent. 
 
 unmarked. 
 
 ou 
 
 = digraph, 
 
 guttural, 
 
 simple vocal. 
 
 breve. 
 
 s 
 
 = letter. 
 
 dental. 
 
 continuant. 
 
 unmarked. 
 
 lit is dogmatic and even false to teach that " a, e, i, o, and u are vowels; " for 
 that cannot be a vowel which represents either a sub vocal or an aspirate sound. But 
 in righteous (rlt-yiis), alien (al-yen), choir (kwlr), quack (kwak), e, 1, o, and u repre- 
 sent respectively the subvocal sounds y, y, w, w, ; they are therefore consonants, not 
 vowels. So 1 in anxious (angks-yus) ; and so in ocea7i (o-shiin), nation (na-shim), etc., 
 where e and i are taken with c and t to form consonant digraphs. See note to Prog. 
 XV., of Work-Book No. 16, page 167. 
 
 2 See note under Prog. VIII. 
 ^ See note under Prog. X. 
 14 
 
210 
 
 THE SYSTEM METHOD. 
 
 Prog. X : /. Union. 2. Inierrupiion. 3. Subdivision. 4. Diacnit Mark. 
 
 a. Letter. a. Pert, interrupted, a. Abrupt. a. Macron, f. Tilde. 
 
 b. Digraph. b. Part, interrupted, b. Continuant, b. Breve. g. Cedilla. 
 
 c. Trigraph. c. Molded. c. Coalescent. c. Dot. b. Perpendicular. 
 
 d. Diphthong, d. Aphthong. d. Simple vocal, d. Diaeresis, i. Horizontal. 
 
 e. Comp. vocal, e. Caret. j. Unmarked. 
 
 unmarked. 
 
 1. B = 
 a = 
 th = 
 s = 
 
 2. D = 
 
 c = 
 
 ti = 
 
 o = 
 
 n := 
 
 y 
 
 3. P 
 a 
 r 
 
 q 
 
 e 
 t 
 G 
 1 = 
 
 a : 
 
 C : 
 
 ie : 
 
 r : 
 
 5. S : 
 
 p = 
 
 e : 
 
 Ci : 
 
 e : 
 
 6. N : 
 
 ei : 
 
 gh: 
 
 4. G = 
 
 letter, perf . interrupted, abrupt, 
 
 letter, molded, simple vocal, breve, 
 
 digraph, part, interrupted, continuant, horizontal. ^ 
 
 letter, part, interrupted, continuant, perpendicular, 
 
 letter, perf. interrupted, abrupt, unmarked, 
 
 letter, molded, simple vocal, breve, 
 
 letter, perf. interrupted, abrupt, horizontal, 
 
 digraph, part, interrupted, continuant, unmarked, 
 
 letter, molded, simple vocal, breve, 
 
 letter, part, interrupted, continuant, unmarked, 
 
 letter, molded, simple vocal, unmarked, 
 
 letter, part, interrupted, continuant, unmarked, 
 
 letter, molded, simple vocal, breve, 
 
 letter, perf. interrupted, abrupt, unmarked, 
 
 letter, molded, simple vocal, diaeresis, 
 
 letter, part, interrupted, continuant, unmarked, 
 
 letter, perf. interrupted, abrupt, unmarked, 
 
 letter, aphthong. 
 
 letter, molded, simple vocal, breve, 
 
 letter, perf. interrupted, abrupt, unmarked, 
 
 letter, perf. interrupted, abrupt, macron.^ 
 
 letter, part, interrupted, continuant, unmarked, 
 
 letter, molded, simple vocal, macron, 
 
 letter, part, interrupted, continuant, cedilla, 
 
 digraph, molded, simple vocal, tilde, 
 
 letter, part, interrupted, continuant, unmarked, 
 
 letter, part, interrupted, continuant, unmarked, 
 
 letter, perf. interrupted, abrupt, unmarked. 
 
 letter, molded, simple vocal, macron, 
 
 digraph, part, interrupted, continuant, unmarked, 
 
 letter, molded, simple vocal, unmarked, 
 
 letter, part, interrupted, continuant, unmarked, 
 
 digraph, molded, simple vocal, horizontal, 
 
 digraph, aph thongs. 
 
 ^When placed above the letter, the character (-) is conveniently called the 
 "macron ;" when below the letter, it maybe called the "horizontal," for distinc- 
 tion's sake. 
 
 2 This silent u is an exception to the law that u after q is a consonant with the 
 sound of w. 
 
SYSTEM OBTHOQBAPHY— GRADE A. 211 
 
 Prog. XI. — !• the 1. Antecedent, 2. Isal. Vowel, 3, Eepresenting 
 
 2. Base, 2. Consonant, what sound, 
 
 3. Consequent, if any? 
 4. Which is a 1. Simple vocal, 5. 1. Perfectly interrupted at the 1. Lips, 
 
 2. Compound vocal, 2. I'artially interrupted at the 2. Teeth, 
 
 3. Subvocal, 3. Molded at the 8. Hard palate, 
 
 4. Aspirate, 4. Soft palate, 
 6. Producing a 1. Labial, 7. And an 1. Abrupt. 
 
 2. Dental, 2. Continuant. 
 
 3. Palatal, 3. Coalescent. 
 
 4. Guttural, 
 
 1. L, (1.) the antecedent, (2.) is a consonant, (3.) representing its own 
 proper sound 1 (enunciate), (4.) which, is a subvocal, (5.) partially interrupted 
 at the teeth, (6.) producing a dental, (7.) and a continuant. 
 
 a, (1.) the base, (2.) is a vowel, (3.) representing its own short sound a 
 (enunciate), (4.) which is a simple vocal, (5.) molded at the hard palate, (6.) 
 producing a palatal, (7.) and a continuant. 
 
 g, (1.) the consequent, (2.) is a consonant, (3.) representing its own hard 
 sound g (enunciate), (4.) which is a subvocal, (5.) perfectly interrupted at the 
 soft palate, (6.) producing a guttural, (7.) and an abrupt. 
 
 2. Q, the antecedent, is a consonant, representing its own proper sound k 
 (enunciate), which is an asj)irate perfectly interrupted at the soft palate, 
 producing a guttural and an abrupt. 
 
 u, the antecedent, is a consonant, representing the sound w (enun- 
 ciate), which is a subvocal partially interrupted at the lips, producing a 
 labial and a coalescent. 
 
 i, the base, is a vowel, representing its own short sound i (enunciate), 
 which is a simple vocal molded at the hard palate, producing a palatal and 
 a continuant. 
 
 c, the consequent, is an aphthong. 
 
 k, the consequent, is a consonant, representing its own proper sound 
 k (enunciate), which is an aspirate perfectly interrupted at the soft palate, 
 producing a guttural and an abrupt. 
 
 3. A, the base, is a vowel, representing its own Italian sound a (enun- 
 ciate), which is a simple vocal molded at the soft palate, producing a gut- 
 tural and a continuant. 
 
 1, the consequent, is an aphthong. 
 
 m, the consequent, is a consonant, representing its own proper sound m 
 (enunciate), which is a subvocal partially interrupted at the lips, producing 
 a labial and a continuant. 
 
 s, the consequent, is a consonant, representing its own subvocal sound 
 § (enunciate), which is a subvocal partially interrupted at the teeth, produc- 
 ing a dental and a continuant. 
 
 4. F, the antecedent, is a consonant, rejpresenting its own proper sound 
 f (enunciate), which is an aspirate j)artially interrupted at the lips, producing 
 a labial and a continuant. 
 
212 THE SYSTEM METHOD. 
 
 Prog. XII. — !• thel. Antecedent, 2. Is a 1. Vowel, 3. Kepresenting 
 
 2. Base, 2. Consonant, what sound, 
 
 3. Consequent, 3. Digraph, if any? 
 
 4. Diphthong, 
 
 5. Trigraph, 
 
 4. Which is a 1. Simple vocal, 5. 1. Perfectly interrupted at the 1. Lips, 
 
 2. Compound vocal, 3. Partially interrupted at the 2. Teeth, 
 
 3. Subvocal, 3. Molded at the 3. Hard palate, 
 
 4. Aspirate, 4. Soft palate, 
 6. Producing a 1. Labial, 7. And an 1. Abrupt. 
 
 2. Dental, 2. Continuant. 
 
 3. Palatal, 3. Coalescent. 
 
 4. Guttural, 
 
 1. Wh, the antecedent of the base, is a digraph, representing its own 
 proper sound wh (enunciate), which is an aspirate partially interrupted at 
 the lips, producing a labial and a coalescent. 
 
 a, the base, is a vowel, representing its own broad sound a (enunciate), 
 which is a simple vocal molded at the soft palate, producing a guttural and 
 a continuant. 
 
 r, the immediate consequent, is a consonant, representing its own 
 proper sound r (enunciate), which is a subvocal partially interrupted at the 
 hard palate, producing a palatal and a continuant. 
 
 f, the remote antecedent, is a consonant, representing its own proper 
 sound f (enunciate), which is an aspirate partially interrupted at the lips, 
 producing a labial and a continuant. 
 
 2. H, the antecedent of the base, is a consonant, representing its own 
 proper sound h (enunciate), which is an aspirate partially interrupted at the 
 soft palate, producing a guttural and a coalescent. 
 
 oi, the base, is a diphthong, representing its own proper sound oi 
 (enunciate), which is a compound vocal molded at the soft ]oalate and teeth, 
 producing a guttur o-palatal and a continuant. 
 
 s, the immediate consequent, is a consonant, representing its own 
 proper sound s (enunciate), which is an aspirate partially interrupted at the 
 teeth, producing a dental and a continuant. 
 
 t, the remote consequent, is a consonant, representing its own proper 
 sound t (enunciate), which is an aspirate perfectly interruj)ted at the teeth, 
 producing a dental and an abrupt. 
 
 3. V, the antecedent of the base of the first syllable, is a consonant, rep- 
 resenting its own proper sound v (enunciate), which is a consonant partially 
 interrupted at the lips, producing a labial and a continuant. 
 
 ow, the base of the first syllable, is a diphthong, representing the sound 
 ou (enunciate), which is a compound vocal molded at the soft palate and 
 lij)s, producing a gutturo-labial and a continuant. 
 
 6, the base of the second syllable, is a vowel, representing its own short 
 sound e (enunciate), which is a simple vocal molded at the hard palate, 
 producing a palatal and a continuant. 
 
SYSTEM OBTHOOBAPHT— GRADE A. 
 
 213 
 
 Prog. XIII.— Written Synthesis by Synthesis Tree. 
 
 The student's work in this first step in synthesizing is here omitted, 
 since it was given under "Written Synthesis by Worli-Tree," page 115. 
 Let the reader turn to the student's work there given, and read carefully 
 the explanations there also given. 
 
 Prog. XIY.— Written Synthesis from Memory (Mental Tree). 
 
 dental, coalescent, subvocal ; dental, simj)le vocal ; dental, 
 continuant, aspirate; dental, abrupt, aspirate. 
 
 labial, continuant, subvocal; open, compound vocal; dental, 
 continuant, subvocal; aphthong. 
 
 labial, abrupt, subvocal; open, compound vocal; dental, con- 
 tinuant, subvocal. 
 
 labial, abrupt, aspirate; guttural, simple vocal; dental, con- 
 tinuant, aspirate. 
 
 dental, continuant, aspirate; aphthong; palatal, simple vocal; 
 dental, continuant, subvocal; labial, continuant, subvocal. 
 
 labial, simple vocal; palatal, continuant, aspirate; guttural, 
 simple vocal ; dental, continuant, subvocal. 
 
 dental, abrupt, aspirate; palatal, simple vocal; gutturo-dental, 
 continuant, aspirate; dental, abrupt, aspirate. 
 
 dental, continuant, aspirate; labial, abrupt, aspirate; palatal, 
 simple vocal; dental, continuant, subvocal; dental, etc. 
 
 guttural, abrupt, subvocal; labial, simple vocal. 
 
 dental, continuant, subvocal; palatal, simple vocal; guttural, 
 continuant, subvocal; gutturo-dental, continuant, aspirate. 
 
 guttural, coalescent, aspirate; guttural, simple vocal; dental, 
 continuant, subvocal; dental, abrupt, aspirate. 
 
 guttural, coalescent, aspirate; guttural, simple vocal; dental, 
 continuant, aspirate; guttural, abrupt, aspirate. 
 
 aphthong; palatal, continuant, subvocal; guttural, simple 
 
 vocal; guttural, continuant, subvocal. 
 guttural, abrupt, aspirate; dental, continuant, subvocal; pal- 
 atal, simple vocal; palatal, continuant, aspirate. 
 
 ^This synthesizing consists in writing /row memory from the topmost branch of 
 the mental copy (of tree, as given on p. 116) downward through three class branches 
 only. This synthesizing of three classes is to be done, not, necessarily, with the 
 synthesis tree before the eyes, but from memory by means of the mental copy of this 
 science-system tree held in mind, Students should be directed to write out their 
 work as above until they become able to do the same work orally. (See " Oral 
 Synthesis," Prog. XV.) Sufficient practice should be given In this written and 
 oral synthesis to fix immovably in student's mind a perfect mental picture of 
 science-system tree of orthography ; for it is the possession of such mental-system 
 whole that enables student afterward to solve quickly and ably any orthographic 
 problem which may be presented to him. 
 
 ^For X see under Prog. VII., page 207. 
 
 Yeasfi = 
 
 Mine = 
 
 Boil = 
 
 Puss = 
 
 Schism = 
 
 Ocean = 
 
 Text^ = 
 
 Spelt = 
 
 Go = 
 
 Lynx^ = 
 
 Hunt = 
 
 Husk = 
 
 Wrong = 
 
 Clash = 
 
214 
 
 THE SYSTEM METHOD. 
 
 Prog. XT.— Oral Synthesis from Memory (Mental Tree). 
 
 This work is identical with the written synthesis of Prog. XIV., except 
 that students are not to commit the results of their study to writing. They 
 are simply to practice this three-steps-down-the-tree process of work at 
 their study hours, that they may prove, at the recitation hour, their posses- 
 sion of the mental tree-image, by their ability rapidly thus orally to synthe- 
 size the tree classes. Their oral recitation reduced to print would appear 
 as follows: — 
 Thanks = den. con. asp., pal. sim. voc, gut. con. sub., gut. abr. 
 
 asp., den. con. asp. 
 Close = gut. abr. asp., den. con. sub., lab. sim. voc, den. con. 
 
 asp., aph. 
 Sound = den. con. asp., open com. voc, den. con. sub., den. 
 
 abr. sub. 
 Lung = den. con. sub., gut. sim. voc, gut. con. sub. 
 
 Lady = den. con. sub., den. sim. voc, den. abr. sub., pal. sim. voc. 
 
 Geese = gut. abr. sub., den. sim. voc, den. con. asjo., aph. 
 
 Foil = lab. con. asp., open com. voc, den. con. sub. 
 
 Why = lab. co. asp., open com. voc. 
 
 Strict = den. con. asp., den. abr. asp., pal. con. sub., pal. sim. 
 
 voc, gut. abr. asp., den. abr. asp. 
 Square = den. con. asp., gut. abr. asp., lab. co. sub., pal. sim. voc, 
 
 pal. con. sub., aph. 
 Wrist = aph., pal. con. sub., pal. sim. voc, den. con. asp., den. 
 
 abr. asp. 
 Light = den. con. sub., open com. voc, aph., den. abr. asp. 
 
 Quoit = gut. abr. asp., lab. co. sub., open com. voc, den. abr. asp. 
 
 Lieu = den. con. sub., close com. voc. 
 
 Vocal = lab. con. sub., lab. sim. voc, gut. abr. asp., pal. sim. voc, 
 
 den. con. sub. 
 Surd = den. con, asp., gut. sim. voc, pal. con. sub., den. abr. sub. 
 
 Mute = lab. con. sub., close com. voc, den. abr. asp., aph. 
 
 Taken = den. abr. asp., den. sim. voc, gut. abr. asp., aph., den. 
 
 con. sub. 
 Heaven == gut. co. asp., pal. sim. voc, lab. con. sub., aph., den. 
 
 con. sub. 
 Poet = lab. abr. asp., lab. sim. voc, pal. sim. voc, den. abr. asp. 
 
 Tyro = den. abr. asp., open com. voc, pal. con. sub., lab sim. voc. 
 
 Nation = den. con. sub., den. sim. voc, pal. con. asp., gut. sim. 
 
 voc, den. con. sub. 
 Table = den. abr. asp., den. sim. voc, lab. abr. sub., den. con. 
 
 sub., aph. 
 Lever = den. con. sub., den. sim. voc, lab. con. sub., gut. sim. 
 
 voc, pal. con. sub. 
 
SYSTEM ORTHOGBAPHT— GRADE A. 215 
 
 Prog. XVI. — Oral Synthesis by Position. 
 
 It has been shown (p. 114) that whoever sees the unit whole, or sys- 
 tem, of orthography, therein sees every part of that system whole ; and 
 that whoever sees the parts distinctly, must needs see the position of the 
 parts. So the proof of pupil's possession of a clear mental image of the 
 science- system unit whole of the orthographic branch, will be his ability 
 instantly to point out the parts of that branch in rapid succession. Who- 
 ever sees the whole of a horse, sees not only every part, but the position of 
 every part, of that horse, and will be able instantly to point to such parts. 
 But pointing out the position of the most distant parts of the orthographic 
 branch is pointing out the branch tops of the tree. Evidently, therefore, 
 the crucial test whether a student really understands the science-system 
 whole, will be whether he is able to spell a word of letters rapidly over the 
 top of the tree. Giving sometimes a different letter, when it is the one 
 that appears in the tree and represents the sound in hand, the student's 
 pointer, at the recitation hour, would run over the tree top thus : — 
 
 Spirit 
 
 = 
 
 s 
 
 P 
 
 i 
 
 r 
 
 i 
 
 t 
 
 Stand 
 
 = 
 
 s 
 
 t 
 
 a 
 
 n 
 
 d 
 
 
 Cynic 
 
 = 
 
 s 
 
 i 
 
 n 
 
 i 
 
 k 
 
 
 Apathy 
 
 = 
 
 a 
 
 P 
 
 a 
 
 th 
 
 i 
 
 
 Medium 
 
 = 
 
 m 
 
 e 
 
 d 
 
 i 
 
 u 
 
 m 
 
 Specific 
 
 = 
 
 s 
 
 P 
 
 e 
 
 s 
 
 i 
 
 f 
 
 Docile 
 
 = 
 
 d 
 
 6 
 
 s 
 
 i 
 
 1 
 
 
 Cousin 
 
 = 
 
 k 
 
 li 
 
 z 
 
 n 
 
 
 
 Cruelty 
 
 = 
 
 k 
 
 r 
 
 oo 
 
 e 
 
 1 
 
 t 
 
 Acid 
 
 = 
 
 a 
 
 s 
 
 i 
 
 d 
 
 
 
 Upon 
 
 = 
 
 u 
 
 P 
 
 6 
 
 n 
 
 
 
 Exist 
 
 = 
 
 e 
 
 g 
 
 z 
 
 1 
 
 s 
 
 t 
 
 Beckon 
 
 = 
 
 b 
 
 e 
 
 k 
 
 n 
 
 
 
 Dividing 
 
 = 
 
 d 
 
 i 
 
 V 
 
 i 
 
 d 
 
 i 
 
 Taking 
 
 = 
 
 t 
 
 a 
 
 k 
 
 i 
 
 ng 
 
 
 Spoken 
 
 = 
 
 s 
 
 P 
 
 o 
 
 k 
 
 n 
 
 
 Loaded 
 
 = 
 
 1 
 
 o 
 
 d 
 
 e 
 
 d 
 
 
 Beauteous 
 
 = 
 
 b 
 
 u 
 
 t 
 
 e 
 
 ii 
 
 s 
 
 Aorta 
 
 = 
 
 a 
 
 a 
 
 r 
 
 t 
 
 a 
 
 
 Chaotic 
 
 = 
 
 k 
 
 a 
 
 6 
 
 t 
 
 i 
 
 k 
 
 Filial 
 
 = 
 
 f 
 
 i 
 
 1 
 
 y 
 
 u 
 
 1 
 
 Quack 
 
 = 
 
 k 
 
 w 
 
 a 
 
 k 
 
 
 
 Junior 
 
 = 
 
 J 
 
 u 
 
 n 
 
 y 
 
 u 
 
 r 
 
 Eighteous 
 
 = 
 
 r 
 
 i 
 
 t 
 
 y 
 
 u 
 
 s 
 
 Clothes 
 
 = 
 
 k 
 
 1 
 
 o 
 
 ti. 
 
 z 
 
 
 Balloon 
 
 = 
 
 b 
 
 a 
 
 1 
 
 oo 
 
 n 
 
 
 Abscess 
 
 = 
 
 a 
 
 b 
 
 s 
 
 e 
 
 s 
 
 
 Leaf 
 
 = 
 
 1 
 
 e 
 
 f 
 
 
 
 
216 
 
 THE SYSTEM METHOD. 
 
 Prog. XYII : /. Noun. 2. Current^ 3. Origin of Name. 4. R. for S. 
 
 
 
 a. Common. 
 
 b. Proper. 
 
 a. Singular. 
 
 b. Plural. 
 
 c. Both. 
 
 a. In whole. a. Rule . 
 
 b. In action. b. Arbitrary. 
 
 c. In part or particle, c. Irregular. 
 
 d. In substance. d. Common. 
 
 Snuffers^ 
 
 = 
 
 common, 
 
 plural, 
 
 in part, 
 
 rule 10. 
 
 Oats^ 
 
 = 
 
 common. 
 
 plural. 
 
 in particle. 
 
 rule 10. 
 
 Goings 
 
 = 
 
 common, 
 
 both. 
 
 in action. 
 
 rule 10. 
 
 Armies 
 
 = 
 
 common. 
 
 both, 
 
 in whole. 
 
 rule 11. 
 
 Jameses 
 
 = 
 
 proper. 
 
 both, 
 
 in whole, 
 
 rule 11. 
 
 Measles' 
 
 = 
 
 common. 
 
 plural. 
 
 in particle, 
 
 rule 10. 
 
 Platoes 
 
 = 
 
 proper. 
 
 both, 
 
 in whole. 
 
 rule 11. 
 
 Movables 
 
 = 
 
 common. 
 
 both, 
 
 in part. 
 
 rule 10. 
 
 0. P. Mortons 
 
 = 
 
 proper, 
 
 both, 
 
 in whole. 
 
 rule 10. 
 
 Waters 
 
 = 
 
 common, 
 
 both. 
 
 in substance. 
 
 rule 10. 
 
 Mumps^ 
 
 = 
 
 common. 
 
 plural, 
 
 in action. 
 
 rule 10. 
 
 Hoes 
 
 = 
 
 common, 
 
 both. 
 
 in whole. 
 
 rule 10. 
 
 Odds 
 
 = 
 
 common. 
 
 plural. 
 
 in particle, 
 
 rule 10. 
 
 Miss Thomases 
 
 = 
 
 proper. 
 
 both. 
 
 in whole. 
 
 rule 11. 
 
 Shears 
 
 = 
 
 common, 
 
 plural. 
 
 in part. 
 
 rule 10. 
 
 Tubs 
 
 = 
 
 common. 
 
 both, 
 
 in whole, 
 
 rule 10. 
 
 Men 
 
 = 
 
 common, 
 
 both. 
 
 in whole. 
 
 irregular. 
 
 Lice 
 
 = 
 
 common. 
 
 both. 
 
 in whole. 
 
 irregular. 
 
 Children 
 
 = 
 
 common, 
 
 both. 
 
 in whole. 
 
 irregular. 
 
 Tenths 
 
 = 
 
 common. 
 
 both. 
 
 In whole. 
 
 rule 10. 
 
 Lungs 
 
 = 
 
 common. 
 
 both, 
 
 in part, 
 
 rule 10= 
 
 Scissors^ 
 
 = 
 
 common, 
 
 plural. 
 
 in part. 
 
 rule 10. 
 
 Molasses* 
 
 = 
 
 common, 
 
 both. 
 
 in substance, 
 
 common. 
 
 Ices 
 
 = 
 
 common, 
 
 both. 
 
 in substance. 
 
 rule 11. 
 
 Harries 
 
 = 
 
 proper, 
 
 both. 
 
 in whole. 
 
 rule 11. 
 
 ^The statements, (1.) that "bellows, scissors, shears, tongs, have no singular 
 forms;" (2.) that "the plural number denotes more than one; as, apples, boys, 
 horses,"— these statements are contradictory, since bellows, shears, scissors, and 
 tongs each denote but one instrument. This mistake the teacher should carefully 
 avoid. It lies in confounding the principles of form and signification. These nouns 
 are in the plural number, not because they denote more than one instrument, but 
 because the name in each case originated in a jJart, which part is repeated to form the 
 whole. Scissors is not in the plural number because it means more than one jjair of 
 scissors, but because in scissors there are two parts. One part = scissor (which is 
 not now currently used) ; two parts = scissors. Observe that scissors = scissor -|- s. 
 Number is a structural change. It is based on structure, not on signification merely. 
 
 2 " Current — (a.) singular, (b.) plural, (c.) both," is meant to lead the student to 
 ascertain and decide whecher the singular alone, or the plural only, or whether both 
 the singular and the plural are regularly used (i. e. "current") in the English lan- 
 guage. Thus with "measles in hand, he would decide that only the plural is current ; 
 since the singular, measle, is not used among good authors. 
 
 3 See note to Rules X. and XI., page 198. 
 
 * See Appendix C, (f.), (d.), Nouns. 
 
SYSTEM ORTHOGBAPHT— GRADE A 
 
 217 
 
 Prog. XVIII : /. Noun. 2. Current 3. Origin of N. 4. R. forSpel'g. 
 
 
 
 a. Common. 
 
 b. Proper. 
 
 a. Singular. 
 
 b. Plural. 
 
 c. Both. 
 
 a. In whole. a. Eule 
 
 b. In action. b. Arbitrary. 
 
 c. In part or particle, c. Irregular. 
 
 d. In substance. d. Common. 
 
 Geese 
 
 = 
 
 common. 
 
 both. 
 
 in whole. 
 
 irregular. 
 
 Women 
 
 = 
 
 common, 
 
 both. 
 
 in whole. 
 
 irregular. 
 
 Dregs 
 
 = 
 
 common. 
 
 plural. 
 
 in particle. 
 
 rule 10. 
 
 Checkers 
 
 = 
 
 common, 
 
 both, 
 
 in whob. 
 
 rule 10. 
 
 Thanks 
 
 = 
 
 common. 
 
 plural. 
 
 in action, 
 
 rule 10. 
 
 Oats . 
 
 = 
 
 common. 
 
 plural. 
 
 in particle. 
 
 rule 10. 
 
 Lungs 
 
 = 
 
 common. 
 
 both, 
 
 in part. 
 
 rule 10. 
 
 Sixties'^ 
 
 = 
 
 common. 
 
 both. 
 
 in whole. 
 
 rule 11. 
 
 Bowels 
 
 = 
 
 common, 
 
 both. 
 
 in part. 
 
 rule 10. 
 
 Companies 
 
 = 
 
 common. 
 
 both. 
 
 in whole. 
 
 rule 11. 
 
 Coffees 
 
 = 
 
 common. 
 
 both. 
 
 in substance. 
 
 rule 10. 
 
 Lice 
 
 = 
 
 common. 
 
 both. 
 
 in whole. 
 
 irregular. 
 
 ll's 
 
 = 
 
 common. 
 
 both. 
 
 in whole, 
 
 rule 12. 
 
 Feet 
 
 = 
 
 common. 
 
 both. 
 
 in- whole, 
 
 irregular. 
 
 Haineses 
 
 = 
 
 proper, 
 
 both. 
 
 in whole. 
 
 rule 11. 
 
 Gyulays 
 
 = 
 
 j)roper, 
 
 both, 
 
 in whole. 
 
 rule 10. 
 
 Peoples^ 
 
 = 
 
 common. 
 
 both. 
 
 in whole. 
 
 rule 10. 
 
 Mumps 
 
 = 
 
 common. 
 
 plural, 
 
 in action. 
 
 rule 10. 
 
 Measles 
 
 = 
 
 common. 
 
 plural. 
 
 in particle. 
 
 rule 10. 
 
 Scissors 
 
 = 
 
 common. 
 
 plural. 
 
 in part. 
 
 rule 10. 
 
 Shawnees 
 
 = 
 
 proper, 
 
 both. 
 
 in whole. 
 
 rule 10. 
 
 Harries 
 
 = 
 
 proper. 
 
 both. 
 
 in whole. 
 
 rule 11. 
 
 Johns 
 
 = 
 
 proper. 
 
 both. 
 
 in whole. 
 
 rule 10. 
 
 Vitals 
 
 = 
 
 common. 
 
 plural, 
 
 in part. 
 
 rule 10. 
 
 Shears 
 
 = 
 
 common, 
 
 plural. 
 
 in part. 
 
 rule 10. 
 
 News 
 
 = 
 
 common. 
 
 plural. 
 
 in part, 
 
 rule 10. 
 
 Ptolemies 
 
 = 
 
 proper. 
 
 both 
 
 in whole. 
 
 rule 11. 
 
 Hadleys 
 
 = 
 
 proper. 
 
 both, 
 
 in whole. 
 
 rule 10. 
 
 Pairs 
 
 = 
 
 common, 
 
 both, 
 
 in whole. 
 
 rule 10. 
 
 Ones 
 
 = 
 
 common, 
 
 both. 
 
 in whole. 
 
 rule 10. 
 
 Twos 
 
 = 
 
 common, 
 
 both, 
 
 in whole, 
 
 rule 10. 
 
 P's 
 
 = 
 
 common, 
 
 both. 
 
 in whole, 
 
 rule 12 
 
 — 's 
 
 = 
 
 common. 
 
 both. 
 
 in whole, 
 
 rule 12. 
 
 Politics 
 
 = 
 
 common, 
 
 plural, 
 
 in part. 
 
 rule 10. 
 
 Teas 
 
 = 
 
 common. 
 
 both. 
 
 in substance, 
 
 rule 10. 
 
 Turks 
 
 = 
 
 proper, 
 
 both. 
 
 in whole. 
 
 rule 10. 
 
 Trappings 
 
 = 
 
 common 
 
 plural. 
 
 in action. 
 
 rule 10. 
 
 Moseses 
 
 = 
 
 proper, 
 
 both. 
 
 in whole. 
 
 rule 11. 
 
 Ethics 
 
 = 
 
 common. 
 
 plural, 
 
 in part. 
 
 rule 10. 
 
 1 See note to Rules X. and XI., 
 
 page 198. 
 
 
 
218 
 
 THE SYSTEM 3IETH0I). 
 
 Prog. XIX: /• Subsi'ive. 2. Case Forms. 3. Num. Forms. 4. R. forS. 
 
 a. Noun. a. Nominative, 
 
 b. Pronoun.b. Possessive, and 
 
 c. Objective. 
 
 a. Singular, 
 
 b. And plural. 
 
 a. Eule- 
 
 b. Arbitrary. 
 
 c. Irregular. 
 
 d. Common. 
 
 Girl 
 
 =noun, 
 
 He 
 
 =pronoun, 
 
 They 
 
 =pronoun. 
 
 Mouse 
 
 :=noun, 
 
 Sheep^ 
 
 =noun, 
 
 Oxen 
 
 =noun, 
 
 Deer^ 
 
 =noun, 
 
 She 
 
 =pronoun, 
 
 It 
 
 =pronoun, 
 
 Child 
 
 =noun. 
 
 We 
 
 =pronoun, 
 
 Foot 
 
 :=noun, 
 
 Corps^ 
 
 =noun, 
 
 Teeths 
 
 =noun, 
 
 Vermin 
 
 2=noun, 
 
 Knife 
 
 =noun. 
 
 God^ 
 
 =noun, 
 
 Swine^ 
 
 =noun. 
 
 Mary 
 
 =:noun, 
 
 You 
 
 =pronoun. 
 
 Niece 
 
 =noun, 
 
 Key 
 
 :=noun, 
 
 Grey 
 
 =noun. 
 
 Wages* 
 
 ^noun, 
 
 Odds 
 
 =noun, 
 
 Geese^ 
 
 =noun, 
 
 Thou 
 
 =pronoun, 
 
 Others 
 
 =noun, 
 
 Doings 
 
 =noun, 
 
 Who6 
 
 =pronoun. 
 
 Whiche 
 
 =pronoun, 
 
 girl, girl's, girl, 
 he, his, him, 
 they, their, them, 
 mouse, mouse's, mouse, 
 sheep, sheep's, sheep, 
 oxen, oxen's, oxen, 
 deer, deer's, deer, 
 she, her, her, 
 it, its, it, 
 
 child, child's, child, 
 we, our, us, 
 foot, foot's, foot, 
 corps, corps's, corps, 
 teeth, teeth's, teeth, 
 vermin, vermin's, vermin, 
 knife, knife's, knife, 
 God, God's, God, 
 swine, swine's, swine, 
 Mary, Mary's, Mary, 
 you, your, you, 
 niece, niece's, niece, 
 key, key's, key. 
 Grey, Grey's, Grey, 
 wages, wages', wages, 
 odds, odds', odds, 
 geese, geese's, geese, 
 thou, thy, thee, 
 others, others', others, 
 doings, doings', doings, 
 who, whose, whom, 
 , which, which. 
 
 girl, girls, rules 10, 13 a. 
 
 he, they, arbitrary, 
 
 he, they, arbitrary, 
 
 mouse, mice, irregular, 13 a. 
 
 sheep, sheep, common, 13 b. 
 
 ox, oxen, irregular, 18 c. 
 
 deer, deer, common, 13 b. 
 
 she, they, arbitrary, 
 
 it, they, arbitrary, 
 
 child, children, irregular, 18 a. 
 
 I, we, 
 foot, feet, 
 corps, corps, 
 tooth, teeth, 
 
 arbitrary, 
 irregular, 13 a. 
 common, 13 b. 
 irregular, 13 c. 
 
 vermin, vermin, common, 13 b. 
 knife, knives, rules 11, 13 a. 
 
 God, 
 
 swine, swine, 
 Mary, Maries, 
 thou, you, 
 niece, nieces, 
 key, keys. 
 Grey, Greys, 
 wage, wages, 
 odd, odds, 
 goose, geese, 
 thou, you, 
 other, others, 
 doing, doings, 
 who, who. 
 
 arbitrary, 13 a. 
 common, 13 b. 
 rules 11, 13 a, 7. 
 arbitrary, 
 rules 11, 13 a. 
 rules 10, 13 a, 8. 
 rules 10, 13 a, 8. 
 rules 11,7 14 b. 
 rules 10, 14 b. 
 irregular, 13 c. 
 arbitrary, 
 rules 10, 14 b. 
 rules 10, 14 b. 
 arbitrary. 
 
 which, which, arbitrary. 
 
 ^ Some write the possessive plural, sheeps', deers', swines' ; but there is good 
 authority and much reason for, " two sheejfs wool," a load of deer^s horns, etc. 
 
 * The possessive plurals would be corps' and verm.ins'. 
 
 3 Ood^ being a member of no known class, has no plural. 
 
 * The possessive singular, were it used, would be wage's. 
 513 d applies both to singulars and to plurals. 
 
 ^ It is the distinguishing characteristic of a relative pronoun, that it has twin, or 
 common, forms for both numbers. 
 
 7 See "The System Method," No. 6, Dem. XIV., b, d, e, (a). 
 

 SYSTEM 
 
 mTnOOBAPEY—OEADE A. 
 
 219 
 
 Prog. 
 
 XX: /. indicatives 
 
 '. 2. Participles. 3. 
 
 Inflection. 4. R. 
 
 for Spel. 
 
 
 a. Imperfect, 
 
 b. And perfect. 
 
 a. Imperfect, 
 
 b. And perfect. 
 
 a. Complete. 
 
 b. Defective. 
 
 c. Redundant 
 
 a. Rule . 
 
 b. Arbitrary-c 
 
 Abide 
 
 = abide, abode, 
 
 abiding, abode. 
 
 complete. 
 
 rule 5. 
 
 Arise 
 
 = arise, arose. 
 
 arising, arisen. 
 
 complete. 
 
 rule 5. 
 
 Bear 
 
 = bear, bore, etc.. 
 
 bearing, borne, 
 
 redundant. 
 
 rule 4. 
 
 Beget 
 
 = beget, begot, 
 
 begetting, begotten, 
 
 etc., redundant, 
 
 rule 3. 
 
 Bend 
 
 = bend, bent, etc., 
 
 bending, bent, etc.. 
 
 redundant. 
 
 rule 4. 
 
 Beset 
 
 = beset, beset. 
 
 besetting, beset. 
 
 complete. 
 
 rule 3. 
 
 Bid 
 
 = bid, bade, etc.. 
 
 bidding, bidden, etc 
 
 :., redundant, 
 
 rule 3. 
 
 Blow 
 
 = blow, blew. 
 
 blowing, blown. 
 
 complete. 
 
 arbitrary. 
 
 Break 
 
 = break, broke. 
 
 breaking, broken. 
 
 complete. 
 
 rule 4. 
 
 Build 
 
 = build, built, etc.. 
 
 building, built, etc.. 
 
 redundant. 
 
 rule 4. 
 
 Can 
 
 = can, could. 
 
 
 defective. 
 
 rule 3. 
 
 Cut 
 
 = cut, cut. 
 
 cutting, cut, 
 
 complete. 
 
 rule 3. 
 
 Dig 
 
 = dig, dug, etc., 
 
 digging, dug, etc.. 
 
 redundant. 
 
 rule 3. 
 
 Do 
 
 = do, did. 
 
 doing, done. 
 
 complete. 
 
 arbitrary. 
 
 Fall 
 
 = fall, fell, 
 
 falling, fallen. 
 
 complete, 
 
 rule 1. 
 
 Fly 
 
 = fly, flew. 
 
 flying, flown, 
 
 complete. 
 
 rule 7. 
 
 Get 
 
 = get, got. 
 
 getting, gotten. 
 
 complete. 
 
 rule 8. 
 
 Give 
 
 = give, gave. 
 
 giving, given, 
 
 complete. 
 
 rule 5. 
 
 Have 
 
 = have, had. 
 
 having, had. 
 
 complete. 
 
 rule 5. 
 
 Heat 
 
 = heat, heat, etc., 
 
 heating, heat, etc., 
 
 redundant. 
 
 rule 4. 
 
 Hide 
 
 = hide, hid. 
 
 hiding, hidden. 
 
 comjDlete, 
 
 rule 5. 
 
 Hit 
 
 = hit, hit. 
 
 hitting, hit. 
 
 complete. 
 
 rule 3. 
 
 Kneel 
 
 = kneel, knelt. 
 
 kneeling, knelt. 
 
 complete, 
 
 rule 4. 
 
 Knit 
 
 = knit, knit, etc.. 
 
 knitting, knit, etc., 
 
 redundant. 
 
 rule 3. 
 
 Lay 
 
 = lay, laid, etc., 
 
 laying, laid, etc.. 
 
 redundant. 
 
 rule 8. 
 
 Let 
 
 = let, let, 
 
 letting, let. 
 
 complete. 
 
 rule 3. 
 
 Lie 
 
 = lie, lay, 
 
 lying, lain, 
 
 complete. 
 
 rule 9. 
 
 Lose 
 
 = lose, lost. 
 
 losing, lost, 
 
 complete. 
 
 rule 5. 
 
 May 
 
 = may, might. 
 
 
 defective, 
 
 rule 3. 
 
 Meet 
 
 = meet, met. 
 
 meeting, met. 
 
 complete, 
 
 rule 4. 
 
 Ought 
 
 = ought. 
 
 
 defective. 
 
 rule 3. 
 
 Must 
 
 = must. 
 
 
 defective, 
 
 rule 3. 
 
 Pass 
 
 = pass, past, etc.. 
 
 passing, past, etc.. 
 
 redundant. 
 
 rule 1. 
 
 Pay 
 
 = pay, paid, etc.. 
 
 paying, paid, etc.. 
 
 redundant. 
 
 rule 8. 
 
 Pen 
 
 = pen, pent, etc., 
 
 penning, pent, etc., 
 
 redundant. 
 
 rule 3. 
 
 Put 
 
 = put, put. 
 
 putting, put. 
 
 complete. 
 
 rule 3. 
 
 Quit 
 
 = quit, quit, etc.. 
 
 quitting, quit, etc., 
 
 redundant. 
 
 rule 3. 
 
 Eead 
 
 = read, read. 
 
 reading, read. 
 
 complete. 
 
 rule 4. 
 
 Rid 
 
 = rid, rid, 
 
 ridding, rid. 
 
 complete. 
 
 rule 3. 
 
 ^For an explanation of "Indicative," "Participle," "Imperfect," and "Per- 
 fect, "look through " The System Method," No. 6, Dems. VIII.-XIIL, inclusive ; and 
 see, especially, Dem. VII., k. 
 
220 
 
 TEE SYSTEM METHOD. 
 
 Prog. XXI 
 
 :/. 
 
 Composii'n. 
 
 2. Derivat'n 
 
 . 3. Accent 4. Pni. Accent 
 
 
 
 a. Simple. 
 
 b. Compound. 
 
 a. Primitive. 
 
 b. Derivative. 
 
 a. Primary. 
 
 b. Pri. and Sec. 
 
 a. Ultimate. 
 
 b. Penult. 
 
 c. Antepenult. 
 
 d. Preantepenult. 
 
 Enjoyment 
 
 = 
 
 simple. 
 
 derivative. 
 
 primary. 
 
 penult. 
 
 Oatmeal 
 
 = 
 
 compound. 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Providence 
 
 = 
 
 simple. 
 
 derivative, 
 
 primary. 
 
 antepenult. 
 
 Makeshift 
 
 = 
 
 compound. 
 
 primitive. 
 
 pri. and sec, 
 
 penult. 
 
 Tyro 
 
 = 
 
 simple, 
 
 primitive, 
 
 pri. and sec. 
 
 penult. 
 
 Engineer 
 
 = 
 
 simple. 
 
 derivative. 
 
 pri. and sec. 
 
 ultimate. 
 
 Accident 
 
 = 
 
 simple. 
 
 primitive, 
 
 primary. 
 
 antepenult. 
 
 Silence 
 
 = 
 
 simple. 
 
 primitive. 
 
 primary. 
 
 penult. 
 
 Accidental 
 
 = 
 
 simple. 
 
 derivative. 
 
 pri. and sec. 
 
 penult. 
 
 Lemonade 
 
 = 
 
 simple. 
 
 derivative. 
 
 pri! and sec, 
 
 ultimate. 
 
 Substantive 
 
 = 
 
 simple. 
 
 primitive, 
 
 primary. 
 
 antepenult. 
 
 Eye-ball 
 
 = 
 
 compound. 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Characteristic 
 
 ; = 
 
 simple, 
 
 derivative. 
 
 pri. and sec. 
 
 penult. 
 
 Inquiry 
 
 = 
 
 simple. 
 
 derivative, 
 
 primary. 
 
 penult. 
 
 Uprising^ 
 
 = 
 
 compound. 
 
 derivative. 
 
 primary. 
 
 penult. 
 
 Without 
 
 = 
 
 compound. 
 
 primitive. 
 
 primary. 
 
 ultimate. 
 
 Destroy 
 
 = 
 
 simple. 
 
 primitive. 
 
 primary, 
 
 ultimate. 
 
 Disputable 
 
 = 
 
 simple. 
 
 derivative. 
 
 primary. 
 
 preantepenult. 
 
 Thereabout 
 
 = 
 
 compound. 
 
 primitive, 
 
 pri. and sec. 
 
 ultimate. 
 
 Talent 
 
 = 
 
 simple. 
 
 primitive. 
 
 primary. 
 
 penult. 
 
 Melon 
 
 = 
 
 simple. 
 
 primitive. 
 
 primary. 
 
 penult. 
 
 Antepenult 
 
 = 
 
 simple, 
 
 derivative. 
 
 pri. and sec. 
 
 ultimate. 
 
 Turncoat 
 
 = 
 
 compound, 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Upon 
 
 = 
 
 : compound, 
 
 primitive. 
 
 primary, 
 
 ultimate. 
 
 Legislature 
 
 = 
 
 : simple. 
 
 derivative. 
 
 pri. and sec. 
 
 preantepenult. 
 
 Fatal 
 
 = 
 
 : sim]3le. 
 
 derivative. 
 
 primary, 
 
 penult. 
 
 Mary 
 
 = 
 
 : simple, 
 
 primitive. 
 
 primary. 
 
 penult. 
 
 Artificer^ 
 
 = 
 
 : simple, 
 
 derivative. 
 
 primary. 
 
 antepenult. 
 
 Primarily 
 
 = 
 
 : simple, 
 
 derivative. 
 
 primary. 
 
 preantepenult. 
 
 Artificial 
 
 = 
 
 : simple. 
 
 derivative. 
 
 pri. and sec, 
 
 , penult. 
 
 Taking 
 
 = 
 
 : simple. 
 
 derivative. 
 
 primary. 
 
 penult. 
 
 Parliamentary= 
 
 : simple. 
 
 derivative, 
 
 pri. and sec, 
 
 antepenult. 
 
 1 By calling uprising compound is meant that it contains two root words, up and 
 rise, separately used, or current, in English. But artificer is to be called simple, be- 
 cause, while also containing two root words (Latin ars and /aeio), those roots are not 
 separately used in English. And so primitive and derivative, as well as simple and 
 compound, are to be used as meaning primitive, simple, etc, in English, not in any 
 older lano-uage. 
 
ST8TEM OBTHOGBAPEY— GRADE A. 
 
 221 
 
 Prog. XXII: /. Syllabicaiion and 2. Phonic 
 Diacritical Spelling. Spelling. 
 
 Dividing 
 
 = di-vid-ing, 
 
 Financial 
 
 = fi-nan-cial. 
 
 Pamphlet 
 
 = pam-phlet, 
 
 Acre 
 
 = a-ere. 
 
 Lion 
 
 = li-^on. 
 
 Spoken 
 
 = spok-en. 
 
 Philosophizic 
 
 ig= phMos-o-phiz 
 
 Civilized 
 
 = civ-il-ize, 
 
 Breaths 
 
 = breaths. 
 
 Councils 
 
 = €0un-9il§, 
 
 Coffin 
 
 = €of-fin. 
 
 Vial 
 
 = vi-^al, 
 
 Cynic 
 
 = 9yn-ie, 
 
 Turning 
 
 = turn-ing. 
 
 Beckoned 
 
 = beck-on-ed, 
 
 Upon 
 
 = iip-6n, 
 
 Exist 
 
 = ei-ist, 
 
 Measured 
 
 = meas-ur-ed. 
 
 Fatality 
 
 = fa-tal-i-ty. 
 
 Disarming 
 
 = di§-arm-ing, 
 
 Weevil 
 
 = wee-v^l, 
 
 Amendment 
 
 = a-mend-ment. 
 
 Horseman 
 
 = horse-man. 
 
 Theorizing 
 
 = the-o-riz-ing. 
 
 Baths 
 
 = batii§, 
 
 Diseased 
 
 = di§-e^a§-ed. 
 
 Seminary 
 
 = sem-i-n%-ry. 
 
 Enable 
 
 = en-a-ble. 
 
 Transport 
 
 = trans-port. 
 
 Bridal 
 
 = bri-dal, 
 
 Pianos 
 
 = pi-an-o§, 
 
 3. Rules. 
 
 a. For syllabication. 
 
 b. For pronunciation. 
 
 c. For spelling. 
 
 *1:I:5. 
 
 di-vi-ding, 
 
 £i-nan-shul, 
 
 pam-flet, 
 
 a-kr, 
 
 li-iin, 
 
 spo-kn, 
 
 fi-16s-o-fi-zing, 
 
 siv-il-iz, 
 
 breths, 
 
 koun-silz, 
 
 kof-fin, 
 
 vi-al, 
 
 sin-ik, 
 
 ttim-mg, 
 
 bek nd, 
 
 iip-6n, 
 
 eg-zist, 
 
 mezh-oord, 
 
 fa-tal-i-ti, 
 
 diz-arm-ing, 
 
 we-vl, 
 
 a-mend-ment, 
 
 hors-man, 
 
 the-o-ri-zing, 
 
 biithz, 
 
 diz-ezd, 
 
 sem-i-ner-i, 
 
 en-a-bl, 
 
 trans-port, 
 
 bri-diil, 
 
 p!-an-oz, 
 
 ^ In Webster's notation, which is here used, a and o obscure are left unmarked. 
 They are usually pronounced hke indistinct u; as, ]I-on:=li-un; vi-al=vi-iil, etc. 
 
 'In ea (in diseased), as in every vowel digraph, one vowel is to be regarded as 
 principal (e here in ea), and the other as modifier (a here in ea). It is often impos- 
 sible to determine just what power, sound, or influence, the modifier has as related to 
 principal ; still, the modifier is never to be regarded as really silent. 
 
 ^In seminary, dictionary, etc., however, a is equivalent to e. See Rule VI. for 
 pronunciation. 
 
 * J^ote. — The Arabic characters on the left refer to rules for syllabication, the 
 Roman numbers to the rules for pronunciation, and the right hand Arabics to rules 
 for spelling. 
 
 4, 2: VII: 5. 
 
 2: VII. 
 
 1:1. 
 
 1, 2:1, II. 
 
 1, 3: XI, 1:5. 
 
 1, 3, V, VII, IV, 1:5. 
 
 1, 3: VII. 
 
 :10. 
 
 XII: 10. 
 
 2: XII. 
 
 1:1, II. 
 
 2: VII. 
 
 2: :4. 
 
 2: VII, XIV. 
 
 2: VII. 
 
 2: VII. 
 
 :5. 
 
 1, 2:V, VII. 
 
 2:Vn, XVII. 
 
 1:1, ex. to XII. 
 
 2:111, VII. 
 
 :6. 
 
 1, 3:1, II, IV: 5. 
 XVIII: 10. 
 2:XVm:5. 
 2:V, VI, VII. 
 
 2, 1:1, VII. 
 
 vni. 
 
 1:1:5. 
 2:V:ex. to 11. 
 
222 
 
 THE SYSTEM METHOD. 
 
 Prog. XXIII : /. Syllabication and 2. Phonic 
 Diacriiical Spelling. Spelling. 
 
 3. Rules. 
 
 Nobilities 
 
 Institution 
 
 Ideas 
 
 Mulish. 
 
 Chinese 
 
 Secretary 
 
 Albumen 
 
 Indivisible 
 
 Basin 
 
 Eulable 
 
 Cousin 
 
 Locomotion 
 
 Duties 
 
 Chosen 
 
 Auxiliary 
 
 Hindoos 
 
 Acclimated 
 
 Engagement 
 
 Pitiable 
 
 Delayed 
 
 Boyish 
 
 Fleeing 
 
 Huzzaed 
 
 Gaining 
 
 Mumps 
 
 Lucases 
 
 Waxing 
 
 Worshiped 
 
 Motleys 
 
 Mansion 
 
 Canceled 
 
 Aristotles 
 
 Awful 
 
 Women 
 
 Miscellaneous 
 
 Aorta 
 
 Carried 
 
 y)issolving 
 
 = no-bil-i-ties, 
 
 = in-sti-tu-tion, 
 
 = i-de-as, 
 
 = mtJl-ish, 
 
 = Chi-nege, 
 
 == see-re-ta-ry, 
 
 = al-bu-men, 
 
 = in-di-vi§-i-ble, 
 
 = ba-szn, 
 
 = rul-a-ble, 
 
 = eoug-en, 
 
 = lo-eo-mo-tion, 
 
 = du-tie§, 
 
 = cho§-en, 
 
 = au3j-il-i-a-ry, 
 
 = Hm-doo§, 
 
 = ae-eli-mat-ed, 
 
 = en-gag6-ment, 
 
 = pit-i-a-ble, 
 
 = de-lay-ed, 
 
 = boy-ish, 
 
 = flee-ing, 
 
 = huz-za-ed, 
 
 = gain-ing, 
 
 = mumps, 
 
 = Lu-eas-e§, 
 
 = wax-ing, 
 
 = wor-ship-ed, 
 
 = M6t-ley§, 
 
 = man-sion, 
 
 = Gan-9el-ed, 
 
 = Ar-is-tot-le, 
 
 = aw-ful, 
 
 = wo-men, 
 
 = mis-9el-la-ne-oiis, 
 
 = a-6r-ta, 
 
 = €ar-ri-ed, 
 
 = di§-§61v-ing, 
 
 no-bil-i-tiz, 
 
 in-sti-tu-shiin, 
 
 i-de-az, 
 
 mu-lish, 
 
 Chi-nez, 
 
 sek-re-ter-i, 
 
 al-bu-men, 
 
 in-di-viz-I-bl, 
 
 ba-sn, 
 
 rul-a-bl, 
 
 kuz-n, 
 
 lo-ko-mo-shiin 
 
 du-tiz, 
 
 cho-zn, 
 
 ag-zil-i-a-ri, 
 
 Hin-dooz, 
 
 ak-kll-ma-ted, 
 
 en-gaj-ment, 
 
 pit-i-a-bl, 
 
 de-lad, 
 
 boi-ish, 
 
 fle-ing, 
 
 hob-zad, 
 
 ga-ning, 
 
 mumps, 
 
 Lu-kas-ez, 
 
 wak-sing, 
 
 wur-shipt, 
 
 Mot-liz, 
 
 man-shun, 
 
 kan-seld, 
 
 Ar-is-tot-l, 
 
 a-fool, 
 
 wim-en, 
 
 mis-sel-la-ne-iis, 
 
 a-6r-ta, 
 
 kar-rid, 
 
 diz-zol-ving. 
 
 a. For syllabication. 
 
 b. Tor pronunciation. 
 
 c. For spelling. 
 
 n, 2:1, V, VII: 7, 11. 
 3, 1:V, I, VII, XVI-.5. 
 1:L 111:10. 
 1, 3, 3.1:5. 
 1:L 
 
 3, 1:IV, VII, V, VL 
 3, 1:1 
 3:V. 
 
 1:1, ex. toXIL 
 III, XV: 5. 
 3: VII, XIL 
 1:1, IV, XVL 
 1, 3:1:7, 11. 
 1, 3:1, XI:5. 
 2: VII, V, IIL 
 3: VII: 10. 
 3, 1:1, 111:5. 
 3: :6. 
 
 3:111, V, VII: 7. 
 1:1:8. 
 :8. 
 1:1:5. 
 
 3. 
 
 3. 
 
 1:1:11. 
 
 3:VIL 
 
 3:VII:4. 
 
 3: VII: 8, 10. 
 
 3: VII, XVL 
 
 3:Vn, IX: 4 
 
 3:VIL 
 
 : ex. to 6. 
 
 3: VII, X. 
 
 3, 1:L IV, IX:ex. to8. 
 
 1:L IIL 
 
 3:V:8. 
 
 3: VII: 5. 
 
 ^ See note on previous page. 
 
 n 
 
Final Letters and Hyphen Branches. 
 Copyright, 1886, by I. E. WILSON. 
 
 [223J 
 
224 
 
 THE SYSTEM METHOD. 
 
 Prog. XXIT.— Eules for Spelling by Work-Tree. 
 
 Maimed = consonant doubled, none after digraph, 4. 
 
 Taming = vowel dropped, but e before vowel suflBx, 5. 
 
 Bandied = vowel changed, y to i, but before others, 7. 
 
 Diagramm'd = consonant doubled, between single v' and vowel suffix, 3. 
 
 Canceled = consonant doubled, none after unaccented vowel, 4. 
 
 Assigned = consonant doubled, none after consonant, 4. 
 
 Mill = consonant doubled, f, 1, s, after single v' in monosyllables, 1. 
 
 Grass = consonant doubled, f, 1, s, after single v' in monosyllables, 1= 
 
 Summed = consonant doubled, between single v' and vowel suffix, 2. 
 
 Compelling = consonant doubled, between single v' and vowel suffix, 2. 
 
 Infer = consonant doubled, none except f, 1, s, in monosyllables, 3. 
 
 Kecoiling := consonant doubled, none after digraph, 4. 
 
 Moralize = consonant doubled, none after unaccented vowel, 4. 
 
 Tab = consonant doubled, none except f, 1, s, in monosyllables, 3. 
 
 Solidify = consonant doubled, none after unaccented vowel, 4. 
 
 Affixing^ = consonant doubled, between single v' and vowel suffix, 2. 
 
 Yowel = consonant doubled, none except f, 1, s, in monosyllables, 3. 
 
 Alas = consonant doubled, none except f, 1, s, in monosyilaoles, 3. 
 
 Brass = consonant doubled, f, 1, s, after single v' in monosyllables, 1. 
 
 Shriveled = consonant doubled, none after unaccented vowel, 4. 
 
 Responded = consonant doubled, none after consonant, 4. 
 
 Yes, = consonant doubled, f, 1, s, after single v' in mon., ex. to 1. 
 
 Desisted = consonant doubled, none after consonant, 4. 
 
 Oddly = consonant doubled, none except f, 1, s, in mon., ex. to 3. 
 
 If = consonant doubled, f, 1, s, after single v' in mon., ex. to 1. 
 
 Is = consonant doubled, f, 1, s, after single v' in mon., ex. to 1. 
 
 Extolling = consonant doubled, between single v' and vowel suffix, 2. 
 
 Signalize = consonant doubled, none after unaccented vowel, 4. 
 
 Whetted = consonant doubled, between single v' and vowel suffix, 2. 
 
 Howled = consonant doubled, none after diphthong, 4. 
 
 Joining = consonant doubled, none after diphthong, 4. 
 
 Lifeless = vowel dropped, not e before consonant suffix, 6. 
 
 Fancied = vowel changed, y to i, but before others, 7. 
 
 Allotting = consonant doubled, between single v' and vowel suffix, 2. 
 
 Sensible = vowel dropped, but e before vowel suffix, 5. 
 
 Giddiness = vowel changed, y to i, but before others, 7. 
 
 Lodgement = vowel dropped, not e before consonant suffix, 6. 
 
 Daily = vowel changed, y to i, but before others, 7. 
 
 Stoppage = consonant doubled, between single v' and vowel suffix, 2. 
 
 1 The reason x is never doubled (for it is not doubled, even when It is a terminal 
 consonant preceded by a single accented vowel, as in affixing), is that in itself it 
 represents a double, or k-s, sound. 
 
SYSTEM OBTHOGRAPHY— GRADE A. 
 
 225 
 
 Prog. XXY.— Hyphen, Consonant, and Towel by the 
 Work-Tree. 
 
 Saved = final, vowel dropped, but e before vowel suffix, 5. 
 
 Maries = final, plural sign, es to nouns not coalescing with s, 11. 
 
 Maries = final, vowel cbanged, y to i, but before others, 7. 
 
 Maloys := final, plural sign, s only to nouns coalescing with s, 10. 
 
 Maloys = final, vowel changed, y to i, not after a vowel, 8. 
 
 Married = final, vowel changed, y to i, but before others, 7. 
 
 Gayety = final, vowel changed, y to i, not after a vowel, 8. 
 
 Merrier = final, vowel changed, y to i, but before others, 7. 
 
 Fore-ordain^== hyphen, separates prefix, vowel from vowel, 16. 
 
 Sing-song = hyphen, unites words contrasted in accent and conjoined in 
 
 thought, 15. 
 
 Glorious = final, vowel changed, y to i, but before others, 7. 
 
 Hoeing = final, vowel dropped, but e before vowel suffix, excep. to 5o 
 
 Crying = final, vowel changed, y to i, not before 1, 7. 
 
 Juliuses = final, plural sign, es to nouns not coalescing with s, 11. 
 
 Baileys = final, plural sign, s only to nouns coalescing with s, 10. 
 
 Baileys = final, vowel changed, y to i, not after a vowel, 8. 
 
 Tying = final, vowel changed, ie to y before ing, 9. 
 
 Hiss = final, consonant doubled, f, 1, s, after single v' in mon., 1. 
 
 Keviled = final, vowel dropped, but e before vowel suffix, 5. 
 
 Planner = final, con. doubled, between single v' and vowel suffix, 2. 
 
 Iron-clad = hyphen, unites words contrasted in accent and conjoined in 
 
 thought, 15. 
 
 Revealed = final, consonant doubled, not after digraph, 4. 
 
 Thus = final, con. doubled, f, 1, s, after single v' in mon., ex. to 1. 
 
 Reveling = final, consonant doubled, none after unaccented vowel, 4. 
 
 Us = final, con. doubled, f, 1, s, after single v' in mon., ex. to 1. 
 
 Babyish = final, vowel changed, y to i, not before i, 7. 
 
 Bluish = final, vowel dropped, but e before vowel suffix, 5. 
 
 Glueyness = final, vowel changed, y to i, not after a vowel, 8. 
 
 Harries = final, plural sign, es to nouns not coalescing with s, 11. 
 
 Grays = final, plural sign, s only to nouns coalescing with s, 10. 
 
 Grays = final, vowel changed, y to i, not after a vowel, 8. 
 
 Motleys = final, plural sign, s only to nouns coalescing with s, 10. 
 
 Baggage = final, con. doubled, between single v' and vowel suffix, 3. 
 
 Enjoyed = final, vowel changed, y to i, not after a vowel, 8. 
 
 Died = final, vowel dropped, but e before vowel suffix, 5. 
 
 Toed = final, vowel dropped, but e before vowel suffix, 5. 
 
 Decreeing = final, vowel dropped, but e before vowel suffix, excep. to 5. 
 
 Jew's-harp^ = hyphen, unites words contrasted in accent and conjoined in 
 
 thought, 15. 
 
 1 See note under Rule XV., Appendix C, page 198. 
 15 
 
226 
 
 THE SYSTEM METHOD. 
 
 Prog. XXYI. — Plural and Possessive Signs by the Work-Tree. 
 
 Foxes = plural sign, es to nouns not coalescing with s, 11. 
 
 Xenophons = plural sign, s only to nouns coalescing with s, 10. 
 
 Jameses = plural sign, es to nouns not coalescing with s, 11. 
 
 Maries = plural sign, es to nouns not coalescing with s, 11. 
 
 Statues = plural sign, s only to nouns coalescing with s, 10. 
 
 Whiskeys = plural sign, s only to nouns coalescing with s, 10. 
 
 Waters = plural sign, s only to nouns coalescing with s, 10. 
 
 Chaunceys = plural sign, s only to nouns coalescing with s, 10. 
 
 Hindoos = plural sign, s only to nouns coalescing with s, 10. 
 
 Quincies = plural sound, es to nouns not coalescing with s, 11. 
 
 Mays = plural sign, s only to nouns coalescing with s, 10. 
 
 Dickens's = poss. sign, 's added to each part in separate possess- 
 
 ives, 13 a. 
 
 Bowels = plural sign, s only to nouns coalescing with s, 10. 
 
 Rosalies = plural sign, s only to nouns coalescing with s, 10. 
 
 Justices' = poss. sign, (') only to plurals ending in s, 14 b. 
 
 Interior's := poss. sign, 's added to last part in compounds, 13 d, 
 
 Patrick Henries = plural sign, es to nouns not coalescing with s, 11. 
 
 Mosbies = plural sign, es to nouns not coalescing with s, 11. 
 
 Palfreys = plural sign, s only to nouns coalescing with s, 10. 
 
 Toes = plural sign, s only to nouns coalescing with s, 10. 
 
 Maid-servants = plural sign, s only to nouns coalescing with s, 10. 
 
 Mileses = plural sign, es to nouns not coalescing with s, 11. 
 
 Jellies =: plural sign, es to nouns not coalescing with s, 11. 
 
 Christmases = plural sign, es to nouns not coalescing with s, 11. 
 
 Antonies = plural sign, es to nouns not coalescing with s, 11, 
 
 Mice's = poss. sign, 's to each part in separate possessives, 13 c. 
 
 Races = plural sign, es to nouns not coalescing with s, 11. 
 
 King James's = poss. sign, 's added to last part in compounds, 13 d. 
 
 Humphreys = plural sign, s only to nouns coalescing with s, 10. 
 
 Peter's = poss. sign, 's to each part in separate possessives, 13 a. 
 
 Brothers-in-law = plural sign, s only to nouns coalescing with s, 10. 
 
 Girls' = poss. sign, (') only added to plurals ending in s, 14 b. 
 
 Runaways = plural sign, s only to nouns coalescing with s, 10. 
 Reed and Kellogg's = poss. sign, 's added to lastpart in joint possessives, 13 e. 
 
 Turnkeys = plural sign, s only to nouns coalescing with s, 10. 
 
 Son-in-law's = poss. sign, 's added to last part in compounds, 13 d. 
 
 Mottoes = plural sign, es to nouns in o after a consonant, 11. 
 
 Conscience' = poss. sign, (') only added to abstracts having no jdIu- 
 
 ral, 14 a. 
 
SYSTEM OBTHOORAPY— GRADE A. 
 
 227 
 
 Prog.XXTlI. 
 
 Kough-liew 
 
 Lieut. -Governor's 
 
 Lieut. -Governor's 
 
 Catalogued 
 
 Day and Martin's 
 
 Puff 
 
 Gearing 
 
 Agreeing 
 
 Drier 
 
 Vied 
 
 Well-laid-out 
 
 Flutter 
 
 Streets 
 
 Re-enlist 
 
 Hoeing 
 
 Judgement 
 
 Stiff 
 
 Suing 
 
 Re-invest 
 
 Moss 
 
 Hall 
 
 Outrageous : 
 
 Lass 
 
 Forcible 
 
 Hoed 
 
 Manageable 
 
 Repulsive 
 
 Convalescent 
 
 Brigadier 
 
 Harris's : 
 
 Gyration : 
 
 Rued 
 
 Sun-bird 
 
 Handkerchiefs = 
 Ing9.thering : 
 
 Yes 
 
 Proofs 
 Lancing 
 Rebellion = 
 
 -Final Letters and Hyphen by the Work-Tree. 
 
 = hyphen, unites words contrasted in accent and con- 
 joined in thought, 15. 
 
 = final, poss. sign, 's added to last part in compounds, 13 d. 
 
 = hyphen, unites words contrasted in accent, etc., 15. 
 
 = final, vow. dropped, but e before vowel sutfix, 5. 
 
 = final, poss. sign, 's added to last part in joint poss., 13 e. 
 
 = final, con. doubled, f, 1, s, after single v' in mon., 1. 
 
 = final, con. doubled, none after digraph. 4. 
 
 = final, vow. dropped, but e before vowel suffix, ex. to 5. 
 
 = final, vow. changed, y to i, but before others, 7. 
 
 = final, vow. dropped, but e before vowel suffix, 5. 
 
 : hyphen, unites words contrasted in accent, etc., 15. 
 
 = final, con. doubled, between single v' and vowel suffix, 2. 
 
 = final, plu. sign, s only to nouns coalescing with s, 10. 
 
 = hyphen, separates prefix, sometimes re but not others, 17. 
 
 : final, vow. dropped, but e before vowel suffix, ex. to 5. 
 
 = final, vow. dropped, not e before consonant suffix, 6. 
 
 = final, con. doubled, f, 1, s, after single v' in mon., 1. 
 
 = final, voWo dropped, but e before vowel suffix, 5. 
 
 = hyphen, separates jirefix, sometimes re but not others, 17. 
 
 = final, con. doubled, f, 1, s, after single v' in mon., 1. 
 
 = final, con. doubled, f, 1, s, after single v' in mon., 1. 
 
 : final, vow. dropped, but e before vowel suffix, excep. to 5. 
 
 = final, con. doubled, f, 1, s, after single v' in mon. 1. 
 
 = final, vow. dropped, but e before vowel suffix, 5. 
 
 = final, vow. dropped, but e before vowel suffix, 5. 
 
 = final, vow. dropped, but e before vowel suffix, excep. to 5. 
 
 = final, vow. dropj)ed, but e before vowel suffix, 5. 
 
 = final, vow. dropped, but e before vowel suffix, 5. 
 
 = final, vow. dropjDed, but e before vowel suffix, 5. 
 
 = final, poss. sign, 's added to each part in sep. pos., 13 a. 
 
 : final, vow. dropped, but e before vowel suffix, 5. 
 
 = final, vow. dropped, but e before vowel suffix, 5. 
 
 :hyj)ben, unites words contrasted in accent and con- 
 joined in thought, 15. 
 
 : final, plu. sign, s only to nouns coalescing with s, 10. 
 
 : hyphen, separates prefix, sometimes re but not others, 17. 
 
 : final, con. doubled, f, 1, s, after single v' in monosylla- 
 bles, excep. to 1. 
 
 -- final, plu. sign, s only to nouns coalescing with s, 10. 
 
 = final, vow. dropped, but e before vowel suffix, 5. 
 
 : final, con. doubled, between single v' and vowel suffix, 3. 
 
[228] 
 
 IDEOGRA-PHIO ^?VORK:-TRKEJ. 
 CAPITAL LETTER BRANCH. 
 
 Copyright, 1886, by I. E. WILSON. 
 
SYSTEM ORTHOGBAPET— GRADE A. 
 
 229 
 
 Prog. 
 
 XXYIII.- 
 
 Chicago 
 
 = proper, 
 
 North 
 
 = special 
 
 West 
 
 = special 
 
 New York 
 
 = proper, 
 
 The 
 
 = first of, 
 
 North 
 
 = special 
 
 South 
 
 = special 
 
 I 
 
 = special 
 
 Lord's 
 
 = special 
 
 He 
 
 = special 
 
 We 
 
 = first of. 
 
 Charles 
 
 = proper. 
 
 Fifth's 
 
 = title. 
 
 Oh 
 
 = first of. 
 
 He 
 
 = special 
 
 One 
 
 = special 
 
 Brother 
 
 = term, 
 
 Grays 
 
 = proper. 
 
 Father 
 
 = special 
 
 Matthew 
 
 = proper. 
 
 Englished 
 
 = proper. 
 
 American 
 
 = proper. 
 
 Eternal 
 
 = special 
 
 Justice 
 
 = special 
 
 Brother 
 
 = term. 
 
 Albert 
 
 = proper. 
 
 Governor 
 
 = title. 
 
 Sherman 
 
 = proper. 
 
 Son 
 
 = special 
 
 Man 
 
 = special 
 
 Lord 
 
 = special 
 
 Sabbath 
 
 = special 
 
 Sabbath 
 
 Wednesday- 
 July 
 New England 
 
 = special 
 
 = special 
 = special 
 proper, 
 
 -Capital Letters by the Work-Tree. 
 
 noun, verb, or adjective, ^1. 
 word, four points, direction (s), 14. 
 word, four points, direction (s), 14. 
 
 noun, verb, or adjective, 1. 
 
 sentence, 17. 
 word, four points, section, 9. 
 word, four points, section, 9. 
 word, I and O, 6. 
 word, put for God or Christ, 7 
 word, pronoun of Deity, with antecedent (s) 16. 
 
 direct quotation or well-known saying, 18. 
 
 noun, verb, or adjective, 1. 
 
 epithet added, 24. 
 
 sentence, 17. 
 word, pronoun of Deity, with no antecedent, 13. 
 word, put for God or Christ, 7. 
 
 noun prefixed as part of name, 22. 
 
 noun, verb, or adjective, 1. 
 word, Bible "Father" (c), but "oh" and "sab- 
 bath" (s), 10, 15. 
 
 noun, verb, or adjective, 1. 
 
 noun, verb, or adjective, 1. 
 
 noun, verb, or adjective, 1. 
 word, put for God or Christ, 7. 
 word, put for God or Christ, 7. 
 
 noun prefixed as not part of name (s), 25= 
 
 noun, verb, or adjective, 1. 
 
 noun prefixed as part of name, 22, 
 
 noun, verb, or adjective, 1. 
 word, name-part separated by " of," 8. 
 word, name-part separated by " of," 8. 
 word, put for God or Christ, 7. 
 word, Bible "Father "(c), but "oh" and "sab- 
 bath" (s), 10, 15. 
 word, Bible "Father" (c), but "oh "and "sab- 
 bath" (s), 10, 15 
 word, seven days and twelve months, 11. 
 word, seven days and twelve months, 11. 
 
 two adjectives, two nouns, or one of each, 3. 
 
 ^ The Arabic numbers refer to the rules for the use of capital letters, Appendix 
 G, page 239. The learner should write entirely out the branch-top ends, since only 
 by doing so -will he acquire an organized knowledge of the capital-letter system, and 
 reach a practical mastery over this sort of language problems. 
 
230 
 
 THE SYSTEM METHOD. 
 
 Prog. XXIX.— 
 
 Leo 
 
 = proper, 
 
 Nepos 
 
 = proper. 
 
 East 
 
 = special 
 
 Babylon 
 
 = proper. 
 
 Cyrus 
 
 = proper, 
 
 Persia 
 
 = proper. 
 
 Prince 
 
 = title, 
 
 Albert 
 
 = proper, 
 
 Sahara 
 
 = proper. 
 
 Great 
 
 =: proper, 
 
 Desert 
 
 = proper. 
 
 North 
 
 = special 
 
 Central 
 
 = proper, 
 
 Africa 
 
 = proper, 
 
 Aryan 
 
 = special 
 
 Semitic 
 
 = special 
 
 Hamitic 
 
 = special 
 
 High 
 
 = special 
 
 Court 
 
 = special 
 
 Parliament 
 
 = special 
 
 Uncle 
 
 = term, 
 
 Nathan 
 
 = proper. 
 
 Fifteenth 
 
 = special 
 
 Amendment 
 
 = special 
 
 United 
 
 = proper, 
 
 States 
 
 = proper. 
 
 Washington 
 
 = proper. 
 
 Federalist 
 
 = special 
 
 Universal 
 
 = special 
 
 Being 
 
 = special 
 
 English 
 
 = proper, 
 
 Shakspearized= proper, 
 
 Blue 
 
 := special 
 
 Ribbon 
 
 = special 
 
 Movement 
 
 = special 
 
 Esquimaux 
 
 = special 
 
 North 
 
 = special 
 
 Most 
 
 = special 
 
 High 
 
 = special 
 
 Son 
 
 = special 
 
 Man 
 
 = special 
 
 Capital Letters by the Work-Tree. 
 
 noun, verb, or adjective, 1. 
 
 noun, verb, or adjective, 1. 
 vyord, four points, section, 9. 
 
 noun, verb, or adjective, 1. 
 
 noun, verb, or adjective, 1. 
 
 noun, verb, or adjective, 1. 
 
 noun prefixed as part of name, 22. 
 
 noun, verb, or adjective, 1. 
 
 noun, verb, or adjective, 1. 
 
 tw^o adjectives, two nouns, or one of each, 3. 
 
 tvfo adjectives, two nouns, or one of each, 3. 
 word, four points, direction (s), 14. 
 
 two adjectives, two nouns, or one of each, 3 
 
 two adjectives, two nouns, or one of each, 3, 
 word, nations, tribes, sects, organizations, 13. 
 word, nations, tribes, sects, organizations, 13. 
 word, nations, tribes, sects, organizations, 18. 
 word, nations, tribes, sects, organizations, 13. 
 word, nations, tribes, sects, organizations, 13. 
 word, nations, tribes, sects, organizations, 13. 
 
 noun prefixed as part of name, 23. 
 
 noun, verb, or adjective, 1. 
 word, nations, tribes, etc., national enactments, 13. 
 word, nations, tribes, etc., national enactments, 13. 
 
 two adjectives, two nouns, or one of each, 3. 
 
 two adjectives, two nouns, or one of each, 3, 
 
 noun, verb, or adjective, 1. 
 word, nations, sects, organizations, etc., 13. 
 word, put for God or Christ, 7. 
 word, put for God or Christ, 7. 
 
 noun, verb, or adjective, 1. 
 
 noun, verb, or adjective, 1. 
 word, nations, tribes, sects, organizations, 13. 
 word, nations, tribes, sects, organizations, 13. 
 word, nations, tribes, sects, organizations, 13. 
 word, nations, tribes, sects, organizations, 18. 
 word, four points, direction (s), 10, 15. 
 word, put for God or Christ, 7. 
 word, put for God or Christ, 7. 
 word, name-parts separated by "of," 8. 
 word, name-parts separated by "of," 8. 
 
SYSTEM ORTHOOBAPHY—GRADE A. 
 
 231 
 
 Prog. XXX. 
 
 White 
 
 = proper. 
 
 Mountains 
 
 = proper. 
 
 New 
 
 = proper. 
 
 Hampsliire 
 
 = proper, 
 
 How 
 
 = first of. 
 
 Death 
 
 = proper. 
 
 Death 
 
 = first of, 
 
 Brother 
 
 = term. 
 
 Sleep 
 
 = proper. 
 
 Alexander 
 
 = proper. 
 
 Great 
 
 = title. 
 
 Macedonia 
 
 = proper. 
 
 Henry 
 
 = proper. 
 
 Fourth 
 
 = title. 
 
 Alps 
 
 = proper. 
 
 January- 
 
 = special ' 
 
 Providence 
 
 = special 
 
 Sabbath 
 
 = special ■ 
 
 
 (s), 
 
 Charles 
 
 = proper. 
 
 Bold 
 
 = title. 
 
 Burgundy 
 
 = proper. 
 
 Nancy 
 
 = proper. 
 
 Heaven 
 
 = special 
 
 Brother 
 
 = term, 
 
 Timothy 
 
 = proper. 
 
 Madam 
 
 = title. 
 
 De Stael 
 
 — proper, 
 
 Night 
 
 = proper. 
 
 Chaos 
 
 = proper. 
 
 New York 
 
 = proper. 
 
 East 
 
 = special 
 
 India 
 
 = special 
 
 Company 
 
 = special 
 
 Father 
 
 = special 
 
 Waters 
 
 = special 
 
 Lake 
 
 = term. 
 
 Itasca 
 
 = proper. 
 
 The 
 
 = first of. 
 
 Use 
 
 = proper. 
 
 And 
 
 = first of, 
 
 Health 
 
 = proper. 
 
 —Capital Letters by the Work-Tree. 
 
 two adjectives, two nouns, or one of each, 3. 
 
 two adjectives, two nouns, or one of each, 3. 
 
 two adjectives, two nouns, or one of each, 3. 
 
 two adjectives, two nouns, or one of each, 3. 
 
 printed line of poetry; 20. 
 
 by personification, 2. 
 
 printed line of poetry (or 2), 20. 
 
 noun prefixed as not part of name (s), 25. 
 
 by personification, 2. 
 
 noun, verb, or adjective, 1. 
 
 epithet added, 24. 
 
 noun, verb, or adjective, 1. 
 
 noun, verb, or adjective, 1. 
 
 epithet added, 24. 
 
 noun, verb, or adjective, 1. 
 word, seven days and twelve months, 11. 
 word, put for God or Christ, 7- 
 
 word, Bible " Father" (c), but "oh" and " sabbath" 
 , 10, 15. 
 
 noun, verb, or adjective, 1. 
 
 epithet added, 24. 
 
 noun, verb, or adjective, 1. 
 
 noun, verb, or adjective, 1. 
 word, put for God or Christ, 7. 
 
 noun prefixed as part of name, 22. 
 
 noun, verb, or adjective, 1. 
 
 noun prefixed as part of name, 22. 
 
 noun, verb, or adjective, 1. 
 
 by personification, 2. 
 
 by personification, 2. 
 
 noun, verb, or adjective, 1. 
 word, nations, tribes, organizations, etc., 13. 
 word, nations, tribes, organizations, etc., 13. 
 word, nations, tribes, organizations, etc., 13. 
 word, name-parts separated by " of," 8. 
 word, name-parts separated by "of," 8. 
 
 noun prefixed as part of name, 22. 
 
 noun, verb, or adjective, 1. 
 
 printed line of poetry, 20. 
 
 by personification, 2. 
 
 printed line of poetry, 20. 
 
 by personification, 2. 
 
232 
 
 TEE SYSTEM METEOD. 
 
 Prog. XXXI. — Final Letters and the Hyphen by the 
 Work-Tree. 
 
 Pre-occupy = hyphen, separates prefix, vowel from vowel, 16. 
 
 Co-action = hyj^hen, separates prefix, vowel from vowel, 16; 
 
 Navigation = final, vowel dropped, hut e before vowel suflBx, 5. 
 
 Mindanaos = final, plu. sign, s only to nouns coalescing with s, 10. 
 
 Pursuing^ = final, vowel dropped, hut e hefore vowel suffix, 5. 
 
 Definition^ = final, vowel dropped, hut e hefore vowel suffix, 5. 
 
 Digging = final, con. douhled hetween sing, v' and vowel suffix, 3. 
 
 Co-eval = hyphen, separates prefix, vowel from vowel, 16, 
 
 Peleus's = final, poss. sign, 's added to each part, in sep. poss., 13 a. 
 
 Women's = final, poss. sign, 's added to each part, in sep. poss., 13, c. 
 
 Turkeys* = final, vowel changed, y to i, not after a vowel, 8. 
 Congratulatory= final, vowel dropped, hut e hefore vowel suffix, 5. 
 
 Ingathering = hyphen, separates prefix, sometimes re hut not others, 17. 
 
 Mohhed = final, con. doubled, between sing, v' and vowel suffix, 2. 
 
 Look-out = hyphen, unites words contrasted in accent, etc., 15. 
 
 Manned = final, cons, doubled, between sing, v' and vowel suffix, 2. 
 
 Hooted = final, cons, doubled, none after digraph or diphthong, 4. 
 
 Ox-cart = hyphen, unites words contrasted in accent, etc., 15. 
 
 Mottoes = final, plu. sign, es to nouns in o after a consonant, 11. 
 
 Druggist = final, cons, doubled, between sing, v' and vowel suffix, 2. 
 
 Earthiness = final, vowel changed, y to i, but before others, 7. 
 
 Hardihood = final, vowel changed, y to i, but before others, 7. 
 
 Boy-king = hyphen, unites words contrasted in accent, etc., 15. 
 
 Elizabeth's = final, poss. sign, 's added to each part in separate poss., 13 a. 
 
 Player = final, vowel changed, y to i, not after a vowel, 8. 
 
 Embargoes = final, plu. sign, es to nouns in o after a consonant, 11. 
 
 Fogginess = final, vowel changed, y to i, hut before others, 7. 
 
 Start-up = hyphen, unites words contrasted in accent, etc., 15. 
 
 Obligatory = final, vowel dropped, but e before vowel suffix, 5. 
 
 Pre-establish = hyphen, separates prefix, vowel from vowel, 16. 
 
 Send-off = hyphen, unites words contrasted in accent, etc., 15. 
 
 Tributary = final, vowel dropped, but e before vowel suffix, 5. 
 
 Uruguays = final, vowel changed, y to i, not after a vowel, 8. 
 
 Son-in-law = hyphen, unites words contrasted in accent, etc., 15. 
 
 Waterloos = final, plu. sign, s only to nouns in o after a vowel, 10. 
 
 Designative := final, vowel dropped, but e before vowel suffix, 5. 
 
 Miss Days = final, vowel changed, y to i, not after a vowel, 8. 
 
 Victoria's = poss. sign, 's added to each part in separate poss., 15 a. 
 
 ' The terminal e in pursue is not to be regarded as silent. 
 
 2 Definition = define -|- ite -\- ion. See Appendix F to " The System Method," 
 No. 18. 
 
 ^ There are involved in turkeys two rules, one for the plural signs, the other for 
 the change of the vowel y. In such cases, the student may pass by the less important. 
 
SYSTEM ORTHOOBAPHT—OBADE A. 
 
 233 
 
 Prog. XXXII.— Final Letters and the Hyphen (Continued). 
 
 final, vowel changed, y to i, not before i, 7. 
 final, vowel changed, y to i, but before others, 7. 
 hyphen, separates prefix, vowel from vowel, 16. 
 final, vowel dropped, but e before vowel suffix, 5. 
 final, poss. sign, (') only added to plurals ending in s, 14 b. 
 hyphen, separates prefix, sometimes re but not others, 17. 
 final, vowel dropped, but e before a vowel suffix, 5. 
 final, vowel changed, y to 1, not after a vowel, 8. 
 final, vowel dropped, but e before vowel suffix, 5. 
 final, vowel changed, y to i, but before others, 7. 
 final, vowel dropped, but e before vowel suffix, 5. 
 hyphen, unites words contrasted in accent, etc., 15. 
 hyphen, unites words contrasted in accent, etc., 15. 
 final, 's added to each part in separate possessives, 13 a. 
 final, 's added to each part in separate possessives, 13 a. 
 hyphen, unites words contrasted in accent, etc., 15. 
 hyphen, unites words contrasted in accent, etc., 15. 
 final, cons, doubled, between single v' and vowel suffix, 3. 
 final, vowel dropped, but e before a vowel suffix, 5. 
 final, vowel dropped, not e in ce or ge before a or o, ex. to 5. 
 hyphen, separates prefix, vowel from vowel, 16. 
 final, vowel dropped, but e before a vowel suffix, 5. 
 final, poss. sign, (') only added to abstracts having no 
 
 plural, 14 a. 
 final, vowel dropped, not e in ce or ge before a or o, ex. to 5. 
 final, vowel changed, y to i, but before others, 7. 
 final, vowel changed, y to i, but before others, 7. 
 final, vowel changed, y to i, not after a vowel, 8. 
 final, cons, doubled, none after an unaccented vowel, 4. 
 hyphen, unites words contrasted in accent, etc., 15. 
 final, consonant doubled, none after a consonant, 4. 
 final, vowel dropped, but e before vowel suffix, 5. 
 final, vowel dropped, but e before vowel suffix, 5. 
 final, cons, doubled, none after an unaccented vowel, 4. 
 hyphen, unites words contrasted in accent, etc., 15. 
 final, vowel changed, y to i, not after a vowel, 8. 
 final, vowel dropped, but e before a vowel suffix, 5. 
 hyphen, separates prefix, sometimes re but not others, 17. 
 final, cons, doubled, none after an unaccented vowel, 4. 
 final, cons, doubled, none after an unaccented vowel, 4. 
 final, vowel dropped, but e before a vowel suffix, 5 
 
 Trying = 
 
 Jellies = 
 
 Co-operation = 
 Demonstrative = 
 
 Angels' = 
 
 Ke-collect = 
 
 Opposition = 
 
 Delays = 
 
 Devotion = 
 Accompaniment = 
 
 Financier = 
 
 Well-to-do = 
 
 To-day = 
 
 Henkle's = 
 
 Lazarus's = 
 
 Puppet-prince = 
 
 Man-loving = 
 
 Demurring = 
 
 Plumage = 
 
 Mortgageor = 
 
 Pre-exist = 
 
 Gluing = 
 Righteousness' = 
 
 Noticeable = 
 
 Driest = 
 
 Scantiness = 
 
 Chaunceys = 
 
 Legalize = 
 
 Ten-foot = 
 
 Expected = 
 
 Moderator = 
 
 Revision = 
 Modeled 
 Heart-broken 
 Played 
 Catalogued 
 Re-absorb 
 Tranquilize 
 Worshiped 
 Providence 
 
234 
 
 THE SYSTEM METHOD. 
 
 Prog. XXXIII: /. Composit'n. 2 .Derivat'n. 3. Origin of Root 4. Affix. 
 
 
 a. Simple. 
 
 b. Compound 
 
 a. Primitive. 
 . b. Derivative. 
 
 a. Greek. 
 
 b. Latin. 
 
 c. Anglo-Saxon. 
 
 a. Greek. 
 
 b. Latin. 
 
 c. Anglo-Saxon. 
 
 A-|-shore 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 For+give 
 
 = simple, 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Drunk+ard 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Dis-|-join 
 
 = simple, 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Wiz-j-ard 
 
 = simple. 
 
 primitive. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Be+dew 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Dis+please 
 
 = simple. 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Black-|-eii 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 En-|-trap 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Be+Mend 
 
 = simple, 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Teach.-|-able 
 
 = simple, 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Latin. 
 
 Un-j-school+ed 
 
 = simple. 
 
 derivative. 
 
 Greek, 
 
 Anglo-Saxon. 
 
 Re+new+al 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Latin. 
 
 Health+ful 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 TJn+tauglit 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 King+dom 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Beginn+eri 
 
 = simple, 
 
 derivative, 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Pay-fment 
 
 = simple, 
 
 derivative, 
 
 Latin, 
 
 Latin. 
 
 Fore+tell 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Di-|-rect-)-or 
 
 = simple. 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Pre+ judge 
 
 = simple. 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 E-|-ducH-at-)-ion 
 
 = simple. 
 
 derivative, 
 
 Latin, 
 
 Latin. 
 
 Blu+ish 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Name+less 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Mis-]-take 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Re+plant 
 
 = simple. 
 
 derivative, 
 
 Anglo-Saxon, 
 
 Latin. 
 
 Sun-|-day 
 
 = compound, 
 
 , primitive. 
 
 Anglo-Saxon. 
 
 
 Care+ful 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 .Anglo-Saxon. 
 
 Con-|-cur 
 
 = simple. 
 
 primitive. 
 
 Latin, 
 
 Latin. 
 
 Pre+vent+ive 
 
 = simple, 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Super-|-natur-t-al = simple, 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Intro-)-duce 
 
 = simple, 
 
 primitive. 
 
 Latin, 
 
 Latin. 
 
 Eagl+et 
 
 = simple. 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Clos+et 
 
 = simple, 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Man+ly 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Dark-f-some 
 
 = simple, 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Blood+y 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Wild-|-er-|-ness 
 
 = simple. 
 
 derivative, 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Op+press-f-ive 
 
 = simple, 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 ^ The n of begin is doubled in accordance with Rule II. for spelling. 
 
SYSTEM ORTHOOBAPHY— GRADE A. 
 
 235 
 
 Prog. XXXIY: /. ComposH'n. 2. Derivat'n. 3. Origin of Root 4. Affix. 
 
 
 a. Simple. 
 
 b. Compound 
 
 a. Primitive. 
 .. b. Derivative. 
 
 a. Greek. 
 
 b. Latin. 
 
 c. Anglo-Saxon. 
 
 a. Greek. 
 
 b. Latin. 
 
 c. Anglo-Saxon. 
 
 Se+greg+ate 
 
 = simple, 
 
 primitive. 
 
 Latin, 
 
 Latin. 
 
 Para+clox 
 
 = simple. 
 
 primitive. 
 
 Greek, ■ 
 
 Greek. 
 
 Con-|-flu+ence 
 
 = simple. 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Ir-l-re+sol-|-ute 
 
 = simple. 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Sapon-face+ous 
 
 = simple. 
 
 primitive. 
 
 Latin, 
 
 Latin. 
 
 Sub+merge 
 
 = simple. 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Suf+fer 
 
 = simple. 
 
 primitive. 
 
 Latin, 
 
 Latin. 
 
 Peri+osteum 
 
 = simple. 
 
 primitive, 
 
 Greek, 
 
 Greek. 
 
 Savag+er+y 
 
 = simple. 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Per-|-cent+age 
 
 = simple. 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Supra-}- orbit-|- al 
 
 = simple. 
 
 derivative, 
 
 Latin, 
 
 Latin. 
 
 Syn+cliron-l-ous 
 
 . = simple. 
 
 primitive. 
 
 Greek, 
 
 Greek. 
 
 Pro+gram 
 
 = simple, 
 
 derivative. 
 
 Greek, 
 
 Greek. 
 
 Sy+stem 
 
 = simple. 
 
 primitive. 
 
 Greek, 
 
 Greek. 
 
 Sym+path-l-y 
 
 = simple. 
 
 primitive, 
 
 Greek, 
 
 Greek. 
 
 As-j-sist+ant 
 
 = simple. 
 
 derivative, 
 
 Latin, 
 
 Latin. 
 
 Thef+t 
 
 = simple. 
 
 primitive, 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Tra-j-verse 
 
 = simple. 
 
 primitive. 
 
 Latin, 
 
 Latin. 
 
 Dee+d 
 
 = simple. 
 
 primitive, 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Ad+versa-j-ry 
 
 = simple. 
 
 derivative, 
 
 Latin, 
 
 Latin. 
 
 Ac-|-cesso-|-ry 
 
 = simple. 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Pay+ed 
 
 = simple. 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Hear+d 
 
 = simple. 
 
 primitive. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Ab-j-ject 
 
 = simple. 
 
 primitive. 
 
 Latin, 
 
 Latin. 
 
 Stai+di 
 
 = simple. 
 
 derivative. 
 
 Latin, 
 
 Anglo-Saxon. 
 
 Thrif+t 
 
 = simple. 
 
 primitive. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Ap-f-plaud 
 
 = simple. 
 
 primitive. 
 
 Latin, 
 
 Latin. 
 
 Gold+en 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon, 
 
 Leatber+n 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Heav-|-en 
 
 = simple. 
 
 primitive. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Am-|-put-|-ate 
 
 = simple. 
 
 primitive. 
 
 Latin, 
 
 Latin. 
 
 Cbatt+er 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Mole+cule 
 
 = simple. 
 
 derivative. 
 
 Latin, 
 
 Latin. 
 
 Mo+st 
 
 = simple. 
 
 primitive. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon, 
 
 Man-j-bood 
 
 = simple. 
 
 derivative. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon, 
 
 Bi+ped 
 
 = simple. 
 
 primitive. 
 
 Latin, 
 
 Latin. 
 
 Bis-f-cuit 
 
 = simple, 
 
 primitive, 
 
 Latin, 
 
 Latin. 
 
 Kern-|-el 
 
 = simple. 
 
 primitive. 
 
 Anglo-Saxon, 
 
 Anglo-Saxon. 
 
 Bow-|-el 
 
 = simple. 
 
 j)rimitive. 
 
 Latin, 
 
 Latin. 
 
 Circum-|-vent, 
 
 = simple. 
 
 primitive. 
 
 Latin, 
 
 Latin. 
 
 J The y of stay 
 
 is changed to i 
 
 contrary to Rule VIII. for spelling. 
 
Appendix D— Number, Geijder, aijd Case. 
 
 (a.) Nature of Graiimatical Number. 
 
 1. Singular Number. — That which represents the object, part, or action 
 named as not repeated; as, man, bellow, chair, checker, class, company, 
 water, Milton, half, third, grief, people, heathen, seven, couple. 
 
 2. Plural Number. — That which represents the object, part, or action 
 named as repeated; as, men, bellows, chairs, checkers, classes, companies, 
 waters, Miltons, halves, thirds, griefs, peoples, heathens, sevens, couples. 
 
 3. Origin of Name, (a.) In Wholes: Names originating in wholes are 
 now singular, now plural; as, boy, boys; belief, beliefs; woe, woes; spoon- 
 ful, spoonfuls; hundred, hundreds; s, s's; getter-up, getters-up; army, 
 armies; Kickapoo, Kickapoos; orgy, orgies. Lungs and bowels excepted, 
 names originating in part or action are usually plural. The following 
 names originated in part and action respectively: (b.) In i^art : Tongs, 
 shears, scissors, pincers, tweezers, nippers, snuffers, trousers, pantaloons, 
 drawers, duds, billiards, clothes, eaves, environs, withers, nuptials, news, 
 annals, means, entrails, intestines, vitals, mathematics, ethics, pneumatics, 
 magnetics, movables, goods, rickets, assets, nones, species, victuals, odds, 
 riches, oats, embers, measles, ashes, suds, (c.) In action : Thanks, bellows, 
 skimmings, goings, happenings, sweepings, trappings, tidings, doings, cal- 
 ends, amends, blessings, searchings, earnings, feelings, proceeds, mumps, 
 warblings, surgings, wages, (d.) In substance: Names of substance exhib- 
 ited more than once are, of course, plural. Observe that the plural number 
 indicates repetition, of whole or substance, part or particle, or action. 
 Singulars of substance : gold, tea, coffee, snow, furniture, molasses, etc. 
 Plurals of substance: golds, teas, coffees, snows, molasses, etc. (See "The 
 System Method," No. 6, Dem. I., Obs. b, c, d.) 
 
 (b.) How THE Singular and Plural are Distinguished, 
 
 1. By the regular s, es, or 's: valley-s, hoe-s, Guyot-s, Hadley-s, going-s, 
 box-es, class-es, Mari-es, Mrs. Welbi-es, echo-es, Moses-es, 7's, lO's, t's, 
 p's, etc. 
 
 2. By an irregular or changed voicel: man, men ; foot, feet ; goose, 
 geese; louse, lice; mouse, mice; woman, women. Children and oxen are 
 distinguished from their singulars by an added -en. 
 
 3. By arbitrary words : I, we; thou, you; he, they; she, they; it, 
 they. 
 
 4. By twin-like words: sheep, sheep; deer, deer; who, who; which, 
 which; what, what; that, that; as, as. 
 
 [236] 
 
SYSTEM OBTHOGBAPHT—OBADE A. 237 
 
 (c.) How THE Masculine and Feminine aee Distinguished. 
 
 1. By suffixes: God, goddess; actor, actress; duke, duchess; heir, heir- 
 ess; lion, lioness; testator, testatrix; hero, heroine; bride, bridegroom. 
 
 2. By prefixes: Male, female; he-goat, she-goat; man-servaut, maid- 
 servant. 
 
 3. By arbitrary words: Brother, sister; nephew, niece; sir, madam; 
 wizard, witch; he, she. 
 
 (d.) Case. — The case-forms of any noun or pronoun may be made up 
 from the following table: — 
 
 Singular: — 
 Nominative, I he who it child girl lady Mary James 
 Possessive, my his whose its child's girl's lady's Mary's Jameses 
 Objective, me him whom it child girl lady Mary James 
 
 Plural: — 
 Nominative, we they who they children girls ladies Maries Jameses 
 Possessive, our their whose their children's girls' ladies' Maries' Jameses' 
 Objective, us them whom them children girls ladies Maries Jameses 
 
 Appendix E— Rules for Syllabication. 
 
 1. Bule I. — A vocal long usually has its vowel final ;i as, ty-ro, si-lence, 
 Ma-ry, ba-con, po-et, sa-cred, be-ing, na-tion, ta-ble, li-on, tri-umph, la-i-ty, 
 le-ver, e-vil, ab-do-men, bron-chi-tis, bi-as. 
 
 2. Bule II. — A vocal short usually has its vowel intermediate,'^ a, i, and 
 y excepted; as, tal-ent, mel-6n, spir-it, cyn-ic, iip-on, ex-ist, beck-on, 
 a-mend-ment, ac-id, doc-ile, dig-it, spe-cif-ic, reg-is-ter, ap-a-thy, me-di-um, 
 la-i-ty, cru-el-ty, coiis-in, dev-il. 
 
 3. Bule III. — But, if Rules I. and II. disguise a root, remove^ the con- 
 sonant to the preceding vowel; as, tak-ing, divid-ing, rather than ta-king 
 and di-vi-ding. So spok-en, clasp-ing, ask-ing, delud-ing, trans-port, load-ed, 
 print-ing, presum-ed, dis-arm. 
 
 4. Bule IV. — If neither Rule I., II., nor III. is violated thereby, join 
 the consonant or consonants to the folloioing vowel; as, de-stroy, dis-tress, 
 geo-graph-ic, lu-cre, sti-fle, min-strel, er-ror, lit-tle, ap-ple. 
 
 1 Final., as here used, means the last letter in the syllable, not necessarily the 
 last letter in the word. 
 
 ^ Intermediate.^ as here used, means simply »ioi j??iaZ in the syllable. 
 
 ^ Let it be remembered always that the vowel., not a consonant, Is the body or 
 base of the syllable, the consonants being mere additions to, or joints between, the 
 vowels ; so that we speak, not of moving the vowels to the consonants, but of moving 
 the consonants to the vowel, as ha&e of the syllable. 
 
Appendix F- Rules for Pronunciation. 
 
 (a.) Final Vowels = those last in the syllable. 
 
 1. Rule I. — A single vowel final and accented=the vocal long; as, Da- 
 vid, a-sy-lum, au-ro-ra, ab-do-men, bi-tu-men, bron-chi-tis, bu-reau, so-fa, 
 pri-ma-ry, o-men, hy-phen, ta-ble, stro-iDhe, ty-ro, sa-cred, be-ing, na-tion. 
 
 3. Bule II. — A single vowel final before a vowel = the vocal long; as, 
 cha-ot-ic, a-or-ta, beati-te-ous, pre-occupy, re-ech-o, co-op-er-ate, la-i-ty, 
 re-al, ster-e-o-tyj)e, vi-al, po-et, vac-u-um, ge-ol-ogy, co-a-lesce, crti-el-ty, 
 bi-as, in-cho-ate. 
 
 3. Bule III — A, final, unaccented, and not before a vowel=:a; as, a- 
 gain, a-new, or-na-ment, pal-a-ta-ble, pri-ma-ry, so-fa, In-di-a. 
 
 4. Rule IV. — E, o, and u, final and unaccented=e, o, and u; as, ech-o, 
 ac-cu-rate, par-tic-u-lar, e-vent, be-gone, blas-phe-my, the-o-ry, no-to-ri-e-ty, 
 de-stroy, ty-ro, or-tho-dox-y, in-cho-ate, ac-ces-so-ry. 
 
 5. Bule V. — I and y, final and unaccented^! and y; as, di-vide, the- 
 o-ry, phi-los-o-phy, fi-nance, in-ti-mate, det-ri-ment, a-crid-i-ty. 
 
 6. Rule VI. — A, under secondary accent in -ary=e; as, sec-ond-ary= 
 ery; dic-tion-ary=ery; ad-vers-ary=ery. 
 
 (b.) Intermediate VowELS=those followed by one or more conso- 
 nants in same syllable. 
 
 7. Rule VII. — A single vowel intermediate and accented=the vocal 
 short; as, pam-phlet, det-ri-ment, min-strel, ac-rid, ab-dom-i-nal, ac-ces- 
 so-ry, al-16p-a-thy, an-nun-ci-ate, an-tip-o-des, ap-pren-tice. 
 
 8. Rule VIII. — A, intermediate with f, n, or s=a; as, draft, staff, 
 waft, ant, answer, blanch, brass, grasp, vast, task, branch, slant, grass, 
 class, entrance, fast, cast, mischance, France. 
 
 9. Rule IX. — E, intermediate with l=e; as, lev-el, can-eel, grav-el, 
 flan-nel, ves-sel, coun-seL 
 
 Exceptions : be-tel, chat-tel, driv-el, eas-el, grov-d, ha-zd, na-vd, 
 rav-d, shek-d, shov-d, mus-sd, shriv-d, sniv-d, swin-gd, swiv-d, tea-sd, 
 wea-sd. 
 
 10. Rule X. — E, intermediate with n, and preceded by 1, m, n, or r=e; 
 as, wom-en, wool-en, o-men, Hel-en, lin-en, Al-len. 
 
 11. Rule XI. — E, intermediate with n and not preceded by 1, m, n, or 
 r=e silent; as, heav-en, tak-en, oft-en, giv-en, eat-en, gar-den, gold-en, 
 got-ten. 
 
 Exceptions : as-pen, chick-en, glu-ten, hy-phen, kitch-en, lich-en, 
 lin-den, mar-ten, mit-ten, pat-ten, row-en, sud-den, yew-en. 
 [238J 
 
SYSTEM OBTHOQRAPHY—OBADE A. 239 
 
 13. Rule XII. — I, intermediate with 1 or n=i; as, Lat-in, satin, coun- 
 cil, per-il, cof-fin. 
 
 Exceptions: dev-zl, e-vzl, wee-v^l, ba-sm, cous-m, rai-s^n. 
 
 13. Rule XIII. — O, unaccented and before a terminal consonant=u; 
 as, cus-tom=tum; meth-od=:ud; ran-cor:=cur; ran-som=:sum; pig-eon=: 
 un; piv-ot=Tit. 
 
 14. Rule XIV. — O, intermediate with n and preceded by a sound k, s, 
 or t=o silent; as, ba-con, beck-on, cot-ton, les-son, etc. 
 
 15. Rule XV. — U, intermediate with a sound r, sh, or zh=oo; as, rule, 
 sure, meas-ure, az-ure. 
 
 (c.) Special Syllables. 
 
 16. Rule XVI. — A terminal syllable sounded sh-n=shiin ; as, o-cean= 
 o-shun; nation=na-shun. 
 
 17. Rule XVII. — -Dis^^dig in ten words only: dis-arm, dis-aster, dis- 
 cern, disdain, dis-ease, dis-honesr, dis-honor, dis-mal, dis-own, dis-solve. 
 
 18. Rule XVIII. — Ths=th§ in eight words only: baths, paths, laths, 
 clothes, oaths, moths, wreaths, mouths. 
 
 Appendix G— Rules for The Use of Capitals. 
 
 (a.) Of Proper Terms, Capital Initials Begin, — 
 
 1. Rtile I. — Pro]3er nouns, adjectives, and verbs. 
 
 a. David fought with Qoliatli, the giant of Gatli. 
 
 b. The passage was Englished by an American teacher. 
 
 c. The planets are Mercury, Venus, Earth, Mars, Jupiter, Saturn, 
 Uranus, and Neptune. 
 
 2. Rule II. — Nouns proper by jjersonification. 
 
 a. Upon this. Fancy began to bestir herself. 
 
 b. The richest of all lords is Use, 
 And ruddy Health the loftiest muse. 
 
 3. Rule III. — Two adjectives, two nouns, or one adjective and one 
 noun, together forming a proper name. 
 
 a. The Michigan Central is a prosperous road. 
 
 b. We stayed on Martha's Vineyard. 
 
 c. The Wliite Mountains are in New Hampshire. 
 
 d. The River St. Lawrence Is two thousand miles long. 
 
 e. The people of South America are largely Roman Catholics. 
 
24:0 THE SYSTEM METHOD. 
 
 (b.) Of Chief Words, Capitals Begin, — 
 
 4. Rule TV. — The chief words in advertisements, synopses, etc. 
 
 a. A Complete Graded Arithmetic, Oral and Written, on the Inductive 
 Method of Instruction. For Schools and Colleges. 
 
 b. Specimen Copies sent to Teachers and School Officers free. 
 
 5. Rule V. — The chief words in book titles, periodicals, ordinances, 
 Bacred writings, etc. 
 
 a. "Cray's Elegy in a Country Church-yard" is not excelled in 
 English. 
 
 b. The Students Work-Booh of System Orthography, for the use of 
 Public Schools, Normal Schools, Teachers' Institutes, and Colleges. 
 
 c. The New-England Journal of Education is conducted by Thos. M. 
 Bicknell. 
 
 d. The Two Witnesses are the Old and Neto Testaments. 
 
 (c.) Of Special Words, Capitals Begin, — 
 
 6. Rule ri.—l and O. 
 
 a. J am, and by me, child, thy body grows. 
 
 b. With three steps / compass thy grave, thou who wast sd great 
 before! 
 
 7. Rule VII. — All terms put for the true God or the true Christ. 
 
 a. Of a truth it is that your God is a God of gods. 
 
 b. He hoped to absorb himself in the One — the Infinite. 
 
 c. I will show thee the bride, the Lamb's wife. 
 
 d. Such place Eternal Justice had prepared. 
 
 8. Rule VIII. — Each of two nouns sej)arated by "of," and together 
 forming one name. 
 
 a. The Isthmus of Panama is wider than the Strait of Gibraltar^ 
 
 b. His name was called the Word of Life. 
 
 c. Next to the Most High is the Son of Man. 
 
 d. The territory was granted to the Duke of York. 
 
 e. The Greeks used the Era of the Olympiads; the Babylonians, the 
 Era of Nahonassar . The Romans reckoned from. fiiQ Foundation of Rome. 
 
 9. Rule IX. — The words "north," "south," "east," and "west," when 
 referring to territorial sections. 
 
 a. The religion of the East and the philosophy of the West met. 
 
 b. The North gave freedom to the slaves of the South. 
 
 10. Rule X. — The word "father," when it refers to saint or sage. 
 
 a. The early Fathers were divided in opinion. 
 
 b. The Fathers are not authority for scriptural doctrine^ 
 
 11. Rule XI. — The names of the seven days and the twelve months. 
 
 a. Returning in the spring, he died on Thursday, the 13th ol April. 
 
 b. On Thursday, the 22d of June, he signed his second abdication. 
 
SYSTEM OBTHOGBAPHY— GRADE A. 241 
 
 12. Bule XII. — Every pronoun referring to God or Christ but having 
 no antecedent expressed in the same sentence. 
 
 a. Oh! show me where is He, the high and holy One. 
 
 b. Our doings are not unknown to Him. 
 
 13. Bule XIII. — Names of nations, tribes, races, sects, organized 
 bodies, great eras, specific institutions, and national enactments. 
 
 a. The English, hate the French as frivolous. 
 
 b. The MoJiegans were an Algonquin tribe. 
 
 c. The three historic races are the Aryan, the Semitic, and the 
 Hamitic. 
 
 d. The Baptists joined the Methodists. 
 
 e. New York was settled by the East India Company. 
 
 f. How proud is America of Washington and the Bevolution ! 
 
 g. The Beformation began in 1517. 
 
 h. The Fifteenth Amendment was adopted in 1870. 
 
 (d.) Of Special "Words, Small Letters Begin, — 
 
 14. Bide XIV. — The words "north," "south," "east," and "west," 
 when referring to direction merely. 
 
 a. Chicago is icest of New York and east of Omaha. 
 
 15. Bule XV. — The words "oh" and "sabbath." 
 
 a. They upbraided Jesus for plucking corn on the sahhath. 
 
 b. What is a sabbath-day's journey? 
 
 16. Bxile XVI. — Every pronoun referring to God or Christ but having 
 an antecedent expressed in the same sentence. 
 
 a. I am the Lord's, and he is mine. 
 
 b. Sing unto the Lord, sing praises to his name. 
 
 (e.) Of First Words, Capitals Begin.— 
 
 17. Bule XVII. — The first of every distinct sentence. 
 
 a. One of the evangelists says, "Jesus wept." 
 
 b. The problems of human life are, TF/jere are we? and Where axe 
 we going? 
 
 18. Bule XVIII. — The first of every direct quotation or well-known 
 saying. 
 
 a. The words of Emerson are, " The man may teach by doing, and 
 not otherwise." 
 
 b. The substance of the essay was, We learn through doing. 
 
 19. Bule XIX. — The first of every social resolution or political enact- 
 ment. 
 
 a. Resolved, That the mind is a real substance. 
 
 b. Be it enacted. That all cattle found running loose, etc. 
 
 20. Bule XX— The first of every line of poetry. 
 
 16 
 
242 THE SYSTEM METHOD. 
 
 a. Sweet day, so calm, so cool, so bright, 
 
 b. The bridal of the earth and sky, 
 
 c. The dews shall weej) thy fall to-night, 
 
 d. For thou must die. 
 
 21. Rule XXI. — The first of every separate section or paragraph. 
 
 a. The 's is added, — 
 
 (1.) To singulars having the same form for the plural. 
 (3.) To the last part of proper names. 
 
 b. The apostrophe (') only is added, — 
 
 (1.) To abstract nouns that never take the plural. 
 (2.) To plurals ending in s. 
 
 (f.) Of Titles, Capitals Begin, — 
 
 22. Bule XXII. — Every title, or other term, which is a noun prefixed 
 as part of the name. 
 
 a. In Senator Blaine's book the author eulogizes the character of 
 General Grant. 
 
 b. The prophecy of Mother Shipton has failed. 
 
 c. Colonel Robert E. Lee was a great soldier. 
 
 d. "We were visiting at Brother Gray's. 
 
 23. Rule XXIII. — Every official title occurring in a formal society 
 report. 
 
 a. After the constitution was read, the following officers were 
 elected: President, Martin Henry; Secretary, Oliver Tennis; Treasurer, 
 William Dennison. 
 
 b. The officers of this society shall be a President, a Secretary, a. 
 Treasurer, and a Sergeant-at-Arms. 
 
 24. Rule XXIV. — An epithet added to confer distinction. 
 
 a. Alexander the Great was king of Macedonia. 
 
 b. And had James the Second no private virtues? 
 
 25. Rule XXV. — The titles (or terms) brother, mother, aunt, president, 
 governor, king, queen, when not prefixed as part of the name, are begun. 
 by small letters. 
 
 a. The queen Cleopatra quickly fascinated Antony. 
 
 b. Babylon was reduced by Cyrus, king of Persia. 
 
 c. He resigned the East to his brother Valens. 
 
 d. The senate sent a deputation to the Eastern em'peror Zeno. 
 
 e. The consul Nero was busy watching Hannibal. 
 
 ^^l^^^J^ 
 
j^ppendix H— Nomenclature of Orthography. 
 
 1. Organs of speech. — Those parts of the human system used in 
 speaking. 2. Articulatort organs. — Those organs of speech used in 
 joining the sounds used in speaking. They are the lips (labia), the teeth 
 (dentes), hard palate (palatum), soft palate (uvula), nasal cavities, and the 
 larynx. 3. Vocal chords. — Two chords extending across the larynx. 
 They are flanked by thin half -moon-shaped membranes, and by their vibra- 
 tion produce the voiced sounds. 4. Voice, or voiced sounds. — Any 
 sound made by the vibration of the vocal chords; as, b and a in bat. 5. 
 Whisper, or aspirate sound. — Any sound made without the vibration of 
 the vocal chords; as, e and t in cat. 6. Vocal. — A voiced sound unob- 
 structed by the articulatory organs; as, a and a in cat and cane. 7. Sub- 
 vocal. — A voiced sound obstructed by the articulatory organs; as, b and g 
 in beg. 8. Aspirate. — A whispered sound; as, e and t in cat. 9. Base. — 
 The letter (or letters) of a syllable representing its vocal; as, e, a, and oi in 
 met, cat, and boil. 10. Antecedent. — A letter preceding the base; as, m, 
 c, and b in met, cat, and boil. 11. Consequent. — A letter following the 
 base; as, t and 1 in cat and boil. 13. Abrupt, explodent, or mute. — A 
 sound that explodes and cannot be continued; as, t and d in stand. 13. 
 Continuant. — A sound that can be continued until the breath is exhausted; 
 as, n and s in st&nd. 
 
 14. Vowel. — A letter representing a vocal sound; as, e, i, and y in 
 set, sit, and fly. 15. Consonant. — A letter representing a subvocal or an 
 aspirate sound; as, s, t, f, and 1 in sit and fly. 16. Aphthong, or silent 
 letter. — A letter having no sound, but used to determine the signification 
 of a word. 17. Digraph. — The union of two letters to rejoresent one sim- 
 ple sound, vocal, subvocal, or aspirate; as, oa, th, and ti in boat, thin, and 
 nation. 18. Diphthong. — The union of two vowels to represent a com- 
 pound vocal sound; as, oi and ow in boil and fowl. 19. Simple vocal. — A 
 single or elementary vocal; as, i and li in pin and tub. 20. Compound vo- 
 cal. — A combination of two elementary vocal sounds; as, oi, ou, i and u in 
 boil, foul, pine, and tube. 21. Coalescent. — A sound that precedes and 
 unites (coalesces) with a vocal; as, w, y, and h in wet, yet, and hot. 23. 
 Trigraph. — The union of three letters to represent one sound; as, eau in 
 beau. 23. Labial. — A sound molded or obstructed at the lips; as, b, p, o, 
 and oo in bit, lip, note, and boot. 24. Dental. — A sound molded or ob- 
 structed at the teeth; as, t, s, e, and a in sit and sedate. 25. Palatal. — A 
 sound molded or obstructed at the hard palate; as, j, r, e, and a in jug, rut, 
 set, and sat. 26. Guttural. — A sound molded or obstructed at the soft 
 palate; as, g, k, ti, and a in get, keg, tub, and far. 
 
 [243] 
 
244 TEE SYSTEM METHOD. 
 
 27. Name. — That combination of letters, syllables, or words, by wMch 
 an object is distinguished, or known ; as, John, boy, box, we, you. 38. 
 Noun. — A name that has or may have an affix added ; as, John-s, boy-ish, 
 un-box, fur-s. 29. Peonoun. — A name that has not and will not take an 
 affix ; as, we, you, he, they, I. 30. Proper noun. — One that individual- 
 izes its object ; as, John, Englishman, Greeks, Csesars, Plato, France. 31. 
 Common noun. — One that classifies its object ; as, boy, subvocal, verb, 
 house, animal, letters, words. 32. Gender. — A distinction of names, hav- 
 ing reference to the properties of sex. 33. Masculine gender. — That 
 which represents the object as exhibiting the properties of the male sex. 34. 
 Feminine. — That which represents the object as exhibiting the properties 
 of the female sex. 85. Neuter. — That which represents the object as ex- 
 hibiting the properties of neither sex. 36. Common. — That v/hich repre- 
 sents the object as having sex without distinguishing -ic/ia^ properties of sex 
 it has. 37. Yerb. — A word that asserts the progress or completion of ac- 
 tion. 38. Regular verb. — One that takes ed added to the simplest form. 
 39. Irregular verb.— One that does not take ed added to its simplest 
 form. 40. Principal parts. — Those most frequently used ; as, see, saw, 
 seen ; talk, talked, talked. The three principal parts may always be found 
 
 in the blanks, thus : I now, I yesterday, I have . 41. 
 
 Complete verb. — One having three parts ; as, see, saw, seen. 42. De- 
 fective VERB. — One having fewer than three parts ; as, will, would ; 
 ought, ought. 43. Redundant verb. — One having more than three parts ; 
 as, learn, learned or learnt, learned or learnt. 
 
 44. Letter. — A character used in language to represent a sound, or to 
 determine signification. 45. Word. — A sign expressing in letters or sounds 
 an idea. 46. Simple word. — One containing a single separable word. 
 
 47, Compound word. — One containing two or more simple words. 
 
 48. Primitive word. — One not reducible to a simpler form in its 
 native language. 49. Derivative word. — One reducible to a simpler 
 form in its native language. 50. Root. — A word from which other words 
 are formed. 51. Etymon. — The least number of letters that represent an 
 idea and constitute a word-part ; as, in, stit, ut, ion in institution. 52. Pre- 
 fix. — An etymon placed before a root or another etymon ; as, re-move, cir- 
 c«m-navigate, acZ-vance. 53. Suffix. — An etymon placed after a root or 
 another etymon ; as, r-ei^-id-ly , TdOY-able. 54. Affix. — Either a prefix or a 
 suffix. 55. Radical. — A root modified or unmodified. Thus in 'precede, 
 recede, and intercede the English radical cede is the Latin cedere (to go^ mod- 
 ified. 
 
 56. Etymology. — The science (^. e., tree system, or class system) of the 
 etymon ; in a loose way. The study of words as made up of root and affix. 
 57. Orthography. — The science (tree system, or class system) of the letter ; 
 in a loose way, The study of letters as expressing a language. 58. Word- 
 analysis. — An unscientific term applied to word dissection. Real word-an- 
 alysis would be unloosing the attributes, i. e., finding the classes, of 
 words ; but this would be the doings of grammar. 
 
Thh System Method— No. 18. 
 
 WORK-BOOK OF SYSTEM ETYMOLOGY, 
 
 FOR THE USB OF 
 
 'PubliG Schools, Normal Schools, Teachers' Institutes, 
 and Colleges, 
 
 AND ESPECIALLY ADAPTED TO 
 
 Soz-zooi-i IB2^:E^OSITIOn>TS. 
 
 IN WHICH THE STUDENT LEARNS AND REMEMBERS UNDER THE 
 GUIDANCE OF THE "LEARNER'S WORK-TREE" BY ORGANIZ- 
 ING THE ETYMON-PARTS OF WORDS THROUGH THEIR 
 CLASSES, BRANCHED TOGETHER AS CLASS- 
 BRANCHES OF AN ETYMOLOGICAL- 
 TREE WHOLE. 
 
 ->^=^-<- 
 
 J 
 
 BY ISAAC ELDRIDGE WILSON, 
 
 IKVENTOE OP THE LEARNEF.S WORK-TEEE, AUTHOR OP THE SYSTEM METHOD, A SERIES 
 OP TEXT-BOOKS POR SCHOOLS, A SERIES OP STUDENT'S WORK-BOOKS, ETC. 
 
 '• THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE.''— EMEfi..^.. 
 
 "^ '/ir ' 
 
 AUG 13 I8BS4?] 
 
 
 OHIO A. GO, IIvIv 5 
 
 Learner's Work-Tree Company. 
 
COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 
 ALL RIGHTS RESERVED. 
 
 Any infringement will be prosecuted to the full extent of the law. 
 
Appendix A— Lessons to be Assigned. 
 
 — "^©^-r-i-^-^®^" — 
 
 Program I. — Arise, love, go, learn, burst, be, awake, dare, cry, bear, 
 prove, eye, eat, beget, knit, sit, begin, swell, ought, must, spin, light, may, 
 shall, set, lie, lay, can, dig, bid, bite, rap, creep, blow, bring, hoe, work, 
 will, build, burn, buy, catch, whip, mean, choose, reave, know, do, drink, 
 drive, write, fly, forbear, have, hide, wind, wet, kneel, lead, wake, think, 
 swear, lose, pen, pay, ring, ride, stride, stay, split, spit, spill, say, shoe, 
 shine, shave, sing, shoot, shut, smite, speak, sink, shrink, slit. 
 
 Prog. II. — Turn, wedge, sit, set, abide, laugh, shall, fight, quit, smite, 
 may, burst, awake, snatch, gird, give, go, grind, heat, can, build, lie, lay, 
 see, bring, must, know, knit, hew, bless, twist, miss, do, will, crack, ought, 
 gild, burn, blow, seize, compel, instill, rise, beseech, hear, wail, work, hail, 
 sleep, cough, climb, clothe, smell, learn, light, expect, love, fly, tie, hoe, 
 prove, shoe, bloom, dare, bid, dream, fall, eat, knot, spank, scald, walk, 
 whet, mold, bet, steal, wed, wound, stay, spoil, be, craze, smoke, sink, shut, 
 parse, analyze, classify, divide. 
 
 Prog. III. — Snuffers, earnings, goings, tongs, thanks, oats, doings, in- 
 feriors, pincers, ones, Jameses, armies, Lucies, feelings, measles, ashes, 
 boxes, embers, churches, oxen, R. B. Hayeses, news, movables, blessings, 
 tweezers, scissors, undertakings, sheep, pepples, O. P. Mortons, waters, 
 halves, Miltons, goods, Blanches, Mackintoshes, mumps, warblings, math- 
 ematics, searchings, odds, yokes, Miss Thompsons, acoustics, ethics, masses, 
 shears, getters-up, hundreds, whiskies, tracings, tenths, lungs, bowels, be- 
 liefs, heathens, couples, sevens, checkers, suds, wages, riches, moneys, 
 compounds, plurals, proceeds, Platoes, senses, Greeks, Turks, truths, bricks, 
 Chickasas, Powhatans, gods, Germans, Maries. 
 
 Prog. IV. — Thanks, men, checkers, oats, lungs, bowels, doings, com- 
 panies, ashes, waters, s's, soliloquies, tens, lO's, geese, peoples. Henries, 
 Joneses, mumps, children. Senator Blaines, Daniel Websters, feet, thirds, 
 spoonfuls, Lucases, measles, warblings, tongs, shears, deer, Greeks, pneu- 
 matics, mathematics, dregs, Johns, halves, flies, pairs, spectacles, politics, 
 ones, twos, f's, affairs, sixes, wages, movables, odds, riches, betters, teas, 
 coffees, tongs, Germans, news, trappings, skimmings, ethics, hoes, bitters, 
 hundredths, Shakspeares, Moseses, Pharisees, justices, entrails, sheep. 
 General Gateses. 
 
 Prog. V. — Lawful, homespun, nobleman, hailstorm, manliness, friendly, 
 hour-glass, milkmaid, gentleman, gardener, reform, large, quiet, sailor, sea- 
 gull, steamboat, sideboard, ox-goad, book-seller, oat, nut-cracker, stronghold, 
 wooden, warehouse, formal, hilly, trust, classmate, inkstand, brightness, 
 
 [247] 
 
248 THE SYSTEM METHOD. 
 
 grammarian, windmill, sharp-edged, waylay, justice, necklace, goodman, 
 time-piece, unfetter, bluish, forget-me-not, apple-tree, coachman, music- 
 teacher, demonstrate, overbalance, footstep, understanding, unlooked-for, 
 redness, watch-key, rib, heart-broken, kingdom, uprising, hardihood, day- 
 star, impossible, shoe-making, plowman, finisher, turncoat, hearsay, far- 
 fetched, by-word, make-believe, workman, brotherhood, goodness, rainbow, 
 redbreast, nowhere, whereas, trickster, misinform, reconstruct, colonize, 
 irrepressible, finger-ring, ring-finger. 
 
 Prog. VI. — Church, girl, he, mouse, oxen, child, men, we, it, foot, 
 teeth, she, knife, god, goddess, boy, nephew, niece, John, key, wages, odds, 
 doings, others, basis, Mary, they, who, Jameses, uncle, sir, witch, mother, 
 host, widower, teas, sugars, son-in-law, James G. Blaine, geese, molasses, 
 hundreds, twos, people, fives, sheep, deer, girls, wife, babies, Miss Smith, 
 Mackintoshes, Platoes, me, measles, thou, you, thy, them, conscience, 
 peace, nebula, cherubim, cattle, Greek, chemistry, summons, sirs, soliloquy, 
 fly, TJ. S. Grants, Hindoos, landlord, she-goat, Chickasas, brick, Powhatans, 
 testator, which, hoe, relative, friend, gypsy, p, plus, Maries, ladies, father- 
 in-law, getters-up, step-brother, himself, myself, itself, Jew's-harp, New- 
 year's-day, beeswax, newspaper, tradesman, to-night, to-day, to-morrow, 
 ones, commander-in-chief, Moses, angels. 
 
 Pkog. VII. — Man, geese, boxes, we, girls, church, David, history, god- 
 dess, actor, widow, landlord, mouse, children, bridegroom, brother, she, 
 knife, sister, nephew, thanks, niece, he-goat, landlady, wages, odds, basis, 
 teeth, analyses, sheep, belief, ones, sugars, son-in-law, negro, molasses, 
 Moses, hundred, dozen, census, twos, fives, people, news, snuffers, sober- 
 ness, wife, valley, babies, duplicity. Miss Smiths, James, London, shears, 
 class, company, Mary, Platoes, Spaniard, goods, movables, them, it, you, 
 measles, stratum, vow, their, errata, us, earnings, blessings, thesis, data, 
 nebula, pairs, tongs, seraph, index, medium, focus, honey, deer, cattle, 
 chemistry, truth, summons, bellows, Mobilians, gods, Algonquins, cannon, 
 dregs, scissors, half, staff, cloths, Mussulman. 
 
 Prog. VIII. — Travel, he, cancel, conscience, be, awake, bear, begin, 
 thou, will, shall, bid, glow, may, can, break, walk, love, ought, she, they, 
 must, choose, sit, set, lie, lay, house, Csesar, woman, crisis, oats, climb, 
 clothe, dare, dig, embers, sheejD, ashes, deer, bellows, means, dream, drive, 
 goods, eat, nippers, fly, who, I, grow, tongs, their, knit, twist, Plato, 
 Moses, know, learn, burst, it, blessings, doings, you, her, light, me, hang. 
 Englishman, write, wet, German, Algonquin, teach, Seminoles, spell, spill, 
 Mary, stratum, negro, shut, data, errata. 
 
 Prog. IX.— Cata, ad, con, anti, amphi, am, ana, ante, a (Gr.), ab, a 
 (A.-S.), be, bi, circum, dia, for, dis (Gr.), fore, contra, de, in (A.-S.), ec, dis 
 (Lat.), en (Gr.), en (Lat.), mis, epi, ne. ex, extra, in (Lat.=m), in (Lat.= 
 not), inter, intro, retro, off, on, hyper, hypo, non, ob, per, meta, out, post, 
 re, pro, se, over, pre, to, peri, sub, un, syn, under, super, with, trans. 
 
WORK-BOOK OF ETYMOLOGY. 249 
 
 Prog. X. — A (Gr.), ab, ard, dom, cata, ad, en (Gr.), en (Lat.), en (A.-S), 
 er (Lat.), er (A.-S.), dis (Lat.), ante, circum, con, ec, a (A.-S.), be, an, ful, 
 ate, able, dis (Gr.), ex, mis, ne, ish, kin, cle, ling, eer, in (Lat.=?iot), off, 
 ance, para, ock, ster, ob, inter, ship, in (Lat.=m), id, fly, le, ty, sub, trans, 
 se, epi. 
 
 Prog. XI. — Lion-hearted, always, old, heavily, open-mouthed, pitch- 
 dark, green, together, greenish, blue-green, backward, three, child-like, 
 elegant, ill-natured, some, politely, sad, lengthways, white, ruinous, severe, 
 immediately, here, rough-hewn, sour, constantly, lengthwise, ripe, remotely, 
 thereabout, little, thereby, many, soon, excellently, somehow, coarse, 
 somewhat, tall, therefor, thereby, now, Socratic, wearisome, headlong, 
 same, fearfully, lonesome, guestwise, triple, yonder, rough, far-fetched, 
 second, overdone, finally. 
 
 Prog. XII. — Fruit-bearing, everywhere, frequently, well-earned, boldly, 
 when, largest, downward, balmy, anyhow, towards, this, sufficiently, hare- 
 lipped, then, happy, sidewise, weeds, warlike, manly, therefore, trustworthy, 
 greener, necessarily, loveliest, slowly, seaward-gazing, wisely, ill-content, 
 league-long, adjacent, long-haired, the, yonder, inarticulate, excessively, 
 meadowy, wholesome, worm-eaten, upward, half-believing, gloriously, 
 groimdless, eastward, round, same, barefaced, identical, frolicsome, super- 
 fine, self-same, nowadays, a, nevertheless, anywhere, an. 
 
 Prog. XIII. — Fine-|-apples, a-|-rich-|-inan, ab+solve, heart-(-broken, 
 the-|-most-|-delicious+fruit, contra-j-dict, American-|-policy, be+side, air-|- 
 built, a+scend, tran-|-scend, rough-|-hewn, Siberian-f-snows, termin-{-ate, 
 civil-fize, all-|-wise, blue-j-green, pay-j-er, green-f-leaves, pay-|-ee, act-(-or, 
 con-j-voke, red-j-tape, de+part, Rom-j-an, con+duct, un-|-ripe, i]l-(-bred, 
 new-f hat, lion-1-hearted, publ-|-ish, coin-fage, month-j-ly, black-fen, far-|- 
 fetched, terri-)-fy, dis-|-miss, colon-|-ize, gradu-j-ate, en-(-fold, child-f-like, 
 art-fist, fruit-fbearing, im-f mense, Swiss-f hero, hero-f ism, pleasant-fair, 
 e-f ject, team-f ster, partis-fan, fore-f tell, lion-f ess, Eve-flike, mediatr-f 
 ix, wild-f geese, in-f cise, man-flike, first-fborn, owl-f like, inter-f pose. 
 
 Prog. XIV. — Un-ftie, publici-fty, intro-fduce, ill-fcontent, mis-f 
 guide, both-f arms, occup-f ancy, ripe-f cherries, good-f looking, vigil-f ance, 
 quie-ftude, male-f fact-f or, Egyptian-f lily, ob-f ject, the-f Austrian-f army, 
 hard-fworking, out-frun, ad-fher-f ence, rude-fness, per-f for-f ate, above 
 -f said, nat-f ion, either-f hand, move-f ment, two-f busy-f men, two-f leaved, 
 seiz+ure, pre-f judge, post-f script, act-five, live-fly, child-f like, care-f less 
 +ly, twelve-f peaches, un-f true, oil-f y, pro-f duce, retro -f grade, avoid-f able, 
 law-f less, one-f legged, hero-f ic, Afric-f an, wool-fen, Rom-fish, matter-f 
 of-ffact, direct-for, trick-f ster, se-fcede, re-fcon+struct, broad-f shoul- 
 dered, per-ffect+ible, poet-f ic-f al, un-fheard-f of, an-f nex, fore-f father, 
 sup-f press, long-f looked-ffor, ir-f re-f press-f ible, ir-fresolute. 
 
 Prog. XV. — Contempt-fible, tam-fable, be-fstir, drunk-fard, dis-f 
 joln, be-fdew, n-f either, dis-fplease, re-f new-f al, Christi-f an, em-fbody, 
 missiona-fry, black-fen, en-ftrap, wood-fen, fore-ftell, di-frect-for. 
 
250 THE SYSTEM METHOD. 
 
 preach+er, un-|-ripe, pre+judge, fear-f-ful, educat-fion, blu+ish, mis-l- 
 take, in-|-secure, re-f-plant, civil-|-ize, pre+vent+ive, super-j-natur-(-al, 
 plant-j-let, man-)-ly, banish+ment, friend+ship. 
 
 Prog. XVI. — A-|-rise, n-|-one, under-}-mine, be-|-set, for-(-give, be-|- 
 friend, teach-|-able, un-f-taught, scholar-j-ly, un+schooled, health-j-ful, 
 health-f-y, kmg-)-dom, liast-)-en, beginn-j-er, pay-|-ment, un-|-paid, pay-j-ee, 
 with-|-stand, over-{-look, bound-)-less, Sun-J-day, Mon-|-day, dai'k-|-some, 
 song-j-ster, Satur+day, book-|-ish, begg-|-ar, Fri-|-day, Wednes-|-day, blood 
 -f-y. wilder-j-ness, Thurs-|-day, Tues-|-day, critic+ize, e-|-duc-|-at-)-or, 
 tranquili-|-ty, knav-|-isb., medicin-|-al, op-(-press-|-ive, power-|-less-|-ness, 
 skeptic-|-ism, nation-1-al, imit+at-|-ion, dis-]-embarrass-)-ment, in-j-sincere, 
 disciplina-j-ry, in-|-ex-}-press-|-ible, safe-)-ty, im-f-pure, liiIl-|-ock, n-|-either. 
 
 Pkog. XVII. — A-j-path-j-y, gold-fen, syn+tact-|-ic, sym-j-metr-|-y, kitt 
 -j-en, an-j-arch-f-y, a-(-vert, abs-|-tain, ana-|-lyze, cardi+ac, cour-|-age, dia-f- 
 meter, cata-f-logue, anti-j-path+y, preach-j-er, Cat-|-liol-)-ic, dis-)-syl-|-lable, 
 at-|-tain, hermit-|-age, annu-|-al, debt+or, di+phthong, af-|-fix, ap+plaud, 
 dys+pept-|-ic, as-)-sist, a-j-bed, a-j-nse, be-j-take, ec-|-centr-|-ic, mani-)- 
 fold, ex-j-ort-l-ive, en-j-tliusi+ast-j-ic, truth-|-ful, em-|-pbas-|-ize, ag-j-greg 
 +ate, el-|-lipt+ic+al, con-)-sign, epi-|-cycle, gos-fling, vill+ain, vigil-f- 
 ance, eu+log-j-ize, am-|-put-|-ate, anti-)-cip-j-ate, mis-)-ap-|-ply, con-)-nect, 
 co-|-ev-|-al, am-)-put-f-at-)-ion, com-fpress, wilder-l-ness, hill-f-ock, as-j-sist 
 -fant, ad-)-versa-f-ry, leg+ate, pre+vise, hyper-|-crit-|-ic-|-al, liypo-|-tenuse, 
 meta-l-pbys-|-ics, to+day, mani-f-kin, lord+sbip, in-|-iti-|-ate, sta-|-ble, 
 cred-|-ible, ortho-|-dox, un-|-equal, vesi-|-cle, di-j-verge, dif-|-fuse, em-(- 
 body, ex-)-clude, hast-f-en. 
 
 Prog. XVIII. — Team-)-ster, extra-j-ordina-f-ry, in-|-vade, under-fstand, 
 peri+osteum, animal-|-cule, dif+fid-f-ence, Wesley-|-an, pre+sid-j-ency, de 
 +pend-)-ent, four-)-teeii, pro-}-gnosls, in-|-born, side-)-wise, inagiii-|-fy, 
 peri-f-od-l-ic, im-f-merse, lr-|-radi-}-ate, rig-l-id, con+cept+ion, m-\-et-{- 
 fici-j-ent, ig-|-noble, sym-|-path+y, under-|-go, blood-(-y, sbeep+ish, de-j- 
 ism, dent+ist, intro-f-duce, oc+cur, of-j-fer, war-j-like, majes+ty, retro-|- 
 spect, sub+merge, su-f-spect, sug+gest, pros-|-elyt-f-ize, sym-f phon+y. 
 
 Prog. XIX. — A -{-shore, n-j-either, con-|-tempt-|-ible, n-|-one, for+give. 
 drunk-fard, dis-j-join, wiz+ard. be-)-dew, dis-|-please, re-f new+al, black-|- 
 en, en-|-trap, be-|- friend, teacb-(-able, un-f-taught, un+school-f-ed, health -(- 
 ful, king-1-dom, beginn-fer, pay-fment, fore-j-tell, di-(-rect-|-or, pre+judge, 
 pay+ee, e-{-duc-|-at+ion, blu+ish, bound+less, mis-|-take, re-)-plant. Sun 
 -[-day, pre+vent+ive, super-f-natur-j-al, Mon-|-day, eagl-j-et, Satur-j-day, 
 clos-|-et, Tues-f-day, dark-|-some, wilder-|-ness, op-|-press-[-ive, friend-|-ship, 
 power-f less-|-ness, skept-^-ic+ism, im-|-pure, im-|-it-)-at-l-ion, puri-j-ty, 
 fruit-fage, safe+ty, crystall-}-oid, blood-|-y. 
 
 Prog. XX. — A-j-wake, drunk+ard, gift+ed, boun-fd, be-|-think, be-j- 
 cause, an+onym-[-ous, in-|-ef+fici-|-ent, amphi-(-bi-f ous, inter+cede, Ana-|- 
 bapt-fist, squal-j-oid, opu-|-lent, Tartar-}-ean, anti-|-pode-|-s, phys+ics, 
 ethm-1-oid, con-|-ceal-|-ment, organ-j-ize, ob+liter-|-ate, apo-j-stas-|-y, apo-(- 
 
WORK-BOOK OF ETYMOLOGY. 251 
 
 stle, en+thusi+asm, cata+rrh, joc-f-ose, variol+oid, pel+luc+icl, per-{- 
 vade, dia+meter, dis+syl+lable, multi+tude, gnost+ic, ec+clesi+ast+ic-f 
 al, di+phthong, ec+centr+ici+ty, e+nerv+ate pre+dict, liber+ty, pro+ 
 vid+ent, en+dem-'pic, epi+dem+ic, re+pel, liypo+crite, dram+a, trace-f- 
 able, glob-{-ule, post+ure, obstin+acy, di-[-vis-|-ible, creat-fure, retro-1- 
 spect-f-ive, met-f-onym+y. 
 
 Prog. XXI. — Se-|-greg-|-ate, para-j-dox, con-|-flu-f-ence, ir-j-re+sol-l- 
 ute, sapon+ace+ous, sub+merge, suf+fer, peri+osteum, savag-j-er-t-y, 
 per-fcent-|-age, supra+orbit+al, sur+vey, con+vey+ance, syn-fchron-j- 
 ous, pro-f-gram, sy-fstem, sym+path-j-y, as+sist+ant, tlief+t, tra-j- 
 verse, dee-f-d, ad+versa+ry, ac+cesso-fry, pay+ed, hear-fd, ab-j-jeot, 
 ad+voc-l-ate, af+fix, stai+d, tlirif-f-t, ob+serv+ato+ry, ap+plaud, gold 
 -f-en, leather+n, heav+en, mod-|-er-l-n, en-j-dear, daw+n, am-fput+ate, 
 anti+cip+ate, liber+at-}-ion, larg+er, chatt+er, mole+cule, mo+st, man 
 -|-liood, in+born, bi+ped, bi+gamy, kern+el, bow+el, bis-f cuit, circum 
 -|-veut, mis-j-give, metall-|-oid. 
 
 Prog. XXII.— Mors+el, tab+le, go+ing, bagg+ing, wolf+ish, soldie-1- 
 ry, fer-j-ry, mani+kin, n+augbt, con-j-nect, cor+rug+ate, nibb+le, out-j- 
 live, dribb+l3, magni-f fy, gos-fling, aquat+ic, peri+od+ic, not-fice, utt-|- 
 er, contro-|-vert, stup+id, prism+oid, puer+ile, humm+ock, ball+oon, 
 Campbell+ite, de-j-flect, viper+ine, macadam-j-ize, don-|-at-|-ioD, ladi-f- 
 es, e-fstabl-j-isb, grow-|-th, heal+th, over+reacb, over-{-coat, s+melt, dis 
 -|-pel, s+pread, tru+th, de-fism, Wesley+an+ism, di+verge, ex+clude, 
 dent-j-ist, fin+ite, cross+wise, Huss-fite, un-|-do, un-ftrue, e+dent-l-ate, 
 heal+tli-t-y, ef+flu+ent, de+kis-i-ive, capt+ive, bab+y, under+ling, extra 
 -)-mur-|-al, eas+y, an+y, witb+stand, Will+ie, ex-fcresc+ence, leav-|-ing. 
 
 Prog. XXIII. — Ac+cede, con-j-duct-j-or, dis+cuss+ion, organ-|-ize, 
 in-f-vis-l-ible, libra+ry, intro-j-duc-f-tion, martyr-|-dom, name-|-less, pro-j- 
 sec-f-ute, con-}-sequ-|-ence, ad-(-mon-j-isb, pur-fsue, a-j-voc+at-fion, pro-|- 
 pose, in-j-trus-j-ion, re-f bell+ion, un-t-ten-|-able, re-|-miss-|-ion, lov+able, 
 therapeut-f ics, syn+tact-j-ic, taberna+cle, ampli+tude, con-|-greg-t-at-[-ion, 
 ed+ible, cour-(-age, in-(-toxic+ate, se+cess-j-ion, inter+cede, con-l-sider-|- 
 at+ion, dur-fable, re+mit, trans-(-fer, capit-j-al, di+pbthong, felicit-|-ous, 
 con-j-junct+ion, de+capit-l-ate, e-j-loqu+ent, e-fluc-j-id-j-ate, ab-t-norm-(- 
 al, pract-j-ic+able, ec+centr-|-ic, digni+ty, dif+ficult, di-j-graph, flex-J- 
 ible, feroci+ous, im-t-poss+ible, com4-prehens-|-ible, in+cur-j-able, mar-j- 
 ine, in-|-tent-l-ion, inter-f-vene, con-j-vent+ion, matbemat-|-ics, lion-|-ess, 
 para+grapb, padd+le, pack+et, over+reach, out-|-live, parc-}-el. 
 
 Prog. XXIV. — Motion, motive, parody, ossify, parentage, nasal, re- 
 flect, ornament, protector, punishment, postponement, pursue, prospect, 
 senior, render, resonant, secede, texture, timidity, subsequent, zodiac, venal, 
 unwind, altitude, ambition, acephalous, beseech, bepraise, arrange, concep- 
 tion, ciiTumstance, degrade, convex, consumption, fraction, evasion, fore- 
 know, Impulsive, grievance, Invincible, inter, magnitude, prophetess, 
 testament, succumb, thermal, technics, underwood, wolfish, verbose, 
 
252 THE SYSTEM METHOD. 
 
 wooden, wizard, aliment, allusion, amendment, breakage, armful, brevity, 
 canine, boxes, ascend, concoction, collect, dejection, decimal, embalm, filial, 
 exhort, finny, marriage, intrude, luxury, overeat, notify, promotion, piety, 
 scripture, scissors, reprove, sanctify, temjooral, sufficient, tenement, thermal, 
 technics, stomatic, underwood, witness, tyrannize, valor, amendment, ac- 
 quire, illusion, artless, bloody, ardor, deodorize, contortion, decrease, con- 
 vulsion, controvert. 
 
 Prog. XXV. — "Warlike, translucent, tradition, remorse, supplant, ridicu- 
 lous, comfort, saccharine, stable, ravenous, precision, knavery, method, 
 mental, minute, iterate, justice, military, ignominious, infusion, expression, 
 retrograde, assumjDtion, dissuade, dribble, denticle, describe, incurable, con- 
 stant, baby, cemetery, attention, agent, adjective, vulnerable, vindicate, tor- 
 ment, antagonist, antecedent, common, irksome, precede, patience, pastor, 
 miracle, labial, mercantile, metatarsus, restriction, signal, transgression, 
 tremendous, vocal, missionary, supply, sidewise, premature, perfumery, vo- 
 cal, votary, supremacy, torrid, patriotic, objection, religion, ministerial, 
 synagogue^ resumption, patience, castigate, cartage, quackery, audible, bar- 
 barous, villain, merchant, indomitable, expectancy, expectorate, induction, 
 tradition, vocalize, resurrection, solar, reversion, Presbyterian, reverend, 
 nursery, ignoble, ignorant, dispel, correspond, atheism, disruption, emo- 
 tion, derision. 
 
 Prog. XXYI. — Revive, revolve, solitude, victory, infant, friction, 
 inflexible, fretful, expel, fugitive, voracity, translation, company, congress, 
 fraudulent, percentage, transmit, saline, revolution, recumbent, realism, 
 pericardium, perjury, permanent, predominate, peddle, laity, kingdom, 
 ointment, pervade, mortal, language, lenity, inherent, infatuate, gamester, 
 explode, extant, iniquity, extortion, garrulous, garment, fundamental, 
 exult, enormous, distraction, epicycle, enactment, doubtful, cynic, cultivate, 
 darling, dexterity, crescent, consonant, beatitude, aviary, cellule, aerate, 
 after, vulgarism, tenant, subterranean, thoracic, rotundity, candidate, 
 statement, spectacle, procrastinate, rabid, prelude, lacteous, production, 
 reflect, obnoxious, persecution, accidental, perfect, perihelion, missive, 
 lacerate, migratory, influence, provision, sympathy, connection, reception, 
 puerile, masculine, coUajase, submit, donation, temporary, trespass, transact, 
 infidel, establish, caution, message. 
 
 Prog. XXVII. — Itinerant, symmetry, knightly, mitigation, mnemonics, 
 inference, inflammation, expire, insj)ire, atonic, immoral, immortal, coun- 
 teract, furious, insanity, fretful, injurious, corpuscle, animalcule, globule^ 
 captain, inexhaustible, interpose, lunar, mariner, visible, interlude, mana- 
 cle, intellect, insulting, macerate, loquacity, elocution, lobule, levity, nar- 
 cotic, panic, paganism, osculation, plenitude, magnitude, multitude, pro- 
 posal, popery, remonstrate, demonstrate, refulgence, suspect, symphony, 
 vengeance, untrue, altitude, bronchial, boundary, carnal, article, aquatic, 
 contemptible, edict, dilation, didactic, essence, dilute, mundane, nefarious, 
 despotic, cumulative, devotion, cutaneous, depredation, consolidate, com- 
 
WORK-BOOK OF ETYMOLOGY. 253 
 
 posnre, tactics, territory, syntax, stifle, tedious, stubble, succor, timidity, 
 thimble, ruminant, society, sonorous, reversion, recline, preposition, re- 
 dound, rendition, prevail, resuscitate, presidency, procedure, prodigy, obvi- 
 ate, perigee, pedestrian, obituary, oblivion, obstacle, pentecostaL 
 
 Prog. XXVIII. — Omission, undersell, convention, moonbeam, omi- 
 nous, monkish, sweetmeat, imbibe, heroic, honorable, cylinder, apathy, 
 afield, workman, withdraw, anticipate, chatter, aversion, circuit, because, 
 cellular, cathedral, circle, baby, avert, banishment, childhood, remorse, 
 thinnest, square, songster, ruminate, revive, proffer, reasonable, reduction, 
 radicle, redaction, perambulate, enthusiasm, permission, occur, oculist, 
 mortal, length, monitor, misery, pear-shaped, inhale, factor, gastric, expo- 
 nent, grateful, funeral, emotion, doctor, enrage, pay-day, debtor, dawn, 
 cripple, darkling, curable, detraction, consanguinity, composition, epidemic, 
 watch-word, submit, collapse, cervical, creamery, provide, confluent, mount- 
 ainous, conscience, antithesis, adjoining, livelong, ashore, adverb, Wes- 
 leyan, windward, receive, watchful, traction, trade-wind, providence. 
 
 Prog. XXIX. — Cellule, thermal, summon, sacrament, township, shad- 
 owy, plenteous, royal, review, subdue, May-day, sparsest, remove, predic- 
 tion, reflect, postpone, pass-word, quickstep, recumbent, deposit, rectitude, 
 molecule, judgment, religion, peaceable, prescribe, precedence, distract, 
 sing-song, receive, postscript, greenish, wizard, redeem, prevail, justify, 
 redolent, misplace, critic, perusal, onset, persuasion, oration, repulse, non- 
 sense, venal, capital, personate, wine-press, sluggard, modesty, mollify, 
 laureate, insatiable, insanity, deduction, insecure, insipid, reply, garment, 
 innocent, windmill, traction, undergo, torsion, fusion, sunflower, cowhide, 
 inquiry, family, gratify, exult, impression, transport, transatlantic, imped- 
 iment, famous, globule, falsify, fashion, grantee, payee, wishful, friendless, 
 remonstrate, dogmatic, deduce, inkstand, penman, wakeful, bookworm, 
 controversy. 
 
 PuoG. XXX. — Submission, return, arrival, condescend, admonish, 
 alleviate, punctuation, renewal, confusion, deciduous, suspicion, interjec- 
 tion, dropping, doubtful, epitaph, dissatisfy, emanate, enthusiast, religion, 
 demonstrate, donor, gratify, removal, intervention, equity, depression, con- 
 spiracy, devotion, dispel, companion, consignee, martyrdom, incision, revis- 
 ion, apprehend, cautious, admirable, chatter, Baptist, childhood, testament, 
 subject, tactual, solar, rusticate, squaloid, prismoid, solitary, verbal, rotund- 
 ity, consequence, songster, solitude, matrimony, sidereal, lunar, endorse- 
 ment, spoliation, spherical, salary, revive, recapitulate, redolent, precession, 
 enormous, procurement, redemption, pre-emption, reconcile, decision, on- 
 set, option, odorous, presidency, optics, reference, president, consumption, 
 assumption, raccoon, impediment, production, invent, procrastinate, lat- 
 itude, magnify, justice, impend, lachrymal, doubtful, decapitate, damnation, 
 resuscitate, scribble, resurrection, dukedom, crystallize, cordial, defensive, 
 question, final, recognize, perambulate, perimeter, oration, misery, labora- 
 tory, modesty, circumference, mesmerism, Calvinism. 
 
254 
 
 THE SYSTEM METHOD. 
 
 Program XXXL— Words of Two Roots. 
 
 1. AGOGVE=agogeus. 
 Demagogue 
 Pedagogue 
 
 2. A:NTnROFY=cmt7iropos, 
 Misantliroi^y 
 Philanthropy 
 
 3. Ait.cuY=arche, y. 
 Heptarchy 
 Heterarchy 
 Monarchy 
 Oligarchy 
 
 4. A'T'E.=^atUS. 
 
 Amalgamate 
 
 Certificate 
 
 Duplicate 
 
 Emancipate 
 
 Triplicate 
 
 5. ciDE=caecZc>. 
 Fratricide 
 Homicide 
 Infanticide 
 Matricide 
 Parricide 
 Regicide 
 Suicide 
 
 6. cosis.=Gosmos. 
 Macrocosm 
 Microcosm 
 
 7. CRACY=/fcratos, y. 
 Aristocracy 
 Democracy 
 Theocracy 
 Timocracy 
 
 8. CULTURE :=c^iZ<wm. 
 Agriculture 
 Arboriculture 
 Horticulture 
 
 9. Dox=d!oa;a. 
 Heterodox 
 Orthodox 
 
 10. -D-[jCT=ductum. 
 Aqueduct 
 Caliduct 
 
 DUCT (Continued). 
 Ventiduct 
 Viaduct 
 y.ll. ^^^sixh^annus, al. 
 Biennial 
 Centennial 
 Millennial 
 Septennial 
 
 12. FACTiON=/«c<«??i, ion. 
 Putrefaction 
 Satisfaction 
 Stupefaction 
 
 13. FEROUS=/<?r'(?, ous. 
 
 Argentiferous 
 
 Auriferous 
 
 Floriferous 
 
 Fructiferous 
 
 Odoriferous 
 
 Vociferous 
 
 14. FiCATiON=/fflctom, ate, 
 Acetification 
 Amplification 
 Chylification 
 Exemplification 
 Fortification 
 Glorification 
 Justification 
 Modification 
 Mortification 
 
 15. FORM=/orm. 
 Aeriform 
 Cruciform 
 Cubiform 
 Cuneiform 
 Fusiform 
 Oviform 
 
 16. (iA.MY^=gameo, y. 
 Deuterogamy 
 Misogamy 
 Monogamy 
 Polygamy 
 Trigamy 
 
 17. GO^=goma. 
 
 gojST (Continued). 
 Hexagon 
 Octagon 
 Polygon 
 18. GRAPnY^grapho, y. 
 Aerography 
 Autobiography 
 Biography 
 Caligraphy 
 Chirography 
 Cryptography 
 Ethnography 
 Geography 
 Historiography 
 Horography 
 Hydrography 
 Lexicography 
 Lithography 
 Orthography 
 ion. Phonography 
 Photography 
 Stenography 
 Telegraphy 
 Topography 
 Typography 
 Zoography 
 
 19. LATERAL=tofe?7S,a?. 
 
 Equilateral 
 Multilateral 
 Quadrilateral 
 
 20. L0GUE=Ztf5'(?S. 
 
 Catalogue 
 Decalogue 
 Dialogue 
 Monologue 
 
 21. -LOGY^logos, y. 
 Anthology 
 Anthropology 
 Archseology 
 Astrology 
 Biology 
 Chronology 
 Conchology 
 
WORK-BOOK OF ETYMOLOGY. 
 
 255 
 
 LOGY (Continued.) 
 Demonology 
 Doxology 
 Entomology 
 Ethnology 
 Ethology 
 Etymology 
 Genealogy 
 Geology 
 Ichthyology 
 Meteorology 
 Mineralogy 
 Mythology 
 Neology 
 Neurology 
 Theology 
 Zoology 
 
 22. TsiKSCY=manteia, y. 
 Aeromancy 
 Arithmancy 
 Chiromancy 
 Necromancy 
 
 23, METER=TO6i;rtl?l. 
 
 Aerometer 
 Anemometer 
 
 METER (Continued.) 
 Barometer 
 Chronometer 
 Electrometer 
 Gasometer 
 Heliometer 
 Hexameter 
 Micrometer 
 Thermometer 
 Trimeter 
 
 24. NOMrAL=7iome?i, al. 
 Monomial 
 Multinomial 
 Polynomial 
 Quadrinomial 
 Trinomial 
 
 25. NOMT=?ic»mos, y. 
 Astronomy 
 Deuteronomy 
 Economy 
 
 26. PHONE =p7w?ie. 
 Audiphone 
 Microphone 
 Telephone 
 
 27. sco'e'E.=^sTcopo. 
 
 SCOPE (Continued). 
 
 Baroscope 
 
 Helioscope 
 
 Kaleidoscope 
 
 Microscope 
 
 Stereoscope 
 
 Telescope 
 28. TECHNic=i!6c/me. 
 
 Polytechnic 
 
 Pyrotechnic 
 29. THErsM:=i;7ieos, ism. 
 
 Monotheism 
 
 Pantheism 
 
 Polytheism 
 
 30. 'rY'PE:=typns. 
 Archetype 
 Prototype 
 Stereotype 
 
 31. \OKOUs^voro, ous. 
 Carnivorous 
 Graminivorous 
 Granivorous 
 Herbivorous 
 Insectivorous 
 
 Prog. XXXII.— Miscellaneous Two-Root Words. 
 
 Homogeneous, heterogeneous, bakehouse, zoophyte, zoological, viscount, valedic- 
 tory, universal, uniformity, backbite, backslide, trigonometry, geometry, triangle, bank- 
 rupt, taxidermy, specific, bankruptcy, terrific, beads-man, rhinoceros, breakfast, rhap- 
 sodical, restitution, breastworlc, rectangular, pusillanimity, breastplate, psychology, 
 pseudonym, brimstone, firebrand, privilege, chapman, principle, primeval, pontiff, net- 
 work, daylight, polysyllable, polypetalous, day-star, doomsday, plenipotentiary, phys- 
 iology, draughtsman, physiognomy, philology, eyeball, petrifaction, earthquake, Penta- 
 teuch, seafaring, peninsula, wayfarer, Peloponnesian, Pedobaptist, patriarch, pathology, 
 fireworks, gangway, panacea, oxygen, groundwork, osteology, orthology, orthodromics, 
 omnicient, hardware, huntsman, omnipresent, livelong, omnipotent, olfactory, light- 
 house, hydrostatics, hydrauhcs, hieroglyphics, power-loom, nitrogen, nightmare, munifi- 
 cent, nightshade, monopohze, microphone, pathway, metropohtan, metaUurgy, Mesopo- 
 tamia, foot-path, melancholy, Mediterranean, manufacture, malevolent, malediction, 
 playmate, maladministration, longevity, locomotion, moonshine, lethargy, legislature, 
 jurisdiction, isothermal, scrap-book, isochronous, insignificant, indemnification, inaus- 
 picious, landscape, idiosyncrasy, iconoclast, hydrogen, homologous, soothsayer, hippo- 
 potamus, hecatomb, equivocate, eqmnoctial, equanimity, dropsy, steersman, crucifixion, 
 crocodile, cosmopolitan, hemisphere, trustworthy, planisphere, Christmas, turncoat, 
 automaton, atmosphere, artificial, turnkey, architecture, anniversary, turnpike, ani- 
 madversion, aeronaut, acrostic, watchman, encyclopedia, edifice, wryneck, duiHcit-^. 
 dyspepsia, eulogize, euphony. 
 
256 
 
 THE SYSTEM METHOD. 
 
 Prog. I : /- Indicatives. 2. Participles. 3. Inflection. 4. Rules forSpel'g. 
 
 
 a. Imperfect. 
 
 b. Perfect. 
 
 a. Imperfect. 
 
 b. Perfect. 
 
 a. Complete, a. Rule . 
 
 b. Defective, b. Arbitrary, 
 
 c. Redundant. 
 
 Arise 
 Love 
 Learn 
 
 =arise, arose, 
 =love, loved, 
 =learn, learnt, etc., 
 
 arising, arisen, 
 loving, loved, 
 learning, learnt, etc.. 
 
 complete, rule 5. 
 complete, I'ule 5. 
 redundant, rule 4. 
 
 Burst 
 
 =burst, burst, etc.. 
 
 bursting, burst, etc., 
 
 redundant, rule 4. 
 
 Be =am, was, 
 Awake^awake, awoke, etc. 
 
 being, been, 
 , awaking, awoke, etc.. 
 
 complete, arbitrary^ 
 redundant, rule 5. 
 
 Dare 
 
 =dare, durst, etc., 
 
 daring, dared. 
 
 redundant, rule 5. 
 
 Cry 
 Bear 
 
 =cry, cried, 
 =bear, bore, etc.. 
 
 crying, cried, 
 bearing, borne, 
 
 complete, rule 7. 
 redundant, rule 4. 
 
 Prove 
 
 Eye 
 
 Eat 
 
 =prove, proved, 
 :=eye, eyed, 
 =eat, ate, etc.. 
 
 proving, proven, etc. 
 eying, eyed, 
 eating, eaten. 
 
 redundant, rule 5. 
 complete, rule 5. 
 redundant, rule 4. 
 
 Beget 
 Knit 
 
 =beget, begot, 
 =knit, knit, etc.. 
 
 begetting, begotten, etc. 
 knitting, knit, etc.. 
 
 , redundant, rule 2. 
 redundant, rule 2. 
 
 Sit 
 
 Begin 
 
 Swell 
 
 =cit, sat, 
 =begin, began, 
 =swell, swelled. 
 
 sitting, sat, 
 beginning, begun, 
 swelling, swollen, etc.. 
 
 complete, rule 2. 
 complete, rule 2. 
 redundant, rule 1. 
 
 Ought 
 
 =:OUght, 
 
 
 defective, rule 3. 
 
 Must 
 
 =must. 
 
 
 defective, rule 3. 
 
 Spin 
 Light 
 
 =spin, spun, 
 =light, lit, etc.. 
 
 spinning, spun, 
 lighting, lit, etc. 
 
 complete, rule 2. 
 redundant, rule 4, 
 
 May 
 Shall 
 
 =may, might, 
 =shall, should, 
 
 
 defective, arbitrary, 
 defective, rule 1. 
 
 Set 
 Lie 
 Lay 
 Can 
 
 =set, set, 
 =lie, lay, 
 =lay, laid, 
 =can, could. 
 
 setting, set, 
 lying, lain, 
 laying, laid. 
 
 complete, rule 2. 
 complete, rule 9. 
 complete, rule 8. 
 defective, rule 3. 
 
 Dig 
 
 =dig, dug, etc.. 
 
 digging, dug, etc.. 
 
 redundant, rule 2. 
 
 Bid 
 
 ^bid, bade, etc.. 
 
 bidding, bidden, etc.. 
 
 redundant, rule 2. 
 
 Bite 
 
 =bite, bit. 
 
 biting, bitten, etc.. 
 
 redundant, rule 5. 
 
 Rap 
 
 Creep 
 Blow 
 Bring 
 Hoe 
 
 =rap, rapt, etc., 
 =creep, crept, 
 =blow, blew, 
 =bring, brought, 
 =hoe, hoed. 
 
 rapping, rapt, etc., 
 creeping, crept, 
 blowing, blown, 
 bringing, brought, 
 hoeing, hoed. 
 
 redundant, rule 2. 
 complete, rule 4. 
 complete, arbitrary, 
 complete, rule 4. 
 complete, ex. to r. 5. 
 
 ^ If, in the case of derivative words, there are two rules involved, one pertaining 
 to the derived form itself, the other to the simple form included within that deriva- 
 tive form, the student is expected to give only the rule pertaining to the derived 
 form; but if in such derivatives there is but one rule involved, the student should 
 give that rule, whether it pertain to the derivative or to the simple word included 
 within it. Words involving no rule are called arbitrary. 
 
WOBK-BOOK OF ETYMOLOGY. 
 
 257 
 
 Prog. II: /. Indicaiives. 2. Participles. 3. Reguiariiy. 4. R: for Spel.^ 
 
 
 a. Imperfect. 
 
 b. Perfect. 
 
 a. Imperfect. 
 
 b. Perfect. 
 
 a. Regular. 
 
 b. Irregular. 
 
 c. Both. 
 
 a. Rule . 
 
 b. Arbitrary. 
 
 Turn 
 
 = turn, turned. 
 
 turning, turned. 
 
 regular. 
 
 rule 4. 
 
 "Wedge 
 
 = wedge, wedged, 
 
 wedging, wedged. 
 
 regular. 
 
 rule 5. 
 
 Sit 
 
 = sit, sat. 
 
 sitting, sat. 
 
 irregular. 
 
 rule 3. 
 
 Set 
 
 = set, set. 
 
 setting, set. 
 
 irregular. 
 
 rule 2. 
 
 Abide 
 
 = abide, abode. 
 
 abiding, abode, 
 
 irregular. 
 
 rule 5. 
 
 Laugh 
 
 = laugh, laughed. 
 
 laughing, laughed. 
 
 regular. 
 
 rule 4. 
 
 Shall 
 
 = shall, should, 
 
 
 irregular. 
 
 rule 1. 
 
 Fight 
 
 = fight, fought. 
 
 fighting, fought. 
 
 irregular. 
 
 rule 4. 
 
 Quit 
 
 = quit, quit, etc.. 
 
 quitting, quit, etc., 
 
 both. 
 
 rule 2. 
 
 Smite 
 
 = smite, smote. 
 
 smiting, smitten. 
 
 irregular, 
 
 rule 5. 
 
 May 
 
 = may, might. 
 
 
 irregular, 
 
 arbitrary. 
 
 Burst 
 
 = burst, burst, etc.. 
 
 bursting, burst, etc.. 
 
 both. 
 
 rule 4. 
 
 Awake 
 
 = awake, awoke, etc 
 
 ., awaking, awoke, etc. 
 
 , both, 
 
 rule 5. 
 
 Snatch 
 
 = snatch, snatched, 
 
 snatching, snatched. 
 
 regular. 
 
 rule 4. 
 
 Gird 
 
 = gird, girt, etc., 
 
 girding, girt, etc.. 
 
 both. 
 
 rule 4. 
 
 Give 
 
 = give, gave. 
 
 giving, given. 
 
 irregular. 
 
 rule 5. 
 
 Go 
 
 =: go, went, 
 
 going, gone. 
 
 irregular. 
 
 arbitrary^ 
 
 Grind 
 
 = grind, ground. 
 
 grinding, ground. 
 
 irregular. 
 
 rule 4. 
 
 Heat 
 
 = heat, heat, etc., 
 
 heating, heat, etc.. 
 
 both. 
 
 rule 4. 
 
 Can 
 
 = can, could. 
 
 
 irregular. 
 
 rule 3. 
 
 Build 
 
 = build, built, etc.. 
 
 building, built, etc.. 
 
 both, 
 
 rule 4. 
 
 Lie 
 
 = lie, lay, 
 
 lying, lain. 
 
 irregular. 
 
 rule 9. 
 
 Lay 
 
 = lay, laid, etc.. 
 
 laying, laid, etc., 
 
 both, 
 
 rule 8. 
 
 See 
 
 = see, saw, 
 
 seeing, seen. 
 
 irregular. 
 
 ex. to rule 5, 
 
 Bring 
 
 =: bring, brought. 
 
 bringing, brought, 
 
 irregular. 
 
 rule 4. 
 
 Must 
 
 = must, 
 
 
 irregular, 
 
 rule 3. 
 
 Know 
 
 =:know, knew. 
 
 knowing, known. 
 
 irregular, 
 
 arbitrary. 
 
 Knit 
 
 = knit, knit, etc.. 
 
 knitting, knit, etc.. 
 
 both. 
 
 rule 3. 
 
 Hew 
 
 = hew, hewed, 
 
 hewing, hewn, etc.. 
 
 both. 
 
 arbitrary. 
 
 Bless 
 
 = bless, blessed, 
 
 blessing, blessed. 
 
 regular. 
 
 rule 1. 
 
 Twist 
 
 = twist, twisted, 
 
 twisting, twisted. 
 
 regular. 
 
 rule 4. 
 
 Miss 
 
 = miss, missed, 
 
 missing, missed. 
 
 regular. 
 
 rule 1. 
 
 Do 
 
 = do, did. 
 
 doing, done. 
 
 irregular. 
 
 arbitrary. 
 
 Will 
 
 = will, would. 
 
 
 irregular. 
 
 rule 1. 
 
 Crack 
 
 = crack, cracked. 
 
 cracking, cracked, 
 
 regular. 
 
 rule 4. 
 
 Ought 
 
 = ought. 
 
 
 irregular. 
 
 rule 3. 
 
 Gild 
 
 = gild, gilt, etc.. 
 
 gilding, gilt, etc., 
 
 both, 
 
 rule 4. 
 
 Burn 
 
 = burn, burnt, etc.. 
 
 burning, burnt, etc., 
 
 both. 
 
 rule 4. 
 
 Blow 
 
 = blow, blew, 
 
 blowing, blown. 
 
 irregular. 
 
 arbitrary. 
 
 1 See note under Prog. I. 
 
 17 
 
 
 
 
258 
 
 THE SYSTEM METHOD. 
 
 Prog. Ill: 
 
 /. Noun. 2. Current} 3. Orig 
 
 . of Name. ^ 4. 
 
 R. for Spelling. 
 
 
 
 a. Common. 
 
 b. Proper. 
 
 a. Singular. 
 
 b. Phiral. 
 
 c. Both. 
 
 a. In whole. a. Rule . 
 
 b. In action. b. Irregular. 
 
 c. In part or particle, c. Arbitrary. 
 
 d. In substance. d. Common. 
 
 Snuffers 
 
 = 
 
 common, 
 
 plural. 
 
 in part. 
 
 rule 10. 
 
 Earnings 
 
 = 
 
 common. 
 
 plural. 
 
 in action, 
 
 rule 10. 
 
 Goings 
 
 = 
 
 common, 
 
 both, 
 
 in action. 
 
 rule 10. 
 
 Tongs 
 
 = 
 
 common. 
 
 plural. 
 
 in part, 
 
 rule 10. 
 
 Thanks 
 
 = 
 
 common. 
 
 plural, 
 
 in action, 
 
 rule 10. 
 
 Oats 
 
 = 
 
 common. 
 
 plural. 
 
 in particle, 
 
 rule 10. 
 
 Doings 
 
 = 
 
 common. 
 
 both, 
 
 in action. 
 
 rule 10. 
 
 Inferiors 
 
 = 
 
 common, 
 
 both. 
 
 in whole. 
 
 rule 10. 
 
 Pincers 
 
 = 
 
 common, 
 
 plural. 
 
 in part. 
 
 rule 10. 
 
 Ones 
 
 = 
 
 common, 
 
 both. 
 
 in whole, 
 
 rule 10. 
 
 Jameses 
 
 = 
 
 proper. 
 
 both. 
 
 in whole, 
 
 rule 11. 
 
 Armies 
 
 = 
 
 common, 
 
 both. 
 
 in whole, 
 
 rules 7, 11. 
 
 Lucies 
 
 = 
 
 proper, 
 
 both, 
 
 in whole. 
 
 rules 7, 11. 
 
 Feelings 
 
 = 
 
 common, 
 
 plural. 
 
 in action. 
 
 rule 10. 
 
 Measles 
 
 = 
 
 common. 
 
 plural. 
 
 in particle. 
 
 rule 10. 
 
 Ash3S 
 
 = 
 
 common. 
 
 plural, 
 
 in particle. 
 
 rule 11. 
 
 Boxes 
 
 = 
 
 common, 
 
 both. 
 
 in whole. 
 
 rule 11. 
 
 Embers 
 
 = 
 
 common, 
 
 plural. 
 
 in particle. 
 
 rule 10. 
 
 Churclies 
 
 = 
 
 common. 
 
 both, 
 
 in whole. 
 
 rule 11. 
 
 Oxen 
 
 = 
 
 common, 
 
 both. 
 
 in whole. 
 
 irregular. 
 
 R. B. Hayeses 
 
 — 
 
 proper. 
 
 both. 
 
 in whole, 
 
 rule 11. 
 
 News 
 
 = 
 
 common, 
 
 plural, 
 
 in part, 
 
 rule 10. 
 
 Movables 
 
 = 
 
 common, 
 
 plural, 
 
 in part. 
 
 rule 10. / 
 
 Blessings 
 
 = 
 
 common, 
 
 both, 
 
 in action. 
 
 rule 10. 
 
 Tweezers 
 
 = 
 
 common, 
 
 plural. 
 
 in part. 
 
 rule 10. 
 
 Scissors 
 
 = 
 
 common, 
 
 plural,. 
 
 in part. 
 
 rule 10. 
 
 Undertakings 
 
 = 
 
 common. 
 
 both. 
 
 in action, . 
 
 rule 10. 
 
 Sheep 
 
 = 
 
 common. 
 
 both. 
 
 in whole. 
 
 common. 
 
 Peoples 
 
 = 
 
 common. 
 
 both. 
 
 in whole. 
 
 rule 10. 
 
 0. P. Mortons 
 
 = 
 
 proper, 
 
 both, 
 
 in whole. 
 
 rule 10. 
 
 Waters 
 
 = 
 
 common, 
 
 both. 
 
 in substance. 
 
 rule 10. 
 
 Halves 
 
 = 
 
 common. 
 
 both. 
 
 in whole. 
 
 rule 11. 
 
 Miltons 
 
 = 
 
 proper, 
 
 both, 
 
 in whole. 
 
 rule 10. 
 
 Goods 
 
 = 
 
 common. 
 
 plural, 
 
 in part. 
 
 rule 10. 
 
 Blanches 
 
 = 
 
 proper, 
 
 both. 
 
 in whole. 
 
 rule 11. 
 
 iPor explanation of "Current, 
 
 " see note 3 under Prog. XVII 
 
 ., Work-Book No. 
 
 17, page 216. 
 
 
 
 
 
 
 Tor explanation of "Origin of Name," see Appendix D, Work-Book No. 17, 
 page 236. 
 
WORK-BOOK OF ETYMOLOGY, 
 
 269 
 
 Prog. IT : /. Plural. 2. Current} 3. Origin of Name} 4. Rule for Spelling. 
 
 
 
 a. SingiTlar. 
 
 b. Plural. 
 
 c. Both. 
 
 a. In whole. 
 
 b. In action. 
 
 c. In part or particle. 
 
 d. In substance. 
 
 a. Rule . 
 
 b. Irregular. 
 
 c. Arbitrary. 
 
 d. Common. 
 
 Thanks 
 
 = plural. 
 
 plural, 
 
 in action, 
 
 rule 10. 
 
 Men 
 
 =: plural, 
 
 both. 
 
 in whole. 
 
 irregular. 
 
 Checkers 
 
 = plural. 
 
 both, 
 
 in part. 
 
 rule 10. 
 
 Oats 
 
 = plural. 
 
 plural. 
 
 in particle. 
 
 rule 10. 
 
 Lungs 
 
 = plural. 
 
 both. 
 
 in part, 
 
 rule 10. 
 
 Bowels 
 
 = plural, 
 
 both. 
 
 in part. 
 
 rule 10. 
 
 Doings 
 
 = plural, 
 
 both, 
 
 in action. 
 
 rule 10. 
 
 Companies 
 
 = plural, 
 
 both, 
 
 in whole, 
 
 rules 7, 11 
 
 Ashes 
 
 = plural, 
 
 plural. 
 
 in particle, 
 
 rule 11. 
 
 Waters 
 
 = plural, 
 
 both. 
 
 in substance, 
 
 rule lO; 
 
 S's 
 
 = plural, 
 
 both, 
 
 in whole, 
 
 rule 12. 
 
 Soliloquies 
 
 = plural, 
 
 both. 
 
 in whole. 
 
 rules 7, 11. 
 
 Tens 
 
 = plural. 
 
 both. 
 
 in whole. 
 
 rule 10. 
 
 lO's 
 
 = plural. 
 
 both, 
 
 in whole. 
 
 rule 12. 
 
 Geese 
 
 = plural. 
 
 both. 
 
 in whole, 
 
 irregulai-. 
 
 Peoples 
 
 = plural. 
 
 both. 
 
 in whole, 
 
 rule 10. 
 
 Henries 
 
 = plural. 
 
 both, 
 
 in whole. 
 
 rules 7, 11. 
 
 Joneses 
 
 — plural. 
 
 both. 
 
 in whole. 
 
 rule 11. 
 
 Mumps 
 
 = plural, 
 
 plural. 
 
 in action. 
 
 rule 10. 
 
 . Children 
 
 = plural. 
 
 both, 
 
 in whole. 
 
 irregular. 
 
 SeTiator Blaines 
 
 = plural, 
 
 both, 
 
 in whole. 
 
 rule 10. 
 
 Daniel Websters 
 
 = plural. 
 
 both. 
 
 in whole. 
 
 rule 10. 
 
 Feet 
 
 = plural. 
 
 both. 
 
 in whole. 
 
 irregular. 
 
 Thirds 
 
 = plural, 
 
 both, 
 
 in whole, 
 
 rule 10. 
 
 Spoonfuls 
 
 = plural, 
 
 both. 
 
 in whole, 
 
 rule 10. 
 
 Lucases 
 
 = plural,, 
 
 both, 
 
 in whole. 
 
 rule 11. 
 
 Measles 
 
 = plural. 
 
 plui-al. 
 
 in particle, 
 
 rule 10. 
 
 Warblings 
 
 = plural, 
 
 both. 
 
 in action. 
 
 rule 10. 
 
 Tongs 
 
 = plural. 
 
 plural, 
 
 in part, 
 
 rule 10. 
 
 Shears 
 
 = plural, 
 
 plural. 
 
 in part, 
 
 rule 10. 
 
 Deer 
 
 = plural, 
 
 both. 
 
 in whole. 
 
 common. 
 
 Greeks 
 
 = plural. 
 
 both, 
 
 in whole. 
 
 rule 10. 
 
 Pneumatics 
 
 = plural, 
 
 plural. 
 
 in part. 
 
 rule 10. 
 
 Mathematics 
 
 = plural, 
 
 plural, 
 
 in part. 
 
 rule 10. 
 
 Dregs 
 
 = plural, 
 
 plural, 
 
 in particle. 
 
 rule 10. 
 
 Johns 
 
 = plural, 
 
 both. 
 
 in whole. 
 
 rule 10. 
 
 Halves 
 
 = plural, 
 
 both, 
 
 in whole. 
 
 rule 11. 
 
 Flies 
 
 = plural, 
 
 both. 
 
 in whole. 
 
 rules 7, 11. 
 
 1 See note 1 on previous page. 
 
 
 
 ^ See note 2 on previous page. 
 
 
 
260 
 
 THE SYSTEM METHOD. 
 
 Prog, y : 
 
 /. Composition. 
 
 2. Derivation. 
 
 3. Accent. 4 
 
 . Primary. 
 
 
 a. Simple. 
 
 b. Compound. 
 
 a, Primitive, 
 t). Derivative. 
 
 a. Primary. 
 
 b. Pri. and Sec. 
 
 a. Ultimate. 
 
 b. Penult. 
 
 c. Antepenult. 
 
 d. Preantepenult, 
 
 Lawful 
 
 = simple. 
 
 derivative, 
 
 pi imary. 
 
 penult. 
 
 Homespun 
 
 = compound. 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Noblemen 
 
 = compound, 
 
 primitive. 
 
 primary. 
 
 antepenult. 
 
 Hailstorm 
 
 = compound, 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Manliness 
 
 = simple. 
 
 derivative. 
 
 primary, 
 
 antepenult. 
 
 Friendly 
 
 = simple. 
 
 derivative. 
 
 primary, 
 
 penult. 
 
 Hour-glass 
 
 = compound. 
 
 primitive. 
 
 pri. and sec, 
 
 penult. 
 
 Milkmaid 
 
 = compound, 
 
 primitive, 
 
 pri. and sec. 
 
 penult. 
 
 Gentlemen 
 
 = compound, 
 
 primitive, 
 
 primary. 
 
 antepenult. 
 
 Gardiner 
 
 = simple. 
 
 derivative. 
 
 primary. 
 
 antepenult. 
 
 Reform 
 
 = simple. 
 
 derivative. 
 
 primary. 
 
 ultimate. 
 
 Large 
 
 = simple. 
 
 primitive. 
 
 primary. 
 
 ultimate. 
 
 Quiet 
 
 = simple. 
 
 primitive. 
 
 primary. 
 
 penult. 
 
 Sailor 
 
 = simple. 
 
 derivative, 
 
 jirimary. 
 
 penult. 
 
 Sea-gull 
 
 = compound, 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Steamboat 
 
 = compound, 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Sideboard 
 
 = compound, 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Ox-goad 
 
 = compound, 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Book-seller 
 
 = compound, 
 
 derivative, 
 
 pri. and sec. 
 
 antepenult. 
 
 Oat 
 
 = simple, 
 
 primitive. 
 
 primary, 
 
 penult. 
 
 Nut-cracker 
 
 = compound. 
 
 derivative. 
 
 pri. and sec. 
 
 antei^enult. 
 
 Wooden 
 
 = simple, 
 
 derivative. 
 
 primary. 
 
 penult. 
 
 Stronghold 
 
 = compound, 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Formal 
 
 = simple, 
 
 derivative. 
 
 primary. 
 
 penult. 
 
 "Warehouse 
 
 = compound, 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Trust 
 
 = simple. 
 
 primitive. 
 
 primary. 
 
 ultimate. 
 
 Hilly 
 
 = simple, 
 
 derivative. 
 
 primary, 
 
 penult. 
 
 Classmate 
 
 = compound. 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Inkstand 
 
 = compound. 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Brightness 
 
 = simple. 
 
 derivative. 
 
 primary, 
 
 penult. 
 
 Grammarian 
 
 = simple. 
 
 derivative, 
 
 pri. and sec, 
 
 antepenult. 
 
 Sharp-edged 
 
 = compound. 
 
 derivative. 
 
 pri. and sec. 
 
 penult. 
 
 Windmill 
 
 = compound. 
 
 jjrimitive. 
 
 pri. and sec. 
 
 penult. 
 
 Waylay 
 
 = compound. 
 
 primitive. 
 
 pri. and sec. 
 
 penult. 
 
 Justices 
 
 = simple. 
 
 derivative. 
 
 primary. 
 
 antepenult. 
 
 Necklace 
 
 = compound. 
 
 primitive. 
 
 primary. 
 
 penult. 
 
 Goodman 
 
 = compound, 
 
 primitive. 
 
 primary. 
 
 penult. 
 
 Time-piece 
 
 = compound, 
 
 primitive. 
 
 pri. and sec, 
 
 penult. 
 
 Unfetter 
 
 = simple. 
 
 derivative, 
 
 pri. and sec. 
 
 penult. 
 
 Bluish 
 
 == simple, 
 
 derivative, 
 
 primary, 
 
 penult, 
 
WORK- BO OK OF BTYMOLOaT 
 
 261 
 
 Prog. VI : /. Substantive. 2. Number Forms. 3. Case Forms. 4. Gender. 
 
 
 a. Noun. 
 
 b. Pronoun 
 
 a. Singular and 
 . b. Plural. 
 
 a. Nominative, 
 
 b. Possessive, and 
 
 c. Objective. 
 
 a. Masculine. 
 
 b. Feminine. 
 
 c. Neuter. 
 
 d. Common. 
 
 Church 
 
 = noun, 
 
 church, churches. 
 
 church, church's, church. 
 
 neuter. 
 
 Girl 
 
 = noun, 
 
 girl, girls. 
 
 girl, girl's, girl, 
 
 feminine. 
 
 He 
 
 = pronoun, 
 
 he, they. 
 
 he, his, him, 
 
 masculine. 
 
 Mouse 1 
 
 r= noun. 
 
 mouse, mice, 
 
 mouse, mouse's, mouse, 
 
 neuter. 
 
 Oxen 
 
 =: noun, 
 
 ox, oxen. 
 
 oxen, oxen's, oxen, 
 
 masculine. 
 
 ChUdi 
 
 = noun. 
 
 child, children. 
 
 child, child's, child. 
 
 neuter. 
 
 Men 
 
 = noun, 
 
 man, men, 
 
 men, men's, men. 
 
 masculine. 
 
 We 
 
 = pronoun, 
 
 I, we, 
 
 we, our, us. 
 
 common. 
 
 It 
 
 =: pronoun. 
 
 it, they. 
 
 it, its, it, 
 
 neuter. 
 
 Foot 
 
 = noun. 
 
 foot, feet. 
 
 foot, foot's, foot, 
 
 neuter. 
 
 Teeth 
 
 = noun. 
 
 tooth, teeth, 
 
 teeth, teeth's, teeth. 
 
 neuter. 
 
 She 
 
 = pronoun, 
 
 she, they, 
 
 she, her, her. 
 
 feminine. 
 
 Knife 
 
 = noun. 
 
 knife, knives, 
 
 knife, knife's, laiife, 
 
 neuter. 
 
 God 
 
 = noun. 
 
 God, 
 
 God, God's, God, 
 
 masculine. 
 
 Goddess 
 
 = noun, 
 
 goddess, goddesses, goddess, goddess's, goddess, 
 
 feminine. 
 
 Boy 
 
 = noun, 
 
 boy, boys, 
 
 boy, boy's, boy. 
 
 masculine. 
 
 Nephew 
 
 = noun, 
 
 nephew, nephews. 
 
 nephew, nephew's, nephew. 
 
 masculine. 
 
 Niece 
 
 = noun, 
 
 niece, nieces. 
 
 niece, niece's, niece. 
 
 feminine. 
 
 John 
 
 = noun, 
 
 John, Johns, 
 
 John, John's, John, 
 
 masculine. 
 
 Key 
 
 r= noun. 
 
 key, keys. 
 
 key, key's, key, 
 
 neuter. 
 
 Wages 
 
 = noun. 
 
 wage, wages, 
 
 wages, wages', wages. 
 
 neuter. 
 
 Odds 
 
 = noun, 
 
 odd, odds, 
 
 odds, odds', odds. 
 
 neuter. 
 
 Doings 
 
 = noun. 
 
 doing, doings, 
 
 doings, doings', doings. 
 
 neuter. 
 
 Others 
 
 = noun, 
 
 other, others, 
 
 others, others', others. 
 
 common. 
 
 Basis 2 
 
 = noun, 
 
 basis, bases. 
 
 basis, basis. 
 
 neuter. 
 
 Mary 
 
 = noun. 
 
 Mary, Maries, 
 
 Mary, Mary's, Mary, 
 
 feminine. 
 
 They 
 
 = pronoun, 
 
 it (he or she), they, they, their, them. 
 
 common. 
 
 Jameses 
 
 = noun. 
 
 James, Jameses, 
 
 Jameses, Jameses', Jameses, 
 
 masculine. 
 
 Who 
 
 = pronoun. 
 
 who, who, 
 
 who, whose, whom, 
 
 common. 
 
 Uncle 
 
 = noun. 
 
 uncle, uncles. 
 
 uncle, uncle's, uncle. 
 
 masculine. 
 
 Sir 
 
 = noun. 
 
 sir, sirs, 
 
 sir, sir's, sir, 
 
 masculine. 
 
 Witch 
 
 = noun. 
 
 witch, witches, 
 
 witch, witch's, witch. 
 
 feminine, 
 
 Mother 
 
 = noun. 
 
 mother, mothers. 
 
 mother, mother's, mother. 
 
 feminine. 
 
 Host 
 
 = noun. 
 
 host, hosts. 
 
 host, host's, host. 
 
 masculine. 
 
 Widower 
 
 = noun, 
 
 widower, widowers. 
 
 , widower, widower's, widower. 
 
 , masculine. 
 
 Teas 
 
 := noun. 
 
 tea, teas. 
 
 teas, teas', teas. 
 
 neuter. 
 
 Sugars 
 
 = noun, 
 
 sugar, sugars. 
 
 sugars, sugars', sugars. 
 
 neuter. 
 
 People 
 
 = noun. 
 
 people, peoples. 
 
 people, people's, people, 
 
 common. 
 
 rives 
 
 = noun. 
 
 five, fives. 
 
 fives, fives', fives. 
 
 neuter. 
 
 'See "The System Method," No. 6, Dam. III., Observation f. 
 2 Foreign possessives do not take the English apostrophe. 
 
262 
 
 THE SYSTEM METHOD. 
 
 Prog. YII : /. Substantive. 2. Case Forms. 3. Plural.^ 4. Gender (in- 
 dicated by) 
 
 
 
 a. Noun. 
 
 b. Pronoun, 
 
 a. Nominative, 
 . b. Possessive, and 
 c. Objective. 
 
 a. Regular. 
 
 b. Irregular. 
 
 c. Arbitrary, 
 d Common, 
 e. Foreign. 
 
 a. Suffix. 
 
 b. Prefix. 
 
 c. Arbitra- 
 ry word. 
 
 Man 
 
 = 
 
 noun, 
 
 man, man's, man, 
 
 irregular, 
 
 prefix. 
 
 Geese^ 
 
 = 
 
 noun, 
 
 geese, geese's, geese, 
 
 irregular. 
 
 arbitrary. 
 
 Boxes 
 
 = 
 
 noun. 
 
 boxes, boxes', boxes, 
 
 regular. 
 
 arbitrary. 
 
 Wei 
 
 = 
 
 pronoun, 
 
 we, our, us. 
 
 arbitrary. 
 
 arbitrary. 
 
 Girls 
 
 = 
 
 noun. 
 
 girls, girls', girls, 
 
 regular. 
 
 arbitrary. 
 
 Church 
 
 = 
 
 noun. 
 
 church, church's, church. 
 
 regular. 
 
 arbitrary. 
 
 David 
 
 = 
 
 noun, 
 
 David, David's, David, 
 
 regular. 
 
 arbitrary. 
 
 History 
 
 =: 
 
 noun, 
 
 history, histor3''s, history. 
 
 regular, 
 
 arbitrary. 
 
 Goddess 
 
 = 
 
 noun, 
 
 goddess, goddess's, goddess. 
 
 regular. 
 
 suffix. 
 
 Actor^ 
 
 = 
 
 noun. 
 
 actor, actor's, actor. 
 
 regular. 
 
 suffix. 
 
 Widow^ 
 
 = 
 
 noun, 
 
 ■widow, widow's, widow, 
 
 regular. 
 
 suffix. 
 
 Landlord 
 
 = 
 
 noun, 
 
 landlord, landlord's, landlord. 
 
 regular, 
 
 suffix. 
 
 Mouse! 
 
 = 
 
 noun, 
 
 mouse, mouse's, mouse. 
 
 irregular. 
 
 arbitrary. 
 
 Childi-en 
 
 = 
 
 noun, 
 
 childi-en, children's, children. 
 
 irregular. 
 
 arbitrary. 
 
 Bridegroom 
 
 = 
 
 noun. 
 
 bridegroom, bridegroom's, etc., 
 
 regular. 
 
 suffix. 
 
 Brother 
 
 = 
 
 noun, 
 
 brother, brother's, brother, 
 
 regular. 
 
 arbitrary. 
 
 Shei 
 
 = 
 
 pronoun. 
 
 she, her, her. 
 
 arbitrary, 
 
 arbitrary. 
 
 Knife 
 
 = 
 
 noun, . 
 
 knife, knife's, knife, 
 
 regular. 
 
 arbitrary _ 
 
 Sister 
 
 = 
 
 noun. 
 
 sister, sister's, sister, 
 
 regular. 
 
 arbitrary. 
 
 Nephew 
 
 = 
 
 noun. 
 
 nephew, nephew's, nephew. 
 
 regular. 
 
 arbitrary. 
 
 Thanks 
 
 = 
 
 noun, 
 
 thanks, thanks', thanks. 
 
 regular, 
 
 arbitrary. 
 
 Niece 
 
 = 
 
 noun. 
 
 niece, niece's, niece. 
 
 regular. 
 
 arbitrary. 
 
 He-goat 
 
 = 
 
 noun, 
 
 he-goat, he-goat's, he-goat, 
 
 regular. 
 
 prefix. 
 
 Landlady^ 
 
 = 
 
 noun. 
 
 landladj-, landlady's, landlady. 
 
 regular. 
 
 suffix. 
 
 Wages 
 
 — 
 
 noun. 
 
 wages, wages', wages. 
 
 regular. 
 
 arbitrary. 
 
 Odds 
 
 = 
 
 noun. 
 
 odds, odds', odds. 
 
 regular. 
 
 arbitrary. 
 
 Basiss 
 
 = 
 
 noun. 
 
 basis, basis, 
 
 foreign. 
 
 arbitrary. 
 
 Teeth 
 
 = 
 
 nouri. 
 
 teeth, teeth's, teeth, 
 
 irregular. 
 
 arbitrary. 
 
 Analyses^ 
 
 = 
 
 noun, 
 
 analyses, analyses. 
 
 foreign. 
 
 arbitrary. 
 
 Sheep 
 
 = 
 
 noun. 
 
 sheep, sheep's, sheep. 
 
 common. 
 
 arbitrary. 
 
 Belief 
 
 = 
 
 noun, 
 
 beUef, belief's, belief, 
 
 regular. 
 
 arbitrary. 
 
 Ones 
 
 = 
 
 noun, 
 
 ones, ones', ones, 
 
 regular, 
 
 arbitrary. 
 
 Sugars 
 
 = 
 
 noun. 
 
 sugars, sugars', sugars. 
 
 reg-ular. 
 
 arbitrary. 
 
 1 By calling geese^ mouse, s7ie, etc., " arbitrary " in gender is meant, simply, that there are 
 no contra-goose, contra-mouse, and contra-she words derived from geese, mouse, and she (by 
 prefix or suffix) to distinguish a different gender. 
 
 2 By saying that the gender of actor, widoiv, etc., is indicated by " suffix " is meant that 
 tliere are contra-actor aud contra-widow words (actr'ess and widower) derived from actor 
 and widow, by suffixes, to distinguish a different gender. 
 
 2 See note 2 of previous program. 
 
 *Forfull explanation of grammatical number, see "The System Method," No. 6, Dems. 
 I. and II. 
 
WORK- BOOK OF ETYMOLOGY. 
 
 263 
 
 Prog. YIII : /. Fund., 2. Three Parts. 3. Two Forms. 4. Rule for S. 
 
 
 a. Noun. 
 
 b. Pron. 
 
 c. Verb. 
 
 a. Case forma. 
 
 b. Principal parts. 
 
 Travel 
 
 = verb, 
 
 travel,-ed,-ed, 
 
 He 
 
 = pronoun, 
 
 he, his, him. 
 
 Cancel 
 
 = verb, 
 
 cancel,-ed,-ed, 
 
 a. Number forms, 
 
 b. Participle forms. 
 
 traveling, traveled, 
 he, they, 
 canceling, canceled. 
 
 rule 4. 
 arbitrary, 
 rule 4. 
 
 Conscience^: noun, 
 Be = verb, 
 
 Awakei(r) =verb. 
 
 conscience, conscience, 
 be or am, was, been, 
 awake, awoke, awaked. 
 
 conscience, consciences,rules 14 a, 11. 
 
 Bear^ 
 
 Begin 
 
 Thou 
 
 WiU 
 
 ShaU 
 
 Bid 
 
 Glow 
 
 May 
 
 Can 
 
 Break 
 
 Walk 
 
 Love 
 
 Ought 
 
 She 
 
 They 
 
 Must 
 
 Choose 
 
 Sit 
 
 Set 
 
 Lie 
 
 Lay 
 
 House 
 
 Caesar 
 
 Women 
 
 Crisis 
 
 Oats 
 
 CUmb 
 
 = verb, 
 = verb, 
 := pronoun, 
 = verb, 
 = verb, 
 = verb, 
 = verb, 
 = verb, 
 = verb, 
 = verb, 
 = verb, 
 = verb, 
 =: verb, 
 = pronoun, 
 = pronoun, 
 = verb, 
 := verb, 
 := verb, 
 = verb, 
 := verb, 
 = verb, 
 = noun, 
 = noun, 
 = noun, 
 = nouu, 
 = noun, 
 = verb. 
 
 Clothe (r) = verb. 
 Dare (r) := verb. 
 Dig (r) = verb. 
 Embers = noun. 
 Sheep := noun. 
 
 being, been, 
 awaking, awaked, 
 
 bear, bore or bare, born, bearing, born. 
 
 begin, began, begun, 
 
 thou, thy, thee, 
 
 will, would, 
 
 shall, should, 
 
 bid, bade, etc., 
 
 glow,-ed,-ed, 
 
 may, might, 
 
 can, could, 
 
 break, broke, broken, 
 
 walk,-ed,-ed, 
 
 love,-ed,-ed, 
 
 ought, 
 
 she, her her, 
 
 they, their, them, 
 
 must, 
 
 choose, chose, chosen, 
 
 sit, sat, sat, 
 
 set, set, set, 
 
 lie, lay, lain, 
 
 lay, laid, laid, 
 
 house, house's, house, 
 
 Caesar, Caesar's, Caesar, 
 
 arbitrary, 
 rule 5. 
 rule 4. 
 rule 2. 
 arbitrary, 
 rule 1. 
 rule 1. 
 bidding, bade or bidden,rule 2. 
 
 beginning, begun, 
 thou, you, 
 
 glowing, glowed. 
 
 breaking, broken, 
 walking, walked, 
 loving, loved, 
 
 she, they, 
 
 it (he or she), they, 
 
 choosing, choser 
 sitting, sat, 
 setting, set, 
 lying, lain, 
 laying, laid, 
 house, houses, 
 Caesar, Caesars, 
 
 women, women's, women, woman, women. 
 
 crisis, crisis, 
 
 oats, oats', oats, 
 chmb,-ed,-ed, 
 clothe, clad, clad, 
 dare, durst, dared, 
 dig, dug, dug. 
 
 crisis, crises, 
 oat, oats, 
 cUmbing, climbed, 
 clothing, clad, 
 daring, dared, 
 digging, dug. 
 
 embers, embers', embers, ember, embers, 
 sheep, sheep's, sheep, sheep, sheep. 
 
 arbitrary, 
 arbitrary, 
 rule 3. 
 rule 4. 
 rule 4. 
 rule 5. 
 rule 3. 
 arbitrary, 
 arbitrary, 
 rule 3. 
 rule 5. 
 rule 2. 
 rule 2. 
 rule 9. 
 rule 8. 
 
 rules 11, 18 a. 
 rules 10, 13 a. 
 irreg'r, 13 c. 
 foreign, 
 rules 10, 14b 
 rule 4. 
 rule 5. 
 rule 5. 
 rule 2. 
 rules 10, 14 b 
 com., 13 b. 
 
 1 Those verbs marked (r) are also regular. 
 
 2 The perfect participles of bear are born, meaning "brought forth, " and borne, mean- 
 ing "carried." 
 
264 
 
 THE SYSTEM METHOD. 
 
 Prog. IX 
 
 : /. Prime Prefix. 2. Origin^ in 3. Derived Forms^. 
 
 4. Generic 
 
 
 
 a. Greek. 
 
 b. Latin. 
 
 
 Meaning? 
 
 
 
 c. Anglo-Saxon. 
 
 
 Cata 
 
 = prime prefix, 
 
 Greelf, 
 
 cat, 
 
 down. 
 
 Ad 
 
 = prime prefix. 
 
 Latin, 
 
 a, ac, af , ag, al, am, etc. 
 
 , to. 
 
 Cou 
 
 = prime prefix. 
 
 Latin, 
 
 CO, col, com, cor, 
 
 with. 
 
 Auti 
 
 =: prime prefix. 
 
 Greek, 
 
 ant. 
 
 against. 
 
 Amphi 
 
 = prime prefix, 
 
 Greek, 
 
 
 around. 
 
 Am 
 
 = prime prefix, 
 
 Latin, 
 
 amb, ambi, an, 
 
 around. 
 
 Ana 
 
 = prime prefix, 
 
 Greek, 
 
 
 through. 
 
 Ante 
 
 = prime prefix, 
 
 Latin, 
 
 anti. 
 
 before. 
 
 A(Gr.) 
 
 = prime prefix. 
 
 Greek, 
 
 an. 
 
 without. 
 
 Ab 
 
 = prime prefix, 
 
 Latin, 
 
 a, abs, 
 
 from. 
 
 A(A.-S.) 
 
 = prime prefix. 
 
 A.-S., 
 
 
 on. 
 
 Be 
 
 = prime prefix. 
 
 A.-S., 
 
 
 by. 
 
 Bi 
 
 = prime prefix. 
 
 Latin, 
 
 bis. 
 
 two. 
 
 Circum 
 
 = prime prefix. 
 
 Latin, 
 
 circu. 
 
 around. 
 
 Dia 
 
 = prime prefix. 
 
 Greeli, 
 
 di. 
 
 through. 
 
 For 
 
 = prime prefix. 
 
 A.-S., 
 
 fore. 
 
 through. 
 
 Dis (Gr.) 
 
 = prime prefix. 
 
 Greek, 
 
 di. 
 
 two. 
 
 Fore 
 
 = prime prefix. 
 
 A.-S., 
 
 
 before. 
 
 Contra 
 
 = prime prefix. 
 
 Latin, 
 
 contro, counter, 
 
 against. 
 
 De 
 
 = prime prefix, 
 
 Latin, 
 
 
 down. 
 
 In(A.-S.) 
 
 = prime prefix. 
 
 A.-S., 
 
 im. 
 
 in. 
 
 Ec 
 
 = prime prefix. 
 
 Greek, 
 
 ex, e, 
 
 out. 
 
 Dis(Lat.) 
 
 = prime prefix. 
 
 Latin, 
 
 di, dif. 
 
 apart. 
 
 En(Gr.) 
 
 = prime prefix. 
 
 Greek, 
 
 em, el. 
 
 in. 
 
 En(Lat.) 
 
 = prime prefix, 
 
 Latin, 
 
 em. 
 
 in. 
 
 Mis 
 
 = prime prefix. 
 
 A.-S., 
 
 
 wrong. 
 
 Epi 
 
 = prime prefix. 
 
 Greek, 
 
 ep, 
 
 upon. 
 
 Ne 
 
 = prime prefix. 
 
 A.-S., 
 
 H; 
 
 not. 
 
 Ex 
 
 = prime prefix. 
 
 Latin, 
 
 e, ef, 
 
 out. 
 
 Extra 
 
 = prime prefix. 
 
 Latin, 
 
 
 beyond. 
 
 In (Lat. =not) = prime prefix, 
 
 Latin, 
 
 ig, il, im, Ir, 
 
 not. 
 
 In (Lat. =m) = prime prefix, 
 
 Latin, 
 
 il, im, ir. 
 
 in. 
 
 Inter 
 
 = prime prefix, 
 
 Latin, 
 
 iutel. 
 
 be^,ween. 
 
 Intro 
 
 = prime prefix. 
 
 Latin, 
 
 
 into. 
 
 Retro 
 
 = prime prefix. 
 
 Latin, 
 
 
 backwards. 
 
 Off 
 
 = prime prefix, 
 
 A.-S., 
 
 of. 
 
 from. 
 
 1 To determine whether a prefix has its origin in Greek, Latin, or Anglo-Saxon, 
 the student will refer to Appendix E of this (No. 18) Work-Book. 
 . 2 See Appendix E of this Work-Book. 
 ' See Appendix E. 
 
WORK-BOOK OF ETYMOLOGY. 
 
 265 
 
 Prog. X: 
 
 /, Prime Affix. 
 
 2. Origin in 
 
 3. Derived Forms. 
 
 4. Generic 
 
 
 a. Prefix. 
 
 b. Suffix. 
 
 a. Greek. 
 
 b. Latin. 
 
 
 Meaning, 
 
 
 
 c. Anglo-Saxon. 
 
 
 A(Gr.) 
 
 = prefix. 
 
 Greek, 
 
 an. 
 
 without. 
 
 Ab 
 
 = prefix. 
 
 Latin, 
 
 a, abs. 
 
 from. 
 
 Ard 
 
 = suflBx, 
 
 A.-S., 
 
 
 one who. 
 
 Dom 
 
 = suffix, 
 
 A.-S., 
 
 
 domain of. 
 
 Cata 
 
 = prefix. 
 
 Greek, 
 
 cat. 
 
 down. 
 
 Ad 
 
 = prefix. 
 
 Latin, 
 
 a, ac, af, ag, al, etc 
 
 .,to. 
 
 EQ(Gr.) 
 
 = prefix. 
 
 Greek, 
 
 em, el. 
 
 in. 
 
 Ea (Lat.) 
 
 = prefix. 
 
 Latin, 
 
 em. 
 
 in. 
 
 En(A.-S.) 
 
 = prefix. 
 
 A.-S., 
 
 em, 
 
 in. 
 
 Er(Lat.) 
 
 = suffix, 
 
 Latin, 
 
 
 one who. 
 
 Er(A.-S.) 
 
 = suffix. 
 
 A.-S., 
 
 
 more. 
 
 Dis(Lat.) 
 
 = prefix. 
 
 Latin, 
 
 di, dif. 
 
 apart. 
 
 Ante 
 
 = prefix. 
 
 Latin, 
 
 anti. 
 
 before. 
 
 Circum 
 
 = prefix. 
 
 Latin, 
 
 circu. 
 
 around. 
 
 Con 
 
 = prefix, 
 
 Latin, 
 
 CO, col, com, c 
 
 with. 
 
 Ec 
 
 = prefix. 
 
 Greek, 
 
 ex, e, 
 
 out. 
 
 A (A.-S.) 
 
 = prefix, 
 
 A.-S., 
 
 
 on. 
 
 Be 
 
 = prefix. 
 
 A.-S., 
 
 
 by. 
 
 An 
 
 = suffix, 
 
 Latin, 
 
 ain, ane. 
 
 of. 
 
 Ful 
 
 = suffix. 
 
 A.-S., 
 
 
 full of. 
 
 Ate 
 
 = suffix. 
 
 Latin, 
 
 
 quality of. 
 
 Able 
 
 = suffix. 
 
 Latin, 
 
 ble, ible. 
 
 that can be. 
 
 Dis(Gr.) 
 
 := prefix. 
 
 Greek, 
 
 di. 
 
 two. 
 
 Ex 
 
 = prefix. 
 
 Latin, 
 
 6, ef, 
 
 out. 
 
 Mis 
 
 = prefix, 
 
 A.-S., 
 
 
 wrong. 
 
 Ne 
 
 = prefix. 
 
 A.-S., 
 
 31, 
 
 not. 
 
 Isli 
 
 = suffix. 
 
 Latin, 
 
 
 make. 
 
 Kin 
 
 = suffix. 
 
 A.-S., 
 
 
 little. 
 
 Cle 
 
 = suffix. 
 
 Latin, 
 
 cule. 
 
 little. 
 
 Ling 
 
 = suffix, 
 
 A.-S., 
 
 
 little. 
 
 Eer 
 
 = suffix. 
 
 Latin, 
 
 ier. 
 
 one who. 
 
 In(Lat.=woO= prefix. 
 
 Latin, 
 
 ig, il, im, ir, 
 
 not. 
 
 Off 
 
 = prefix, 
 
 A.-S., 
 
 of, 
 
 from. 
 
 Ance 
 
 = suffix. 
 
 Latin, 
 
 ancy, ence, ency. 
 
 quality of. 
 
 Para 
 
 = prefix. 
 
 Greek, 
 
 par, 
 
 at side. 
 
 Ock 
 
 = suffix. 
 
 A.-S., 
 
 
 little. 
 
 Ster 
 
 = suffix. 
 
 A.-S., 
 
 
 one who. 
 
 Ob 
 
 = prefix. 
 
 Latin, 
 
 0, oc, of, op. 
 
 against. 
 
 Inter 
 
 = prefix, 
 
 Latin, 
 
 Intel, 
 
 between. 
 
 Ship 
 
 = suffix, 
 
 A.-S., 
 
 
 state of. 
 
 In (Lat. =m) = prefix, 
 
 Latin, 
 
 il, im, ir. 
 
 in. 
 
 Id 
 
 = suffix. 
 
 Latin, 
 
 
 quality of. 
 
26Q 
 
 THE SYSTEM METHOD. 
 
 Prog. XI: ; 
 
 . Composition. 2. Derivation. 3. Accessory. 4. Ac. C/ass.' 
 
 
 a. Simple. a. Primitive, a. Adjective. 
 
 b. Compound.b. Derivative.b. Adverb. 
 
 a. Qualitative. e. Modal. 
 
 b. Quantitative, f. Local. 
 
 c. Demonstrative, g. Intensive. 
 
 d. Temporal. h. Causal. 
 
 Lion-hearted 
 
 =compound, derivative. 
 
 adjective. 
 
 qualitative. 
 
 Always^ 
 
 ^compound, ^ derivative, 
 
 adverb. 
 
 temporal. 
 
 Old 
 
 =simple, primitive, 
 
 adjective. 
 
 qualitative. 
 
 Heavily 
 
 =simple, derivative. 
 
 adverb. 
 
 modal. 
 
 Open-moutlied=compound, derivative, 
 
 adjective. 
 
 qualitative. 
 
 Pitch-dark 
 
 =compound, primitive. 
 
 adjective. 
 
 qualitative. 
 
 Green 
 
 =simple, primitive, 
 
 adjective. 
 
 qualitative. 
 
 Together 
 
 =simple, primitive, 
 
 adverb. 
 
 modal. 
 
 Greenish 
 
 =simple, derivative. 
 
 adjective. 
 
 qualitative. 
 
 Blue-green 
 
 =compound, primitive. 
 
 adjective. 
 
 qualitative. 
 
 Backward 
 
 =simple, derivative. 
 
 adverb. 
 
 modal. 
 
 Three 
 
 =simple, primitive. 
 
 adjective. 
 
 quantitative. 
 
 Child-like 
 
 =compound, primitive. 
 
 adjective. 
 
 qualitative. 
 
 Elegant 
 
 =:simple, primitive. 
 
 adjective. 
 
 qualitative. 
 
 Ill-natured 
 
 =compound, derivative, 
 
 adjective. 
 
 qualitative. 
 
 Some 
 
 =simple, primitive. 
 
 adjective. 
 
 quantitative. 
 
 Politely 
 
 =simple, derivative, 
 
 adverb. 
 
 modal. 
 
 Sad 
 
 =simple, primitive. 
 
 adjective. 
 
 qualitative. 
 
 Lengthways^ 
 
 =compound, derivative. 
 
 adverb. 
 
 modal. 
 
 "White 
 
 =simple, primitive. 
 
 adj ective. 
 
 qualitative. 
 
 Ruinous 
 
 =simple, derivative. 
 
 adjective. 
 
 qualitative. 
 
 Severe 
 
 =simple, primitive. 
 
 adjective, 
 
 qualitative. 
 
 Immediately 
 
 =simple, derivative. 
 
 adverb. 
 
 temporal. 
 
 Here 
 
 =simple, primitive. 
 
 adverb. 
 
 local. 
 
 Rough-hewn 
 
 =compound, derivative, 
 
 adjective. 
 
 qualitative. 
 
 Sour 
 
 =simple, primitive. 
 
 adjective. 
 
 qualitative. 
 
 Constantly 
 
 =simple, derivative. 
 
 adverb, 
 
 temporal. 
 
 Lengthwise 
 
 =simple, derivative. 
 
 adverb, 
 
 modal. 
 
 Ripe 
 
 =simple, primitive. 
 
 adjective. 
 
 qualitative. 
 
 Remotely 
 
 =simple, derivative; 
 
 , adverb. 
 
 modal. 
 
 Thereabout 
 
 =compound, primitive. 
 
 adverb. 
 
 local. 
 
 Little 
 
 =simple, primitive. 
 
 adjective. 
 
 quantitative. 
 
 Thereby 
 
 :=compound, primitive. 
 
 adverb. 
 
 local. 
 
 Many 
 
 =simple, primitive, 
 
 adjective. 
 
 quantitative. 
 
 Soon 
 
 =simple, primitive. 
 
 adverb. 
 
 temporal. 
 
 Excellently 
 
 =simple, derivative 
 
 , adverb. 
 
 modal. 
 
 1 Always (from all and ways) is to be called compound, not simple; for since there 
 is no prefix al, this part is counted as equivalent to the root all. 
 
 2 For explanation of the classes of adjectives, see "The System Method," No. 6, 
 Dem. XVI. ; for adverbs, see Dem. XVIII. of " The System Method," No. 6. 
 
 2 See note under Prog. XXI., Work-Book No. 17, page 220. 
 
WOBK-BOOK OF ETYMOLOGY. 
 
 267 
 
 Prog. XII: /. Composition. 2. Derivation. 3. Accessory. 4. Ac. Class. 
 
 Fruit-bearing 
 
 Everywhere 
 
 Frequently 
 
 Well-earned 
 
 Boldly 
 
 When 
 
 Largest 
 
 Downward 
 
 Balmy 
 
 Anyhow 
 
 Towards 
 
 This 
 
 SuflQcieutly 
 
 Harelipped 
 
 Then 
 
 Happy 
 
 Sidewise 
 
 Needs 
 
 Warlike 
 
 Manly 
 
 Therefore 
 
 Trustworthy 
 
 Greener 
 
 Necessarily 
 
 Loveliest 
 
 Slowly 
 
 Seaward-gazing 
 
 Wisely 
 
 Ill-content 
 
 League-long 
 
 Adjacent 
 
 Long 
 
 Long-haired 
 
 The 
 
 Yonder 
 
 Inarticulate 
 
 Excessively 
 
 Meadowy 
 
 Wholesome 
 
 Worm-eaten 
 
 Upward 
 
 a. Simple. 
 
 b. Compound. 
 
 =compound, 
 
 =compound, 
 
 =simple, 
 
 =compound, 
 
 =simple, 
 
 =simple, 
 
 =simple, 
 
 =simple, 
 
 =simple, 
 
 =compound, 
 
 =simple, 
 
 =simple, 
 
 =simple, 
 
 :=compound, 
 
 =simple, 
 
 :=simple, 
 
 =simple, 
 
 :=simple, 
 
 :=simple, 
 
 =simple, 
 
 =:compound, 
 
 =simple, 
 
 ^simple, 
 
 =:simple, 
 
 =simple, 
 
 ^simple, 
 
 compound, 
 =simple, 
 =:compound, 
 :=compound, 
 ^simple, 
 ^simple, 
 =compound, 
 =simple, 
 =simi3le, 
 =:simple, 
 =simple, 
 =simple, 
 :=simple, 
 ^compound, 
 =.simple , 
 
 a. Primitive, a. Adjective, a. Qualitative. e. Modal. 
 
 b. Derivative, b. Adverb, b. Quantitative, f. Local. 
 
 c. Demonstrative. g. Intensive. 
 
 d. Temporal. li. Causal. 
 
 derivative, adjective, 
 
 primitive, adverb, 
 
 derivative, adverb, 
 
 derivative, adjective, 
 
 derivative, adverb, 
 
 primitive, adverb, 
 
 derivative, adjective, 
 
 derivative, adverb, 
 
 derivative, adjective, 
 
 primitive, adverb, 
 
 derivative, adverb, 
 
 primitive, adjective, 
 derivative, adverb, 
 
 derivative, adjective, 
 
 primitive, adverb, 
 
 primitive, adjective, 
 
 derivative, adverb, 
 
 primitive, adverb, 
 
 derivative, adjective, 
 
 derivative, adjective, 
 
 primitive, adverb, 
 
 primitive, adjective, 
 
 derivative, adjective, 
 
 derivative, adverb, 
 
 derivative, adjective, 
 
 derivative, adverb, 
 
 derivative, adjective, 
 derivative, adverb, 
 
 primitive, adjective, 
 
 primitive, adjective, 
 
 primitive, adjective, 
 
 primitive, adjective, 
 
 derivative, adjective, 
 
 primitive, adjective, 
 
 primitive, adjective, 
 
 derivative, adjective, 
 
 derivative, adverb, 
 
 derivative, adjective, 
 
 derivative, adjective, 
 
 derivative, adjective, 
 
 derivative, adverb. 
 
 qualitative 
 
 local. 
 
 temporal. 
 
 qualitative. 
 
 modal. 
 
 temporal. 
 
 quantitative. 
 
 modal. 
 
 qualitative. 
 
 modal. 
 
 modal. 
 
 demonstrative. 
 
 intensive. 
 
 qualitative. 
 
 temporal. 
 
 qualitative. 
 
 modal. 
 
 causal. 
 
 qualitative. 
 
 qualitative. 
 
 causal. 
 
 qualitative. 
 
 qualitative. 
 
 causal. 
 
 qualitative. 
 
 modal. 
 
 qualitative. 
 
 modal. 
 
 qualitative. 
 
 quantitative. 
 
 qualitative. 
 
 quantitative. 
 
 qualitative. 
 
 demonstrative. 
 
 demonstrative. 
 
 qualitative. 
 
 intensive. 
 
 qualitative. 
 
 qualitative. 
 
 qualitative. 
 
 local. 
 
268 
 
 THE SYSTEM METHOD. 
 
 Prog. XIII : /. Nature 
 
 } 2. Consolidt 
 
 ition. 3. Cc 
 
 wnection. 4. Generic 
 
 
 a. Etymon prop 
 
 b. Separable. 
 
 c. Equivocal. 
 
 1. a. Consolidated, 
 
 b. Hyphened. 
 
 c. Separate. 
 
 . a. Accessorj 
 
 b. Adjunct. 
 
 c. Base. 
 
 Meaning.^ 
 
 Fine 
 
 = separable. 
 
 separate. 
 
 accessory. 
 
 of good quality. 
 
 Apples 
 
 = separable. 
 
 separate. 
 
 base. 
 
 fruit. 
 
 A 
 
 = separable, 
 
 separate, 
 
 accessory. 
 
 one. 
 
 Rich 
 
 = separable, 
 
 separate, 
 
 accessory, 
 
 wealthy. 
 
 Man 
 
 = separable. 
 
 separate. 
 
 base. 
 
 human being. 
 
 Ab 
 
 = etymon pr.. 
 
 consolidated. 
 
 adjunct. 
 
 from. 
 
 Solve 
 
 = separable. 
 
 consolidated. 
 
 base. 
 
 loose. 
 
 Heart 
 
 = separate. 
 
 hyphened, 
 
 adjunct, 
 
 a vital organ. 
 
 Broken 
 
 = separable. 
 
 hyphened, 
 
 base. 
 
 parted. 
 
 The 
 
 = separable. 
 
 separate. 
 
 accessory. 
 
 that one. 
 
 Most 
 
 = separable. 
 
 separate. 
 
 accessory, 
 
 super, of "more." 
 
 Delicious 
 
 = separable. 
 
 separate. 
 
 accessory, 
 
 pleasing. 
 
 Fruit 
 
 = separable. 
 
 separate. 
 
 base. 
 
 product. 
 
 Contra 
 
 = etymon pr., 
 
 consolidated, 
 
 adjunct. 
 
 against. 
 
 Diet 
 
 = etymon pr., 
 
 consolidated. 
 
 base. 
 
 say. 
 
 American 
 
 = separable. 
 
 separate. 
 
 accessory, 
 
 of America. 
 
 Policy 
 
 = separable. 
 
 separate, 
 
 base. 
 
 system of management. 
 
 Be 
 
 = equivocal. 
 
 consolidated. 
 
 adjunct. 
 
 ^1- 
 
 Side 
 
 = separable, 
 
 consolidated. 
 
 base. 
 
 margin. 
 
 Air 
 
 = separable. 
 
 hyphened. 
 
 adjunct, 
 
 gas. 
 
 Built 
 
 = separable. 
 
 hyphened. 
 
 base. 
 
 formed. 
 
 A 
 
 = equivocal. 
 
 consolidated. 
 
 adjunct. 
 
 to. 
 
 Scend 
 
 = etymon pr.. 
 
 consolidated. 
 
 base. 
 
 climb. 
 
 Tran 
 
 = etymon pr.. 
 
 consolidated. 
 
 adjunct. 
 
 across. 
 
 Scend 
 
 = etymon pr.. 
 
 consolidated. 
 
 base. 
 
 climb. 
 
 Rough 
 
 = separable. 
 
 hyphened. 
 
 adjunct, 
 
 not smooth. 
 
 Hewn 
 
 = separable. 
 
 hyphened. 
 
 base. 
 
 cut. 
 
 Siberian 
 
 = separable. 
 
 separate. 
 
 accessory. 
 
 of Siberia. 
 
 Snows 
 
 = separable. 
 
 separate. 
 
 base, 
 
 frozen vapor. 
 
 Termin 
 
 = etymon pr.. 
 
 consolidated, 
 
 base. 
 
 limit. 
 
 Ate 
 
 = equivocal. 
 
 consolidated. 
 
 adjunct. 
 
 make. 
 
 Civil 
 
 = separable, 
 
 consolidated. 
 
 base. 
 
 tame. 
 
 Ize 
 
 = etymon pr.. 
 
 consolidated. 
 
 adjunct. 
 
 make. 
 
 ^ Separable : a word part which can be used by itself as a distinct word whole ; 
 as, solve In absolve^ side in beside. Etymon proper : a word part which cannot be used 
 by itself as a distinct word whole ; as trails and cend in transcend. Equivocal : a word 
 part which is used both as an etymon proper and as a separate word, but with differ- 
 ent significations; as, be in beside. Be in beside signifies "by;" but the same com- 
 bination of letters (be) may be used by itself, and when so used signifies " exist." 
 
 ^Eor the generic meaning of the prefixes and suflBxes, see Appendix E, page 290; 
 for the meaning of the roots, consult Webster's or Worcester's Unabridged Dictionary. 
 
WORK-BOOK OF ETTMOLOOT. 
 
 269 
 
 Prog. XIT : /. Nature. 2 
 
 . Consolidation. 
 
 3. Connection. 4. Generic 
 
 
 a. Etymon proper. 
 
 b. Separable. 
 
 c. Equivocal. 
 
 a. Consolidated. 
 
 b. Hyphened. 
 
 c. Separate. 
 
 a. Accessory. 
 
 b. Adjunct. 
 
 c. Base. 
 
 Meaning. 
 
 Un 
 
 = etymon pr., 
 
 consolidated, 
 
 adjunct. 
 
 back. 
 
 Tie 
 
 = separable. 
 
 consolidated. 
 
 base. 
 
 fasten. 
 
 Intro 
 
 = etymon pr.. 
 
 consolidated. 
 
 adjunct. 
 
 into. 
 
 Duce 
 
 = etymon pr., 
 
 consolidated, 
 
 base. 
 
 lead. 
 
 111 
 
 = separable. 
 
 hyphened, 
 
 adjunct. 
 
 bad. 
 
 Content 
 
 = separable. 
 
 hyphened, 
 
 base, 
 
 satisfied. 
 
 Mis 
 
 = etymon pr.. 
 
 consolidated. 
 
 adjunct. 
 
 wrong. 
 
 Guide 
 
 = separable. 
 
 consolidated, 
 
 base. 
 
 direct. 
 
 Both 
 
 = separable. 
 
 se23arate, 
 
 accessory. 
 
 two. 
 
 Arms 
 
 = separable, 
 
 separate, 
 
 base. 
 
 limbs. 
 
 Occup 
 
 = etymon pr.. 
 
 consolidated. 
 
 base. 
 
 hold. 
 
 Ancy 
 
 = etymon pr., 
 
 consolidated. 
 
 adjunct. 
 
 quality of. 
 
 Ripe 
 
 = separable. 
 
 separate, 
 
 accessory. 
 
 mature. 
 
 Cherries 
 
 = separable. 
 
 separate. 
 
 base, 
 
 a kind of fruit. 
 
 Good 
 
 = separable. 
 
 hyphened, 
 
 adjunct. 
 
 desirable. 
 
 Looking 
 
 = separable, 
 
 hyphened. 
 
 base. 
 
 try to see. 
 
 Vigil 
 
 = separable. 
 
 consolidated. 
 
 base. 
 
 watch. 
 
 Ance 
 
 = etymon pr.. 
 
 consolidated, 
 
 adjunct. 
 
 quality of. 
 
 Quie 
 
 = etymon pr.. 
 
 consolidated, 
 
 base. 
 
 quiet. 
 
 Tude 
 
 = etymon pr., 
 
 consolidated, 
 
 adjunct. 
 
 state of. 
 
 Male 
 
 = equivocal, 
 
 consolidated, 
 
 adjunct. 
 
 bad. 
 
 Fact 
 
 = equivocal. 
 
 consolidated. 
 
 base. 
 
 do. 
 
 Or 
 
 = equivocal. 
 
 consolidated. 
 
 adjunct. 
 
 one who. 
 
 Egyptian 
 
 = separable, 
 
 separate. 
 
 accessory. 
 
 of Egypt. 
 
 Lily 
 
 = separable. 
 
 separate. 
 
 base. 
 
 a plant. 
 
 Ob 
 
 = etymon pr.. 
 
 consolidated. 
 
 adjunct. 
 
 against. 
 
 Ject 
 
 = etymon pr.. 
 
 consolidated. 
 
 base. 
 
 throw. 
 
 The 
 
 = separable. 
 
 separate, 
 
 accessory, 
 
 that one. 
 
 Austrian 
 
 = separable. 
 
 separate, 
 
 accessory. 
 
 of Austria. 
 
 Army 
 
 = separable. 
 
 separate. 
 
 base. 
 
 armed men. 
 
 Hard 
 
 = separable. 
 
 hyphened, 
 
 adjunct. 
 
 earnestly. 
 
 Working 
 
 = separable. 
 
 hyphened, 
 
 base, 
 
 laboring. 
 
 Out 
 
 = separable. 
 
 consolidated. 
 
 adjunct, 
 
 beyond. 
 
 Run 
 
 = separable. 
 
 consolidated, 
 
 base. 
 
 move swiftly. 
 
 Ad 
 
 = etymon pr.. 
 
 consolidated. 
 
 adjunct. 
 
 to. 
 
 Her 
 
 = equivocal, 
 
 consolidated. 
 
 base. 
 
 stick. 
 
 Ence 
 
 = etymon pr., 
 
 consolidated. 
 
 adjunct. 
 
 state of. 
 
 Rude 
 
 = separable. 
 
 consolidated. 
 
 base. 
 
 rough 
 
 Ness 
 
 = etymon pr.. 
 
 consolidated, 
 
 adjunct, 
 
 state of. 
 
 Per 
 
 = separate, 
 
 consolidated. 
 
 adjunct, 
 
 through. 
 
 For 
 
 = equivocal, 
 
 consolidated. 
 
 base. 
 
 bore. 
 
 Ate 
 
 = equivocal, 
 
 consolidated, 
 
 adjunct. 
 
 make. 
 
270 
 
 THE SYSTEM METHOD. 
 
 Prog. XT : /. Nature. 2. Part of Word. 3 Part of Speech.^ 4. Generic 
 
 
 
 a. Etymon proper. 
 
 b. Separable. 
 
 c. Equivocal. 
 
 a. Prefix. 
 
 b. Root. 
 
 c. Suffix. 
 
 a. Noun. 
 
 b. Verb. 
 
 c. Adjective. 
 
 d. Arbitrary. 
 
 Meaning. 
 
 Contempt 
 
 = 
 
 separable, 
 
 root, 
 
 noun, 
 
 scorn. 
 
 Ible 
 
 = 
 
 etymon pr.. 
 
 suflix. 
 
 adjective, 
 
 worthy of. 
 
 Tarn 2 
 
 = 
 
 separable. 
 
 root. 
 
 verb. 
 
 to conquer. 
 
 Able 
 
 = 
 
 equivocal. 
 
 suffix, 
 
 adjective. 
 
 that can be. 
 
 Be 
 
 = 
 
 equivocal, 
 
 prefix, 
 
 arbitrary. 
 
 be. 
 
 Stir 
 
 = 
 
 separable. 
 
 root, 
 
 verb. 
 
 move. 
 
 Drunk 
 
 = 
 
 separable. 
 
 root. 
 
 adjective. 
 
 intoxicated. 
 
 Ard 
 
 = 
 
 etymon pr.. 
 
 suffix. 
 
 noun. 
 
 one who. 
 
 Dis 
 
 == 
 
 etymon pr.. 
 
 prefix, 
 
 arbitrary. 
 
 apart. 
 
 Join 
 
 = 
 
 separable. 
 
 root, 
 
 verb. 
 
 yoke. 
 
 Be 
 
 = 
 
 equivocal, 
 
 prefix, 
 
 verb. 
 
 be. 
 
 Dew 
 
 = 
 
 separable. 
 
 root. 
 
 noun. 
 
 moisture. 
 
 N 
 
 = 
 
 etymon pr., 
 
 prefix. 
 
 arbitrary. 
 
 not. 
 
 Either 
 
 = 
 
 separable. 
 
 root, 
 
 adjective. 
 
 one of two. 
 
 Dis 
 
 = 
 
 etymon pr.. 
 
 prefix. 
 
 arbitrary. 
 
 not. 
 
 Flease 
 
 = 
 
 separable. 
 
 root, 
 
 verb. 
 
 to make glad. 
 
 Re 
 
 = 
 
 etymon pr.. 
 
 prefix. 
 
 verb. 
 
 again. 
 
 New 
 
 = 
 
 separable. 
 
 root, 
 
 adjective, 
 
 recent. 
 
 Al 
 
 = 
 
 etymon pr.. 
 
 suffix. 
 
 noun. 
 
 act of. 
 
 Christi* 
 
 = 
 
 separable. 
 
 root. 
 
 noun. 
 
 Christ. 
 
 An 
 
 = 
 
 equivocal. 
 
 suffix, 
 
 adjective. 
 
 of. 
 
 Em 
 
 = 
 
 equivocal. 
 
 prefix. 
 
 verb, 
 
 in. 
 
 Body 
 
 = 
 
 separable. 
 
 root. 
 
 noun. 
 
 frame. 
 
 Missiona^ 
 
 = 
 
 se|)arable. 
 
 root. 
 
 noun. 
 
 a sending. 
 
 Ry 
 
 = 
 
 etymon pr.. 
 
 suffix. 
 
 arbitrary. 
 
 one who. 
 
 Blacli 
 
 = 
 
 separable. 
 
 root. 
 
 adjective. 
 
 darkest color. 
 
 En 
 
 = 
 
 etymon pr.. 
 
 suffix, 
 
 verb. 
 
 make. 
 
 En 
 
 = 
 
 etymon pr.. 
 
 prefix. 
 
 verb. 
 
 in. 
 
 Trap 
 
 = 
 
 separable. 
 
 root. 
 
 noun. 
 
 a stratagem. 
 
 Wood 
 
 = 
 
 separable. 
 
 root. 
 
 noun. 
 
 substance of trees. 
 
 En 
 
 = 
 
 etymon pr., 
 
 suffix. 
 
 adjective. 
 
 of. 
 
 Fore 
 
 = 
 
 equivocal. 
 
 prefix, 
 
 arbitrary, 
 
 before. 
 
 Tell 
 
 = 
 
 separable. 
 
 root. 
 
 verb. 
 
 speak. 
 
 ^ Roots are classed as nouns, verbs, adjectives, according as they are most fre- 
 quently found in sentences. Prefixes and suffixes are nouns, vei'bs, adjectives, when 
 thej' change a root into a noun, verb, adjective, respectively; when they do not thus 
 change a root, they are arbitrary. 
 
 '^The e in tame is dropped in accordance with Rule V. for spelhng. 
 
 "In Christi, the i is no part of the seiDarable word Christ, but is merely formative; 
 i. e., it is added to the root Christ to make the suffix a7i coalesce with that root. The 
 a in missionary is to be treated in the same way. 
 

 
 WORK-BOOK OF 
 
 ETYMOLOGY. 
 
 271 
 
 Prog. XYI 
 
 ''. 1. Nature. 
 
 2. Pari of Word. 3. Part of Speech. 4. Generic 
 
 
 
 a. Etymon proper. a. Preflx. 
 
 b. Separable. b. Eoot. 
 
 a. Noun. 
 
 b. Verb. 
 
 Meaning. 
 
 
 
 c. Equivocal. 
 
 c. Suffix. 
 
 c. Adjective. 
 
 d. Arbitrary. 
 
 
 A 
 
 = 
 
 equivocal. 
 
 prefix. 
 
 arbitrary. 
 
 from. 
 
 Rise 
 
 = 
 
 separable. 
 
 root, 
 
 verb. 
 
 go up. 
 
 N 
 
 = 
 
 etymon pr., 
 
 prefix, 
 
 arbitrary, 
 
 not. 
 
 One 
 
 = 
 
 separable. 
 
 root. 
 
 adjective. 
 
 single. 
 
 Under 
 
 = 
 
 equivocal, 
 
 prefix, 
 
 arbitrary. 
 
 beneath. 
 
 Mine 
 
 = 
 
 separable. 
 
 root. 
 
 verb. 
 
 dig. 
 
 Be 
 
 = 
 
 equivocal. 
 
 prefix, 
 
 arbitrary. 
 
 be. 
 
 Set 
 
 = 
 
 separable. 
 
 root. 
 
 verb. 
 
 place. 
 
 For 
 
 = 
 
 equivocal, 
 
 prefix. 
 
 arbitrary. 
 
 through. 
 
 Give 
 
 = 
 
 separable. 
 
 root. 
 
 verb. 
 
 grant. 
 
 Be 
 
 = 
 
 equivocal. 
 
 prefix. 
 
 verb. 
 
 be. 
 
 Friend 
 
 = 
 
 separable. 
 
 root. 
 
 noun. 
 
 a well-wisher. 
 
 Teach 
 
 = 
 
 separable. 
 
 root. 
 
 verb. 
 
 instruct. 
 
 Able 
 
 = 
 
 equivocal. 
 
 suffix. 
 
 adjective. 
 
 that can be. 
 
 Un 
 
 = 
 
 etymon pr.. 
 
 prefix. 
 
 arbitrary. 
 
 not. 
 
 Taught 
 
 = 
 
 separable. 
 
 root, 
 
 verb. 
 
 instructed. 
 
 Scliolar 
 
 = 
 
 separable. 
 
 root. 
 
 noun. 
 
 learner. 
 
 Ly 
 
 = 
 
 etymon pr., 
 
 suffix. 
 
 adjective. 
 
 like. 
 
 Un 
 
 = 
 
 etymon pr., 
 
 prefix. 
 
 adjective. 
 
 not. 
 
 Schooled = 
 
 separable. 
 
 root. 
 
 verb. 
 
 trained. 
 
 Health 
 
 = 
 
 separable. 
 
 root. 
 
 noun. 
 
 well-being. 
 
 Y 
 
 = 
 
 etymon pr.. 
 
 suffix. 
 
 adjective. 
 
 of. 
 
 King 
 
 = 
 
 separable. 
 
 root. 
 
 noun. 
 
 chief ruler. 
 
 Doni 
 
 = 
 
 etymon pr., 
 
 suffix. 
 
 arbitrary. 
 
 domain of. 
 
 Hast^ 
 
 = 
 
 separable. 
 
 root. 
 
 noun, 
 
 speed. 
 
 En 
 
 = 
 
 etymon pr.. 
 
 suffix. 
 
 verb. 
 
 make! 
 
 Begin n- 
 
 = 
 
 separable. 
 
 root, 
 
 verb. 
 
 commence. 
 
 Er 
 
 = 
 
 etymon pr.. 
 
 suffix. 
 
 noun, 
 
 one who. 
 
 Pay 
 
 = 
 
 separable. 
 
 root. 
 
 verb. 
 
 compensate. 
 
 Ment 
 
 = 
 
 etymon pr.. 
 
 suffix. 
 
 noun. 
 
 act of. 
 
 Un 
 
 = 
 
 etymon pr., 
 
 prefix. 
 
 arbitrary. 
 
 not. 
 
 Paid 
 
 = 
 
 separable. 
 
 root, 
 
 verb. 
 
 compensated 
 
 Pay 
 
 = 
 
 separable. 
 
 root. 
 
 verb, 
 
 compensate. 
 
 Ee 
 
 = 
 
 etymon pr.. 
 
 suffix. 
 
 noun, 
 
 to whom. 
 
 With 
 
 = 
 
 equivocal. 
 
 prefix, 
 
 arbitrary. 
 
 against. 
 
 Stand 
 
 = 
 
 separable. 
 
 root, 
 
 verb. 
 
 remain erect. 
 
 Over 
 
 = 
 
 equivocal. 
 
 prefix. 
 
 arbitrary. 
 
 beyond. 
 
 Looli 
 
 = 
 
 separable. 
 
 root. 
 
 verb. 
 
 see. 
 
 1 The 6 of haste is dropped in accordance with Rule V. for spellmg. 
 
 2 The n of begin is doubled in accordance with Rule II. for spelling. 
 
272 
 
 THE 8T8TEM METHOD. 
 
 Prog. XYIl: /. Nature. 2. Pant of Word. 3. Origin in^ 4. Generic 
 
 
 a. Etymon proper. 
 
 b. Separable. 
 
 a. Prefix. 
 
 b. Root. 
 
 a. Greek. 
 
 b. Latin. 
 
 HHeaning. 
 
 
 c. Equivocal. 
 
 c. Suffix. 
 
 c. Anglo-Saxon 
 
 
 Gold 
 
 = separable, 
 
 root. 
 
 A.-S., 
 
 a precious metal. 
 
 En 
 
 = etymon pr., 
 
 suffix. 
 
 A.-S., 
 
 like. 
 
 A 
 
 = equivocal. 
 
 prefix. 
 
 Greek, 
 
 without. 
 
 Path 
 
 = equivocal, 
 
 root, 
 
 Greek, 
 
 suffer. 
 
 Y 
 
 = etymon pr.. 
 
 suffix. 
 
 Latin, 
 
 state of. 
 
 Syn 
 
 = etymon pr.. 
 
 prefix. 
 
 Greek, 
 
 with. 
 
 Tact 
 
 = equivocal, 
 
 root. 
 
 Greek, 
 
 arrange. 
 
 Ic ' 
 
 = etymon pr., 
 
 suffix. 
 
 Greek, 
 
 of. 
 
 Sym 
 
 = etymon pr., 
 
 prefix. 
 
 Greek, 
 
 with. 
 
 Metr 
 
 = etymon pr., 
 
 root. 
 
 Greek, 
 
 measure. 
 
 y 
 
 = etymon pr.. 
 
 suffix, 
 
 Latin, 
 
 state of. 
 
 Kitt2 
 
 = separable. 
 
 root. 
 
 A.-S., 
 
 cat. 
 
 En 
 
 = etymon pr.. 
 
 suffix. 
 
 A.-S., 
 
 like. 
 
 An 
 
 = equivocal, 
 
 prefix. 
 
 Greek, 
 
 without. 
 
 Arch 
 
 = equivocal, 
 
 root. 
 
 Greek, 
 
 rule. 
 
 Y 
 
 = etymon pr., 
 
 suffix. 
 
 Latin, 
 
 state of. 
 
 A 
 
 = equivocal. 
 
 prefix. 
 
 Latin, 
 
 away. 
 
 Vert 
 
 = etymon pr., 
 
 root. 
 
 Latin, 
 
 turn. 
 
 Abs 
 
 = etymon pr.. 
 
 prefix. 
 
 Latin, 
 
 from. 
 
 Tain 
 
 = etymon pr.. 
 
 root, 
 
 Latin, 
 
 stretch. 
 
 Ana 
 
 = etymon pr., 
 
 prefix, 
 
 Greek, 
 
 through. 
 
 Lyze 
 
 = etymon pr.. 
 
 root. 
 
 Greek, 
 
 loose. 
 
 Cardi 
 
 = etymon pr.. 
 
 root, 
 
 Greek, 
 
 heart. 
 
 Ac 
 
 = etymon pr.. 
 
 suffix. 
 
 Greek, 
 
 of. 
 
 Cour 
 
 = etymon pr.. 
 
 root. 
 
 Latin, 
 
 heart. 
 
 Age 
 
 = equivocal, 
 
 suffix. 
 
 Latin, 
 
 state of. 
 
 Dia 
 
 = etymon pr.. 
 
 prefix. 
 
 Greek, 
 
 through. 
 
 Meter 
 
 = separable. 
 
 root. 
 
 Greek, 
 
 measure. 
 
 Cata 
 
 = etymon pr.. 
 
 prefix. 
 
 Greek, 
 
 throughout. 
 
 Logue 
 
 = etymon pr.. 
 
 root. 
 
 Greek, 
 
 speech. 
 
 Anti 
 
 = etymon pr.. 
 
 prefix. 
 
 Greek, 
 
 against. 
 
 Path 
 
 = equivocal. 
 
 root. 
 
 Greek, 
 
 suffer. 
 
 Y 
 
 = etymon pr.. 
 
 suffix. 
 
 Latin, 
 
 state of. 
 
 Preach = separable. 
 
 root, 
 
 Latin, 
 
 proclaim. 
 
 Er 
 
 = etymon pr.. 
 
 suffix. 
 
 Latin, 
 
 one who. 
 
 Cat 
 
 = equivocal. 
 
 prefix. 
 
 Greek, 
 
 throughout. 
 
 Hoi 
 
 = etymon pr.. 
 
 root. 
 
 Greek, 
 
 whole. 
 
 Ic 
 
 = etymon pr.. 
 
 suffix. 
 
 Greek, 
 
 one who. 
 
 1 For the origin of the prefixes and suffixes, see Appendix E of this Work-Book. 
 To determine the origin of the roots, consult Webster's or Worcester's Dictionary. 
 ^ The t of kitten is doubled by Eule II. for spelling. 
 
WOBK-BOOK OF ETYMOLOGY. 
 
 273 
 
 Prog. XVIII: /. Nature. 2. P'tof Word. 3. Anglicizaiion.^ 4. Origin in 
 
 .Team 
 Ster 
 Extra 
 Ordina 
 
 Ry 
 
 In 
 
 Vade 
 
 Under 
 
 Stand 
 
 Peri 
 
 Osteum : 
 
 Animal ; 
 
 Ciile 
 
 Wesley^: 
 
 An 
 
 Pre 
 
 Sid 
 
 Ency 
 
 De 
 
 Pend 
 
 Ent 
 
 Four 
 
 Teen 
 
 Pro 
 
 Gnosis 
 
 In 
 
 Born 
 
 a. Etymon proper. 
 
 b. Separable. 
 
 c. Equivocal. 
 
 separable, 
 etymon pr.,, 
 equivocal, 
 etymon pr., 
 etymon pr., 
 equivocal, 
 etymon pr., 
 equivocal, 
 separable, 
 etymon pr., 
 etymon pr., 
 separable, 
 etymon pr., 
 separable, 
 equivocal, 
 etymon pr., 
 etymon pr., 
 etymon pr., 
 etymon pr., 
 equivocal, 
 
 : etj'mon pr., 
 
 : separable, 
 
 : equivocal, 
 
 : etymon pr., 
 
 : etymon pr., 
 
 : equivocal, 
 
 : separable. 
 
 a. Prefix. 
 
 b. Root. 
 
 c. Suffix. 
 
 root, 
 
 suffix, 
 
 prefix, 
 
 root, 
 
 suffix, 
 
 prefix, 
 
 root, 
 
 prefix, 
 
 root, 
 
 prefix, 
 
 root, 
 
 root, 
 
 suffix, 
 
 root, 
 
 suffix, 
 
 prefix, 
 
 root, 
 
 suffix, 
 
 prefix, 
 
 root, 
 
 suffix, 
 
 root, 
 
 root, 
 
 prefix, 
 
 root, 
 
 prefix, 
 
 root. 
 
 a. Anglicized. 
 
 b. Unanglicized. 
 
 Anglicized, 
 
 Anglicized, 
 
 Anglicized, 
 
 unanglicized, 
 
 Anglicized, 
 
 Anglicized, 
 
 unanglicized, 
 
 Anglicized, 
 
 Anglicized, 
 
 unanglicized, 
 
 unanglicized, 
 
 Anglicized, 
 
 unanglicized, 
 
 Anglicized, 
 
 Anglicized, 
 
 Anglicized, 
 
 unanglicized, 
 
 Anglicized, 
 
 unanglicized, 
 
 Anglicized, 
 
 Anglicized, 
 
 Anglicized, 
 
 Anglicized, 
 
 unanglicized, 
 
 unanglicized. 
 
 Anglicized, 
 
 Anglicized, 
 
 a. Greek. 
 
 b. Latin. 
 
 c. A.-S. 
 
 A.-S. 
 
 A.-S. 
 
 Latin. 
 
 Latin. 
 
 Latin. 
 
 Latin. 
 
 Latin. 
 
 A.-S. 
 
 A.-S. 
 
 Greek. 
 
 Greek. 
 
 Greek. 
 
 Latin. 
 
 Latin. 
 
 Latin. 
 
 Latin. 
 
 Latin. 
 
 Latin. 
 
 Latin. 
 
 Latin. 
 
 A.-S. 
 
 A.-S. 
 
 Greek. 
 
 Greek. 
 
 A.-S. 
 
 Greek. 
 
 1 Anglicized roots are such word parts as are also current in English as separate 
 word wholes ; unanglicized roots are such as, though possibly used in Greek, Latin, 
 or Old Anglo-Saxon, are still never to be found in Enghsh as separate word wholes, 
 but only as combined with one or more affixes. Anglicized prefixes and suffixes are 
 such as are added to current English words, that is, Anglicized roots ; unanglicized 
 prefixes and suffixes are not added to current English words, but always to roots not 
 current in English; that is, unanglicized roots. To determine whether a root is 
 Anglicized or unanglicized,. consult the dictionary. For the prefixes and suffixes, see 
 the Etymological Work-Tree. 
 
 ' Whenever, as in the case of Wesley ., the student cannot find that the word has 
 its origin in Greek, Latin, or Anglo-Saxon, he may leave it blank. This is because 
 the division into Greek, Latin, and Anglo-Saxon does not include modern proper 
 names. 
 
 18 
 
2U 
 
 TEE SYSTEM METHOD. 
 
 Prog. XIX. 
 
 —Branching by the Learner's Work-Tree. 
 
 A 
 
 =etymon, 
 
 prefix, 
 
 Anglicized, 
 
 A-S., 
 
 on. 
 
 
 Shore 
 
 =etymon, 
 
 root, 
 
 base, 
 
 noun. 
 
 Anglicized, 
 
 common. 
 
 Ni 
 
 =etynion. 
 
 prefix, 
 
 Anglicized, 
 
 A.-S., 
 
 not. 
 
 
 Either 
 
 =etymon. 
 
 root, 
 
 adjunct, 
 
 adjective. 
 
 
 
 Con 
 
 =etymon. 
 
 prefix, 
 
 Anglicized, 
 
 Latin, 
 
 with. 
 
 
 Tempt 
 
 =etymon, 
 
 root. 
 
 base. 
 
 verb. 
 
 unanglicized,Latin. 
 
 Ible'' 
 
 ^etymon, 
 
 suffix. 
 
 Anglicized, 
 
 adjective. 
 
 worthy of. 
 
 
 N 
 
 =etymon, 
 
 prefix. 
 
 Anglicized, 
 
 A.-S., 
 
 not. 
 
 
 One 
 
 =etymon, 
 
 root. 
 
 adjunct. 
 
 adjective. 
 
 
 
 For 
 
 =etynion, 
 
 prefix. 
 
 Anglicized, 
 
 A.-S., 
 
 through. 
 
 
 Give 
 
 =etymon, 
 
 root, 
 
 base. 
 
 verb. 
 
 Anglicized, 
 
 irregular. 
 
 Drunk 
 
 =etymon, 
 
 root. 
 
 base. 
 
 verb. 
 
 Anglicized, 
 
 irregular. 
 
 Ard 
 
 =etymon, 
 
 suffix. 
 
 Anglicized, 
 
 noun. 
 
 one who. 
 
 
 Dis 
 
 =etymon, 
 
 prefix, 
 
 Anglicized, 
 
 Latin, 
 
 apart. 
 
 
 Join 
 
 =etymon, 
 
 root, 
 
 base. 
 
 verb. 
 
 Anglicized, 
 
 regular. 
 
 Wiz 
 
 =etymon, 
 
 root. 
 
 adjunct. 
 
 adjective. 
 
 
 
 Ard 
 
 =etymon. 
 
 suffix, 
 
 Anglicized, 
 
 noun. 
 
 one who. 
 
 
 Be 
 
 =etymon. 
 
 prefix. 
 
 Anglicized, 
 
 A.-S., 
 
 be. 
 
 
 Dew 
 
 =etymon, 
 
 root. 
 
 base, 
 
 noun, 
 
 Anglicized, 
 
 common. 
 
 Dis 
 
 =etymon. 
 
 prefix. 
 
 Anglicized, 
 
 Latin, 
 
 not. 
 
 
 Please 
 
 =etymon, 
 
 root, 
 
 base. 
 
 verb. 
 
 Anglicized, 
 
 regular. 
 
 Ke 
 
 =etymon, 
 
 prefix. 
 
 Anglicized, 
 
 Latin, 
 
 again. 
 
 
 New 
 
 :=etymon, 
 
 root. 
 
 adjunct. 
 
 adjective. 
 
 
 
 Al 
 
 =etymon, 
 
 suffix. 
 
 Anglicized, 
 
 noun. 
 
 act of. 
 
 
 Black 
 
 =etymon. 
 
 root. 
 
 adjunct. 
 
 adjective. 
 
 
 * 
 
 En 
 
 ^etymon. 
 
 suffix. 
 
 Anglicized, 
 
 verb. 
 
 make. 
 
 
 En 
 
 =etymon, 
 
 prefix. 
 
 Anglicized, 
 
 A-S., 
 
 in. 
 
 
 Trap 
 
 :=etymon, 
 
 root. 
 
 base. 
 
 verb. 
 
 Anglicized, 
 
 regular. 
 
 Be 
 
 =etymon, 
 
 prefix. 
 
 Anglicized, 
 
 A.-S., 
 
 be. 
 
 
 Friend 
 
 =etymon, 
 
 root. 
 
 base. 
 
 noun. 
 
 Anglicized, 
 
 common. 
 
 Teach 
 
 =etynion. 
 
 root. 
 
 base. 
 
 verb. 
 
 Anglicized, 
 
 irregular. 
 
 Able 
 
 =etymon. 
 
 suffix. 
 
 Anglicized, 
 
 adjective. 
 
 that can be. 
 
 
 Un 
 
 =etymon. 
 
 prefix. 
 
 Anglicized, 
 
 A-S., 
 
 not. 
 
 
 Taughl 
 
 t=etymon. 
 
 root. 
 
 base, 
 
 verb, 
 
 Anglicized, 
 
 irregular. 
 
 Un 
 
 =etymon, 
 
 prefix, 
 
 Anglicized, 
 
 A.-S., 
 
 not. 
 
 
 School 
 
 =etymon, 
 
 root. 
 
 base. 
 
 noun. 
 
 Anglicized, 
 
 common. 
 
 Ed 
 
 :=etymon, 
 
 suffix, 
 
 Anglicized, 
 
 adjective. 
 
 with. 
 
 
 Health 
 
 =etymon. 
 
 root. 
 
 base, 
 
 noun. 
 
 Anglicized, 
 
 common. 
 
 Ful 
 
 :=etynion, 
 
 suffix. 
 
 Anglicized, 
 
 adjective. 
 
 full of. 
 
 
 King 
 
 =etymon, 
 
 root. 
 
 base. 
 
 noun. 
 
 Anglicized, 
 
 common. 
 
 Dom 
 
 :=etymon, 
 
 suffix. 
 
 Anglicized, 
 
 noun. 
 
 state of. 
 
 
 1 N being a derived form of the prefix ne, only the form ne appears on the work- 
 tree. For derived forms, see Appendix E of this Work-Book. 
 "^ Ihle is a derived form of able. > 
 
t-mSiSS- 
 
 
 4> 
 
 1^' 
 
 
 <^ 
 
 .^-^v^ 
 
WOBK-BOOK OF ETYMOLOGY. 
 
 275 
 
 Prog. XX.— Branching by the Learner's Work-Tree. 
 
 A 
 
 =etymon, 
 
 prefix, 
 
 Anglicized, 
 
 A.-S., 
 
 from. 
 
 
 Wake 
 
 =etymon, 
 
 root, 
 
 base. 
 
 verb. 
 
 Anglicized, 
 
 irregular. 
 
 Drunk 
 
 : =etymon. 
 
 root. 
 
 adjunct. 
 
 adjective. 
 
 
 
 Ard 
 
 =etymon, 
 
 suffix, 
 
 Anglicized, 
 
 noun. 
 
 one who. 
 
 
 Gift 
 
 =etymon, 
 
 root, 
 
 base. 
 
 noun. 
 
 Anglicized, 
 
 common. 
 
 Ed 
 
 :=etymon, 
 
 suffix, 
 
 Anglicized, 
 
 adjective. 
 
 with. 
 
 
 Boun 
 
 =etymon. 
 
 root, 
 
 base. 
 
 verb. 
 
 unanglicized. 
 
 A.-S. 
 
 D 
 
 =etymon, 
 
 suffix. 
 
 Anglicized, 
 
 verb, 
 
 finished. 
 
 
 Be 
 
 =etymon, 
 
 prefix. 
 
 Anglicized, 
 
 A.-S., 
 
 be. 
 
 
 Think 
 
 =etymon, 
 
 root, 
 
 base, 
 
 verb, 
 
 Anglicized, 
 
 irregular. 
 
 Be 
 
 =etynion. 
 
 prefix, 
 
 Anglicized, 
 
 A.-S„ 
 
 by. 
 
 
 Cause 
 
 =etymon, 
 
 root. 
 
 base. 
 
 noun. 
 
 Anglicized, 
 
 common. 
 
 Ani 
 
 =etymon, 
 
 prefix, 
 
 unanglicized. 
 
 , Greek, 
 
 without. 
 
 
 Onym 
 
 —etymon, 
 
 root. 
 
 base, 
 
 noun. 
 
 unanglicized, 
 
 Greek. 
 
 Ous 
 
 =etymon, 
 
 suffix. 
 
 unanglicized 
 
 , adjective. 
 
 quality of. 
 
 
 In 
 
 =etymon. 
 
 prefix. 
 
 Anglicized, 
 
 Latin, 
 
 not. 
 
 
 Ef 
 
 =etynion. 
 
 prefix. 
 
 Anglicized, 
 
 Latin, 
 
 out of. 
 
 
 Fici 
 
 =etymon, 
 
 root, 
 
 base. 
 
 verb, 
 
 unanglicized. 
 
 Latin. 
 
 Ent^ 
 
 =etymon, 
 
 suffix. 
 
 unanglicized 
 
 , adjective. 
 
 ing. 
 
 
 Amphi 
 
 =etymon. 
 
 prefix. 
 
 unanglicized 
 
 , Greek, 
 
 double. 
 
 
 Bi 
 
 =etymon, 
 
 root, 
 
 base, 
 
 noun. 
 
 unanglicized, 
 
 Greek. 
 
 Ous 
 
 =etymon. 
 
 suffix. 
 
 unanglicized, adjective. 
 
 quality of. 
 
 
 Inter 
 
 =etymon, 
 
 prefix, 
 
 Anglicized, 
 
 Latin, 
 
 between. 
 
 
 Cede 
 
 =etymon. 
 
 root. 
 
 base. 
 
 verb. 
 
 unanglicized. 
 
 Latin. 
 
 Ana 
 
 =etymon, 
 
 prefix. 
 
 unanglicized; 
 
 , Greek, 
 
 again. 
 
 
 Bapt 
 
 =etymon, 
 
 root. 
 
 base, 
 
 verb. 
 
 unanglicized. 
 
 Greek. 
 
 1st 
 
 =etymon. 
 
 suffix. 
 
 Anglicized, 
 
 noun. 
 
 one who. 
 
 
 Squal 
 
 =:etymon. 
 
 root, 
 
 base. 
 
 noun. 
 
 unanglicized. 
 
 Latin. 
 
 Oid 
 
 =etymon, 
 
 suffix. 
 
 unanglicized, adjective. 
 
 like. 
 
 
 Opu 
 
 =etynion, 
 
 root, 
 
 base. 
 
 noun. 
 
 unanglicized. 
 
 Latin. 
 
 Lent 
 
 =etymon. 
 
 suffix. 
 
 unanglicized 
 
 , adjective. 
 
 full of. 
 
 
 Tartar 
 
 =etymon, 
 
 root. 
 
 base. 
 
 noun. 
 
 Anglicized. 
 
 
 Ean 
 
 =etymon. 
 
 suffix. 
 
 unanglicized, adjective, 
 
 of. 
 
 
 Anti 
 
 =etymon. 
 
 prefix. 
 
 Anglicized, 
 
 Greek, 
 
 opposite. 
 
 
 Pode 
 
 =etymon. 
 
 root, 
 
 base. 
 
 noun. 
 
 unanglicized. 
 
 Greek. 
 
 S 
 
 =etymon, 
 
 suffix. 
 
 Anglicized, 
 
 noun. 
 
 two or more. 
 
 
 Phys 
 
 =etynion, 
 
 root. 
 
 base. 
 
 noun. 
 
 unanglicized. 
 
 Greek. 
 
 Ics 
 
 =etynion, 
 
 suffix. 
 
 unanglicized; 
 
 , noun. 
 
 things of. 
 
 
 Ethm 
 
 =etymon, 
 
 root, 
 
 base, 
 
 noun. 
 
 unanglicized. 
 
 Greek. 
 
 Oid 
 
 =etymon. 
 
 suffix. 
 
 unanglicized, adjective. 
 
 like. 
 
 
 Organ 
 
 =etymon. 
 
 root. 
 
 base, 
 
 noun. 
 
 Anglicized, 
 
 common. 
 
 Ize^ 
 
 =etymon, 
 
 suffix. 
 
 Anglicized, 
 
 verb. 
 
 make. 
 
 
 1 An is a derived form of a. 2 ^>j^ jg derived from arU. ^ Ize is derived from ise. 
 
276 
 
 TEE SYSTEM METHOD. 
 
 Prog. XXI. 
 
 Se 
 
 =etynion. 
 
 Greg 
 
 =etynion. 
 
 Ate 
 
 =etymon. 
 
 Para 
 
 =etyHion, 
 
 Dox 
 
 =etymon, 
 
 Con 
 
 =etymon, 
 
 Flu 
 
 =etymon. 
 
 Ence 
 
 =etymon, 
 
 Ir 
 
 =etymon, 
 
 Ke 
 
 =etymon. 
 
 Sol 
 
 =etymon, 
 
 Ute 
 
 =6tymon, 
 
 Sapon 
 
 =etymon, 
 
 Acei 
 
 =etymon. 
 
 Ous 
 
 =etynion, 
 
 Sub 
 
 :=etymon. 
 
 Merge 
 
 :=etymon. 
 
 Suf 
 
 :=etymon, 
 
 Fer 
 
 =etymon, 
 
 Peri 
 
 =etynion. 
 
 Osteurc 
 
 I := etymon. 
 
 Savag 
 
 =etymon, 
 
 Er 
 
 =etymon, 
 
 Y 
 
 =etymon, 
 
 Per 
 
 =etymon. 
 
 Cent 
 
 =etymon, 
 
 Age 
 
 =etymon. 
 
 Supra 
 
 =etymon. 
 
 Orbit 
 
 =etymon, 
 
 Al 
 
 =etymon. 
 
 Sur 
 
 =etymon. 
 
 Vey 
 
 =etymon. 
 
 Con 
 
 =etymon. 
 
 Vey 
 
 =etymon. 
 
 Ance 
 
 =etymou, 
 
 Syn 
 
 =etymon. 
 
 Cbron 
 
 =etymon. 
 
 Ous 
 
 =etymon, 
 
 Pro 
 
 =etymon. 
 
 Gram 
 
 =etymon, 
 
 root, base, 
 
 suffix, Anglicized, 
 
 prefix, Anglicized, 
 
 prefix, Anglicized, 
 
 root, base, 
 
 unanglicized, Latin, 
 make, 
 at side. 
 
 unanglicized, Greek, 
 together. 
 
 unanglicized, Latin, 
 act of. 
 not. 
 
 unanglicized, Latin. 
 
 ,— Branching by the Learner's Work-Tree, 
 
 prefix, unanglicized, Latin, apart. 
 
 root, base, noun, 
 
 suffix, unanglicized, verb, 
 
 prefix, unanglicized, Greek, 
 
 root, base, noun, 
 
 prefix, Anglicized, Latin, 
 
 verb, 
 
 noun, 
 
 Latin, 
 
 Latin, 
 
 verb, 
 suffix, unanglicized, adjective, quality of. 
 root, base, noun, unanglicized, Latin 
 
 suffix, unanglicized, noun, state of. 
 
 suffix, unanglicized, adjective, quality of. 
 prefix, Anglicized, Latin, under, 
 
 root, base, verb, 
 
 prefix, Anglicized, Latin, 
 root, base, verb, 
 
 prefix, unanglicized, Greek, 
 root, base, noun, 
 
 root, adjunct, adjective, 
 
 suffix, Anglicized, adjective, more, 
 suffix, unanglicized, noun, state of 
 
 prefix, unanglicized, Latin, 
 root, adjunct, adjective 
 
 suffix, Anglicized, noun, 
 prefix, AnglicL'Jed, Latin, 
 root, base, noun, 
 
 suffix, unanglicized, adjective, of. 
 prefix, Anglicized, Latin, under. 
 
 verb, 
 
 Latin, 
 
 noun, 
 
 noun. 
 
 Anglicized, regular, 
 under. 
 
 unanglicized, Latin, 
 around, 
 unanglicized, Greek. 
 
 through. 
 
 pay for. 
 
 over. 
 
 Anglicized, common, 
 
 root, base, 
 
 prefix, Anglicized, 
 
 root, base, 
 
 suffix, Anglicized, 
 
 prefix, unanglicized, Greek, 
 
 root, base, noun, 
 
 suffix, unanglicized, adjective, quality of. 
 
 prefix, unanglicized, Latin, forth. 
 
 root, base, noun, unanglicized, Greek. 
 
 *This is the same as aey, the y being changed to e. See exception to Rule VII., 
 Appendix C, Work-Book No. 17, page 196. 
 
 unanglicized, Latin. 
 
 with. 
 
 unanglicized, Latin. 
 
 act of. 
 
 with. 
 
 unanglicized, Greek. 
 
WORK-BOOK OF ETTMOLOOT. 
 
 27Y 
 
 Prog. XXII : /. Prefix+Rad- 
 ical-\-Suffix. 
 
 2. Radical 3. Affixes 4. Etymolog- 
 from. from, ical meaning. 
 
 Morsel 
 
 Table 
 
 Going 
 
 Outlive 
 
 Bagging 
 
 Wolfish 
 
 Soldiery 
 
 Ferry 
 
 Manikin 
 
 Naught 
 
 Connect 
 
 Corrugate 1 
 
 Nibble 
 
 Leaving 
 
 Dribble 
 
 Magnify 
 
 Gosling 
 
 Aquatic 
 
 Periodic 
 
 Notice 
 
 Utter 
 
 Controvert 
 
 Stupid 
 
 Puerile 
 
 Hummock 
 
 Balloon 
 
 Campbellite ^ 
 
 Macadamize ^ 
 
 Donation 
 
 a. Greek. 
 
 b. Latin. 
 
 c. Anglo-Sax. 
 
 = mors-|-el, Latin, 
 
 = tab-j-le, Latin, 
 
 = go-j-ing, A.-S., 
 
 = out-flive, A.-S., 
 
 = bagg+ing, A.-S., 
 
 = wolf+ish, A.-S., 
 
 = soldie-|-ry, Latin, 
 
 = fer-|-ry, Latin, 
 
 = mani-f-kin, A.-S., 
 
 = n-|-auglit, A.-S., 
 
 =^ con-|-nect, Latin, 
 
 = cor-(-rug-|-ate, Latin, 
 
 = nibb+le, A.-S., 
 
 = leav+ing, A.-S., 
 
 = dribb+le, A.-S., 
 
 = magni-(-fy, Latin, 
 
 = gos-j-ling A.-S., 
 
 = aquat-j-ic, Latin, 
 
 = peri-|-od-(-ic, Greek, 
 
 = not+ice, Latin, 
 
 = utt+er, A.-S., 
 
 = contro+vert, Latin, 
 
 = stup-j-id, Latin, 
 
 = XDuer-|-ile, Latin, 
 
 = bumm-j-ock, A.-S., 
 
 = ball-foon, A.-S., 
 
 = Campbell-|-ite, 
 
 a. Greek. 
 
 b. Latin. 
 
 c. Anglo-Saxon. 
 
 Latin, little bite. 
 
 Latin, like board. 
 
 A.-S., continuing go. 
 
 A.-S., live beyond. 
 
 A.-S., continuing bag. 
 
 A.-S., like wolf. 
 
 Latin, aggregate of soldiers. 
 
 Latin, place where bear. 
 
 A.-S., little man. 
 
 A.-S., not any thing. 
 
 Latin, tie together, 
 
 Latin, make wrinkle with. 
 
 A.-S., repeatedly nip. 
 
 A.-S., thing left. 
 
 A.-S., repeatedly drip. 
 
 Latin, make great. 
 
 A.-S., little goose. 
 
 Latin, of water. 
 
 Greek, of way around. 
 
 Latin, thing mark. 
 
 A.-S., more out. 
 
 Latin, turn against. 
 
 Latin, quality of stupor. 
 
 Latin, pertaining to boy. 
 
 A.-S., little hump. 
 
 A,-S., large ball. 
 
 Latin, one who Campbell-s. 
 
 Latin, make Mac Adam. 
 
 Latin, act of make gift. 
 
 macadam-(-ize, 
 don-j-at+ion, Latin, 
 
 ^ In all cases, the suffixes ate, ite, and ute are to be treated as suffiuxes, not as a 
 part of the root. This is done that the simplest form of the root may not be dis- 
 guised, but may be seen to be the same in the greatest possible number of words. 
 For example, the words decline and declination are to be divided into de-|-cline (root, 
 cline), and de-j-clin-[-at-|-ion (root, clin), not de-|-clinat-)-ion (root, clinat) ; since 
 the latter division would lead the student to suppose that these two words are made 
 from different roots (cUne and clinat). He would thus miss the great aim of this 
 study, which is to enable the learner to master the multitude of words by reducing 
 their etymon parts to the least possible number of classes. When, however, the 
 meaning of aie, ite, and ute ("make") gives no force to, and cannot be united with, 
 the other parts of the etymological meaning, it may be omitted. 
 
 ^ See note 2 under Proir. XVIII. 
 
278 
 
 THE SYSTEM METHOD. 
 
 Prog. XXIII : /. Prefix-\-Rad- 2 
 ical-\- Suffix. 
 
 Accede 
 
 Conductor 
 
 Discussion 
 
 Organize 
 
 Invisible 
 
 Library 
 
 Introduction 
 
 Martyrdom 
 
 Nameless 
 
 Prosecute 
 
 Consequence 
 
 Admonish 
 
 Pursue 
 
 Avocation ^ 
 
 Propose 
 
 Intrusion 
 
 Rebellion 
 
 Untenable 
 
 Remission 
 
 Lovable 
 
 Therapeutics 
 
 Syntactic 
 
 Tabernacle 
 
 Amplitude 
 
 Congregation ^ 
 
 Edible 
 
 Courage 
 
 Intoxicate 
 
 Secession 
 
 Intercede 
 
 Consideration^ 
 
 Durable 
 
 Remit 
 
 Transfer 
 
 Cajjital 
 
 Diphthong 
 
 Felicitous 
 
 Conjunction 
 
 Decapitate 
 
 = ac+cede, 
 = con-f-duct-l-or, 
 = dis-j-cuss+ion, 
 = organ-j-ize, 
 
 = in-fvis-j-ible, 
 = libra-f-ry, 
 
 = intro-f-duct-J-ion, 
 = martyr-j-dom, 
 = name-|-less, 
 = pro+sec+ute, 
 = con-|-sequ-)-ence, 
 = ad-f mon-)-ish, 
 = pur-)-sue, 
 = a-(-voc-|-at+ion, 
 = pro-f-pose, 
 = in+trus-f-ion, 
 = re+bell-|-ion, 
 = un-|-ten-)-able, 
 = re4-miss-)-ion, 
 = lov-(-able, 
 = tlierapeut-f-ics, 
 
 = syn-|-tact-|-ic, 
 = taberna-)-cle, 
 
 = ampli-|-tude, 
 
 = con-j-greg+at-f-ion, 
 = ed-|-ible, 
 
 = cour-|-age, 
 = in-)-toxic+ate, 
 = se+cess+ion, 
 = inter-fcede, 
 
 con-|-sider-f-at-j-ion, 
 = dur-f-able, 
 
 = re-|-mit, 
 = trans+fer, 
 = capit-|-al, 
 
 = di+phthong, 
 = felicit+ous, 
 
 = con-{-junct-|-ion, 
 = de-j-capit+ate. 
 
 . Radical 3. Affixes 4. Eiymolog- 
 from. from, ical meaning. 
 
 a. Greek, a. Greek. 
 
 b. Latin, b. Latin. 
 
 c. A.-Sax. c. A. -Sax. 
 
 Latin, Latin, go to. 
 
 Latin, 
 
 Latin, 
 
 one who lead with. 
 
 Latin, 
 
 Latin, 
 
 act of shake apart. 
 
 Greek, 
 
 Greek, 
 
 to make organ. 
 
 Latin, 
 
 Latin, 
 
 that can be seen not. 
 
 Latin, 
 
 Latin, 
 
 place where books. 
 
 Latin, 
 
 Latin, 
 
 act of lead into. 
 
 Greek, 
 
 A.-S., 
 
 A.-S., 
 A.-S., 
 
 state of martyr, 
 without name. 
 
 Latin, 
 
 Latin, 
 
 make follow forth. 
 
 Latin, 
 
 Latin, 
 
 act of follow with 
 
 Latin, 
 
 Latin, 
 
 make warn to. 
 
 Latin, 
 
 Latin, 
 
 follow forth. 
 
 Latin, 
 
 Latin, 
 
 act of call from. 
 
 Latin, 
 
 Latin, 
 
 place forth. 
 
 Latin, 
 
 Latin, 
 
 act of thrust in. 
 
 Latin, 
 
 Latin, 
 
 act of war again. 
 
 Latin, 
 
 Latin, 
 
 that can be held not. 
 
 Latin, 
 
 Latin, 
 
 act of send back. 
 
 A.-S., 
 
 Latin, 
 
 worthy of love. 
 
 Greek, 
 
 Greek, 
 
 things of heal. 
 
 Greek, 
 
 Greek, 
 
 of arrange together. 
 
 Latin, 
 
 Latin, 
 
 little board. 
 
 Latin, 
 
 Latin, 
 
 state of large. 
 
 Latin, 
 
 Latin, 
 
 act of flock together. 
 
 Latin, 
 
 Latin, 
 
 that can be eaten. 
 
 Latin, 
 
 Latin, 
 
 state of heart. 
 
 Greek, 
 
 Latin, 
 
 make arrow in. 
 
 Latin, 
 Latin, 
 
 Latin, 
 Latin, 
 
 act of go apart, 
 go between. 
 
 Latin, 
 
 Latin, 
 
 act of sit with. 
 
 Latin, 
 
 Latin, 
 
 that can last. 
 
 Latin, 
 
 Latin, 
 
 send back. 
 
 Latin, 
 
 Latin, 
 
 bear across. 
 
 Latin, 
 
 Latin, 
 
 of head. 
 
 Greek, 
 
 Greek, 
 
 vocal two. 
 
 Latin, 
 Latin, 
 
 Latin, 
 Latin, 
 
 full of happy. 
 
 act of join together. 
 
 Latin, 
 
 Latin, 
 
 make head from. 
 
 ^ See note 1 under Prog. XXII. 
 
WORK-BOOK OF ETYMOLOGY. 
 
 279 
 
 Prog. XXIY 
 
 /. Prefix-\-Rad- 2. Radical 
 ical-\-Suffix. from. 
 
 3. Affixes 4. Eiymolog- 
 from. ical meaning. 
 
 
 a. 
 b. 
 c. 
 
 Greek. 
 Latin. 
 Anglo-Sax. 
 
 Motion 
 
 = mot-)-ion, 
 
 Latin, 
 
 Motive 
 
 = mot+ive, 
 
 Latin, 
 
 Parody 
 
 =par-|-ody, 
 
 Gr., 
 
 Ossify 
 
 = ossi-}-fy, 
 
 Latin, 
 
 Parentage 
 
 = parent-j-age. 
 
 Latin, 
 
 Nasal 
 
 := nas-|-al, 
 
 Latin, 
 
 Reflect 
 
 =re-|-flect, 
 
 Latin, 
 
 Ornament 
 
 = orna-|-nient. 
 
 Latin, 
 
 Protector 
 
 =pro-(-tect+or. 
 
 Latin, 
 
 Punishment 
 
 = pun-|-isli-l-ment,Latin, 
 
 Postponement=post-fpone-|-ment, Latin, 
 
 Pursue 
 
 =pur-)-sue, 
 
 Latin, 
 
 Prospect 
 
 =pro+spect. 
 
 Latin, 
 
 Senior ^ 
 
 = seni-|-or, 
 
 Latin, 
 
 Render 
 
 =ren-|-der, 
 
 Latin, 
 
 Secede 
 
 =se-(-cede. 
 
 Latin, 
 
 Texture 
 
 = text-j-ure, 
 
 Latin, 
 
 Subsequent 
 
 ^sub-|-sequ-|-ent, 
 
 Latin, 
 
 a. Greek. 
 
 b. Latin. 
 
 c. Anglo-Saxon. 
 
 Latin, act of move. 
 
 Latin, that which moves. 
 
 Gr., song at side. 
 
 Latin, make bone. 
 
 Latin, state of parent. 
 
 Latin, of nose. 
 
 Latin, bend back. 
 
 Latin, that which adorns. 
 
 Latin, one who covers fortk. 
 
 Latin, act of make penalty. 
 
 Latin, act of place after. 
 
 Latin, follow forth. 
 
 Latin, look forth. 
 
 Latin, more old. 
 
 Latin, give back. 
 
 Latin, go apart. 
 
 Latin, that which woven. 
 
 Latin, that which follow under. 
 
 Trog. XXY: /. Prefix+Rad- 2. Radical 3. Mixes 4. Etymolog- 
 ical-\-Suffix. from. from, ical meaning. 
 
 a. Greek. a. Greek. 
 
 b. Latin. b. Latin. 
 
 c. Anglo-Sax. c. Anglo-Saxon. 
 
 Trog. XXYI: /. Prefix+Rad- 2 
 ical-\- Suffix. 
 
 Radical 3. Affixes 4. Etymolog- 
 from. from, ical meaning. 
 
 a. Greek. a. Greek. 
 
 b. Latin. b. Latin. 
 
 c. Anglo-Sax. c. Anglo-Saxon. 
 
 Trog. XXTII: 1. Prefix-^ R ad- 2. Radical 3. Affixes 4. Eiymolog- 
 ical-{.Suffix. from. from, ical meaning. 
 
 a. Greek, 
 a. Latin. 
 c. Anglo-Sax. 
 
 a. Greek. 
 
 b. Latin. 
 
 c. Anglo-Saxon. 
 
 1 The student's work under Progs. XXV., XXVI., and XXVII., being precisely like 
 that done under Progs. XXII., XXIII., and XXIV., is here omitted. These programs 
 should not, however, be omitted in teaching the subject, as they constitute one of the 
 most important processes of work in the whole science of etymology. The teacher 
 wiU have no difficulty in deciding the questions that may arise, as he can refer to the 
 work done under Progs. XXII., XXm., and XXTV., but always to Appendix F. The 
 particulars to be assigned under these programs are to be found in Appendix A. 
 
 ^Or = er, more. 
 
280 THE SYSTEM METHOD. 
 
 Prog. XXTIII. — 1.— is a 1. Simple 1. Primitive word, 2. SpeUed Ortho- 
 
 2. Compound 2. Derivative, gi-aphicallj , 
 
 3. Phonically , and 4. Etymologically 1 1 . 5. the 1. Prefix, 
 
 3. Root, 
 3. Suffix, 
 6. Is an 1. Etymon, 7. — 1- Anglicized from the 1. Greek, 8. And signifies — . 
 
 2. Separable word, 2. Unanglicized, 2. Latin, 
 
 3. Anglo-Saxon, 
 
 1. (1.) Omission is a simple primitive word, (2.) spelled orthographic- 
 ally, omission, (3.) phonically, o-mish-un, and (4.) etymologically, o-|- 
 miss-j-ion. (5.) O, the prefix, (6.) is an etymon, (7.) unanglicized from the 
 Latin, (8.) and signifies "out." (5.) Miss, the root, (6.) is an etymon, (7.) 
 unanglicized from the Latin, (8.) and signifies "send." (5.) Ion, the suffix, 
 (6.) is an etymon, (7.) Anglicized from the Latin, (8.) and signifies " act of." 
 
 3. (1.) Undersell is a simple derivative word, (2.) spelled orthographic- 
 ally, u n d e r s e 11 , (3.) phonically, iin-der-sel, and (4.) etymologically, under 
 -{-sell. (5.) Under, the prefix, (6.) is an etymon, (7.) Anglicized from the 
 A.-S., (8.) and signifies "beneath." (5.) Sell, the root, (6.) is a separable 
 word, (7.) Anglicized from the A.-S., (8.) and signifies "exchange." 
 
 3. (1.) Convention is a simple derivative word, (2.) spelled orthograph- 
 ically, convention, (3.) phonically, kon-ven-shun, and (4.) etymologic- 
 ally, con-J-vent-f-ion. (5.) Con, the prefix, (6.) is an etymon, (7.) Anglicized 
 from the Latin, (8.) and signifies "together." (5.) Vent, the root, (6.) is an 
 etymon, (7.) unanglicized from the Latin, (8.) and signifies "come." (5.) 
 Ion, the suffix, (6.) is an etymon, (7.) Anglicized from the Latin, (8.) and 
 signifies "act of." 
 
 4. (1.) Moonbeam is a compound primitive word, (2.) spelled ortho- 
 graphically, moonbeam, (3.) phonically, moon-bem, and (4.) etymologic- 
 ally, moon-j-beam. (5.) Moon, the first root, (6.) is a separable word, (7.) 
 Anglicized from the A.-S., (8.) and signifies "satellite." (5.) Beam, the 
 second root, (6.) is a separable word, (7.) Anglicized from the A.-S., (8.) and 
 signifies "parallel rays." 
 
 5. (1.) Ominous is a simple primitive word, (2.) spelled orthographically, 
 ominous, (3.) phonically, om-in-iis, and (4.) etymologically, omin-j-ous. 
 (5.) Omin, the root, (6.) is an etymon, (7.) unanglicized from the Latin, (8.) 
 and signifies "omen." (5.) Ous, the suffix, (6.) is an etymon, (7.) unangli- 
 cized from the Latin, (8.) and signifies "full of." 
 
 6. (1.) Monkish is a simple derivative word, (2.) spelled orthographic- 
 ally, monkish, (3.) phonically, milnk-ish, and (4.) etymologically, monk 
 -(-ish. (5.) Monk, the root, (6.) is a separable word, ("7.) Anglicized from 
 the Greek, (8.) and signifies "alone." (5.) Ish, the suffix, (6.) is an etymon, 
 (7.) Anglicized from the A.-S., (8.) and signifies "like." 
 
WORK-BOOK OF ETYMOLOGY. ggl 
 
 Prog. XXIX. — 1. — is a 1. Simple 1. Primitive word, 2. Spelled Orthograph- 
 
 2. Compound 2. Derivative, icaUy , 
 
 3. Phonically , and 4. EtymologicaUy 1 1 . 5. the 1. Prefix, 
 
 2. Root, 
 
 3. Suffix, 
 6. Is an 1. Etymon, 7. — 1- Anglicized from the 1. Greek, 8. And signifies — . 
 
 2. Separable word, 2. Unanglicized, 2. Latin, 
 
 3. Anglo-Saxon, 
 
 1. Cellule is a simple derivative word, spelled ortliograpMcally, cellule, 
 phonically, sel-ul, and etymologically, cell-|-ule. Cell, the root, is a sepa- 
 rable word, Anglicized from the Latin, and signifies "bag." Ule, tlie suf- 
 fix, is an etymon, Anglicized from the Latin, and signifies "little." 
 
 2. Thermal is a simple primitive word, spelled orthographically, ther- 
 mal, phonically, ther-miil, and etymologically, therm-j-al. Therm, the 
 root, is an etymon, unanglicized from the Greek, and signifies "heat." Al, 
 the suflQx, is an etymon, unanglicized from the Latin, and signifies "of." 
 
 3. Summon is a simple primitive word, spelled orthograjohically, sum- 
 mon, phonically, sum-on, and etymologically, sum-|-mon. Sum\ the pre- 
 fix, is an etymon, Anglicized from the Latin, and signifies "under." Mon, 
 the root, is an etymon, unanglicized from the Latin, and signifies "warn." 
 
 4. Sacrament is a simple primitive word, spelled orthographically, 
 sacrament, phonically, sak-ra-ment, and etymologically, sacra-]-ment. 
 Sacra, the root, is an etymon, unanglicized from the Latin, and signifies 
 "sacred." Ment, the suffix, is an etymon, Anglicized from the Latin, and 
 signifies "that which." 
 
 5. Review is a simple derivative word, spelled orthographically, re- 
 view, phonically, re-vu, etymologically, re-j-view. Re, the prefix, is an 
 etymon, Anglicized from the Latin, and signifies " again." View, the root, 
 is a separable word, Anglicized from the Latin, and signifies " see." 
 
 6. Pass-word is a compound primitive word, spelled orthographically, 
 pass -word, phonically, pas-wurd, and etymologically, pass+word. 
 Pass, the first root, is a separable word, Anglicized from the Latin, and sig- 
 nifies "go." Word, the second root, is a separable word, Anglicized from 
 the A.-S., and signifies "the sign of an idea." 
 
 7. Religion is a simple primitive word, spelled orthographically, relig- 
 ion, phonically, re-lij-un, and etymologically, re-f-lig+ion. Re, the 
 prefix, is an etymon, Anglicized from the Latin, and signifies "again." 
 Lig, the root, is an etymon, unanglicized from the Latin, and signifies 
 "bind." Ion, the suffix, is an etymon, Anglicized from the Latin, and sig- 
 nifies "act of." 
 
 ^ Sum = suh. 
 
282 
 
 THE SYSTEM METHOD. 
 
 Prog. XXX.— 'Written Synthesisfrom Mem'ry (Mental Tree). 
 
 Submission ^under Latin Anglicized, Latin unanglicized verb, act of noun 
 Anglicized. 
 
 Return =again Latin Anglicized, regular Anglicized verb. 
 
 Arrival =to Latin Anglicized, Latin unanglicized noun, act of noun 
 
 Anglicized. 
 
 Condescend =witli Latin Anglicized, down Latin unanglicized, Latin un- 
 anglicized verb. 
 
 Admonish =to Latin Anglicized, Latin unanglicized verb, make verb 
 unanglicized. 
 
 Alleviate =to Latin Anglicized, adjective adjunct root, make verb un- 
 anglicized. 
 
 Punctuation =Latin unanglicized noun, make verb unanglicized, act of 
 noun Anglicized. 
 
 Renevfal =again Latin Anglicized, adjective adjunct root, act of noun 
 Anglicized. 
 
 Confusion =togetlier Latin Anglicized, Latin unanglicized verb, act of 
 noun Anglicized. 
 
 Deciduous =down Latin unanglicized, Latin unanglicized verb, quality 
 of adjective unanglicized. 
 
 Suspicion ^ =under Latin Anglicized, Latin unanglicized verb, act of noun 
 Anglicized. 
 
 Dropping :=regular Anglicized verb, continuing verb Anglicized. 
 
 Doubtful =common Anglicized noun, full of adjective Anglicized. 
 
 Epitaph =upon Greek unanglicized, Greek unanglicized noun. 
 
 Dissatisfy =not Latin Anglicized, adverb adjunct root, make verb unan- 
 glicized. 
 
 Enthusiast' =in Greek unanglicized, Greek unanglicized noun, one vrho 
 noun Anglicized. 
 
 Religion =again Latin Anglicized, Latin unanglicized verb, act of noun 
 Anglicized. 
 
 Consignee =together Latin Anglicized, regular Anglicized verb, to "whom 
 noun Anglicized. 
 
 Martyrdom =common Anglicized noun, state of noun Anglicized. 
 
 Admirable =to Latin Anglicized, Latin unanglicized verb, worthy of ad- 
 jective Anglicized. 
 
 Chatter =regular Anglicized verb, repeatedly verb Anglicized. 
 
 Testament =Latin unanglicized noun, that which noun Anglicized. 
 
 Rusticate =Latin unanglicized noun, like adjective unanglicized, make 
 verb unanglicized. 
 
 Squaloid =Latin unanglicized noun, like adjective unanglicized. 
 
 Prismoid =Greek unanglicized noun, like noun Anglicized. 
 
 ^For explanation of this synthesizing process, see Work-Book No. 17, Prog. XTV"., 
 page 213. ^Sus^^aub. ^Ast:=iHt. 
 
WORK-BOOK OF ETYMOLOGY. 
 
 283 
 
 Prog. XXXI : /. AdJuncf-\-Base 2. Adjunct 3. Base 4. Etymological 
 -\-Suffix. from. from. Meaning. 
 
 Demagogue 
 
 Philanthropy 
 
 Monarchy 
 
 Fratricide 
 
 Theocracy 
 
 Agriculture 
 
 Orthodox 
 
 Aqueduct 
 
 Biennial 
 
 Satisfaction 
 
 Auriferous 
 
 Fortification 
 
 Cruciform 
 
 Oviform 
 
 Misogamy 
 
 Monogamy 
 
 Polygamy 
 
 Hexagon 
 
 Chirography 
 
 Ethnography 
 
 Geography 
 
 Lithography 
 
 Telegraphy 
 
 Equilateral 
 
 Monologue 
 
 Zoology 
 
 Necromancy 
 
 Barometer 
 
 Micrometer 
 
 Monomial 
 
 Astronomy 
 
 Audiphone 
 
 Telephone 
 
 Microscope 
 
 Telescope 
 
 Polytechnic 
 
 Monotheism 
 
 Polytheism 
 
 Archetype 
 
 Stereotype 
 
 Carnivorous 
 
 a. Greek. a. Greek. 
 
 b. Latin. b. Latin. 
 
 c. Anglo-Saxon, c. Anglo-Saxon. 
 
 =dema-|-gogue, Greek, Greek, lead people. 
 
 =phil-|-anthrop4-y, Greek, Greek, state of man love. 
 
 =mon-l-arch-(--y, Greek, Greek, state of rule one. 
 
 =fratri-|-cide, Latin, Latin, kill brother. 
 
 =theo4-crac-l-y, Greek, Greek, state of strength God. 
 
 :=agri -j-cult-f-ure, Latin, Latin, state of till field. 
 
 =ortho-|-dox, Greek, Greek, doctrine straight. 
 
 =aque-|-duct, Latin, Latin, lead water. 
 
 =bi-f enni-|-al, Latin, Latin, of year tvi^o. 
 
 :=satis-l-fact-|-ion, Latin, Latin, act of make enough. 
 
 =auri-l-fer4-ous, Latin, Latin, quality of bear gold. 
 =forti+fic-}-at+ion, Latin, Latin, act of make strong. 
 
 =cruci+form, Latin, Latin, form of cross, 
 
 ^ovi+form, Latin, Latin, form of egg. 
 
 :=miso-|-gam+y, Greek, Greek, state of marry hate. 
 
 :=mono-|-gam-[-y, Greek, Greek, state of marry once. 
 
 =poly-]-gam-)-y, Latin, Greek, state of marry many. 
 
 =hexa-)-gon, Greek, Greek, angle six. 
 
 =chiro-|-graph+y, Greek, Greek, state of write with hand. 
 
 =ethno-|-graph-}-y, Greek, Greek, state of write of nation. 
 
 =geo+graph+y, 
 
 =litho+graph-|-y, 
 
 =tele-|-graph-(-y, 
 
 =equi+later-|-al, 
 
 :=mono-(-logue, 
 
 =zoo+log-|-y, 
 
 =necro-l-manc-}-y, 
 
 =:baro+meter, 
 
 :=micro-]-meter, 
 
 =mo-|-nomi-)-al, 
 
 =astro-j-nom-|-y, 
 
 :=audi-|-phone, 
 
 =tele-l-phone, 
 
 =micro-)-scope, 
 
 =tele+scope, 
 
 =poly-[-techn-|-ic, 
 
 =mono-|-the-|-ism, 
 
 =poly-|-the-)-ism, 
 
 =arche-|-type, 
 
 =stereo-]-type, 
 
 =carni+vor + ous. 
 
 Greek, Greek, state of write of earth. 
 
 Greek, Greek, state of write in stone, 
 
 Greek, Greek, state of write far off. 
 
 Latin, Latin, of side equal. 
 
 Greek, Greek, speech alone. 
 
 Greek, Greek, state of speech animal. 
 
 Greek, Greek, state of divination dead. 
 
 Greek, Greek, measure weight. 
 
 Greek, Greek, measure small. 
 
 Greek, Greek, of division alone. 
 
 Greek, Greek, state of law of star. 
 
 Latin, Greek, sound hear. 
 
 Greek, Greek, sound far off. 
 
 Greek, Greek, see small. 
 
 Greek, Greek, see far off. 
 
 Greek, Greek, of art many. 
 
 Greek, Greek, principles of God one. 
 
 Greek, Greek, principles of god many. 
 
 Greek, Greek, pattern beginning. 
 
 Greek, Greek, pattern solid. 
 
 Latin, Latin, quality of devour flesh. 
 
284 
 
 THE 8YHTEM METHOD 
 
 Prog. XXXII : /. Adjuncf+Base 2. Adjunct 3. 
 +Suffix. from. 
 
 a. Qrc(!k. a. Gro<n<;. 
 
 b. Latin. b. Latin. 
 
 c. Anglo-Saxon, c. Anglo- 
 
 homo+genc+ouK, Greek, Greek, 
 
 bake-f- house, A.-S., A.-S., 
 
 zoo-j-pbyto, Greek, Greek, 
 
 vale-f-dicto-}-ry, Latin, Latin, 
 
 Ilomogenoous = 
 
 Bakehouse 
 
 Zoophyte 
 
 Valedictory 
 
 Uniformity 
 
 Backbite 
 
 Geometry 
 
 Bankrupt 
 
 Taxidermy 
 
 Terrific 
 
 Rhinoceros 
 
 Rectangubir 
 
 PHych()loji,^y 
 
 Brimstone 
 
 Privilege 
 
 I'rinciple 
 
 Primeval ^ 
 
 Pontlif = 
 
 Polysyllable = 
 
 Pleiii potentiary = 
 
 Physiognomy = 
 
 Petril'iiction = 
 
 Earthquake = 
 
 Pentateuch 
 
 Peninsula 
 
 Peloponnesian 
 
 Pcdobaptist 
 
 Patriarch 
 
 Panacea 
 
 Oxygen 
 
 Omniscient 
 
 Olfactory 
 
 Pow^cr-loom 
 
 Munificent 
 
 Monopolize 
 
 Metropolitan 
 
 Foot-path 
 
 Melancholy 
 
 Mediterranean 
 
 Manufacture 
 
 uni+formi+ty, 
 
 :back-|-bite, 
 
 :geo+metr-fy, 
 
 bank-j-rupt, 
 
 taxi-]-derm-)-y, 
 
 :terri-|-fic, 
 
 :rhino-|-ceros, 
 
 rect-f-angul-f-ar, 
 
 psych o-flog+y, 
 
 brim-|-stone, 
 
 privi-f-lege, 
 
 prin-j-cip-j-le, 
 
 prim-j-ev+al, 
 
 ponti+lS, 
 
 poly-j-syl+lable, 
 
 Latin, Latin, 
 
 A.-S., A.-S., 
 Greek, Greek, 
 A.-S., Latin, 
 Greek, Greek, 
 Latin, Latin, 
 Greek, Greek, 
 Latin, Latin, 
 Greek, Greek, 
 A.-S., A.-S., 
 Latin, Latin, 
 Latin, Latin, 
 Latin, Latin, 
 Latin, Latin, 
 Greek, Greek, 
 
 pleni-j-p()tentia-|-ry, Latin, Latin, 
 })hysio-|-gnom-|-y, Greek, Greek, 
 potri-|-l'act+ion, Latin, Latin, 
 earth-|-quake, A.-S., A.-S., 
 
 penta+teuch, Greek, Greek, 
 
 pen-f-insula, Latin, Latin, 
 
 Pelopou-|-nesi-|-an, Greek, Greek, 
 Pedo-)--baj)t-}-ist, Greek, Greek, 
 
 patri-f-arch, Greek, Greek, 
 
 pan-f-acea, Greek, Greek, 
 
 oxy-f-gen, Greek, Greek, 
 
 omni-j-sci+ent, Latin, Latin, 
 
 ol-f- facto -(-ry, Latin, Latin, 
 
 power-)-loom, Latin, A.-S., 
 
 miini-|-flc4-ent, Latin, Latin, 
 
 mono-j-pol-j-ize, Greek, Greek, 
 
 metro-|-polit-l-an, Greek, Greek, 
 
 foot-f-path, A.-S., Greek, 
 
 melan-)-chol+y, Greek, Greek, 
 
 Medi-|-terran-|-ean, Latin, Latin, 
 
 manu-)-fact-f-ure, Latin, Latin, 
 
 Base 4. Etymological 
 from. Meaning. 
 
 Saxon. 
 
 quality of race the same. 
 
 building where heat. 
 
 plant animal. 
 
 quality of say farewell. 
 
 state of form one. 
 
 seize with teeth the rear. 
 
 state of measure earth. 
 
 break bank. 
 
 state of skin arrange, 
 
 make frighten. 
 
 horn nose. 
 
 of angle right. 
 
 state of speech soul. 
 
 mineral matter fire. 
 
 law private. 
 
 like take first. 
 
 of age first. 
 
 make bridge. 
 
 take together many. 
 
 one wlio power full. 
 
 state of know nature. 
 
 act of make stone. 
 
 tremble earth. 
 
 book five. 
 
 island almost. 
 
 of island of Pelops. 
 
 one who baptize child. 
 
 nde father. 
 
 heal all. 
 
 generate sharp. 
 
 that which know all. 
 
 quality of make smell. 
 
 weaving machine force. 
 
 that v/hich make gift. 
 
 make sell alone. 
 
 of city mother. 
 
 way for foot. 
 
 state of bile black 
 
 of land middle. 
 
 act of make witl> hand. 
 
Appendix B— List of Irregular Verbs. 
 
 Indicatii 
 
 ves. 
 
 Participles. 
 
 IMI'KKFUCT. 
 
 rmu'Ecr. 
 
 iMi'Kiir'Kcri'. 
 
 Pehfect. 
 
 Abid(! 
 
 abode 
 
 abiding 
 
 abode 
 
 Airi 
 
 was 
 
 being 
 
 been 
 
 Arises 
 
 aroHe 
 
 arising 
 
 arisen 
 
 Awak(', Y. 
 
 awoke 
 
 awaking 
 
 awoice 
 
 Bear 
 
 bore, bare 
 
 bearing 
 
 born 
 
 Bear 
 
 bore, bare 
 
 bearing 
 
 borne 
 
 Beat 
 
 beat 
 
 beating 
 
 beaten, beat 
 
 Beget 
 
 begot 
 
 begetting 
 
 l)cgo1,t(!n, begot 
 
 Begiu 
 
 began 
 
 beginning 
 
 1)1 'gun 
 
 Behold 
 
 belHsld 
 
 beholding 
 
 l)(!il(!](l 
 
 Bend, r. 
 
 iti'rit 
 
 bending 
 
 ))cnt 
 
 Bereave, r. 
 
 bereft 
 
 bereaving 
 
 bereft 
 
 Beseieli, r. 
 
 besought 
 
 besceeliing 
 
 besought 
 
 Beset 
 
 beset 
 
 besetting 
 
 beset 
 
 Bet, r. 
 
 bet 
 
 betting 
 
 bet 
 
 Bid 
 
 bade, bid 
 
 bidding 
 
 bidden, bid 
 
 Bind 
 
 bound 
 
 binding 
 
 bnlllid 
 
 Bite 
 
 bit 
 
 biting 
 
 bit,l,(:n, bit 
 
 Bleed 
 
 bled 
 
 bleeding 
 
 bled 
 
 Blend, r. 
 
 blent 
 
 blending 
 
 blent 
 
 Blow 
 
 blew 
 
 blowing 
 
 blown 
 
 Break 
 
 broke 
 
 breaking 
 
 br(;j{<;n 
 
 Breed 
 
 bred. 
 
 breeding 
 
 bred 
 
 Bring 
 
 bi'ought 
 
 bringing 
 
 brouglit 
 
 Build, r. 
 
 built 
 
 bnililing 
 
 built 
 
 Burn, r. 
 
 burnt 
 
 burning 
 
 burnt 
 
 Burst, r. 
 
 bui'st 
 
 bursting 
 
 burst 
 
 Buy 
 
 bought 
 
 buying 
 
 bought 
 
 Can 
 
 eould 
 
 
 
 Cast 
 
 cast 
 
 casting 
 
 cast 
 
 Catch, r. 
 
 caught 
 
 catching 
 
 caught 
 
 Chide 
 
 chid 
 
 chiding 
 
 chidden, ehid 
 
 Choose 
 
 chose 
 
 choosing 
 
 chosen 
 
 Cleave, r. 
 
 clave 
 
 cleaving 
 
 cleaved 
 
 Cleave 
 
 cleft, clove, clave 
 
 cleaving 
 
 cleft, cloven 
 
 CUng 
 
 clung 
 
 clinging 
 
 clung 
 
 Clothe, r. 
 
 clad 
 
 clothing 
 
 clad 
 
 Come 
 
 came 
 
 coming 
 
 come 
 
 Cost 
 
 cost 
 
 costing 
 
 cost 
 
 Creep 
 
 crept 
 
 creeping 
 
 crejjt 
 
 Crow, r. 
 
 crew 
 
 crowing 
 
 crowed 
 
 Cut 
 
 cut 
 
 cutting 
 
 cut 
 
 Dare, r. 
 
 durst 
 
 daring 
 
 dared 
 
 Deal, r. 
 
 dealt 
 
 dealing 
 
 dealt 
 
 Dig, r. 
 
 dug 
 
 digging 
 
 dug 
 
 Do 
 
 did 
 
 doing 
 
 done 
 
 Draw 
 
 drew 
 
 drawing 
 
 drawn 
 
 [285] 
 
286 
 
 THE SYSTEM METHOD. 
 
 Dream, r. 
 
 dreamt 
 
 dreaming 
 
 dreamt 
 
 Dress, r. 
 
 di'est 
 
 dressing 
 
 di-est 
 
 Drink 
 
 di'ank 
 
 drinking 
 
 di-unk, drank 
 
 Drive 
 
 di'ove 
 
 driving 
 
 driven 
 
 Dwell, r. 
 
 dwelt 
 
 dwelling 
 
 dwelt 
 
 Eat 
 
 ate, eat 
 
 eating 
 
 eaten 
 
 Engrave, r. 
 
 engraved 
 
 engraving 
 
 engraven 
 
 FaU 
 
 feU 
 
 falling 
 
 fallen 
 
 Feed 
 
 fed 
 
 feeding 
 
 fed 
 
 Feel 
 
 felt 
 
 feeling 
 
 felt 
 
 Fight 
 
 fought 
 
 fighting 
 
 fought 
 
 Find 
 
 found 
 
 finding 
 
 found 
 
 Flee 
 
 fled 
 
 fleeing 
 
 fled 
 
 FUng 
 
 flung 
 
 flinging 
 
 flung 
 
 Fly 
 
 flew 
 
 flying 
 
 flown 
 
 Forbear 
 
 forbore 
 
 forbearing 
 
 forborne 
 
 Forget 
 
 forgot 
 
 forgetting 
 
 forgotten, forgot 
 
 Forsake 
 
 forsook 
 
 forsaking 
 
 forsaken 
 
 Freeze, r. 
 
 froze 
 
 freezing 
 
 frozen 
 
 Geld, r. 
 
 gelt 
 
 gelding 
 
 gelt 
 
 Get 
 
 got 
 
 getting 
 
 gotten 
 
 Gild, r. 
 
 gilt 
 
 gilding 
 
 gilt 
 
 Gird, r. 
 
 girt 
 
 girding 
 
 girt 
 
 Give 
 
 gave 
 
 giving 
 
 given 
 
 Go 
 
 went 
 
 going 
 
 gone 
 
 Grave, r. 
 
 graved 
 
 graving 
 
 graven 
 
 Grind 
 
 ground 
 
 grinding 
 
 ground 
 
 Grow 
 
 grew 
 
 growing 
 
 grown 
 
 Hang, r. 
 
 hung 
 
 hanging 
 
 hung 
 
 Have 
 
 had 
 
 having 
 
 had 
 
 Hear 
 
 heard 
 
 hearing 
 
 heard 
 
 Heat, r. 
 
 heat 
 
 heating 
 
 heat 
 
 Heave, r. 
 
 hove 
 
 heaving 
 
 hoven 
 
 Hew, r. 
 
 hewed 
 
 hewing 
 
 hewn 
 
 Hide 
 
 hid 
 
 hiding 
 
 hidden 
 
 Hit 
 
 hit 
 
 hitting 
 
 hit 
 
 Hold 
 
 held 
 
 holding 
 
 held 
 
 Hurt 
 
 hurt 
 
 hurting 
 
 hurt 
 
 Keep 
 
 kept 
 
 keeping 
 
 kept 
 
 Kneel, r. 
 
 knelt 
 
 kneeling 
 
 knelt 
 
 Knit, r. 
 
 knit 
 
 knitting 
 
 knit 
 
 Know 
 
 knew 
 
 knowing 
 
 known 
 
 Lade, r. 
 
 laded 
 
 lading 
 
 laden 
 
 Lay, r. 
 
 laid 
 
 laying 
 
 laid 
 
 Lead 
 
 led 
 
 leading 
 
 led 
 
 Lean, r. 
 
 leant 
 
 leaning 
 
 leant 
 
 Leap, r. 
 
 leapt 
 
 leaping 
 
 leapt 
 
 Learn, r. 
 
 learnt 
 
 learning 
 
 learnt 
 
 Leave 
 
 left 
 
 leaving 
 
 left 
 
 Lend 
 
 lent 
 
 lending 
 
 lent 
 
 Let 
 
 let 
 
 letting 
 
 let 
 
 Lie 
 
 lay 
 
 lying 
 
 lain 
 
 Light, r. 
 
 Ut 
 
 hghting 
 
 lit 
 
 Lose 
 
 lost 
 
 losing 
 
 lost 
 
 Make 
 
 made 
 
 making 
 
 made 
 
 May 
 
 might 
 
 
 
 Mean 
 
 meant 
 
 meaning 
 
 meant 
 
 Meet 
 
 met 
 
 meeting 
 
 met 
 
WORK-BOOK OF ETYMOLOGY. 
 
 28T 
 
 Melt, r. 
 
 melted 
 
 melting 
 
 molten 
 
 Mow, r. 
 
 mowed 
 
 mowing 
 
 mown 
 
 Must 
 
 
 
 
 Ought 
 
 
 
 
 Pass, r. 
 
 past 
 
 passing 
 
 past 
 
 Pay, r. 
 
 paid 
 
 paying 
 
 paid 
 
 Pen, r. 
 
 pent 
 
 penning 
 
 pent 
 
 Plead, r. 
 
 pled 
 
 pleading 
 
 pled 
 
 Prove, r. 
 
 proved 
 
 proving 
 
 proven 
 
 Put 
 
 put 
 
 putting 
 
 put 
 
 Quit, r. 
 
 quit 
 
 quitting 
 
 quit 
 
 Rap, r. 
 
 rapt 
 
 rapping 
 
 rapt 
 
 Read 
 
 read 
 
 reading 
 
 read 
 
 Reave, r. 
 
 reft 
 
 reaving 
 
 reft 
 
 Rend 
 
 rent 
 
 rending 
 
 rent 
 
 Rid 
 
 rid 
 
 ridding 
 
 rid 
 
 Ride 
 
 rode 
 
 riding 
 
 ridden 
 
 Ring 
 
 rung, rang 
 
 ringing 
 
 rung 
 
 Rise 
 
 rose 
 
 rising 
 
 risen 
 
 Rive, r. 
 
 rived 
 
 riving 
 
 riven 
 
 Run 
 
 ran 
 
 running 
 
 run 
 
 Saw, r. 
 
 sawed 
 
 sawing 
 
 sawn 
 
 Say 
 
 said 
 
 saying 
 
 said 
 
 See 
 
 saw 
 
 seeing 
 
 seen 
 
 Seek 
 
 sought 
 
 seeking 
 
 sought 
 
 Seethe, r. 
 
 sod 
 
 seething 
 
 sodden 
 
 Sell 
 
 sold 
 
 selling 
 
 sold 
 
 Send 
 
 sent 
 
 sending 
 
 sent 
 
 Set 
 
 set 
 
 setting 
 
 set 
 
 Shake 
 
 shook 
 
 shaking 
 
 shaken 
 
 ShaU 
 
 should 
 
 
 
 Shape, r. 
 
 shaped 
 
 shaping 
 
 shapen 
 
 Shave, r. 
 
 shaved 
 
 shaving 
 
 shaven 
 
 Shear, r. 
 
 shore 
 
 shearing 
 
 shorn 
 
 Shed 
 
 shed 
 
 shedding 
 
 shed 
 
 Shine, r. 
 
 shone 
 
 shining 
 
 shone 
 
 Shoe 
 
 shod 
 
 shoeing 
 
 shod 
 
 Shoot 
 
 shot 
 
 shooting 
 
 shot 
 
 Show, r. 
 
 showed 
 
 showing 
 
 shown 
 
 Shred 
 
 shred 
 
 shredding 
 
 shred 
 
 Shrink 
 
 shrank, shrunk 
 
 shrinking 
 
 shrunk, shrunken 
 
 Shut 
 
 shut 
 
 shutting 
 
 shut 
 
 Sing 
 
 sang, sung 
 
 singing 
 
 sung 
 
 Sink 
 
 sank, sunk 
 
 sinking 
 
 sunk 
 
 Sit 
 
 sat 
 
 sitting 
 
 sat 
 
 Slay 
 
 slew 
 
 slaying 
 
 slain 
 
 Sleep 
 
 slept 
 
 sleeping 
 
 slept 
 
 SUde 
 
 shd 
 
 sliding 
 
 sUdden, sUd 
 
 SHng 
 
 slung, slang 
 
 slinging 
 
 slung 
 
 Shnk 
 
 slunk 
 
 slinking 
 
 slunk 
 
 Slit, r. 
 
 slit 
 
 sUtting 
 
 sUt 
 
 SmeU, r. 
 
 smelt 
 
 smelling 
 
 smelt 
 
 Smite 
 
 smote 
 
 smiting 
 
 smitten, smit 
 
 Sow, r. 
 
 sowed 
 
 sowing 
 
 sown 
 
 Speak 
 
 spoke, spake 
 
 speaking 
 
 spoken 
 
 Speed, r. 
 
 sped 
 
 speeding 
 
 sped 
 
 Spell, r. 
 
 spelt 
 
 spelling 
 
 spelt 
 
 Spend 
 
 spent 
 
 spending 
 
 spent 
 
288 
 
 THE SYSTEM METROB. 
 
 Spill, r. 
 
 spilt 
 
 spilling 
 
 spilt 
 
 Spin 
 
 spun, span 
 
 si^inning 
 
 spun 
 
 Spit 
 
 spit, spat 
 
 spitting 
 
 spit, spitten 
 
 Split 
 
 split 
 
 splitting 
 
 spht 
 
 Spoil, r. 
 
 spoilt 
 
 spoiling 
 
 spoilt 
 
 Spread 
 
 spread 
 
 sj^reading 
 
 spread 
 
 Spring 
 
 sprang, sprung 
 
 springing 
 
 sprung 
 
 Stand 
 
 stood 
 
 standing 
 
 stood 
 
 Stave, r. 
 
 stove 
 
 staving 
 
 stove 
 
 Stay, r. 
 
 staid 
 
 staying 
 
 staid 
 
 Steal 
 
 stole 
 
 steahng 
 
 stolen 
 
 Stick 
 
 stuck 
 
 sticldng 
 
 stuck 
 
 Sting 
 
 stung 
 
 stinging 
 
 stung 
 
 Stink 
 
 stunk, stank 
 
 stinking 
 
 stunk 
 
 Strew, r. 
 
 strewed 
 
 strewing 
 
 strewn 
 
 Stride 
 
 strode 
 
 striding 
 
 stridden 
 
 Strike 
 
 struck 
 
 striking 
 
 stricken, struck 
 
 String, r. 
 
 strung 
 
 stringing 
 
 strung 
 
 Strive, r. 
 
 strove 
 
 striving 
 
 striven 
 
 Strow, r. 
 
 strowed 
 
 strowing 
 
 strown 
 
 Swear 
 
 swore, sware 
 
 swearing 
 
 sworn 
 
 Sweat, r. 
 
 sweat 
 
 sweating 
 
 sweat 
 
 Sweep 
 
 swept 
 
 sweeping 
 
 swept 
 
 SweU, r. 
 
 swelled 
 
 swelling 
 
 swollen 
 
 Swim 
 
 swam, swum 
 
 swimming 
 
 swum 
 
 Swing 
 
 swung 
 
 swinging 
 
 swung 
 
 Take 
 
 took 
 
 taking 
 
 taken 
 
 Teach 
 
 taught 
 
 teaching 
 
 taught 
 
 Tear 
 
 tore, tare 
 
 tearing 
 
 torn 
 
 TeU 
 
 told 
 
 telling 
 
 told 
 
 Think 
 
 thought 
 
 thinking 
 
 thought 
 
 Thrive, r. 
 
 throve 
 
 thriving 
 
 thriven 
 
 Throw, r. 
 
 threw 
 
 throwing 
 
 thrown 
 
 Thrust 
 
 thrust 
 
 thrusting 
 
 thrust 
 
 Tread 
 
 trod 
 
 treading 
 
 trodden, trod 
 
 Wake, r. 
 
 woke 
 
 waking 
 
 woke 
 
 Wax, r. 
 
 waxed 
 
 waxing 
 
 waxen 
 
 Wear 
 
 wore 
 
 weai'ing 
 
 worn 
 
 Weave, r. 
 
 wove 
 
 weaving 
 
 woven 
 
 Wed, r. 
 
 wed 
 
 wedding 
 
 wed 
 
 Weep 
 
 wept 
 
 weeping 
 
 wept 
 
 Wet, r. 
 
 wet 
 
 wetting 
 
 wet 
 
 Whet, r. 
 
 whet 
 
 whetting 
 
 whet 
 
 wm 
 
 would 
 
 
 
 Win 
 
 won 
 
 winning 
 
 won 
 
 Wind, r. 
 
 wound 
 
 winding 
 
 wound 
 
 Wis 
 
 wist 
 
 
 
 Work, r. 
 
 wrought 
 
 working 
 
 wrought 
 
 Wreathe, r. 
 
 wreathed 
 
 wreathing 
 
 wreathen 
 
 Wring, r. 
 
 wrung 
 
 •RTinging 
 
 wi-ung 
 
 Write 
 
 wi-ote 
 
 writing 
 
 wi'itten 
 
Appendix C— Rules for Spelling. 
 
 \ 
 
 The rules for spelling, having been already once printed, are not here repeated. 
 See Appendix C, Work-Book No. 17, page 195. 
 
 
 Appendix D -Number, Geijder, aijd Case. 
 
 The discussion of Number, Gender, and Case has already been given. See Ap- 
 pendix D, Work-Book No. 17, page 236. 
 
 19 [289] 
 
Appendix E- Greek, Latin, ^A Aijglo-Saxoij 
 ^ IF IF I x: E s. 
 
 GREEK PREFIXES. 
 
 FOR-IVI. ]ME^4k.]SrilSrGr. 
 
 OP PREFIX. OF RADICAJL. 
 
 A = without, not. 
 
 a + pathy = 
 
 an + onymous = 
 
 an + omalous = 
 
 AMPHi = around, double. 
 
 amphi -j- theater = 
 
 amphi + bious = 
 
 amphi + logy = 
 ANA = through, up, again. 
 
 ana + lyze = 
 
 ana + tomy = 
 
 Ana + baptist = 
 
 ANTi = against, opposite. 
 
 anti + christian = 
 
 anti + podes = 
 
 ant -\- arctic = 
 
 APO = away, from. 
 
 apo + stasy = 
 
 apo + stle = 
 
 ap + helion = 
 
 CATA = down, throughout. 
 
 cata + rrh = 
 
 cata + logue = 
 
 cat + echism = 
 
 cat + holic = 
 
 DiA = through, apart. 
 
 dia 
 
 + 
 
 meter 
 
 dia 
 
 + 
 
 logue 
 
 di 
 
 + 
 
 seresis 
 
 = two. 
 
 
 
 dis 
 
 + 
 
 syllable 
 
 di 
 
 + 
 
 phthong 
 
 [390] 
 
 
 
 OF RADICAL. 
 
 OF PREFIX. 
 
 feeling 
 
 without 
 
 name 
 
 without 
 
 regular 
 
 not 
 
 theater 
 
 around 
 
 life 
 
 double 
 
 speech 
 
 double 
 
 loose 
 
 through 
 
 cut 
 
 up 
 
 baptize 
 
 again 
 
 Christ 
 
 against 
 
 feet 
 
 opposite 
 
 arctic 
 
 opposite 
 
 stand 
 
 away 
 
 send 
 
 away 
 
 sun 
 
 from 
 
 flow 
 
 down 
 
 speech 
 
 throughout 
 
 sound 
 
 down 
 
 whole 
 
 throughout 
 
 measure 
 
 through 
 
 speech 
 
 apart 
 
 take 
 
 apart 
 
 take together 
 
 two 
 
 vocal 
 
 two 
 
WORK-BOOK OF ETYMOLOGY. 
 
 291 
 
 EC = out. 
 
 
 
 ec 
 
 + 
 
 clesiastical 
 
 ex 
 
 + 
 
 odus 
 
 e 
 
 + 
 
 nervate 
 
 EN = in. 
 
 
 
 en 
 
 + 
 
 demic 
 
 em 
 
 + 
 
 phasis 
 
 el 
 
 + 
 
 lipsis 
 
 EPi = upon. 
 
 
 
 epi 
 
 + 
 
 demic 
 
 ep 
 
 + 
 
 hemeral 
 
 HYPER = over. 
 
 
 
 hyper 
 
 + 
 
 critical 
 
 HYPO = under. 
 
 
 
 hypo 
 
 + 
 
 crite 
 
 byp 
 
 + 
 
 hen 
 
 META = beyond, after 
 
 
 meta 
 
 + 
 
 carpus 
 
 met 
 
 + 
 
 onymy 
 
 met 
 
 + 
 
 hod 
 
 PARA = at side 
 
 
 
 para 
 
 + 
 
 dox 
 
 par 
 
 + 
 
 helion 
 
 PERI = around. 
 
 
 peri 
 
 + 
 
 osteum 
 
 PRO = before. 
 
 
 
 pro 
 
 + 
 
 gram 
 
 SYN = witli, together. 
 
 
 syn 
 
 + 
 
 chronous 
 
 syn 
 
 + 
 
 agogue 
 
 sy 
 
 + 
 
 stem 
 
 syl 
 
 + 
 
 lable 
 
 syl 
 
 + 
 
 logism 
 
 sym 
 
 + 
 
 pathy 
 
 call 
 way 
 nerve 
 
 people 
 
 show 
 
 leave 
 
 people 
 day 
 
 critical 
 
 play 
 one 
 
 wrist 
 name 
 way 
 
 opinion 
 
 sun 
 
 bone 
 
 write 
 
 time 
 
 lead 
 
 stand 
 
 take 
 
 speech 
 
 feeling 
 
 out 
 out 
 out 
 
 in 
 in 
 in 
 
 upon 
 upon 
 
 under 
 under 
 
 beyond 
 
 after 
 
 after 
 
 at side 
 at side 
 
 around 
 
 before 
 
 with 
 
 together 
 
 together 
 
 with 
 
 together 
 
 with 
 
 LA TIN PREFIXES. 
 
 F O R nvE . 
 
 OF PREFIX. 
 AB =from, away. 
 ab -f 
 
 ab + 
 
 a + 
 
 abs ■ 4- 
 
 OP KADICAIi. 
 
 solve 
 jeet 
 vert 
 tain 
 
 m: E! A. i>r I N" G- . 
 
 OP RADICAL. OP PREFIX. 
 
 loose 
 throw 
 turn 
 stretch 
 
 from 
 away 
 away 
 from 
 
292 
 
 THE SYSTEM METHOD. 
 
 AD = to. 
 
 
 
 
 
 
 ad 
 
 + 
 
 vocate 
 
 = 
 
 call 
 
 to 
 
 a 
 
 + 
 
 vow 
 
 = 
 
 vow 
 
 to 
 
 ac 
 
 + 
 
 Crete 
 
 = 
 
 grow 
 
 to 
 
 af 
 
 + 
 
 fix 
 
 = 
 
 fix 
 
 to 
 
 ag 
 
 + 
 
 gregate 
 
 = 
 
 flock 
 
 to 
 
 al 
 
 + 
 
 lude 
 
 = 
 
 play 
 
 to 
 
 am 
 
 + 
 
 munition 
 
 = 
 
 fortify 
 
 to 
 
 an 
 
 + 
 
 nounce 
 
 = 
 
 report 
 
 to 
 
 ap 
 
 + 
 
 plaud 
 
 = 
 
 clap 
 
 to 
 
 ar 
 
 + 
 
 rive 
 
 = 
 
 reacb 
 
 to 
 
 as 
 
 + 
 
 sist 
 
 = 
 
 stand 
 
 to 
 
 at 
 
 + 
 
 tain 
 
 = 
 
 stretch 
 
 to 
 
 AM = around. 
 
 
 
 
 
 
 am 
 
 + 
 
 putate 
 
 = 
 
 cut 
 
 around 
 
 amb 
 
 + 
 
 ition 
 
 = 
 
 go 
 
 around 
 
 ambi 
 
 + 
 
 dextrous 
 
 = 
 
 hand 
 
 around 
 
 an 
 
 + 
 
 helation 
 
 = 
 
 breath 
 
 around 
 
 ANTE = before 
 
 
 
 
 
 
 ante 
 
 + 
 
 diluvian 
 
 = 
 
 flood 
 
 before 
 
 anti 
 
 + 
 
 cipate 
 
 = 
 
 take 
 
 before 
 
 Bi = two, twici 
 
 
 
 
 
 
 bi 
 
 + 
 
 ped 
 
 = 
 
 feet 
 
 two 
 
 bi 
 
 + 
 
 gamy 
 
 = 
 
 marry 
 
 twice 
 
 bis 
 
 + 
 
 cuit 
 
 = 
 
 cook 
 
 twice 
 
 ciRCUM = around. 
 
 
 
 
 
 circum 
 
 + 
 
 vent 
 
 = 
 
 come 
 
 around 
 
 circu 
 
 + 
 
 it 
 
 = 
 
 go 
 
 around 
 
 CON = with, together. 
 
 
 
 
 
 con 
 
 + 
 
 nect 
 
 = 
 
 tie 
 
 together 
 
 con 
 
 + 
 
 nate 
 
 = 
 
 born 
 
 with 
 
 CO 
 
 + 
 
 equal 
 
 = 
 
 equal 
 
 with 
 
 col 
 
 + 
 
 lect 
 
 = 
 
 gather 
 
 together 
 
 com 
 
 + 
 
 press 
 
 = 
 
 press 
 
 together 
 
 cor 
 
 + 
 
 rugate 
 
 = 
 
 wrinkle 
 
 together 
 
 CONTRA = against. 
 
 
 
 
 
 contra 
 
 + 
 
 diet 
 
 = 
 
 speak 
 
 against 
 
 contro 
 
 + 
 
 vert 
 
 = 
 
 turn 
 
 against 
 
 counter 
 
 + 
 
 act 
 
 = 
 
 act 
 
 against 
 
 DE =: down, from. 
 
 
 
 
 
 de 
 
 + 
 
 press 
 
 = 
 
 press 
 
 down 
 
 de 
 
 + 
 
 fleet 
 
 = 
 
 bend 
 
 from 
 
 Dis = apart, not. 
 
 
 
 
 
 dis 
 
 + 
 
 pel 
 
 = 
 
 drive 
 
 apart 
 
WORK-BOOK OF ETYMOLOGY. 
 
 293 
 
 dis 
 
 + 
 
 please 
 
 di 
 
 + 
 
 verge 
 
 di 
 
 + 
 
 stant 
 
 dif 
 
 + 
 
 fuse 
 
 dif 
 
 + 
 
 ficult 
 
 EN = in, not. 
 
 
 
 en 
 
 + 
 
 noble 
 
 en 
 
 + 
 
 emy 
 
 em 
 
 + 
 
 power 
 
 EX = out. 
 
 
 
 ex 
 
 + 
 
 elude 
 
 e 
 
 + 
 
 dentate 
 
 ef 
 
 + 
 
 fluent 
 
 EXTRA = beyond. 
 
 
 extra 
 
 + 
 
 mural 
 
 IN = in, not. 
 
 
 
 in 
 
 + 
 
 vade 
 
 in 
 
 + 
 
 efficient 
 
 ig 
 
 + 
 
 noble 
 
 il 
 
 + 
 
 legal 
 
 il - 
 
 + 
 
 lumine 
 
 im 
 
 + 
 
 merse 
 
 im 
 
 + 
 
 material 
 
 ir 
 
 4- 
 
 resolute 
 
 ir 
 
 -f 
 
 radiate 
 
 INTER = between. 
 
 
 inter 
 
 + 
 
 cede 
 
 intel 
 
 + 
 
 lect 
 
 rNTKO = into. 
 
 
 
 intro 
 
 + 
 
 duce 
 
 HON = not. 
 
 
 
 non 
 
 + 
 
 sense 
 
 OB = against, 
 
 out. 
 
 
 Ob 
 
 + 
 
 ject 
 
 Ob 
 
 + 
 
 literate 
 
 o 
 
 + 
 
 mit 
 
 oc 
 
 + 
 
 cur 
 
 of 
 
 + 
 
 fend 
 
 op 
 
 + 
 
 pose 
 
 PER = through, thoroughly. 
 
 per 
 
 + 
 
 vade 
 
 per 
 
 + 
 
 plex 
 
 pel 
 
 + 
 
 lucid 
 
 pil 
 
 + 
 
 grim 
 
 POST = after. 
 
 
 
 post 
 
 + 
 
 pone 
 
 please 
 
 bend 
 
 stand 
 
 pour 
 
 make 
 
 noble 
 friend 
 power 
 
 shut 
 teeth 
 flow 
 
 wall 
 
 lead 
 
 not 
 
 apart 
 
 apart 
 
 apart 
 
 not 
 
 in 
 
 not 
 
 in 
 
 out 
 out 
 out 
 
 beyond 
 
 go 
 
 m 
 
 efficient 
 
 not 
 
 noble 
 
 not 
 
 legal 
 
 not 
 
 lighten 
 
 in 
 
 dip 
 
 in 
 
 material 
 
 not 
 
 resolute 
 
 not 
 
 shine 
 
 in 
 
 go 
 
 between 
 
 select 
 
 between 
 
 into 
 
 not 
 
 throw 
 
 against 
 
 letter 
 
 out 
 
 send 
 
 out 
 
 run 
 
 against 
 
 strike 
 
 against 
 
 place 
 
 against 
 
 go 
 
 through 
 
 tangle 
 
 thoroughly 
 
 clear 
 
 thoroughly 
 
 territory 
 
 through 
 
 place 
 
 after 
 
294 
 
 THE SYSTEM METHOD. 
 
 PRE = before. 
 
 
 
 pre 
 
 + 
 
 diet 
 
 PRO = forth, 
 
 out, foi 
 
 
 pro 
 
 + 
 
 pose 
 
 pro 
 
 + 
 
 long 
 
 pro 
 
 + 
 
 consul 
 
 pol 
 
 + 
 
 lute 
 
 pru 
 
 + 
 
 dent 
 
 pur 
 
 + 
 
 pose 
 
 RE = hack, again. 
 
 
 re 
 
 + 
 
 pel 
 
 re 
 
 + 
 
 vive 
 
 red 
 
 + 
 
 eem 
 
 red 
 
 + 
 
 olent 
 
 KETRO = backwards. 
 
 
 retro 
 
 + 
 
 spect 
 
 SE = aside, apart. 
 
 
 se 
 
 + 
 
 gregate 
 
 se 
 
 + 
 
 cede 
 
 sed 
 
 + 
 
 ition 
 
 SUB = under. 
 
 
 
 sub 
 
 + 
 
 merge 
 
 sue 
 
 + 
 
 cumb 
 
 suf 
 
 + 
 
 fer 
 
 sug 
 
 + 
 
 gest 
 
 sum 
 
 + 
 
 mon 
 
 sup 
 
 + 
 
 pose 
 
 sur 
 
 + 
 
 reptitious 
 
 sus 
 
 + 
 
 tain 
 
 su 
 
 + 
 
 spect 
 
 SUPER = over. 
 
 
 
 super 
 
 + 
 
 natural 
 
 supra 
 
 + 
 
 orbital 
 
 sur 
 
 + 
 
 vey 
 
 sur 
 
 + 
 
 vive 
 
 TRANS = across. 
 
 
 trans 
 
 + 
 
 fer 
 
 tran 
 
 + 
 
 scribe 
 
 tra 
 
 + 
 
 montane 
 
 tra 
 
 + 
 
 verse 
 
 tres 
 
 + 
 
 pass 
 
 before 
 
 ^-$4^«-^®; 
 
 place 
 
 forth 
 
 lengthen 
 
 out 
 
 consul 
 
 for 
 
 wash 
 
 out 
 
 see 
 
 forth 
 
 place 
 
 forth 
 
 drive 
 
 back 
 
 live 
 
 again 
 
 buy 
 
 back 
 
 smell 
 
 again 
 
 look 
 
 backwards 
 
 flock 
 
 aside 
 
 go 
 
 apart 
 
 go 
 
 aside 
 
 dip 
 
 under 
 
 lie down 
 
 under 
 
 bear 
 
 under 
 
 carry 
 
 under 
 
 warn 
 
 under 
 
 place 
 
 under 
 
 creep 
 
 under 
 
 stretch 
 
 under 
 
 see 
 
 under 
 
 nature 
 
 over 
 
 orbit 
 
 over 
 
 see 
 
 over 
 
 live 
 
 over 
 
 bear 
 
 across 
 
 write 
 
 across 
 
 mountain 
 
 across 
 
 turn 
 
 across 
 
 step 
 
 across 
 
 r:s—r 
 
 
WORK-BOOK OF ETYMOLOGY. 
 
 295 
 
 ANGLO-SAXON PREFIXES. 
 
 in o E. M: . 
 
 OP PKEFIX. 
 
 OF 
 
 RADICAL. 
 
 A = on, at, to, 
 
 from. 
 
 
 a 
 
 + 
 
 foot 
 
 a 
 
 + 
 
 side 
 
 a 
 
 + 
 
 shore 
 
 a 
 
 + 
 
 wake 
 
 BE = by, he. 
 
 
 
 be 
 
 + 
 
 side 
 
 be 
 
 + 
 
 tliink 
 
 be 
 
 + 
 
 cause 
 
 be 
 
 + 
 
 gnaw 
 
 EN = in. 
 
 
 
 en 
 
 + 
 
 dear 
 
 en 
 
 + 
 
 rage 
 
 em 
 
 + 
 
 blaze 
 
 em 
 
 + 
 
 balm 
 
 PORE = before 
 
 
 
 fore 
 
 + 
 
 tell 
 
 fore 
 
 + 
 
 see 
 
 FOR = through, again.it. 
 
 for 
 
 + 
 
 bear 
 
 for 
 
 + 
 
 swear 
 
 fore 
 
 + 
 
 doom 
 
 fore 
 
 + 
 
 go 
 
 tN = in. 
 
 
 
 in 
 
 + 
 
 come 
 
 in 
 
 + 
 
 born 
 
 im 
 
 + 
 
 bitter 
 
 MIS = wrong. 
 
 
 
 mis 
 
 + 
 
 speak 
 
 mis 
 
 + 
 
 give 
 
 NE = not. 
 
 
 
 ne 
 
 + 
 
 uter 
 
 n 
 
 + 
 
 aught 
 
 n 
 
 + 
 
 either 
 
 OFF r=:from. 
 
 
 
 off 
 
 + 
 
 set 
 
 of 
 
 + 
 
 fal 
 
 ON = upon, against. 
 
 
 on 
 
 + 
 
 set 
 
 on 
 
 + 
 
 slaught 
 
 m: E ^ ]sr I T>r G- . 
 
 OF RADICAL. 
 
 OF PREFIX. 
 
 foot 
 
 on 
 
 side 
 
 at 
 
 shore 
 
 to 
 
 wake 
 
 from 
 
 side 
 
 by 
 
 think 
 
 be 
 
 cause 
 
 by 
 
 gnaw 
 
 be 
 
 dear 
 
 in 
 
 rage 
 
 in 
 
 blaze 
 
 in 
 
 balm 
 
 in 
 
 tell 
 
 before 
 
 see 
 
 before 
 
 bear 
 
 through 
 
 swear 
 
 against 
 
 doom 
 
 through 
 
 go 
 
 against 
 
 come 
 
 in 
 
 bear 
 
 in 
 
 bite 
 
 in 
 
 give 
 
 either 
 
 aught 
 either 
 
 set 
 fall 
 
 set 
 dash 
 
 wrong 
 wrong 
 
 not 
 not 
 not 
 
 from 
 from 
 
 upon 
 against 
 
296 
 
 THE 8T8TEM METHOD, 
 
 OUT = beyond, 
 
 over 
 
 , more. 
 
 out 
 
 + 
 
 live 
 
 out 
 
 + 
 
 general 
 
 out 
 
 + 
 
 flatter 
 
 OVER = too much. 
 
 beyond, out&r 
 
 over 
 
 + 
 
 reach 
 
 over 
 
 + 
 
 eat 
 
 over 
 
 + 
 
 coat 
 
 s = make 
 
 
 
 s 
 
 + 
 
 melt 
 
 s 
 
 + 
 
 pike 
 
 s 
 
 + 
 
 pread 
 
 8 
 
 + 
 
 crub 
 
 UN = not, back 
 
 
 
 un 
 
 + 
 
 clean 
 
 un 
 
 + 
 
 wind 
 
 un 
 
 + 
 
 true 
 
 un 
 
 + 
 
 do 
 
 UNDER = beneath. 
 
 
 under 
 
 + 
 
 wood 
 
 under 
 
 + 
 
 sell 
 
 under 
 
 + 
 
 clothes 
 
 under 
 
 + 
 
 ling 
 
 WITH = against, back. 
 
 with + stand 
 
 with + hold 
 
 GREEK 
 m o R m: . 
 
 OF RADICAL. OP SUFFIX. 
 
 AC = of, belonging to. 
 
 demoni 
 
 + ac 
 
 elegi 
 
 + ac 
 
 BAN = of, pertaining to. 
 
 Tartar 
 
 -|- ean 
 
 Epicur 
 
 + ean 
 
 IC = one who, 
 
 of, things of 
 
 cyn 
 
 + ic 
 
 gnost 
 
 + ic 
 
 spher 
 
 + ic 
 
 Satan 
 
 + ic 
 
 acoust 
 
 + ics 
 
 phys 
 
 + ics 
 
 = general 
 
 over 
 
 = flatter 
 
 more 
 
 = reach 
 
 beyond 
 
 = eat 
 
 too much 
 
 = coat 
 
 outer 
 
 = melt 
 
 make 
 
 peg 
 
 make 
 
 = broad 
 
 make 
 
 = rub 
 
 make 
 
 = clean 
 
 not 
 
 = wind 
 
 back 
 
 = true 
 
 not 
 
 do 
 
 back 
 
 = wood 
 
 beneath 
 
 sell 
 
 beneath 
 
 = clothes 
 
 beneath 
 
 = person 
 
 beneath 
 
 = stand 
 
 against 
 
 hold 
 
 back 
 
 SUEFIXES. 
 
 
 ivi E A. N- 1 isr G- , 
 
 OF SUFFIX. 
 
 OP RADICAL 
 
 of 
 
 demon 
 
 = belonging to 
 
 elegy 
 
 of 
 
 Tartarus 
 
 = pertaining to 
 
 Epicurus 
 
 = one wno 
 
 dog-like 
 
 = one who 
 
 know 
 
 of 
 
 sphere 
 
 of 
 
 Satan 
 
 = things of 
 
 sound 
 
 = things of 
 
 nature 
 
WORK-BOOK OF ETYMOLOGY. 
 
 297 
 
 
 mathemat 
 
 + 
 
 ics 
 
 
 eth 
 
 + 
 
 ics 
 
 ISE 
 
 = to make. 
 
 
 
 
 apolog 
 
 + 
 
 ise 
 
 
 organ 
 
 + 
 
 ize 
 
 ISM 
 
 = state of, principles of. 
 
 
 heathen 
 
 + 
 
 ism 
 
 
 magnet 
 
 + 
 
 ism 
 
 
 enthusi 
 
 + 
 
 asm 
 
 1ST 
 
 = o)ie who. 
 
 
 
 
 theor 
 
 + 
 
 ist 
 
 
 enthusi 
 
 + 
 
 ast 
 
 OID 
 
 =: like. 
 
 
 
 
 spher 
 
 + 
 
 oid 
 
 
 aster 
 
 + 
 
 oid 
 
 
 variol 
 
 + 
 
 oid 
 
 
 crystall 
 
 + 
 
 oid 
 
 things of 
 things of 
 
 quantity 
 custom 
 
 to make 
 to make 
 
 apology 
 organ 
 
 state of 
 principles of 
 state of 
 
 heathen 
 magnet 
 god in 
 
 one who 
 one who 
 
 theory 
 god in 
 
 like 
 like 
 like 
 like 
 
 sphere 
 star 
 
 small-pox 
 crystal 
 
 LATIN SUFFIXES. 
 
 form: 
 
 m: E .A. ]sr I jsr G- . 
 
 OF RADICAL 
 
 
 OF SUFFIX. 
 
 
 OF SUFFIX. 
 
 OF RADICAL. 
 
 A = two or more. 
 
 
 
 
 
 
 dram 
 
 + 
 
 a 
 
 
 = 
 
 two or more 
 
 act 
 
 gener 
 
 + 
 
 a 
 
 
 = 
 
 two or more 
 
 genus 
 
 ABLE = that can be 
 
 woi-thy 
 
 of 
 
 
 
 
 trace 
 
 + 
 
 able 
 
 
 = 
 
 that can be 
 
 traced 
 
 ami 
 
 + 
 
 able 
 
 
 = 
 
 worthy of 
 
 loYe 
 
 sta 
 
 + 
 
 ble 
 
 
 = 
 
 that can 
 
 stand 
 
 divis 
 
 + 
 
 ible 
 
 
 = 
 
 that can be 
 
 divided 
 
 cred 
 
 + 
 
 ible 
 
 
 = 
 
 worthy of 
 
 belief 
 
 AC-T = state (■- 
 
 = y) of{= ac). 
 
 
 
 
 
 contum 
 
 + 
 
 acy 
 
 
 = 
 
 state of 
 
 puff 
 
 obstin 
 
 + 
 
 acy 
 
 
 = 
 
 state of 
 
 stand again 
 
 AGE = act of. 
 
 state 
 
 of, collection 
 
 of, pay for. 
 
 
 
 marri 
 
 + 
 
 age 
 
 
 = 
 
 act of 
 
 marry 
 
 parent 
 
 + 
 
 age 
 
 
 = 
 
 state of 
 
 parent 
 
 foli 
 
 + 
 
 age 
 
 
 = 
 
 collection of 
 
 leaves 
 
 percent 
 
 + 
 
 age 
 
 
 = 
 
 collection of 
 
 hundredths 
 
 cart 
 
 + 
 
 age 
 
 
 = 
 
 pay for 
 
 cart 
 
 AL = of, act 
 
 /• 
 
 
 
 
 
 
 leg 
 
 + 
 
 al 
 
 
 = 
 
 of 
 
 law 
 
 ment 
 
 + 
 
 al 
 
 
 = 
 
 of 
 
 mind 
 
 remov 
 
 + 
 
 al 
 
 
 = 
 
 act of 
 
 remove 
 
 recit 
 
 + 
 
 al 
 
 
 = 
 
 act of 
 
 recite 
 
298 
 
 THE SYSTEM METHOD. 
 
 AN = of, one who, like. 
 
 urb 
 
 + 
 
 an 
 
 partis 
 
 + 
 
 an 
 
 vill 
 
 + 
 
 ain 
 
 urb 
 
 + 
 
 ane 
 
 agrari 
 
 + 
 
 an 
 
 ANCE = quality of, , 
 
 act of, stc 
 
 vigil 
 
 + 
 
 ance 
 
 convey 
 
 + 
 
 ance 
 
 brilli 
 
 + 
 
 anc-y 
 
 provid 
 
 + 
 
 ence 
 
 conflu 
 
 + 
 
 ence 
 
 convalesc 
 
 ■ + 
 
 ence 
 
 clem 
 
 + 
 
 ency 
 
 ANT = one whc 
 
 ', ing, 
 
 , that whi 
 
 assist 
 
 + 
 
 ant 
 
 ten 
 
 + 
 
 ant 
 
 dorm 
 
 + 
 
 ant 
 
 absorb 
 
 + 
 
 ent 
 
 convalesc 
 
 + 
 
 ent 
 
 ard 
 
 + 
 
 ent 
 
 AR = one who, 
 
 of 
 
 
 11 
 
 + 
 
 ar 
 
 angul 
 
 + 
 
 ar 
 
 sol 
 
 + 
 
 ar 
 
 ATE = quality of, one icho, th 
 
 rose 
 
 + 
 
 ate 
 
 deleg 
 
 + 
 
 ate 
 
 certiflc 
 
 + 
 
 ate 
 
 liber 
 
 + 
 
 ate 
 
 CLE = little. 
 
 
 
 vesi 
 
 + 
 
 cle 
 
 arti 
 
 + 
 
 cle 
 
 animal 
 
 + 
 
 cule 
 
 mole 
 
 + 
 
 cule 
 
 EB = to whom. 
 
 
 
 grant 
 
 + 
 
 ee 
 
 EER = one who 
 
 , that which. 
 
 engin 
 
 + 
 
 eer 
 
 brigad 
 
 + 
 
 ier 
 
 chandel 
 
 + 
 
 ier 
 
 EL = little, like. 
 
 
 
 kern 
 
 + 
 
 el 
 
 bow 
 
 + 
 
 el 
 
 mors 
 
 + 
 
 el 
 
 to make. 
 
 of 
 
 city 
 
 like 
 
 party 
 
 one who 
 
 village 
 
 like 
 
 city 
 
 of 
 
 land 
 
 quality of 
 
 vigil 
 
 act of 
 
 convey 
 
 state of 
 
 shine 
 
 quality of 
 
 foresee 
 
 act of 
 
 flow together 
 
 state of 
 
 grow well 
 
 state of 
 
 mild 
 
 one who 
 
 assists 
 
 one who 
 
 holds 
 
 ing 
 
 sleep 
 
 that which 
 
 absorb 
 
 ing 
 
 grow well 
 
 ing 
 
 burn 
 
 one who 
 
 lies 
 
 of 
 
 angle 
 
 of 
 
 p 
 
 sun 
 
 quality of 
 
 rose 
 
 one who 
 
 chosen 
 
 that which 
 
 certify 
 
 to make 
 
 free 
 
 little 
 
 vessel 
 
 little 
 
 joint 
 
 little 
 
 animal 
 
 little 
 
 mass 
 
 to whom 
 
 grant 
 
 one who 
 
 engine 
 
 one who 
 
 brigade 
 
 that which 
 
 candle 
 
 little 
 
 corn 
 
 little 
 
 intestine 
 
 little 
 
 bite 
 
WOBK-BOOK OF ETYMOLOGY. 
 
 299 
 
 cru 
 frai 
 
 + 
 + 
 
 el 
 
 1 
 
 tab 
 
 + 
 
 le 
 
 ER = one ifiTio, 
 
 that lo/iich. 
 
 build 
 
 + 
 
 er 
 
 fend 
 
 
 er 
 
 ESS = female. 
 lion 
 
 + 
 
 ess 
 
 heir 
 
 + 
 
 ess 
 
 songstr 
 ET = little. 
 
 + 
 
 ess 
 
 clos 
 
 + 
 
 et 
 
 eagl 
 stream 
 
 + 
 + 
 
 et 
 let 
 
 branch 
 
 + 
 
 let 
 
 FT = to make. 
 
 
 
 magni 
 forti 
 
 + 
 + 
 
 fy 
 
 ic = of. 
 aquat 
 
 + 
 
 ic 
 
 gener 
 med 
 
 + 
 + 
 
 ic 
 ic-al 
 
 naut 
 
 + 
 
 ic-al 
 
 ICE = tMng. 
 
 
 
 not 
 
 + 
 
 ice 
 
 just 
 artif 
 
 + 
 
 + 
 
 ice 
 ice 
 
 ID = quality of, thing that. 
 stup + id 
 flu + id 
 
 rLE = of, that : 
 
 can be. 
 
 
 puer 
 
 frag 
 
 mE = o/, like. 
 
 + 
 + 
 
 ile 
 ile 
 
 mar 
 
 + 
 
 ine 
 
 viper 
 sacchar 
 
 + 
 
 + 
 
 ine 
 ine 
 
 ION = act of. 
 
 
 
 opin 
 
 rebell 
 donat 
 
 + 
 + 
 + 
 
 ion 
 ion 
 ion 
 
 vis 
 ISE = to make. 
 advert 
 
 + 
 + 
 
 ion 
 ise 
 
 poet 
 
 legal 
 
 + 
 + 
 
 ise 
 ize 
 
 like 
 
 blood 
 
 like 
 
 break 
 
 like 
 
 board 
 
 one who 
 
 build 
 
 that which 
 
 strike off 
 
 female 
 
 lion 
 
 female 
 
 heir 
 
 female 
 
 singer 
 
 little 
 
 close 
 
 little 
 
 eagle 
 
 little 
 
 stream 
 
 little 
 
 branch 
 
 to make 
 
 great 
 
 to make 
 
 strong 
 
 of 
 
 water 
 
 of 
 
 genus 
 
 of 
 
 healing 
 
 of 
 
 sailor 
 
 thing 
 
 mark 
 
 thing 
 
 right 
 
 thing 
 
 make art 
 
 quality of 
 
 stupor 
 
 thing that 
 
 flow 
 
 of 
 
 boy 
 
 that can be 
 
 broken 
 
 of 
 
 sea 
 
 like 
 
 viper 
 
 like 
 
 sugar 
 
 act of 
 
 think 
 
 act of 
 
 war again 
 
 act of 
 
 make gift 
 
 act of 
 
 see 
 
 to make 
 
 advert 
 
 to make 
 
 verse 
 
 to make 
 
 legal 
 
300 
 
 THE SYSTEM METHOD. 
 
 ISH := to Tnake. 
 
 publ + ish = 
 
 establ -{- ieli = 
 
 ISM = state of, idiom, theory of. 
 
 fanatic + ism = 
 
 Gallic -f- ism = 
 
 Wesleyan + Jsm = 
 
 De -(- ism = 
 
 iTE = one who, that which, like, to make. 
 
 Campbell + 
 
 ite 
 
 Huss 
 
 + 
 
 ite 
 
 gran 
 
 + 
 
 Ite 
 
 fin 
 
 + 
 
 ite 
 
 un 
 
 + 
 
 ite 
 
 ivjjj = quality of, one 
 
 who, tl 
 
 fest 
 
 + 
 
 ive 
 
 delus 
 
 + 
 
 ive 
 
 capt 
 
 + 
 
 ive 
 
 mot 
 
 + 
 
 ive 
 
 IX ^= female. 
 
 
 
 executr 
 
 + 
 
 ix 
 
 LENT =full of. 
 
 
 opu 
 
 + 
 
 lent 
 
 fraudu 
 
 + 
 
 lent 
 
 MENT = state 
 
 of, act of, that 
 
 excite 
 
 + 
 
 ment 
 
 conceal 
 
 + 
 
 ment 
 
 gar 
 
 + 
 
 ment 
 
 ali 
 
 + 
 
 ment 
 
 speci 
 
 + 
 
 men 
 
 acu 
 
 + 
 
 men 
 
 MONY = that which, state of. 
 testi -\- mony 
 
 matri -|- mony 
 
 OR = one who, quality of, that which. 
 
 act 
 
 + or 
 
 eplend 
 
 + or 
 
 mot 
 
 + or 
 
 fav 
 
 + or 
 
 OSE —full of. 
 
 
 acet 
 
 + ose 
 
 joe 
 
 + ose 
 
 ous =full of, quality of. 
 
 odor 
 
 -\- ous 
 
 enorm 
 
 + ous 
 
 to make 
 
 public 
 
 to make 
 
 stand 
 
 state of 
 
 fanatic 
 
 idiom 
 
 France 
 
 theory of 
 
 Wesley 
 
 theory of 
 
 God 
 
 one who 
 
 Campbell-s 
 
 one who 
 
 Huss-es 
 
 that which 
 
 grain 
 
 like 
 
 end 
 
 to make 
 
 one 
 
 quality of 
 
 feast 
 
 quality of 
 
 delude 
 
 one who 
 
 taken 
 
 that which 
 
 move 
 
 female 
 
 executor 
 
 full of 
 
 wealth 
 
 full of 
 
 fraud 
 
 state of 
 
 excite 
 
 act of 
 
 conceal 
 
 that which 
 
 protect 
 
 that which 
 
 nourish 
 
 that which 
 
 to see 
 
 state of 
 
 sharp 
 
 that which 
 
 witness 
 
 state of 
 
 mother 
 
 one who 
 
 acts 
 
 quality of 
 
 shine 
 
 that which 
 
 moves 
 
 that which 
 
 befriends 
 
 full of 
 
 acid 
 
 full of 
 
 joke 
 
 full of 
 
 odor 
 
 quality of 
 
 without rule 
 
WORK-BOOK OF ETYMOLOGY. 
 
 301 
 
 KY = quality c 
 
 f, one 
 
 ^Dho, place 
 
 where, state 
 
 Of 
 
 • 
 
 epistola 
 
 + 
 
 ry 
 
 = 
 
 quality of 
 
 epistle 
 
 adversa 
 
 + 
 
 ry 
 
 = 
 
 one who 
 
 advert 
 
 avia 
 
 + 
 
 ry 
 
 = 
 
 place where 
 
 bird 
 
 accesso 
 
 + 
 
 ry 
 
 = 
 
 that which 
 
 accede 
 
 derogato 
 
 + 
 
 ry 
 
 = 
 
 quality of 
 
 degrading 
 
 observato + 
 
 ry 
 
 = 
 
 place where 
 
 observe 
 
 distille 
 
 + 
 
 ly 
 
 = 
 
 place where 
 
 drop 
 
 slave 
 
 + 
 
 ry 
 
 = 
 
 state of 
 
 slave 
 
 "thieve 
 
 + 
 
 ry 
 
 = 
 
 practice of 
 
 thief 
 
 soldie 
 
 + 
 
 ry 
 
 = 
 
 aggregate of 
 
 soldiers 
 
 fer 
 
 + 
 
 ry 
 
 = 
 
 place where 
 
 bear 
 
 TUDE = state c 
 
 f. 
 
 
 
 
 
 multi 
 
 + 
 
 tude 
 
 = 
 
 state of 
 
 many 
 
 pleni 
 
 + 
 
 tude 
 
 = 
 
 state of 
 
 plenty 
 
 quia 
 
 + 
 
 tude 
 
 = 
 
 state of 
 
 quiet 
 
 TY = state of. 
 
 
 
 
 
 
 liber 
 
 + 
 
 ty 
 
 = 
 
 state of 
 
 free 
 
 densi 
 
 + 
 
 ty 
 
 = 
 
 state of 
 
 dense 
 
 ULE = little. 
 
 
 
 
 
 
 glob 
 
 + 
 
 ule 
 
 = 
 
 little 
 
 globe 
 
 gran 
 
 + 
 
 ule 
 
 = 
 
 little 
 
 grain 
 
 plum 
 
 + 
 
 ule 
 
 = 
 
 little 
 
 feather 
 
 r 
 
 + 
 
 ule 
 
 = 
 
 little 
 
 model 
 
 UBE = state of, that which, act 
 
 of 
 
 
 
 sut 
 
 + 
 
 ure 
 
 = 
 
 state of 
 
 sewed 
 
 post 
 
 + 
 
 ure 
 
 = 
 
 state of 
 
 placed 
 
 ten 
 
 + 
 
 ure 
 
 = 
 
 that which 
 
 holds 
 
 ere at 
 
 + 
 
 ure 
 
 = 
 
 that which 
 
 created 
 
 fract 
 
 + 
 
 ure 
 
 = 
 
 act of 
 
 break 
 
 depart 
 
 + 
 
 ure 
 
 = 
 
 act of 
 
 depart 
 
 UTB = like, to make. 
 
 
 
 
 
 ac 
 
 + 
 
 ute 
 
 = 
 
 like 
 
 needle 
 
 min 
 
 + 
 
 ute 
 
 = 
 
 like 
 
 small 
 
 sal 
 
 + 
 
 ute 
 
 = 
 
 to make 
 
 health 
 
 Y = state of. 
 
 
 
 
 
 
 famil 
 
 + 
 
 y 
 
 = 
 
 state of 
 
 servant 
 
 miser 
 
 + 
 
 y 
 
 = 
 
 state of 
 
 wretched 
 
 savager 
 
 + 
 
 y 
 
 = 
 
 state of 
 
 more savage 
 
 anarch 
 
 + 
 
 y 
 
 = 
 
 state of 
 
 without rule 
 
 
 
 
 <r,^^m^^ 
 
 
302 
 
 THE SYSTEM METHOD. 
 
 ANGLO-SAXON SUFFIXES. 
 form:. 1^ :e: a. isr iisr Gt . 
 
 OF EADICAIi 
 
 
 OF SUFFIX 
 
 
 OF SUFFIX. 
 
 OF RADICAL. 
 
 ARD = one who 
 
 
 
 
 
 
 drunk 
 
 + 
 
 ard 
 
 
 one wbo 
 
 drunk 
 
 slugg 
 
 + 
 
 ard 
 
 = 
 
 one wbo 
 
 lazy 
 
 wiz 
 
 + 
 
 ard 
 
 = 
 
 one wbo 
 
 wise 
 
 D = that which 
 
 
 
 
 
 
 dee 
 
 + 
 
 d 
 
 = 
 
 tbat wbicb 
 
 done 
 
 see 
 
 + 
 
 d 
 
 = 
 
 tbat wbicb 
 
 sown 
 
 bon 
 
 + 
 
 d 
 
 = 
 
 tbat wbicb 
 
 bind 
 
 drif 
 
 + 
 
 t 
 
 = 
 
 tbat wbicb 
 
 driven 
 
 gif 
 
 + 
 
 t 
 
 = 
 
 tbat wbicb 
 
 given 
 
 thef 
 
 + 
 
 t 
 
 = 
 
 tbat wbicb 
 
 tbieve 
 
 DOM = domain 
 
 of, state of. 
 
 
 
 
 king 
 
 + 
 
 dom 
 
 = 
 
 domain of 
 
 king 
 
 martyr 
 
 + 
 
 dom 
 
 = 
 
 state of 
 
 martyr 
 
 ED = finished, 
 
 with. 
 
 
 
 
 
 pay 
 
 + 
 
 ed 
 
 = 
 
 finisbed 
 
 pay 
 
 drift 
 
 + 
 
 ed 
 
 = 
 
 finisbed 
 
 drift 
 
 gift 
 
 + 
 
 ed 
 
 = 
 
 witb 
 
 gift 
 
 beard 
 
 + 
 
 ed 
 
 = 
 
 witb 
 
 beard 
 
 coul 
 
 + 
 
 d 
 
 = 
 
 finisbed 
 
 can 
 
 bear 
 
 + 
 
 d 
 
 = 
 
 finisbed 
 
 bear 
 
 sboul 
 
 + 
 
 d 
 
 = 
 
 finisbed 
 
 sball 
 
 stai 
 
 + 
 
 d 
 
 = 
 
 finisbed 
 
 stay 
 
 woul 
 
 + 
 
 d 
 
 = 
 
 finisbed 
 
 will 
 
 dream 
 
 + 
 
 t 
 
 = 
 
 finisbed 
 
 dream 
 
 migb 
 
 + 
 
 t 
 
 = 
 
 finisbed 
 
 may 
 
 tbrif 
 
 + 
 
 t 
 
 = 
 
 finisbed 
 
 tbrive 
 
 EN = like, to make. 
 
 made. 
 
 
 
 
 gold 
 
 + 
 
 en 
 
 . =. 
 
 like 
 
 gold 
 
 wood 
 
 + 
 
 en 
 
 = 
 
 like 
 
 wood 
 
 bast 
 
 + 
 
 en 
 
 = 
 
 to make 
 
 baste 
 
 deaf 
 
 + 
 
 en 
 
 = 
 
 to make 
 
 deaf 
 
 brok 
 
 + 
 
 en 
 
 = 
 
 made 
 
 break 
 
 heav 
 
 + 
 
 en 
 
 = 
 
 made 
 
 beave 
 
 leatber 
 
 + 
 
 n 
 
 = ' 
 
 like 
 
 leatber 
 
 moder 
 
 + 
 
 n 
 
 = 
 
 like 
 
 more now 
 
 nortber 
 
 + 
 
 n 
 
 = 
 
 like 
 
 more nortb 
 
 daw 
 
 + 
 
 n 
 
 = 
 
 made 
 
 day 
 
 EK = more, repeatedly. 
 
 
 
 
 larg 
 
 + 
 
 er 
 
 = 
 
 more 
 
 large 
 
 broad 
 
 + 
 
 er 
 
 = 
 
 more 
 
 broad 
 
WORKBOOK OF ETYMOLOGY. 
 
 303 
 
 chatt 
 
 + 
 
 er 
 
 flutt 
 
 + 
 
 er 
 
 EST = most. 
 
 
 
 •wild 
 
 + 
 
 est 
 
 soon 
 
 + 
 
 est 
 
 mo 
 
 + 
 
 St 
 
 YV-L^=fullof 
 
 
 
 care 
 
 + 
 
 ful 
 
 fanci 
 
 + 
 
 fill 
 
 HOOD = kind. 
 
 
 
 man 
 
 -\ 
 
 hood 
 
 priest 
 
 + 
 
 hood 
 
 TNG = continuing, act 
 
 of, th', 
 
 go 
 
 + 
 
 ing 
 
 learn 
 
 + 
 
 ing 
 
 sav 
 
 + 
 
 ing 
 
 sav 
 
 + 
 
 ing 
 
 leav 
 
 + 
 
 ing 
 
 bagg 
 
 + 
 
 ing 
 
 off 
 
 + 
 
 ing 
 
 ISH := like. 
 
 
 
 wolf 
 
 + 
 
 ish 
 
 blu 
 
 + 
 
 ish 
 
 KIN = little. 
 
 
 
 mani 
 
 + 
 
 kin 
 
 pip 
 
 + 
 
 kin 
 
 LE = repeatedly, thai which. 
 
 nibb 
 
 + 
 
 le 
 
 gird 
 
 + 
 
 le 
 
 lad 
 
 + 
 
 le 
 
 LESS = without. 
 
 
 name 
 
 + 
 
 less 
 
 tooth 
 
 + 
 
 less 
 
 LIKE = like. 
 
 
 
 war 
 
 + 
 
 like 
 
 LING = little. 
 
 one who 
 
 
 gos 
 
 + 
 
 ling 
 
 dar 
 
 + 
 
 ling 
 
 under 
 
 + 
 
 ling 
 
 LT = like. 
 
 
 
 hil 
 
 + 
 
 ly 
 
 hearti 
 
 + 
 
 ly 
 
 friend 
 
 + 
 
 ly 
 
 NESS = state 
 
 of. 
 
 
 wilder 
 
 + 
 
 ness 
 
 wit 
 
 4- 
 
 ness 
 
 repeatedly 
 
 chat 
 
 repeatedly- 
 
 flap 
 
 most 
 
 wild 
 
 most 
 
 soon 
 
 most 
 
 more 
 
 full of 
 
 care 
 
 full of 
 
 fancy 
 
 kind 
 
 man 
 
 kind 
 
 priest 
 
 continuing 
 
 go 
 
 continuing 
 
 learn 
 
 act of 
 
 save 
 
 thing 
 
 saved 
 
 thing 
 
 left 
 
 continuing 
 
 bag 
 
 thing (sea) 
 
 off 
 
 like 
 
 wolf 
 
 like 
 
 blue 
 
 little 
 
 man 
 
 little 
 
 pipe 
 
 repeatedly 
 
 nip 
 
 that which 
 
 gird 
 
 that which 
 
 lade 
 
 without 
 
 name 
 
 without 
 
 tooth 
 
 like 
 
 little 
 
 goose 
 
 little 
 
 dear 
 
 one who 
 
 under 
 
 like 
 
 hill 
 
 like 
 
 heart 
 
 like 
 
 friend 
 
 state of 
 
 wilder 
 
 state of 
 
 know 
 
304 
 
 THE SYSTEM METHOD. 
 
 ocK = little. 
 
 
 hill + 
 
 ock 
 
 hunim -j- 
 
 ock 
 
 ON = large. 
 
 
 butt + 
 
 on 
 
 ball + 
 
 oon 
 
 race + 
 
 oon 
 
 8 ^ = two or more. 
 
 
 boy + 
 
 s 
 
 box + 
 
 es 
 
 ladi + 
 
 es 
 
 SHIP = State of. 
 
 
 lord + 
 
 ship 
 
 partner + 
 
 ship 
 
 SOME = somewJiat of. 
 
 
 dark + 
 
 some 
 
 meddle + 
 
 some 
 
 frolic -\- 
 
 some 
 
 STER = one who. 
 
 
 song + 
 
 ster 
 
 game + 
 
 ster 
 
 TH = act of, state of thing. 
 
 grow -f- 
 
 th 
 
 heal + 
 
 th 
 
 weal + 
 
 th 
 
 tru + 
 
 th 
 
 WARD = toward. 
 
 
 rear -)- 
 
 ward 
 
 wind -\- 
 
 ward 
 
 wiSE = direction, manner. 
 
 cross + 
 
 wise 
 
 side + 
 
 wise 
 
 Y = of, little, precious. 
 
 health + 
 
 y 
 
 eas + 
 
 y 
 
 an + 
 
 y 
 
 chick + 
 
 y 
 
 bab + 
 
 y 
 
 Will + 
 
 ie 
 
 little 
 
 hill 
 
 little 
 
 hump 
 
 large 
 
 bud 
 
 large 
 
 ball 
 
 large 
 
 rat 
 
 two or more 
 
 boy 
 
 two or more 
 
 box 
 
 two or more 
 
 lady 
 
 state of 
 
 lord 
 
 state of 
 
 partner 
 
 somewhat of 
 
 dark 
 
 somewhat of 
 
 meddle 
 
 somewhat of 
 
 frolic 
 
 one who 
 
 sing 
 
 one who 
 
 game 
 
 act of 
 
 grow 
 
 state of 
 
 hale 
 
 state of 
 
 weal 
 
 thing 
 
 true 
 
 toward 
 
 rear 
 
 toward 
 
 wind 
 
 direction 
 
 cross 
 
 manner 
 
 side 
 
 of 
 
 health 
 
 of 
 
 ease 
 
 of 
 
 one 
 
 little 
 
 chick 
 
 precious 
 
 babe 
 
 little 
 
 Will 
 
 1 The regular suffix is s alone ; as, boy-s, measle-s, movable-s, acre-s. When the 
 difficulty arises whether the suffix added is s alone or es, decide thus: When it is not 
 plainly es (as in hox-es)., the suffix added is to be regarded as being es only when, in 
 forming the plural, a word ending in e adds a syllable, or a word in fe changes f to v, 
 or a word in y changes y to i ; as, wag-es, hous-es, hors-es ; liv-es, loav-es ; ladi-es, 
 Mari-es. This distinction is made for decision's sake alone. 
 
Appendix F. 
 
 A CATALOGUE SHOWING THE ROOTS, AFFIXES, 
 
 AND ETYMOLOGICAL MEANING OF THE 
 
 MOST IMPORTANT ENGLISH WORDS. 
 
 The purposes of this appendix are, (1.) To show how words are divided 
 etymologically, a question which is most difficult to be decided by students; 
 (3.) To refer all words of the same derivation to one root, and not to any 
 derived form of that root. For instance: attend is derived from tendere, 
 fe?iSMTO=stretch; contain is commonly derived from ienere, tentum=^\io\&. 
 The student is thus lead to think that these words are from two entirely 
 different roots. In reality, both attend and contain are from tendere 
 (pres. infin.), tensum or ientum (supine) ; and their derivation is so explained 
 in this catalogue. Thus many words are traced to a few roots, the student 
 thus acquiring power over the many in the study of one alone. It is the 
 great aim of true education to reduce the multitude of particulars to the 
 fewest possible number of classes; (3.) To show in the root a form as nearly 
 as possible like the English spelling, that the derivation may be easily un- 
 derstood by those unacquainted with the languages from which these words 
 are taken. For this reason, in words of Latin derivation both the present 
 infinitive and supine of the verbs are given, and the nominative and gen- 
 itive cases of Bouns and adjectives. For instance: converse and convert are 
 both from a root that signifies "turn" (pres. infin. vertere, supine versum), 
 converse being formed from the supine, convert from the present infinitive. 
 Both roots are thus clearly seen to come from a single Latin verb. 
 
 Words derived from the Latin are printed in Eoman — vertere ; those from the Greek, in 
 italics— theos; those from the Anglo-Saxon, in small capitals— wela. 
 
 Nouns are marked with a small superior (') ; as, i grex, gregis ; adjectives, with a superior 
 (2) ; adverbs, with a superior (3) ; prepositions, with a superior (*). Roots which in their 
 native language are verbs, and roots which are identical with the root just preceding, are un- 
 marked. Take for example the word acidity : its root is acer, acris, unmarked by a superior 
 figure. If acer were unlike the preceding root, the student would rightly call acer a verb; 
 but since acer is identical with the three preceding roots above it, the first of which is marked 
 with a superior (^j as an adjective, the root (acer) of acidity is also an adjective. 
 
 The classification of roots into Greek, Latin, and Anglo-Saxon does not include modem 
 proper names. Such names are distinguished by a star. 
 
 A bate ment batuere, batum 
 
 ab brevi ate ^ brevls, brevls 
 
 ab die at ion dicere, dictum 
 ab err at ion errare, erratum 
 
 a bide bidax 
 
 ab jure i jus, juris 
 
 beat 
 brief 
 
 wander 
 
 stay 
 
 law 
 
 20 [305] 
 
306 
 
 THE SYSTEM METHOD. 
 
 abili t}' 
 
 habere, habitum : 
 
 have 
 
 ab lut ion 
 
 lucre, luituni : 
 
 wash 
 
 ab norm al 
 
 1 norma, normae : 
 
 rule 
 
 ab ol ish ment 
 
 olescere : 
 
 grow 
 
 ab ol it iou 
 
 olescere : 
 
 grow 
 
 ab origin al 
 
 oriri, oritus : 
 
 rise 
 
 ab ort iou 
 
 oriri, oritus : 
 
 rise 
 
 ab ound 
 
 1 unda, undae : 
 
 wave 
 
 ab ras iou 
 
 radere, rasum : 
 
 scrape 
 
 ab rog at ion 
 
 rogare, rogatum 
 
 ask 
 
 ab rupt 
 
 rumpere, ruptum : 
 
 burst 
 
 abs con 
 
 dare, datum : 
 
 give 
 
 abs ent 
 
 esse 
 
 be 
 
 ab sol ute ly 
 
 solvere, solutum 
 
 loose 
 
 ab sol ut ion 
 
 solvere, solutum 
 
 loose 
 
 ab solve 
 
 solvere, solutum 
 
 loose 
 
 ab sorb able 
 
 sorbere, sorptum : 
 
 sip 
 
 ab sorpt iou 
 
 sorbere, sorptum 
 
 sip 
 
 abs tain 
 
 tendere, teusum or tentum 
 
 stretch 
 
 abs tin ence 
 
 tendere, tensum or tentum 
 
 stretch 
 
 abs tract 
 
 trahere, tractum : 
 
 draw 
 
 abs truse 
 
 trudere, trusum 
 
 thrust 
 
 ab surd ity 
 
 2 surdus, surdi 
 
 deaf 
 
 ab und ant 
 
 1 unda, undae 
 
 wave 
 
 ab us ive 
 
 uti, usus 
 
 use 
 
 ac cede 
 
 cedere, cessum 
 
 go 
 
 ac celer ate 
 
 2 celer, celeris 
 
 swift 
 
 ac celer ato ry 
 
 celer, celeris 
 
 swift 
 
 ac ceutu ate 
 
 canere, cantum 
 
 sing 
 
 ac cept able 
 
 capere, captum 
 
 take 
 
 ac cesso ry 
 
 cedere, cessum 
 
 go 
 
 ac cid ence 
 
 cadere, casum 
 
 : faU 
 
 ac cid ent al 
 
 cadere, casum 
 
 faU 
 
 ac clam at ion 
 
 clamare, clamatum 
 
 : cry 
 
 ac clivi ty 
 
 1 clivus, clivi 
 
 hill 
 
 ac com mod at ion 
 
 1 modus, modi 
 
 : measure 
 
 ac com pan y 
 
 ^ panis, panis 
 
 • bread 
 
 ac com pi ish ed 
 
 plere, pletum 
 
 : fiU 
 
 ac cord ance 
 
 ^ cor, cordis 
 
 heart 
 
 ac count ant 
 
 comjjutare, computatum 
 
 : reckon 
 
 ac cret iou 
 
 crescere, cretum 
 
 : grow 
 
 ac cumul ate 
 
 ^ cumulus, cumuli 
 
 : heap 
 
 ac CVS ate 
 
 1 cura, curae 
 
 : care 
 
 ac cus at ion 
 
 ^ causa, causae 
 
 : cause 
 
 a cephal ous 
 
 ^ kephale 
 
 : head 
 
 acerbi ty 
 
 ^ acer, acris 
 
 : sharp 
 
 aeet ic 
 
 acer, acris 
 
 : sharp 
 
 acet ose 
 
 acer, acris 
 
 : sharp 
 
 acidi ty 
 
 acer, acris 
 
 : sharp 
 
 acoust ics 
 
 akouein 
 
 : hear 
 
 ac quiesce 
 
 1 quies, quietis 
 
 : rest 
 
 ac quire 
 
 quaerere, quaesitum 
 
 : seek 
 
 ac quis it ion 
 
 quaererc, quaesitum 
 
 : seek 
 
 ac quis it ive ness 
 
 quaerere, quaesitum 
 
 : seek 
 
 acr id 
 
 ^ acer, acris 
 
 : sharp 
 
 acri moni ous 
 
 acer, acris 
 
 : sharp 
 
 acri mony 
 
 acer, acris 
 
 : sharp 
 
 act ion able 
 
 agere, actum 
 
 : do 
 
WOBK-BOOK OF ETYMOLOGY. 
 
 307 
 
 act ive 
 
 act or 
 
 actu al 
 
 ac ute 
 
 a dam ant ean 
 
 a dam ant ine 
 
 ad ajrt at ion 
 
 ad diet 
 
 ad d it ion 
 
 ad d it ive 
 
 ad duce 
 
 ad ept 
 
 ad her ence 
 
 ad her ency 
 
 ad hes ion 
 
 ad jac ent 
 
 ad ject ive 
 
 ad join ing 
 
 ad junct ive 
 
 ad jur at ion 
 
 ad just 
 
 ad minister 
 
 ad ministr at or 
 
 ad ministr atr ix 
 
 ad mir ab ly 
 
 ad mir at ion 
 
 ad mire 
 
 ad miss ion 
 
 ad mit 
 
 ad mon ish 
 
 ad mon it ion 
 
 ad nasc ent 
 
 ad opt 
 
 ad opt ion 
 
 ad or at ion 
 
 ad ult 
 
 ad ulter ant 
 
 ad ulter ate 
 
 ad vent 
 
 ad vent ure 
 
 ad verb 
 
 ad versa ry 
 
 ad versi ty 
 
 ad vert 
 
 ad vert ise 
 
 ad vert ise ment 
 
 ad vice 
 
 ad voc ate 
 
 aer ate 
 
 aeri al 
 
 af fa bill ty 
 
 af feet at ion 
 
 af feet ing 
 
 af feet ion 
 
 af fi ance 
 
 af fili at ion 
 
 af fini ty 
 
 af firm 
 
 agere, actum 
 agere, actum 
 agere, actum 
 
 1 acus, acus 
 daman 
 daman 
 
 2 aptus, apti 
 dicere, dictum 
 dare, datum 
 daie, datum 
 ducere, ductum 
 
 2 aptus, apti 
 h.icrere, haesum 
 haerere, haesum 
 haerere, haesum 
 jacere, jacitum 
 jacere, j actum 
 jungere, junctum 
 jungere, junctum 
 
 ijus, juris 
 
 2 Justus, justi 
 
 2 minister, ministri 
 minister, ministri 
 minister, ministri 
 mirare, miratum 
 mirare, miratum 
 mirare, miratum 
 mittere, missum 
 mittere, missum 
 monere, monitum 
 monere, monitum 
 nasci, natus 
 optare, optatum 
 optare, optatum 
 orare, oratum 
 olescere 
 
 ^ alter, alterius 
 alter, alterius 
 venire, ventum 
 venire, ventum 
 
 ^ verbum, verbi 
 vertere, versum 
 vertere, versum 
 vertere, versum 
 vertere, versum 
 vertere, versum 
 videre, visum 
 vocare, vocatum 
 
 ^ aer 
 aer 
 
 fari, fatus 
 facere, factum 
 facere, factum 
 facere, factum 
 
 ^ fldes, fidei 
 
 ^ Alius, filii 
 
 ^ finis, finis 
 
 2 firmus, firmi 
 
 do 
 
 do 
 
 do 
 
 needle 
 
 tame 
 
 tame 
 
 fit 
 
 speak 
 
 give 
 
 give 
 
 lead 
 
 fit 
 
 stick 
 
 stick 
 
 stick 
 
 lie 
 
 throw 
 
 yolce 
 
 yoke 
 
 law 
 
 right 
 
 handing 
 
 handing 
 
 wonder 
 
 wonder 
 
 wonder 
 
 send 
 
 send 
 
 warn 
 
 warn 
 
 be born 
 
 choose 
 
 choose 
 
 pray 
 
 grow 
 
 other 
 
 other 
 
 come 
 
 come 
 
 word 
 
 turn 
 
 turn 
 
 turn 
 
 turn 
 
 turn 
 
 see 
 
 call 
 
 air 
 
 air 
 
 make 
 
 make 
 
 make 
 
 faith 
 
 son 
 
 end 
 
 fast 
 
308 
 
 THE 8T8TEM METHOD. 
 
 af firm able 
 
 af firm at ion 
 
 af flict ion 
 
 af flu ence 
 
 af flux ion 
 
 af ford 
 
 af fray 
 
 a field 
 
 a foot 
 
 aft er 
 
 ag ent 
 
 ag grand ize 
 
 ag grav at ion 
 
 ag greg at ion 
 
 ag greg at ive 
 
 ag gress ive 
 
 ag ile 
 
 ag ili ty 
 
 ag it at ion 
 
 ag it at or 
 
 agon ize 
 
 agon y 
 
 agrari an 
 
 a gree 
 
 agrest ic al 
 
 alien abili ty 
 
 a light 
 
 ali ment 
 
 all ment at ion 
 
 al leg at ion 
 
 al lege 
 
 al legi ance 
 
 al levi at ion 
 
 al liter at ion 
 al low ance 
 al lude 
 al lus ion 
 al luvi al 
 alterc at ion 
 altera at ion 
 alti tude 
 ambi dexter 
 ambi dexteri ty 
 amb i ent 
 amb igUi ty 
 amb it ion 
 a melior ate 
 a mend ato ry 
 a mend ment 
 a merce 
 America n ism 
 ami able 
 amic able 
 ami ty 
 
 am mun it ion 
 a mnes ty 
 a morph ons 
 amplii bi ous 
 
 firmus, firmi 
 
 firmus, firmi 
 
 fligere, fiictum 
 
 fluere, fluxum 
 
 fluere, fluxum 
 
 1 forum, fori 
 
 1 f rigus, f rigoris 
 
 1 FELD 
 
 1 FOT 
 
 3 EFT 
 
 agere, actum 
 
 2 grandis, grandis 
 2 gravis, gravis 
 
 1 grex, gregis 
 grex, gregis 
 gradi, gressus 
 agere, actum 
 agere, actum 
 agere, actum 
 agere, actum 
 agein 
 agein 
 
 1 ager, agri 
 
 2 gratus, grati 
 ^ ager, agri 
 
 ^ alius, alius 
 
 LIHTAN 
 
 alere, alitum 
 alere, alitum 
 legare, legatum 
 legare, legatum 
 ligare, ligatum 
 
 ^ levis, levis 
 
 ^ litera, literae 
 locare, locatum 
 ludere, lusum 
 ludere, lusum 
 lucre, luitum 
 
 2 alter, alterius 
 alter, alterius 
 
 ^ altus, alti 
 
 ^ dexios 
 dexios 
 ire, itum 
 agere, actum 
 ire, itum 
 
 ^ melior, melioris 
 
 1 menda, mendae 
 menda, mendae 
 
 ^ merx, mercis 
 
 ^ America * 
 amare, amatum 
 amare, amatum 
 amare, amatum 
 munire, munitum 
 mna 
 
 ^ morphe 
 
 1 hifis 
 
 fast 
 
 fast 
 
 strike 
 
 flow 
 
 flow 
 
 court 
 
 cold 
 
 field 
 
 foot 
 
 behind 
 
 do 
 
 grand 
 
 heavy 
 
 flock 
 
 flock 
 
 step 
 
 do 
 
 do 
 
 do 
 
 do 
 
 lead 
 
 lead 
 
 field 
 
 pleasing 
 
 field 
 
 another 
 
 raise 
 
 feed 
 
 feed 
 
 send 
 
 send 
 
 bind 
 
 light 
 
 letter 
 
 place 
 
 play 
 
 play 
 
 wash 
 
 another 
 
 another 
 
 high 
 
 right 
 
 right 
 
 go 
 
 do 
 
 go 
 
 better 
 
 fault 
 
 fault 
 
 America 
 
 love 
 
 love 
 
 love 
 
 defend 
 
 remember 
 
 form 
 
 life 
 
WOBK-BOOK OF ETYMOLOGY. 
 
 309 
 
 amphi scii 
 
 1 sMa 
 
 amphi theater 
 
 theasthai 
 
 ampli tude 
 
 2 amplus, ampli 
 
 ampl y 
 
 amplus, ampli 
 
 am put ate 
 
 putare, putatum 
 
 am put at ion 
 
 putare, putatum 
 
 Ana bapt ist 
 
 hajjiein 
 
 ana chron ism 
 
 ^ chronos 
 
 ana gram 
 
 gra]pheln 
 
 ana log ic al ly 
 
 legem 
 
 ana log y 
 
 legem 
 
 ana lysis 
 
 luein 
 
 ana lyt ic al 
 
 luein 
 
 ana lyze 
 
 luein 
 
 an arch y 
 
 1 a7-che 
 
 ana thema 
 
 tithenai 
 
 ana them at ize 
 
 tithenai 
 
 ana torn y 
 
 temnein 
 
 an cest or 
 
 cedere, cessum 
 
 an chor ite 
 
 chorein 
 
 anci ent ly 
 
 *ante 
 
 an ec dote 
 
 didonai 
 
 angul ar 
 
 ^ angkos 
 
 angul ari ty 
 
 angkos 
 
 anim al cule 
 
 ^ anemos 
 
 anim at ion 
 
 anemos 
 
 animosi ty 
 
 anemos 
 
 ann al s 
 
 ^ annus, anni 
 
 an nex 
 
 nectere, nexum 
 
 an nex at ion 
 
 nectere, nexum 
 
 an nihil at ion 
 
 1 nihil 
 
 an not at ion 
 
 noscere, notum 
 
 an nounce 
 
 1 nuncius, nuncii 
 
 annu al 
 
 ^ annus, anni 
 
 annul ty 
 
 annus, anni 
 
 annul ar 
 
 1 annulus, annuli 
 
 an oint 
 
 ungere, unctum 
 
 an omal ous 
 
 ^ homos 
 
 an omal y 
 
 homos 
 
 an onym ous 
 
 ^ onym,a 
 
 ant agon ist 
 
 agein' 
 
 ant arct ic 
 
 1 arktos 
 
 ante ced ent 
 
 cedere, cessum 
 
 ante di luvi an 
 
 lucre, luitum 
 
 anti Christ 
 
 chriein 
 
 anti cip ate 
 
 capere, captum 
 
 anti cip at ion 
 
 capere, captum 
 
 anti con tagi ous 
 
 tangere, tactum 
 
 anti dote 
 
 didonai 
 
 anti nom y 
 
 1 nomos 
 
 anti path y 
 
 pathein 
 
 anti phlogist ic 
 
 phlegein 
 
 anti podes 
 
 Spoils, podos 
 
 antiqua ri an 
 
 ^ antiquus, antiqui 
 
 antiqua ry 
 
 antiquus, antiqui 
 
 antiqu ate 
 
 antiquus, antiqui 
 
 antiqu at ed 
 
 antiquus, antiqui 
 
 anti scii 
 
 1 skia 
 
 shadow 
 
 see 
 
 large 
 
 large 
 
 prune 
 
 p"une 
 
 dip 
 
 time 
 
 write 
 
 speak 
 
 speak 
 
 loose 
 
 loose 
 
 loose 
 
 beginning 
 
 set 
 
 set 
 
 cut 
 
 go 
 
 give place 
 
 before 
 
 give 
 
 bend 
 
 bend 
 
 wind 
 
 wind 
 
 wind 
 
 year 
 
 tie 
 
 tie 
 
 nothing 
 
 learn 
 
 messenger 
 
 year 
 
 year 
 
 ring 
 
 smear 
 
 same 
 
 same 
 
 name 
 
 lead 
 
 bear 
 
 go 
 
 wash 
 
 anoint 
 
 take 
 
 take 
 
 touch 
 
 give 
 
 law 
 
 suffer 
 
 burn 
 
 foot 
 
 old 
 
 old 
 
 old 
 
 old 
 
 shadow 
 
310 
 
 THE SYSTEM METHOD. 
 
 anti thesis 
 
 tithenai • 
 
 set 
 
 anxie ty 
 
 angere, anctum : 
 
 choke 
 
 an y 
 
 2 AN : 
 
 one 
 
 ap agog ic al 
 
 agein '• 
 
 lead 
 
 a path y 
 
 pathein '• 
 
 suffer 
 
 a pert ure 
 
 parere, partum 
 
 bring forth 
 
 a petal ous 
 
 1 petalon 
 
 leaf 
 
 ap helion 
 
 1 helios 
 
 sun 
 
 ap heresis 
 
 airein 
 
 take 
 
 ap hor ism 
 
 horizein 
 
 mark 
 
 apo calypse 
 
 kalyptein : 
 
 cover 
 
 apo cop ate 
 
 kopteifi 
 
 cut 
 
 apo cope 
 
 koptein 
 
 cut 
 
 apo crypha 
 
 kry2:)tein 
 
 hide 
 
 apo cryph al 
 
 kryptein 
 
 hide 
 
 apo deict ic al 
 
 deiktmnai 
 
 show 
 
 apo gee 
 
 -^ge 
 
 earth 
 
 apo log ize 
 
 legein 
 
 speak 
 
 apo logue 
 
 legein 
 
 speak 
 
 apo log y 
 
 legein 
 
 speak 
 
 apo stas y 
 
 hista?iai 
 
 set 
 
 apo stle 
 
 stellein 
 
 send 
 
 apo stol ic 
 
 stellein 
 
 send 
 
 apo strophe 
 
 strephein 
 
 turn 
 
 apo theca ry 
 
 tithenai 
 
 set 
 
 apo thegm 
 
 '^ phthegma 
 
 word 
 
 apo theosis 
 
 1 theos 
 
 : god 
 
 apo theos ize 
 
 theos 
 
 : god 
 
 ap paratus 
 
 parare, paratum 
 
 prepare 
 
 ap par el 
 
 ^ par, paris 
 
 : equal 
 
 ap par ent 
 
 parere, paritum 
 
 : be visible 
 
 ap par it ion 
 
 parere, paritum 
 
 : be visible 
 
 ap peal 
 
 peUare (obsolete) 
 
 caU 
 
 ap pear 
 
 parere, paritum 
 
 De visible 
 
 ap pear ance 
 
 parere, paritum 
 
 be visible 
 
 ap peas able 
 
 ^ pax, pacis 
 
 peace 
 
 ap pend ant 
 
 pendere, pensum 
 
 : hang 
 
 ap pendix 
 
 pendere, pensum 
 
 : hang 
 
 ap per tain 
 
 tendere, tensum or tentum 
 
 : stretch 
 
 ap pet ency 
 
 petere, petitum 
 
 : seek 
 
 ap pet ite 
 
 petere, petitum 
 
 : seek 
 
 ap plaud 
 
 plaudere, plausum 
 
 : clap 
 
 ap plause 
 
 plaudere, plausum 
 
 : clap 
 
 ap plic at ion 
 
 plicare, plicatum 
 
 fold 
 
 ap ply 
 
 pUcare, plicatum 
 
 fold 
 
 ap point 
 
 pungere, punctum 
 
 : prick 
 
 ap preci ate 
 
 ^ pretium, pretii 
 
 : price 
 
 ap prehend 
 
 prehendere, prehensum 
 
 : seize 
 
 ap prehens ible 
 
 prehendere, prehensum 
 
 : seize 
 
 ap prise 
 
 prehendere, prehensum 
 
 : seize 
 
 ap proach 
 
 3 prope 
 
 : near 
 
 ap prob at ion 
 
 ^ probus, probi 
 
 : good 
 
 ap propri ate 
 
 ^ proprius, proprii 
 
 : one's own 
 
 ap prove 
 
 ^ probus, probi 
 
 : good 
 
 ap proxim ate 
 
 ^ proximus, proximi 
 
 : nearest 
 
 ap proxim at ion 
 
 proximus, proximi 
 
 : nearest 
 
 ap pulse 
 
 pehere, pulsum 
 
 : drive 
 
 ap pm- ten ance 
 
 tendere, tensum or tentuin 
 
 : stretch 
 
WORK-BOOK OF ETYMOLOGY. 
 
 311 
 
 apti tude 
 
 aquat ic 
 
 aque ous 
 
 aquil ine 
 
 ar able 
 
 arbitra ment 
 
 arbitra ri ly 
 
 arbitra ry 
 
 arbitr at ion 
 
 arbitr at or 
 
 archa ism 
 
 ard ent 
 
 ard or 
 
 ardu ous 
 
 argu ment 
 
 arithmet ic 
 
 arma ment 
 
 arm ful 
 
 arm or 
 
 armo ry 
 
 arm y 
 
 aromat ics 
 
 ar raign ment 
 
 ar range 
 
 ar ray 
 
 ar re st 
 
 ar rive 
 
 ar rog ance 
 
 arsen ic 
 
 arti cle 
 
 arti cul at ion 
 
 artis an 
 
 art ist 
 
 art ist ic al 
 
 art less 
 
 a scend 
 
 as cert ain 
 
 a side 
 
 a spect 
 
 asperi ty 
 
 a sperse 
 
 a spers ion 
 
 a spir ant 
 
 a spir at ion 
 
 as sail ant 
 
 as sault 
 
 as sent 
 
 as sert 
 
 as sert ion 
 
 as sess or 
 
 as sever at ion 
 
 as sidu ous 
 
 as simil ate 
 
 as soci ate 
 
 as suage 
 
 as su me 
 
 as su mpt ion 
 
 aster oid al 
 
 ^ aptus, apti 
 
 1 aqua, aquae 
 aqua, aquae 
 
 1 aquila, aquil^ 
 arare, aratum 
 arbitrari, arbitratus 
 arbitrari, arbitratus 
 arbitrari, arbiti-atus 
 arbitrari, arbitratus 
 arbitrari, arbitratus 
 
 ^ arche 
 ardere, arsum 
 ardere, arsum 
 
 ^ arduus, ardui 
 arg-uere, argutum 
 
 ^ ariihmos 
 
 1 arma, armorum 
 
 ^ artnos 
 
 1 arma, armorum 
 arma, armorum 
 arma, armorum 
 
 1 aroma 
 
 1 ratio, rationis 
 
 1 RANK 
 
 1 GERAEDE 
 
 stare, statum 
 1 ripa, ripae 
 
 rogare, rogatum 
 ^ arrhen 
 
 1 artus, artus 
 artus, artus 
 
 ^ ars, artis 
 ars, artis 
 ars, artis 
 ars, artis 
 scandere, scansum 
 
 2 certus, certi 
 
 2 SID 
 
 specere, spectum 
 
 2 asper, asperi 
 spargere, sparsum 
 spargere, sparsum 
 spirare, spiratum 
 spirare, spiratum 
 salire, saltum 
 salire, saltum 
 sentire, sensum 
 serere, sertum 
 serere, sertum 
 sedere, sessum 
 
 2 severus, sever! 
 sedere, sessum 
 
 ^ similis, simili 
 
 1 socius, socii 
 
 2 suavis, suavis 
 emere, emptum 
 emere, emptum 
 
 ^ a&ier 
 
 fit 
 
 water 
 
 water 
 
 eagle 
 
 plow 
 
 judge 
 
 judge 
 
 judge 
 
 judge 
 
 judge 
 
 beginning 
 
 burn 
 
 burn 
 
 steep 
 
 make clear 
 
 number 
 
 arms 
 
 joint 
 
 arms 
 
 arms 
 
 arms 
 
 spice 
 
 reason 
 
 row 
 
 trappings 
 
 stand 
 
 bank 
 
 ask 
 
 male 
 
 joint 
 
 joint 
 
 art 
 
 art 
 
 art 
 
 art 
 
 climb 
 
 sure 
 
 large 
 
 see 
 
 rough 
 
 strew 
 
 strew 
 
 breathe 
 
 breathe 
 
 leap 
 
 leap 
 
 feel 
 
 bind 
 
 bind 
 
 sit 
 
 harsh 
 
 sit 
 
 like 
 
 partner 
 
 sweet 
 
 buy 
 
 buy 
 
 star 
 
312 
 
 THE SYSTEM METHOD. 
 
 astr al 
 a stringe 
 a string ent 
 a sym ptote 
 a the ism 
 a the ist 
 athlet ic 
 a ton ic 
 atroci ty 
 a troph y 
 at tain 
 at tempt 
 at tent ion 
 at tent ive 
 at test 
 at tract ive 
 at trib ute 
 at tune 
 auct ion eer 
 auth or 
 auth ori ty 
 auxili ar y 
 a vail able 
 a venue 
 a vers ion 
 a vert 
 avia ry 
 a voc at ion 
 a vow al 
 a wake 
 
 Bab V 
 
 bagg ing 
 bail ee 
 baU ooa 
 balm y 
 band age 
 Bapt ist 
 bapt ize 
 barbar ism 
 barbar ous 
 baron et 
 baron y 
 bass oon 
 beard ed 
 beati tude 
 be cause 
 beech en 
 be night 
 benigni ty 
 be praise 
 be seech 
 be spang le 
 be spatt er 
 bill et 
 bleach er y 
 blood y 
 blu ish 
 
 aster 
 
 : star 
 
 stringere, strictum 
 
 : strain 
 
 stringere, strictum 
 
 : strain 
 
 piptdn 
 
 : fall 
 
 ^ fheos 
 
 god 
 
 theos 
 
 : god 
 
 ^ athlon 
 
 • prize 
 
 ^ tonos 
 
 tone 
 
 ^atrox, atrocis 
 
 cruel 
 
 trephein 
 
 nourish 
 
 tendere, tensum or tentum 
 
 stretch 
 
 tendere, tensum or tentiun 
 
 stretch 
 
 tendere, tensum or tentum 
 
 stretch 
 
 tendere, tensum of tentum 
 
 stretch 
 
 ^ testis, testis 
 
 witness 
 
 trahere, tr actum 
 
 draw 
 
 tribuere, tributum 
 
 : grant 
 
 ^ tonos 
 
 : tone 
 
 augere, auctum 
 
 increase 
 
 augere, auctum 
 
 increase 
 
 augere, auctum 
 
 increase 
 
 augere, auctum 
 
 increase 
 
 valere, valitum 
 
 be strong 
 
 venire, ventum 
 
 come 
 
 vertere, versum 
 
 : turn 
 
 vertere, versum 
 
 : turn 
 
 1 avis, avis 
 
 bird 
 
 vocare, vocatum 
 
 call 
 
 vovere, votum 
 
 vow 
 
 WACAX 
 
 : wake 
 
 ^BABE 
 
 infant 
 
 Ibaga 
 
 cofEer 
 
 BAGA 
 
 coffer 
 
 1 bajulus, bajuli 
 
 carrier 
 
 ^ balla, ballae 
 
 baU 
 
 ^ balsamon 
 
 balsam 
 
 BIND AN 
 
 bind 
 
 haptem 
 
 dip 
 
 iaptem 
 
 dip 
 
 ^ barbaros 
 
 foreign 
 
 barbaros 
 
 foreign 
 
 1 baro, baronis 
 
 man 
 
 baro, baronis 
 
 man 
 
 2 BAAS 
 
 low 
 
 1 barba, barbae 
 
 beard 
 
 beare, beatum 
 
 bless 
 
 1 causa, causae 
 
 cause 
 
 1 BECE : 
 
 beech 
 
 1 NEAHT : 
 
 night 
 
 ^ benignus, benigni 
 
 good 
 
 ^ pretium, pretii : 
 
 price 
 
 SBCAN : 
 
 seek 
 
 SPANNAN 
 
 span 
 
 SPITTAN : 
 
 eject 
 
 1 billa, billae 
 
 seal 
 
 BLEACAN : 
 
 bleach 
 
 ^BLOD 
 
 blood 
 
 ^BLEO 
 
 blue 
 
WOMK-BOOK OF ETYMOLOGY. 
 
 313 
 
 boil ing 
 botan ic al 
 botan ize 
 botan y 
 bouuda ry 
 boun ty 
 bow el 
 box es 
 boy s 
 brack et 
 bi-each y 
 bread th 
 break age 
 breech es 
 brevi ty 
 brilli ancy 
 bronchi al 
 bucol ic 
 buU et 
 bum kin 
 buoy ancy 
 buzz ard 
 
 Cabin et 
 cad ence 
 calamit ous 
 calamit y 
 calcul at ion 
 callosi ty 
 calor ic 
 
 calumni at ion 
 calumn y 
 Calyin ism 
 campan ul ate 
 Campbell ite 
 camphor ate 
 cand id ate 
 cand or 
 can ine 
 canon ic al 
 canon ize 
 canti cle 
 capaci ous 
 capaci ty 
 capacit ate 
 capit al 
 capit at ion 
 capit ul ate 
 capt ain 
 capti ous 
 capt iv ate 
 capt ive 
 capt or 
 capt ure 
 cardi ac 
 caric at ure 
 eai-n al 
 ^carn ali ty 
 
 buUa, buHae 
 
 botane 
 
 hotane 
 
 botane 
 
 bunda, bundae 
 
 bonus, boni 
 
 botulus, botuU 
 
 BOX 
 BOY 
 
 brachium, brachii 
 
 BKICE 
 
 BR an 
 
 BKECAN 
 BROC 
 
 brevis, brevis 
 beryhus, beryUi 
 broHchos 
 boukolos 
 bulla, bullae 
 
 BOOM 
 
 boja, bojae 
 buteo, buteonis 
 
 CABAN 
 
 cadere, casum 
 calamitas, calamitatis 
 calamitas, calamitatis 
 calculus, calculi 
 caUus, caUi 
 calere, caUtum 
 calumnia, calumniae 
 calumnia, calumniae 
 Calvin * 
 
 campana, campanae 
 Campbell * 
 kaphoura 
 
 candere, canditum 
 candere, canditum 
 canis, canis 
 
 CANON 
 CANON 
 
 canere, cantum 
 2 capax, capacis 
 
 capax, capacis 
 
 capax, capacis 
 1 caput, capitis 
 
 caput, capitis 
 
 caput, capitis 
 
 caput, capitis 
 
 capere, captum 
 
 capere, captum 
 
 capere, captum 
 
 capere, captum 
 
 capere, captum 
 ^ kardia 
 
 caricare, caricatum 
 ^ caro, carnis 
 
 caro, carnis 
 
 bubble 
 
 herb 
 
 herb 
 
 herb 
 
 limit 
 
 good 
 
 intestine 
 
 case 
 
 boy 
 
 arm 
 
 gap 
 
 broad 
 
 break 
 
 girdle 
 
 brief 
 
 beryl 
 
 windpipe 
 
 cowherd 
 
 bubble 
 
 beam 
 
 float 
 
 hawk 
 
 cabin 
 
 faU 
 
 loss 
 
 loss 
 
 pebble 
 
 hardness 
 
 be hot 
 
 slander 
 
 slander 
 
 Calvin 
 
 beU 
 
 Campbell 
 
 camphor 
 
 glow 
 
 glow 
 
 dog 
 
 rule 
 
 rule 
 
 sing 
 
 holding 
 
 holding 
 
 holding 
 
 head 
 
 head 
 
 head 
 
 head 
 
 take 
 
 take 
 
 take 
 
 take 
 
 take 
 
 heart 
 
 overload 
 
 flesh 
 
 flesh 
 
314 
 
 TEE SYSTEM METHOD. 
 
 cart age 
 
 1 carnis, carri 
 
 castig ate 
 
 castigare, castigatum 
 
 castig at ion 
 
 castigare, castigatum 
 
 casu al ty 
 
 cadere, casum 
 
 cata leps y 
 
 lamhanem 
 
 cata logue 
 
 legein 
 
 cata plasm 
 
 plassein 
 
 cata ract 
 
 rhagnunai 
 
 cata rrh 
 
 rhein 
 
 cata rrh ous 
 
 rhein 
 
 cata strophe 
 
 strephei7i 
 
 cat ech ise 
 
 echein 
 
 cat ech ism 
 
 echein 
 
 cat echumen 
 
 echein 
 
 cat egor ize 
 
 ^ agora 
 
 cat egor y 
 
 agora 
 
 cat hedral 
 
 1 hedra 
 
 cat hoi ic 
 
 ^ holos 
 
 cat hoi ic ism 
 
 holos 
 
 cat hoi ici ty 
 
 holos 
 
 cat kin 
 
 ^CAT 
 
 cat optr ics 
 
 op 
 
 cans at ion 
 
 1 causa, causae 
 
 cauter ize 
 
 kauein 
 
 caut ion 
 
 cavere, cautum 
 
 cauti ous 
 
 cavere, cautum 
 
 caviU ing 
 
 2 cavus, cavi 
 
 cease less 
 
 cessare, cessatum 
 
 celebr at ed 
 
 ^celeber, Celebris 
 
 celebr at ion 
 
 celeber, Celebris 
 
 celebri ty 
 
 celeber, Celebris 
 
 celeri ty 
 
 2 celer, celeris 
 
 celesti al 
 
 1 coelum, coeli 
 
 cell ul ar 
 
 1 cella, ceUae 
 
 ceU ule 
 
 cella, celiac 
 
 cell ul ose 
 
 cella, ceUae 
 
 Celt ic 
 
 iCelt 
 
 cemete ry 
 
 koima7i 
 
 cens or 
 
 censere, censum 
 
 cens ori ous 
 
 censere, censum 
 
 cens ur able 
 
 censere, censum 
 
 centr al \z at ion 
 
 1 keidron 
 
 centr al ize 
 
 kentron 
 
 cere moni al 
 
 1 Caere 
 
 cere moni ous 
 
 Caere 
 
 cere mony 
 
 Caere 
 
 cert ain 
 
 2 certus, certi 
 
 certi fy 
 
 certus, certi 
 
 cess at ion 
 
 cessare, cessatum 
 
 cess ion 
 
 cessare, cessatum 
 
 chand el ier 
 
 candere, canditum 
 
 chaot ic 
 
 cha 
 
 character iz at ion 
 
 charassein 
 
 character ize 
 
 charassehi 
 
 chari ty 
 
 2 carus, cari 
 
 chart er 
 
 1 chartes 
 
 chast en 
 
 castigare, castigatum 
 
 chatt er 
 
 CWAEDAN 
 
 wagon 
 
 beat 
 
 beat 
 
 fan 
 
 take 
 
 mold 
 
 break 
 
 flow 
 
 flow 
 
 turn 
 
 sound 
 
 sound 
 
 sound 
 
 assembly 
 
 assembly 
 
 seat 
 
 whole 
 
 whole' 
 
 whole 
 
 cat 
 
 see 
 
 cause 
 
 burn 
 
 take care 
 
 take care 
 
 hollow 
 
 cease 
 
 famous 
 
 famous 
 
 famous 
 
 swift 
 
 heaven 
 
 cell 
 
 ceU 
 
 ceU 
 
 Celt 
 
 sleep 
 
 value 
 
 value 
 
 value 
 
 point 
 
 point 
 
 Caere 
 
 Caere 
 
 Caere 
 
 sure 
 
 sure 
 
 cease 
 
 cease 
 
 glow 
 
 yawn 
 
 engrave 
 
 engrave 
 
 dear 
 
 leaf 
 
 beat 
 
 speak 
 
WOBK-BOOK OF ETYMOLOGY 
 
 315 
 
 chem ic al 
 
 chem ist ry 
 
 Cher ish 
 
 chick y 
 
 child hood 
 
 chilli ness 
 
 chimer ic al 
 
 cholor ic 
 
 Christ en dom 
 
 Christi ani ty 
 
 chromat ic 
 
 chron ic 
 
 cinemat ics 
 
 cinera ry 
 
 circ le 
 
 circu it 
 
 circu it ous 
 
 circ ul ate 
 
 circ ul ato ry 
 
 circum amb i ent 
 
 circum cis ion 
 
 circum fer ence 
 
 circum gyr at ion 
 
 circum jac ent 
 
 circum locut ion 
 
 circum scribe 
 
 circum spect ive 
 
 circum st ance 
 
 circum st anti al 
 
 cii'cum vail at ion 
 
 circum vent 
 
 cit at ion 
 
 citizen ship 
 
 civ ic 
 
 civ iU an 
 
 civ il iz at ion 
 
 claim ant 
 
 clam or ous 
 
 clandestine ly 
 
 clari fy 
 
 class ic al 
 
 classi fy 
 
 clavi cle 
 
 clef t 
 
 clem ency 
 
 clin ic al 
 
 cloist er 
 
 clos et 
 
 CO agul at ion 
 
 CO alesce 
 
 CO alesc ence 
 
 CO al it ion 
 
 CO ef fici ency 
 
 CO empt ion 
 
 CO erce 
 
 CO ere ible 
 
 CO ere ion 
 
 CO ere ive 
 
 ^ chymos 
 chymos 
 ^ carus, cari 
 
 ^ CICEN 
 ^CYLE 
 
 ^ chaimaira 
 ■'■ cholos 
 
 chriein 
 
 chridn 
 ^ chroma 
 ^ chronos 
 
 kiuem 
 
 1 cinis, cineris 
 ^ ki7'kos 
 
 ire, itum 
 ire, itum 
 ^ kirkos 
 kirkos 
 ire, itum 
 caedere, caesum 
 ferre, latum 
 
 2 gyros 
 
 jacere, jacitum 
 
 loqui, locutus 
 
 scribere, scriptum 
 
 specere, speetum 
 
 stare, statum 
 
 stare, statum 
 1 vallum, valli 
 
 venire, ventum 
 
 ciere, citum 
 ^ civis, civis 
 
 civis, civis 
 
 civis, civis 
 
 civis, civis 
 
 clamare, clamatum 
 
 clamare, clamatum 
 ' clam 
 
 ^ clarus, clari 
 1 classis, classis 
 
 classis, classis 
 1 clavis, clavis 
 
 CLEAVE 
 
 1 clemeus, dementis 
 klinein 
 
 claudere, clausum 
 claudere, clausum 
 agere, actum 
 alere, aUtum 
 alere, aUtum 
 alere, alitum 
 facere, factum 
 emere, emptum 
 arcere 
 arcere 
 arcere 
 arcere 
 
 jmce 
 
 juice 
 
 dear 
 
 fowl 
 
 child 
 
 cool 
 
 she-goat 
 
 bile 
 
 anoint 
 
 anoint 
 
 color 
 
 time 
 
 move 
 
 ashes 
 
 ring 
 
 go 
 
 go 
 
 ring 
 
 ring 
 
 go 
 
 cut 
 
 bear 
 
 round 
 
 He 
 
 speak 
 
 write 
 
 see 
 
 stand 
 
 stand 
 
 rampart 
 
 come 
 
 rouse 
 
 citizen 
 
 citizen 
 
 citizen 
 
 citizen 
 
 cry 
 
 cry 
 
 secretly 
 
 clear 
 
 class 
 
 class 
 
 key 
 
 split 
 
 mild 
 
 lean 
 
 shut 
 
 shut 
 
 do 
 
 nourish 
 
 nourish 
 
 nourish 
 
 make 
 
 buy 
 
 keep 
 
 keep 
 
 keep 
 
 keep 
 
316 
 
 THE SYSTEM METHOD. 
 
 CO etaae ous 
 
 ^ aetas, aetatis : 
 
 age 
 
 CO ev a] 
 
 ^ aio7i 
 
 age 
 
 CO ex ist 
 
 stare, statum : 
 
 stand 
 
 CO ex tend 
 
 tendere, tensum or tentum : 
 
 stretch 
 
 CO g ency 
 
 agere, actum : 
 
 do 
 
 CO g ent 
 
 agere, actum : 
 
 do 
 
 CO git ate 
 
 agere, actum : 
 
 do 
 
 CO hes ive 
 
 haerere, haesum : 
 
 stick 
 
 CO in cide 
 
 cadere, casum : 
 
 fall 
 
 CO in cid ence 
 
 cadere, casum 
 
 faU 
 
 col lapse 
 
 labi, lapsus 
 
 slide 
 
 col later al 
 
 ilatus, lateris 
 
 side 
 
 col lat ion 
 
 latus, lateris : 
 
 side 
 
 col league 
 
 legere, lectum 
 
 gather 
 
 col lect 
 
 legere, lectum 
 
 gather 
 
 coll et 
 
 1 coUum, colli 
 
 neck 
 
 col lide 
 
 laedere, laesum 
 
 strike 
 
 col loqu y 
 
 loqui, locutus 
 
 speak 
 
 colon 1st 
 
 colere, colitum 
 
 tiU 
 
 colon y 
 
 colere, colitum 
 
 tiU 
 
 com bine 
 
 ^ binus, bini 
 
 double 
 
 com fort 
 
 2 fortis, fortis 
 
 strong 
 
 com ic 
 
 1 komos 
 
 festival 
 
 com mand 
 
 mandare, mandatum 
 
 bid 
 
 com memor ate 
 
 2 memo)-, memoris 
 
 mindful 
 
 com mend able 
 
 mandare, mandatum 
 
 bid 
 
 com merce 
 
 ^merx, mercis 
 
 goods 
 
 com min ut ion 
 
 ^ minor, minoris 
 
 less 
 
 com miser ate 
 
 ^ miser, miseri 
 
 : wretched 
 
 com missa ry 
 
 mittere, missum 
 
 : send 
 
 com miss ion 
 
 . mittere, missum 
 
 : send 
 
 com mitt ee 
 
 mittere, missum 
 
 : send 
 
 com modi ous 
 
 1 modus, modi 
 
 : measure 
 
 com modi ty 
 
 modus, modi 
 
 : measure 
 
 com mon 
 
 ^ munus, muneris 
 
 work 
 
 com mot ion 
 
 movere, motum 
 
 : move 
 
 com munic at ion 
 
 1 munus, muneris 
 
 : work 
 
 com mun ion 
 
 munus, muneris 
 
 ; work 
 
 com muni ty 
 
 munus, muneris 
 
 : work 
 
 com mute 
 
 mutare, mutatum 
 
 : change 
 
 com pact 
 
 pangere, pactum 
 
 : fix 
 
 com pan Ion able 
 
 ^panis, panis 
 
 : bread 
 
 com pan y 
 
 l^anis, panis 
 
 : bread 
 
 com par at ive 
 
 ^ par, paris 
 
 : equal 
 
 com pare 
 
 pai-, paris 
 
 : equal 
 
 com pass ion ate 
 
 patl, passus 
 
 : sufEer 
 
 com pat ibili ty 
 
 pati, passus 
 
 : sufEer 
 
 com pat ible 
 
 pati, passus 
 
 : sufEer 
 
 com patriot 
 
 ^ pater, patris 
 
 : father 
 
 com pel 
 
 pellere, pulsum 
 
 : di'ive 
 
 com pendi ous 
 
 pendere, pensum 
 
 : weigh 
 
 com pens ate 
 
 pendere, pensum 
 
 : weigh 
 
 com pet ency 
 
 petere, petitum 
 
 : seek 
 
 com pet ent 
 
 petere, petitum 
 
 : seek 
 
 com pet it ion 
 
 petere, petitum 
 
 : seek 
 
 com pile 
 
 ^pilus, piU 
 
 : hair 
 
 com plain ant 
 
 plangere, planctum 
 
 : beat 
 
 com pie ment 
 
 plere, pletum 
 
 • fill 
 
WORK-BOOK OF ETYMOLOGY. 
 
 317 
 
 com plex ion 
 
 plectere, plexum 
 
 braid 
 
 com plic at ive 
 
 plicare, plicatum 
 
 ; fold 
 
 com pliei ty 
 
 plicare, plicatum 
 
 : fold 
 
 com pli ment 
 
 plere, x^letum 
 
 : fiU 
 
 com pos ite 
 
 ponere, positum 
 
 : place 
 
 com pos ure 
 
 ponere, positum 
 
 ; place 
 
 com pos it ion 
 
 ponere, positum 
 
 place 
 
 com pound 
 
 ponere, positum 
 
 : place 
 
 com prehend 
 
 prehendere, prehensum 
 
 : seize 
 
 com prehens ion 
 
 prehendere, prehensum 
 
 : seize 
 
 com press ible 
 
 premere, pressum 
 
 : press 
 
 com prise 
 
 prehendere, prehensum 
 
 : seize 
 
 com pro mise 
 
 mittere, missum 
 
 : send 
 
 com pul so ry 
 
 peUere, pulsum 
 
 : drive 
 
 com punct ion 
 
 pungere, punctum 
 
 : prick 
 
 con eaten ate 
 
 1 catena, catenae 
 
 : chain 
 
 con ceal ment 
 
 celare, celatum 
 
 : cover 
 
 con cede 
 
 cedere, cessum 
 
 : go 
 
 con ceit ed 
 
 capere, captum 
 
 take 
 
 con ceive 
 
 capere, captum 
 
 take 
 
 con eentr ate 
 
 ^ kentron 
 
 point 
 
 con centr ic 
 
 kentron 
 
 : point 
 
 con centr ici ty 
 
 kentron 
 
 : point 
 
 con cept ion 
 
 capere, captum 
 
 : take 
 
 con ceptu al ism 
 
 capere, captum 
 
 take 
 
 con cern 
 
 cernere, cretum 
 
 : sift 
 
 con cert 
 
 certare, certatum 
 
 strive 
 
 con cess ion 
 
 cedere, cessum 
 
 • go 
 
 con cili at ion 
 
 cedere, cessum 
 
 go 
 
 con cili ato ry 
 
 cedere, cessum 
 
 go 
 
 con cise 
 
 caedere, caesum 
 
 cut 
 
 con clave 
 
 I clavis, clavis 
 
 key 
 
 con elude 
 
 claudere, clausum 
 
 shut 
 
 con clus ion 
 
 claudere, clausum 
 
 shut 
 
 con clus ive 
 
 claudere, clausum 
 
 shut 
 
 con coct 
 
 coquere, coctum 
 
 cook 
 
 con coct ion 
 
 coquere, coctum 
 
 cook 
 
 con com it ant 
 
 ire, itum 
 
 go 
 
 con cord ance 
 
 ^ cor, cordis 
 
 heart 
 
 con course 
 
 currere, cursum 
 
 run 
 
 con Crete 
 
 crescere, cretiun 
 
 grow 
 
 con cur 
 
 currere, cursum 
 
 run 
 
 con cuss ion 
 
 quatere, quassum 
 
 shake 
 
 con demn 
 
 damnare, damnatum 
 
 doom 
 
 con dens at ion 
 
 ^ densus, densi : 
 
 thick 
 
 con dense 
 
 densus, densi 
 
 thick 
 
 con de scend 
 
 scandere, scansum 
 
 climb 
 
 con dign 
 
 2 dignus, digni 
 
 worthy 
 
 con dit ion 
 
 dare, datum 
 
 give 
 
 con dole 
 
 dolere, dolitum 
 
 howl 
 
 con duce 
 
 ducere, ductum 
 
 lead 
 
 con duct or 
 
 ducere, ductum : 
 
 lead 
 
 con dult 
 
 ducere, ductum : 
 
 lead 
 
 con feet ion er y 
 
 facere, factum : 
 
 make 
 
 con feder acy 
 
 1 foedus, foederis : 
 
 league 
 
 con feder ate 
 
 foedus, foederis : 
 
 league 
 
 con fer ence 
 
 ferre, latum : 
 
 bear 
 
 con fess 
 
 fateri, fassus : 
 
 own 
 
!18 
 
 THE SYSTEM METHOD. 
 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 con 
 
 fid ence 
 
 fid enti al 
 
 fine ment 
 
 firm at ion 
 
 fisc ate 
 
 flagr at ion 
 
 flict 
 
 flu ence 
 
 formi ty 
 
 found 
 
 front 
 
 fus ion 
 
 fut at ion 
 
 fute 
 
 geal 
 
 gell at ion 
 
 geni al 
 
 gratul ate 
 
 greg at ion 
 
 greg at ion al ist 
 
 gru ent 
 ic 
 
 ject ure 
 jug al 
 jug ate 
 junct ure 
 jure 
 nate 
 nect 
 
 nect ion 
 quer or 
 quest 
 
 sanguini ty 
 Bci ence 
 sci enti ous 
 sci ous ness 
 script ion 
 seer ate 
 secut ive 
 sequ ence 
 sider at ion 
 sign ment 
 sign ee 
 sign or 
 sist 
 
 sol at ion 
 sole 
 
 solid ate 
 eon ant 
 sort 
 
 spicu ous 
 spir acy 
 st ant 
 stell at ion 
 stern at ion 
 stip ate 
 stitu ent 
 
 ^ fides, fidei 
 
 fides, fidei 
 ^ finis, finis 
 ^ firmus, firmi 
 ^ fiscus, flsci 
 
 flagrare, flagratura 
 
 iligere, flictum 
 
 fluere, fluxum 
 
 1 forma, f ormae 
 fundere, fusum 
 
 ^ frons, frontis 
 fundere, fusum 
 futare, futatum 
 futare, futatum 
 
 ^ gelu, gelus 
 gelu, gelus 
 gignere, genitum 
 
 2 gratus, grati 
 ^ grex, gregis 
 
 grex, gregis 
 gradi, gressus 
 gruere (obsolete) 
 
 ^ konos 
 jacere, jactum 
 jungere, junctum 
 jungere, junctum 
 jungere, junctum 
 
 ijus, juris 
 nasci, natus 
 nectere, nexum 
 nectere, nexum 
 quaerere, quaesitum 
 quaerere, quaesitum 
 
 ^ sanguis, sanguinis 
 scire, scitum 
 scire, scitum 
 scire, scitum 
 scribere, scriptum 
 
 2 sacer, sacris 
 sequi, secutus 
 sequi, secutus 
 sedere, sessum 
 
 1 signum, signi 
 signum, signi 
 signum, signi 
 stare, statum 
 solari, solatus 
 solari, solatus 
 
 ^ solidus, solidi 
 sonare, sonitum 
 
 ^ sors, sortis 
 specere, spectum 
 spirare, spiratum 
 stare, statum 
 
 1 Stella, stellae 
 sternere, stratum 
 stipare, stipatum 
 stare, statum 
 
 faith 
 faith 
 end 
 fast 
 basket 
 burn 
 strike 
 flow 
 form 
 pour 
 brow- 
 pour 
 cool 
 cool 
 cold 
 cold 
 beget 
 pleasing 
 flock 
 flock 
 step 
 grow 
 point 
 throw 
 yoke 
 yoke 
 yoke 
 law 
 
 be born 
 tie 
 tie 
 seek 
 seek 
 blood 
 know 
 know 
 know 
 write 
 holy 
 follow 
 follow 
 sit 
 
 mark 
 mark 
 mark 
 stand 
 soothe 
 soothe 
 firm 
 sound 
 lot 
 see 
 
 breathe 
 stand 
 star 
 spread 
 crowd 
 stand 
 
WORK-BOOK OF ETYMOLOGY. 
 
 319 
 
 con stit ut ion 
 
 stare, statum 
 
 
 
 : stand 
 
 con strain 
 
 stringere, strictum 
 
 
 : strain 
 
 con strict 
 
 stringere, strictum 
 
 
 : strain 
 
 con struct ion 
 
 struere, structum 
 
 
 : pile 
 
 con su mpt ion 
 
 emere, emptum 
 
 
 
 : buy 
 
 con tact 
 
 tangere, tactum 
 
 
 
 : toucb 
 
 con tag ion 
 
 tangere, tactum 
 
 
 
 : touch 
 
 con taiu 
 
 tendere, tensum 
 
 or 
 
 tentum 
 
 : stretch 
 
 con tempi at ive 
 
 temneiri 
 
 
 
 : cut off 
 
 con tempora ry 
 
 temnein 
 
 
 
 : cut off 
 
 con tempt ible 
 
 temnere, temptum 
 
 
 : slight 
 
 con temptu ous 
 
 temnere, temptum 
 
 
 : slight 
 
 con tend 
 
 tendere, tensum 
 
 or 
 
 tentum 
 
 : stretch 
 
 con tent 
 
 tendere, tensum 
 
 or 
 
 tentum 
 
 : stretch 
 
 con tent ion 
 
 tendere, tensum 
 
 or 
 
 tentum 
 
 : stretch 
 
 con termin ous 
 
 1 terma 
 
 
 
 : hmit 
 
 con test 
 
 ^ testis, testis 
 
 
 
 : witness 
 
 con text 
 
 texere, textum 
 
 
 
 : weave 
 
 con tigu ous 
 
 tangere, tactum 
 
 
 
 touch 
 
 con tigui ty 
 
 tangere, tactum 
 
 
 
 touch 
 
 con tin ent 
 
 tendere, tensum 
 
 or 
 
 tentum 
 
 stretch 
 
 con tin ent al 
 
 tendere, tensum 
 
 or 
 
 tentum 
 
 . stretch 
 
 con ting ent 
 
 tangere, tactum 
 
 
 
 touch 
 
 con tiuu al 
 
 tendere, tensum 
 
 or 
 
 tentum 
 
 stretch 
 
 con tinui ty 
 
 tendere, tensum 
 
 or 
 
 tentum 
 
 stretch 
 
 con tort ion 
 
 torquere, torsum 
 
 
 
 twist 
 
 con tract ion 
 
 trabere, tractum 
 
 
 
 draw 
 
 contra diet 
 
 dicere, dictum 
 
 
 
 speak 
 
 contra diet ion 
 
 dicere, dictum 
 
 
 
 speak 
 
 contra veue 
 
 venire, ventum 
 
 
 
 come 
 
 con trib ute 
 
 tribuere, tributum 
 
 
 grant 
 
 con trit Ion 
 
 terere, tritum 
 
 
 
 rub 
 
 contro vers y 
 
 vertere, versum 
 
 
 
 turn 
 
 contro vert 
 
 vertere, versum 
 
 
 
 turn 
 
 con turn acy 
 
 tumere 
 
 
 
 swell 
 
 con tumel y 
 
 tumere 
 
 
 
 swell 
 
 con tus ion 
 
 tudere, tusum 
 
 
 
 beat 
 
 con valesc ence 
 
 valere, valitura 
 
 
 
 be strong 
 
 con valesc ent 
 
 valere, valitum 
 
 
 
 be strong 
 
 con vene 
 
 venire, ventum 
 
 
 
 come 
 
 con veni ence 
 
 venire, ventum 
 
 
 
 come 
 
 con veni ent 
 
 venire, ventum 
 
 
 
 come 
 
 con venti cle 
 
 venire, ventum 
 
 
 
 come 
 
 con vent ion 
 
 venire, ventum 
 
 
 
 come 
 
 con verge 
 
 vergere, versum 
 
 
 
 bend 
 
 con vers at ion 
 
 vertere, versum 
 
 
 
 turn 
 
 con verse 
 
 vertere, versum 
 
 
 
 turn 
 
 con vex 
 
 vehere, vectum 
 
 
 
 carry 
 
 con vexi ty 
 
 vehere, vectum 
 
 
 
 carry 
 
 con vey 
 
 ^ via, viae 
 
 
 
 way 
 
 con vey ance 
 
 via, vaie 
 
 
 
 way 
 
 con Vict ion 
 
 Tincere, victum 
 
 
 
 conquer 
 
 con vince 
 
 vincere, victum 
 
 
 
 conquer 
 
 eon vivi al 
 
 vivere, victum 
 
 
 
 live 
 
 con voc at ion 
 
 vocare, vocatum 
 
 
 
 call 
 
 con voke 
 
 vocare, vocatum 
 
 
 
 call 
 
 con vuls ion 
 
 vellere, vulsum 
 
 
 
 pluck 
 
 cool isb 
 
 2 COL 
 
 
 
 cool 
 
320 
 
 THE SYSTEM METHOD. 
 
 CO oper ate 
 CO ordin ate 
 cord age / 
 cordi al 
 cordi ali ty 
 corou at ion 
 coron er 
 coron et 
 corpor al 
 corpor at ion 
 corpore al 
 corpul ency 
 corpul ent 
 corpus cle 
 cor rect ion 
 cor re spond 
 cor robor at ive 
 cor rupt 
 cors et 
 cortic ose 
 cosmet ic 
 coun ten ance 
 counter act 
 cour age 
 cour age ous 
 CO ven ant 
 ere at or 
 ere at ure 
 cred ence 
 cred enti al 
 cred ibili ty 
 cred ible 
 cred it 
 credul ous 
 cresc ent 
 crimin ali ty 
 cripp le 
 criter ion 
 crit ic ise 
 crit ic ism 
 cross wise 
 cruci al 
 cruc ible 
 cru el 
 crystall ine 
 crystall ize 
 culp able 
 cultiv ate 
 cultiv at ion 
 cumul at ive 
 cur able 
 cur ate 
 curi ous 
 curr ency 
 curr ent 
 curso ry 
 custod y 
 cutane ous 
 
 ^ opus, operis 
 1 ordo, ordinis 
 ^ chorde 
 ^ cor, cordis 
 
 cor, cordis 
 ^ koronos 
 
 koronos 
 
 koronos 
 1 corpus, corporis 
 
 corpus, corporis 
 
 corpus, corporis 
 
 corpus, corporis 
 
 corpus, corporis 
 
 corpus, corporis 
 
 regere, rectum 
 
 spondere, sponsum 
 ^ robur, roboris 
 
 rumpere, ruptum 
 ^ corpus, corporis 
 1 cortex, corticis 
 ■•■ kosmos 
 
 tendere, tensum or tentum 
 
 agere, actum 
 1 cor, cordis 
 
 cor, cordis 
 
 venire, ventum 
 
 creare, creatum 
 
 creare, creatum 
 
 credere, creditum 
 
 credere, creditum 
 
 credere, creditum 
 
 credere, creditum 
 
 credere, creditum 
 
 credere, creditum 
 
 crescere, cretum 
 ■^ crimen, criminis 
 
 CREOPAN 
 
 krinein 
 
 krinein 
 
 krinein 
 ^ cruz, crucis 
 
 crux, crucis 
 
 crux, crucis 
 ^ cruor, cruoris 
 ^ kryos 
 
 kryos 
 ^ culpa, culpae 
 
 colere, cultum 
 
 colere, cultum 
 ^ cumulus, cumuli 
 1 cura, curae 
 
 cura, curae 
 
 cura, curae 
 
 currere, cursum 
 
 currere, cursum 
 
 currere, cursum 
 1 custos, custodis 
 ^ cutis, cutis 
 
 "work 
 
 order 
 
 string 
 
 heart 
 
 heart 
 
 curved 
 
 curved 
 
 curved 
 
 body 
 
 body 
 
 body 
 
 body 
 
 body 
 
 body 
 
 rule 
 
 promise 
 
 oak 
 
 burst 
 
 body 
 
 bark 
 
 order 
 
 stretch 
 
 do 
 
 heart 
 
 heart 
 
 come 
 
 form 
 
 form 
 
 believe 
 
 believe 
 
 believe 
 
 believe 
 
 believe 
 
 believe 
 
 grow 
 
 crime 
 
 creep 
 
 separate 
 
 separate 
 
 separate 
 
 cross 
 
 cross 
 
 cross 
 
 blood 
 
 frost 
 
 frost 
 
 fault 
 
 till 
 
 tm 
 
 heap 
 
 care 
 
 care 
 
 care 
 
 run 
 
 run 
 
 run 
 
 guard 
 
 skin 
 
WOBK-BOOK OF ETYMOLOGY. 
 
 321 
 
 cylind er 
 cyn ic 
 
 Dam age 
 damn at ion 
 dark ling 
 dark some 
 dar ling 
 dast ard 
 daunt less 
 daw n 
 dazz le 
 dea con 
 dea con ry 
 dea d en 
 deaf en 
 de base 
 de base ment 
 de bent ure 
 debllit ate 
 debili ty 
 deb it 
 debt or 
 de cad ence 
 de capit ate 
 de cay 
 de cease 
 decenc y 
 de cide 
 de cidu ous 
 decim al 
 decim at ion 
 de cis ion 
 de cis ive 
 de clam at ion 
 de clar at ion 
 de clin at ion 
 de cline 
 de clivi ty 
 de coct ion 
 de com pose 
 decor ate 
 decor at ive 
 de crease 
 de ere ed 
 de crepi tude 
 de die ate 
 de duce 
 dee d 
 de face 
 
 de fam ato ry 
 de fame 
 de feat 
 de feet ion 
 de feet ive 
 de fend ant 
 de fense less 
 de fens ive 
 de fer ence 
 
 kylidn 
 ^kyon 
 
 damnare, damnatum 
 damnare, damnatum 
 
 ^DEARG 
 
 DEAKC 
 ^ DEORE 
 
 DASTRIGAN 
 
 domare, domitum 
 
 ^DAEG 
 ^DWAES 
 
 diekein 
 diekein 
 
 DOAN 
 ,^ DEAF 
 
 BAAS 
 
 debere, debitum 
 
 ^ debilis, debilis 
 debilis, debilis 
 debere, debitum 
 debere, debitum 
 cadere, casum 
 
 ^ caput, capitis 
 cadere, casum 
 cedere, cessum 
 decere 
 
 caedere, ceasum 
 cadere, casum 
 
 ^ decern 
 decem 
 
 caedere, caesum 
 caedere, caesum 
 clamare, clamatum 
 
 ^ clarus, clari 
 klindn 
 klinein 
 
 1 clivus, clivi 
 coquere, coctum 
 ponere, positum 
 
 ^ decor, decoris 
 decor, decoris 
 crescere, cretum 
 cernere, cretum 
 crepare, crepitum 
 dicere, dictum 
 ducere, ductum 
 
 DON 
 
 ^ facies, faciei 
 
 ^ fama, f amae 
 fama, famae 
 facere, factum 
 facere, factum 
 facere, factum 
 fendere, fensum 
 fendere, fensum 
 fendere, fensum 
 ferre, latum 
 
 roU 
 dog 
 
 doom 
 
 doom 
 
 dark 
 
 dark 
 
 dear 
 
 fi-igbten 
 
 tame 
 
 day 
 
 stupid 
 
 run 
 
 run 
 
 die 
 
 deaf 
 
 low 
 
 low 
 
 owe 
 
 weak 
 
 weak 
 
 owe 
 
 owe 
 
 faU 
 
 head 
 
 fall 
 
 go 
 
 be fitting 
 
 cut 
 
 faU 
 
 ten 
 
 ten 
 
 cut 
 
 cut 
 
 cry 
 
 clear 
 
 lean 
 
 lean 
 
 hiU 
 
 cook 
 
 place 
 
 beauty 
 
 beauty 
 
 grow 
 
 sift 
 
 rattle 
 
 speak 
 
 lead 
 
 do 
 
 face 
 
 report 
 
 report 
 
 make 
 
 make 
 
 make 
 
 fence 
 
 fence 
 
 fence 
 
 bear 
 
 21 
 
322 
 
 THE SYSTEM METHOD. 
 
 de fin ite 
 
 1 finis, finis : 
 
 end 
 
 de fin it ion 
 
 finis, finis ; 
 
 end 
 
 de fleet 
 
 flectere, flexnm : 
 
 bend 
 
 de form 
 
 1 forma, formae : 
 
 form 
 
 de formi ty 
 
 forma, formae 
 
 form 
 
 de fraud 
 
 ^ fraus, fraudis 
 
 fraud 
 
 de gener acy 
 
 gignere, genitum : 
 
 beget 
 
 de grad at ion 
 
 gradi, gressus 
 
 step 
 
 de grade 
 
 gradi, gressus 
 
 step 
 
 de ism 
 
 ^ deus, dei : 
 
 god 
 
 de ist 
 
 deus, dei 
 
 god 
 
 del ty 
 
 deus, dei 
 
 god 
 
 de ject ion 
 
 jacere, j actum 
 
 throw 
 
 de leg ate 
 
 legere, lectum : 
 
 choose 
 
 deleteri ous 
 
 delere, deletum 
 
 blot out 
 
 de liber at ion 
 
 ^ libra, librae 
 
 balance 
 
 de line ate 
 
 1 linea, lineae : 
 
 line 
 
 de linqu ency 
 
 linquere, lictum 
 
 leave 
 
 de lude 
 
 ludere, lusum 
 
 play 
 
 de lus ion 
 
 ludere, lusum 
 
 play 
 
 de mand 
 
 mandare, mandatum 
 
 bid 
 
 de mesmer ize 
 
 ^ Mesmer * 
 
 Mesmer 
 
 de mol ish 
 
 ^ moles, molis 
 
 mass 
 
 de mol it ion 
 
 moles, molis 
 
 mass 
 
 demoni ae 
 
 ^ daimon 
 
 divinity 
 
 de monstr ate 
 
 monstrare, monstratum 
 
 show 
 
 de mor al iz at ion 
 
 ^ mos, moris 
 
 manner 
 
 de mor al ize 
 
 mos, moris 
 
 manner 
 
 demot ic 
 
 ^ demon 
 
 people 
 
 de mur 
 
 ^ mora, morae 
 
 delay 
 
 de murr age 
 
 mora, morae 
 
 delay 
 
 de n i al 
 
 aio 
 
 say 
 
 de nomin at ion 
 
 1 nomen, nominis 
 
 name 
 
 de note 
 
 1 nota, notae 
 
 mark 
 
 de nounce 
 
 ^ nuncius, nuncii 
 
 messenger 
 
 densi ty 
 
 ^ densus, densi 
 
 thick 
 
 dent al 
 
 ^ dens, dentis 
 
 tooth 
 
 denti cle 
 
 dens, dentis 
 
 tooth 
 
 dent ist 
 
 dens, dentis 
 
 tooth 
 
 de nud at ion 
 
 2 nudus, nudi 
 
 bare 
 
 de nude 
 
 nudus, nudi 
 
 bare 
 
 de nunci at ion 
 
 ^ nuncius, nuncii 
 
 messenger 
 
 de n y 
 
 aio 
 
 say 
 
 de odor ize 
 
 ^ odor, odoris 
 
 scent 
 
 de part 
 
 1 pars, partis 
 
 part 
 
 de part ure 
 
 pars, partis 
 
 part 
 
 de pict 
 
 pingere, pictum 
 
 paint 
 
 de plor able 
 
 plorare, ploratum 
 
 wail 
 
 de popul ate 
 
 1 populus, populi 
 
 people 
 
 de pos it ion 
 
 ponere, positum 
 
 place 
 
 de pravi ty 
 
 2 pravus, pravi 
 
 crooked 
 
 de preci ate 
 
 1 pretium, pretii 
 
 price 
 
 de pred at ion 
 
 1 praeda, praedae 
 
 plunder 
 
 de pred at or 
 
 praeda, praedae 
 
 plunder 
 
 de press 
 
 premere, pressum 
 
 press 
 
 de prive 
 
 ' privus, privi 
 
 single 
 
 de put at ion 
 
 putare, putatum 
 
 : think 
 
 de put y 
 
 putare, putatum 
 
 : think 
 
WORK-BOOK OF ETYMOLOGY. 
 
 523 
 
 de ride 
 
 ridere, risum 
 
 laugh 
 
 de ris ion 
 
 ridere, risum 
 
 laugh 
 
 de riv at ion 
 
 ^ rivus, rivi 
 
 bank 
 
 de rive 
 
 rivus, rivi 
 
 bank 
 
 de rog ato ry 
 
 rogare, rogatum 
 
 ask 
 
 des cant 
 
 canere, cantum 
 
 sing 
 
 de scend ant 
 
 scandere, scansum 
 
 climb 
 
 de scribe 
 
 scribere, scriptum 
 
 WTite 
 
 de script ion 
 
 scribere, scriptum 
 
 ■n-rite 
 
 de seer ate 
 
 2 sacer, sacris 
 
 holy 
 
 de sert 
 
 serere, sertum 
 
 bind 
 
 de sign 
 
 1 signum, signi 
 
 : mark 
 
 de sign ate 
 
 signum, signi 
 
 mark 
 
 desir ous 
 
 desiderare, desideratum 
 
 wish 
 
 de sol ate 
 
 2 solus, soli 
 
 alone 
 
 de spair 
 
 sperare, speratum 
 
 . hope 
 
 de sper at ion 
 
 sperare, speratum 
 
 hope 
 
 de spic able 
 
 specere, spectum 
 
 see 
 
 de spond ency 
 
 spondere, sponsum 
 
 promise 
 
 despot ic 
 
 1 despotes 
 
 lord 
 
 de stit ute 
 
 stare, statum 
 
 stand 
 
 de struct ion 
 
 struere, structum 
 
 pile 
 
 de sulto ry 
 
 salire, saltum 
 
 leap 
 
 de tain 
 
 tendere, ten sum or tentum 
 
 stretch 
 
 de tect 
 
 tegere, tectum 
 
 cover 
 
 de tent ion 
 
 tendere, tensum or tentum 
 
 stretch 
 
 de ter 
 
 terrere, territum 
 
 fi'ighten 
 
 deterior at ion 
 
 2 deterior, deterioris 
 
 worse 
 
 de termin at ion 
 
 1 terma 
 
 limit 
 
 de termine 
 
 terma 
 
 limit 
 
 de test 
 
 1 testis, testis ; 
 
 witness 
 
 de tract ion 
 
 trahere, tractum 
 
 draw 
 
 de tri ment al 
 
 terere, tritum 
 
 rub 
 
 de velop ment 
 
 velle 
 
 wish 
 
 de vi at ion 
 
 1 via, viae 
 
 way 
 
 de vil ish 
 
 ballei7i 
 
 throw 
 
 de volve 
 
 volvere, volutum 
 
 roU 
 
 de vot ee 
 
 vovere, votum 
 
 vow 
 
 de vot ion 
 
 vovere, Totum 
 
 vow 
 
 de vour 
 
 vorrare, voratum 
 
 swallow 
 
 de Tout 
 
 vovere, votum 
 
 TOW 
 
 dexteri ty 
 
 2 dexios 
 
 right 
 
 dex ter ous 
 
 dexios 
 
 right 
 
 dia bol ic al 
 
 iallein 
 
 throw 
 
 di acoust ics 
 
 akouein 
 
 hear 
 
 dia crit ic al 
 
 krinein 
 
 separate 
 
 di aeresis 
 
 airein 
 
 : take 
 
 dia gon al 
 
 1 gonia 
 
 angle 
 
 dia gram 
 
 graplieiit 
 
 write 
 
 di al 
 
 1 dies, diei 
 
 : day 
 
 dia log ist 
 
 legein 
 
 speak 
 
 dia logue 
 
 legein 
 
 speak 
 
 dia lysis 
 
 luein 
 
 loose 
 
 dia meter 
 
 1 metron 
 
 measure 
 
 dia ptian ous 
 
 phainein 
 
 show 
 
 dia rrhea 
 
 rhein 
 
 : flow 
 
 dia ry 
 
 1 dies, diei 
 
 : day 
 
 diet ate 
 
 dicere, dictum 
 
 speak 
 
324 
 
 THE' SYSTEM METHOD. 
 
 diet at ori al 
 
 diet ion 
 
 diet iona ry 
 
 didaet ic 
 
 dietet ic 
 
 dil fer ent 
 
 dif ler enti al 
 
 dif ficult 
 
 dif ficult y 
 
 dif fid ence 
 
 dif fuse 
 
 digni fy 
 
 digni ty 
 
 di graph 
 
 di lapid at ion 
 
 dl lat ion 
 
 di lato ry 
 
 di lemma 
 
 di lig ence 
 
 di lute 
 
 di mens ion 
 
 dl min ish 
 
 di min ut ive 
 
 di ocese 
 
 di optr ics 
 
 di Oram ic 
 
 di phthong 
 
 diplomat ist 
 
 di rect ion 
 
 di reet or 
 
 di rupt ion 
 
 dis abili ty 
 
 dis ap point 
 
 dis aster 
 
 dis cern ible 
 
 discipl ine 
 
 dis claim 
 
 dis color at ion 
 
 dis con cert 
 
 dis con nect 
 
 dis con sol ate 
 
 dis CO unt 
 
 dis coui" age ment 
 
 dis CO ver y 
 
 dis creet 
 
 dis crep ancy 
 
 dis cret ion 
 
 dis crimin at ion 
 
 dis curs ion 
 
 dis cuss 
 
 dis cuss ion 
 
 dis dain 
 
 dis em barrass ment 
 
 dis em bow el 
 
 dis grace 
 
 dis gust 
 
 dis gust ing 
 
 dis honest y 
 
 dicere, dictum 
 
 dicere, dictum 
 
 dicere, dictum 
 
 diclaakein 
 1 diaita 
 
 ferre, latum 
 
 ferre, latum 
 ^ facilis, facilis 
 
 facihs, facilis 
 1 fides, fidei 
 
 fundere, fusum 
 ^ dignus, digni 
 
 dignus, digni 
 
 graphein 
 1 lapis, lapidis 
 ^ latus, lati 
 
 ferre, latum 
 
 lambanem 
 
 legere, lectum 
 
 lavare, lotum 
 
 metire, mensus 
 
 minuere, minutum 
 
 minuere, minutum 
 ^ oikos 
 
 op 
 
 op 
 
 2 diploos 
 regere, rectum 
 regere, rectum 
 rumpere, ruptum 
 habere, habitum 
 pungere, punctum 
 
 * aster 
 cernere, cretum 
 discere 
 clamare, clamatum 
 
 ^ color, coloris 
 certare, certatxim 
 nectere, nexum 
 solari, solatus 
 putare, putatum 
 
 ^ cor, cordis 
 operire, opertimi 
 cernere, cretum 
 crepare, crepitum 
 cernere, cretum 
 cernere, cretum 
 currere, cursum 
 quartere, quassum 
 quartere, quassum 
 
 ^ dignus, digni 
 
 1 barra, barrae 
 
 1 botulus, botuli 
 
 ^ gratus, grati 
 gustare, gustatum 
 gustare, gustatum 
 
 1 honor, honoris 
 
 speak 
 
 speak 
 
 teach 
 
 food 
 
 bear 
 
 bear 
 
 faith 
 
 pour 
 
 worthy 
 
 worthy 
 
 write 
 
 stone 
 
 broad 
 
 bear 
 
 take 
 
 choose 
 
 wash 
 
 measure 
 
 lessen 
 
 lessen 
 
 house 
 
 see 
 
 see 
 
 sound 
 
 double 
 
 rule 
 
 rule 
 
 break 
 
 have 
 
 prick 
 
 star 
 
 sift I 
 
 learn 
 
 cry 
 
 color 
 
 strive 
 
 knit 
 
 soothe 
 
 think 
 
 heart 
 
 cover 
 
 sift 
 
 rattle 
 
 sift 
 
 sift 
 
 run 
 
 shake 
 
 shake 
 
 worthy 
 
 bar 
 
 intestine 
 
 pleasing 
 
 taste 
 
 taste 
 
 honor 
 
WOEK-BOOK OF ETYMOLOGY. 
 
 325 
 
 dis honor able 
 
 honor, honoris 
 
 dis in her it 
 
 1 haeres, haeredis 
 
 dis integr ate 
 
 ^ integer, integri 
 
 dis mount 
 
 1 mons, montis 
 
 dis organ ize 
 
 1 organon 
 
 dis par age ment 
 
 ^ par, paris 
 
 dis pari ty 
 
 par, paris 
 
 dis pass ion ate 
 
 pati, passus 
 
 dis pel 
 
 pellere, pulsum 
 
 dis pens at ion 
 
 pendere, pensura 
 
 di sperse 
 
 spargere, sparsum 
 
 dis play 
 
 plicare, plicatum 
 
 dis please 
 
 placere, placitum 
 
 dis pos it ion 
 
 ponere, positum 
 
 dis prove 
 
 PKOFIAN 
 
 dis put at ion 
 
 l^utare, putatum 
 
 dis re spect 
 
 specere, spectum 
 
 dis rupt ion 
 
 rumpere, ruptum 
 
 dis satis fied 
 
 3 satis 
 
 dis sem ble 
 
 ^ similis, similis 
 
 dis semin at ion 
 
 1 semen, seminis 
 
 dis sent 
 
 sentire, sensum 
 
 dis sert at ion 
 
 serere, sertum 
 
 dis simul at ion 
 
 2 similis, similis 
 
 dis sol ute 
 
 solvere, solutum 
 
 dis suade 
 
 suadere, suasum 
 
 dis suas ion 
 
 suadere, suasum 
 
 dis suas ive 
 
 suadere, suasum 
 
 dis syl la ble 
 
 lanibanein 
 
 di st ance 
 
 stare, statum 
 
 di st ant 
 
 stare, statum 
 
 di stich 
 
 1 stichos 
 
 di stille ry 
 
 1 stiUa, stillae 
 
 di stiuct ion 
 
 stingTiere, stinctum 
 
 di stingu ish 
 
 stinguere, stinctum 
 
 dis tort ion 
 
 torquere, tortum 
 
 dis tract ion 
 
 trahere, tr actum 
 
 dis turb ance 
 
 * turba, turbae 
 
 dis use 
 
 uti, usus 
 
 diurn al 
 
 1 dies, diei 
 
 di verge 
 
 vergere, versum 
 
 di versi fy 
 
 vergere, versum 
 
 di vid ed 
 
 videre (obsolete) 
 
 div in at ion 
 
 2 dios 
 
 div ine 
 
 dios 
 
 div ini ty 
 
 dios 
 
 di vis ibili ty 
 
 videre (obsolete) 
 
 di vis ible 
 
 videre (obsolete) 
 
 di vis or 
 
 videre (obsolete) 
 
 di vorc ible 
 
 vertere, versum 
 
 di vulg ing 
 
 1 vulg-us, vulgi 
 
 doc ile 
 
 docere, doctum 
 
 doc ili ty 
 
 docere, doctum 
 
 doct or 
 
 docere, doctum 
 
 doclr ine 
 
 docere, doctum 
 
 docu ment 
 
 docere, doctum 
 
 dogmat ie 
 
 dokei/i 
 
 dogmat ism 
 
 dokehi 
 
 honor 
 
 heir 
 
 whole 
 
 mountain 
 
 instrument 
 
 equal 
 
 equal 
 
 suffer 
 
 drive 
 
 weigh 
 
 strew 
 
 fold 
 
 please 
 
 place 
 
 prove 
 
 think 
 
 see 
 
 burst 
 
 enough 
 
 hke 
 
 seed 
 
 feel 
 
 bind 
 
 like 
 
 loose 
 
 urge 
 
 urge 
 
 urge 
 
 take 
 
 stand 
 
 stand 
 
 row 
 
 drop 
 
 quench 
 
 quench 
 
 twist 
 
 di'aw 
 
 crowd 
 
 bend 
 
 bend 
 
 part 
 
 godlike 
 
 godlike 
 
 godlike 
 
 part 
 
 part 
 
 part 
 
 turn 
 
 people 
 
 teach 
 
 teach 
 
 teach 
 
 teach 
 
 teach 
 
 think 
 
 think 
 
326 
 
 THE SYSTEM METHOD. 
 
 dole ful 
 domest ic ate 
 domin at ion 
 domin eer 
 domin ion 
 don at ion 
 don or 
 dorm ant 
 dorm ito ry 
 doubl ed 
 doubt ful 
 di-amat ic 
 di'amat ist 
 dramat ize 
 dream t 
 dribb le 
 drif t 
 di'if t ed 
 driv el 
 dropp ing 
 di'ought y 
 di-unk ard 
 dubi ous 
 duct ili ty 
 duell ing 
 duke dom 
 dur able 
 dynam ics 
 
 Eagl et 
 earth y 
 eas y 
 e brie ty 
 e buU it ioD 
 ec centr ic 
 ec centr ic al 
 ec centr ici ty 
 ec clesiast ic al 
 ec lipse 
 ec Upt ic 
 ec logue 
 ec stas y 
 ec stat ic al 
 ecumen ic al 
 edaci ty 
 e dent ate 
 ed ible 
 e diet 
 edi fy 
 e d it or 
 6 due at ion 
 ef fac ed 
 ef feet ible 
 ef femin acy 
 ef fervesc ence 
 ef ficaci ous 
 ef fici ency 
 ef fig y 
 
 dolere, doUtum 
 ^ domus, domi 
 domus, domi 
 domus, domi 
 domus, domi 
 
 1 donum, doui 
 donum, doni 
 dormire, dormitum 
 dormire, dormitum 
 
 ^ duplex, duplicis 
 
 2 duo 
 dran 
 dran 
 dran 
 
 DKOM 
 DKIOPAN 
 DKIF 
 DRIF 
 DKIOPAN 
 DKIOPAN 
 2 DRYGE 
 DRINCAN 
 
 ^duo 
 
 ducere, ductum 
 1 dueUum, duelli 
 
 ducere, ductum 
 ^ durus, duri 
 ■^ dynamis 
 
 1 aquila, aquilae 
 
 1 EORDHE 
 ^EADH 
 
 1 brla, briae 
 1 buUa, bullae 
 ^ kentroii 
 
 kentron 
 
 kentrou 
 
 kalein 
 
 leipein 
 
 leipein 
 
 histanai 
 
 ^ oikos 
 edere, esum 
 
 1 dens, dentis 
 edere, esum 
 dicere, dictum 
 
 1 aedes, aedis 
 dare, datum 
 ducere, ductum 
 
 1 facies, faciei 
 facere, factum 
 
 1 f emina, f eminae 
 fervere 
 
 facere, factum 
 facere, factum 
 fingere. Actum 
 
 howl 
 
 house 
 
 house 
 
 house 
 
 house 
 
 gift 
 
 gift 
 
 sleep 
 
 sleep 
 
 two-fold 
 
 two 
 
 act 
 
 act 
 
 act 
 
 dream 
 
 drip 
 
 drive 
 
 drive 
 
 drip 
 
 di-ip 
 
 dry 
 
 di-ink 
 
 two 
 
 lead 
 
 war 
 
 lead 
 
 hard 
 
 power 
 
 eagle 
 
 earth 
 
 ready 
 
 vat 
 
 bubble 
 
 point 
 
 point 
 
 point 
 
 call 
 
 leave 
 
 leave 
 
 speak 
 
 set 
 
 set 
 
 house 
 
 eat 
 
 tooth 
 
 eat 
 
 speak 
 
 house 
 
 give 
 
 lead 
 
 face 
 
 make 
 
 woman 
 
 boil 
 
 make 
 
 make 
 
 form 
 
WOBK-BOOK OF ETYMOLOGY. 
 
 ?.9^ 
 
 ef floresc ence 
 ef flu ence 
 ef fort 
 ef fulg ence 
 ef fus ion 
 e gregi ous 
 e gress ion 
 e jacul ate 
 e ject 
 e labor ate 
 e lapse 
 elast ici ty 
 e lat ion 
 e lect or ate 
 electr ici ty 
 e leg ancy 
 e legi ac 
 e leg y 
 elementa ry" 
 elephant ine 
 e lev at or 
 e limin at ion 
 el lipsis 
 el lipt ic al 
 e loc ut ion 
 e long ate 
 e loqu ent 
 e luc idate 
 elv ish 
 e maci ate 
 e man at ion 
 6 man ate 
 em balm 
 em blaze 
 em blem at ize 
 e merg ency 
 emet ie 
 e migr ate 
 e min ence 
 e missa ry 
 e miss ion 
 e mot ion 
 em per or 
 em phasis 
 em phas ize 
 em pir ic 
 em pyi- can 
 emul ate 
 en able 
 en act ment 
 en chant 
 en circ le 
 en cumber 
 en cumbr ance 
 en cycl ic al 
 en dear 
 en dem ic 
 en dorse ment 
 
 ^ flos, floris 
 
 fluere, fluxum 
 2 fortis, fortis 
 
 fulgere, fulsum 
 
 fundere, fusum 
 ^ grex, gregis 
 
 gradi, gressus 
 
 jacere, j actum 
 
 jacere, jactum 
 ^ labor, laboris 
 
 labi, lapsus 
 
 elaunein 
 
 ferre, latum 
 
 legere, lectum 
 ■'■ elektron 
 
 legere, lectum 
 
 legein 
 
 legem 
 ^ elementum, dementi 
 ^ elephas 
 * levis, levis 
 ^ limen, liminis 
 
 leipein 
 
 leijxin 
 
 loqui, locutus 
 ^ longus, longi 
 
 loqui, locutus 
 ^ lux, lucis 
 
 1 ELF 
 
 '^ macer, macri 
 manare, manatum 
 manare, manatum 
 
 ■^ halsamon 
 
 BLAESAN 
 BALLEIN 
 
 mergere, mersum 
 
 emein 
 
 migrare, migratum 
 
 minere 
 
 mittere, missum 
 
 mittere, missum 
 
 movere, motum 
 
 parare, paratum 
 
 phaiiidn 
 
 phaineiu 
 1 peira 
 ^pyr 
 1 aemulus, aemuli 
 
 habere, habitum 
 
 agere, actum 
 
 canere, cantum 
 ^ kirkos 
 1 cumulus, cumuli 
 
 cumulus, cumuli 
 ^ kyklos 
 
 ^ DEORE 
 
 ^ demos 
 
 1 dorsum, dorsi 
 
 flower 
 
 flow 
 
 strong 
 
 shine 
 
 pour 
 
 flock 
 
 step 
 
 throw 
 
 throw 
 
 work 
 
 fall 
 
 drive 
 
 bear 
 
 choose 
 
 amber 
 
 choose 
 
 speak 
 
 speak 
 
 element 
 
 elephant 
 
 light 
 
 threshold 
 
 leave 
 
 leave 
 
 speak 
 
 long 
 
 speak 
 
 light 
 
 sprite 
 
 lean 
 
 flow 
 
 flow 
 
 balsam 
 
 blow 
 
 throw 
 
 dip 
 
 vomit 
 
 move 
 
 jut 
 
 send 
 
 send 
 
 stir 
 
 prepare 
 
 show 
 
 show 
 
 trial 
 
 fire 
 
 rival 
 
 have 
 
 do 
 
 sing 
 
 ring 
 
 heap 
 
 heap 
 
 ring 
 
 dear 
 
 people 
 
 back 
 
328 
 
 THE SYSTEM METHOD. 
 
 en dur ing 
 en emy 
 en erg ize 
 en erg y 
 e nerv at ing 
 en gin ear 
 en gray ing 
 en join 
 enigmat ic al 
 en light en 
 en mi ty 
 en noble 
 e norm ous 
 en rage 
 en sign 
 en sue 
 enter prise 
 enter tain 
 en thusi asm 
 en thusi ast 
 en thusi ast ic . 
 en tice ment 
 en tomb ment 
 e numer at ion 
 e nunci ate 
 en Telop 
 ep hemer al 
 ep hemeris 
 ep ic 
 
 epieur ean 
 epi cycle 
 epi dem ic 
 epi glottis 
 epi gram 
 epi grammat ize 
 epi leps y 
 epi logue 
 epi phan y 
 epi scop acy 
 epi spast ic 
 epi stle 
 epi stola ry 
 epi taph 
 epi thet 
 epi tome 
 equ al ize 
 equ at ion 
 equ at ori al 
 equestri an 
 equi ty 
 e radic ate 
 e ras ure 
 e rect ion 
 erem ite 
 err at ic 
 errone ous 
 . err or 
 e rud it ion 
 
 2 durus, duri 
 
 : hard 
 
 amare, amatum 
 
 : love 
 
 ^ ergon 
 
 : work 
 
 ergon 
 
 : work 
 
 ^ neuron 
 
 : sinew 
 
 gignere, genitum 
 
 : beget 
 
 GRAF AN 
 
 : carve 
 
 jungere, junctum 
 
 yoke 
 
 1 ainos 
 
 : fable 
 
 1 LEOHT 
 
 . light 
 
 amare, amatum 
 
 : love 
 
 noscere, notum 
 
 know 
 
 1 norma, normae 
 
 rule 
 
 rabere 
 
 rave 
 
 ^ signum, signi 
 
 mark 
 
 sequi, secutus 
 
 • foUow 
 
 prendere, prensum 
 
 catch 
 
 tendere, ten sum or tentum 
 
 stretch 
 
 ^ theos 
 
 god 
 
 theos 
 
 god 
 
 theos 
 
 god 
 
 STECAN 
 
 prick 
 
 ^ tumbos 
 
 : tomb 
 
 ^ numerus, numeri 
 
 number 
 
 ^ nuncius, nuncii 
 
 messenger 
 
 Telle 
 
 wish 
 
 1 hemera 
 
 day 
 
 hemera 
 
 day 
 
 epein 
 
 say 
 
 1 Eiyikouros 
 
 Epicurus 
 
 1 kyklos 
 
 ring 
 
 ^ demos 
 
 people 
 
 ^ glossa 
 
 tongue 
 
 grcqjheiri 
 
 write 
 
 grapliein 
 
 wi'ite 
 
 lamhaueiu 
 
 take 
 
 legein 
 
 speak 
 
 phainein 
 
 show 
 
 skopein , 
 
 view 
 
 span 
 
 draw 
 
 stellein 
 
 send 
 
 stellem 
 
 send 
 
 ^ taphos 
 
 tomb 
 
 tithenai 
 
 set 
 
 teinnein 
 
 cut 
 
 ^ aequus, aequi 
 
 equal 
 
 aequus, aequi 
 
 equal 
 
 aequus, aequi 
 
 equal 
 
 ^ equus, equi ; 
 
 horse . 
 
 ^ aequus, aequi 
 
 equal 
 
 1 radix, radicis : 
 
 root 
 
 radere, rasum 
 
 scrape 
 
 regere, rectum 
 
 rule 
 
 2 eremos 
 
 lonely 
 
 ei'rare, erratum 
 
 rove 
 
 errare, erratum 
 
 rove 
 
 errare, erratum 
 
 rove 
 
 ^rudis, rudis 
 
 rude 
 
e 
 
 rupt ion 
 
 esoter ie 
 
 e 
 
 speci al 
 
 e 
 
 spouse 
 
 ess 
 
 ence 
 
 ess 
 
 enti al 
 
 e 
 
 st abl ish 
 
 est 
 
 im able 
 
 eterni ty 
 
 etheri al 
 
 eth 
 
 ics 
 
 etlin ic al 
 
 e 
 
 7acu at ion 
 
 6 
 
 pas ion 
 
 e 
 
 ^^ent 
 
 e vid ent 
 
 e Yince 
 
 e 
 
 vol ut ion 
 
 6 
 
 TOlve 
 
 ex 
 
 act 
 
 ex 
 
 ag ger ate 
 
 ex 
 
 alt at ion 
 
 ex 
 
 ainin at ion 
 
 ex 
 
 asper ate 
 
 ex 
 
 cav at ion 
 
 ex 
 
 ceed ing 
 
 ex 
 
 cell ency 
 
 ex 
 
 cept ion able 
 
 ex 
 
 cis ion 
 
 ex 
 
 cit able 
 
 ex 
 
 cite ment 
 
 ex 
 
 claim 
 
 ex 
 
 clamra at ion 
 
 ex 
 
 elude 
 
 ex 
 
 crese ence 
 
 ex 
 
 creto ry 
 
 ex 
 
 cruci ate 
 
 ex 
 
 culp at ion 
 
 ex 
 
 curs ion 
 
 ex 
 
 cuse 
 
 ex 
 
 ec ute 
 
 ex 
 
 ec utr ix 
 
 ex 
 
 egesis 
 
 ex 
 
 eget ic al 
 
 ex 
 
 empl ar 
 
 ex 
 
 empl ar y 
 
 ex 
 
 empt ion 
 
 ex 
 
 ere ise 
 
 ex 
 
 ert 
 
 ex 
 
 foil ate 
 
 ex 
 
 hale 
 
 ex 
 
 haust 
 
 ex 
 
 hib it 
 
 ex 
 
 hort 
 
 ex 
 
 hume 
 
 ex 
 
 ig ency 
 
 ex 
 
 ist ence 
 
 ex 
 
 it 
 
 WOBK-BOOK OF ETYMOLOGY. 
 
 rumpere, ruptum 
 * eiso 
 
 1 species, speciei 
 spondere, sponsum 
 esse 
 
 esse 
 
 stare, statum 
 
 aestimare, aestimatum 
 
 2 aeternus, aeterni 
 aithein 
 
 ^ ethos 
 ^ eiJmos 
 
 vacare, vacatum 
 
 vadere, vasum 
 
 venire, ventum 
 
 videre, visum 
 
 vincere, victum 
 
 volvere, volutum 
 
 volvere, volutum 
 
 agere, actum 
 
 gerrere, gestum 
 ^ altus, alti 
 ^ agmen, agminis 
 ^ asper, asperi 
 ^ cavus, cavi 
 
 cedere, cessum 
 
 kellein 
 
 capere, captum 
 
 caedere, caesum 
 
 ciere, citum 
 
 ciere, citum 
 
 clamare, clamatum 
 
 clamare, clamatum 
 
 claudere, clausum 
 
 crescere, cretum 
 
 cernere, cretum 
 1 crux, crucis 
 1 culpa, culpae 
 
 currere, cursum 
 ^ causa, causae 
 
 sequi, secutus 
 
 sequi, secutus 
 
 hegeistJiai 
 
 hegelsthai 
 
 emere, emptum 
 
 emere, emptum 
 
 emere, emptum 
 
 arcere 
 
 arcere 
 1 folium, folii 
 
 halare, halatum 
 
 ham-ire, haustum 
 
 habere, habitum 
 
 hortari, hortatus 
 1 humus, humi 
 
 agere, actum 
 
 stare, statum 
 
 ire, itum 
 
 329 
 
 burst 
 
 in 
 
 kind 
 
 promise 
 
 be 
 
 be 
 
 stand 
 
 value 
 
 lasting 
 
 blaze 
 
 custom 
 
 nation 
 
 be empty 
 
 walk 
 
 come 
 
 see 
 
 conquer 
 
 roU 
 
 roU 
 
 do 
 
 carry 
 
 high 
 
 troop 
 
 rough 
 
 hoUow 
 
 go 
 
 impel 
 
 take 
 
 cut 
 
 rouse 
 
 rouse 
 
 cry 
 
 cry 
 
 shut 
 
 grow 
 
 sift 
 
 cross 
 
 fault 
 
 run 
 
 cause 
 
 foUow 
 
 foUow 
 
 guide 
 
 guide 
 
 buy 
 
 buy 
 
 buy 
 
 keep 
 
 keep 
 
 leaf 
 
 breathe 
 
 di'aw 
 
 have 
 
 urge 
 
 ground 
 
 do 
 
 stand 
 
 go 
 
330 
 
 TEE SYSTEM METHOD. 
 
 ex odtis 
 
 1 Tiodos 
 
 : way 
 
 ex oner ate 
 
 1 onus, oneris 
 
 : load 
 
 ex orbit ant 
 
 1 orbis, orbis 
 
 : ring 
 
 ex ore ise 
 
 ^ horkos 
 
 : oath 
 
 ex ore ism 
 
 horkos 
 
 : oath 
 
 ex ordium 
 
 ordiri, orditus 
 
 : weave 
 
 ex ort ive 
 
 ortri, ortus 
 
 : rise 
 
 exot ic 
 
 ^ezo 
 
 ; outside 
 
 ex pans ion 
 
 pandere, passum 
 
 : open 
 
 ex pati ate 
 
 1 spatium, spatii 
 
 : space 
 
 ex patri ate 
 
 1 pater, patris 
 
 : father 
 
 ex pect ancy 
 
 specere, spectum 
 
 : see 
 
 ex pector ate 
 
 1 pectus, pectoris 
 
 breast 
 
 ex pedi ency 
 
 ipes, pedis 
 
 : foot 
 
 ex pad ite 
 
 pes, pedis 
 
 foot 
 
 ex ped iti ous 
 
 pes, pedis 
 
 : foot 
 
 ex pel 
 
 peUere, pulsum 
 
 drive 
 
 ex pend 
 
 pendere, pensum 
 
 weigh 
 
 ex pendit ure 
 
 pendere, pensum 
 
 weigh 
 
 ex peri ence 
 
 2peritus, periti 
 
 : wise 
 
 ex pert 
 
 peritus, periti 
 
 : wise 
 
 ex pi ate 
 
 2 pius, pii 
 
 pious 
 
 ex pir at ion 
 
 spirare, spiratum 
 
 • breathe 
 
 ex pire 
 
 spirare, spiratum 
 
 : breathe 
 
 ex plan at ion 
 
 2 planus, plani 
 
 plain 
 
 ex plet ive 
 
 plere, pletum 
 
 fiU 
 
 ex plic ate 
 
 pHcare, plicatum 
 
 : fold 
 
 ex plic it 
 
 plicare, plicatum 
 
 fold 
 
 ex plode 
 
 plaudere, plausum 
 
 clap 
 
 ex plor at ion 
 
 plorare, ploratum 
 
 : wail 
 
 ex plore 
 
 plorare, ploratum 
 
 wail 
 
 ex plos ion 
 
 plaudere, plausum 
 
 clap 
 
 ex pon ent 
 
 ponere, positum 
 
 place 
 
 ex pos it ion 
 
 ponere, positum 
 
 : place 
 
 ex postul ate 
 
 poscere 
 
 require 
 
 ex press ion 
 
 premere, pressum 
 
 press 
 
 ex puis ion 
 
 peUere, pulsum 
 
 drive 
 
 ex purg at ion 
 
 purgare, purgatum 
 
 cleanse 
 
 ex quis ite 
 
 quaerere, quaesitum 
 
 seek 
 
 ex sice at ive . 
 
 2 siccus, sicci 
 
 dry 
 
 ex t ant 
 
 stare, statum 
 
 stand 
 
 ex tempora ry 
 
 temnein 
 
 cut ofE 
 
 ex tent 
 
 tendere, tensum or tentum 
 
 stretch 
 
 ex tenu ate 
 
 2 tenuis, tenuis 
 
 thin 
 
 ex termin ate 
 
 1 terma 
 
 limit 
 
 extern al 
 
 ^ exter, exteri 
 
 outside 
 
 ex tingu Ish ment 
 
 stinguere, stinctum 
 
 quench 
 
 ex tirp ate 
 
 1 stii'ps, stirpis 
 
 root 
 
 ex tol 
 
 tollere, sublatum 
 
 lift 
 
 ex tort ion 
 
 torquere, tortum or torsimi 
 
 twist 
 
 ex tract 
 
 trahere, tractum 
 
 draw 
 
 ex tra d it ion 
 
 dare, datum 
 
 give 
 
 extra mur al 
 
 1 murus, muri 
 
 wall 
 
 extra ordina ry 
 
 1 ordo, ordinis 
 
 order 
 
 extremi ty 
 
 2 exter, exteri 
 
 outside 
 
 ex trie able 
 
 tricae, tricarum 
 
 hindrances 
 
 ex trin sic 
 
 2 secus 
 
 nigh 
 
 ex ud at ion 
 
 sudare, sudatum 
 
 sweat 
 
 ex ult 
 
 salire, saltum 
 
 leap 
 
WOBK-BOOK OF ETYMOLOGY. 
 
 331 
 
 Fabric ate 
 faceti ous 
 faci al 
 facil it ate 
 fact ion 
 facti ous 
 fact iti oils 
 fact or 
 fact or age 
 facto ry 
 facul ty 
 fallaci ous 
 falsi fy 
 falsi ty 
 famili ari ty 
 famil y 
 fam ish ed 
 faru ous 
 fanat ic ism 
 fane y 
 fantast ic 
 farinace ous 
 farth est 
 fash ion 
 fat al 
 fault y 
 favor able 
 febr ile 
 fecul ent 
 fecund ate 
 feder al ism 
 felicit ate 
 feUcit ous 
 femin ine 
 fend er 
 ferment at ion 
 feroci ous 
 fert ile 
 ferv ent 
 ferv id 
 ferv or 
 fest al 
 fest iv al 
 fest ivi ty 
 fever isli 
 fict ion 
 fict iti ous 
 fideli ty 
 fiend ish 
 fifteen th 
 figur at ive 
 fili al 
 fin all ty 
 find ing 
 fin er 
 fin est 
 fin ite 
 finn y 
 
 ^ faber, fabris 
 
 '^ facetus, faceti 
 
 ^ facies, faciei 
 
 ^ facilis, facills 
 facere, factum 
 facere, factum 
 facere, factum 
 facere, factum 
 facere, factum 
 facere, factum 
 facere, factum 
 faUere, falsum 
 faUere, falsum 
 faUere, falsum 
 
 1 famulus, famuli 
 famulus, famuU 
 
 1 fames, f amis 
 
 ^ fama, famae 
 
 1 f anum, fani 
 phaineiii 
 phainein 
 
 ^ far, farris 
 
 3 FEORR 
 
 facere, factum 
 
 ^ f atum, f ati 
 faUere, falsiim 
 favere, fautum 
 
 1 febris, febris 
 
 ^ f aex, faecis 
 
 '^ fecundus, fecimdi 
 
 1 foedus, foederis 
 
 2 f elix, felicis 
 felix, felicis 
 
 1 femina, feminae 
 fendere, fensum 
 fervere 
 
 2 f erox, f erocis 
 ferre, latum 
 fervere 
 fervere 
 fervere 
 
 2 f estus, f esti 
 
 festus, festi 
 
 festus, festi 
 ^ febris, febris 
 
 fingere, fictum 
 
 fingere, fictum 
 1 fides, fidei 
 
 1 FEOND 
 
 ^ fifteen 
 
 fingere, Actum 
 1 filius, filii 
 1 finis, finis 
 
 FINDAK 
 
 1 finis, finis 
 
 finis, finis 
 
 finis, finis 
 ^FIN 
 
 worlanan 
 
 merry 
 
 face 
 
 easy 
 
 make 
 
 make 
 
 make 
 
 make 
 
 make 
 
 make 
 
 make 
 
 deceive 
 
 deceive 
 
 deceive 
 
 slave 
 
 slave 
 
 hunger 
 
 report 
 
 temple 
 
 show 
 
 show 
 
 gi-ain 
 
 far 
 
 make 
 
 fate 
 
 deceive 
 
 favor 
 
 fever 
 
 dregs 
 
 fruitful 
 
 league 
 
 happy 
 
 happy 
 
 woman 
 
 fence 
 
 boil 
 
 fierce 
 
 bear 
 
 boil 
 
 boil 
 
 boil 
 
 solemn 
 
 solemn 
 
 solemn 
 
 fever 
 
 form 
 
 form 
 
 faith 
 
 enemy 
 
 fifteen 
 
 form 
 
 son 
 
 end 
 
 find 
 
 end 
 
 end 
 
 end 
 
 fin 
 
332 
 
 THE SYSTEM METHOD. 
 
 firma ment 
 fiss ile 
 fix at ion 
 fix ed 
 fix ing 
 fixi ty 
 fix t ure 
 flabb y 
 tlagr ancy 
 flex ible 
 flor id 
 flour isli 
 flower y 
 fluctu ate 
 flu eucy 
 flu id 
 foli age 
 for bear 
 fore ible 
 fore go 
 fore know 
 fore see 
 form all ty 
 for swear 
 forti fy 
 forti tude 
 fortuit ous 
 fortun ate 
 fossil izc 
 found at ion 
 fract ion 
 frag ili ty 
 frag menta ry 
 fragr ant 
 frail ty 
 frant ic 
 fraterni ty 
 fraudu lent 
 frenet ic 
 frenz y 
 
 frequent at ive 
 fret ful 
 frict ion 
 frig id 
 frivol ous 
 front let 
 fruit age 
 fruit ion 
 frutesc ent 
 fug it ive 
 fulg eney 
 fumig at ion 
 funda ment al 
 funer al 
 furl ous 
 fus ibili ty 
 fut ile 
 
 ^ firmus, firmi 
 
 findere, fissum 
 
 figere, fixum 
 
 figere, fixum 
 
 figere, fixum 
 
 figere, fixum 
 
 figere, fixum 
 ^ flaccus, flacci 
 
 flagrare, flagratum 
 
 flectere, flexum 
 ^ flos, floris 
 
 tlos, floris 
 
 flos, floris 
 
 fluere, fluxum 
 
 fluere, fluxum 
 
 fluere, fluxum 
 * folium, f olii 
 
 BERAN 
 
 ^ f ortis, fortis 
 
 GANGAN 
 
 CNAWAN 
 6EON 
 
 ^ forma, f ormae 
 
 SWERIAN 
 
 ^ fortis, fortis 
 fortis, fortis 
 
 ^fors, fortis 
 lors, fortis 
 fodere, fossum 
 
 ^ fundus, fundi 
 frangere, fractum 
 frangere, fractum 
 frangere, fractum 
 fragrare, fragratum 
 frangere, fractum 
 
 ^ phren 
 
 ^ f rater, fratris 
 
 ^ f raus, f raudis 
 
 ^ phren 
 phren 
 
 ^ f requens, f requentis 
 fricare, frictum 
 fricare, frictum 
 frigere, frictum 
 
 ** frivol us, frivoli 
 
 ^ frons, frontis 
 frui, fructus 
 frui, fructus 
 
 ^ f rutex, f ruticis 
 fugere, fugitum 
 fulgere, fulsum 
 
 ^ f umus, f umi 
 
 ^ fundus, fundi 
 
 ^ f unus, f uneris 
 furere 
 
 fundere, fusum 
 fundere, fusum 
 
 fast 
 
 cleave 
 
 fix 
 
 fix 
 
 fix 
 
 fix 
 
 fix 
 
 slack 
 
 burn 
 
 bend 
 
 flower 
 
 flower 
 
 flower 
 
 flow 
 
 flow 
 
 flow 
 
 leaf 
 
 bear 
 
 strong 
 
 go 
 
 know 
 
 see 
 
 form 
 
 swear 
 
 strong 
 
 strong 
 
 chance 
 
 chance 
 
 dig 
 
 bottom 
 
 break 
 
 break 
 
 break 
 
 smell 
 
 break 
 
 mind 
 
 brother 
 
 fraud 
 
 mind 
 
 mind 
 
 frequent 
 
 rub 
 
 rub 
 
 be cold 
 
 trifling 
 
 front 
 
 enjoy 
 
 enjoy 
 
 shrub 
 
 flee 
 
 shine 
 
 smoke 
 
 bottom 
 
 death 
 
 rage 
 
 pour 
 
 pour 
 
WORK-BOOK OF KTYMOLOQY. 
 
 333 
 
 Galax y 
 gall ant ry 
 Gall ic ism 
 game ster 
 gar ment 
 garrul ous 
 gastr ic 
 gelat in ous 
 gener al 
 gener at ive 
 gener ic 
 geni al 
 gent ili ty 
 genu iue 
 germin ate 
 gesticul ate 
 gest ure 
 gladi at ori al 
 gland ul ous 
 glob osi ty 
 glob ul ar 
 glob ule 
 glomer at ion 
 glossa ry 
 glypt ic 
 glypt ics 
 gnost ic 
 gnost ic ism 
 go ing 
 gold en 
 gos ling 
 gott en 
 govern ment 
 graci ous 
 grad at ion 
 gradu at ion 
 gramin ace ous 
 grammat ic al 
 grammari an 
 grana ry 
 grand! ose 
 gran ite 
 gran it ic 
 grant ee 
 gran ul ate 
 gran ule 
 graph ic 
 grate ful 
 grati fy 
 grati tude 
 gratu it ous 
 gravit at ion 
 gravi ty 
 Greci an 
 green ing 
 Gregori an 
 griev ance 
 griev ous 
 groc er y 
 
 ^ (jala 
 ^ GaL, 
 1 Gallia, Galliae 
 
 1 GAMEN 
 WARNIAN 
 
 garrire, garritum 
 1 gastros 
 gelare, gelatum 
 gignere, genitum 
 gignere, genitum 
 gignere, genitum 
 gignere, genitum 
 ^gens, gentis 
 gens, gentis 
 1 germen, germinis 
 gerere, gestum 
 gerere, gestum 
 ^ gladius, gladiis 
 ^ glans, glaudis 
 ^ globus, globi 
 globus, globi 
 globus, globi 
 1 glomus, glomeris 
 ^ glossa, glossae 
 glypheiii 
 glyphdii 
 gig7toskeiu 
 giguonkdn 
 
 GANGAN 
 1 GOLD 
 ^GOS 
 
 GETAN 
 
 kuberjian 
 ^ grata s, grati 
 
 gradi, gressus 
 
 gradi, gressus 
 1 gramen, graminis 
 
 graphein 
 
 grapheiti 
 
 1 granum, grani 
 
 2 grandis, grandis 
 1 granum, grani 
 
 granum, grani 
 
 GRANT 
 
 ^ granum, grani 
 granum, grani 
 grapheiu 
 
 ^ gratus, grati 
 gratus, grati 
 gratus, grati 
 gratus, grati 
 
 ^ gravis, gravis 
 gravis, gravis 
 
 1 Grecia, Greciae 
 
 ^ GKENE 
 
 gregorein 
 ^ gravis, gravis 
 gravis, gravis 
 
 2 crassus, crassi 
 
 milk 
 merry 
 Gaul 
 play 
 
 take care 
 chatter 
 stomach 
 freeze 
 beget 
 beget 
 beget 
 beget 
 race 
 race 
 bud 
 carry 
 carry 
 sword 
 acorn 
 globe 
 globe 
 globe 
 clew 
 tongue 
 carve 
 carve 
 know 
 know 
 go 
 gold 
 goose 
 get 
 direct 
 pleasing 
 step 
 step 
 grass 
 write 
 write 
 grain- 
 great 
 grain 
 grain 
 give 
 grain 
 grain 
 write 
 pleasing 
 pleasing 
 pleasing 
 pleasing 
 heavy 
 heavy 
 Greece 
 green 
 be awake 
 heavy 
 
 thick 
 
334 
 
 THE SYSTE2I METHOD. 
 
 al 
 
 grov ed 
 ground ling 
 guardi an 
 gubern at ori 
 gumpt ion 
 gunn er y 
 guttur al 
 gymnast ics 
 
 Habili ments 
 hab it ancy 
 hab it at ion 
 hab itu ate 
 hard y 
 harmoni ous 
 harmon y 
 hast en 
 heal th 
 heal th y 
 hear d 
 heath en 
 heav en 
 hebdomad al 
 Hebra ist ic 
 heir ess 
 heli ac 
 herb ace ous 
 Hercul ean 
 heredita ry 
 heres y 
 hermet ic 
 hermit age 
 hero ic 
 hero ine 
 heron ry 
 hes it ancy 
 hes it ate 
 hibern at ion 
 hilari ous 
 hill ock 
 hindr ance 
 histori an 
 histor y 
 honest y 
 honor able 
 honora ry 
 hor al 
 horizont al 
 horr ible 
 horr or 
 hospit able 
 hospit all ty 
 host ess 
 host ill ly 
 hum an 
 hum ane 
 hum anit ari an 
 hum an ize 
 hum ble 
 
 GRAFAX 
 ^ GKUND 
 WEARDIAN 
 
 kuhernan 
 
 GEOMIAN 
 
 ^ canna, cannae 
 
 1 gQttui-, gutturis 
 ^ gymitos 
 
 habere, babitum 
 
 habere, habitum 
 
 habere, habitum 
 
 habere, habitum 
 
 2 HARD 
 
 ^ har-mos 
 harmos 
 
 ^ HASTE 
 
 '■^ HaL, 
 HaL 
 
 HERAN 
 *HADH 
 HEFAN 
 
 ^ hebdomos 
 ^ Hebraios 
 
 * heres, heredis 
 ^ helios 
 
 ^herba, herbae 
 ^ Hercules 
 
 ^ heres, heredis 
 
 hairdn 
 ^ Hermes 
 ^ eremos 
 ■• heros 
 
 heros 
 
 ^ HERON 
 
 haerere, haesum 
 haerere, haesura 
 
 ^ hiems, hiemis 
 
 2 hilar OS 
 
 ^ HILL 
 
 2 HINDER 
 
 ^ histor 
 histor 
 
 ^ honor, honoris 
 honor, honoris 
 honor, honoris 
 
 * hora, horae 
 horizein 
 horrere 
 horrere 
 
 ^ hospis, hospitis 
 hospis, hospitis 
 hospis, hospitis 
 
 * hostis, hostis 
 
 * homo, hominis 
 homo, hominis 
 homo, hominis 
 homo, hominis 
 
 * humus, humi 
 
 carve 
 
 dust 
 
 guard 
 
 direct 
 
 observe 
 
 reed 
 
 throat 
 
 naked 
 
 have 
 
 have 
 
 have 
 
 have 
 
 hard 
 
 a fitting 
 
 a fitting 
 
 speed 
 
 hale 
 
 hale 
 
 hear 
 
 heath 
 
 heave 
 
 seventh 
 
 Hebrew 
 
 heir 
 
 sun 
 
 herb 
 
 Hercules 
 
 heir 
 
 choose 
 
 Hermes 
 
 lonely 
 
 hero 
 
 hero 
 
 heron 
 
 stick 
 
 stick 
 
 winter 
 
 merry 
 
 hiU 
 
 back 
 
 knowing 
 
 knowing 
 
 honor 
 
 honor 
 
 honor 
 
 hour 
 
 bound 
 
 bristle 
 
 bristle 
 
 guest 
 
 guest 
 
 guest 
 
 enemy 
 
 man 
 
 man 
 
 man 
 
 man 
 
 earth 
 
WORK-BOOK OF ETYMOLOGY, 
 
 335 
 
 hum ill ate 
 hum ili ty 
 Huss ite 
 hydr ant 
 hymene al 
 hymene an 
 hyper bola 
 hyper bole 
 hyper bor ean 
 hyper crit ic al 
 hyph en 
 hypo chondri ac 
 hypo cris y 
 hypo crite 
 hypo tenuse 
 hypo thee ate 
 hypo thesis 
 
 Ide al ize 
 idioc y 
 ign it ion 
 ig no ble 
 ig nomiui ous 
 ig nor ant 
 il lat ion 
 il leg all ty 
 il liber ali ty 
 il liter acy 
 il liter ate 
 il log ic al 
 il lumin at ion 
 il lus ion 
 il lustr at ion 
 il lustri ous 
 image ry 
 imagln at ion 
 im beciii ty 
 im bibe 
 im bitt er 
 imit ate 
 im mature 
 im medi ate 
 im memori al 
 im merse 
 im mers ion 
 im modest y 
 im mor al 
 im mort al 
 im mov able 
 im muni ty 
 im mure 
 im mut able 
 im part 
 im parti al 
 im pati ent 
 im peach 
 im pecuni ous 
 Im pedi ment 
 im pel 
 
 humus, humi 
 
 humus, humi 
 iHuss* 
 ^ hydor 
 ^ hymen 
 
 hyme7i 
 
 ballehb 
 
 halleiu 
 * boreas, boreae 
 
 krinei?!, 
 ^ en 
 ^ chondros 
 
 krhiein 
 
 krinein 
 
 ieinein 
 
 tithenai 
 
 titJiencu 
 
 idei7t 
 
 '■ ignis, ignis 
 noscere, notum 
 
 ^ nomen, nominis 
 
 2 gnarus, gnarl 
 ferre, latum 
 
 ^ lex, legis 
 
 '^ liber, liberi 
 
 ^ litera, literae 
 litera, literae 
 legem 
 
 ^ lumen, luminis 
 ludere, lusum 
 lustrare, lustratura 
 lustrare, lustratum 
 
 ^ imago, imaginis 
 imago, Imaginis 
 
 ^ baciUum, bacilli 
 bibere, bibitum 
 
 BITAN 
 
 imitari, imitatus 
 2 maturus, maturi 
 ^ medius, medii 
 2 memor, memoris 
 
 mergere, mersum 
 
 mergere, mersum 
 ^ modus, modi 
 1 mos, moris 
 ^ mors, mortis 
 
 movere, motum 
 ^ munus, muneris 
 ^ murus, murl 
 
 mutare, mutatum 
 ^ pars, partis 
 
 pars, partis 
 
 pati, passus 
 
 pangere, pactum 
 ^ pecu, pecus 
 * pes, pedis 
 
 peilere, pulsum 
 
 earth 
 
 earth 
 
 Huss 
 
 water 
 
 skin 
 
 skin 
 
 throw 
 
 throw 
 
 north 
 
 separate 
 
 one 
 
 cartilage 
 
 separate 
 
 separate 
 
 stretch 
 
 set 
 
 set 
 
 see 
 
 peculiar 
 
 fire 
 
 know 
 
 name 
 
 knowing 
 
 bear 
 
 law 
 
 free 
 
 letter 
 
 letter 
 
 speak 
 
 light 
 
 play 
 
 purify 
 
 purify 
 
 form 
 
 form 
 
 stafE 
 
 drink 
 
 bite 
 
 copy 
 
 ripe 
 
 middle 
 
 mindful 
 
 dip 
 
 dip 
 
 measure 
 
 manner 
 
 death 
 
 move 
 
 work 
 
 wall 
 
 change 
 
 part 
 
 part 
 
 suffer 
 
 thrust 
 
 cattle 
 
 foot 
 
 drive 
 
336 
 
 THE SYSTEM METHOD. 
 
 am pend 
 
 im penetr able 
 
 im per cept ible 
 
 im per feet 
 
 im peri al 
 
 im peri ous 
 
 im per spicu ous 
 
 im per tin ent 
 
 im per turb able 
 
 im per vi ous 
 
 im petu osi ty 
 
 im petu ous 
 
 im petus 
 
 im pie ty 
 
 im plac able 
 
 im pie ment 
 
 im plic ate 
 
 im plore 
 
 im polit ic 
 
 Im portuni ty 
 
 Im pos it ion 
 
 im poss ible 
 
 im pot ent 
 
 im pract ic able 
 
 im pregn able 
 
 im press ion 
 
 im puis ive 
 
 im puni ty 
 
 im put at ion 
 
 im pute 
 
 in alien able 
 
 Inan it ion 
 
 in ar able ^ 
 
 in artic ul ate 
 
 in augur ate 
 
 in born 
 
 in cant at Ion 
 
 in career at ion 
 
 in cautl ous 
 
 in cendia ry 
 
 in cens ed 
 
 in cent ive 
 
 in certi tude 
 
 in cess ant 
 
 in cid ent al 
 
 in ciner at ion 
 
 in cis Ion 
 
 in cis or 
 
 in cite ment 
 
 in clem ent 
 
 in clin at ion 
 
 in elude 
 
 in CO her ence 
 
 in com mode 
 
 in com par able 
 
 in com pet ency 
 
 In com prehens Ible 
 
 in con gru ous 
 
 pendere, pensum 
 3 penitus 
 
 capere, captum 
 
 facere, factum 
 
 parare, paratum 
 
 parare, paratum 
 
 specere, spectum 
 
 tendere, tensum or tentum 
 ^ turba, turbae 
 
 1 via, viae 
 petere, petitum 
 petere, petitum 
 petere, petitum 
 
 2 plus, pii 
 placere, placitum 
 plere, pletum 
 plicare, plicatum 
 plorare, ploratum 
 
 Spoils 
 portare, portatum 
 ponere, jjositum 
 posse 
 posse 
 prassein 
 
 prebendere, prehensum 
 premere, pressum 
 pellere, pulsum 
 
 * poine 
 
 putare, putatiam 
 putare, putatum 
 2 alienus, alieni 
 
 * inanis, inanis 
 arare, aratum 
 
 ^ artus, artus 
 1 augur, auguris 
 
 BEKAN 
 
 canere, cantum 
 ^ career, careeris 
 
 cavere, cautum 
 
 candere, canditum 
 
 candere, canditum 
 
 candere, canditum 
 2 certus, certi 
 
 cessare, cessatmn 
 
 cadere, casum 
 ^ cinis, cineris 
 
 caedere, caesum 
 
 caedere, caesum 
 
 ciere, citum 
 ^ Clemens, dementis 
 
 klinein 
 
 claudere, clausum 
 
 haerere, haesura 
 ^ modus, modi 
 
 * par, paris 
 petere, petitum 
 prebendere, prehensum 
 gruere (obsolete) 
 
 hang 
 
 inwardly 
 
 take 
 
 make 
 
 prepare 
 
 prepare 
 
 see 
 
 stretch 
 
 crowd 
 
 way 
 
 seek 
 
 seek 
 
 seek 
 
 pious 
 
 please 
 
 fill 
 
 fold 
 
 wail 
 
 city 
 
 carry 
 
 place 
 
 be able 
 
 be able 
 
 do 
 
 seize 
 
 press 
 
 drive 
 
 punishment 
 
 think 
 
 think 
 
 another 
 
 empty 
 
 plow 
 
 joint 
 
 diviner 
 
 bear 
 
 sing 
 
 jail 
 
 take car 
 
 glow 
 
 glow 
 
 glow 
 
 sure 
 
 cease 
 
 fall 
 
 ashes 
 
 cut 
 
 cut 
 
 rouse • 
 
 mild 
 
 lean 
 
 shut 
 
 stick 
 
 measure 
 
 equal 
 
 seek 
 
 seize 
 
 grow 
 
WORK-BOOK OF ETYMOLOGY, 
 
 337 
 
 n con sol able 
 
 solar i, solatus 
 
 n corpor at ion 
 n cor rect 
 
 1 corpus, corporis 
 regere, rectum 
 
 n eor rig able 
 
 regere, rectum 
 
 in crease 
 
 crescere, cretum 
 
 in cred ible 
 
 credere, creditum 
 
 n creduli ty 
 
 credere, creditum 
 
 n culc ate 
 
 calcare, calcatum 
 
 a cumb ency 
 
 cubare, cubitum 
 
 n cur able 
 
 ^cura, curae 
 
 n curs ion 
 
 currere, cursum 
 
 n curv ate 
 
 ^ curvus, curvi 
 
 n de cis ive 
 
 caedere, caesum 
 
 n de clin able 
 
 klinein 
 
 n decorum 
 
 decere 
 
 n de fin ite 
 
 1 finis, finis 
 
 n del ible 
 
 delere, deletum 
 
 n demni fy 
 
 damnare, daumatum 
 
 n dent ure 
 
 1 dens, dentis 
 
 n de pend ence 
 n de termin at ion 
 
 pendere, pensum 
 * terma 
 
 n dex 
 
 dlcere, dictum 
 
 n die at ion 
 
 dicere, dictum 
 
 n diet 
 
 dicere, dictum 
 
 n diet ment 
 
 dicere, dictum 
 
 n dif fer ent 
 
 ferre, latum 
 
 nd ig ency 
 ndi gen ous 
 n di gest iou 
 n dign ant 
 n digni ty 
 n dis cern ible 
 
 agere, actum 
 gignere, genitum 
 gerere, gestum 
 ^ dignus, digni 
 diguus, digni 
 cernere, cretum 
 
 in dis pens able 
 in dis put able 
 n dite ment 
 
 pendere, pensum 
 putare, putatum 
 dicere, dictum 
 
 m di vidu al 
 
 videre, visum 
 
 m di vis ible 
 
 videre, visum 
 
 in dom it able 
 
 domare, domitum 
 
 in dub it able 
 
 2 duo 
 
 in duct ion 
 
 ducere, ductum 
 
 indu stri al 
 
 struere, structum 
 
 in e bri ate 
 
 1 bria, briae 
 
 in ef face able 
 
 ^ facies, faciei 
 
 in ef feet ive 
 
 facere, factum 
 
 in ef ficaci ous 
 
 facere, factum 
 
 in ef fici ent 
 
 facere, factum 
 
 in ert 
 
 1 ars, artis 
 
 in ertia 
 
 ars, artis 
 
 in estim able 
 
 aestimare, aestimatuin 
 
 in e vit able 
 
 vitare, vitatum 
 
 in ex baust ible 
 
 baurire, haustum 
 
 in ex or able 
 
 orare, oratum 
 
 in fain ous 
 
 1 fama, famae 
 
 in f ancy 
 in f ant 
 
 fari, fatus 
 fari, fatus 
 
 in £ ant ile 
 
 fari, fatus 
 
 in f ant ine 
 
 fari, fatus 
 
 in f ant ry 
 
 fai-i, fatus 
 
 soothe 
 
 body 
 
 rule 
 
 rule 
 
 grow 
 
 believe 
 
 believe 
 
 tread 
 
 lie 
 
 care 
 
 run 
 
 bent 
 
 cut 
 
 lean 
 
 be fitting 
 
 end 
 
 blot out 
 
 doom 
 
 tooth 
 
 limit 
 
 speak 
 
 speak 
 
 speak 
 
 speak 
 
 bear 
 
 do 
 
 beget 
 
 carry 
 
 worthy 
 
 worthy 
 
 sift 
 
 hang 
 
 think 
 
 speak 
 
 see 
 
 see 
 
 tame 
 
 two 
 
 lead 
 
 pile 
 
 vat 
 
 face 
 
 make 
 
 make 
 
 make 
 
 art 
 
 art 
 
 value 
 
 shun 
 
 draw 
 
 piay 
 
 report 
 
 speak 
 
 speak 
 
 speak 
 
 speak 
 
 speak 
 
 22 
 
THE SYSTEM ME Til OB 
 
 in fatu ate 
 
 in feet 
 
 in fer ence 
 
 intern al 
 
 in tid el 
 
 in fid eli ty 
 
 in fiu ite 
 
 in lirma ry 
 
 in flame 
 
 in flanim at ion 
 
 in flex ible 
 
 in flu ence 
 
 in flu enti al 
 
 in flux 
 
 in tract ion 
 
 in fringe meut 
 
 in fus ion 
 
 in geni ous 
 
 in genu ous 
 
 in grate 
 
 in grati tude 
 
 in hab it aney 
 
 in hale 
 
 in her ent 
 
 in her it ance 
 
 in hum aui ty 
 
 in ira ic al 
 
 in iqui ty 
 
 in iti al 
 
 in juri ous 
 
 in nate 
 
 in noc ent 
 
 in nov ate 
 
 in numer able 
 
 in ocul ate 
 
 in oper at ive 
 
 in op ])ortuue 
 
 in ordin ate 
 
 in quir y 
 
 in quis it ive 
 
 in saui ty 
 
 in eati able 
 
 in scrut able 
 
 in sert 
 
 in sidi ous 
 
 in sinu at ion 
 
 in sip id 
 
 in sist ent 
 
 in sol ate 
 
 in solu bill ty 
 
 in solv ency 
 
 in spir at ion 
 
 in spir it 
 
 in st ance 
 
 in stit ut ion 
 
 in struct ion 
 
 in stru ment 
 
 in sub ordin al ion 
 
 2 fatuus, fatui 
 
 facere, factum 
 
 ferre, latum 
 ^ inferus, inferi 
 1 fides, fidei 
 
 tides, fidei 
 
 1 finis, finis 
 
 2 firmus, firmi 
 
 ^ fiamma, fiammae 
 flamma, flammae 
 flectere. Uexuni 
 fluere, fluxum 
 Sucre, fluxum 
 fluere, fluxum 
 frangere, fractum 
 frangere, fractum 
 fundere, fusum 
 gignere, genitum 
 giguere, genitum 
 
 ^ gratus, grati 
 gratus, grati 
 habere, hal)itum 
 halare, halatiuu 
 haerere, haesum 
 haerere, haesum 
 
 1 homo, hominis 
 amare, amatuin 
 
 2 aequus, aequi 
 ire, itum 
 
 ^ jus, juris 
 nasci, natus 
 iiocere, nocitum 
 
 2 novus, novi 
 
 1 numerus, numeri 
 
 1 oeulus, oculi 
 
 ^ opus, operis 
 
 1 portus, portus 
 
 ^ ordo, ordinis 
 quaerere, quaesitura 
 quaerere, quaesituni 
 
 ^ sanus, sani 
 
 ^ satis 
 scrutari, scrutatus 
 serere, sertum 
 sedere, sessum 
 
 1 sinus, sinus 
 sapere 
 stare, statum 
 
 ^ sol, soils 
 solvere, eolutum 
 solvere, solutum 
 spirare, spiratum 
 spirare, spiratum 
 stare, statum 
 stare, statum 
 struere, structum 
 struere, structum 
 
 ' ordo, ordinis 
 
 foolish 
 
 make 
 
 bear 
 
 low 
 
 faith 
 
 faith 
 
 end 
 
 fast 
 
 flame 
 
 flame 
 
 bend 
 
 flow 
 
 flow 
 
 flow 
 
 break 
 
 break 
 
 pour 
 
 beget 
 
 beget 
 
 pleasing 
 
 pleasing 
 
 have 
 
 breathe 
 
 stick 
 
 stick 
 
 man 
 
 love 
 
 equal 
 
 go 
 
 law 
 
 be born 
 
 huit 
 
 new 
 
 number 
 
 eye 
 
 work 
 
 port 
 
 order 
 
 seek 
 
 seek 
 
 sound 
 
 enough 
 
 search 
 
 bind 
 
 sit 
 
 bend 
 
 taste 
 
 stand 
 
 sun 
 
 loose 
 
 loose 
 
 breathe 
 
 breathe 
 
 stand 
 
 stanu 
 
 pile 
 
 pile 
 
 order 
 
WORK-BOOK OF ETYMOLOGY. 
 
 339 
 
 insul ate 
 
 ^ insula, insulae : 
 
 island 
 
 in suit ing 
 
 salire, saltum ; 
 
 leap 
 
 in super able 
 
 ^ super : 
 
 above 
 
 in sur g ent 
 
 regere, rectum ; 
 
 rule 
 
 in sui- rec tion 
 
 regere, rectum : 
 
 rule 
 
 in tact 
 
 tangere, tactum : 
 
 touch 
 
 in tang Ible 
 
 tangere, tactum : 
 
 touch 
 
 in tegr al 
 
 tangere, tactum : 
 
 touch 
 
 iutel lect 
 
 legere, lectum 
 
 gather 
 
 iutel lig ence 
 
 legere, lectum : 
 
 gather 
 
 iutel lig ibili ty 
 
 legere, lectum : 
 
 gather 
 
 in tend 
 
 tendere, tensum or tentum : 
 
 stretch 
 
 in ten si ty 
 
 teudere, tensum or tentum ; 
 
 stretch 
 
 in tent ion 
 
 tendere, tensum or tentum : 
 
 stretch 
 
 in ter 
 
 ^ terra, terrae : 
 
 earth 
 
 iuter cal ate 
 
 calare, calatimi 
 
 call 
 
 inter cede 
 
 cedere, cessum : 
 
 go 
 
 inter cept 
 
 capere, captum : 
 
 take 
 
 inter cess ion 
 
 cedere, cessum 
 
 go 
 
 inter cipi ent 
 
 eapere, captum : 
 
 take 
 
 inter diet 
 
 dicere, dictum : 
 
 speak 
 
 inter est 
 
 esse : 
 
 be 
 
 inter fer ence 
 
 ferre, latum 
 
 bear 
 
 inter loc ut ion 
 
 loqui, locutus : 
 
 speak 
 
 inter lude 
 
 ludere, lusum : 
 
 play 
 
 in termin able 
 
 ^ terma : 
 
 limit 
 
 inter mitt ent 
 
 mittere, missum : 
 
 send 
 
 inter mur al 
 
 1 murus, muri : 
 
 wall 
 
 inter nat ion al 
 
 uasci, natus : 
 
 be born 
 
 inter pol at ion 
 
 polire, politum 
 
 polish 
 
 iuter pose 
 
 pouere, positum 
 
 place 
 
 iuter regnum 
 
 regere, rectum : 
 
 rule 
 
 inter rog ate 
 
 rogare, roga'uum 
 
 ask 
 
 inter rupt ion 
 
 rumpere, ruptum 
 
 burst 
 
 inter spers ing 
 
 spargere, sparsum 
 
 strew 
 
 iuter st ice 
 
 stare, statum : 
 
 stand 
 
 inter vene 
 
 venire, ventum 
 
 come 
 
 in test ate 
 
 ' testis, testis 
 
 witness 
 
 in tini at ion 
 
 timere 
 
 : fear 
 
 in tim id ate 
 
 timere 
 
 fear 
 
 in toler ance 
 
 tolerare, toleratum 
 
 endure 
 
 in toxic ate 
 
 ' toxoii 
 
 arrow 
 
 intrin sic 
 
 ^ secus 
 
 nigh 
 
 intro duct ion 
 
 dueere, ductum 
 
 lead 
 
 in trude 
 
 trudere, tiiisum 
 
 thrust 
 
 in trus ion 
 
 trudere, trusum 
 
 thrust 
 
 in tu it ion 
 
 tueri, tuitus 
 
 : see 
 
 in uud at ion 
 
 * unda, undae 
 
 : wave 
 
 in vade 
 
 vadere, vasum 
 
 : walk 
 
 in val id ate 
 
 valere, valitum 
 
 : be strong 
 
 in valu able 
 
 valere, valitum 
 
 be strong 
 
 in vas ion 
 
 vadere, vasum 
 
 : walk 
 
 in vect ive 
 
 vehere, vectum 
 
 : carry 
 
 in vent ion 
 
 venire, ventum 
 
 : come 
 
 in vento ry 
 
 venire, ventum 
 
 . come 
 
 in vers ion 
 
 vcrtere, versum 
 
 : turn 
 
 in vert 
 
 vertere, versum 
 
 : turn 
 
 in vestig ate 
 
 vestigare, vestigatum 
 
 : track 
 
34:0 
 
 THE SYSTEM METHOD. 
 
 in vest ment 
 in veter ate 
 in vigor ate 
 in vine ible 
 in vis ible 
 in vit at ion 
 in voc at ion 
 in voke 
 in vol ut ion 
 in vulner able 
 irk some 
 ir radi ate 
 ir rat ion al 
 ir re frag able 
 ir re lev ant 
 ir re ligi ous 
 ir re medi al 
 ir re spous ible 
 ir re ver ent 
 ir re vers ible 
 ir re voc able 
 ir rig ate 
 ir rit ate 
 ir rupt ion 
 isol ate 
 iter ate 
 itiner ant 
 
 Jacul ate 
 Jansen ist 
 Jesu it ism 
 joe ose 
 joe ul ari ty 
 joint ure 
 junct ion 
 junct ure 
 just ice 
 juven ile 
 
 Kalend s 
 key age 
 king dom 
 kitt en 
 knave ry 
 knight ly 
 
 Labi al 
 labor ato ry 
 labor ed 
 labori ous 
 labyrinth iue 
 lacer ate 
 lachrym al 
 lacte ous 
 lad le 
 lag con 
 lai ty 
 lament at ion 
 
 ^ vestis, vestis 
 ^ vetus, veteris 
 ^ vigor, vigoris 
 
 vincere, victum 
 
 videre, visum 
 
 vitare, vitatiim 
 
 vocare, vocatum 
 
 vocare, vocatum 
 
 volvere, volutum 
 ^ vulnus, vulneris 
 
 '■^ CAKG 
 
 ^ radius, radii 
 
 reri, ratus 
 
 frangere, fractum 
 
 levare, levatum 
 
 ligare, ligatuiu 
 
 mederi 
 
 spondere, sponsum 
 
 vereri, veritus 
 
 vertere, versura 
 
 vocare, vocatum 
 
 rigare, rigatum 
 
 rhein 
 
 rumpere, ruptmn 
 ^ insula, insulae 
 ^ iterum 
 ^ iter, itineris 
 
 jacere, jactiuu 
 
 ^ Jansen * 
 
 ' laseas 
 
 ^ jocus, joci 
 jocus, joci 
 jungere, junctura 
 juDgere, junctum 
 jungere, juuctum 
 
 ^Justus, justi 
 
 '^ juveuis, juveuis 
 
 kaleiii 
 
 1 K.EY 
 
 ^ CVXG 
 
 ^ CAT 
 
 ' CNAFA 
 
 ^ CNIHT 
 
 ^ labia, labiae 
 ^ labor, laboris 
 
 labor, laboris 
 
 labor, laboris 
 ^ laborinthus, laborinthi 
 
 2 lacer, laceri 
 
 ^ lachryma, lachrymae 
 1 lac, lactis 
 
 HLADAN 
 
 1 lacus, laci 
 
 1 laos 
 
 1 lamentum, lament! 
 
 garment 
 
 old 
 
 life 
 
 conquer 
 
 see 
 
 shun 
 
 call 
 
 call 
 
 roll 
 
 wound 
 
 inert 
 
 ray 
 
 reckon 
 
 break 
 
 raise 
 
 bind 
 
 heal 
 
 promise 
 
 fear 
 
 turn 
 
 call 
 
 water 
 
 flow 
 
 burst 
 
 island 
 
 again 
 
 walk 
 
 throw 
 
 Jansen 
 
 Jesus 
 
 joke 
 
 joke 
 
 yoke 
 
 yoke 
 
 yoke 
 
 just 
 
 young 
 
 call 
 
 key 
 
 chief 
 
 cat 
 
 boy 
 
 youth 
 
 lip 
 
 work 
 
 work 
 
 work 
 
 maze 
 
 mangled 
 
 tear 
 
 milk 
 
 load 
 
 lake 
 
 people 
 
 wail 
 
WORK-BOOK OF ETYMOLOGY. 
 
 841 
 
 lamin at ed 
 langu age 
 lai-g est 
 later al 
 lati tude 
 land able 
 laud ato ly 
 laure ate 
 learn ing 
 leather n 
 leav iug 
 leg al ize 
 leg ate 
 leg at ion 
 legenda ly 
 leg ible 
 leg ion 
 legitim ate 
 leng th 
 leng th en 
 leni eucy 
 leni ty 
 lethe an 
 levi ty 
 li able 
 lib at ion 
 libel ant 
 liber al ize 
 liber at ion 
 libert in is-ra 
 libra ry 
 licens ee 
 liet or 
 liga ment 
 lig at ure 
 ligne oils 
 limit at ion 
 line age 
 hne al 
 linea meut 
 lingu ist 
 lion ess 
 liter al ism 
 litera ry 
 liter at ure 
 lob ule 
 loc ali ty 
 lock age 
 lock er 
 longi tude 
 longi tud in il 
 loq uaei ty 
 lot ion 
 luc id 
 lucr at ive 
 lumina ry 
 lumin ous 
 lun aey 
 
 lamina, laminae 
 lingua, linguae 
 largus, largi 
 latus, lateris 
 latus, lateris 
 laus, laudis 
 laus, laudis 
 laurus, lauri 
 
 LEORNIAN 
 
 LEDHER 
 
 LAEFAN 
 
 lex, legis 
 legare, legatum 
 legare, legatum 
 legere, lectum 
 legere, lectum 
 legere, lectum 
 ^ lex, legis 
 
 '^ LANG 
 LANG 
 
 ^ lenis, lenis 
 lenis, lenis 
 
 ^ lethe 
 
 ^ levis, levis 
 ligare, ligatura 
 libare, li bat inn 
 
 ^ liber, libri 
 
 ^ liber, liberi 
 liber, liberi 
 liber, liberi 
 
 ^ liber, libri 
 licere, licitum 
 ligare, ligatum 
 , ligare, ligatum 
 ligare, ligatum 
 
 1 lignum, ligni 
 
 1 limes, limitis 
 
 ^ linea, lineae 
 linea, lineae 
 linea, lineae 
 
 1 lingua, hnguae 
 
 ^ leoH 
 
 1 litera, literae 
 litera, literae 
 litera, literae 
 
 1 lobos 
 
 ^ locus, loci 
 
 ^LOC 
 LOC 
 
 2 longus, longi 
 longus, longi 
 loqui, locutus 
 lavare, lotum 
 
 ^ lux, lucis 
 ^ lucrum, lucri 
 1 lumen, luminis 
 lumen, luminis 
 1 luna, lunae 
 
 plate 
 
 tongue 
 
 large 
 
 side 
 
 side 
 
 praise 
 
 praise 
 
 laural 
 
 learn 
 
 leather 
 
 leave 
 
 law 
 
 send 
 
 send 
 
 gather 
 
 gather 
 
 gather 
 
 law 
 
 long 
 
 long 
 
 mild 
 
 mild 
 
 obhvion 
 
 light 
 
 bind 
 
 taste 
 
 book 
 
 free 
 
 free 
 
 free 
 
 book 
 
 be lawful 
 
 bind 
 
 bind 
 
 bind 
 
 wood 
 
 bordei 
 
 line 
 
 hne 
 
 line 
 
 tongue 
 
 Hon 
 
 letter 
 
 letter 
 
 letter 
 
 division 
 
 place 
 
 iuclosure 
 
 inclosure 
 
 long 
 
 long 
 
 speak 
 
 wash 
 
 Ught 
 
 gain 
 
 Ught 
 
 light 
 
 moon 
 
343 
 
 THE SYSTEM METHOD. 
 
 luu ar 
 
 lua at ic 
 luxu ry 
 
 Macadam ize 
 macer ate 
 mach ine 
 mach ine ry 
 mag ici an 
 magisten al 
 magistr acy 
 magui fy 
 magui tude 
 majes ty 
 maj ori ty 
 mal ice 
 mal ici ous 
 mana cle 
 maud ato ry 
 man hood 
 mani ac 
 maui kin 
 mauu al 
 mar ine 
 mar in er 
 marri age 
 martyr dom 
 masc ul ine 
 materi al 
 matcrn al 
 matbemat ies 
 matr ic ul ate 
 matri mony 
 meander ing 
 mechan ics 
 mechan ism 
 medi ate 
 medit at ion 
 med ic al 
 med ic in al 
 med ic ine 
 medulla ry 
 melior at ion 
 memor able 
 memori al 
 memor y 
 ment al 
 mere ant ile 
 merc^na ry 
 merchand Ise 
 merch ant 
 mcsmer ism 
 mess age 
 meta carpus 
 metall ic 
 meta morph ic 
 meta pbor 
 meta phrasis 
 
 luna, lunae 
 luna, lunae 
 luxus, luxus 
 
 MacAdam * * 
 ■ macer, macri 
 
 mechos % 
 
 mechos \ 
 
 magus, magi 
 ^ magister, magistri 
 
 magister, magistri 
 2 magnus, magni 
 
 magnus, magni 
 
 magnus, magni 
 
 magnus, magni 
 ^ malus, mail 
 
 malus, maJi 
 ^ manus, manus 
 
 mandare, mandatum 
 
 ^ MAN 
 
 ^ mania 
 
 ^MAN 
 
 ^ manus, manus 
 ^ mare, maris 
 
 mare, maris 
 ^ mas, maris 
 •"■ mariys 
 ^ mas, maris 
 ^ materia, materiae 
 ^ mater, matris 
 
 niathein 
 
 1 mater, matris 
 mater, matris 
 
 ^ maiandros 
 ^ mechos 
 mechos 
 
 2 medius, medii 
 meditari, meditatus 
 mederi 
 
 mederi 
 mederi 
 
 1 meduUa, medullae 
 
 2 melior, melioris 
 ^ memor, memoris 
 
 memor, memoris 
 
 memor, memoris 
 ^ mens, mentis 
 1 merx, mercis 
 
 merx, mercis 
 
 merx, mercis 
 
 meix, mercis 
 1 Mesmer * 
 
 mittere, missum 
 ^ carpus, carpi 
 ■* tnetallon 
 1 morphe 
 
 pherein 
 
 phrazein 
 
 moon 
 moon 
 
 excess 
 
 MacAdam 
 
 lean 
 
 means 
 
 means 
 
 priest 
 
 master 
 
 master 
 
 great 
 
 great 
 
 great 
 
 great 
 
 bad 
 
 bad 
 
 band 
 
 bid 
 
 man 
 
 rage 
 
 man 
 
 band 
 
 sea 
 
 sea 
 
 male 
 
 witness 
 
 male 
 
 matter 
 
 mother 
 
 learn 
 
 mother 
 
 mother 
 
 winding 
 
 means 
 
 means 
 
 middle 
 
 think 
 
 heal 
 
 beal 
 
 heal 
 
 marrow 
 
 better 
 
 mindful 
 
 mindiul 
 
 mindful 
 
 mind 
 
 goods 
 
 goods 
 
 goods 
 
 Mesmer 
 
 send 
 
 wrist 
 
 metal 
 
 form 
 
 bring 
 
 speak 
 
WORK-BOOK OB" ETrMOLOUT. 
 
 343 
 
 meta phys ics 
 meta tarsus 
 met em psychosis 
 met eor ic 
 met hod 
 met hod ic al 
 met onym y 
 miasmat ic 
 migr ato ry 
 milit ant 
 milita ry 
 milit ate 
 mill ion th 
 mim ic 
 mim ic ry 
 miuim ize 
 minister! al 
 miuori ty 
 mia ute 
 mira cle 
 mira cul ous 
 miscellane ou3 
 mis dee d 
 mis di rect 
 miser y 
 mis fortune 
 mis give 
 mis man age 
 miss iona ry 
 miss ive 
 mis speak 
 ml tig at ion 
 mixt ure 
 mnemon ics 
 mod el ing 
 moder ate 
 moder n ize 
 modest y 
 mole cule 
 molU fy 
 monad ic 
 mouaste ry 
 mon it or 
 monk ish 
 moustr ous 
 monu ment 
 mor al ize 
 mors el 
 mort al 
 mort all 
 mot ion 
 mot or 
 moto ry 
 mount ain 
 mov able 
 move ment 
 multi tude 
 muud ane 
 
 ty 
 
 ^ tarsos 
 ^ psyche 
 ^ aer 
 ^ hodos 
 
 hodos 
 ^ onoma 
 
 miainein 
 
 migrare, migratum 
 ^ miles, milltis 
 
 miles, militis 
 
 miles, militis 
 *miUe 
 
 niimeisthai 
 
 mimeisthai 
 2 minimus, minimi 
 ^ minister, ministri 
 '^ minor, miuoris 
 
 minor, minoris 
 
 mirari, miratus 
 
 mirari, miratus 
 
 miscere, mixtum 
 
 DOjST 
 
 regere, rectum 
 2 miser, miseri 
 
 * f ors, f ortis 
 
 GIFAN 
 
 * manus, manus 
 mittere, niissum 
 mittere, missum 
 
 SPECAN 
 
 ^ mitis, mitis 
 
 miscere, mixtum 
 ^ mnetnoit, 
 
 1 modus, modi 
 modus, modi 
 
 ^ mo do 
 
 ^ modus, modi 
 
 ••■ moles, moiis 
 
 2 moUis, moUis 
 ^ niouos 
 
 moiios 
 
 monere, monitum 
 ^ monos 
 
 monstrare, monstratum 
 
 monere, monitum 
 ^ mos, moris 
 
 mordere, morsum 
 ^ mors, mortis 
 
 mors, mortis 
 
 movere, motum 
 
 movere, motum 
 
 movere, motum 
 1 mous, montis 
 
 movere, motum 
 
 movere, motum 
 ^ multus, multi 
 1 mundus, mundi 
 
 nature 
 
 plane 
 
 breath 
 
 air 
 
 way 
 
 way 
 
 name 
 
 pollute 
 
 move 
 
 soldier 
 
 soldier 
 
 soldier 
 
 thousand 
 
 ape 
 
 ape 
 
 least 
 
 handing 
 
 less 
 
 less 
 
 wonder 
 
 wonder 
 
 mix 
 
 do 
 
 rule 
 
 poor 
 
 chance 
 
 give 
 
 hand 
 
 send 
 
 send 
 
 speak 
 
 mild 
 
 mix 
 
 mindful 
 
 measure 
 
 measure 
 
 just now 
 
 measure 
 
 mass 
 
 soft 
 
 alone 
 
 alone 
 
 warn 
 
 alone 
 
 show 
 
 warn 
 
 manner 
 
 bite 
 
 death 
 
 death 
 
 move 
 
 move 
 
 move 
 
 mount 
 
 move 
 
 move 
 
 many 
 
 world 
 
3U 
 
 THE SYSTEM METHOD. 
 
 mun it iou 
 mur al 
 mus ici an 
 musket oon 
 mut abili ty 
 mysteri ous 
 myst ic 
 myst ic ism 
 myth ic al 
 
 Naile ry 
 
 name less 
 
 narcot ic 
 
 narr at ion 
 
 uas al 
 
 nat ion al ize 
 
 nat ivi ty 
 
 nat ur al 
 
 nat ur al iz at ion 
 
 nause ous 
 
 naut ic al 
 
 nav al 
 
 nav y 
 
 ne cess it ate 
 
 ne fari ous 
 
 n either 
 
 nerv ous 
 
 nepot ism 
 
 Neptun ean 
 
 ne sci ence 
 
 ne utr al iz at ion 
 
 n ever 
 
 nibb le 
 
 nihiU ty 
 
 no biU ty 
 
 nocturn al 
 
 nomad ic 
 
 nomin al 
 
 nomin at ion 
 
 nomin at ive 
 
 non de script 
 
 non enti ty 
 
 none s 
 
 non ess enti al 
 
 non sense 
 
 norm al 
 
 north er n 
 
 not ice 
 
 noti fy 
 
 notori ous 
 
 nour ish ment 
 
 nov el 
 
 nov el ty 
 
 nov ice 
 
 noxi ous 
 
 nuc le ate 
 
 nudi ty 
 
 nuis ance 
 
 munire, munitum 
 1 murus, mui-i 
 ^ mouaa 
 
 1 MUSKET 
 
 mutare, mutatum 
 
 2 mysticos 
 tnysticos 
 mysticos 
 
 1 mythos 
 
 ^ NAGEL 
 
 ^ NAMA 
 
 1 narke 
 
 narrare, narratum 
 ^ nasus, nasi 
 
 nasci, natus 
 
 nasci, natus 
 
 nasci, natus 
 
 nasci, natus 
 
 1 naus 
 naus 
 naus 
 naus 
 
 cedere, cessum 
 fari, fatus 
 
 2 ilDGHEK 
 
 1 neuron 
 
 1 nepos, nepotis 
 
 1 Neptunus, Neptuni 
 
 scire, scitum 
 '^ uter, utrius 
 
 lAV 
 NIB 
 
 1 nihil 
 
 nf^scere, notum 
 * nox, noctis 
 ^ nomos 
 ^ uomen, nominis 
 
 nomen, nominis 
 
 nomen, nominis 
 
 scribere, scriptum 
 
 esse 
 " nouns, noni 
 
 esse 
 
 sentu'e, sensum 
 ^ norma, normae 
 
 ''' NOKDU 
 
 noscere, notum 
 noscere, notum 
 noscere, notum 
 nutrire, nutritum 
 
 ^ novus, novi 
 novus, novi 
 novus, novi 
 nocere, uocitum 
 
 1 nux, nucis 
 
 ^ nudus, nudi 
 nocere, nocitum 
 
 fortify 
 
 wall 
 
 muse 
 
 gun 
 
 change 
 
 secret 
 
 secret 
 
 secret 
 
 fable 
 
 nail 
 
 name 
 
 torpor 
 
 tell 
 
 nose 
 
 be born 
 
 be born 
 
 be born 
 
 be born 
 
 ship 
 
 ship 
 
 ship 
 
 ship 
 
 smew 
 
 nephew 
 
 Neptune 
 
 know 
 
 either 
 
 age 
 
 bite 
 
 nothing 
 
 know 
 
 night 
 
 jDasture 
 
 name 
 
 name 
 
 name 
 
 write 
 
 be 
 
 nine 
 
 be 
 
 feel 
 
 rule 
 
 north 
 
 know 
 
 know 
 
 know 
 
 nurse 
 
 new 
 
 new 
 
 new 
 
 hurt 
 
 nut 
 
 naked 
 
 hurt 
 
WORK-BOOK OF ETYMOLOGY. 
 
 345 
 
 numer at ion 
 uuiner ic al 
 numismat ics 
 nupti al 
 nurse ry 
 nutri ment 
 nutr it ion 
 nymph like 
 
 Oat en 
 ob dur acy 
 ob ey 
 
 ob edi ence 
 ob itua ry 
 ob ject 
 ob ject ion 
 ob lat ion 
 ob lig at ion 
 ob liter at ion 
 ob liv ion 
 ob loqu y 
 ob noxi ous 
 obscuri ty 
 ob sequi ous 
 ob sequ y 
 ob serv at ion 
 ob serv ato ry 
 ob sta cle 
 obs tin acy 
 ob tain able 
 ob trude 
 ob trus ive 
 ob tuse 
 ob vi ate 
 ob vi ous 
 oc cas ion 
 oc cid ent 
 oc clus ion 
 oc cult 
 oc cup ency 
 oc cur 
 
 oc curr ence 
 ocul ar 
 ocul ist 
 oddi ty 
 odor ous 
 of fal 
 of fend 
 of fens ive 
 of fici ate 
 ofE ing 
 off set 
 oint ment 
 Olympi an 
 Olymp ic 
 omin ous 
 o miss ion 
 mit 
 
 1 numerus, numeri 
 
 : number 
 
 numerus, numeri 
 
 : number 
 
 1 7iumisma 
 
 : custom 
 
 nubere, nuptum 
 
 : marry 
 
 nutrire, nutritum 
 
 : nurse 
 
 nutrire, nutritum 
 
 : nm-se 
 
 nutrire, nutritum 
 
 • nurse 
 
 ^ nymphe 
 
 : nymph 
 
 ^ ATA. 
 
 : oat 
 
 2 durus, duri 
 
 : hard 
 
 audire, auditum 
 
 : hear 
 
 audire, auditum 
 
 : hear 
 
 ire, itum 
 
 : go 
 
 jacere, j actum 
 
 throw 
 
 jacere, jactum 
 
 : throw 
 
 ferre, latum 
 
 bear 
 
 ligare, ligatum 
 
 bind 
 
 ^ Utera, literae 
 
 letter 
 
 linere, litum 
 
 smear 
 
 loqui, locutus 
 
 speak 
 
 nocere, nocitum 
 
 hurt 
 
 ^ obscm'us, obscuri 
 
 dai-k 
 
 sequi, secutus 
 
 follow 
 
 sequi, secutus 
 
 follow 
 
 servare, servatum 
 
 guard 
 
 servare, servatum 
 
 guard 
 
 stare, statum 
 
 stand 
 
 tendere, tensum or tentum 
 
 stretch 
 
 tendere, tensum or tentum 
 
 stretch 
 
 trudere, trusum 
 
 thrust 
 
 trudere, trusum 
 
 thrust 
 
 tundere, tusum 
 
 blunt 
 
 ' via, viae 
 
 way 
 
 via, viae 
 
 way 
 
 cadere, casum 
 
 faU 
 
 cadere, casum 
 
 faU 
 
 claudere, clausum 
 
 shut 
 
 celare, celatum 
 
 cover 
 
 capere, captum 
 
 • take 
 
 cuiTere, cursum 
 
 run 
 
 currere, cursum 
 
 run 
 
 ^ oculus, oculi 
 
 eye 
 
 oculus, oculi 
 
 eye 
 
 2 ODD 
 
 singular 
 
 1 odor, odoris 
 
 scent 
 
 FALL 
 
 faU 
 
 fendere, fensum 
 
 fence 
 
 fendere, fensum 
 
 fence 
 
 facere, factum : 
 
 make 
 
 3 OFF 
 
 off 
 
 SET 
 
 set 
 
 ungere, unctum 
 
 smear 
 
 1 Olyrnpos : 
 
 Olympus 
 
 Olymjjos 
 
 Olympus 
 
 1 omen, ominis : 
 
 omen 
 
 mittere, missum 
 
 send 
 
 mittere, missum 
 
 send 
 
346 
 
 THE SYSTEM METHOD. 
 
 onera ry 
 on set 
 oper at ion 
 opin ion 
 op pon ent 
 op portuni ty 
 op press ion 
 opt at ive 
 op tici an 
 opt ics 
 opt ion 
 orange ry 
 or at ion 
 or at or 
 orbit al 
 ordin ance 
 organ ic 
 organ iz at ion 
 ori ent al 
 origin ali ty 
 origin ate 
 orna ment 
 orn ate 
 orphan age 
 OS cul at ion 
 osse let 
 ossi cle 
 ossi fy 
 
 OS tent at ion 
 ostrac ism 
 ostrac ize 
 ough t 
 out gener al 
 out live 
 ov al 
 ov ate 
 over eat 
 over reach 
 ox ide 
 
 Pack et 
 padd le 
 pag an ism 
 pai d 
 paint ing 
 pall et 
 paUi at ive 
 pa Is y 
 pan el 
 pan ic 
 para ble 
 para bola 
 para dox 
 par agogue 
 para graph 
 par allax 
 para lysis 
 jjara lyze 
 
 1 onus, oneris 
 
 : load 
 
 SET 
 
 : set 
 
 1 opus, operis 
 
 work 
 
 opinari, opinatus 
 
 : think 
 
 ponere, positum 
 
 : place 
 
 ^ portus, portus 
 
 : port 
 
 premere, pressum 
 
 : press 
 
 optare, optatum 
 
 wish 
 
 op 
 
 : see 
 
 op 
 
 : see 
 
 optare, optatum 
 
 • wish 
 
 ^ arangia, arangiae 
 
 orange 
 
 orare, oratum 
 
 pray 
 
 orare, oratum 
 
 pray 
 
 1 or bis, or bis 
 
 : ring 
 
 ^ ordo, ordinis 
 
 order 
 
 ^ organon 
 
 instrument 
 
 organon 
 
 : instrument 
 
 oriri, ortus 
 
 rise 
 
 orh-i, ortus 
 
 rise 
 
 oriri, ortus 
 
 rise 
 
 ornare, ornatum : 
 
 deck 
 
 omare, ornatum 
 
 deck 
 
 1 orphos 
 
 orphan 
 
 1 OS, oris 
 
 mouth 
 
 I OS, ossis 
 
 bone 
 
 OS, ossis 
 
 bone 
 
 OS, ossis 
 
 bone 
 
 tendere, tensum or tentum 
 
 stretch 
 
 ^ ostrakon 
 
 BheU 
 
 ostrakon 
 
 shell 
 
 AGAN 
 
 have 
 
 gignere, genitum 
 
 beget 
 
 LIBBAN 
 
 live 
 
 ^ ovum, ovi 
 
 egg 
 
 ovum, ovi 
 
 egg 
 
 ETAN 
 
 eat 
 
 KAECAN 
 
 reach 
 
 ^ oxys 
 
 sharp 
 
 1 PACK : 
 
 bundle 
 
 PAD 
 
 go 
 
 ipagus, pagi 
 
 village 
 
 PAT : 
 
 pay 
 
 pingere, pinctum : 
 
 paint 
 
 1 pala, palae : 
 
 shovel 
 
 1 palla, pallae 
 
 cloak 
 
 luein 
 
 loose 
 
 ipAN 
 
 piece 
 
 ^Fan 
 
 Pan 
 
 hallein : 
 
 throw 
 
 ballein 
 
 throw 
 
 ^ doxa 
 
 opinion 
 
 agein 
 
 lead 
 
 grapJiein 
 
 write 
 
 allaseiu 
 
 change 
 
 luein 
 
 loose 
 
 luein 
 
 loose 
 
WORK- lU) OK OF ETYMOLOGY. 
 
 847 
 
 par a mount 
 para phernalia 
 para phrase 
 para selene 
 para site 
 para sit ic al 
 pare el 
 par don 
 par ent age 
 par en thesis 
 par helion 
 pariet al 
 par ish 
 par ochi al 
 par od y 
 par onomasia 
 par Goym 0U8 
 par otid 
 parson ag3 
 parti cle 
 partis an 
 part it ion 
 part n er slsip 
 pass ion ate 
 pass ive 
 past or 
 patern al 
 pathet ic 
 pati ence 
 patri mony 
 patriot ic 
 pauper ism 
 pay ee 
 pecul at ion 
 peculi arl ty 
 pecuniar y 
 ped ant ry 
 pedd le 
 pedd 1 er 
 pedestri ai^. 
 pe er 
 pe er age 
 pe er ess 
 pel luc id 
 pen al ty 
 penetr at ion 
 penit ence 
 penit entia ry 
 pens ion 
 peutecost al 
 peopl ed 
 per ad vent ure 
 per ambul ate 
 per ceiv ing 
 per cent age 
 per cept ion 
 per egi'in at ion 
 per empto ry 
 
 ^ mous, montis 
 
 lilierebb 
 ^ phraHis 
 ^ selene 
 ^ sitos 
 
 sitos 
 1 j)ars, partis 
 
 dare, datum 
 
 parere, partum 
 
 tiihenai 
 1 helios 
 
 ^ paries, parietis 
 ^ oikos 
 
 oikos 
 ^ode 
 ^ onoma 
 
 ononia 
 ^ ous, otos 
 ^ persona, personao 
 ^ pars, partis 
 
 pars, partis 
 
 pars, partis 
 
 pars, partis 
 
 pati, passus 
 
 pati, passus 
 
 pascere, pastum 
 1 pater, patris 
 
 pathein 
 
 pati, passus 
 
 1 pater, patris 
 pater, patris 
 
 2 pauper, pauperis 
 
 PAT 
 
 ^ pecu, pecus 
 
 pecu, pecus 
 
 pecu, pecus 
 ^ pais^ pjaklos 
 
 PAD 
 
 PAD 
 
 1 pes, pedis 
 ** par, paris 
 
 par, paris 
 
 par, paris 
 
 1 lux, lucis 
 ^ poine 
 
 2 penitus 
 1 poiiie 
 
 poine 
 
 peudere, pensum 
 ^ pentekoste 
 ^ populus, populi 
 
 venire, ventum 
 
 ambulare, anibulatum 
 
 capcre, captum . 
 '•^ centum 
 
 capere, captum 
 1 ager, agi"i 
 
 emere, emptum 
 
 mountain 
 
 bear 
 
 phrase 
 
 moon 
 
 food 
 
 food 
 
 part 
 
 give 
 
 produce 
 
 set 
 
 sun 
 
 waU 
 
 house 
 
 house 
 
 song 
 
 name 
 
 name 
 
 car 
 
 mask 
 
 part 
 
 part 
 
 part 
 
 part 
 
 suffer 
 
 suffer 
 
 feed 
 
 father 
 
 suffer 
 
 suffer 
 
 father 
 
 father 
 
 bare 
 
 pay 
 
 cattle 
 cattle 
 cattle 
 boy 
 
 go 
 
 go 
 
 foot 
 
 equal 
 
 equal 
 
 equal 
 
 light 
 
 punishment 
 
 inwardly 
 
 punishment 
 
 punishment 
 
 weigh 
 
 fiftieth 
 
 jjeople 
 
 come 
 
 walk 
 
 take 
 
 hundred 
 
 take 
 
 field 
 
 buy 
 
348 
 
 THE SYSTEM METHOD. 
 
 per enni al 
 
 1 annus, anni i 
 
 year 
 
 per feet 
 
 facere, factum 
 
 make 
 
 per feet ion 
 
 facere, factum 
 
 make 
 
 per fid y 
 
 ^ fides, fidei 
 
 faith 
 
 per for ate 
 
 forare, foratum 
 
 pierce 
 
 per form ance 
 
 1 forma, formae 
 
 form 
 
 per fume ry 
 
 1 fumus, fumi 
 
 smoke 
 
 peri cardium 
 
 ^ kardia 
 
 heart 
 
 peri cranium 
 
 1 kranion 
 
 skull 
 
 peri gee 
 
 ^ ge 
 
 earth 
 
 peri graph 
 
 grajjhmi 
 
 write 
 
 peri helion 
 
 ^ helios 
 
 sun 
 
 peri meter 
 
 metron 
 
 measure 
 
 peri od 
 
 ' hodos 
 
 way 
 
 peri od ic 
 
 hodos 
 
 way 
 
 peri osteum 
 
 ^ osteon 
 
 : bone 
 
 peri patet ic 
 
 patein 
 
 • walk 
 
 peri pher y 
 
 pherein 
 
 : bear 
 
 peri phrase 
 
 1 phrasis 
 
 phrase 
 
 peri scii 
 
 ^ skia 
 
 shadow 
 
 peri stalt ic 
 
 stallein 
 
 place 
 
 peri toneum 
 
 teitiein 
 
 stretch 
 
 per jm- y 
 
 ^ jus, juris 
 
 law 
 
 per man ent 
 
 manere, mansum 
 
 stay 
 
 per me ate 
 
 meare, meatum 
 
 pass 
 
 per miss ion 
 
 mittere, missum 
 
 send 
 
 per nici ous 
 
 ^ nex, necis 
 
 death 
 
 per or at ion 
 
 orare, oratum 
 
 pray 
 
 per pend ic ul ar 
 
 pendere, pensum 
 
 hang 
 
 per petr ate 
 
 patrare, patratum 
 
 perform 
 
 per plexi ty 
 
 plectere, plexum 
 
 braid 
 
 per sec ut ion 
 
 sequi, secutus 
 
 follow 
 
 per sever ance 
 
 ^ severus, severi 
 
 strict 
 
 per sist ent 
 
 stare, statum 
 
 stand 
 
 per son ate 
 
 ^ persona, personae 
 
 mask 
 
 per spect ive 
 
 specere, spectum 
 
 see 
 
 per spicui ty 
 
 specere, spectum 
 
 see 
 
 per spicu ous 
 
 specere, spectum 
 
 see 
 
 per suas ion 
 
 suadere, suasum 
 
 urge 
 
 per tin ace ous 
 
 tendere, tensum or tentum 
 
 stretch 
 
 per tin ent 
 
 tendere, tensum or tentum 
 
 stretch 
 
 per turb at ion 
 
 ^ turba, turbae 
 
 crowd 
 
 per us al 
 
 uti, usus 
 
 : use 
 
 per vade 
 
 vadere, vasum 
 
 go 
 
 per vers ion 
 
 vertere, versum 
 
 turn 
 
 per vert 
 
 vertere, versum 
 
 turn 
 
 per vi ous 
 
 ^ via, viae 
 
 way 
 
 petri fy 
 
 ^ petra 
 
 rock 
 
 pharmaceut ic 
 
 ^pharmakon 
 
 drug 
 
 pharmac y 
 
 pharmakon 
 
 drug 
 
 phenomen al 
 
 phainein 
 
 show 
 
 phlegmat ic 
 
 ^ phlegma 
 
 flame 
 
 phonet ic 
 
 ^ phone 
 
 sound 
 
 phylacter y 
 
 phylassdn 
 
 watch 
 
 phys ic al 
 
 ^ physis 
 
 nature 
 
 phys iei an 
 
 physis 
 
 nature 
 
 phys ics 
 
 physis 
 
 nature 
 
 pie ty 
 
 2pius, pii 
 
 pious 
 
WOBK-BOOE OF ETYMOLOGY. 
 
 349 
 
 pill age 
 pip Mn 
 pir acy 
 plac id 
 plant at ion 
 plast ici ty 
 Platon ic 
 plaus ible 
 pleas ant ry 
 pleas ure 
 plebei an ism ' 
 pi edg ee 
 plena ry 
 pleni tude 
 plen te ous 
 plen ty 
 pie on asm 
 pleuris y 
 pli ancy 
 plum ule 
 plur ali ty 
 pneumat ics 
 pock et 
 poes y 
 
 pol ar iz at ion 
 polem ic 
 polic y 
 pol ite ness 
 poUt ics 
 poll ut ion 
 pomp osi ty 
 ponder ous 
 pope ry 
 popul at Ion 
 popul ous 
 porphyrit ic 
 port al 
 por tend 
 por tent ous 
 por tray 
 pos it ive ly 
 poss ibili ty 
 post di luTi an 
 poster! ty 
 post pone 
 post pone ment 
 post ure 
 potent ate 
 potenti al 
 pot ion 
 pract ic able 
 pract ice 
 pratt le 
 pray er 
 pre adam ite 
 pre ad mon ish 
 pre amble 
 prccari ous 
 
 PILL 
 ^ PIPE 
 
 peirmi 
 
 placare, placatum 
 *• planta, plantae 
 
 plassein 
 1 Plato 
 
 plaudere, plausum 
 
 placere, placitum 
 
 placere, placitum 
 ^ plebs, plebis 
 
 habere, habitum 
 
 plere, pletum 
 
 plere, pletum 
 
 plere, pletum 
 
 plere, pletum 
 ^pleos 
 ^pleura 
 
 plicare, plicatum 
 ^ pluma, plxmaae 
 ^ plus, pluris 
 ^ pneuma 
 
 ^POCA 
 
 poiein 
 
 polein 
 * polemos 
 Spoils 
 
 polire, poUtum 
 ^polis 
 
 polluere, pollutum 
 
 pem2Jein 
 
 pendere, pensum 
 ^ papas 
 ^populus, popull 
 
 populus, popuH 
 ^ porphyra 
 1 portus, portus 
 
 tendere, tensum or tentum 
 
 tendere, tensum or tentum 
 
 trahere, tractum 
 
 ponere, positum 
 
 posse 
 
 lucre, luitmn 
 ^post 
 
 ponere, positum 
 
 ponere, positum 
 
 23onere, positum 
 
 posse 
 
 posse 
 
 potare, potatum 
 
 prassein 
 
 prassein 
 
 PRATE 
 
 ^ prex, precis 
 
 1 Adam * 
 monere, monitum 
 ambulare, ambulatum 
 
 ^ prex, precis 
 
 rob 
 
 pipe 
 
 attempt 
 
 soothe 
 
 plant 
 
 mold 
 
 Plato 
 
 clap 
 
 please 
 
 please 
 
 mob 
 
 have 
 
 fiU 
 
 fill 
 
 fill 
 
 flU 
 
 fuU 
 
 side 
 
 fold 
 
 feather 
 
 more 
 
 wind 
 
 bag 
 
 make 
 
 turn 
 
 war 
 
 city 
 
 polish 
 
 city 
 
 taint 
 
 send 
 
 Weigh 
 
 father 
 
 people 
 
 people 
 
 purple 
 
 port 
 
 stretch 
 
 stretch 
 
 draw 
 
 place 
 
 be able 
 
 wash 
 
 after 
 
 place 
 
 place 
 
 place 
 
 be able 
 
 be able 
 
 drink 
 
 do 
 
 do 
 
 prate 
 
 request 
 
 Adam 
 
 waru 
 
 walk 
 
 prayer 
 
^50 
 
 THE SYSTEM METHOD. 
 
 pre 
 
 caut ion 
 
 pre 
 
 ced euey 
 
 pre 
 
 cept or 
 
 pre 
 
 cess ion 
 
 pre 
 
 cinct 
 
 pi-e 
 
 cip ice 
 
 pre 
 
 cipit at ion 
 
 pre 
 
 cisc 
 
 pre 
 
 cis ion 
 
 pre 
 
 elude 
 
 pre 
 
 con cert 
 
 pre 
 
 curs or 
 
 pred 
 
 ato ry 
 
 pre 
 
 de cess or 
 
 pre 
 
 die able 
 
 pre 
 
 diet ion 
 
 pre 
 
 domin ate 
 
 pre 
 
 face 
 
 pre 
 
 fer able 
 
 pre 
 
 fer ment 
 
 pre 
 
 limina ry 
 
 pre 
 
 lude 
 
 pre 
 
 mature 
 
 pre 
 
 medit ate 
 
 pre 
 
 mise 
 
 pre 
 
 mon ito ry 
 
 pre 
 
 par at iou 
 
 pre 
 
 pense 
 
 pre 
 
 pos it ion 
 
 pre 
 
 poster ous 
 
 pre 
 
 rog at ive 
 
 pre 
 
 sage 
 
 Presbyteri an 
 
 pret 
 
 byter y 
 
 pre 
 
 scribe 
 
 pre 
 
 script ion 
 
 pre 
 
 s ence 
 
 pre 
 
 scrv at ion 
 
 pre 
 
 sid ency 
 
 press ure 
 
 pre 
 
 su m\)t ion 
 
 pre 
 
 tens iou 
 
 pre 
 
 text 
 
 pre 
 
 vail 
 
 pre 
 
 varic at ion 
 
 pre 
 
 vent ion 
 
 pre 
 
 vent ive 
 
 pre 
 
 vi ous 
 
 priest hood 
 
 prigg ish 
 
 prim aey 
 
 prism oid 
 
 priv aey 
 
 priv at eer 
 
 prub able 
 
 prob at ion 
 
 probi ty 
 
 pro 
 
 blcmat ic cl 
 
 cavere, cautum 
 
 cedere, cessum 
 
 capere, captum 
 
 cedere, cessum 
 
 cingere, cinctum 
 ^ caput, capitis 
 
 caput, capitis 
 
 caedere, caesum 
 
 caedere, caesum 
 
 claudere, clausum 
 
 certare, certatum 
 
 currere, cursum 
 1 praeda, praedae 
 
 cedere, cessum 
 
 dicere, dictum 
 
 dicere, dictum 
 ^ dominus, domini 
 
 fai'i, fatus 
 
 fcrre, latum 
 
 ferre, latum 
 
 1 limen, liminis 
 ludcre, lusum 
 
 2 maturus, maturi 
 meditari, meditatus 
 mittere, missum 
 mon ere, monitum 
 parare, paratum 
 pendcre, pensum 
 ponere, positum 
 
 3 post 
 
 rogare, rogatum 
 
 sagire, sagitum 
 '^ presbys 
 
 presbys 
 
 scribere, scriptum 
 
 scribere, scriptum 
 
 esse 
 
 servare, servatum 
 
 sedere, sessum 
 
 IM'emere, pressum 
 
 emere, emptum 
 
 tendere, tensum or tentum 
 
 texere, textum 
 
 valere, valitum 
 '■^ varus, vari 
 
 venire, ventum 
 
 venire, ventum 
 
 1 via, viae 
 ^ presbys 
 
 PRIG 
 
 2 primus, primi 
 priein 
 
 2 privus, privi 
 
 privus, privi 
 ^ probus, probi 
 
 probus, probi 
 
 probus, probi 
 
 balle'm 
 
 take care 
 
 go 
 
 take 
 
 go 
 
 gird 
 
 head 
 
 head 
 
 cut 
 
 cut 
 
 shut 
 
 strive 
 
 run 
 
 prey 
 
 go 
 
 speak 
 
 speak 
 
 lord 
 
 speak 
 
 bear 
 
 bear 
 
 threshold 
 
 play 
 
 ripe 
 
 think 
 
 send 
 
 Avarn 
 
 prepare 
 
 weigh 
 
 place 
 
 after 
 
 ask 
 
 perceive 
 
 old 
 
 old 
 
 write 
 
 write 
 
 be 
 
 guard 
 
 sit 
 
 press 
 
 buy 
 
 stretch 
 
 weave 
 
 be strong 
 
 bent 
 
 come 
 
 come 
 
 way 
 
 old 
 
 cheapen 
 
 fii-st 
 
 saw 
 
 single 
 
 single 
 
 good 
 
 good 
 
 good 
 
 tnrow 
 
WORK-BOOK OF ETTMOLOGY. 
 
 351 
 
 pro ced ure 
 pro ceed s 
 pro clam at ion 
 pro clivi ty 
 pro consul 
 pro crastin ate 
 pro ere ate 
 pro cure ment 
 prod ig al 
 prod ig y 
 pro duct ion 
 pro fan at iou 
 pro fess ion 
 prof fer 
 pro fici ency 
 pro file 
 pro fiig ate 
 pro found 
 pro fundi ty 
 pro fus ion 
 pro gen it or 
 pro gnosis 
 pro gnost ic ate 
 pro gram 
 pro gress 
 pro hib it 
 pro ject ile 
 pro lepsis 
 pro logue 
 pro long 
 pro min ency 
 pro miscu ous 
 pro mot ion 
 pro mpti tude 
 pro nounce 
 pro nunci at ion 
 pro pell or 
 pro pens ity 
 proper ty 
 pro phes y 
 pro pliet CSS 
 pro port ion 
 pro pos al 
 pro pos it i(jn 
 jjropriet or 
 pro rogue 
 pro sec utc 
 pro spect 
 pro speri ty 
 pro str at ion 
 pro tect or 
 pro tect or ate 
 pro test ant 
 pro tract 
 pro trus ion 
 pro verbi al 
 pro viile 
 pro yid ence 
 
 cedere, cessum 
 cedere, cessum 
 clamare, clamatum 
 
 1 clivus, clivi 
 
 1 consul, consulis 
 
 3 eras 
 creare, creatum 
 
 ^ cura, curae 
 agere, actum 
 agere, actum 
 ducere, ductum 
 
 ^ fauum, fani 
 fateri, fassus 
 ferre, latum 
 facere, factum 
 
 ^ filum, fill 
 fligere, flictum 
 
 1 fundus, fundi 
 fundus, fundi 
 fundere, fusum 
 gignere, genitum 
 yignoskein 
 (jignonkein 
 graphehi 
 
 gradi, gressus 
 habere, habitum 
 jacere, j actum 
 lambaneui 
 legein 
 
 2 longus, longi 
 minere 
 
 miscere, raixtum 
 movere, motuni 
 emere, emptum 
 
 1 nuncius, nuncii 
 nuncius, nuncii 
 pellere, pulsuni 
 pendere, pensiim 
 
 ^ proprius, propi'ii 
 liha'mem 
 phaineiu 
 
 ^ portio, portionis 
 ponere, posituiu 
 ponere, posituin 
 
 ^ l)roprius, proprii 
 rogare, rogatuin 
 sequi, secutus 
 specere, spectuni 
 
 ^ spes, spei 
 sternere, stratum 
 tegere, tectum 
 tegere, tectum 
 
 ^ testis, testis 
 trahere, tractum 
 trudere, trusuin 
 
 1 verbura, verbi 
 videre, visum , 
 videre, visum 
 
 go 
 
 go 
 
 cry 
 
 hiU 
 
 consul 
 
 to-morrow 
 
 form 
 
 care 
 
 do 
 
 do 
 
 lead 
 
 temple 
 
 own 
 
 bear 
 
 make 
 
 thread 
 
 strike 
 
 bottom 
 
 bottom 
 
 pour 
 
 beget 
 
 know 
 
 know 
 
 wi'ite 
 
 step 
 
 have 
 
 throw 
 
 talce 
 
 speak 
 
 long 
 
 jut 
 
 mix 
 
 move 
 
 buy 
 
 messenger 
 
 messenger 
 
 drive 
 
 weigh 
 
 one's own 
 
 show 
 
 show 
 
 share 
 
 place 
 
 place 
 
 one's own 
 
 ask 
 
 follow 
 
 see 
 
 hope 
 
 spread 
 
 cover 
 
 cover 
 
 witness 
 
 draw 
 
 thrust 
 
 word 
 
 see 
 
 see 
 
352 
 
 THE SYSTEM METUOD. 
 
 pro vinci al 
 pro vis ion 
 pro Tiso 
 pro voc at ion 
 pro yoke 
 proximi ty 
 pro X y ship 
 pru d ent 
 publici ty 
 publ ish 
 puer ile 
 puer ill ty 
 pugil ism 
 pugnaci ous 
 puiss ant 
 pulmona ry 
 pulver iz at ion 
 punctu at ion 
 puuct ure 
 pung ent 
 pur ist 
 Purit an 
 pur sue 
 pur suit 
 puzz le 
 pygme an 
 Pythagor ean 
 
 Quacke ry 
 quadr at ure 
 quagg y 
 quali fy 
 quarant ine 
 querul ous 
 quer y 
 quest ion 
 quiesc ence 
 quie tude 
 quitt ance 
 quixot ic 
 
 vincere, victum 
 
 videre, visum 
 
 videre, visum 
 
 vocare, vocatum 
 
 vocare, vocatum 
 ^ proximus, proximi 
 ^ cura, curae 
 
 videre, visum 
 1 populus, pojDuli 
 
 populus, populi 
 1 puer, pueri 
 
 puer, pueri 
 ^ pugnus, pugni 
 
 pugnus, pugni 
 
 posse 
 1 pulmo, pulmonis 
 
 1 pulvis, pulveris 
 pungere, punctum 
 pungere, punctum 
 pungere, punctum 
 
 2 purus, puri 
 purus, jDuri 
 sequi, secutus 
 sequi, secutus 
 
 ^ pausa, pausae 
 
 ^ pygme 
 
 ^ Fythagoreus 
 
 QUACK 
 
 ^ quatuor 
 
 CWACIAN 
 
 ^ quails, quails 
 2 quadraginta 
 
 queri, questus 
 
 quaerere, quaesitum 
 
 quaerere, quaesitum 
 ^ quies, quietis 
 
 quies, quietis 
 
 quies, quietis 
 ^ Quixote* 
 
 conquer 
 
 see 
 
 see 
 
 call 
 
 call 
 
 nearest 
 
 care 
 
 see 
 
 people 
 
 people 
 
 boy 
 
 boy 
 
 fist 
 
 fist 
 
 be able 
 
 lung 
 
 dust 
 
 prick 
 
 prick 
 
 prick 
 
 pure 
 
 pure 
 
 follow 
 
 follow 
 
 pause 
 
 fist 
 
 Pythagoras 
 
 cry 
 
 four- 
 
 shake 
 
 what sort 
 
 forty 
 
 wail 
 
 seek 
 
 seek 
 
 rest 
 
 rest 
 
 rest 
 
 Quixote 
 
 Rab id 
 race oon 
 radi ance 
 radic al ism 
 radi cle 
 ramp ant 
 ranc or ous 
 rapaci ous 
 rapaci ty 
 rap idi ty 
 rap ine 
 rare 
 
 rat ion al 
 rat ion al ize 
 rav ag ing 
 raven ous 
 rav ish 
 
 rabere 
 
 1 RAT 
 
 1 radius, radii 
 
 ^ radix, radicis 
 radix, radicis 
 
 2 KAMPEND 
 
 rancere, rancitum 
 rapere, raptum 
 rapere, raptum 
 rapere, raptum 
 rapere, raptum 
 2 rarus, rari 
 reri, ratus 
 reri, ratus 
 rapere, raptum 
 rapere, rajjtum 
 rapere, raptum 
 
 rave 
 
 rat 
 
 ray 
 
 root 
 
 root 
 
 rash 
 
 be rank 
 
 rob 
 
 rob 
 
 rob 
 
 rob 
 
 thin 
 
 reckon 
 
 reckon 
 
 rob 
 
 rob 
 
 rob 
 
WORK-BOOK OF ETYMOLOGY. 
 
 353 
 
 re al ism 
 
 re ali ty 
 
 re anim ate 
 
 rear ward 
 
 reason able 
 
 re bell Ion 
 
 re cant at ion 
 
 re capit ul ate 
 
 re ceipt 
 
 re ceive 
 
 recent ly 
 
 re cepta cle 
 
 re cipe 
 
 re cipl ent 
 
 re cit at ion 
 
 re cline 
 
 re CO gn it ion 
 
 re CO gn ize 
 
 re com mend at ion 
 
 re com pensc 
 
 re con cile 
 
 re cord 
 
 re course 
 
 re crimin at ion 
 
 recti tude 
 
 re cumb ent 
 
 red act ion 
 
 red eem 
 
 red empt ion 
 
 red ol ent 
 
 red ound 
 
 re duct ion 
 
 red und ant 
 
 re fer ence 
 
 re fleet 
 
 re form at ion 
 
 re fract ion 
 
 re friger ate 
 
 re fug ee 
 
 re fulg ence 
 
 reg al 
 
 re gent 
 
 re gress 
 
 regul ate 
 
 re iter ate 
 
 re lax at ion 
 
 re lev ant 
 
 re lie 
 
 re lief 
 
 re lieve 
 
 re lig ion 
 
 re linqu ish 
 
 re luct ant 
 
 re main 
 
 re mand 
 
 re mark 
 
 re medi al 
 
 re member 
 
 23 
 
 '■ res, rei 
 
 res, rei 
 ^ anemos 
 ^ retro 
 
 reri, ratus 
 ^ bellum, belli 
 
 canere, cantum 
 ^ caput, capitis 
 
 capere, captura 
 
 capere, captum 
 2 recens, recentis 
 
 capere, captum 
 
 capere, captum 
 
 capere, captum 
 
 ciere, citum 
 
 klindn 
 
 noscere, notum ' 
 
 noscere, notum 
 
 mandare, mandatum 
 
 pendere, pensum 
 
 calare, calatum 
 ^ cor, cordis 
 
 currere, cursum 
 
 cernere, cretum 
 
 regere, rectum 
 
 cubare, cubitum 
 
 agere, actum 
 
 emere, emptum 
 
 emere, emptum 
 
 olere, olitum 
 ^ unda, undae 
 
 ducere, ductum 
 1 unda, undae 
 
 ferre, latum 
 
 flectere, flexum 
 1 forma, formae 
 
 frangere, fractum 
 ^ f rigus, f rigoris 
 
 fugere, fugitum 
 
 fulgerft, fulsum 
 
 regere, rectum 
 
 regere, rectum 
 
 gradi, gressus 
 
 regere, rectum 
 ^ iter, itineris 
 ^laxus, laxi 
 '•^ levis, levis 
 
 linquere, lictum 
 ^ levis, levis 
 
 levis, levis 
 
 ligare, ligatum 
 
 linquere, lictum 
 
 luctari, luctatus 
 
 manere, mansum 
 
 mandare, mandatum 
 
 ^ MEARC 
 
 mederi 
 meminisse 
 
 thing 
 
 thing 
 
 wind 
 
 behind 
 
 reckon 
 
 war 
 
 sing 
 
 head 
 
 take 
 
 take 
 
 fresh 
 
 take 
 
 take 
 
 take 
 
 rouse 
 
 lean 
 
 know 
 
 know 
 
 bid 
 
 weigh 
 
 call 
 
 heart 
 
 run 
 
 sift 
 
 rule 
 
 he 
 
 do 
 
 buy 
 
 buy 
 
 smell 
 
 wave 
 
 lead 
 
 wave 
 
 bear 
 
 bend 
 
 form 
 
 break 
 
 cold 
 
 flee 
 
 shine 
 
 rule 
 
 rule 
 
 step 
 
 rule 
 
 way 
 
 loose 
 
 light 
 
 leave 
 
 light 
 
 light 
 
 bind 
 
 leave 
 
 strive 
 
 stay 
 
 bid 
 
 sign 
 
 heal 
 
 recall 
 
35J: 
 
 THE SYSTEM METHOD. 
 
 re minisc ence 
 
 meminisse 
 
 recall 
 
 re monstr ate 
 
 monstrare, monstratum : 
 
 show 
 
 re morse 
 
 mordere, morsum : 
 
 bite 
 
 re mote 
 
 movere, motum 
 
 move 
 
 re mov al 
 
 movere, motum : 
 
 move 
 
 re nasc ent 
 
 nasci, natus 
 
 be born 
 
 ren der 
 
 dare, datum : 
 
 give 
 
 rcn d it ion 
 
 dare, datum : 
 
 give 
 
 re nouncc 
 
 ^ uuncius, nuncii : 
 
 messenger 
 
 re nov ate 
 
 ^ novus, novi ; 
 
 new 
 
 re par at ion 
 
 parare, paratum : 
 
 prepare 
 
 re peal 
 
 pellare (obsolete) 
 
 call 
 
 re peat 
 
 petere, petitum 
 
 seek 
 
 re pent 
 
 ^poine : 
 
 punishment 
 
 re pet it ion 
 
 petere, petitum 
 
 seeli 
 
 re plen ish 
 
 plere, pletum 
 
 fill 
 
 re plet ion 
 
 plere, pletum 
 
 fiU 
 
 re ply 
 
 plicare, plicatum : 
 
 fold 
 
 re port 
 
 portare, portatum 
 
 carry 
 
 re pose 
 
 ponere, positum 
 
 place 
 
 re prehens ible 
 
 prehendere, prehensum 
 
 seize 
 
 re pre s ent at ive 
 
 esse 
 
 be 
 
 re prove 
 
 2 probus, probi 
 
 good 
 
 rept ile 
 
 reptere, reptum 
 
 creep 
 
 re pudi ate 
 
 pudere, puditum 
 
 shame 
 
 re pugn ancy 
 
 1 pugnus, pugui 
 
 fist 
 
 re puis ive 
 
 pellere, pulsum : 
 
 drive 
 
 re put at ion 
 
 putare, putatum 
 
 think 
 
 re quest 
 
 quaerere, quaesitum 
 
 seek 
 
 re quiem 
 
 ^ quies, quietis 
 
 rest 
 
 re quire 
 
 quaerere, quaesitum 
 
 seek 
 
 re quis ite 
 
 quaerere, quaesitum 
 
 seek 
 
 re quite 
 
 1 quies, quietis 
 
 rest 
 
 re scind 
 
 scindere, scissum 
 
 cut 
 
 re sciss ion 
 
 scindere, scissum 
 
 cut 
 
 re sembl ance 
 
 ^ similis, similis 
 
 like 
 
 re sent 
 
 sentire, sensum 
 
 : feel 
 
 re side 
 
 sedere, sessum 
 
 : sit 
 
 re sidue 
 
 sedere, sessum 
 
 : sit 
 
 re sign at ion 
 
 1 signum, signi 
 
 : mark 
 
 re sist ance 
 
 stare, statum 
 
 : stand 
 
 re sol ut ion 
 
 solvere, solutum 
 
 loose 
 
 re solve 
 
 solvere, solutum 
 
 ■ loose 
 
 re son ant 
 
 sonare, sonitum 
 
 : sound 
 
 re spect able 
 
 specere, spectum 
 
 : see 
 
 re splend ency 
 
 splendere, splenditum 
 
 : shine 
 
 re spond ent 
 
 spondere, sponsum 
 
 : promise 
 
 re spous ible 
 
 spondere, sponsum 
 
 : promise 
 
 re stit ut ion 
 
 stare, statum 
 
 : stand 
 
 re st ive 
 
 stare, statum 
 
 : stand 
 
 re strain 
 
 stringere, strictum 
 
 : strain 
 
 re strict ion 
 
 stringere, strictum 
 
 : strain 
 
 re suit 
 
 salire, saltum 
 
 : leap 
 
 re su mpt ion 
 
 emere, emptum 
 
 : buy 
 
 re sur recfc ion 
 
 regere, rectum 
 
 : rule 
 
 re sus cit ate 
 
 ciere, citum 
 
 : rouse 
 
 re tent ive 
 
 tendere, tensum or tentum 
 
 : stretch 
 
 re tic ent 
 
 tacere, tacitum 
 
 : be still 
 
reti cle 
 reti cule 
 re tort 
 
 re trib ut ion 
 retro grade 
 retro spect 
 re veal 
 re vel at ion 
 re Tenge 
 re venue 
 re vere 
 re verend 
 re ver enti al 
 re verse 
 re vers ion 
 re vert 
 re view er 
 re vis ion 
 re Vive 
 re voc at ion 
 re voke 
 re volt 
 re volve 
 rlieumat ism 
 rhomb oid 
 ridicul ous 
 rig idi ty 
 rig or ous 
 rip ari an 
 ris ible 
 riv al ry 
 rivu let 
 Rom an 
 rose ate 
 ros ette 
 rota ry 
 rotundi ty 
 roy al ty 
 rudi menta ry 
 rudi ment s 
 r ul able 
 r ule 
 rumin ant 
 rumin ate 
 rur al 
 rust ic 
 rust ic -ate 
 
 Sacchar ine 
 sacchar oid 
 sacra ment 
 saf est 
 sagaci ty 
 sala ry 
 sali ent 
 sal ine 
 sail y 
 salubri ty 
 
 WORK-BOOK OF ETYMOLOGY. 
 
 ^ rete, retis 
 
 rete, retis 
 
 torquere, tortum 
 
 tribuere, tributum 
 
 gradi, gressus 
 
 specere, spectum 
 1 velum, veli 
 
 velum, veli 
 
 vindicare, vindicatum 
 
 venire, ventum 
 
 vereri, veritus 
 
 vereri, veritus 
 
 vereri, veritus 
 
 vertere, versum 
 
 vertere, versum 
 
 vertere, versum 
 
 videre, visum 
 
 videre, visum 
 
 vivere, victum 
 
 voeare, vocatum 
 
 vocare, vocatum 
 
 vol vere, volutum 
 
 volvere, volutum 
 
 rhein 
 
 rhetnbei?i 
 
 ridere, risum 
 
 rJiegeiu 
 
 rhegein 
 ^ ripa, ripae 
 
 ridere, risum 
 ^ rivus, rivi 
 
 rivus, rivi 
 ^ Roma, Romae 
 ^ rosa, rosae 
 
 rosa, rosae 
 ^ rota, rotae 
 
 rota, rotae 
 regere, rectum 
 ^ rudis, rudis 
 
 rudis, rudis 
 regere, rectum 
 regere, rectum 
 1 rumen, ruminis 
 rumen, ruminis 
 ^ rus, ruris 
 rus, ruris 
 rus, ruris 
 
 ^ saccharum, sacchari 
 saccharum, sacchari 
 ^ sacer, sacri 
 ^ salvus, salvi 
 ^ sagus, sagi 
 
 1 sal, sahs 
 saUre, saltum 
 
 ■'■ sal, salis 
 salire, saltum 
 
 2 salvus, salvi 
 
 355 
 
 net 
 
 net 
 
 twist 
 
 grant 
 
 step 
 
 see 
 
 vail 
 
 vail 
 
 claim 
 
 come 
 
 fear 
 
 fear 
 
 fear 
 
 turn 
 
 turn 
 
 turn 
 
 see 
 
 see 
 
 live 
 
 call 
 
 call 
 
 roU 
 
 roll 
 
 flow 
 
 whirl 
 
 laugh 
 
 shiver 
 
 shiver 
 
 bank 
 
 laugh 
 
 stream 
 
 stream 
 
 Rome 
 
 rose 
 
 rose 
 
 wheel 
 
 wheel 
 
 rule 
 
 raw 
 
 raw 
 
 rule 
 
 rule 
 
 cud 
 
 cud 
 
 country 
 
 country 
 
 country 
 
 sugar 
 
 sugar 
 
 sacred 
 
 safe 
 
 seeing 
 
 salt 
 
 leap 
 
 salt 
 
 leap 
 
 safe 
 
356 
 
 THE SYSTEM METHOD. 
 
 sal ut ato ry 
 
 salv age 
 
 salv at ion 
 
 san at ive 
 
 sancti fy 
 
 sancti moni ous 
 
 sanct ion 
 
 sanctua ry 
 
 sangu ine 
 
 sani ty 
 
 sapon ace ous 
 
 sarc asm 
 
 sarc ast ic 
 
 sati ate 
 
 satie ty 
 
 satur ate 
 
 savo ry 
 
 s cal d 
 
 scari fy 
 
 scene ry 
 
 sched ule 
 
 Rcbismat ics 
 
 schol ar 
 
 schol ast ic ism 
 
 sci ence 
 
 scintill ant 
 
 sciss or s 
 
 sciss ure 
 
 sclerot ic 
 
 scopt ic 
 
 script ure 
 
 sculpt or 
 
 se cede 
 
 se cess ion 
 
 se elude 
 
 se clus ion 
 
 se crec y 
 
 se cret 
 
 se creta ry 
 
 se Crete 
 
 sect ion 
 
 secul ar 
 
 se curi ty 
 
 sed at ive 
 
 sed enta ry 
 
 sed iti on 
 
 sedul ous 
 
 see d 
 
 se greg ate 
 
 se lect 
 
 selen ite 
 
 semina ry 
 
 senat ori al 
 
 seni or 
 
 seni ori ty 
 
 sens at ion 
 
 sens ible 
 
 sent ence 
 
 salvus, salvi 
 salvus, salvi 
 salvus, salvi 
 2 sanus, sani 
 2 sanctus, sancti 
 sanctus, sancti 
 sanctus, sancti 
 sanctus, sancti 
 
 1 sanguis, sanguinis 
 
 2 sanus, sani 
 
 1 sapo, saponis 
 ^ sarx, sarkos 
 
 sarx, sarkos 
 ' satis 
 
 sg-tis 
 
 satis 
 
 sapere 
 
 calere, calitum 
 
 skariphaathai 
 ^ Skene 
 1 schede 
 
 schizein 
 1 schole 
 
 schole 
 
 scire, scitum 
 
 1 scintilla, scintiUae 
 scindere, scissum 
 scindere, scissum 
 
 2 skleros 
 skoptein 
 
 scribere, scriptum 
 sculpere, sculptum 
 cedere, cessum 
 cedere, cessum 
 claudere, clausum 
 claudere, clausum 
 cernere, cretum 
 cernere, cretum 
 cernere, cretum 
 cernere, cretum 
 secare, sectum 
 
 1 seculum, seculi 
 1 cura, curae 
 
 sedare, sedatum 
 
 sedere, sessum 
 
 ire, itum 
 
 sedere, sessum 
 
 s4wAN 
 1 gi-ex, gregis 
 
 legere, lectum 
 ^ selene 
 
 1 semen, seminis 
 
 2 senex, senis 
 senex, senis 
 senes, senis 
 sentire, sensum 
 sentire, sensum 
 sentire, sensum 
 
 safe 
 
 safe 
 
 sound 
 
 holy 
 
 holy 
 
 holy 
 
 holy 
 
 blood 
 
 sound 
 
 soap 
 
 flesh 
 
 flesh 
 
 enough 
 
 enough 
 
 enough 
 
 taste 
 
 be hot 
 
 scratch 
 
 stage 
 
 leaf 
 
 split 
 
 leisure 
 
 leisure 
 
 know 
 
 spark 
 
 cut 
 
 cut 
 
 hard 
 
 scofE 
 
 write 
 
 carve 
 
 go 
 
 go 
 
 shut 
 
 shut 
 
 sift 
 
 sift 
 
 sift 
 
 sift 
 
 cut 
 
 age 
 
 care 
 
 calm 
 
 sit 
 
 go 
 
 sit 
 
 sow 
 
 flock 
 
 gather 
 
 moon 
 
 seed 
 
 old 
 
 old 
 
 old 
 
 feel 
 
 feel 
 
 feel 
 
WORK-BOOK OF ETYMOLOGY. 
 
 357 
 
 sent enti ous 
 
 senti ment al 
 
 se par able 
 
 se par at ion 
 
 sepulchr al 
 
 sequestr ate 
 
 serp ent ine 
 
 serv ant 
 
 servi tude 
 
 sess ion 
 
 sett le 
 
 seven th 
 
 se ver al 
 
 sever er 
 
 sever est 
 
 severi ty 
 
 sexagen ari an 
 
 sidere al 
 
 side wise 
 
 sign al 
 
 sign al ize 
 
 sign at ure 
 
 simil ari ty 
 
 simultane ous 
 
 singul ar 
 
 skept ic 
 
 skept ie ism 
 
 slave ry 
 
 slep t 
 
 sobrie ty 
 
 soci able 
 
 socie ty 
 
 Socrat ic 
 
 sol ace 
 
 sol ar 
 
 soldi er y 
 
 solid! ty 
 
 solita ry 
 
 soli tude 
 
 solu ble 
 
 s ombr ous 
 
 song ster 
 
 sonor ous 
 
 soon est 
 
 soph ist ic at ed 
 
 soph ist ry 
 
 sorcer er 
 
 south er n 
 
 spars est 
 
 speci fy 
 
 speci ous 
 
 specta cle 
 
 specta cul ar 
 
 spect at or 
 
 spect er 
 
 specul ate 
 
 spher ic al 
 
 spher ici ty 
 
 sentire, sensum 
 sentire, sensum 
 parare, paratum 
 parare, paratum 
 sepuUre, sepultum 
 sequi, secutus 
 Jierpdn 
 
 servare, servatum 
 servare, servatum 
 sedere, sessiun 
 
 SETTAN 
 SEOFAN 
 
 parare, paratum 
 ^ severus, severi 
 severus, severi 
 severus, severi 
 2 sexaginta 
 ^ sidus, sideris 
 
 ^SID 
 
 1 signum, signi 
 signum, signi 
 signum, signi 
 
 2 similis, simihs 
 ^simul 
 
 ^ singulus, singuli 
 skopdn 
 skopein 
 
 1 Slave* 
 
 SLAEPAN 
 
 ^ sobrius, sobrii 
 
 2 socius, socii 
 socius, socii 
 
 '^ Sokrates 
 solari, solatus 
 
 1 sol, solis 
 
 2 solidus, solidi 
 solidus, solidi 
 
 ^ solus, soU 
 
 solus, soli 
 
 solvere, solutum 
 ' umbra, umbrae 
 
 SINGAN 
 
 sonare, sonitum 
 
 ^SONA 
 
 2 sophos 
 sophos 
 ^ sors, sortis 
 
 1 SUNNE 
 
 spargere, sparsum 
 
 specere, spectum 
 
 specere, spectum 
 
 specere, spectum 
 
 specere, spectum 
 
 specere, spectum 
 
 specere, spectum 
 
 specere, spectum 
 ^ sphaira 
 sphaira 
 
 feel 
 
 feel 
 
 prepare 
 
 prepare 
 
 bury 
 
 follow 
 
 creep 
 
 guard 
 
 guard 
 
 sit 
 
 set 
 
 seven 
 
 prepare 
 
 strict 
 
 strict 
 
 strict 
 
 sixty 
 
 star 
 
 large 
 
 mark 
 
 mark 
 
 mark 
 
 Uke 
 
 together 
 
 single 
 
 view 
 
 view 
 
 Slave 
 
 sleep 
 
 sober 
 
 united 
 
 united 
 
 Socrates 
 
 comfort 
 
 sun 
 
 soHd 
 
 solid 
 
 alone 
 
 alone 
 
 loose 
 
 shade 
 
 sing 
 
 sound 
 
 soon 
 
 wise 
 
 wise 
 
 lot 
 
 sun 
 
 strew 
 
 see 
 
 see 
 
 see 
 
 see 
 
 see 
 
 see 
 
 see 
 
 baU 
 
 ball 
 
358 
 
 THE SYSTEM METHOD. 
 
 spher oid 
 spiritu al 
 spleen y 
 splend id 
 splend or 
 splenet ic 
 spoli at ion 
 sponda ic 
 sprigg y 
 sputt er 
 s quare 
 squal oid 
 st abili ty 
 st able 
 stagn at ion 
 stai d 
 staU age 
 st ate ment 
 st at iona ry 
 st at ist ics 
 st at m-e 
 steer age 
 stiff en 
 stif le 
 stigmat ize 
 stipul at ion 
 sto ic ism 
 stomat ic 
 Strang le s 
 stream let 
 strenu ous 
 strick le 
 strict ure 
 stubb le 
 stud ent 
 studi ed 
 stulti fy 
 stup id 
 stygi an 
 styl oid 
 suavi ty 
 sub ac id 
 sub alter n 
 sub ject 
 sub jug ate 
 sub junct ive 
 sub miss ion 
 sub ordin ate 
 sub poena 
 sub sequ ent 
 sub servi ent 
 sub sidia ry 
 sub sid ize 
 sub sist ence 
 sub st anee 
 sub st anti al 
 sub stit ut ion 
 subter fuge 
 
 sphaira 
 
 spirare, spiratum 
 1 splen 
 
 splendere, splenditum 
 
 splendere, splenditum 
 1 &plen 
 
 ^ spoHum, spoUi 
 1 sponde 
 
 1 SPREC 
 SPITTAN 
 
 ^ quatuor 
 
 ^ squalus, squali 
 
 stare, statum 
 
 stare, statum 
 ^ stagnum, stagni 
 
 stare, statum 
 
 1 STEAiL 
 
 stare, statum 
 
 stare, statum 
 
 stare, statum 
 
 stare, statum 
 
 STEORAN 
 
 2 STIF 
 STIVE 
 
 stizein 
 ^ stips, stipis 
 ^ stoa 
 ^ stoma 
 
 straggein 
 
 ^ STREAil 
 
 ^ strenes 
 
 STRICAN 
 
 stringere, strictum 
 
 ^ STYBB 
 
 studere 
 
 studere 
 ^ stultus, stulti 
 
 stupere 
 
 stygein 
 ^ stylus 
 
 ^ suavis, suavis 
 ^ acer, acris 
 ^ alter, alterius 
 
 jacere, j actum 
 
 jungere, junctum 
 
 jungere, junctum 
 
 mittere, missum 
 ^ ordo, ordinis 
 ^poine 
 
 sequi, secutus 
 
 servare, servatum 
 
 sedere, sessum 
 
 sedere, sessum 
 
 stare, statum 
 
 stare, statum 
 
 stare, statum 
 
 stare, statum 
 
 fugere, fugitum 
 
 baU 
 
 breathe 
 
 spleen 
 
 shine 
 
 shine 
 
 spleen 
 
 booty 
 
 offering 
 
 twig 
 
 spit 
 
 four 
 
 shark 
 
 stand 
 
 stand 
 
 pool 
 
 stand 
 
 seat 
 
 stand 
 
 stand 
 
 stand 
 
 stand 
 
 direct 
 
 stiff 
 
 stuff 
 
 prick 
 
 gift 
 
 porch 
 
 mouth 
 
 squeeze 
 
 stream 
 
 strong 
 
 hit 
 
 strain 
 
 stump 
 
 pursue 
 
 pursue 
 
 foolish 
 
 be amazed 
 
 hate 
 
 pen 
 
 sweet 
 
 sharp 
 
 other 
 
 throw 
 
 yoke 
 
 yoke 
 
 send 
 
 order 
 
 punishment 
 
 follow 
 
 guard 
 
 sit 
 
 sit 
 
 stand 
 
 stand 
 
 stand 
 
 stand 
 
 flee 
 
WORK-BOOK OF KTrMOLOGT. 
 
 359 
 
 sub terrane an 
 
 1 terra, terrae : 
 
 earth 
 
 sub vers ion 
 
 vertere, versum : 
 
 turn 
 
 sub vert 
 
 vertere, versum 
 
 turn 
 
 sue ceed 
 
 cedere, cessum 
 
 go 
 
 sue cess ion 
 
 cedere, cessum 
 
 go 
 
 sue cinct 
 
 cingere, cinctum 
 
 gird 
 
 sue cor 
 
 cuiTere, cursum : 
 
 run 
 
 sue cumb 
 
 cubare, cubitum 
 
 lie 
 
 suf fer ence 
 
 ferre, latum 
 
 bear 
 
 suf fici ent 
 
 facere, factum 
 
 make 
 
 suf fix 
 
 fingere, Actum 
 
 form 
 
 suf foe ate 
 
 1 faux, faucis 
 
 throat 
 
 sug gest 
 
 gerere, gestum 
 
 carry 
 
 suit able 
 
 2 SITIT 
 
 fit 
 
 sulk s 
 
 SEOLCASr 
 
 grow feeble 
 
 su mptu ous 
 
 emere, emptum 
 
 buy 
 
 sundri es 
 
 2 SUNDOR 
 
 separate 
 
 super ab und ance 
 
 1 unda, undae 
 
 wave 
 
 super annu ate 
 
 1 annus, anni 
 
 year 
 
 super cili ous 
 
 1 ciKura, ciUi 
 
 eyelid 
 
 super fici al 
 
 1 facias, faciei 
 
 face 
 
 super flui ty 
 
 fluere, fluxum 
 
 flow 
 
 super in tend 
 
 tendere, tensum or tentum 
 
 stretch 
 
 superior! ty 
 
 ^ super 
 
 above 
 
 super lat ive 
 
 ferre, latum 
 
 bear 
 
 super nat ur al 
 
 nasci, natus 
 
 be born 
 
 super nuniera ry 
 
 inumerus, numeri 
 
 number 
 
 super sede 
 
 sedere, sessum 
 
 sit 
 
 super st it ion 
 
 stare, statum 
 
 stand 
 
 super struct ure 
 
 struere, structum 
 
 pile 
 
 super vent ion 
 
 venire, ventum 
 
 come 
 
 super vis ion 
 
 videre, visum 
 
 see 
 
 sup plant 
 
 1 planta, plantae 
 
 sole 
 
 sup pie ment 
 
 plere, pletum 
 
 fill 
 
 sup plicat ion 
 
 plicare, pUcatum 
 
 fold 
 
 sup ply 
 
 plere, pletum 
 
 fiU 
 
 sup pose 
 
 ponere, positum 
 
 place 
 
 sup press 
 
 prcmerc, pressum 
 
 press 
 
 supra orbit al 
 
 ^ orbis, orbis 
 
 : ring 
 
 suprem acy 
 
 3 super 
 
 above 
 
 sur face 
 
 ifacies, faciei 
 
 : face 
 
 sur feit 
 
 facere, factum 
 
 make 
 
 sur plus 
 
 ^ plus, pluris 
 
 : more 
 
 sur prise 
 
 prehendere, prehensum 
 
 seize 
 
 sur ren der 
 
 dare, datum 
 
 : give 
 
 sur reptiti ous 
 
 rapere, raptum 
 
 rob 
 
 sur round 
 
 ^rotundus, rotundi 
 
 round 
 
 sur vey 
 
 videre, visum 
 
 : see 
 
 sur vive 
 
 vivere, victum 
 
 live 
 
 su speet 
 
 specere, spectum 
 
 see 
 
 sus pend 
 
 pendere, pensum 
 
 : hang 
 
 sus pense 
 
 pendere, pensum 
 
 hang 
 
 sus pens ion 
 
 pendere, pensum 
 
 hang 
 
 su spic ion 
 
 specere, spectum 
 
 see 
 
 sus tain 
 
 tendere, tensum or tentum 
 
 : stretch 
 
 sus ten ance 
 
 tendere, tensum or tentum 
 
 : stretch 
 
 sut ure 
 
 suere, sutum 
 
 : sew 
 
 swep t 
 
 swdPAN 
 
 : brush 
 
360 
 
 THE SYSTEM METHOD. 
 
 sj-1 lable 
 syl lab ic ate 
 syl log ism 
 sym bol ic 
 sym metr y 
 sym path y 
 sym plion y 
 sym ptom s 
 sya aeresis 
 syn agogue 
 syn chron ism 
 syn cop ate 
 sya cope 
 sya di'ome 
 sya ec doche 
 sya od 
 syn onym ize 
 syn onym ous 
 syn opsis 
 syn tact ic 
 syn tax 
 syn thes ist 
 sy stemat ic 
 sy stole 
 
 Taberna cle 
 tabl at ure 
 tab le 
 tab let 
 tabul ate 
 tact ici an 
 tact ics 
 tactu al 
 tal ent ed 
 tantal ize 
 taugli t 
 techn ic al 
 techn ics 
 tecton ic 
 tedi ous 
 tempera ment 
 temjjcr at ure 
 temj) le 
 temp let 
 temper al 
 tempora ry 
 temper ize 
 tempt at ion 
 tea able 
 ten ant 
 teuaci ous 
 tend ency 
 tene meat 
 teata cle 
 teat at ive 
 tea ui-e 
 termia ate 
 terrestri al 
 
 larahanein 
 
 lambanein 
 
 legein 
 
 hallein 
 ^ metron 
 
 2jathei?t 
 ^ phone 
 
 piptein 
 
 airein 
 
 agein 
 1 chronos 
 
 koiJteln 
 
 koptein 
 ^ dronios 
 
 dklottai 
 1 hodos 
 ^ onorna 
 
 onoma 
 
 op 
 
 tassein 
 
 tassein 
 
 titheiiai 
 
 histanai 
 
 stellem 
 
 1 tabula, tabulae 
 tabula, tabulae 
 tabula, tabulae 
 tabula, tabulae 
 tabula, tabulae 
 tangere, tactum 
 tangere, tactum 
 tangere, tactum 
 
 TALAN 
 
 ^ Tantalos 
 
 TAECAN 
 
 ^ techne 
 techfie 
 
 ^ tekton 
 taedet 
 tenineht 
 tenuieiti 
 temneiu 
 temnein 
 temnein 
 temnein 
 temiiein 
 
 tendere, tensum or 
 tendere, tensum or 
 teadere, tensum or 
 teadere, teasura or 
 tendere, tensum or 
 tendere, tensum or 
 teadere, tensum or 
 tendere, tensum or 
 tendere, tensum or 
 
 ^ terma 
 
 1 terra, terrae 
 
 tentum 
 tentum 
 tentum 
 tentum 
 tentum 
 tentum 
 tentum 
 tentum 
 tentum 
 
 take 
 take 
 
 throw 
 
 measure 
 
 suifer 
 
 sound 
 
 faU 
 
 gi'asp 
 
 lead 
 
 time 
 
 cut off 
 
 cut oil 
 
 course 
 
 give 
 
 way 
 
 name 
 
 name 
 
 see 
 
 arrange 
 
 arrange 
 
 set 
 
 set 
 
 send 
 
 board 
 
 board 
 
 board 
 
 board 
 
 board 
 
 touch 
 
 touch 
 
 touch 
 
 bear 
 
 Tantalus 
 
 show 
 
 ai't 
 
 art 
 
 builder 
 
 disgusts 
 
 cut off 
 
 cut off 
 
 cut off 
 
 cut off 
 
 cut off 
 
 cut off 
 
 cut off 
 
 stretch 
 
 stretch 
 
 stretch 
 
 stretch 
 
 stretch 
 
 stretch 
 
 stretch 
 
 stretch 
 
 stretch 
 
 hmit 
 
 earth 
 
WOEK-BOOK OF ETrMOLOGY. 
 
 361 
 
 terror ism 
 tessell ate 
 testa ment 
 test at or 
 test atr ix 
 testi mony 
 textu ar ist 
 text ure 
 thef t 
 the ism 
 therajjeut ics 
 therm al 
 thieve ry 
 th ing 
 thimb le 
 thinn est 
 thorac ic 
 tim idi ty 
 tinct ure 
 tini est 
 tint ed 
 toler ate 
 ton ic 
 tonn age 
 top ic 
 tor ment 
 torp id 
 torr id 
 tortu ous 
 tort ure 
 tot ali ty 
 trace able 
 trache al 
 tract able 
 tract ile 
 tra d it ion 
 tra it or 
 tra mon ine 
 tran quili ty 
 trans act ion 
 tran scend 
 tran scribe 
 trans fer ee 
 trans figur at ion 
 trans gress ion 
 trans it 
 trans ito ry 
 trans lat ion 
 trans luc ent 
 trans mar ine 
 trans migr at ion 
 trans miss ion 
 trans mit 
 trans mute 
 trans par ency 
 trans plant 
 trans port 
 trapcz oid 
 
 terrere, territum 
 
 '^ tesseres 
 
 ^ testis, testis 
 testis, testis 
 testis, testis 
 testis, testis 
 texere, textum 
 texere, textum 
 
 ^ THEOP 
 
 ^ theos 
 therapeumi 
 therein 
 
 ^ THEOF 
 1 THING 
 
 1 THUMA 
 
 2 THYNNE 
 
 * thorax 
 timere 
 tingere, tinctum 
 
 " THYNNE 
 
 tingere, tinctum 
 tolerare, toleratum 
 ^ ionos 
 
 1 TUNNE 
 
 ^ topika 
 torquere, tortum 
 torpere, torpitum 
 torrere, tostum 
 torquere, tortum 
 torquere, tortum 
 
 ^ totus, totius 
 trahere, tractum 
 
 ^ trachys 
 trahere, tractum 
 trahere, tractum 
 dare, datum 
 dare, datum 
 
 1 mons, montis 
 
 1 quies, quietis 
 agere, actum 
 scandere, scansum 
 scribere, scriptum 
 ferre, latum 
 fingere, fictum 
 gi-adi, gressus 
 ire, itum 
 ire, itum 
 ferre, latum 
 
 1 lux, lucis 
 
 1 mare, maris 
 migrare, migratum 
 mittere, missura 
 mittere, missum 
 mutare, rautatum 
 parere, paritum 
 
 ' planta, plantae 
 portare, portatum 
 
 * trapeza 
 
 frighten 
 
 four 
 
 witness 
 
 witness 
 
 witness 
 
 witness 
 
 weave 
 
 weave 
 
 thief 
 
 god 
 
 cure 
 
 warm 
 
 thief 
 
 thing 
 
 thumb 
 
 thin 
 
 chest 
 
 fear 
 
 tinge 
 
 thin 
 
 tinge 
 
 bear 
 
 tone 
 
 tub 
 
 argument 
 
 twist 
 
 be stiff 
 
 parch 
 
 twist 
 
 twist 
 
 all 
 
 di-aw 
 
 rough 
 
 draw 
 
 draw 
 
 give 
 
 give 
 
 mountain 
 
 rest 
 
 do 
 
 cUmb 
 
 write 
 
 bear 
 
 form 
 
 step 
 
 go 
 
 go 
 
 bear 
 
 light 
 
 sea 
 
 move 
 
 send 
 
 send 
 
 change 
 
 appear 
 
 plant 
 
 carry 
 
 table 
 
362 
 
 TU1£ BYtiTEiM MKTiLOD. 
 
 tra verse 
 
 vertere, veisum : 
 
 treat y 
 
 trahei'e, tractura : 
 
 treuieiul ous 
 
 tremere : 
 
 tremul ous 
 
 tremere : 
 
 trfis pass 
 
 ^passus, passus : 
 
 tril) uta ry 
 
 tribncrc, ti'ibutum : 
 
 trinit ari an ism 
 
 5 tres : 
 
 troph y 
 
 irepcln 
 
 trop ic al 
 
 trepein : 
 
 ti-ou ble 
 
 1 tnrba, turbae : 
 
 tru th 
 
 '^TKEOWE : 
 
 tub ul ar 
 
 1 tuba, tubae : 
 
 tu it ion 
 
 tueri, tuitus : 
 
 turn idi ty 
 
 tumere : 
 
 turnultu ous 
 
 tumere : 
 
 turbul ent 
 
 ^ turba, turbae : 
 
 typh oid 
 
 typhein : 
 
 typ ic al 
 
 typtein : 
 
 typi fy 
 
 typtein : 
 
 tyrann ic al 
 
 ^ tyrannos : 
 
 tyrann ize 
 
 tyrannos : 
 
 Ultira ate 
 
 ^ulter, ultri ; 
 
 umbr age 
 
 ^ umbra, umbrae : 
 
 urnbr age ous 
 
 umbra, umbrae : 
 
 un ac cept ilile 
 
 capere, captmn : 
 
 un ad vis ed 
 
 videre, visum : 
 
 un clean 
 
 2 CLAENE : 
 
 uuct ion 
 
 ungerc, unctum : 
 
 under cloth es 
 
 ^ CLaDU : 
 
 under ling 
 
 •'UNDEU : 
 
 under sell 
 
 SELLA N : 
 
 under wood 
 
 ^ wuDU : 
 
 un do 
 
 Don : 
 
 und ul ate 
 
 * uuda, undac : 
 
 un pre par ed 
 
 parare, paratum : 
 
 un riv all ed 
 
 ^ rivus, rivi : 
 
 un true 
 
 2 TKEOWE : 
 
 un wind 
 
 ■WINDAN : 
 
 us age 
 
 uti, usus : 
 
 ut ili ty 
 
 uti, USU3 ' : 
 
 utt er 
 
 ^UT : 
 
 Vac ancy 
 
 Vacare, vacatum : 
 
 vac at ion 
 
 vacare, vacatum : 
 
 vagari es 
 
 ^ vagus, vagi : 
 
 vagr ant 
 
 vagus, vagi : 
 
 vale tud in ari an 
 
 Vaiere, valitum : 
 
 vali ant 
 
 valere, valitum : 
 
 val idi ty 
 
 vaiere, valitum : 
 
 val or 
 
 valere, valitum : 
 
 valu able 
 
 vaiere, valitum : 
 
 vanqu ish 
 
 vincere, victum : 
 
 variol oid 
 
 ^ varius, varii : 
 
 vehi cle 
 
 vebere, veetum 
 
 ven al 
 
 *vena, venae : 
 
 vend er 
 
 vendere, venditum : 
 
 venge ance 
 
 vindicare, vindicatum : 
 
 turn 
 
 draw 
 
 trcimble 
 
 tremble 
 
 step 
 
 grant 
 
 three 
 
 turn 
 
 turn 
 
 crowd 
 
 faithful 
 
 pipe 
 
 see 
 
 swell 
 
 eweU 
 
 crowd 
 
 smoke 
 
 beat 
 
 beat 
 
 ruler 
 
 ruler 
 
 beyond 
 
 shade 
 
 shade 
 
 take 
 
 see 
 
 fair 
 
 smear 
 
 cloth 
 
 below 
 
 sell 
 
 wood 
 
 do 
 
 wave 
 
 prepare 
 
 stream 
 
 faithful 
 
 tm-n 
 
 use 
 
 use 
 
 out 
 
 be emjity 
 
 1)0 empty 
 
 roving 
 
 roving 
 
 be strong 
 
 be strong 
 
 bo strong 
 
 bo strong 
 
 be strong 
 
 conquer 
 
 various 
 
 carry 
 
 vein 
 
 sell 
 
 claim 
 
vent 11 ate 
 vent ure 
 vcut ure some 
 veracl oils 
 vcracl ty 
 verb al 
 verb OHO 
 vorg Ing 
 vcr It able 
 vcri ty 
 vers at, ill ty 
 verB ion 
 vert ic al 
 vesl clo 
 vest uro 
 veter an 
 veto ed 
 vex at ion 
 vie ar ago 
 vicini ty 
 Vict or 
 victo ry 
 vig il ant 
 vig or OU8 
 vill aia 
 vindie ate 
 viol at ion 
 viol ent 
 viru lent 
 vis age 
 vis ion 
 vis iona ry 
 vis it ant 
 vit al 
 viti ate 
 vitre OU8 
 vitri fy 
 vivaci ty 
 viv id 
 
 voc abula ry 
 voc al 
 voc al ize 
 vol at ilc 
 vol it ion 
 vol uble 
 volunta ry 
 volunt cc.r 
 V(jlU])tU ous 
 
 voraci ous 
 voraci ty 
 vota ry 
 vulgar ism 
 vulncr able 
 vultur iiie 
 
 Wadd Ic 
 wage 8 
 wagg Ic 
 
 WORK-BOOK OF ETYMOJAJUV, 
 
 ^ vcntus, vcnti 
 venire, ventum 
 venire, ventum 
 
 ^ verus, veri 
 vi'i'iiK, vori 
 
 ' verbuoi, vcrl)i 
 verbum, vi'vlii 
 vergere, verKum 
 
 " vcruB, vcri 
 veruH, veri 
 vertere, versum 
 vertere, versum 
 vertere, versum 
 
 ^ vesica, vesicae 
 
 ^vcstls, VCBtiS 
 
 ^' vetus, veteris 
 vetere, vetitum 
 veliere, veetum 
 
 ^ vicis, vicis 
 
 ^ vleus, vici 
 vlncerc, victum 
 vincere, victum 
 vigcre, vigitum 
 Vigere, vigitian 
 
 ^ vicuB, vici 
 vindicarc, vindicat 
 
 ^ vis, vis 
 vis, vis 
 
 ^ virus, virl 
 vidcre, visum 
 videre, visum 
 vidcre, visum 
 videre, visum 
 vivere, victum 
 
 * vitium, vitii 
 
 * vitrum, vitri 
 vitrurn, vitri 
 vivere, victum 
 vivere, victum 
 
 1 vox, vocis 
 vox, vocis 
 vox, vocis 
 volare, volatum 
 velle 
 
 volvc^re, voliituni 
 vcllc 
 Vcllc! 
 vciie 
 
 363 
 
 urn 
 
 vorare, voratum 
 
 vorare, voratum 
 
 vovere, votum 
 
 ^ valgus, vulgi 
 
 ^ vulnus, vulnuris 
 
 ^ vult.ur, vulturis 
 
 wind 
 
 come 
 
 come 
 
 real 
 
 real 
 
 word 
 
 word 
 
 bend 
 
 real 
 
 real 
 
 turn 
 
 turn 
 
 turn 
 
 bladder 
 
 garment 
 
 old 
 
 forbid 
 
 carry 
 
 change 
 
 village 
 
 conquer 
 
 conquer 
 
 be lively 
 
 be lively 
 
 village 
 
 claim 
 
 strength 
 
 strengtti 
 
 juice 
 
 see 
 
 see 
 
 see 
 
 see 
 
 live 
 
 fault 
 
 glass 
 
 glass 
 
 live 
 
 live 
 
 voice 
 
 voice 
 
 voice 
 
 fly 
 
 wish 
 
 roll 
 
 wish 
 
 wish 
 
 wish 
 
 devour 
 
 dc^vour 
 
 vow 
 
 |)(!0ple 
 
 wound 
 
 vulture 
 
 plwlge 
 carry 
 
364 
 
 THE SYSTEM METHOD. 
 
 wagon age 
 wann ish 
 war like 
 warm th 
 weal th 
 weal th y 
 Wesley an 
 wheat en 
 whip ster 
 wid th 
 wild er ness 
 wild est 
 WiU y 
 wind ward 
 with hold 
 Tvith stand 
 wit ness 
 wiz ard 
 woK ish 
 wood en 
 woul d 
 WTink le 
 
 Xiph Did 
 
 Yellow s 
 
 waGAi^ 
 
 2 WANN 
 WEBRAN 
 
 2 WBAEM 
 
 3 WBLA 
 WELA 
 
 1 Wesley * 
 
 1 HWAETE 
 HWEOPIAN 
 
 ^ WID 
 
 2 WILD 
 WILD 
 
 iWiU* 
 
 aenai 
 
 HEALDAN 
 STANDAN 
 WITAN 
 
 ^WIS 
 
 1 WTJLP 
 
 1 WDDU 
 WILLAN 
 WEINGAN 
 
 ^ ziphos 
 ^ gelu 
 
 bear 
 
 pale 
 
 mix 
 
 warm 
 
 well 
 
 well 
 
 Wesley 
 
 wheat 
 
 whip 
 
 wide 
 
 wild 
 
 wild 
 
 wm 
 
 blow 
 
 hold 
 
 stand 
 
 know 
 
 wise 
 
 wolf 
 
 wood 
 
 will 
 
 wring 
 
 sword 
 
 yeUow 
 
 Zeal ous 
 zodi ac 
 
 1 zelos 
 ^ soon 
 
 zeal 
 animal 
 
English Grammar. 
 
 No Science System Known. — We have seen what is the 
 lacking guide, and how invahiable it is, in learning orthography; 
 we shall now hurriedly consider how "dreadfully defective" our 
 teaching of grammar is. Think, then, of what little value a pupil's 
 knowledge of the globe, or earth, whole would be, if, after complet- 
 ing his study of the parts ; viz.. North America, South America, 
 Atlantic Ocean, Europe, Asia, Mediterranean Sea, Indian Ocean, 
 Australia, Pacific Ocean, Antarctic Ocean, Arctic Ocean, Greenland, 
 plains, mountain systems, river systems, he has no conception of 
 what these parts would form, taken all together ! If, after finish- 
 ing his study of continent, island, ocean, sea, lake, plain, mountain, 
 river, etc., the student knows not what the ensemble of these parts 
 is like ; especially if he does not know that this continent, island, 
 ocean, etc., are parts of some whole, — worse than not knowing that 
 taken together they form a globe, — if such student should lay claim 
 to rational knowledge of these subjects, all would laugh at his folly. 
 For to study what are the parts of a globe whole, and yet obtain no 
 idea that such whole exists, would be equaled only by the efficiency 
 of that study, which, when finished and made perfect, knows not 
 whether the whole to which the liver belongs is animal or algebra ! 
 nay, knows not whether the whole in fact exists ! A student who, 
 after "thoroughly " investigating the subject of livers, is unable to 
 tell of what whole the liver is a part, is to be degraded with that 
 ignoramus who knows not what the liver is — organ, plant, or 
 ammal. 
 
 Putting yourself in the place of a student of the globe who 
 knows scarcely anything of the subject, imagine yourself to be 
 learning the earth-globe (a subject supposed to be to you almost 
 wholly unknown) precisely as students ordinarily study and learn 
 English grammar, ^. e., by studying each part separately and never 
 detecting what the whole is like, neither student nor teacher fancy- 
 ing that a grammar whole has any existence ! Remember that, as 
 a student, you are never to learn or detect the things I give you to 
 
 [365J 
 
366 THE SYSTEM METHOD. 
 
 study to be parts of any whole, but merely to be separate things. 
 Acthig as your teacher, I now give you a book definition of North 
 America, Indian Ocean, and Europe, which you either memorize or 
 " get in substance ; " just as teachers of grammar ordinarily give 
 their pupils book definitions of noun, name, adjective, etc., to be 
 committed in word or in substance, the examples of the book being 
 supplemented by others given by the teacher. At a second lesson, 
 given the next day, I direct you again to get what the book says 
 about South America, Greenland, Mediterranean Sea, etc.; just as 
 teachers of grammar direct their pupils to get what the book says 
 about pronoun, verb, preposition, etc., the book and the teacher 
 citing examples. A third day, you are directed to get what the 
 author says about Pacific Ocean, Africa, Australia, Arctic Ocean, 
 etc., and review the portion of the book already "gone over;" 
 just as students of grammar are directed to get what the author 
 says of conjunctions, adverbs, interjections, etc., and review the 
 preceding pages already "gone over." A fourth day, the same 
 work or farce of getting " what the book says," is continued ; and 
 so on through the " complete course." 
 
 And now mark that, though through, you are not to know that 
 f^uch North America, Indian Ocean, South America, Greenland, 
 Mediterranean Sea, Africa, Asia, Pacific Ocean, Arctic Ocean, and 
 Australia are parts of one whole ; just as students having " com- 
 pleted" grammar do never know that such noun, name, pronoun, 
 adjective, adverb, verb, preposition, etc., are parts of one whole ! 
 You are not even to know that any earth whole exists — not to 
 know that there is an earth ! precisely as students of to-day do 
 everywhere finish their grammatical study without knowing that 
 there is such a thing as a science-system whole of grammar. You 
 are only to know that you have been studying from a text-book 
 about the earth, a thing to you unknown after as well as before 
 your study of such North America, South America, Atlantic Ocean, 
 Pacific Ocean, etc. You are not only not to know that the earth 
 whole is like a globe, but ^''ou are not even to know that such earth 
 whole, i. e., globe, has any existence ! as, on all hands, students are 
 finishing grammar not only not knowing what the grammatical 
 science-system whole is like, but even not knowing that such whole 
 has any existence ! Even after finishing your study of the parts, — 
 North America, South America, Europe, Asia, Africa, Australia, 
 Wilkesland, Greenland, Atlantic, Pacific, Indian, Arctic, and Ant- 
 
ENGLISH GRAM3IAR. 35^ 
 
 arctic Oceans, plains, mountain and river systems,— even then you 
 are to be unable to see how these parts go together to form one 
 globe whole ! You are simply to hold them in mind, from " what 
 the book said," as parts of nothing ! precisely as students of gram- 
 mar, one and all, are utterly unable, after completing grammar, to 
 see substantives (nominative, possessive, and objective), adjuncts 
 (adjective and adverb), connectives (preposition and conjunction), 
 as parts of the grammatical tree-system whole ! and therefore hold 
 such parts in mind as parts of nothing— as not parts ! 
 
 But it has been established and put altogether beyond dispute 
 that learning is branching. It is therefore incontestably established 
 that the result of rationally learning any branch is a branch {or 
 tree) of that branch. But if efficient learning is branching, i. e., 
 building the grammatical materials into a branch, behold how 
 efficient must be the knowledge of our students, who, after having 
 done the branch-building, know not what the branch built is like ; 
 who know not even that such a thing as a grammar- branch whole 
 has any existence 1 How mighty would be the power of the 
 knowledge of that graduate, Avho, having engaged for one year in 
 building, i. e., making, small globes out of miniature North Amer- 
 icas, South Americas, Europes, Asias, Atlantics, Pacifies, Appalach- 
 ians, Cordilleras, Alps, and Himalayas, Mississippies, Amazons, 
 Danubes, Ehines, Eiles, Gangeses, etc., etc.,— how mighty would 
 be his knowledge of globes, if, after finishing his industrial course 
 in making such email globes, he knew not what a whole globe is 
 like ! What, then, shall we praise in the learning of our own stu- 
 dents of grammar, who, after having finished their branching, i. e., 
 branch-making, know not what the grammar branch is like,— nay, 
 who know not of the existence of a grammar-branch whole ! It is 
 of this species of learning or understanding that it is written, as the 
 author supposes, " I will destroy the wisdom of the wise, and bring 
 to nothing the understanding of the prudent." 
 
 If learning is branching, it is as plain that perfect learning must 
 result in a branch of the branch studied (branched) as that perfect 
 copying of any copy must result in a cojoy of such copy. Learning 
 is branch-building. What, then, is that learning worth, which, 
 when finished, knows not v/hat the branch built is like ! If learn- 
 ing small globes were exclusively making such globes of miniature 
 continents, islands, oceans, seas, rivers, mountains, etc., what would 
 that knowledge of such globes be worth in the case of a student 
 
368 THE SYSTEM METHOD. 
 
 who, after finishing his course in making these parts into globes, 
 knows not that they may be put together to form a globe ! What 
 is that copying worth, which, when finished, knows not what the 
 copy made or finished is like ! Judge, then, what that learning, or 
 branching, of English grammar is worth, which, when finished, 
 does not know what the grammatical organism to be made in 
 learning is like ! not even that such branch or whole of grammar 
 has an existence in the likeness of known thing ! 
 
 Every penman knows that just to that proportional degree of 
 clearness in which the learner of writing sees his mental copy to 
 be produced in ink, just to that extent can he do perfect writing or 
 copying — ^just to that extent is his learning of any value. How 
 evident, then, that just to that proportional degree of cleai-ness in 
 which branching-learner sees the mental copy, or organism, to be 
 branched, just to that extent can he do real branching, or learning 
 — just to that extent is his learning, or organizing work, of any 
 value. Would you commend the education of a doer of writing 
 copy who has no mental picture of the written copy, who knows 
 not what such written copy is like, and who is therefore utterly 
 unable to do, i. e., write, any such copy? — Certainly not. Would 
 you commend the education of a doer, i. e., maker, of globes who 
 has no mental picture of the thing made, wbo knows not 
 what such manufactured globe is like, and who is therefore utterly 
 unable to do, i. e., make, any such globe? Certainly you would 
 not commend a pupil so meanly educated in globe-making, even 
 though you yourself had been his teacher. But I have shown that 
 learning the science of grammar is but the copying of the gram- 
 matical branch — but the branching of its parts into a branched 
 or organized whole. Would you, then, commend the education of 
 your own pupils, student-doers or makers of the grammatical 
 branch, who nevertheless have no mental picture of the branch to 
 be made or done — who know not what such branch is like, and 
 who are therefore utterlj^ unable rationally to do, or branch, such 
 branch ? 
 
 Yet once more mark : all educational authority teaches that 
 rational learning is making, or building, wholes out of parts. To 
 learn Chicago is to associate buildings, streets, parks, drives, lake, 
 railways, etc., in one whole, — to associate these parts in such way 
 as to render them one organized whole. To learn the earth-globe 
 is to associate continent, island, ocean, sea, gulf, lake, river, mount- 
 
ENGLISH GRAMMAR. 369 
 
 ain, plain, etc., as mutually related parts of one whole — the globe 
 which we inhabit. To learn the United States topography is to 
 associate the Mississippi System and the Gulf with the St. Law- 
 rence System and the great lakes ; the Appalachians with the 
 Eocky Mountains, the Atlantic with the Pacific slope j Indiana 
 with Ohio, Kentucky, Illinois, and Michigan ; Indiana with the 
 Middle States; Indiana with the whole United States; etc., etc., 
 each part being associated with every other part and with the con- 
 stituted whole ; so that no part is contemplated as separate, but as 
 necessarily associated with other parts with which it forms a nat- 
 ural Avhole : just as the eje, the hand, and the backbone are not 
 contemplated as things wholly disconnected, but as necessarily 
 associated with head, arm, and body respectively — parts with 
 which eye, hand, and backbone unite to form a natural whole. To 
 learn the anatomy of man is to associate cell-parts to form tissue 
 wholes, — fibrous, connective, adipose, cartilaginous, osseous, muscu- 
 lar, and nervous ; again to associate such tissue-parts to form 
 organ wholes, — finger, hand, arm, eye, brain, stomach, nervous 
 ganglia, etc. ; and finally, to associate such organs as mutually 
 dependent parts of the great whole, or unit man. And so in all 
 learning. And thus, to learn orthography is to associate the parts 
 aspirate, aphthong, sonant ; subvocal, vocal (simple and compound) ; 
 abrupt, continuant, coalescent ; labial, dental, palatal, guttural, — to 
 learn the science system of oi'thography is to associate, organize, 
 or branch, these parts into such unity that ever afterward no part 
 will be contemplated as separable, but necessarily as branched, 
 organized, or associated with other parts with which it naturally 
 unites to form a system whole. (See these orthographic parts thus 
 organized into tree unity, page 202. See also the grammatical- 
 system parts so branched together in one unit whole, page 494.) 
 
 Since the vitality of learning is measured by, and corresponds 
 precisely to, the vitality of the mental connection made between 
 part and whole, how important, how indispensable, that learner 
 acquire a clear conception of what both whole and part are ! The 
 merchant tailor knows that without first measuring to obtain his 
 plan, he cannot fit or suit his customer ; but behold what sort of a 
 merchant tailor is he, who, after finishing his apprenticeship, has 
 no mental conception of what the whole of a suit of clothes is like ! 
 who, having absolutely no idea what the whole is like, is as likely 
 
 to fit coat-sleeves to the ends of the pantaloons-legs as elsewhere, 
 24 
 
370 THE SYSTEM METHOD. 
 
 working without mental idea or plan of what he is making ! who 
 would be as likely to attach pantaloons-legs themselves to the arm- 
 holes of coat or vest, as to fit them properly together, since he has 
 no idea of how the parts combine to form a complete whole ! See, 
 then, what sort of a learner (brancher) he is, who, after finishing 
 his apprenticeship, or " course," in the school-room, in the study of 
 orthography and grammar, has no idea of what the wholes, or 
 science systems, of these branches are like ! who, having absolutely 
 no idea what the whole is like, is quite as likely to call orthography 
 the science of spelling as to call it what it is — the science or system 
 of the letter ; who knows not whether grammar is the science of 
 the word or of the sentence, nor why it is not somehow the science 
 of both I 
 
 We can rationally learn clothes-making only by associating 
 part with whole; because what is part of some whole cannot be 
 understood Avhen there is no idea of what the whole is like. What 
 think you of the efficiency of a pantaloons-maker who knows not 
 that the two legs of a pair of pantaloons are parts of one whole, 
 who could not put such parts together in such way as to form one 
 whole pair ! What think you of a globe-maker's knowledge who 
 knows not that the little continents, islands, oceans, mountains, 
 rivers, plains, etc., are parts of one whole, who could not therefore 
 put such parts together in such way as to form a whole globe ! 
 What think you of the education of a United States map-maker 
 who knows not that Pacific Slope, Eocky Mountains, Mississippi 
 Valley, Appalachian Mountains, Atlantic Slope, or New-England, 
 Middle-Atlantic, Southern, Central, North-Central, Eocky-Mount- 
 ain, and Pacific States, are parts of one whole, and who cannot 
 therefore put such parts together in such way as to form one 
 whole United States map ! What think you, then, of a learner, 
 i. e., branch-doer, or branch-maker, of orthography who knows 
 not that aphthong, aspirate, sonant, vocal, subvocal, etc., are parts 
 of one whole, and who cannot, therefore, put such parts together 
 in such way as to form one whole, or science tree ! What think 
 you, still, of a learner of grammar, i. e., a branch-doer, or branch- 
 maker, as 1 have repeatedly demonstrated, who knows not that 
 fundamental (noun, pronoun, and verb), connectives (preposition 
 and conjunction), adjuncts (adjective and adverb), etc., etc., are 
 parts of one whole, and who is, therefore, utterly unable to put 
 such parts together, *. e., to systematize, organize, or branch, such 
 parts in such way as of them to form one whole ! 
 
ENGLISH ORAMMAB. 371 
 
 If a student who has no conception of what a suit of clothes is, 
 cannot make, and does not understand, a suit of clothes ; if a stu- 
 dent who has no conception of what w^hole earth-map globes are, 
 cannot make, and does not understand, earth-map globes ; if a 
 student who has absolutely no conception of what whole United 
 States maps are, cannot make and does not understand United 
 States maps, judge what must be the depth and breadth of knowl- 
 edge possessed by modern students of orthography and gram.mar, 
 who know not that aphthong, aspirate, sonant, vocal, sub vocal, etc. ; 
 or substantive, verb, adjective, adverb, preposition ; direct object- 
 ives, appositive possessives, adjectival participles, substantive 
 infinitives, etc., are parts of orthographic and grammatical wholes ; 
 who have absolutely no conception of what the organized, system- 
 atized, or branched wholes of these two branches are, and who, 
 therefore, cannot make, and do not at all understand, these 
 branches ! 
 
 It is thus plainly seen that to the making of clothes-suits, geo- 
 graphical globes, or United States maps, a clear mental conception 
 of what the whole is like is absolutely indispensable. And since 
 learning is branching, — since learning grammar is branching that 
 branch, — judge as best you can, with your own very vague knowl- 
 edge of such whole, how incalculably serviceable such tree whole is 
 in learning (branching) grammar. I need not again refer to the 
 absolute necessity that the builder, or maker, of houses have, at the 
 outset of his work, a mental conception of what a whole house is ; 
 nor to the plain fact that a maker of copies, i. e., a writer, cannot 
 possibly make, or write, a genuine copy unless he has previously 
 acquired a definite mental conceptioi^ of what he is to write, i. e., 
 reproduce from mind or habit. If learning is branching the parts 
 into a branched or tree whole, as I have demonstrated by showing 
 that all thinking thinks particular into a branched class, and as the 
 drift of authority unwillingly teaches, the use of a branch or tree 
 map is as necessary in teaching grammar, orthography, capital 
 letters, rules for spelling, botany, etymology, etc., as the use of a 
 United Slates map is in teaching the surface, the river, mountain, 
 and railroad systems, the groups of States, etc., of which the United 
 States is composed. Since grammar as a whole is grammar as a 
 tree, the grammar tree is as necessary in real learning of grammar 
 as is a United States map in learning the United States ; for a 
 branch map must be equally indispensable in learning unknown 
 
372 THE SYSTEM METHOD. 
 
 branches, with a surface-and-political map in learning the unknown 
 surface and political diviyions of a country. To attempt to learn 
 the tree system (science system) of grammar without a tree-system 
 map, is as like to Darius Green as to think to learn the political 
 system of the United States without such a map ! or to attempt to 
 learn the circulatory system without any means of representing 
 the relations of heart, lungs, arteries, etc. 
 
 But to hold out that we have mastered orthography when we 
 finish it ignorant that the orthographic science system is an ortho- 
 graphic tree system, is equal only to finishing the study of the 
 United States ignorant that such United States is a political division ! 
 or to finishing the stud}^ of the human skeleton ignorant that a 
 human skeleton has not four legs, or is not a ghost ! Should the 
 schools confer a B. S. or an M. D. on those, who, at the time of 
 such conferment, and after their school-guided course of study on 
 the political and natural divisions of the earth or on the skeleton, 
 knew not what such divisions or such skeleton is like ! as the same 
 schools do now confer corresponding titles upon those, who, after 
 having completed the orthographic and grammatical tree systems, 
 know not what systems such sj'stems are, nor what they are like ! 
 there would be an uprising against the schools as great as the land 
 is broad, before the desistance of which, both geographical maps of 
 such political divisions and physiological maps or charts of such skel- 
 eton would be hung on the walls of every school- house in school coun- 
 tries. That just such an exigency now exists, — that just such a gen- 
 eral manufacturing and hanging up of orthograjihic and grammat- 
 ical tree maps is imperatively called for, — is plainly evidenced, not 
 only by the unproficiency of " graduates," but likewise by the 
 general incompetency of text-books. A few pages only will suffice 
 to show that some such knowledge of system is sei'iously needed 
 by authors of gTammars. 
 
 The Potential Mood a Blunder.— The fifteen assertions 
 
 here below given are made upon the authority of those authors 
 who teach a potential mood, — G-reene, Harvey, Eaub, Clark, Eeed 
 and Kellogg, Holbrook, Goold Brown, March, Day, Dr. Morris, 
 Dr. Bullions, Murray, Smith, Butler, Kerl, Caldwell, Quackenbos, 
 Wells, Fowler, Burt, Lee and Hadley, Hart, Pierce, Bell, Boltwood, 
 Tower, Yickroy, Burns, Chandler, Parker, Fox, Weld, Pinneo, 
 Kirkham, and others. To these fifteen principles, no exception is 
 
ENGLISH GRAMMAR. 373 
 
 noted by any author named. From them, therefore, none can 
 appeal. Let the reader now give the mtensest attention for just a 
 few moments : — 
 
 The Fifteen Assertions of These Grammarians. 
 
 1. Changing the tense does not change the mood. Thus, in both 
 / see and / saw, the verb is indicative, since a mere change in tense, 
 as from the present, see, to the past, saw, does not alter, or in any 
 way aifect, the mood. 
 
 2. Changing the tense does not change the number. 
 
 3. Changing the person does not change the ease. 
 
 4. Changing the gender does not change the case. 
 
 5. Changing the person does not change the gender. 
 
 6. Changing the gender does not change the number. 
 
 7. Changing the pei'son does not change the tense. 
 
 8. Changing the number does not change the tense. 
 
 9. Changing the number does not change the mood. 
 
 10. Changing the person does not change the mood. 
 
 11. Changing the mood does not change the person. 
 
 12. It is the universal truth, the law and the system, that 
 changing one property changes no other property. 
 
 13. Might, could, would, and should are the past tenses, of which 
 same words — 
 
 14. May, can, will, and shall are the present tenses. 
 
 15. I will and I shall are indicative. 
 
 16. I would and I should are potential ! 
 
 See the contradiction ; for assertion 1 says, Changing the 
 tense (as from will to vjould, or from shall to should) does not 
 change the mood. On the other hand, assertions 14 and 15 say, 
 Changing the tense (as from will to loould, or from shall to should) 
 does change the mood — from the indicative to the potential ! 
 
 Now this is a very shameful contradiction, which no teacher 
 ought to hesitate to condemn, — shameful because, by its like, hun- 
 dreds of boys and girls that ought to be, and otherwise would be, 
 good students, are yearly driven into hatred of grammar and thereb}^ 
 into repugnance for other branches. " If in I see, the present see 
 is indicative, then in / saw, the past saw must be also indicative, 
 since it is but the past of which see is the present tense" — so de- 
 clare the grammarians to-day. " If in J s7ia^^ the present shall is 
 indicative, then in / should, the past should must be also indicative, 
 
3Y4 ^^^ SYSTEM METHOD. 
 
 since it is but the past of which shall is the present tense " — so 
 mock the truth and the school-children. 
 
 Would Make the Verb Belong to the Mood!— i. A 
 
 mere tyro in knowledge-getting knows that the part of an object 
 belongs to that object. The ear is part of the man ; hence it be- 
 longs to the man. Surely, the man cannot be said to belong to the 
 ear by virtue of the ear's being part of the man ! If the ear be 
 severed from the man, we sbould say, not that the man is off ! but 
 that the ear is off. But that the whole includes the part, and that 
 therefore the part belongs to the whole, is a scbolium of exact 
 science, and needs not here to be established by any argument. 
 
 2. The merest tyro learner knows also that if can and siccceed 
 (in such sentences as / can succeed) are taken together to form a 
 potential, they are necessarily parts of that potential so formed. 
 Since the potential cannot be the potential of a single word, but 
 exists only as it is formed of two words, evidently those two words 
 are two parts, of which the so-called " potential " is the whole. 
 
 3. Since (1 .) can and succeed are the parts of which can succeed 
 is the potential whole, and since (2.) any part must needs belong to 
 the whole of which it is a part, therefore the parts can and succeed 
 belong to the potential whole ; which is to say, the verbs (caw and 
 succeed) belong to the mood ! But these same authors teach that 
 " mood belongs to verbs," not verbs to moods ! because, say they, 
 " mood is a property of verbs ! " 
 
 This, too, is a ruinous contradiction, and deserves more than 
 the condemnation of teachers — deserves rather the hind hoofs of a 
 mule "potentially" to kick it out of the schools. 
 
 Potential's Foundation False. — "But is not can (in / 
 
 ccm go) potential, since it means potency, or power?" — Certainly 
 not. The meaning of a verb has nothing to do with its mood. 
 Meaning is the shipwreck of grammarians. No grammatical prop- 
 erty is founded on meaning, or signification. Signification is the 
 province of the dictionary, not of a text-book on grammar. Every 
 grammatical property is based on structural change in the words 
 as parts of the sentence. \i can (or can love) is potential, "because 
 it means potency, or power," then (in God bless you) bless is an " op- 
 tative " mood, because it means optation, or a wish ! If can is 
 potential, because it means potency, then (in Man must die) must, 
 or must die, is a " necessary " mood, because it means necessity! and 
 
EN0LI8H GRAMMAR. 375 
 
 may, or viay go (in You may now go^, is a " permissive " mood, be- 
 cause it means permission ! and ought (in / ought to go) is a " duti- 
 ful " mood, because it means duty ! and swim (in / swim) is in the 
 " swimming " mood ! because it m,eans swimming ! and so on ad 
 libitum. So that if there is in English a potential mood, there are 
 also many more — as many more different moods as there are 
 English verbs of different signification, which number is about 
 eight thousand ! But no grammatical truth is to be established by 
 proof '' because it means, or signifies, such and such." The scientific 
 answer is. Because it is such and such a structural part of the sen- 
 tence whole. 
 
 a y^Q read of the declarative mood, the definitive, the rogative, 
 the interrogative, the requisitive, the percontative, the assertive, the 
 vocative, the precafive, the deprecative, the responsive, the concessive, 
 the permissive, the optative, the potential, the ditbitative, the con- 
 junctive, the subjunctive, etc. It is possible for a language to exist 
 with a peculiar form for each different mode of expressing the 
 action or state ; but no language has so great a number. Grammar 
 is concerned only with those moods that are represented by peculiar 
 forms." — Noble Butler. 
 
 May, Can, etc.. Usually Indicative. — Error may present 
 
 the same exterior as truth ; and it is often difficult, even for the 
 shrewdest minds, to detect the difference. But in all cases there is 
 a difference, always a spanless chasm, which a truly scientific 
 (system-led) guide will make manifest. But how men who call 
 themselves scientists, who boast of driving the- i^bii* of scifiico even 
 to the "profound pacific," should toach so ridiculous a blunder as a 
 potential mood in English, is hard to guess. Let the reader study 
 carefully the English of the following tables ; if he can understand 
 it, let him study the Anglo-Saxon also : — 
 
 Conjugation op Can with Anglo-Saxon Equivalent. 
 
 Indicative Mood. Subjunctive Mood. 
 
 PRESENT TENSE. PRESENT TENSE. 
 
 Singular. Plural. Singular. Plural. 
 
 1 I can. 1 We can. 1 I can. 1 "We can. 
 
 2 Thou canst. 2 You can. 2 Thou can. 2 You can. 
 
 3 He can. 3 They can. 3 He can. 3 They can. 
 
 1 Ic can. 1 We cunnon. 1 Ic cunne. I We cunnen. 
 
 2 Thu canst. 2 Ge cunnon. 2 Thu cunne. 2 Ge cunnen. 
 
 3 He can. 3 Hi cunnon. 3 Pli cunne. 3 Hi cunnen. 
 
376 THE SYSTEM METHOD. 
 
 PAST TENSE. PAST TENSE. 
 
 1 I coiild. 1 We could. 1 I could. 1 We could. 
 
 3 Thou couldst. 2 You could. 2 Thou could. 2 You could. 
 
 3 He could. 3 They could. 3 He could. 3 They could. 
 
 1 Ic cuthe. 1 We cuthon. 1 Ic cuthe. 1 We cuthen. 
 
 2 Thu cuthest. 2 Ge cuthon. 2 Thu cuthe. 2 Ge cuthen. 
 
 3 He cuthe. 3 Hi cuthon. 3 He cuthe. 3 Hi cuthen. 
 Imperative Mood. Infinitive Mood. 
 
 [Wanting in both English and [Simple infinitive in Anglo-Saxon, 
 
 Anglo-Saxon.] cunnan. Wanting in English.] 
 
 Participial Mood. 
 
 [Cuthe in Anglo-Saxon. Wanting in English.] 
 
 Partial Conjugation op May, Can, and Must. 
 
 Indicative Forms. Infinitive. Subjunctive Forms. Infinitive. 
 
 PRESENT TENSE, SINGULAR. PRESENT TENSE, SINGULAR. 
 
 Ic maeg, can, mot, lufian. Ic maege, cunne, mote, lufian. 
 
 I may, can, must, love. I may, can, must, love. 
 
 Thu meaht, canst, most, lufian. Thu maege, cunne, mote, lufian. 
 
 Thou mayst, canst, must, love. Thou may, can, must, love. 
 
 He maeg, can, mot, lufian. He maege, cunne, mote, lufian. 
 
 He may, can, must, love. He may, can, must, love. 
 
 / may love^ then, was written Ic maeg lufian, in which m,aeg is 
 the indicative form {of magan, may) and lufian the infinitive. (See 
 conjugation of lufian given above.) Thus it is clear that may, here 
 used in a principal statement, is the indicative of the old magan, 
 while the infinitive, love, is used without the to, just as go is without 
 the to in You, will 2)lease go, or as undertake is without the to in He 
 dares not tmdertahe it. By turning to " The System Method," No. 6, 
 Demonstration X., the reader will observe that the infinitive in 
 Anglo-Saxon always ends in an, and no other mood or part of the 
 verb has this same ending {an), which belongs to the infinitive 
 alone. / can love is, in Old English, Ic can lufian. And the tables 
 show that while can is indicative (not potential), lufian is the infin- 
 itive verb. But can performs the same office, has the same change 
 of form for change of person, in modern English that it had in Old 
 English (Anglo-Saxon). He sees the very track itself of the ijidica- 
 tive in the st added to can in the second person singular; and, of 
 course, he cannot be more likely to be mistaken in his conclusion 
 that can is indicative than would he be in his conclusion, that, since 
 
ENGLISH GRAMMAR. 377 
 
 the river is frozen over, it has been cold. The ice is demonstrative 
 evidence of cold ; the st is unmistakable evidence that can is indica- 
 tive. (See " The System Method," ISTo. 6, Demonstrations X. 
 and XII.) 
 
 An Annihilating Argument. — That st does appear, in 
 
 English, affixed to may, can, might, etc., is known quite as well as 
 kthat may is spelled may. That all other verbs (about 8,003) are 
 indicatives, when, as sentence parts, they are constructed like verbs 
 ending in st with thoih (as, thou walk-st, read-st, etc.), is taught by 
 all and denied by none. Therefore, the fact that may, can, etc., are 
 also indicatives when so constructed, cannot be questioned. Since it 
 is taught by all that there are 8,003 (say) verbs in the English lan- 
 guage, every one of which takes the st added, and that 8,000 of 
 these verbs are indicative when st is added, it must be conceded 
 that 8,003, which includes may and can, are indicative when st is 
 added. To assert, as do one hundred grammarians, whose books 
 lie before the writer, that out of 8,003 verbs, 8,000 are indicative 
 because st is affixed, but that 3 are potential because st is affixed, is 
 equal in logic and breadth of learning to asserting that out of 8,003 
 deer, 8,000 are quadrupeds because each has four legs, but that 3 
 are bipeds because each has four legs ! Thus, no matter in what 
 way you look at it, the potential mood can only prove itself to be 
 a monstrous absurdity. 
 
 Learner's Process of Work Benighted. — I have now 
 
 shown the potential mood to be false. 1 have not space to show 
 how its introduction into grammar vitiates, befogs, benights, the 
 whole science system ; but there is another far weightier reason 
 for casting it aside. If it is retained in the scheme of grammar, 
 we are forced to treat two verbs together, which makes it impossi- 
 ble to construct a science system of grammar. If in can go, may 
 go, etc., the two words arc not separated, it is impossible to con- 
 struct a science system of grammar ; for the . class-branch, or 
 science-system, tree of grammar can be constructed on the trunk- 
 class word (single word), and on nothing else. Absolutely no sys- 
 tem can be constructed on two words taken together. It is words 
 (not letters, nor sentences, nor etymons, nor two-word parts) that 
 we divide into " parts of speech " and construct into the science sys- 
 tem of grammar. It is the class single word (and it can be no other 
 class) that we branch into the branches (1) fundamental, (2) con- 
 
378 THE SYSTEM METHOD. 
 
 nective, (3) accessory, and (4) interjection, and finally into the com- 
 plete grammar-system tree. (See the science system of grammar 
 so constructed on the trunk-class word, in '' The System Method," 
 'No. 20. But if no science system of grammar be constructed, the 
 student's process of work in learning (branching) grammar — 
 
 MUST REMAIN TO TEACHERS AND LEARNERS A LOCKED MYSTERY. 
 
 For the learner's process is an up-the-tree process ; and until and 
 unless there is a tree, there can be no " up the tree." It is the 
 grammar tree that constitutes the learner's perfect instrument, 
 and shows what learner's process of work is to be, and what it is 
 not to be. So that, if the potential mood and its sort be retained, 
 and we accordingly explain two verbs together, because the stu- 
 dent's process of work is thereby left locked up, not uncovered, and 
 benighted, learners are left to the usual folly of trying to learn 
 (branch) the science system of grammar by " getting what the book 
 says " ! left to tbe folly of learning to decide and judge by taking 
 another's (the author's) decision and judgment ! left to the folly of 
 trying to learn to sew by " getting what the book says" about sew- 
 ing ! left to the folly of trying to learn to do without doing 1 It is 
 not, therefore, after all, the fallacy of the potential mood for which, 
 especially, it is to be cast away, but its drunkenness and vice in be- 
 nighting the science system of grammar, and thereby distracting 
 the learner by depriving bim of the true process of work. For, 
 though grammar be gold, if learner have no process of work by 
 which to get that gold, grammar can avail the learner nothing. 
 
 The Future Tense a Fallacy.— The object here in attempt- 
 ing to break down the commonly-received tense theory, is resolved 
 as an example of what will follow in mood, infinite verbs, gram- 
 matical number, relative pronouns, cases, and other grammatical 
 subjects. If it is proven that current doctrines of mood, tense, and 
 case are self- contradictory, it will be presumed that the incompe- 
 tency of authors is duo to their ignorance as to what the science- 
 system whole of grammar is. 
 
 (a.) Shall and love taken together form a future. — (1.) " The 
 future tense of a verb is formed by prefixing shall or will to the 
 present tense, or simplest form of the verb." (2.) " If ay, can, will, 
 shall, and love are present tenses." These statements, sanctioned 
 by all that teach a future tense, will not be controverted by any 
 author used in the schools. So far as we know, the wording used 
 
ENQLISH GRAMMAR. 379 
 
 in the statements does absolute justice to all — to no author any 
 violence or perversion whatever. Let the reader labor earnestly 
 for one minute only, which shall be ample time to send this ricket}' 
 ship of a future tense over the falls of a Niagara, and with it a 
 whole ship-load of grammarians. If shall and love are taken to- 
 gether to form a future, then, of necessity, each is a part of that 
 future. But a child can see that a part of any object must neces- 
 sarily belong to that object. That the whole includes the part, is 
 a scholium of exact science. The nail is part of the finger, hence 
 belongs to the finger. Certainly, the finger does not belong to the 
 nail because the nail is a part of the finger ! Such teaching would 
 be but nonsense. The foot is a part of the man, hence belongs to 
 the man. JSTo sane human being would dispute this plain fact. 
 Hence, since the two verbs are taken together, each being a part 
 of the future tense, it belongs to the future tense. Of necessity, if 
 each is a part of the tense, each belongs to the tense. Now, since 
 the verbs belong to the tense, of course the tense cannot belong to 
 the verbs ! Since the nail belongs to the finger, of course the finger 
 cannot belong to the nail ! But all teach that the tense belongs to 
 the verb, not that the verb belongs to the tense ! " Tense belongs 
 to verbs," say all ; "verbs do not belong to tense." 
 
 Therefore, we cannot " take the verbs together to form " a tense ! 
 for this makes us contradict ourselves, teaching that the verbs be- 
 long to the tense, which contradicts the very definition and princi- 
 ple of tense, which says that "tense belongs to verbs !" Again, 
 who is not astonished that grammarians, foremost among the wise, 
 should teach a thing so ridiculous as that because tense belongs to 
 verbs, therefore verbs belong to tense ! because the ear belongs to 
 the head, therefore the head belongs to the ear ! Worse than 
 laughable, the product of the geniuses of a hundred authors ! 
 
 Should Greene, Harvey, Eeed and Kellogg & Co. (in which firm 
 let the reader include a hundred silent members, each a great and 
 reverend grammarian nevertheless) argue as did Eusebius of old, 
 thf.t the earth is uninhabitable on the other side, since, as the head 
 would be down, the man would fall off, they could not so grievously 
 stultify their reputations as great scientists as they have in declar- 
 ing that because tense belongs to verbs, therefore verbs belong to 
 tense ! because the chin belongs to the head, therefore the head 
 belongs to the chin ! because a man's fingers belong to the man, 
 therefore a man belongs to his fingers ! 
 
380 THE SYSTEM METHOD. 
 
 (b.) Because it means future time. — " But shall love means 
 future time. Must it not be, therefore, in the future tense?" — Not 
 at all. All truth is organized ; and Ave shall find nothing to be true 
 here which we found above to be false. There we found that if 
 shall and love taken together form a future tense, then the verbs 
 shall and love necessarily belong to that tense ; since they are the 
 parts of which the tense formed is the whole. But verbs do not be- 
 long to tense. A thing cannot belong to its property, and tense is 
 a property of verbs. This is one, here follows another, proof: — 
 
 If shall love is future "because it means future time," then in 
 Eussell goes to Europe next year, goes is future " because it means 
 future time ! " and had in / ivish I had a part in the play to-night, is 
 future " because it means future time ! " and in See that he he there, 
 he is future " because it means future time ! " And to continue the 
 same kind of argument, in It is they, it is plural because it " means " 
 the same as they, which "means " more than one ! and in It is she, 
 she is neuter because it "means " the same as it, which is neuter ! 
 And so on, with more nonsense, if we call things by their right 
 names, than could be seen in a week in an asylum of lunatics. No 
 grammatical proof can be sustained by proof because it means such 
 and such a thing. JSTo grammatical property can be based on syn- 
 tactical signification. The scientific answer is, " Because it is such 
 and such a striicture.^^ 
 
 (c.) We might occupy a volume in parading the practical diflScul- 
 ties of a future tense in English. If sliall and love, or shall and any 
 verb, taken together, form a future, we then have this principle : 
 Two verbs, each in the present, when taken together, form a future. 
 But all agree that may and love, can and love, etc., taken together, 
 form a present. All agree, further, that may, can, will, shall, love, 
 are each in the present tense, taken alone. Here, then, is the di- 
 lemma : — 
 
 (1.) May and love, taken together, form a present tense "be- 
 cause each is present." 
 
 (2.) Will and love, taken together, form a future (!) "because 
 each is present." And to repeat the same absurdity — 
 
 (1.) Ca7i and love, taken together, form a present " because each 
 is present." 
 
 (2.) Shall and love, taken together, form a future (!) " because 
 each is present." 
 
ENGLISH GRAMMAR. 381 
 
 (d.) " But love (in / love) is present. Now when we add shall 
 (thus, I shalllove), do we not change the form of the verb?" A 
 lost argument still clings to hope like a drowning man, though 
 hope be but a straw. It must needs be seen that Ave do not change 
 the structure of a verb by placing another before it. Who does 
 not plainly perceive that the form of love is not changed by plac- 
 ing sAaZ? before it? It would be more reasonable that an object is 
 structurally changed by its shadow! Is the structure or form of y 
 changed merely by jjlacing x before it, thus, xy ? 
 
 (e.) " But there is a future time ; is there not, therefore, a fut- 
 ure tense to express that time ? " — No ; the present and past tenses 
 express future time. What is conceived as future is expressed in 
 English by what the grammarians themselves have called the 
 "present" and the "past " tenses. All grammarians agree that — 
 
 (1.) "I would go if I could," refers to future time ; and that — 
 
 (2.) While go is of itself a present tense, would and could of 
 themselves are past tenses (of will and shall). All grammarians 
 agree that — 
 
 (3.) " I might go if I wanted to do so," may refer to future time. 
 They all agree further, that — 
 
 (4.) While go and do are present tenses, might and wanted are 
 past tenses. So that what are called the " present " and the " past " 
 tenses (as well as the so-called "future " tense) often refer to future 
 time. Indeed, all references to future time whatsoever are made 
 by expressions wholly made up of these "present" and "past" 
 tenses combined. Thus (in / will go), either will or go taken alone 
 is a present tense (of which words would and went are the corre- 
 sponding past tenses). And so (in / may go), both may and go are 
 present tenses, though combined they may express future time. 
 The error under which the objector labors is his supposition that 
 what is called tense in grammar refers to time. True, the word 
 "tense," etymologically or historically considered, does mean 
 "time;" bu.t thsit thing called "tense" in verbs is not time, but 
 merely the continuance or completion of action, as numerous con- 
 siderations following will show. (See also the student's work in 
 " The System Method," Nos. 19 and 20.) 
 
 The reader should not fail here to perceive that that which is 
 called the " future tense " is but a combination of verbs which, taken 
 separately, are each in the present, as illustrated above. Thus (in 
 / shall go) either shall ov go taken alone is a present tense, as abso- 
 
382 
 
 THE SYSTEM METHOD. 
 
 lutely all grammarians agree. Shall and go are the present tenses, 
 of which should and went are the pasts. Now, it is because these 
 words cannot be taken together (see " The JSTature of Tense " 
 and "One Verb Consists of a Single "Word"), but must be taken 
 separately j it is because these words must be separated both in this 
 so-called future tense and in this so-called potential mood before a 
 science system (science-system tree) of grammar can exist ; and it 
 is because that, until the science-sj^stem tree of grammar exists, the 
 learner's very worldng process (which is an up-the-tree process) is 
 impossible, either as guided by the tree itself or by rational pro- 
 grams, — it is for these reasons that either the discontinuance or the 
 squelching of this system-repudiating farce of calling two words 
 not two, but one word, is imperatively called for. 
 
 (f ) Shall and Will are Presents.— The following table is 
 
 taken directly from the "Anglo-Saxon Grammar" written by Dr. 
 March, of Lafayette College, than whom there is no higher author- 
 ity ; and if it is considered that it is sanctioned by all and not con- 
 troverted by any, it will be accepted of necessity : — 
 
 Conjugation of Will with AngLo-Saxon Equivalent. 
 
 Indicative Mood. 
 
 Subjunctive Mood. 
 
 PRESENT 
 
 TENSE. 
 
 PRESENT 
 
 TENSE. 
 
 Singular. 
 
 Plural. 
 
 Singular. 
 
 
 Plural. 
 
 1 I wiU. 
 
 1 We WiU. 
 
 1 I wiU. 
 
 1 
 
 We WiU. 
 
 2 Thou wilt. 
 
 2 You WiU. 
 
 2 Thou wiU. 
 
 2 
 
 You wiU. 
 
 3 He WiU. 
 
 3 They wiU. 
 
 3 He WiU. 
 
 3 
 
 They wiU. 
 
 1 Ic wille. 
 
 1 WewiUath. 
 
 1 Ic wiUe. 
 
 1 
 
 We willen. 
 
 2 Tliu wilt. 
 
 2 Ge wiUath. 
 
 2 Thu wiUe. 
 
 2 
 
 Ge wiUen. 
 
 3 HewiUe. 
 
 3 Hi WiUath. 
 
 3 He wiUe. 
 
 3 
 
 Hi wiUen. 
 
 PAST 
 
 TENSE. 
 
 PAST TENSE. 
 
 
 I I would. 
 
 1 We would. 
 
 1 I would. 
 
 1 
 
 We would. 
 
 2 Thou wouldst. 
 
 2 You would. 
 
 2 Thou would. 
 
 2 
 
 You would. 
 
 3 lie would. 
 
 3 They would. 
 
 3 He would. 
 
 3 
 
 They would. 
 
 1 Ic wolde. 
 
 1 We woldon. 
 
 1 Ic wolde. 
 
 1 
 
 W^e wolden. 
 
 2 Thu woldest. 
 
 2 Ge woldon. 
 
 2 Thu wolde. 
 
 2 
 
 Ge wolden. 
 
 3 He wolde. 
 
 3 Hi woldon. 
 
 3 He wolde. 
 
 3 
 
 Hi wolden. 
 
 Imperative Mood. 
 
 Singular. Plural. 
 (Anglo-Saxon.) (Anglo-Saxon.) 
 1 1 
 
 Infinitive Mood. 
 
 [Simple infinitive in Anglo-Saxon, 
 willan ; in English, will.] 
 
 2 Thu wiUc. 
 
 3 
 
 2 Ge WiUath. 
 8 
 
 [Wanting in EngUsh.] 
 
ENGLISH GRAMMAR. 
 
 383 
 
 Will and Shall in Old English. 
 
 Indicative Forms. Infinitive. 
 
 PRESENT TENSE, SINGULAK. 
 
 Ic sceal, wille, luiian. 
 
 Thu scealt, wilt, luflan. 
 
 He sceal, wille, luflan. 
 
 PRESENT TENSE, PLUKAL. 
 
 We sculon, willath, 
 
 luflan. 
 
 Ge sculon, willath. 
 
 luflan. 
 
 Ei sculon, wiUath, 
 
 luflan. 
 
 PAST TENSE, SINGULAR. 
 
 
 Ic sceolde, wolde, 
 
 luflan. 
 
 Thu sceoldest, woldest. 
 
 luflan. 
 
 He sceolde, wolde, 
 
 luflan. 
 
 PAST TENSE, PLURAL. 
 
 
 We sceoldon, woldon. 
 
 luflan. 
 
 Ge sceoldon, woldon. 
 
 luflan. 
 
 Hi sceoldon, woldon. 
 
 luflan. 
 
 Subjunctive Forms. Infinitive. 
 
 PRESENT TENSE, SINGULAR. 
 
 Ic scyle, wiUe, luflan. 
 
 Thu scyle, wiUe, luflan. 
 
 He scyle, wille, luflan. 
 
 PRESENT TENSE, PLURAL. 
 
 We scylen, wiUen, luflan. 
 
 Ge scylen, wiUen, luflan. 
 
 Hi scylen, willen, luflan. 
 
 PAST TENSE, SINGULAR. 
 
 Ic sceolde, wolde, luflan. 
 
 Thu sceolde, wolde, luflan. 
 
 He sceolde, wolde, luflan. 
 
 PAST TENSE, PLURAL. 
 
 We sceolden, wolden, luflan. 
 
 Ge sceolden, wolden, 
 Hi sceolden, wolden. 
 
 luflan. 
 luflan. 
 
 Let the reader examine again the Anglo-Saxon of love as given 
 in Demonstration XII. of " The System Method," No. 6 , and note 
 that one part of the verb only is spelled with a final an, and that 
 that part is the present tense of the infinitive. I shaUlove^rJc sceal 
 lufian, of which lufian=ilove, both being 'present tenses. ]S[either is 
 it questioned by any that either lufian or love is a pi^esent tense ; 
 for either is the " simplest form" of the verb, which by definition 
 and the universal teaching is the present tense. Evidently neither 
 loved nor loving, but love, is the present tense, or " simplest form ; " 
 for either loved or loving has something added to love. Now ob- 
 serve that sceal is a present. But it is nowhere disputed that shall 
 (=sceal) of itself is a present ; nor is it by any taught that shall is 
 a future. "We have then distinctly before the mind these items of 
 fact-matter, concerning which there is no dispute : — 
 
 (1.) Love, by itself, is a present, since it is the " simplest form." 
 (2 ) /Shall, by itself, is a present, since it is the " simplest form." 
 Give attention : no word can be both a present and a future at 
 the same time. Since love and shall are both presents, neither can 
 be a future. There are here only two verbs, each of which is a 
 present ; therefore there can be no future here. But if in shall love 
 there is no future, there is no future in English. Let the reader 
 
384 THE SYSTEM METHOD. 
 
 now ponder where the proof (that there is no future tense) here 
 offered, though simple, is not perfect. It is the simple or element- 
 ary things which we do not understand. 
 
 THE CORRECT THEORY OF TENSE. 
 
 In the two articles already written it was easily and thoroughly 
 demonstrated that either a potential mood or a future tense in Eng- 
 lish is a fallacy. Let it now be shown what the correct doctrine 
 of tense is. 
 
 (a.) Structure is thejbasis of every grammatical property. In 
 any language not having a change of form to mark the action ex- 
 pressed by the verb as continued or completed, there can be no such 
 thing as tense is in English. 
 
 (b.) Tense defined. — That property of the verb that certifies 
 whether the action is begun and finished, or only abiding. 1. The 
 present (or imperfect) is that form used to represent the action as 
 unended and abiding in fact. It is the simplest form of the verb. 
 Thus, in God is wise, the present is represents the wisdom of God 
 to be unended and to abide in fact. So in Goldsmith writes excellent 
 poetry., the present writes certifies, not that the action abides yet, 
 but that the fact yet abides. Again, in Mr. Russell goes to Chicago 
 next week, goes certifies, not that the action is now going on, but 
 that the fact of his going now abides. 2. The past (or perfect) is 
 that form of the verb which represents a real or supposed event as 
 ended and completed. In the sentence, " God created the world," 
 the past (or perfect) tense created shows the act of creating to be 
 ended and completed. 
 
 (c.) The present is the simplest form, or root-form, of the 
 verb, and may always be known (except in the participial mood) by 
 its taking to before it as a test ; as, to love, to eat. We can write 
 or spell to love, but not to loved ; to drink, but not to drank ; since 
 neither loved nor drank will justify with to. 
 
 (d.) The past tense of regular verbs may be known by an 
 added ed to the present (or imperfect) ; thus : — 
 
 Present (or Imperfect) . 
 
 Past (or Perfect) . 
 
 Present (or Imperfect). 
 
 Past (or Perfect). 
 
 Trust 
 
 Trusted. 
 
 Drop 
 
 Dropped. 
 
 Hope 
 
 Hoped. 
 
 Carry 
 
 Carried. 
 
 E is first dropped from hope, by the rule of spelling for final e, 
 then ed is added. In drojjped, IhQp is doubled by the rule of spell- 
 
ENGLISH GRAMMAR. 385 
 
 ing for final consonants, when the ed is added. When ed is added 
 to carry, y is changed to i by another rule for spelling. 
 
 (e.) The nature of tense. — A mistake is often made in confus- 
 ing the tense of the verb with the time of the sentence. In tense, 
 as elsewhere in grammar, form or structure is the base of classifica- 
 tion. Prom the list of irregular verbs sanctioned and taught by all 
 writers on grammatical and philological science, we make up 
 the following table : — 
 
 Present (or Imperfect). 
 
 Past (or Perfect). 
 
 Present (or Imperfect) . 
 
 Past (or Perfect), 
 
 wm 
 
 Would. 
 
 Can 
 
 Could. 
 
 Shall 
 
 Should. 
 
 Have 
 
 Had. 
 
 Love 
 
 Loved. 
 
 
 
 This table, the reader will at once perceive, does absolute jus- 
 tice to all — to no author any violence or perversion whatever. 
 
 The inquiry now is, Upon what principle is had put in the 
 past tense? Let the student be wide awake while he contemplates 
 these three sentences : — 
 
 (1.) I had a pen yesterday. 
 
 (2.) If I had a pen now, I would write. 
 
 (3.). I wish I had a part in the play to-night. 
 
 It is evident that since these three words had are of the same 
 tense, the thing called " tense " in the fii'st, is identical with the 
 thing called ''tense" in the second or third. The tense, then, is 
 the thing in which the three words are identical. Now in what 
 are they identical ? Not in signification as to time ; for the first 
 signifies past, the second present, and the third future, time. Tense 
 here, then, cannot be signification, or meaning, as to time. 
 
 Since, then, the tense must be the thing in which the three 
 words are identical, and they are not identical in signification as 
 to time, the tense, here at least, cannot be signification as to 
 time. But in what are these three words identical? — In one 
 thing evidently, — their form and signification as to the completion 
 of the action. The three words are identical in spelling, or form, 
 and in the fact that each denotes completed action, real or supposed. 
 And the just conclusion is : Tense is a form used to certify the 
 action, real or hypothetical, as continued or completed ; or, tense 
 is that property of the verb which certifies whether the action is 
 represented to be completed or only abiding. 
 
 (f.) Contradictions. — If, in the first sentence above, we ask 
 why had is in the past tense, form answers. Because it is in the 
 25 
 
386 TUE SYSTEM METHOD. 
 
 past form or spelling, which denotes completed action ; but mean- 
 ing, or signification, as to time, says, Because it denotes past time. 
 If, then, we ask in the second why hadis in the past tense, form 
 again answers (consistently), as before, Because it is in the past 
 form or spelling, which denotes completed action ; while meaning 
 stultifies herself by contradicting her former answer thus, Because 
 it denotes present time ! Thus does the doctrine that tense is time 
 (or indicates time) put one word in the past tense because it does 
 mean, or signify, past time ; and another it puts in the past tense 
 because it does not mean, or signify, past time. 
 
 Like this is the science and philosophy that a chicken is a biped 
 because it has (sic) four legs ! while man is a biped because he has 
 not four legs ! A '-past tense" in English denoting past time has 
 the same sort of an existence as has a triangle with but two sides. 
 
 Had is in the perfect tense in each sentence, as all agree ; 
 not because in each it denotes past time, but because it is that form 
 of the verb which indicates completed action, which form is prop- 
 erly called the perfect form. 
 
 (g.) Structure the base op classification. — We study to avoid 
 error. Error is to be shunned, contradictories exposed if necessary. 
 The following parsing quoted from a modern English grammar, and 
 sanctioned by Goold Brown, W. D. Whitney, Thos. A. Harvey, 
 S. S. G-reene, Eeed and Kellogg, and others, advertises a very 
 strange contradiction, which we have hesitated to publish, o.ily 
 because in it is worse than what, to children even, would be egre- 
 gious folly and offense : — 
 
 " The pupils certainly did succeed well in the effort. 
 
 " Did succeed=^a, verb, regular, intransitive, emphatic style, 
 active, indicative, past, 3d, plural, agreeing with its subject j9^<;j(3^Zs." 
 Thus, in emphatic language did succeed is declared to be a " reg- 
 ular " verb in the " past indicative." But grammarians agree that 
 <' a regular verb forms the past tense and perfect participle by 
 adding ed [some say d or edJi to the present tense." 
 
 Goold Brown's Grammar of Eng. Grammars, p. 331. 
 
 Whitney's Essentials of Eng. Grammar Art. 240. 
 
 Harvey's Practical Grammar, p. 68. 
 
 Greene's Elements of Eng. Grammar, p. 54. 
 
 Eeed and Kellogg's Higher Lessons in English, p. 144. 
 
 Holbrook's Complete English Grammar, sections 379 and 1139. 
 
ENGLISH OBAMMAE. 387 
 
 Then, removing the ed, which is " added to the joresent tense" 
 to form the " past indicative," did succeed^ we have left did succe 
 for the present tense ! Let neither teacher nor student fail to get 
 the specific truth here demonstrated ; namely, that if did succeed is 
 properly parsed as a " verb, rcgulai', . . . indicative, past," as all 
 these authox"ities actually parse it, then did succe is the present 
 tense ! That just such practical absurdities as this should be 
 taught for science and be defended by any, baflSes the power of 
 mind to believe. Give ear : you must study all books, not, surely, 
 to disbelieve their contents, but yet to be forced to belief 
 
 (h.) One verb consists of a single word. — Did succe cannot be 
 the present tense ; hence, did succeed cannot be parsed as " a verb, 
 regular, . . . indicative, past." And this fact ought to be seen 
 upon the very face of the phrase did succeed ; for all agree that it 
 is words that are distributed into " pai-ts of speech," and not letters 
 or pb rases or sentences. Hence every word belongs to some part 
 of speech. Hence did, which of itself is a word, is of itself a verb, 
 and succeed is another. But one and one are two. Hence did and 
 succeed are not a verb, but of necessity two verbs ; and if so, they 
 must be parsed as such. Thus completely parsed, they are — 
 
 l)id=Yerh, do, did, done, irregular, past, indicative, intransitive, 
 active, 3d, plural, agreeing with the subject pujjils ; and — - 
 
 jSucceed=Y erh, succeed, succeeded, succeeded, regular, present, 
 infinitive, intransitive, active, complement of did. It is easily shown 
 that there are many other obstacles absolutely insurmountable, 
 which must thwart every effort to parse two Avords as one. 
 Thus :— 
 
 1. Bid is one word, while succeed is another. 
 
 2. Did is irregular, while succeed is regular. 
 
 3. Did is past tense, while succeed is present tense. 
 
 4. Did is a finite verb, while succeed is an infinite verb. 
 
 5. Did is indicative, while succeed is infinitive. 
 
 Thus do five additional and cumulative contradictory aspects at 
 once appear in bold relief, not one of which can, in justice to the 
 truth and the children of the schools, be better named than oppro- 
 brium to the science of grammar. These obstacles, worse than dif- 
 ficulties or ordinary absurdities, can be obviated and eliminated 
 only by treating the two verbs as what they are,— two separate 
 and very difi^erent words. And this method of classification, be- 
 cause truthful, scientific, and natural, will render the treatment of 
 
388 THE SYSTEM METHOD. 
 
 all verbs, including infinitives and participles, simple, easy, intelligi- 
 ble, and beautiful. 
 
 It is our educational bias, and our possession of error, that 
 makes it seem at first possible to explain did and succeed together 
 as one verb. How, now, would you explain j) and r (in prime) to- 
 gether in one letter? And they differ not in five, but only in three 
 respects. Observe that — 
 
 1. While ^? is an aspirate, r is a subvocal. 
 
 2. While 2^ is an abrupt, r is a continuant. 
 
 3. While 2^ is a labial, r is a palatal and a lingual. 
 If j9 and r, differing only in three respects, cannot be treated together 
 as one consonant, certainly did and succeed, which differ in five re- 
 spects, cannot be treated together as one verb ! For both p and r, 
 and did and succeed, agree in just two respects ; namely, that p and 
 r are both letters, and belong in the sub-class consonant, and that 
 both did and succeed are words, and belong in the sub-class verb. 
 Hence, \? did and succeed are one verb, p and r are one consonant ! 
 If it is absurd to call p and r, which agree in two, and differ in only 
 three respects, one consonant, it is just five-thirds times as absurd 
 to call did and succeed, which also agree in two, but differ in five 
 respects, one verb ! If it is so ridiculous a thing for an author to 
 call j!? and r one consonant that the children of the schools would 
 laugh him to derision, how much longer will this five-thirds-times- 
 more-ridiculous blunder of calling did and succeed one verb, be im- 
 posed upon these children by their teachers — their '-professors"? 
 What admirable education and " development " this, which, know- 
 ing in the uneducated and " undeveloped " child that different 
 things are to be learned as different things, — not together in one 
 class, — professes (!) in that child educated and " developed " up 
 to " professor " that different things are to be learned not as differ- 
 ent things, but together as belonging in the same class ! that two 
 verbs differing in five respects are to be learned together as being 
 entirely like! (See "Learner's Process of Work Benighted," p. 
 377.) 
 
 The Cnrrent Doctrine of Case. — Should a man re-assert 
 
 the Ptolemaic theory that the sun, moon, and stars revolve about 
 the earth, and that the earth itself is the center of the universe, we 
 should all feel a certain commiseration for him, since he Avould be 
 seen to have at least the testimony of the senses to establish that 
 theory. Should a new Eusebius now arise and argue that the earth 
 
ENGLISH GRAMMAR. 389 
 
 is uninhabitable upon the other side, since, as the head would be 
 down, the man would fall off, we should have no reason to feel as- 
 tonished ; for it is the general tendency of the human mind, when 
 undisciplined by the study of subjects requiring abstract thought, 
 to accept appearances as realities. But that a careful thinker and 
 discreet investigator, trained to the method of science, should teach 
 such a presumptuous and preposterous contradiction as that the 
 property of a thing is identical with a relation of that thing, — that 
 "case (a property of nouns and pronouns) is the relation of nouns 
 and pronouns to other words," — and that such stupidity should be 
 accepted and paraded as science by a hundred " scientists," is not 
 understandable. jSTothing can be more certain than that the nose 
 is the thing in the nose, or nasal, relation, that the ear is the thing 
 in the ear relation, that the tongue is the thing in the tongue rela- 
 tion, that the finger is the thing in the finger relation. For could 
 the tongue become the ear, and acquire the relations of the ear? or 
 could the finger be the thumb, and take the thumb's relation to the 
 hand? Just as it is false and laughably untenable to argue that 
 the finger could bo the thumb, it is both false and untenable to 
 argue that "case is a relation." Here is the proof : substitute in 
 the rule, "The subject must be in the nominative, or subjective, 
 case," the word " relation " for the word " case," which is allowable 
 by the relation theory, which theory assumes that case is relation, 
 and the rule then reads, " The subject must be in the nominative, 
 or subjective, relation." We now drop nominative, as it means the 
 same as subjective, and the rule reads, " The subject must be in the 
 subjective relation." Now, in the same way that the tongue is the 
 thing in the tongue relation, the subject is the thing in the sub- 
 jective relation ; for could a subject be an object ? — ]Srot a whit more 
 than the tongue can bo the nose, or the thumb the finger ! 
 
 Since, then, the subject must be the fhinr/ in the subjective rela- 
 tion, by substituting, the rule becomes, " The thing in the subjective 
 relation must be the thing in the subjective relation ! " The 
 reader will now see the specific point ; namely, that to declare that 
 the thing in the subjective relation is the thing in the sttbjectlve rela- 
 tion, is identical in both science and sense to the miraculous and 
 stunning declaration that the subject mzost be the subject! ov, the 
 finger must be the finger 1 or, the mustaxhe, the mustache I 
 
 Should Harvey, Greene & Co. (in which firm let the reader in- 
 clude a hundred silent members, each a great and reverend gram- 
 
390 THE SYSTEM METHOD. 
 
 marian nevertheless), argue as did St. Augustine (about 400 A. D.), 
 that the earth cannot revolve upon its axis, because, if it did, it 
 would upset the milk-pitcher and the water-bucket, they could not 
 so grievously stultify their reputations as great scientists, as have 
 they in declaring that the subject must be the subject ! the nose 
 must be the nose! Especially is it evident that these authorities 
 have forever lost their chances for historical glory, when it is seen 
 that St. Augustine, though the contempt of history, would be an 
 ornament and a good frontispiece to that historical work which 
 should put on record the stupendous fact that Harvey, Greene & 
 Co., have made the egregious discovery that a finger is a finger ! 
 
 All this from the " interior " point of view ; and while we might 
 easily occupy a volume in treating this " interior " synchysis, as the 
 necessary and immediate outgrowth of the meaning, or '' vital, life- 
 imparting" theory, of classification in grammar, as opposed to the 
 consistent and truly scientific doctrine, namely, that fiorm is the 
 basis of the science of grammar, we shall only write under this 
 heading a single additional evidence that a destructive mildew is 
 yet upon the science of grammar as taught in the schools — as 
 taught professedly by Reed and Kellogg : — 
 
 *' Those grammarians who attempt to restrict number, case, and 
 mood, etc., — what we here call "modifications," — \.o form, find 
 themselves within bounds which they continually overleap. . . . 
 They tell you that case is a form, and yet insist that nouns have 
 three cases, though only two forms ; and speak of the nominative 
 and objective case of the noun, 'although in fact the two cases are 
 alwaj^s the same in form,' — the two forms always the same in 
 fgrm." 
 
 " We know no way to steer clear of Scylla and keej) out of Cha- 
 rybdis but to take modification with such breadth of signification that 
 it will apply to meaning and to use, as well as to form." 
 
 Thus Eeed and Kellogg would make relation the basis of classi- 
 fication in case, since if form be made the basis, and we speak of 
 the nominative and objective cases, we speak virtually of two forms, 
 and distinguish between them, when really these two "are the 
 same in form." 
 
 Let the reader now give the closest attention for a single 
 moment, which will be sufficient to show the relation doctrine 
 hei'e as elscAvhere to be a transparent fallac3^ 
 
ENGLISH GEAMiMAE. 391 
 
 1. Because Ave cannot say animate and inaniviate life, does not 
 prove that life is not the basis of classification between animate and 
 inanimate bodies. 
 
 2. Because we cannot say organic and inorganic organism, does 
 not prove that organism is not the basis of classification between 
 organic and inorganic bodies. 
 
 3. Because we cannot say simple and compound simplicity, does 
 not prove that simplicity is not the basis of classification between 
 simple and compound words. 
 
 4. Because we cannot say prohibitory and anti-prohihitory pro- 
 hibition, does not prove that prohibition is not the basis of classifi- 
 cation between prohibitory and anti-prohibitory parties. 
 
 5. Because we cannot say honest and dishonest honesty, does 
 not prove that honesty is not the basis of classification between 
 honest and dishonest men. 
 
 6. Because we cannot say sweet and sour sweetness, does not 
 prove that sweetness is not the basis of classification between sweet 
 and sour foods. And so on ad infinitum. And precisely in the 
 same way, — 
 
 7. Because we cannot say nominative and objective form, does 
 not prove that form is not the basis of classification between nom- 
 inative and objective nouns and pronouns. 
 
 On the other hand, plainly, when the basis of classification is 
 form, you could not say nominative and objective form; just as when 
 the basis of classification is simplicity, you could not say simple and 
 compound simplicity. With simplicity as the basis of the distinc- 
 tion, it would be absurd to say simple and compound simplicity. 
 With form as the basis of the distinction, it would be absurd to say 
 nominative and objective form (this last statement being exactly 
 what Reed and Kellogg say about it). Hence our conclusions : — 
 
 1. While Eeed and Kellogg are right in declaring that we can- 
 not say nominative and objective for vi% ; 
 
 2. Eeed and Kellogg are wrong in declaring that form is not 
 the basis of classification in case. 
 
 Again : who is not astonished that such men as Eeed and Kel- 
 logg, instructors in the Brooklyn Collegiate and Polytechnicai In- 
 stitute, and authors of " Higher Lessons in English " and other 
 books, should affirm that since ybrm is not the basis of classification 
 in case, therefore we cannot say nominative and objective form; 
 that is, if form is the basis of classification, we can say nomina- 
 
392 THE SYSTEM METHOD. 
 
 tive and objective form,! that is, if simplicity is the basis of classifica- 
 tion, we can say simple and compound simplicity ! or that when 
 organism is the basis of classification, we can say organic and inor- 
 ganic organism ! or that, when sweetness is the basis of classifica- 
 tion, we can say sweet and sour sweetness ! or, still, when honesty 
 is the basis of classification, we can say honest and dishonest hon- 
 esty ! Who would not prefer the record of St. Augustine with his 
 water- pitcher turned upside down by the revolution of the earth 
 on its axis, to the record of Eeed and Kellogg, sparkling with 
 the beauties of compoimd simplicity, sour sweetness, and dishonest 
 honesty ! 
 
 This blind but faithful adherence to such falsities as a potential 
 mood, a future tense, or a relation case, can only be explained on 
 the "pet bear" theory, or the theory of "traditional authority," 
 so admii-ably applied as a scientific excuse for the errors of modern 
 scientists by Dr. A. Wilford Hall, author of the renowned "Prob- 
 lem of Human Life," probably the most revolutionary work pub- 
 lished in a century. 
 
 "A pet bear, it is said, can be so long accustomed to being 
 chained to a stake that it will continue to circle in the same beaten 
 path without thinking of venturing beyond the limits of its wont, 
 even for days after the chain has been removed. There have been 
 scientific pet bears in all ages, and I fear the race has not yet be- 
 come extinct." 
 
 " An illustration of the force of habit and the influence of tra- 
 ditional authority handed down from predecessors, by which we 
 are many times led to accept the greatest of absurdities without 
 calling them in question, is given in a story told of a certain com- 
 mandant of an old fortification somewhere, — in Germany, I think, 
 — who, on assuming command of the station, found that every miorn- 
 ing and evening, as regularly as the sun rose and set, a soldier was 
 stationed as guard, by the subordinate officer, over a certain piece 
 of ground near the fort. The commandant, though struck with 
 the circumstance, supposed it to be all right, and therefore did not 
 require an explanation, but proceeded to attend to his daily routine 
 of duties. At length, continuing to observe this singular and ap- 
 parently uncalled-for changing of guard, be concluded to inquire 
 the cause of so strange a custom ; but on questioning his staff-offi- 
 cers they were unable to give him any information upon the sub- 
 ject. He then called up an old sergeant, who had been stationed 
 
ENGLISH GRAMMAR. 393 
 
 at the fort for many years, but his hiquiries met with the same re- 
 sult. The sergeant informed his superior that when he came there 
 it was customary to place a guard over that .piece of ground every 
 morning and evening, and that the sergeant who had preceded him 
 for years told him, on being transferred, that it had been the cus- 
 tom since his first entrance into the service. 
 
 " At last the commandant began an examination of the records 
 kept by his predecessors, when, finally, to his astonishment, he as- 
 certained that forty years previous a certain officer in charge of 
 this fort had brought his family to reside with him during the 
 summer; that for their comfort and convenience he planted this 
 patch of ground with cabbages ; and that, some neighboring cows 
 being in the habit of breaking into his garden through the fi ail 
 fence, he had deemed it expedient to station a guard to keep them 
 away ! But notwithstanding the neighboring farm-house, and with 
 it the cows, had long since disappeared, and although no cabbages 
 or other vegetables had been grown upon this spot of ground for 
 forty years, yet the succeeding officers in charge, year after year, 
 without inquiring into the reason why, but faithful to the traditions 
 of their predecessors, and from the force of habit, and out of respect 
 to authority, had continued the practice of mounting guard over 
 this vacant cabbage patch, becatise it was customary to do so." 
 
 Other evidences of the incomj^etency of grammar text-books 
 will be given incidentally, and where most needed to enforce the 
 context. I trust it now appears plain that a fog envelops these im- 
 portant subjects of mood, tense, and case, — I do not say that an 
 almost distracting confusion does not curse both scheme and ex- 
 ecution in many popular text-books. But we are now especially 
 concerned with the question whether through the science-system 
 tree of grammar such fallacies as the potential mood, the future 
 tense, the absolute case, etc., may be avoided or eliminated. If 
 they are eliminated by means of the organized tree system of 
 grammar, it is logical to suppose that the elimination of other er- 
 rors would follow. 
 
 Two Words as One.— Think, then, of the make-up of either 
 the potential mood or the future tense, and consider that, accord- 
 ing to the grammarians, in the constitution of either there are nec- 
 essarily tAvo distinct words, which two words taken together I shall 
 herein call a "verb-phrase." Thus, the future tense is said to be 
 formed of the root, or simple form of the verb, and a preceding 
 
394 THE SYSTEM METHOD. 
 
 shall or will , tte potential mood, of such root and a preceding may, 
 can, must, might, could, would, or should. But in what way by 
 means of the tree system may these mistakes be eliminated? — By 
 the significant fact that neither future tense nor potential mood can 
 be branched through any tree into which the classes of words may 
 he organized. Both alike are incongruous with, and inadjustable 
 to, the tree branches. G-rammar is the system of the word — a sys- 
 tem the trunk of which is the class word ; hence, the tree body is 
 loord, and cannot include the verb-phrase. The ivord, being the 
 whole of logical extension (just as the letter and the etymon are 
 the wholes of extension in orthography and etymology), can in- 
 clude no individual not a word ; precisely as 7nan, as a whole of 
 logical extension, can include no plant or brute, but men only. 
 Can you organize into a human skeleton of individual but con- 
 nected bones, anything not an individual bone? Neither can you 
 organize into the grammatical tree, or skeleton, of individual but 
 related words, anything not an individual word. For the same rea" 
 son that you cannot organize a pair of fire-tongs into the human 
 skeleton, — substituting the fire-tongs for the humerus or fibula, say, 
 — for this same reason you cannot organize such verb-phrase of 
 two words into the grammar-system tree. Such verb-phrase, be- 
 ing no part of the science of grammar, can form no part of that 
 which is a perfect representative, or photograph, of the science of 
 grammar. Neither the potential mood nor the future tense is 
 claimed to have any existence except as composed of two or more 
 verbs taken together ; and because such two-word verb-phrase is 
 not oi'ganizable into the grammar system of word classes, — by this 
 cause, such mood and tense are out-systemed from grammar, which 
 is a tree. Since such mood and tense can form no branch of the 
 class word, they cannot belong to the word (grammar-system) tree. 
 Further, to belong to the system, or tree, of grammar, may go, 
 shall go, etc., must be either essential (finite) or accessory (infinite), 
 as may be seen from the cut, page 494. But a finite verb is one 
 having a grammatical subject with whose person and number it 
 agrees: — 
 
 go. 
 
 go. 
 
 go. 
 
 From an examination of these forms it will a])pear that, while 
 may and s7ia/^ change (add st and t^ when the subject / is changed 
 
 I may go. 
 
 I love. 
 
 I shaU 
 
 Thou may-st go. 
 
 Thou love-st. 
 
 Thou shal-t 
 
 He may go. 
 
 He love-s. 
 
 He shaU 
 
ENGLISH GRAMMAR. 395 
 
 to the second person thou, go does not change. Change / to thou^ 
 and then thou to he, and go remains unchanged, since it does not 
 " agree " (change to accord) with the changed person or number of 
 the subject ; that is to say, while may and shall do change, go 
 does not change ; that is, while may and shall are essential, or 
 finite, go is accessory, or infinite. That is to say, viay and go be- 
 long to two different limbs, or branches, of the grammar-system 
 tree and cannot be limbed, or branched, together on the same 
 branch ; that is, hy the tree we can at once discover what we can eas- 
 ily determine i}i no other way, namely, that in any organized or 
 scientific system of grammar, inay and go, shall and go, etc., etc., 
 must needs be treated as what they are, — two separate words of 
 very different attributes, or classes. Hence, since the very existence 
 of both the potential mood and the future tense depends on two 
 verbs being taken together, — upon the condition that may go, can 
 go, shallgo, willgo, etc., be taken as owe verb, — and since such poten- 
 tial mood and future tense are not organizable into the grammar- 
 system tree, therefore such mood and tense have no system {%. e., 
 scientific) existence. 
 
 "We Know in System. — " A system is a one or a whole made 
 up of several parts ; but yet, the several parts, even considered as 
 a whole, do not complete the idea unless in the nature of a whole 
 you include the relations and respects which these parts have to 
 each other." — Bishop Butler. 
 
 " The safe conduct of life in the largest and best sense [includ- 
 ing life's thinking and learning] will depend upon the thinker's 
 power to know in system." — Gregory s Practical Logic. 
 
 The system-repudiating blunder cursing modern methods in 
 grammar, oi'thography, and etymology is — 
 
 (a.) That teachers are ignorant of what part and whole of the 
 branch itself is — do not perceive that a branch of learning is really 
 a branch; 
 
 (b.) That teachers know practically nothing of part and whole 
 of the jDarticulars to be learned, i. e., branched, through the science- 
 system tree; 
 
 (c.) That, by reason of (a.) and (b.), teachers have absolutely no 
 process of work by which to guide students; 
 
 (d.) That pupils are, therefore, committing the monstrous folly 
 of trying to acquire power over the multitudinous particulars by 
 
396 THE SYSTEM METHOD. 
 
 committing them to memory instead of seeking to know the system 
 by means of which alone such power may be attained. 
 
 Now the great educational light-house is the system. And the 
 long-sought-for, but hitherto undiscovered, process of doing is 
 hrancJiing particular through its classes as themselves branched 
 together in the unity of the tree. In education there can be noth- 
 ing perfect not dictated by the system. But a system is a " one or 
 a whole " of harmoniously articulated parts having " many relations 
 and respects" to each other. Our power over the multitude of 
 particulars connected with any branch is measured by our knowl- 
 edge of the system sub-existing in those particulars, and through 
 which they may be branched. Not until we have a more perfect 
 system of arithmetic, grammar, orthography, etymology, final let- 
 ters, capital letters, etc., through which (as a means) these multitu- 
 dinous particulars may be learned (branched), shall we have per- 
 fect mastery over those particulars (problems). Behold what 
 proud man knows when reasoning outside of system! Thus de- 
 clared St. Augustine about 400 a. d. : " The sky is a vast tent 
 supported by pillars. The earth is flat, surrounded by four great 
 seas, at the outer edges of which rise huge walls, whose tops are 
 cemented to the skies, this great box inclosing the earth, the heav- 
 enly bodies, men, and the angels. Men inhabit the part below 
 only — the earth. The angels live in the upper part, and employ 
 themselves in pushing the sun and stars to and fro. In this upper 
 part is a huge reservoir of water, at the bottom of which are win- 
 dows, which the angels open and shut, regulating the rain." 
 
 Such is a specimen of what may be known about the earth out- 
 side of sj'stem. This learned Father had never become acquainted 
 with the secret of how to learn and know a thing by probing for 
 the whole of which that thing is a part. ISTever having discerned 
 the earth as a part of a system, — part of the solar system, — he fell 
 naturally into the supposition that the earth is the center of the 
 universe, and that around it the sun, moon, and stars revolve. 
 Himself turning a complete somersault every twenty-four hours, as 
 the earth revolved completely around, he imagined the whole 
 heavens were turning somersaults. Had he once seen Earth as 
 part of that great system of which Mercury, Venus, Earth, Mars, 
 Jupiter, Saturn, Uranus, Neptune, and the sun form the whole, — 
 had he once discovered the whole, or system, of which Earth is a 
 part, he had never committed this, to us ridiculous, blunder. So, 
 
ENGLISH GRAMMAR. 397 
 
 had iirithmeticians ever known the arithmetical whole, they would 
 never have fallen into the folly of framing rules and formulas ; for 
 no rule or formula is anything if it is not a direction how to solve 
 a problem as an isolated and disorganized affair. A rule or formula 
 to guide where there is a system to guide, can be but a farce. 
 Who that can always have the circulatory system before his eyes 
 needs a rule by which to trace the circulation of the blood? for the 
 circulation goes not through the rule, but through the circulatory 
 system. That system is therefore the proper guide. And just 
 according to the number of rules that any educational treatise or 
 scheme uses, is the increase of isolated and disorganized, and there- 
 fore abstruse and irrational, problems — just accordingly is such 
 scheme a vitiation, a fallacy, and an injury. So, again, had gram- 
 marians ever known the grammar-system whole, they would never 
 have fallen into the folly of trying to teach a potential mood or a 
 future tense or an absolute case or a so-called "grammatical ety- 
 mology." 
 
 Ponder that all your learning is sound (system-learned) and 
 rememberable, or foolish (system-repudiating) and unremembera- 
 ble, accordingly as you see whole and j)art mirrored in each other. 
 Ponder that your learning of the United States map is valid or 
 invalid accordingly as you see United States as a whole, or system, 
 of articulating parts having many " relations and respects" to each 
 other. You know Ohio by means of the system, or whole, of 
 which it is part. Were Pennsylvania, West Yirginia, Kentucky, 
 Indiana, Michigan, and Lake Erie unknown to you, every iota of 
 knowledge that you may be supposed to have concerning Ohio 
 must be fallacious. (But I have dwelt upon this important truth 
 elsewhere.) Judge, then, how fallacious must be the knowledge of 
 any grammarian or arithmetician who has no knowledge of what 
 he writes about as part of a system whole. 
 
 We are to Remember the System. — Since it is by 
 
 means of the system that we are to learn, it is by means of the 
 system that we are to remember. I have several times shown — 
 what is very plain — that the mental result of learning a branch 
 must needs be a mental image of such branch held in mind of stu- 
 dent ; just as the proper result of learning writing copy is a men- 
 tal image of such copy held in the mind of the student. It is the 
 class-branch, or science-tree, system through which the multitude 
 
398 THE SYSTEM METHOD. 
 
 of particulars are to be branched, and thereby reduced to unity, 
 Avhich is to be gotten in mind by the learner, — not tlie particulars 
 themselves. The student is not foolishly to try to remember all 
 the copies set before him by the instructor ; no system-led teacher 
 sets a copy before pupil for that purpose. The purpose in placing 
 a written form before the learner is to beget a mental image of the 
 curve system in correct copies. The student may, to be sure, 
 through a blind memory, hold a number of his teacher's copies in 
 mind ; but not until he can plainly see what the form of system is, 
 not until he carries a perfect mental image of what pei'fect system 
 in writing is, will he succeed in executing a good copy. So else- 
 where ; so everywhere. In orthography, the student may blindly 
 remember of the particulars used in learning (branching), say, that 
 <x, e, i, 0, u, are usually vowels ; that w, y^ A, are often coalescents ; 
 that bj2^,fsive labials ; etc., etc. ; but not until he can plainly see 
 what the form and contents of the orthographic system are, not 
 until he carries a perfect image of this branch as a class-branch 
 tree in reality, will he succeed in thinking or branching the par- 
 ticulars (letters) in their proper classes. Whoever plainly sees 
 orthography as a class-branch whole — whoever carries such a men- 
 tal picture — will never be at fault in thinking out any orthographic 
 question. And this sort of memory (that by which the class-branch, 
 or science-system, nature of orthography is held in mind) is the 
 only sort of memory worthy the name. This, however, is a truly 
 efficient memory ; by means of it, the student may not only readily 
 solve orthographic problems, but, being acquainted with the science 
 (tree) system here, he may make a sure, easy, and rapid advance 
 upon etymology, capital letters, final letters, grammar, or punctua- 
 tion, each alike being a tree system, to be learned by the same up- 
 the-tree process of learning (branching). , 
 
 The Tree in Developing the Science, — Should a new 
 
 Eusebius now arise and declare as of old that the earth is the cen- 
 ter of the universe ; that it cannot revolve on its axis, since such 
 turning completely over would upset the milk-pitcher and the 
 water-bucket, and make men stand on their heads, he would be at 
 once told that he is foolish in that he accepts appearances for 
 realities. " For see, the earth is but a part of one eight-planet 
 system. Look off yonder at Uranus, Earth's eldest sister but one. 
 With 3'our own eyes you see her revolve, in ten hours, on her axis. 
 
ENGLISH GRAMMAE. 399 
 
 and in eighty-four j^ears, around the sun. And see, similarly, how 
 revolve all Earth's six other sisters, each alike thus undergoing all 
 the changes of day, night ; winter, spring, summer, and autumn ! 
 Think you Earth herself may not do (revolve) as her sisters do ? 
 Why, the seven other parts of this eight-planet system revolve, as 
 you plainly see. And you see, further, that were you on any one 
 of these seven, you would have the same reason to believe that 
 sun, moon, and stars revolve around or about you thei-e, as you 
 now have to believe they revolve about you here on the earth ; for 
 the sun, moon, and stales as plainly appear, to the inhabitants of 
 those planets, to revolve about them as they appear to us on the 
 earth to revolve about us. But with your own eyes you see — and 
 therefore know — that whoever on Uranus thinks he plainly sees 
 sun, moon, and stars revolve about Uranus, is mistaken ; for being 
 here on. Earth, in a different part of the system whole, you are able 
 to see Uranus herself revolve as plainly as you may see a grind- 
 stone revolve. Nevertheless, on Uranus the appearance is just 
 contrary to the reality, the sun appearing to go around Uranus, 
 not Uranus around her own axis. Think you, then, that this 
 appearance that the sun goes around Earth instead of Earth's 
 turning on her own axis, may not likewise be contrary to the 
 reality ? Indeed, since to each of the other seven of the system, 
 the reality is directly contrary to the appearance, think you that 
 this appearance may not deceive us on the earth also ?" 
 
 Thus Eusebius would have been at once set right. But imagine 
 that all the heavens be removed except what Eusebius conceived 
 to belong to the earth — sun and moon ; then, since in the absence 
 of demonstration mankind have no better rule than to take for the 
 reality what appears to be real, under such circumstances we 
 all should have faithfully beUeved to this day that the sun is 
 accessory to the earth, and this the center of the universe. Thus 
 alone by means of the system test, and never without it, may we 
 either arrive at the antecedent probability, or test the sequential 
 theory. Similarly, in grammar, the grammar-system tree is both 
 the parent of the foregoing probability, and the crucial test of the 
 truthfulness of the consequent doctrine. So it is in this systeni- 
 guidcd way, by means of the system whole, the tree, that we 
 decide — 
 
 Whether There is Such a Science as Grammatical 
 
 )gy, — It is elsewhere in this volume shown that of or- 
 
400 THE SYSTEM METHOD. 
 
 thography, historical etymology, and grammar, the science-system, 
 or tree-trunk, units are the letter., the etymon., and the word, re- 
 spectively. (See "The Science of Arithmetic Developed," given 
 farther on.) 
 
 (a.) That these branches are systems or wholes op some kind 
 has been declared by not only Hamilton, Anaxagoras, Plato, Leib- 
 nitz, Kant, Plotinus, Aristotle, Spencer, Butler, TJeberweg, but 
 also the common sense and experience of all the learned ; which 
 ever teaches that among the multitude of objects to be explained 
 by one given system there must be 'm,any marks of similarity. For 
 objects almost wholly dissimilar are not organizable (branchable) 
 through the same branch ; and organizing, or branching, is learn- 
 ing. Great dissimilarity among the particulars is identical with 
 great disorganizableness (unlearnableness), as has been shown ; 
 while similarity is the means — the only possible means — of bring- 
 ing objects together, i. e., branching objects, into a system or unit 
 whole. Plainly, it is not because mink, fox, wolf, leopard, lion, 
 lynx, etc., etc., have a great dissimilarity that they are explained 
 -by one and the same science system (zoology), but because they 
 have a still greater — an infinitely greater — similarity. It is not 
 because red pine, white pine, pine-apple, banana, black m.oss, com- 
 mon horse-tail, scouring rush, etc., etc. (see cut, p. 25), have a 
 great dissimilarity that they can be explained by passing them all 
 through one science or branched system (botany), but because they 
 have an incomparably greater similarity, which alone renders it 
 possible for us to learn the infinitude of plants. And just accord- 
 ingly as any science, or system, discovers to us the many similarity 
 marks whereby to reduce the multitude to classes, these classes to 
 class branches of still higher class branches, and so on till all the 
 multitude are gathered up in one branch- system unit or whole, — 
 just accordingly will such science be able to explain and recall to 
 mem.ory the multitude which it is designed to explain. 
 
 Manifestly, therefore, it is not because the millions of words 
 have a great dissimilarity that they are all explained by branching 
 them through a single system (grammar), but because they have a 
 far greater similarity. Nor is it because the millions of letters 
 have a great dissimilarity that they are explained by one system 
 (orthography), but because there exists among letters an incom- 
 parably greater similarit}^ How similar may things be made to 
 appear? is the livelong question and work of science. And when 
 
ENGLISH OBAMMAE. 401 
 
 system begins the work of answering, by reducing the multitud- 
 inous particulars to classes, science again asks system to reduce 
 these classes to higher class branches, and so persists till system 
 has reduced the various classes of words, letters, or etymons, as it 
 may be, to a class-branch, tree-system unity of words, letters, or 
 etymons. So that, because it is a system of classes as contained in 
 higher classes, themselves (ever) contained in still higher branches, 
 to the highest tree-ti-unh class, — 
 
 (b.) Every science-system is a class-branch tree-system. — 
 Nor shall I here re-demonstrate this fact, JSTow (1.) since every ob- 
 ject is to be explained in the same system with those objects to which 
 it is most similar; and (2.) since of the great lingual branch (see 
 cut p. 98) there are, or can be, but three sub-branches, — letter, 
 etymon, and word, — therefore, there can be but three branches of 
 the lingual tree, — orthograpiy, etymology, and grammar. For, be- 
 ginning Avith the smallest of all lingual units, the letter, and passing 
 up through all the higher units to be found in language, we find 
 but three, letter, etymon, and word, which are parts of an including 
 whole. (See " The Science of Arithmetic Developed," farther on.) 
 These three are therefore the only possible units on which to con- 
 struct a system (science). These three are the only possible science- 
 system (tree-system) trunks. There can be, therefore, but three 
 systems constructed on this lingual tree, and these three are, 
 orthography on letter, etymology on etymon, and grammar on 
 word. There can be, therefore, no such system as grammatical 
 etymology. 
 
 But this so-called grammatical etymology deals exclusively 
 with words ; it must, therefore, come wholly within the system of 
 grammar. If, then, it has any existence, it must be as a branch of 
 the grammar system ; that is to say, it must be a sub-branch of the 
 class-branch word, the system unit of grammar. But all words are 
 included in the sub-branches (1) fundamental, (2) connective, (3) 
 accessory, and (4) interjection, leaving no possible fifth branch for 
 so-called " grammatical etymology." It has, therefore, no scientific, 
 i. e., system, existence. The name should, therefore, be cast aside 
 to become obsolete, 
 
 " But should not regular and irregular verbs, at least, be studied 
 
 and included in the system called grammar?" They may be 
 
 studied in connection with grammar, by means of the j^rograms 
 
 (see Prog, VII.), but they are not to be included in the system of 
 
 26 
 
402 THE SYSTEM METHOD. 
 
 grammar ; for that unit which is regular in a verb is always an ety- 
 mon, since it is that to which the suffix is added. Now, since regu- 
 lar-verb etymon is a part of which word is the including whole, it 
 cannot belong to the system of grammar ; for that word itself is 
 part of which sentence is including whole, as I have already demon- 
 strated. Moreover, the articulating parts with which the regular- 
 verb etymon forms the including word-whole, are the prefix and the 
 suffix; so that If regular verb be studied and included in grammar, 
 then its co-ordinate parts, prefix and suffix, are likewise to be in- 
 cluded in grammar. But that would evidently destroy the system 
 of two otherwise beautifully systematized sciences, grammar and 
 historical etymology, as will appear perfectly plain by a reference 
 to the trees on pages 274 and 494. But it would be impossible to 
 include suffix in grammar, a system whose unit is word, as all will 
 agree ; since suffixes cannot be divided as nouns, verbs, pronouns, 
 connectives, interjections, etc. Neither is a suffix a word in any 
 sense. Thus, again (but, mark you, always hy means of the tree 
 system^), do we demonstrate that etymology has no scientific exist- 
 ence in grammar. Etymology exists only as a system of which 
 etymon is the trunk, and is a co-ordinate branch to, not a division 
 of, grammar. Its proper study, therefore, lies outside of the system 
 of grammar. 
 
The System Method— No. 6. 
 
 The System Grammar-Grade A. 
 
 IN WHICH THE STUDENT'S PROCESS OF WOEK 
 
 IS "CJisrLOCi^EZD 
 
 BY BRANCHING TOGETHER INTO SYSTEM THE CLASS-BRANCHES OF THE WORD; 
 WHICH IS THEREBY DISCOVERED TO BE THE 
 
 TREE-TRUNK, OR FOCAL UNIT, OF GRAMMAR. 
 
 IN ^A^HICH, ACCORDINGLY, THE STUDENT LEARNS AND REMEM- 
 BERS BY BRANCHING THE WORDS, AS PARTS OF THE SEN- 
 TENCE, THROUGH THEIR CLASSES BRANCHED 
 TOGETHER AS CLASS-BRANCHES OF A 
 GRAMMAR-SYSTEM WHOLE. 
 
 BY ISAAC ELDRIDGE WILSON, 
 
 INVENTOR OF THE LEARNER'S WORK-TREE, AUTHOR OF THE SYSTEM METHOD, A SERIES 
 OF TEXT-BOOKS FOR SCHOOLS, A SERIES OF STUDENT'S WORK-BOOKS, ETC. 
 
 "Science as such has its true existence only in the system foi'm."—Ueberweg. 
 
 ><t^N OF CO>JG'?^>. 
 
 V% / 7 "^ ^^oZ/ 
 
 CHICAGO, ILL.: SJ^_0f/aSH1^^^^ 
 
 Leakxer's Work-Tree Company. 
 
 18S6. 
 
COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 
 
 ALL RIGHTS RESERVED. 
 Any infringement will be prosecuted to the full extent of the law. 
 
 n 
 
DEMONSTRATION I. 
 
 FACT MATTER: 
 
 a. Name. — That combination of letters, syllables, or words by which 
 an object is distinguished, or known; as, John, boy, box, we, you, senator, mister, 
 belief. 
 
 b. Noun. — A name that has or may have an affix added; as, John-S, 
 boy-ish, one-s, box-es. 
 
 C. Pronoun. — A name that has not and will not take an affix; as, 
 we, yon, he, they, I. The, pronouns are I, we; thou, you; he, she, it, tliey; who, 
 whieh, what, that, and as; and compounds of these. 
 
 d. Other Differences. — 1. The noun indicates repetition by an 
 added s or es; the pronoun indicates repetition by an arbitrary word; as, — 
 
 Noun: boy, boys; box, boxes; sir, sirs; Lucas, Lucases. 
 Pronoun: I, we; thou, you; he, they; she, they; it, they. 
 2. The noun indicates possession by an added 's or by the (') alone; the 
 pronoun indicates possession by changing its form; as, — 
 
 Noun: boy, boy's; girls, girls'; senator, senator's; boys' hats. 
 Pronoun: 1, my; thou, thy; you, your; he, his; they, their; who, whose. 
 
 e. Common Noun. — One that classifies its object; as, boy, subvocal, 
 verb, house, animal, plant, letters, words. 
 
 f. Proper Noun. — One that individualizes its object; as, John, 
 Englishmen, Oreeks, Caesars, Plato, France, Ohio. 
 
 g. GRAMMATICAL! NuMBER. — That Structural change in names that 
 indicates whether the thing named is taken more than once, i. e., repeated. 
 
 h. Singular Number. — That which represents the thing named as 
 not repeated; as, man, elass, water, checker, Milton, half, people, seven, couple, grief. 
 
 i. Plural Number. — That which represents the thing named as 
 being repeated; as, men, classes, Waters, checkers, Miltons, halves, peoples, sevens, 
 couples, griefs. 
 
 OBSER VATIONS : 
 
 a. Number Based on Structure. — The statements that, (1.) "Bel- 
 lows, scissors, shears, tongs, have no singular forms;" (2.) "The plural num- 
 
 [405] 
 
406 THE SYSTEM METHOD. 
 
 ber denotes more than one; as, apples, boys, borses," — these statements are 
 contradictory, since bellows, scissors, sJiears, and tongs each denote but one 
 instrument. This mistake must be avoided: it will bring confusion. It lies 
 in confounding the principles of form and signification. These nouns are 
 in the plural number, not because they denote more than one instrument, 
 but because the name in each case originated in a part, which part is re- 
 peated to form the whole. Scissors is not in the plural number because it 
 means more than one pair of scissors, more than one whole, but because 
 the part named, scissor, is taken twice. In scissors there are two parts; one 
 ^?iXl=scissor, which word is not now used; two parts=scmo?'s. Observe 
 that scissors-=scissor-\-s. Number is properly defined to be a structural 
 change signifying repetition of some sort — of whole, part, particle, action, 
 or substance. 
 
 b. The Thing Naked. — The thing named and repeated must belong 
 to one of the following classes: (1.) Material objects; (2.) Immaterial ob- 
 jects. Examples are, — 
 
 1. Material Objects: boy, army, shears, victuals, foods, gold, teas, tar, 
 snow, scissors, etc. 
 
 2. Immaterial Objects: sweetness, safety, wickedness, peace, health, re- 
 sistance, succession, etc. 
 
 C. Part and Whole. — Names of wholes are now singular, now plural; 
 but, lungs and botcels excepted, names of parts repeated to form the object 
 of thought are usually plural. Let those names following, in which a whole 
 is the thing named, be compared with those in which the thing named is a 
 part or particle: — 
 
 A WJiole Named: boys, armies, boxes, spoonfuls, companies, etc. 
 A Part or Particle Named: tongs, shears, scissors, pincers, tweezers, nip- 
 pers, news, nuptials, vitals, ethics, goods, movables, rickets, oats, em- 
 bers, ashes, odds, measles, suds, etc. 
 
 d. Substance. — Names of substance exhibited but once are, of course, 
 singular; but, if the substance is exhibited more than once, the name is 
 plural. Observe that the plural number always indicates some sort of rep- 
 etition, as of whole, part, particle, substance, or action. 
 
 Singulars: gold, tea, coffee, snow, furniture, jeans, molasses, cider, 
 matter, tar, clay, mortar, flesh, gravel, brick, stone, trout, mackerel, 
 fish, fowl, quail, venison, etc. 
 
 Plurals: golds, teas, coffees, furnitures, snows, j causes, molasses, etc. 
 
 e. Action. — The following nouns are names of actions: goings, doings, 
 treatment, thanks, ascent, bellows, skimmings, proceeds, creations, begin- 
 nings, tidings, blessings, mumps, wages, etc. 
 
 f. References. — For other matters pertaining to number in grammar, 
 refer to Demonstration XXVIII.; also to Webster's or Worcester's Un- 
 abridged Dictionary. 
 
 g. Tests by which to distinguish between nouns and adjectives or pro- 
 nouns: 1. Only nouns take the added s as a plural sign; 2. Neither the pro- 
 
THE WORDS CLASSIFIED. 407 
 
 noun nor the adjective takes the (') as a possessive sign. (See Demonstra- 
 tion XVII., i, j, k, 1.) 
 
 Prog. I: /. Noun. 2. Current. 3. The Thing Named. 
 
 a. Common. a. Singular. a. Material. 
 
 b. Proper. b. Plural. b. Immaterial. 
 
 c. Equivocal. 
 
 Note to Teacher.— Tl^& student's work in classifying, by this program, the particulars 
 given below is here omitted, as it will be given in full in " The System Method," No. 20, 
 which begins on page 577. Both the programs and the particulars to be worked up by the 
 programs will be given in this, " The System Method," No. 6; but the student's work itself 
 will in all cases be omitted in this, No. 6, to be given in Work-Book, No. 20. 
 
 FABTICULABS : 
 
 The hills ^ and the valleys ^ are green. Our botany ^ is all names,* not powers-^ 
 The Enghsh are a nation ^ of humorists.' Whatever surly sweetness ^ possession ^ can 
 give, is tasted in England i° to the dregs.^^ A person's ^^ manners ^^ not infrequently 
 indicate his morals.^* November ^^ is the month i^ when the deer i' sheds its horns.^^ 
 That coach-and-four 19 is its master's 2" sole remaining property.^i The jury^a were 
 not unanimous. The pubhc ^^ are respectfuUy invited to attend. We are to speak in 
 public. 2* The spectacles 25 set them unhappily wrong. A coach-and-six ^^^ is, in our 
 time,^' never seen, except as a part^^ of some pageant.29 We expect the dancing 
 master ^o to teach our children ^^ manners.^^ Where are the Platoes ^^ and Aristotles 3* 
 of modern times ? ^^ All the Maries ^^ in this school ^' are good girls. ^^ The Germans '^ 
 are an industrious people.*" Six*i and three*'* make nine.*^ The army** of the 
 queen *5 mean to seize us. Mankind *^ have, in aU ages,*' attached themselves to a few 
 persons. *8 A man *9 comes to measure his greatness ^ by the regrets,^! envies,^^ and 
 hatreds 5* of his competitors.^* His illustrations ^5 are poetry.56 few knew as much 
 about Nature 5' and her subtle manners, ^s or expressed more subtly her goings.^^ It 
 was well worth the pains ^ that have been taken to procure it. His means ^^ are as 
 admirable as his ends.^^ The means "^ are too strong for them. Your manners ^ are 
 always under examination.^' The rich take up something ^^ of the world ^^ into man's ^ 
 life.^9 It is the interest '" of aU that there should be Captain Cooks '^ to voyage round 
 the world; '2 Rosses,'" Franklins,'* Richardsons,'^ and Kanes '^ to find the magnetic 
 and geographic poles." Our politics '^ are disgusting. The sky '^ is a covering*' for 
 a market ^^ and for the cherubim ^^ and seraphim.^^ He loved the tall deer s* as if he 
 were their father. ^^ The heats ^^ of summer®' destroy its beauties.'^ Young people ^^ 
 in this country s" are prone to melancholy.^i The Irish peerage ^2 drew their names ^3 
 from a playbook.^* Mankind ^5 divides itself into two classes,^^ — benefactors 9' and 
 malefactors.98 Mankind ^s are very superficial. At times ^"0 the summit 1"^ of the high 
 city 1°'^ fld-hed. These news 1"^ be mine. We are a people i*'* yet. The Japanese ^"^ 
 are a very jealous people.i"^ The Esquimaux 'o' have high cheek-bones ^"^ and small 
 noses.i°9 The army^^'' was sadly neglected. The assembly ^ was tumultuous. 
 Whales ^^ are found in companies,^!^ but mostly in pairs.^^* He plays biUiards^^^ ex- 
 cessively. A herd 11^ of buffaloes i" can only be kept in order i^^ by a guard ^^^ of 
 mounted keepers,i2o armed with lances.i^^ The oats 122 ^yere ripe. The scissors ^^^ are 
 sharp. The market ^^i -^^^s filled with goods.i^* He had had no victuals ^-^ for thirty- 
 six hours.12' No parallel 128 can be found in the annals ^^^ of the world.^^" He had 
 none of the coin ^^^ of the country.^^^ It was buried in the ashes.i^^ This summons i^* 
 
408 THE SYSTEM METHOD. 
 
 he resolved to obey. Let a gallows ^^^ \,q made. Evil news ^^^ rides fast, while good 
 news 1^' baits. When Khea ^^^ heard these news,!^^ she fled. Why do the heathen i^" 
 rage? Christianity ^^^ was formerly propagated among the heathens. ^^^ They had 
 brick 1^^ for stone.^** The bricks ^*^ are fallen down. His affairs ^*^ went on at sixes i*^ 
 and sevens.^*^ We sold two dozen eggs."* Knock them down by the dozens.^^" 
 Many thousands ^^^ were slain in the war. 1^2 We went up five pair^^s of stairs.i^* 
 Several pairs ^^5 of scissors ^^s lay on the shelf.^^' No pains ^^^ is taken. Your pains i^s 
 are registered. Hear these iU news.^^" They hate us youth. ^^^ The fish i^s are in the 
 pond.i*^ There are fishes ^^ that have wings.^^^ We believe in Woman's ^^^ Rights.i*^^ 
 Vested rights,^*^ are awful things. ^^* 
 
 DEMONSTRATION 11. 
 
 FACT MATTER— Rules for Spelling Plurals : 
 
 a. ^RtTLE X. — Nouns ending in a syllable that coalesces with s, in- 
 cluding those in o preceded by a vowel, add s only for the plural ; as,— 
 
 1. Tack-s, cake-s, truth-s, puff-s, youth-s, ember-s, eye-s, swarm-s, 
 water-s, tong-s, new-s, coflee-s, woe-s, tea-s, hoe-s, U. S. Grant-s, Can- 
 ada-s, James Gordon Bennett-s, Miss Johnson-s, Sir Isaac Newton-s, 
 thank-s, brothers-in-law, going-s, redcoat-s, getters-up, mump-s, Guy- 
 ot-s. 
 
 2. Day-s, valley-s, turkey-s, Thackeray-s, Motley-s, runaway-s, Gyulay-s, 
 Maloy-s, key-s. 
 
 3. Folio-s, cameo-s, embryo-s, cuckoo-s, cacao-s, Hindoo-s, imbroglio-s. 
 
 4. Fife-s, grief-s, chief-s, safe-s, scarf-s, belief-s, haudkerchief-s, hoof-s, 
 roof-s, turf-s, dwarf-s, brief-s, reef-s, gulf-s, proof-s, serf-s, surf-s, 
 stripe-s, staff-s, mischief-s, relief-s, fief-s, clef-s, oaf-s, waif-s. 
 
 5. Dozen-s, hundred-s, seven-s, pair-s, people-s. 
 
 6. Spoonful-s, mouthful-s, armful-s, sackful-s. 
 
 b. ^RuLB XI. — Nouns in a syllable that does not coalesce with s, and 
 nouns in preceded by a consonant, add es for the plural ; as, — 
 
 1. Church-es, class-es, Lucas-es, six-es, S. S. Mackintosh-es, the Mas- 
 ter Crumless-es, buzz-es. Governor Morris-es. 
 
 2. Negro-es, echo-es, Cicero-es, tomato-es, Plato-es, zero-es, bravo-es, 
 desperado-es. 
 
 3. Nouns inf or fe, except those mentioned under Rule I., 4, change f 
 or fe to V, before es is added ; as, leaf, leav-es ; shelv-es, kniv-es, 
 thiev-es, stav-es, wharv-es, elv-es, liv-es, halv-es, wolv-es. 
 
 4. Nouns in y after a consonant change y to i before es is added ; as, 
 fly, fli-es ; Henry, Henri-es ; Mari-es, ladi-es, Welbi-es, Sicili-es, Nan- 
 ci-es, compani-es, twenti-es, soliloqui-es, merci-es. 
 
 1 These rules are numbered to accord to their numbers as given on page 196. 
 
THE WORDS CLASSIFIED 409 
 
 0. Exceptions to Rule XI. — Canto-s, quarto-s, solo-s, piano-s, duodecimo-s, 
 halos, tyros, provisos, juntos, octavos, mementos, armadillos, lassos. 
 C. Rule XII. — Letters, signs, and figures substitute the apostrophe 
 (') for the e of es ; as, In 999 there are three 9's ; Casting out the ll's; 
 Mind your p's and q's ; Dot your i's, and cross your fs- 
 
 Exception. — For a word coalescing with s, and used merely as the name 
 of a word, the best usage also sanctions a plural in s alone; as, "Hence- 
 forth my wooing mind shall be expressed in russet yeas and honest kersey 
 m^%."—8hakspeare. " The novel is full of ohs, bys, whys, alsos, and nos." 
 
 OBSERVATIONS : 
 
 a. Compounds, with or without the hyphen, annex the plural sign to 
 the important part ; as, hangers-on, house-tops, getters-up, after-thoughts, 
 forget-me-nots, brothers-in-law, step-fathers, the Stamp-Acts, the George 
 Washingtons. Men-servantfs, knigJits-templars, and ignes-fatui have both 
 parts pluralized. 
 
 b. Proper nouns of two or more parts, and proper nouns including a 
 title used as a part of the name, annex the plural sign to the last part ; as, 
 O. P. Morton-s, Thomas Y. Stevens-es, Miss Thomson-s, the General 
 Smith-s, the Mrs. R. B. Hayes-es. 
 
 C. In references including a plural title and names distinguishing be- 
 tween members of that title, the name and title are not to be regarded as 
 one noun. In such expressions as "the Emperors Napoleon and Alexander," 
 "the Misses Julia and Maria Morton" the names Julia \Mortori\ and Maria 
 Morton are to be regarded each as a proper noun in apposition with the 
 noun Misses. So Napoleon and Alexander. 
 
 d. The following nouns form the plural irregularly : — 
 
 child, children. louse, lice. ox, oxen, 
 
 foot, feet. man, men. woman, women, 
 
 goose, geese. mouse, mice. tooth, teeth. 
 
 e. Pronouns form the plural arhiirarily : — 
 
 I, we. thou, you. he, they. she, they. it, they, 
 
 my, our. thy, your. his, their. her, their. its, their, 
 
 me, us. thee, you. him, them. her, them. it, them. 
 
 f. These nouns have two plurals in different significations : — 
 
 index, indexes, indices. genius, geniuses, genii, 
 
 penny, pennies, pence. medium, mediums, media, 
 
 die, dies, dice. phalanx, phalanxes, phalanges, 
 
 brother, brothers, brethren. stamen, stamens, stamina, 
 
 vortex, vortexes, vortices. vertex, vertexes, vertices. 
 
 g. The following nouns and pronouns have twin-like {i. e., common, or 
 equivocal) forms for the singular and the plural: — 
 
 Nouns : sheep, deer, swine, vermin, hose, fry, gross, neat, grouse, 
 Esquimaux, Japanese, Cyclops, corps, molasses. 
 Pronouns : who, which, what, that, as. 
 
410 THE SYSTEM METHOD. 
 
 h. For the most part, nouns from foreign languages retain their native 
 plurals. In case of dou-bt here, or in any other question concerning the 
 plural, refer to Webster's or Worcester's Unabridged Dictionary. 
 
 i. Nouns in the singular number are sometimes used with a plural 
 verb • as. The jury are agreed. Nouns in the plural are likewise some- 
 times used with singular verbs ; as, The neics is bad. (See Demonstration 
 
 XXVIII.) 
 
 \. For other matters pertaining to number, see Demonstration 
 
 XXVIII. 
 
 k. Test to distinguish between nouns, and adjectives or pronouns: 
 It is the essential character of the plural number to indicate some sort of 
 repetition, as of object, action, part or particle. But the plural is formed 
 by adding s or es to a name, not to a verb, or a connective, or other kind. 
 Hence, that object, action, part or particle, whose plural is formed, must 
 Mve a name sometime, properly or improperly in use. Thus, trees, boxes, 
 oats, and scissors have tree, box, oat, and scissor, of which the last two are 
 not now properly used, or current. But since it is a name that has a plural, 
 it is a name that is pluralized; and the existence of the plural in s or es is 
 proof that the word in question is a noun. Thus we decide that — 
 
 WJiatever will take the plural sign therein becomes a noun; as, boy-s, 
 other-s, plural-s, better-s, doing-s, etc. 
 
 Prog- II : ^- Noun. 2. Current. 3. The Thing Named. 4. Rule for Spelh'ng. 
 
 a. Common. a. Singular. a. Material. a. Rule . 
 
 b. Proper. b. Plural. b. Immaterial. b. Irregular. 
 
 c. Equivocal. c. Equivocal. c. Common. 
 
 Note to Teacher.— Th.e student's vs^ork-book ("The System Method," No. 20) will 
 show how the student is to proceed under the guidance of these programs. The numbers of 
 the proorams in the work-book correspond to the numbers of the Demonstrations here in 
 the grammar (No. 6). 
 
 PABTICULABS : 
 
 James i is a good physician ; ''' Henry ^ is a better one.* What is meant by two- 
 thirds ^ of a unit ? « One 'should defer to his superiors.^ In compounds ^ the sign 
 of the plural 1" is added to the important part.^^ Some nouns ^^ have two plurals ^^ 
 of diilerent significations.^* How many twelfths i^ in three fourths ? ^^ Possessives ^^ 
 are formed by adding 's to the nominatives. ^^ Teach me to feel another's ^^ woe.^" 
 Three times ^^ two'^^ are six.^^ They came by sixes 2* and sevens.^^ The Turks ^6 
 and Greeks 27 are at war.^s The nos^^ have it. They love each other. 3" Each 
 one^i helps aU the others.^^ Once one^^ is one.^* The strife ^^ -^ag between the 
 Whites 3^ and the Blacks.^'' I care not what others ^^ say. One ^^ has to comply 
 with law.*" We were hstening to the warbling of the young ones.*i They came 
 with the Uttle ones.*^ The young one's *3 warbhng M'as sweet. He hstened not at 
 others' ** words.*^ Many hundreds *^ were slain. He matched them in braces, *' or 
 twos.*^ Be courteous to your betters.*^ The snuffers ^° are not less convenient than 
 the tongs.^i There is less science ^^ in ethics ^^ than in mathematics.^* These were 
 real blessings ^5 and merited more than our mere thanks.^^ These orgies ^7 Kome ^^ 
 practiced In the name ^^ of rengion-fi"^ It is proven by odds ^^ of authority ^^ that there 
 
THE WORDS CLASSIFIED. 411 
 
 is such a disease ®^ as the measles.®^ The rickets ^^ and mumps ^^ are the wages ^^ of 
 bad victuals ^8 and bad birth.^' That molasses™ is better than the news.'i The 
 crowd '^ were again gathered together. The world '^ is round. The world '* are 
 spectators '^^ of your conduct. The crowd '® was large. A few years '''^ is a matter of 
 little consequence.'^ The public '^ is more disposed to censure than to praise. The 
 public 8" are respectfully invited to attend. The jury^^ were not unanimous. A 
 coach-and-six ^2 is, in our time,^^ never seen, except as a part ^^ of some pageant. ^^ 
 Our politics ^^ are disgusting. Mankind ^'' divides itself into two classes, ^* — benefac- 
 tors ^ and malefactors.^" — Emerson.^^ Mankind ^^ are very superficial. — Ben. Frank- 
 lin.^^ We are a people ^* yet. The cardinal ^^ is not my better ^^ in the field. — Shaks- 
 peare.^'^ 
 
 Henceforth my wooing mind shall be expressed 
 In russet yeas^® and honest kersey nays.^* — Id. 
 His better ^^ does not breathe upon the earth. His means ^^^ are as admirable 
 as his ends.^"'^ — Fmerson.^°^ That tidings i"* came. — Shakspeare.^'^^ The Esquimaux ^"^ 
 have high cheek-bones '•" and small noses.i°8 a herd ^^ of buflaloes ^^^ can only be 
 kept in order '^^ by a guard ^^'-^ of mounted keepers.^ ^ Where are the Platoes^^* and 
 Aristotles i^^ of modern times ? ^^^ Let a gaUows ^^^ be made. — Esther. Vast num- 
 bers ^^^ of sea fowl ^^^ frequent the rocky chffs.'^" His affairs ^^^ went at sixes ^^^ and 
 sevens.^^^ The fish^^* are in the pond. All the Maries ^^^ jq ti^jg school'^® are good 
 girls.^^' Mankind ^^^ have, in all ages, attached themselves to a few persons.'-^ — 
 Emerson. 
 
 DEMONSTRATION III 
 
 FACT MATTER: 
 
 a. Gender. — A distinction of nouns and pronouns having reference 
 to the properties of sex. There are four genders : — 
 
 b. Masculine Gender. — That which represents the object as exhibit- 
 ing the properties of the male sex; as, he, sir, his, uncle, eraperor. 
 
 C. Feminine Gender. — That which represents the object as exhibit- 
 ing the properties of the female sex ; as, she, hers, aunt, empress, sister. 
 
 d. Neuter Gender. — That which represents the object as not exhibit- 
 ing the properties of either sex; as, it, watch, lamp, widedness, sound. 
 
 e. Common Gender. — That which represents the object as having sex, 
 without distinguishing what properties of sex it has; as, friend, COUSin, teacher, 
 parent, animal, elephant, scholar. 
 
 OBSERVATIONS : 
 
 a. Things personified are represented both by common and by proper 
 nouns. Accordingly, nouns that are names of things personified sometimes 
 are, at other times are not, written with a capital letter. There is no 
 
412 THE SYSTEM METHOD. 
 
 rigid rule observed by the best writers. Sometimes we find, " Tbe vices are 
 hnt virtues there, each named by her victim here." Again we find, "The 
 Vices are but Virtues there," etc., which last the author prefers, as hightening 
 the effect by attaching a full jiersonality to each vice. 
 
 b. Contrary to rule, proper nouns arising by personification are often 
 written without the capital; as, "For him light labor spread her whole- 
 some store." "When memory recurs to the past, she wanders among 
 tombs." It would strengthen and beautify such sentences to capitalize the 
 proper noun. 
 
 C. But observe that nothing is to be regarded as ]oersonification in 
 the noun, save what is set forth in such manner and character as to accord, 
 in the idea of sex and personality, with the pronouns I, he, she, thou, and 
 you. If the sentence, "The eye was the first of artists," formed part of a 
 continued discourse, eye would accord in the context, not with he or she, 
 but rather with the neuter pronoun it; hence, by the nature and definition 
 of personification, eye is not here personified; and is to be regarded as 
 neuter, notwithstanding the fact that artists is of the common gender. 
 
 d. Mark that nouns are not masculine and feminine because the 
 things named are actually, physically, male and female, but because the 
 language exhibits the thing as male or female. Thus, in the sentence below, 
 irook is masculine, not because the thing named is a male, but because the 
 language of the sentence ("built Mm") is the same as if the brook had 
 actually been a male. (Cf. Obs. a. Demonstration IV.) 
 
 e. Collective nouns in the plural number, and collective nouns convey- 
 ing the idea of unity, are neuter; as, " Several J'M?'^■es [neuter] have been 
 impaneled;" "The Jury [neuter] gave «^s verdict." But the pronoun they, 
 and collective nouns carrying the idea of plurality, determine the gender 
 from the individuals that compose the collection named; as, "Not alone 
 the fair sex [feminine] was marked, but both sexes [common]." "The 
 stars, they [neuter] shall shine forever." 
 
 f. Small children and inferior animals, though having in reality the 
 properties of real males or real females, are commonly viewed as being 
 without sex. They are, therefore, commonly represented by the neuter 
 pronoun it. The names of beings viewed in this way (that is, as not exhib- 
 iting the properties of sex) are to be regarded as neuter. Examples are: 
 child, swallow, fox, snake, bird, crab, hound, mosquito, deer, etc. 
 
 g. Not having a pronoun of the third person singular and common 
 gender, in its stead the English employs 7ie, his, him; as, — - 
 
 Is any among you afflicted, let him pray. 
 Everybody has his faults. 
 Every person should think for himself. 
 The fox ran in his den. 
 
THE WORDS CLASSIFIED. 413 
 
 But such generic names as fox, if viewed as not exhibiting the properties 
 of sex, are neuter (of. Obs. f); as, "The/oa; ran in its den." 
 
 h. The masculine and feminine are distinguished in three ways: — 
 
 1. By suffixes: God, goddess; actor, actress; duke, duchess; heir, heiress; 
 lion, lioness; testator, testatrix; hero, heroine; bride, bridegroom. 
 
 2. By prefixes: male, female; he-goat, she-goat; man-servant, maid-serv- 
 ant. 
 
 3. By arlitrary imrds : Brother, sister; nephew, niece; sir, madam; wiz- 
 ard, witch; he, she. 
 
 Prog, III : ?■ Class of Noun. 2. Number. 3. Gender. 4. Personification. 
 
 a. Common. a. Singular. a. Masculine. a. Personified. 
 
 b. Proper. b. Plural. b. Feminine. b. Unpersonifled. 
 
 c. Neuter. 
 
 d. Common. 
 
 PABTICULABS : 
 
 " Will you come into my parlor? ^ " said the spider ^ to the fly.^ Cicero * was an 
 orator.5 Horses ^ are animals.'' Children ^ should be careful. Dogs^ kiU sheep.^" 
 The fish^^ which you caught is a trout.^^ The bear^^ growled when he saw the 
 hunter.i* He went to the doctor i5 for advice.^'' Susan's i' motherly jg my aunt. ^^ 
 Go to the ant,2o thou sluggard. ^i Flies ^2 are insects.^^ j ga-^ a flock 2* of wild turkeys.^s 
 The hunters 26 came to the den^^ of a tiger.28 Death 29 lifts the vail so that hides a 
 brighter sphere.31 Thou art the man. ^3 Clarence ^3 has been chosen captain.^* Per- 
 adventure, the old dragon 35 is asleep. His being a foreigner ^6 is no disgrace.^T There 
 smiling spring ^^ itg earhest visit 39 paid. Grim-visaged war*" hath smoothed his 
 wrinkled front. Necessity ^ is the mother ^ of invention. Never did Natm-e *3 be- 
 tray the heart that loved her. Tremble, thou earth,''* at the presence of the Lord.** 
 Procrastination *^ is the thief *'' of time. 
 
 See, the Summer *8 gay 
 
 With her green chaplet and ambrosial flowers. 
 
 Droops into palhd autumn. *9 
 
 O eloquent, just, and mighty Death ! ^ whom none could advise, thou hast persuaded. 
 O trouble ! ^^ would I had never known thee. Can Time,^^ his flight reversed, restore 
 the hours? The Moon ^3 sees her unwrinkled face reflected bright. Nature ** discloses 
 with a smile the author ^5 of her beauties. 
 
 How wonderful is Death,^^ — 
 
 Death and his brother ^^ Sleep ! =^ 
 
 Eternal Love ^^ doth keep, 
 In his complacent arms. 
 The earth, the air, the deep. 
 
 For him Ught labor®" spread her wholesome store. ^^ Remembrance ^^ wakes with all 
 her busy train. Shouting Folly ®3 haUs them from her shore. Rehgion ®* veils her 
 eyes. Ocean, ^^ -^tij ^j^g brine on his gray locks, was there. When memory ^^ recurs 
 to the past, she wanders among tombs. 
 
 Follow the bier of the dead cold year,^^ 
 And make her grave green with tear on tear. 
 
414 THE SYSTEM METHOD. 
 
 Lost Echo ^^ sits amid the voiceless mountains, 
 And feeds her grief with his remembered lay. 
 
 AH crimes shall cease, and ancient frauds shall fail. 
 Returning Justice ^^ lift aloft her scale, 
 Peace ^^ o'er the world her olive wand extend. 
 And white-robed Innocence "^ from heaven '^ descend. 
 
 Truth, ■'2 crushed to earth, shall rise again ; 
 
 The eternal years of God ''^ are hers ; 
 But error, '^ wounded, writhes in pain. 
 
 And dies among his worshipers. 
 
 When Freedom '^ from her mountain bight 
 
 Unfurled her standard to the air, 
 She tore the azure robe of night. 
 
 And set the stars of glory there. 
 
 The sanguine sunrise,'''' with his meteor eyes. 
 
 And his burning plumes outspread. 
 Leaps on the back of my sailing rack. 
 
 When the morning star shines dead. 
 
 The little brook ''^ heard it, and built him a roof. Man's glory heaven ''^ vouchsafes 
 to call her own. Look not on Nature,^" for her name is fatal. Time,^^ my lord, hath 
 a waUet on his back, wherein he puts alms for obhvion. Grim Darkness ^^ furls his 
 leaden shroud. The Sun^^ holds his fiery course through mid-heaven. The moon^* 
 sheds her pale light on that dismal battle scene. The Vices ^^ are but Virtues *^ there, 
 each named by her victim here. The earth ^'^ in its Eden glory must have been a de- 
 lightful sphere. 
 
 " Oh happy Moon," ^^ the lady said, 
 "Men love thee for thyself." 
 
 Everybody's thinks for himself. The fox^" ran in his den. The fox^i hid in it& 
 hole. Every one ^^ has his faults. The jury ^^ gave in its verdict. They are friends ^* 
 of mine. James and Henry are my cousins.^^ Mary and Blanche are my cousins.^® 
 James and Blanche are my cousins.^'' They are teachers. ^^ Both women are par- 
 ents.93 The eye ^"^ was the first of artists. I am thy father's spirit. ^^i The dark- 
 ness ^02 waved wider its sable wings. 
 
 A little child, M3 dear brother Jim,!"* 
 That lightly draws its breath. 
 
 And feels its life in every limb. 
 
 What should it know of death? — Wordsworth. 
 
 The thunder 'o* 
 Winged with red lightning ^"^ and impetuous rage. 
 Perhaps has spent his shafts. — Milton. 
 
 Love '""^ in my bosom like a bee 
 Doth suck his sweet ; 
 
THE WORDS CLASSIFIED. 415 
 
 Now with his wings he plays with me, 
 Now with his feet. — Lodge. 
 
 Thou SuDjios said I, fau- Ught ! 
 And thou enlightened Earth, ^^ so fresh and gay! 
 Ye hiUs ^^^ and dales,i^i ye rivers,^!^ woods, ^'•^ and plains,^^** 
 And ye that live and move, fair creatures,ii^ tell. 
 Tell, if you saw, how came I thus, how here? — Milton. 
 
 This same child "^ is he who reigns. Upon this. Fancy ^''^ began to bestir herself. 
 
 DEMONSTRATION IV. 
 
 FACT MATTER: 
 
 a. Person. — That distinction of nouns and pronouns which indicates 
 which part of conversation is taken. 
 
 b. First Person. — That part represented by the speaker; as, I, we, me; 
 We boys took the apples. 
 
 C. Second Person. — That part represented by the person or thing 
 spoken to; as, thou, you; O mighty Caesar, dost thou lie so low? 
 
 d. Third Person. — That part represented by the person or thing- 
 spoken of; as, he, they; What is man? 
 
 OBSERVATIONS : 
 
 a. Graiveviatical Person =P art in Conversation. — Let the student 
 perceive, if he can, that language represents things, not as they really are, 
 but only as they are thought to be. Language is the foot-prints of the 
 thought, not of the things represented by the thought. In " The sun holds 
 his fiery course through mid-heaven," we parse sti7i as masculine, not because 
 the thing named is really a male, but because the sentence represents that 
 thing as a male. In "Jam not John," we parse John in the third person, 
 not because he is really in the third part of the conversation, but because 
 the language represents him to be in that part. As a fact, John is in the 
 same part as I. But while the thought represents I to be in the first part, 
 it represents John to be in the third part ; and we parse, as by the language 
 things are represented to be, not as they really are. 
 
 In conversation, each moment some one takes the part speaking, one 
 takes the part spoken to, one the part spoken of, which are all the parts pos- 
 sible. In "Jam not John," Jis of the first part, or person, John of the third 
 part, the part spoken of. If we change to "Jam John," John does not 
 change parts, but is still in the part spoken of, the third person. John is, 
 in fact, the same object as J, but the thought puts it in a different conver- 
 sational part, or person. 
 
416 THE SYSTEM METHOD. 
 
 b. A command or entreaty usually employs the second person; but a 
 wish or act of ordination commonly makes use of the third person. Ex- 
 amples of the third person are, — 
 
 Wish. Act of Ordination. 
 
 1. God he with you. 1. Be it enacted by the assembly. 
 
 2. So help you Ood. 2. Hear he that hath ears. 
 
 3. The heavens speed thee in 3. Be it known to you, etc. 
 thine enterprise. 
 
 C. The third person is often put for the first. In the invitation to his 
 birthday party. Master Henry writes: "Master Henry C. French requests the 
 pleasure of your company to his birthday celebration, etc.;" "Your 
 daughter pleads; hear, O my father." 
 
 Prog. IV: /. Class of Noun. 2, Person. 3. Number. 4. Gender. 5. Personification. 
 
 a. Common. a. First. a. Singular, a. Masculine, a. Personified. 
 
 b. Proper. b. Second, b. Plural. b. Feminine, b. Unpersonifled. 
 
 c. Third. c. Neuter. 
 
 d. Common. 
 
 PARTICULARS : 
 
 Nero 1 was a tyrant.^ Children,* obey your parents.* Philip,^ thou art a man.^ 
 I, John,' saw. I have loved thee, ocean.^ O trouble,^ would I had never known 
 thee! Ellen,^" tell your sister" to come home. "We are strangers. ^^ Thou, God,i^ 
 seest me. I, Paul,i* have written it. This is the stone ^^ which was set at naught ^'^ 
 of you builders.!' Thou, Harry,!® art a wicked fellow.!^ What ailed thee, O thou 
 seaj^" that thou fleddest ? I am the physician.^! Worship thy Creator, 22 God; and 
 obey his Son,'-^^ the Master,^* King, 2= and Saviour ^^ of men. Many evils ^^ beset us 
 mortals.^® Fellow citizens, ^^ this occasion is a portentous one. Rome*" was a city^i 
 of fame.^^ We are cowards.** Love ** denies rest *^ to my soul,*^ and slumber*' to 
 my eyes.*® Coming events *^ cast their shadows *" before. Time *^ writes no wrinkles ^^ 
 on thy azure brow.** The snow-drifts** lie breast-high in the fence-corners. "'^ The 
 school-boys*^ run to the play-ground*' with joyful hearts.*® His penknife*^ lies 
 beside the inkstand 5*' on his study-table. ^^ More than a hundred childi'en's ^^ q^^^i. 
 dren ^* rode on his knee.^* 
 
 They shook the depths ^^ of the desert gloom,^^ 
 With their hymns ^' of lofty cheer.^® 
 
 I am John.^^ I am not John.^" I am your friend.^i Somebody ^^ ring the bell.^^ So 
 help you God.^* The heavens^ speed thee in thine enterprise.^^ God^' be with you. 
 Hear, every man ^® that hath ears.^^ Be the wretch '" hung. Tour d&ughter '^ pleads ; 
 hear, O my father. '^ Master Henry C. French '* requests the pleasure '* of your com- 
 pany '^ at his birthday celebration,'^ etc. 
 
 Kneel thou down Philip," but arise more great; 
 Arise Sir Richard'® and Plantagenet." 
 
 night ^° and darkness ! ®! ye are wondrous strong. 
 
THE W0BD8 CLASSIFIED. 417 
 
 DEMONSTRATION V. 
 
 FACT MATTER: 
 
 a. Case. — The form and posture of a noun or pronoun as a part of 
 the sentence whole. (See Demonstration XXV., g.) 
 
 b. Nominative Case. — That form and posture by which a being may- 
 be asserted to exist; as, I exist, we exist, he exists, John exists. Observe that 
 we do not say. Him exists. It grates upon the ear, and is never sanctioned 
 by good autliority. Putting him in place of he is like putting the eye in place 
 of the ear; it does not "fit." 
 
 C. Possessive Case. — That form and posture which indicates owner- 
 ship, sometimes origin or kind; as, my knife, our farm, sun's heat, boys' fun. 
 
 d. Objective Case. — That form and posture which indicates the ob- 
 ject or end of action; as, I struck him; I struck at them. 
 
 e. Rule XIII. — The Apostrophe (') and s is added, — 
 
 1. To singulars not having the same form for the plural; as, boy's hat, 
 Peter's book, Milton's Allegro, General Gates's command, Pierce's grammar, Harris's 
 Hermes, coekatricc's den, Moses's writings. 
 
 2. To singulars having the same form for the plural; as, a sheep's fleece, a 
 deer's horns. But the J') should be placed after the s in forming the possess- 
 ive plurals; as, sheeps' fleeces, a load of deers' horns. 
 
 3. To plurals unlike their singulars and not ending in s; as, men's, chil- 
 dren's, oxen's, geese's. 
 
 4. To the last part of any sort of a compound or complex name or sub- 
 stantive phrase; as, Ralph Waldo Emerson's writings; my step-father's residence; 
 my brother-in-law's place; the Secretary of the Interior's office; everybody else's bus- 
 iness; the president of the society's pleasure; the lawyer, Henry Felix's library; 
 Henry the Eighth's honor; sergeant-at-arm's duty. 
 
 5. To the last name in a series denoting joint possession; as, Beaumont and 
 Fletcher's plays; Reed and Kellogg's grammars. 
 
 6. To each name in a series denoting separate possession; as, Webster's and 
 Worcester's and Murray's dictionaries. 
 
 f. Rule XIV. — The apostrophe (') only is added, — 
 
 1. To abstract nouns that never take the plural ; as, for conscience' sake ; 
 for goodness' sake ; for righteousness' sake ; for justice' sake ; for peace' sake. 
 
 3. To plurals ending in s ; as, girls' hats, Pharisees' self-conceit, soldiers' 
 hardships, eagles' wings, angels' visits, justices' warrants. 
 
 g. The Case Determined. — Any child ten years old may learn eas- 
 ily to determine the case. First, let the student fix in mind the following 
 forms of the pronouns with their cases. Thej^ must be immovably fixed in 
 the memory. The following forms of Be must also be thoroughly memor- 
 ized: — 
 
 27 
 
418 THE SYSTEM METHOD. 
 
 Nominative: I, he, we, they, who. Forms i Am, art, is, are. 
 Possessive: my, his, our, their, whose. -j Be, been, being. 
 
 Objective: me. Mm, US, them, whom. 0/ -Be. (Was, wast, were, wcrt. 
 
 Next he must fix in the memory, likewise, — 
 
 h. The PRINCIPX.E OF "Be and Same Meanings." — This is by all 
 odds the most important principle in grammatical science. The student 
 that fails to grasp it, must certainly fail of real progress in grammar, 
 whoever comprehends it may reasonably hope for the highest success. It 
 is this : Names separated by a verb to Be and meaning the same thing, are in the same 
 case: as, lam John; My name is Hassan; We took him to 6e Henry; He might have 
 ieen elected president. The verbs to Be are those given above (see g). They 
 are am, art, is, are ; he, teen, leing ; was, wast, were, wert. 
 
 i. Directions to Determine the Case. — 1. Apply the possessive 
 test, namely, tho ('). 
 
 2. Substitute the pronouns, thus: I, my, mc; he, his, liim; we, onr, us. 
 
 3. Aj)ply the principle of " Be and Same Meanings." 
 
 j. Application op the Tests. — If the student has mastered the prin- 
 ciple of "Be and the Same Meaning," it is believed that he will have no 
 diificulty in deciding the most difficult questions of case. 
 
 a. Apjilication 1st. — Take Mary in the sentence, "Mary thought Henry to be 
 James." The student will observe, — 
 
 1. That Mary has no (') added, and is not, therefore, possessive ; 
 
 3. That we say "/thought," not "me thought." Now, since /is nom- 
 inative, and we can substitute it for Mary, we conclude that Mary also is nom- 
 inative. Again, take Henry. We see, — 
 
 1. That Henry has no ('j, and is not possessive ; 
 
 2. That we say "Mary thought me," not "Mary thought /." Now. 
 since me is objective, and we can substitute it for Henry, we conclude that 
 Henry also is objective. Once more, take James. We observe, — 
 
 1. That James is not possessive ; 
 
 2. That we are in doubt whether we say "Mary thought Henry to be 
 /" or " Mary thought Henry to be me." But we see, — 
 
 3. That James means the same thing as Henry, from which it is separated by 
 be. By direction 3d, therefore, we conclude that James is objective. 
 
 b. Application 2d. — In the sentence, "James is supposed to have been 
 elected president," we may observe, — 
 
 1. That James is not possessive, since it has no C) ; 
 
 3. That we say "lie is," not ''Mm is." Now since he is nominative, and 
 we can substitute it for James, we conclude that James is also nominative. 
 Again, we see, — 
 
 1. That president is not possessive ; 
 
 2. That it means the same thing as James, from which it is separated by 
 is and been. Hence, by direction 3d, we know that president is nominative. 
 
 c. Application 3d. — In "The gate is three feet high," we see, — 
 1. That gate is not possessive ; 
 
THE WORDS CLASSIFIED. 419 
 
 2. That we say "he is," not " Ms or him is." But since Jte can be substi- 
 tuted for gate, we know that gate also is nominative. Again, we observe, — 
 
 1. That feet is not i^ossessive ; 
 
 2. That it is separated from gate by be, but that it does not mean the same 
 thing. Hence it is not in the same (nominative) case. We conclude, there- 
 fore, — 
 
 3. That feet is objective. 
 
 OBSERVATIONS : 
 
 a. Excepting such abstract singulars as are enumerated above in Rule 
 XIV., 1, which do not take the plural form, the most judicious usage adds 
 an additionai s to all singulars ending in s or s sounds ; as, Moses's writings, 
 Peleus's son, Adams's ex^jress, Otis's letters, Princes Island, a justice's war- 
 rant, King James's edict, Jir. Williams's oration. (See b below.) 
 
 b. Since the pronunciation of possessive names formed by adding 's to 
 singular nouns ending in the sound of s or s (as, justice's, Peleus's) is iden- 
 tical with the pronunciation of the plurals formed by adding es to the same 
 names (thus, justices, Peleuses), to reject such a possessive would be to 
 reject also this corresponding plural. But, with both the odds of authority 
 and the common practice of good authors in favor of 's, it is more wise 
 to decide in favor of the plural in es, than to employ the plural but reject 
 the possessive on the ground that the succeeding s's renders it difficult of 
 pronunciation, when the same sibilant sounds must needs render the plural 
 equally difficult. 
 
 C. In parsing such expressions as "The Secretary of the Interior's of- 
 fice," to show the construction of the words separately it is necessary to 
 transfer the 's to the name of the real possessor, thus making the possess- 
 ive Secretary's and leaving Interior in the objective case with of. In the 
 expression, "The lawyer, Henry Felix's library," the 's is supplied thus, 
 lawyer's; which is then parsed like Henry Felix's — in the possessive. 
 
 d. The noun limited by the possessive is often understood, and must 
 be supplied in systematizing or parsing, to complete the grammatical con- 
 struction ; as, Bonaparte relied on his own sense, and did not care a bean 
 for other people's [sense] ; We found him at Mr. Tomlinson's, the druggist. 
 
 e. In systematizing the possessive in such expressions as "She is a 
 wife of my brother's," " O, I see that nose of yours," "That is a picture of 
 my /a^/ifir's," some word, as having, oicning, possessing, making, composing, 
 must be suj)plied to complete the grammatical construction : She is a wife 
 of my brother's having ; O, I see that nose of your having ; That is a picture 
 oi -my father's owning, or ol -mj father' s making, according to the meaning 
 intended. This possessive with of forms one of the most beautiful and 
 forcible idioms in the English language. 
 
 Prog. Y: 1- Number. 2. Gender. 3. Case. 4. Case Determined by. 
 
 a. Singular. a. Masculine. a. Nominative, a. The apostrophe. 
 
 b. Plural. b. Feminine. b. Possessive. b. Substituting pronoun. 
 
 c. Neuter. c. Objective. c. Be and Same Meaning. 
 
 d. Common. 
 
420 THE SYSTEM METHOD. 
 
 FABTICULABS : 
 
 An idle brain ^ is the devil's ^ workshop. ^ He was paid money.* Homer 5 is 
 Btyled the prince * of poets. '' He caused himself to be proclaimed king. ^ She wan- 
 ders an outcast. ^ Let us make man. i" I do not care a straw. ^^ James ^^ became a 
 good lawyer. '^ They found the party i* to be Henry, i^ The potatoes ^^ measured a 
 bushel. " He was made leader, i^ We were taught a lesson, i^ The hat 2'' is worth 
 a dollar. ''■^ The wall ^^ is three feet ^^ high. Let the angels 2* be our guides. ^^ She 
 is worth him and aU of his connections. ^^ He was called Caesar. ^7 Let high-born 
 seraphs "8 tune the lyre. ^9 Tom^" struts a soldier, ^i John Bunyan^^ was the au- 
 thor ^^ of Pilgrim's ^* Progress. ^^ The general^® was saluted emperor. ^^ She walks 
 a queen. ^^ Pitticus ^' was offered a large sum *" by the king. *i Lady Jane Grey *^ 
 fell a sacrifice ^* to the wild ambition ** of the duke *^ of Northumberland. ^ He 
 remains an idler *'' in the street. ^^ She was promised* the jewels. *9 I was asked a 
 question. ^" The court ^^ would not have tried the man, ^2 if he had not broken jail. ^3 
 They are called cannibals. ^* They yawned their jaws ^^ out of joint. ^^ She seems a 
 goddess." You wiU dance a jig.** He danced his feet^s tired. The king 8" is a 
 child. ''I They wept their eyes*^ blind. My name ^* is Hassan. ^^ He returned a 
 friend ** who came a foe. ^^ She wrings the clothes *'' dry. It would be a romantic 
 madness ^^ for a man 69 to be a lord '° in his closet. ''^ It is like silver. ^2 To 
 reign is worth ambition. '* I discovered him to be a scholar. '* The Lord '* sitteth 
 King'''' forever. I am the true vine, " and my Father's is the husbandman. '^ Sir 
 Philip Sidney 80 lived and died the darUng^i of the Court. ^^ A mother's "^ tender- 
 ness •** and a father's®* care ^^ are nature's 8' gifts *® for man's ^^ advantage. '■"' 
 
 By such a change, ^^ thy darkness ^ is made light, ^^ 
 Thy chaos ^* order, ^5 and thy weakness ^^ might. ®' 
 
 I have an Emerson's ^^ and a Greenleaf 's ^^ arithmetic.!"" And I thy victim i"! now 
 remain. To thy own dogs,io2 a prey ^"^ thou shalt be made. I was eyes i"* to the blind, 
 and feet i"* was I to the lame. He appears the upholder ^^^ of aU. that surrounds him. 
 Our mistakes iw are permitted to be instruments i"® of good ^^^ to us. A sect ii" of 
 freethinkers 111 is a sum^i^ of ciphers, i^* He fell a victim ^i* to his passions. ^^^ ^ 
 few years "^ is a matter of little consequence."^ About one dollar i^^ was paid me. 
 Can an adverb "^ ever be an attribute ? ^^o The reciprocal ^'^^ of a quantity 122 is 
 unity 123 divided by that quantity. Light i-'* was called day. i-* This man i^e is now 
 become a god. i^t What, Celso, I'^s thou turned courtier 1 129 The forces 1^" and the 
 resistances 1^1 are Nature's, i^^ He came a foe, 1^* and returned a fi-iend. 1^* Lord 
 Darnley 1^* turned out a dissolute husband. 1^^ The Atlantic Ocean i^' is three thou- 
 sand miles 12® wide. Six i^^ and three 1*" make nine. 1*1 A man "* comes to measure 
 his greatness 1^^ by the regrets, ^^ envies, 1** and hatreds ^^ of his competitors. ^" — 
 Emerson. The angels 1*® that dwell with them, and are weaving laurels i*^ of life 1*° 
 for their youthful brows, 1*1 are Toil, i*^ and Want, 1*^ and Truth, and mutual 
 Faith. 1** — Id. He loved the tall deer '** as if he were their father. 1*^ We are a 
 people 1*' yet. The Japanese 1^® are a very jealous people, i*^ Where are the Pla- 
 toes 1®" and the Aristotles 1^1 of modern times ? 1^2 Christianity 1^^ was formerly prop- 
 agated among the heathens, i^* We sold two dozen eggs, i^s No pains 1^^ is taken. — 
 Pope. 16' Here these ill news. 1^* — Sfiakspeare. i^^ They hate us youth, i'" — Jd. She 
 
THE WORDS CLASSIFIED. 421 
 
 was named Penelope. "^ He caused himself to be proclaimed king. ^'^ Hortensius 
 died a martyr, i" A man should not be a silkworm, "* nor a nation ^'^ a tent "^ of 
 caterpillars."' 
 
 DEMONSTRATION VI . 
 
 FACT MATTEB : 
 
 a. Principle II. — A noun or pronoun after "being" or "to be" 
 IS NOMINATIVE, except when meaning the same thing as a preceding object- 
 ive; then it is objective by "Be and the Same Meanings." <'See Demon- 
 stration v., h.) 
 
 1. This principle constitutes Principle II. of syntax. (See Demonstra- 
 tion XXVII.) Against it there has ever been a frivolous objection. Er- 
 roneous in itself, the objection is unworthy attention; but as a lurking error 
 imposed upon learners by writers of high repute, it deserves the more se- 
 verely to be condemned. I quote from Goold Brown alone, since from him 
 most other good grammars used in this country have adopted the error. 
 
 " When a noun is put after an abstract infinitive [to be] that is not 
 transitive, it appears necessarily to be in the objective case, though not 
 governed by the verb [to be] ; for if we supply any noun to which such in- 
 finitive [to be] may be supposed to refer, it [the noun supplied] must be 
 introduced before the verb [to be] by the preposition for; as. To be an En- 
 glishman , . . is no easy matter; that is. For a traveler to be an English- 
 man . . . is no easy matter." — Grammar of English Grammars, t^. 52S. 
 
 a. Mr. Brown exhibits much ignorance of what is scientific in gram- 
 matical science, by presuming to explain the sentence, "To be an English- 
 man is no easy matter," by explaining another very diflierent sentence, " For 
 a traveler to be an Englishman is no easy matter." And should he succeed 
 to perfection in proving Englishraail to be in the objective in this, he would 
 have no shadow of proof to offer that Englishman is not nominative in that. 
 
 b. It has been elsewhere clearly established that, " supplying, in pars- 
 ing or systematizing or ' analyzmg,' is justifiable only to show the whole 
 grammatical construction — ^justifiable only for the purpose of filling out the 
 sentence whole." Hence, before arrogating to himself the privilege to sup- 
 ply a word or words, our venerable grammarian must demonstrate that the 
 construction of Ens;Iishraan cannot be determined and explained without sup- 
 plying such words. This he nowhere makes any attempt to do; and thus 
 is he justly chargeable with the commonest of scientific blunders, that of 
 assuming the very fact which he sets out to prove. 
 
 c. But were the assumption not unjust, the effort at argument is en- 
 tirely fruitless. For, on page 623, he informs us that to be is, in reality, the 
 
422 "THE SYSTEM METHOD. 
 
 subject of the proposition, "To be an Englishman is no easy matter." 
 Then traveler cannot be governed by to b«, for he himself says that to be is the 
 subject of is. Traveler cannot be governed by, or have any grammatical 
 connection with to be, for these reasons, which he unwittingly announces 
 himself: 1. It is in the objective, which case the intransitive verb does 
 never govern; 2. It is introduced by the preposition for, and is of necessity 
 the object of that preposition, which otherwise could not be what he de- 
 clares it is — a preposition. Now, since Mr. Brown has shown us that trav- 
 eler is not governed by to be, and that it is the object of the preposition for, 
 and that prepositions have an antecedent term as well as a subsequent term 
 (p. 435, Obs. 2), and that the antecedent term "often comes" after the 
 preposition and its object, even "at a great distance" (p. 435, Obs. 6), let 
 us ascertain whether the antecedent term to for, may not be found just where 
 he says it often is; namely, "after the jireposition and its object" (after for 
 and traveler). To do this, our author says (p. 683, Obs. 2), " Place the in- 
 terrogative wM< before the preposition." Following these directions, doing 
 impartial justice at every step and no violence anywhere, we have the ques- 
 tion, "What for a traveler?" to which the only answer possible is, " To be 
 an Englishman is no easy matter 'for a traveler.'" Thus it is proved, by 
 Mr. Brown's own direction and agreement, that the antecedent term to for 
 is matter. And thus do we see that the "noun [traveler] to which the infin- 
 itive [to be] was supposed to refer," has no sort of grammatical reference or 
 connection with to be, but, on the contrary, is the object of the preposition 
 for, by which it is utterly separated from the verb to be, and joined to the 
 noun matter, " at a great distance " after! 
 
 Hence, supplying the noun traveler, by which unwarranted assumption 
 Mr. B. sought to prove Englishman to be in the objective case, proves noth- 
 ing so far as Englishman is concerned, since traveler has, as Mr. B. is forced 
 to admit, and finally to agree, no manner of grammatical connection with 
 Englishman! which is still left as completely unexplained as before he had 
 written a word. 
 
 The principle by which the case of Englishman is to be determined is this: 
 Whatever cannot be proven to be objective and has not the possessive sign, 
 is nominative. " Nominative means ' naming ; ' and when we merely name 
 an object, we put the name in the nominative, or naming, case. And ev- 
 ery relation not expressed by one of the other cases, is expressed by the 
 nominative case. Thus the noun is in the nominative case when it is inde- 
 pendent of any verb, or when it is in the predicate [as in " To be an En- 
 glishman is no easy matter"], and is not the object of a transitive verb or a 
 j)reposition." — Noble Butler. 
 
 2. Professor Hart and others think the argument from the analogy of 
 the Latin competent to put Englishman in the objective case; to which it will 
 be more than ample to reply that the analogy of the German, which lan- 
 guage is more closely allied to the English than the Latin is, would put it 
 in the nominative. 
 
THIS WORDS GLASSIFIEl). 423 
 
 b. Principle III. — A noun or pronoun directly attached to an- 
 other, AND SIGNIFYING THE SAME THING, IS IN THE SAME CASE BY APPOSI- 
 TION (apposition = close position); as, Milton, tlie poet, "was blind; The apostle 
 Paul persecuted the Church. 
 
 Prog. YI: 1- Number. 2. Gender. 3. Case. 4. Case Determined by. 
 
 a. Singular. a. Masculine. a. Nominative, a. The apostrophe. 
 
 b. Plural. b. Feminine. b. Possesi?ive. b. Substituting pronoun. 
 
 c. Equivocal, c. Neuter. c. Objective. c. Be and Same Meanings. 
 
 d. Common. d. Apposition. 
 
 e. After Beincj or to Be. 
 
 rARTICULABS : 
 
 The learned pagans ^ ridiculed the Jews ^ for being a credulous people.' His being 
 a lawyer* was no reason^ for supposing him to be a rascal.^ There is no mistake 7 
 about his being the man.^ To be an Englishman^ in London, ^^ a Frenchman ii in 
 Paris,^^ a Spaniard '^ in Madrid/*' is no easy matter.'^ I must be taught in order to be 
 a gi-ammarian.'6 He went out mate/^ but returned captain. ^^ To be an eloquent 
 speaker/^ in the proper sense 2° of the word,^^ is far from being a common or easy at- 
 tainment.^''* What made Luther ^^ a great man '^"^ was his unshaken reliance ^^ upon 
 God.-'5 It is almost as hard a thing '^^ to be a poet^^ in desi^ite^'-* of fortune,'" as it 
 is in despite of nature.^^ I regard him as being a wise man.^^ ' T is most just that 
 thou turn rascal.^' I had a suspicion ^' of the fellow's''^ being a swindler."^ He was 
 taken no notice ^'' of. My being his father '^^ was the cause "^ of my great anxiety.'*" 
 Edgar's *i having become a candidate*^ changed his whole demeanor.** A better 
 proof** of his being a fool*^ is not wanted. Five*" less two*^ are three. *8 They ob- 
 jected on account*" of his being a lawyer.^" The farm^i was talien possession ^^ of. 
 The cakes ^^ were done liberal justice =* to. He was refused the protections^ of the 
 law.s" He conducted himself as an honorable man.^' The most sacred things ^^ 
 may be made an ill use^" of. When the quantity"" is taken twice as a factor,"^ the 
 product "2 is called the second power."* It was added as an appositive."* The pro- 
 gram's j-eads, Music,"" Toasts,"'' Supper,"^ etc. I consider Dr. Johnson"" as an excel- 
 lent moralist.''" Under the Roman law,''i every son " was regarded as a slave. ''•'^ The 
 warrior''* fell back upon the bed'^ a Hfeless corpse.''" The Duke''^ of Norfolk's'^ 
 park '^ in Sussex is fifteen miles ^" in circuit.^' 
 
 Kneel thou down Philip, ^2 but arise more great: 
 
 Arise Sir Richard **3 and Plantagenet.^* 
 Ye shall be as gods.^^ jj^ ^g^^ q^^ j^g mate,*" and came back captain.**^ Plato ^^ and 
 Aristotle *s are caUed the two head springs ^" of all philosophy. 'Ji He came a foe,^^ and 
 returned a friend.^'* Lord Darnleyi** turned out a dissolute and insolent husband."5 
 Sir Phihp Sidney '■'^ hved and died the darling ^^ of the Court, and the gentleman ^^ and 
 idol 39 of the time. The tadpole, i"" or pohiwig,!"' becomes a frog.i"^ John,'"^ the dis- 
 ciple,"* lay on his Master's breast. The petals ^"s of the daisy lor; (day's-eye) i"^ close at 
 night and in rainy weather. He spake as one "* having authority. i"'' One and a hah 
 times 11" one '" is one "■- and a hah."'* 
 
424 THE SYSTEM METHOD. 
 
 DEMONSTRATION VII . 
 
 FACT 3IATTEB: 
 
 Grammar is the science of constructing sentences; just as architecture 
 Is the science of constructing houses, bridges, etc. In civil architecture, 
 the unit of study is the building-part; in grammar, the unit of study is the 
 sentence-part, the word. And we are to study, first, these parts, the mate- 
 rials out of which the sentence is constructed. Of these, the most impor- 
 tant are the name and the verb. Two parts are essential to the structure of 
 any sentence; namely, a name and a verb. Because the verb is one of the 
 structural parts essential to the sentence, and because most adjectives and 
 relative pronouns are in some way dependent upon, or identified through, 
 the verb, it is by odds of reason and advantage investigated or studied be- 
 fore the adjective and the pronoun. The bones and muscles are studied 
 before the lacteals and blood-vessels, etc., because they are the stays of the 
 lacteals and blood-vessels. The noun and verb are studied before the 
 other "parts of speech," because they are the stays of all these parts of 
 speech. The verb is studied before the pronoun, because the chiefest mark 
 of one class of pronouns (relatives, see Demonstration XV.) is that it forvis 
 a link between the verbs. Thus the natural order takes first the two verbs, 
 then the link (pronoun) between them; not first the link (pronoun) and 
 then the things linked. The natural order takes first the two bones, then 
 the link (muscle or ligament) between them; not first the link (the liga- 
 ment), then the things linked. 
 
 The parts essential to a building are those to which accessory, or de- 
 pendent, parts are attached; namely, the foundation and other main timbers. 
 
 The parts essential to a sentence are those to which accessory, or de- 
 pendent, parts are attached; namely, the noun and the verb — the "principal 
 elements." Now because, in the architectural structure, all other parts are 
 attached to and made by these essentials (the foundation and other main 
 timbers), therefore they (the essentials) must be first studied and under- 
 stood. And because, in the sentential structure, all other parts are attached 
 to and made by these essentials (the noun and the verb), therefore they 
 (the essential noun and verb) must be first studied and understood. And 
 so on. But the items of fact matter to which the student's attention should 
 be first called, in the study of the verb, are, — • 
 
 a. Verb. — A word that asserts the progress or completion of action; 
 as, He sees, he saw ; The child falls, the child fell. 
 
 b. A Regular Verb. — One that takes ed added to the simplest form of 
 the verb; as, walk, walk-ed; lift, lift-ed. 
 
 e. An Irregular Verb. — One that does not take ed added to the sim- 
 plest form of the verb; but usually changes the sound of the base vowel; 
 as, see, saw; eat, ate. 
 
THE WORDS CLASSIFIED. 425 
 
 d. Principal Parts. — Those parts most frequently used; as, see, saw, 
 seen; go, went, gone; eat, ate, eaten. 
 
 e. The principal parts are found by reading the verb into the follow- 
 ing blanks: — 
 
 1. I now; and this part is the imperfect tense. 
 
 2. I yesterday; and this part is the perfect tense. 
 
 3. I have ; and this part is the passive participle. 
 
 f. Observe that when we change love to loving, final e is dropped by 
 Rule V. for spelling. In the same way, when love is changed to loved, final 
 e is dropped and ed added by the same rule for spelling. 
 
 g. Tense. — That property of the verb that certifies whether the action 
 is represented to be begun and finished, or only abiding. 
 
 h. Imperfect Tense. — That form used to represent the action as 
 unended and abiding in fact. It is the simplest form of the verb. Thus in 
 "God is wise," the imperfect is represents the wisdom of God to be un- 
 ended and to abide in fact. So in " Goldsmith writes excellent poetry," the 
 imperfect writes certifies, not that the action abides yet, but that the fact yet 
 abides. Again, in "Mr. Russell goes to Chicago next week," goes certifies, 
 not that the action is now going on, but that the fact of his going now 
 abides. 
 
 i. Perfect Tense. — That form of the verb which represents a real or 
 supposed event as ended and completed. In the sentence, "God created 
 the world," the perfect tense created shows the act of ci'eation to be ended 
 and completed. 
 
 j. The following formalized words have so far departed from their 
 original radical sense that students will find it altogether necessary thor- 
 oughly to memorize them with their tenses. Let these forms be so thor- 
 oughly committed that they can never be forgotten : — ■ 
 
 Imperfect. Perfect. 
 
 Will would. 
 
 Shall should. 
 
 Ought ought. 
 
 Thus the principal parte of either may or migllt are may, might; of can or 
 could, the principal parts are simply can, could; etc., etc. 
 
 k. Why are "imperfect" and "perfect" the proper names to 
 apply to what are called the tenses? — Because they are congruent with the 
 nature of grammatical tense; whereas "jiresent" and "past" are incongru- 
 ent with the nature of tense. The name " past tense " misleads the student 
 by suggesting the false idea of past time. But this tense (more properly 
 called the "perfect") does not refer to past time, but to finished, or per- 
 fected, action. (See "The Correct Theory of Tense," a, b, c, d, e, f, pp. 
 384 and 885.) " Perfect tense " is the proper name. It is a very fitting 
 one, since "perfect" directs to the true nature of the action as completed. 
 
 Imperfect. 
 
 Perfect. 
 
 May 
 
 might. 
 
 Can 
 
 could. 
 
 Must 
 
 must. 
 
426 THE SYSTEM METHOt). 
 
 finished, perfected. "Present tense" is objectionable; for "present" does 
 not suggest the real character of the action as unfinished, or imperfect. 
 
 1. Is NOT THE TENSE to be determined from the verb's signification as 
 to time? — No; read carefully "The Correct Theory of Tense," jDages 584 
 to 388. 
 
 Prog. VII: I.Verb. 2. Principal Parts. 3. Regularity. 4. Tense. 
 
 a. Imperfect tense, a. Regular. a. Imperfect. 
 
 b. Perfect tense, and b. Irregular. b. Perfect. 
 
 c. Passive participle. c. Equivocal. 
 
 FABTICULABS : 
 
 She can ' play.^ Sarah has ^ written * a letter. I love ^ to see ^ the sun shine.' 
 Has 8 he come? » They were ^o reading ^ the book. America was i^ discovered i^ by 
 Columbus. She had^* gone^^ to walk.^s If you wish,^'' I wiU accompany i8 you. 
 She must ^^ learn 2" her lesson. She hoped ^^ to have ^^ gone.^^ I would 2* not have '^^ 
 believed ^g it. Did ^7 you lose ^* your umbrella? Milton wrote ^^ Paradise Lost. The 
 king was s" concealed ^i in a tree. He should ^8 have ^3 told 3* the truth. The burglar 
 might 35 have ^6 been" arrested.^s jjg has 3'' found '«' his knife. The army en- 
 camped *i by the river. He should ^^ have ^^ come *^ home. Were ^^ i rich, I would ^^ 
 purchase*' that property. Do ^^ let *^ me go ^^ to the picnic. I had ^i been ^^ taught.^^ 
 The letter wiU 5* havens been ^s written.^' You might ^s study.59 The man loves «" to 
 see^i it rain.^2 He ought ^^ to have^* goners home. He should ^^ be^T more indus- 
 trious. He has ®^ invented ^3 a velocipede. The army will™ be '^ disbanded. '^ The 
 ship wiU'^ have'* arrived'^ by that time. The sun has'^ arisen." That villain 
 may '8 have'^ stolen s" my knife. Tou might ®i have ^^ seen ^^ the menagerie to-day. 
 The assassins, having s* been ^ condemned,*'' were *' executed.*^ Ought ^^ I to study 9" 
 grammar? The ship would ^^ have^^ becn^^ sunk,^* had^^ not the storm abated. ^^ 
 The coi-n should 3' have 9* been 99 husked w before the rainy season. The lion isi"! 
 subdued.i°2 To-morrow is '"^ Thursday. Mr. RusseU goes i"* to Chicago next week. 
 When the mail arriveSjio^ -we shall 'os hear lo' the news. He wiU "'•'' go.io^ The pupils 
 did 110 succeed.iii A Mon is "^ subdued. ^^^ j would m study "^ if I had i^s my book. 
 I shall 11' see 118 him when he comes.n^ Hadi^" not the storm abated, i^i the ship 
 would 122 have 123 been 12* sunk. 125 I had 126 better go.i^' Henry could i28 speak i29 
 fluently. He may i^" return i^i to-morrow. The ship sails i32 next week. Has i33 it 
 been 13* decided? > 35 gg kept i^s shipping i3' the horse. The pupils cani38bei39 
 taught.i^o We soon shall 1*1 reach 1*2 the boundless sea. The poor must i*3 work i" 
 in their grief. I could i-^5 not learn i*'' that lesson. Clarence has "' been i*^ chosen i^'-* 
 captain. They might i^o have i5i finished 1^2 their task yesterday. The Indians are i53 
 fast disappearing.15* John would i^" havei^^ avoided i^' meeting i58 him, if he 
 could 159 havei''* donei^i so without being i''2 called 1^3 a coward. Thy fame hathii^* 
 preceded i*'^ thee. Liars should i^^ have i''' good memories. You should i''^ have i''' 
 beeni'" working. I'l The danger might "2 havens been"* avoided.i'5 I shall "6 
 bei'^' contented.1'8 The farm was i'9 sold.i^" Stars have 1^1 disappeared. 1^2 Times 
 will 1^3 surely change.i^* If I should i^5 go^iso you would 1^' missi^^ me. The cock 
 shaUi«9 not crowi-'" tiU thou hasfi^i denied 192 Me thrice. He willies become i^* 
 discouraged 195 before he hasi^^ thoroughly tried i9' it. Thou hasti98 neglected 199 thy 
 duty. They did 200 testify 201 the truth. We should 202 have203 been 20* contented.205 
 
THE WORDS CLASSIFIED. 42^ 
 
 Your conduct did^os excite 2'"' disturbance. I could ^os break *^°9 that bar of iron. 
 They may^i" have^" forsaken ^^^ their friends. They did^is make ^1* a villainous 
 appearance. Would -^^ they deliver '^i" the message? Did^i''' we circulate ^i* our 
 opinions too freely ? I did ^^^ only dream. ^^o j g^^^ 221 Absalom hanged ^'^ in an oak. 
 The sick man, having ^^^ been^^* sleeping ^^^ for some time, awoke ^^^ in an improved 
 state. We did^^'^ esteem ^^8 i^jqj smitten ^29 of God. The character of the man, 
 having^"* been^^i ascertained,"^^ caused ^^^ his disgrace. Did^^* you return? ^35 
 He goes^^^ to the city to-morrow. There she would ^37 sit"^^ and weep ^"^ for hours. 
 If he sees 2*0 the signal, he wiU^n come.^*^ We must^*^ go^ii to-day. I can^*^ 
 pay 246 you next week. I will 2*7 pay 2*8 you next week. Has 2*9 he received ^^o his 
 pension? We shall 251 hear 253 the news when the mail arrives.253 I wish 25* to 
 see 255 him before he goes 256 to the city. The pupils certainly did 257 succeed. '■^58 jf j 
 had 259 my book, I would 26O study.26i If ye loved 262 Me, ye would 263 keep 26* My 
 commandments. The lion is 265 subdued.266 The laws are 267 to be 268 obeyed. ^^9 
 Has 270 it been 271 decided? 273 piato reasons 273 well. The ship sails 27* nest week. 
 He can 275 pay 276 to-morrow. 
 
 What nature has 277 denied,278 fools will279 pursue.289 — Young. 
 
 I had 281 rather be 28" a kitten and cry 283 mew 
 
 Than one of these same ballad-mongers. — Hhakspeare. 
 
 DEMONSTRATION VIII. 
 
 FACT MATTER : 
 
 a. Form is the basis of every grammatical property. In any language 
 not having a change of form to mark the action expressed by the verb as 
 continued or completed, there can be no such thing as tense is in English. 
 
 b. The imperfect is the simplest form, or root-form, of the verb, 
 and may always be known, except in the participial mood, by its taking to 
 before it as a test; as, to love, to eat. We can write or spell to love, but not 
 to loved; to drink, but not to drank; since neither loved nor drank will justify 
 with to. 
 
 C. The perfect tense of regular verbs may be known by its adding 
 ed to the imperfect; thus: — 
 
 Imperfect. Perfect. - Imperfect. Perfect. 
 
 Trust trusted. Drop dropjDed. 
 
 Hope hoped. Carry carried. 
 
 E is first dropped from hope, by Rule V. for spelling, then ed is added. In 
 dropped, the p is doubled by Rule II. for spelling, when the ed is added. When 
 ed is added to carry, y is changed to i by Rule VII. for spelling. 
 
428 
 
 THE SYSTEM METHOD. 
 
 d. The Nature op Tense. — A mistake is often made by confusing the 
 tense of the verb with the time of the sentence. (See "The Correct Theory 
 of Tense," e, p. 385.) 
 
 e. Contradictories.— See "The Correct Theory of Tense," f, p. 385. 
 
 f. Structure the Base op Classification. — See "The Correct Theory 
 
 of Tense," g, p. 386. 
 
 g. One Verb Consists op a Single Word. — See "The Correct Theory 
 
 of Tense," h, p. 387. 
 
 h.. Complete Verb. — One having a form that may be joined to have; 
 thus: I have gone. Examples: go, look, lie, steal, sit. 
 
 1 Defective Verb. — One not having a form that may be put adjunct 
 to have; as, will, shall, may, can, must, beware, oaght, quoth, wit, methinks. 
 
 i Eedundant Verb. — One having more than one form that may 
 properly be put adjunct to have; as, stay, work, learn. 
 
 Prog. VIII. /. Principal Parts. 2. Regularity. 3. Inflection. 4. Tense. 
 
 a. Imperfect tense, a. Regular. a. Complete. a. Imperfect. 
 
 b. Perfect tense, and b. Irregular. b. Defective. b. Perfect. 
 
 c. Perfect participle. c. Equivocal. c. Redundant. 
 
 PABTICVLABS: 
 
 She can ^ play.^ Sarah has ^ written * a letter. Was ^ it a dream we dreamed ? « 
 They are^ prepared » to go.^ The barley was" just reaped.ii When George 
 returns '■^ we wlll^^ send^* you. We may^^ seei^ Venus to-night. The Christian 
 lives " forever. It is ^^ but the other day that a hero died.^^ Yesterday was ^o Tues- 
 day. We shall 21 inform ^^ him when he comes.^a Were ^^ I not Alexander, I would ^5 
 be 26 Diogenes. It is ^^ necessary that the rules should ^s be ^9 observed. s" Were ^^ I 
 sure he would ^2 come,33 j should s* invite ^5 him. She might 36 go,^^ were ^8 she so dis- 
 posed. ^9 What could*" we ask*i more ? Could" he fail,*' if he should** attempt *5 
 it 1 The battle would *« seem*' to have*^ been** a bloody one. The boy is so pun- 
 ished.51 The assassins will^^ be^' hanged.^* The horse was 55 rode 56 by Captain 
 Jinks. The melancholy days are 57 coine.58 I wish 59 he lived 6" with us. The mail 
 is 61 arrived. 62 May 63 one be^* pardoned 65 and retain 66 the oifense? 
 
 Ah, had 67 your faith been 68 joined 69 with mine. 
 
 As once this pledge appeared ™ the token, 
 These foUies had 'i not then been'^ mine, — 
 
 My early vows had ^^ not been 7* broken.''5 — Byron. 
 
 The pupils certainly dido's succeed '''^ in the effort. The clerk is '^^ reading '''9 a decision 
 rendered,^" written,^i signed,^^ sealed,^^ and deUvered ^* to him by the judge. He, 
 having *5 encountered ^s and defeated ^^ his antagonist, returned ^^ umnjured. I have *9 
 written 90 and mailed 9i the letters. America was 92 discovered 9" by Columbus. Pom- 
 pey was 9* defeated 95 by Caesar. If you wish, 96 T will 9^ accompany 98 you. Ought 99 
 I to go?!"" WiUi6i he beio^ present? The ship would "^ have^o* been^^s sunk,i<'6 
 had 19'' not the storm abated. i"* The lion is i"' subdued.""* I have,"! methinks,"^ a 
 fever upon me. What man enters,"' dies."* He wist "5 not what to say."6 The 
 women, thcyfeU"'' to praying."* Beware "9 of him who would i^o beguile i^i you. 
 
THE W0BD8 CLASSIFIED. 429 
 
 When he came ^^^ to doing the work, he was ^'^^ unwilling. We got i^* to tripping ^^^ 
 each other. There the wicked cease ^-^ fi'om troubling, i"'^ He chooses ^^^ to ride.i^^ 
 They intend ^^^ starting i^i to-morrow. She can ^^^ sew.^^^ What would ^^i yQ^ 
 think 1^^ of me? Does^^'' he choose ^^^ to sit^^^ there? We are^^D going i<o iq try 1*1 
 reading ^^^ him to sleep. He must ^''^ have ^^^ been ^''^ here. He had ^^^ danced i*'^ and 
 drunk ^** until midnight. He set 1*^ his chair to the table, and sat ^^^ down. Having ^^^ 
 sat '^^ up for some time, the sick man is ^^^ now lying i^* down. We were ^^5 sitting i''^ 
 on a stool. He began !■'>''' well, but did^^^ not continue ^^^ as he had^^** begun, i^i He 
 has ^^2 awaked 1'^^ and arisen. ^^^ He rose ^''^ up, but is^^^ now lying ^^''' down again. 
 The water is^"^ frozen.i''^ The book is^™ lying i''^ where John laid^™ it. The box 
 isi'^-'' sitting 1'^'' in the desk where you set^'''^ it. He set^^^ the child on the floor. He 
 raised ^'''' himself up. He rose ^'^ up, and then again sat i'' down. Methought ^^o j 
 saw 181 uiy late espoused ^^^ saint. It seems ^^^ to me that I hear^^* it thunder.^^s 
 When wilt^^^ thou arise ^^'^ out of thy sleep? 
 
 Some say 1^8 the earth 
 
 Was 188 feverish and did shake. ^8" — Shakspeare. 
 
 Many minds did^^^ gird^^^ their orbs with beams. — Tennyson. 
 
 Music in his ear his beating 1®^ heart did^^* make.^^*] 
 
 DEMONSTRATION IX. 
 
 FACT MATTER : 
 
 a. Mood. — The form and posture of a verb as a part of the sentence 
 whole. (See Demonstration XXV., g.) 
 
 b. Indicative Mood. — That form and posture by which the event is 
 represented to be determined in fact; as, I walk, thou walkest, be walks; 1 
 wish be lived with us. 
 
 C. Subjunctive Mood. — That form and posture by which the event is 
 represented to be undetermined or denied in fact; as, I wish he lived with 
 us; If he be bearing bis class, do not interrupt him 
 
 d. Determined Event. — Any truth or event that can be declared now 
 to be true or to obtain. Thus, at any present moment, we can make one 
 of two declarations, — 
 
 1. That it is raining; or, — 
 
 2. That it is not raining; for the fact of its raining in time present is always 
 a determined fact, or event But we cannot make, at any present moment, 
 either of these other two declarations : — - 
 
 1. That it will begin to rain just 100,000,001 seconds from the present 
 second; or, — 
 
 2. That it tcill not begin to rain just 100,000,001 seconds from the present 
 second; for the hypothesis of its raining in future time, at a jiarticular and 
 
430 THE SYSTEM METHOD. 
 
 distant second, is only hypothesis. This, or such hypothetical event, is 
 called an undetermined fact, or event. 
 
 e. The iNDiCATrvE imperfect represents an event as already determined 
 in fact, though what that event is, may be known neither to the speaker 
 nor to the hearer. 
 
 f. The subjunctive imperfect represents an event as not yet deter- 
 mined and therefore contingent — but possible. 
 
 g. Let the difference in thought in these pairs of sentences be wake- 
 fully studied, the mind dwelling particularly on the different circumstances 
 under which these sentences may be appropriately used:— 
 
 Ikdicative Imperfect. Subjunctive Imperfect. 
 
 1. Though he gets far from home, he 1. Though he get far from home, he 
 always -wTites to us. will have friends. 
 
 2. If you are true, I have no doubt you 2. If you be true, you will have 
 have friends. friends. 
 
 3. If thou canst talk, speak. 3. If thou can, learn to talk. 
 
 4. If he drinks, then I know he swears. 4. If he drink, he will immediately 
 
 swear. 
 
 5. He maintains his integrity, though 5. He wiU maintain his integrity 
 he loses his estate. though he lose his estate. 
 
 6. If he is alive, he would write to us. 6. If he be alive, it will be better than 
 
 we shall expect. 
 
 7. If I am wrong, why did you not tell 7. If I be ^^Tong, you wiU be there to 
 me before ? apologize for me. 
 
 8. If he does drink, and she could have 8. If he do drink at the festival, she 
 learned that fact, she would have re- will renounce him. 
 
 nounced him. 
 
 h. The table here following will be the chief instrument and best means 
 that the instructor can find with which to lead the class to the foundation 
 idea of mood; and it should be immovably fixed in the memory of every 
 member of the class. It constitutes the best test for determining the 
 mood: — 
 
 Indicative Imperfect. Subjunctive Imperfect. 
 
 1. I am, go, love, sec. i- I be, go, love, see. 
 
 2. Thou art, goest, lovest, scest. 3. Thou be, go, love, see. 
 
 3. He is, goes, loves, sees. 3. He be, go, love, see. 
 
 i. Were there no structural appearance, or foot-print, of the indicative, 
 it were not studied as a mood. A mood is to be traclied — as a rabbit in the 
 snow, if you please. The foot-prints of the indicative are st in the second 
 person — thou may-st — and s in the third — he love-S. When these marks or 
 tracks appear, the verb is indicative. When the verb is indicative, these 
 can be made to appear by substituting thou and he for the nominative just 
 preceding the verb. Thus, in "I go to school," we may show that go is in- 
 dicative in this way: substituting thon for the nominative I, we get thou gO-est, 
 
THE WORDS CLASSIFIED. 
 
 431 
 
 in which the indicative st appears ; therefore go, in "I go to school," is in- 
 dicative. 
 
 j. Let the student draw two parallel lines on his slate or paper, refer to 
 the examples of the subjunctive imperfect already given, and write the 
 verbs so that the subjunctives will come under one another and between 
 the two lines : thus:-— 
 
 1. Though he 
 
 2. Though he 
 
 3. Whether he 
 
 4. If he 
 
 get 
 lose 
 go 
 do 
 
 far from home, he will have friends. 
 
 his estate, he will maintain his integrity. 
 
 or come, do not fail to inform me. 
 
 drink at the festival, she will renounce him. 
 
 Then let the student fail not to see that no s or st (indicative signs) appears 
 to the right of the second line, but that the form of the subjunctive is al- 
 ways the simple (infinitive) form, the one used with I; as, 1 go, I love, etc., 
 etc. ; not I goes, nor I gocst. 
 
 Then, placing the examples of a few indicatives between the parallel 
 lines, observe that s or st (tracks of the indicative) do appear, thus: — 
 
 1. 
 
 Though he 
 
 2. 
 
 If he 
 
 3. 
 
 Though he 
 
 4. 
 
 If he 
 
 5. 
 
 If thou 
 
 6. 
 
 If thou 
 
 7. 
 
 He 
 
 8. 
 
 He 
 
 9. 
 
 It 
 
 10. 
 
 Thou 
 
 get 
 
 do 
 
 lov 
 
 go 
 
 can 
 
 may 
 
 do 
 
 like 
 
 rain 
 
 do 
 
 es 
 
 es 
 
 st 
 
 st 
 
 cs 
 
 s 
 
 s. 
 
 st 
 
 far from home, he always writes to us. 
 
 not hear, I am much mistaken. 
 
 his estate, he maintains his integrity. 
 
 to heaven, I must meet him. 
 
 talk, pray speak. 
 
 ask, get permission, if that is possible. 
 
 not hear, and you are mistaken. 
 
 to give. 
 
 harm me. 
 
 k. Mood, like case, is based on attitude-form — on the form and posture 
 of the verb as a part of the sentence whole. But to understand the form 
 and posture of a verb as a part of the sentence whole, — as a part joined to 
 other parts, — we must understand the joints thus formed. These two tests, 
 then, will always enable us to cUstinguis/i between the indicative and the sub- 
 junctive : — 
 
 1. Substitute for the nominative of the verb, !, tlioa, and he. If S or st 
 appears, the verb is an indicative ; but if s or st is not thus made to appear, — 
 
 2. Substitute other verbs for the verb in question, when, if the verb is 
 indicative, the s or st will ajDpear. 
 
 3. If they do not appear at either of the above steps, and the verb has a 
 nominative, it must be a subjunctive. 
 
 Prog. IX : — /. Regularity. 
 
 a. Regular. 
 
 b. Irregular. 
 
 2. Inflection. 
 
 a. Complete. 
 
 b. Defective. 
 
 c. Redundant. 
 
 3. Event. 
 
 4. Mood. 
 
 a. Determined. a. Indicative. 
 
 b. Undetermined, b. Subjunctive. 
 
432 THE SYSTEM METHOD. 
 
 PABTICULABS : 
 
 If he bei hearing his class, do not interrupt him. If he is^ hearing his class, 
 why do ^ we not hear their voices ? If thou read * this, O Cisesar, thou mayst ^ live. 
 If, then, that friend demands " why Brutus rose "^ against Caesar, this is ^ my answer. 
 He will ^ maintain his integrity though he lose i" his estate. He maintains ^^ his in- 
 tegrity, though he loses ^^ his estate. If he do ^^ not hear, I shall i* be much mis- 
 taken. If he does ^^ not hear, I am i" much mistaken. Go on, and see whether Bru- 
 tus be^'^ alive or dead. If he be^^ so resolved, I can^^ o'ersway him. Though he 
 gets '^^ far from home, he always writes ^^ to us. Though he get ^^ far from home, he 
 will ^3 have friends. I have 2* no doubt that you have ^^ fi-iends, if you are ^^ true. If 
 your messenger find^^ him not there, seek him in the other place yourself. Love 
 not sleep, lest thou come^* to poverty. If his head do^^ not ache, you should ^*> ask 
 him to go. If his head aches, ^^ do not ask him to go. Tou must ^^ ascertain whether 
 it be 23 the correct time. Determine whether it is ^^ the correct time. A man does ^^ 
 not know until ^he has "^ tried. If he refuses ^'^ the gold, I will 2* not send him the 
 silver. If he refuse ^^ the gold, do not give him the silver. If his feet are ** large, he 
 wiU*i not sell well. If his feet be*^ large, he wiU*^ not sell well. ■ If thou see** the 
 signal, thou shalt*^ come. Here will**' I stand till Ccesar pass*'' along. See thou to 
 it that thine own fineness undo *^ thee not. See thou follow *^ me. 
 The love of all thy people comfort thee, 
 Till God's love set^* thee at his side again. — Tennyson. 
 Though He slay ^^ me, yet will ^^ I trust Him. His soul thou canst ^^ not have. If 
 he were ^* dead, what would ^^ betide me ? I thought thou hadst ^^ been resolute. If 
 the process of learning be^'' branching, the result of learning will^* be a branch. 
 
 DEMONSTRATION X. 
 
 FACT MATTER: 
 
 a. Events are Either Determined or Undetermined. — Either it 
 is, or it is not, now raining. That fact is determined. But we cannot de- 
 clare that it will begin raining just 3,000,001 seconds from the present sec- 
 ond. For that is an undetermined, contingent, event. That a frog now 
 full-grown either did or did not develop from a tad-pole is a fact now deter- 
 mined. That a suppositious egg, or spawn, to be laid by a supjiositious 
 frog, itself not yet born, or existing, icill develop into a frog, is undetermined. 
 That this same egg will not develop into a frog is also undetermined. Thus, 
 either that this egg will, or that it will 7iot, develoj) into a frog, is undeter- 
 mined. We now come to the specific jjoint ; namely, that, not considering 
 the perfect subjunctive, we may say — 
 
 1. Every determined action, or event, is represented by tlie indicative Jiiood ; 
 
 3, The subjunctive mood always refers to an undetermined or a supposed event. 
 
THE WORDS CLASSIFIED. 
 
 433 
 
 b. Let the student again give his attention to the difference in signifi- 
 cation between the indicative and the subjunctive, and particularly to the 
 fact that the circumstances under which they can be appropriately used are 
 different. 
 
 Indicative Imperfect. 
 
 1. If he has the book, he will give it 
 to you. 
 
 2. If he does not hear, I am much mis- 
 taken. 
 
 3. If he is hearing his class, do not in- 
 terrupt him. 
 
 4. If he refuses the gold, I wiU not 
 send him the silver. 
 
 5. If he is better, I have hope of his 
 recovery. 
 
 6. If his head aches, do not ask him 
 to go. 
 
 7. If his head does not ache, you 
 should ask him to go. 
 
 8. I wiU perform the operation if he 
 
 desires it. 
 
 9. I shall not perform the operation if 
 he does not desire it. 
 
 10. If he denies the charge, I wiU prove 
 it. 
 
 Subjunctive Imperfect. 
 
 1. If he have the hook, he wiU give it 
 to you. 
 
 2. If he do not hear, I shall be much 
 mistaken. 
 
 3. If he be hearing his class, do not in- 
 terrupt him. 
 
 4. If he refuse the gold, do not give 
 him the silver. 
 
 5. If he be better, you may stay with 
 him an hour. 
 
 6. If his head ache, do not ask him 
 to go. 
 
 7. If his head do not ache, you should 
 ask him to go. 
 
 8. I wiU perform the operation if he 
 
 desire it. 
 
 9. I shall not perform the operation if 
 he do not desire it. 
 
 10. If he deny the charge, I will prove 
 it. 
 
 C. Commit the English portion of the following table, which gives the 
 changes of form and posture through the indicative, subjunctive, and im- 
 perative moods of the verb : — 
 
 Be, with the Anglo-Saxon Equivalent. 
 
 Indicative^ Imperfect Tense. 
 
 Subjunctive, 
 
 Imperfect Tensi 
 
 Singular. 
 
 Plural. 
 
 
 Singular. 
 
 Plural. 
 
 1 I am. 
 
 1 We are. 
 
 1 
 
 I be. 
 
 1 We be. 
 
 2 Thou art. 
 
 2 You are. 
 
 2 
 
 Thou be. 
 
 2 You be. 
 
 3 He is. 
 
 3 They are. 
 
 3 
 
 Hebe. 
 
 3 They be. 
 
 1 Ic beon. 
 
 1 We beoth. 
 
 1 
 
 Ic beo. 
 
 1 We beon. 
 
 2 Thu hist. 
 
 2 Ge beoth. 
 
 2 
 
 Thu beo. 
 
 2 Ge beon. 
 
 3 He bith. 
 
 3 Hi beoth. 
 
 3 
 
 He beo. 
 
 3 Hi beon. 
 
 Perfect Tense. 
 
 
 Perfect Tense. 
 
 1 I was. 
 
 1 We were. 
 
 1 
 
 I were. 
 
 1 We were. 
 
 2 Thou wast. 
 
 2 Tou were. 
 
 2 
 
 Thou were. 
 
 2 You were. 
 
 3 He was. 
 
 3 They were. 
 
 3 
 
 He were. 
 
 3 They were. 
 
 1 Ic waes. 
 
 1 We waeron. 
 
 1 
 
 Ic waere. 
 
 1 We waeren. 
 
 2 Thu waere. 
 
 2 Ge waeron. 
 
 2 
 
 Thu waere. 
 
 2 Ge waeren. 
 
 3 He waes. 
 
 3 Hi waeron. 
 
 3 
 
 He waere. 
 
 3 Hi waeren. 
 
 28 
 
434 
 
 THE SYSTEM METHOD. 
 
 Imperative, 
 
 Imperfect Tense, 
 
 1 Bel. 
 
 1 Be we. 
 
 2 Be thou. 
 
 2 Be you. 
 
 3 Be he. 
 
 3 Be they. 
 
 1 
 
 1 
 
 2 Thuheo. 
 
 2 Gebeoth. 
 
 3 
 
 3 
 
 Infinitive Mood. 
 
 Simple infinitive, t)e=beon. 
 Gerundial infin., being=[to] beonne. 
 
 Participial mood. 
 
 Active, being^beonde. 
 
 Perfect, been^gewesen. 
 
 rrom this table let the student or reader observe,— 
 
 1. That the subjunctive has no change or variation for person and 
 number, having the sxDelling be for each person and both numbers in the 
 imperfect tense, and were for all persons and numbers in the perfect tense. 
 
 2. That the indicative has a variation for both person and number. 
 
 3. That the imperative imperfect and the subjunctive imperfect are 
 alike in form but different in posture, the imperative usually coming before 
 its nominative, the subjunctive always after the nominative. 
 
 d. Next, the student will fix in his memory if possible, in his compre- 
 hension at all events, the English portion of the conjugation of — 
 
 Love, with the Anglo-Saxon Equivalent. 
 
 Subjunctive, Imperfect Tense. 
 
 Indicative, Imperfect Tense. 
 
 Singular. 
 
 1 I love. 
 
 2 Thou lovest. 
 
 3 He loves. 
 
 1 Ic luflge. 
 
 2 Thulufast. 
 
 3 Helufath. 
 
 Perfect. 
 
 1 I loved. 
 
 2 Thou lovedst. 
 
 3 He loved. 
 
 1 Ic lufode. 
 
 2 Thulufodest. 
 
 3 He lufode. 
 
 Plural. 
 
 1 "We love. 
 
 2 Tou love. 
 
 3 They love. 
 
 1 Weluflath. 
 
 2 Geluflath. 
 
 3 Hi lufiath. 
 
 1 We loved. 
 
 2 You loved. 
 
 3 They loved. 
 
 1 We lufodon. 
 
 2 Ge lufodon. 
 
 3 Hi lufodon. 
 
 Singidar. 
 
 1 I love. 
 
 2 Thou love. 
 
 3 He love. 
 
 1 Ic luflge. 
 
 2 Thu luflge. 
 
 3 He luflge. 
 
 1 I loved. 
 
 2 Thou loved 
 
 3 He loved. 
 
 1 Ic lufode. 
 
 2 Thu lufode. 
 
 3 He lufode. 
 
 Plural. 
 
 1 We love. 
 
 2 You love. 
 
 3 They love. 
 
 1 We lufigen. 
 
 2 Ge lufigen. 
 
 3 Hi lufigen. 
 
 Perfect, 
 
 1 We loved. 
 
 2 You loved. 
 
 3 They loved. 
 1 We lufoden. 
 3 Ge lufoden. 
 3 Hi lufoden. 
 
 Imperative, Imperfect Tense. 
 
 1 Love I. 
 
 2 Love thou. 
 8 Love he. 
 
 1 
 
 2 Thulufa. 
 
 3 
 
 1 Love we. 
 
 2 Love you. 
 
 3 Love they. 
 1 
 
 2 Ge lufiath. 
 
 3 
 
 Infinitive Mood. 
 
 Simple infinitive, love:=lufian. 
 
 Gerundial infinitive, loving^ [to] lufianne. 
 
 Participial Mood. 
 
 Active, loving=lufigende. 
 
 Perfect, loved=lufod. 
 
 In the conjugation of love, as in that of be, it will be noticed that the 
 one characteristic of the English and Anglo-Saxon subjunctives is that they 
 have no variation whatever for person. 
 
THE WORDS CLASSIFIED. 435 
 
 e. Every effort should be made, in the demonstration, or preliminary 
 drill, to get these facts before the mind: — 
 
 1. That the indicative adds s in the imperfect tense third singular (except 
 for am, may, can, must, will, shall, ougUt.) 
 
 2. That the subjunctive never adds s in the imperfect tense third singular. 
 
 3. That the indicative imperfect has a variation, that is, a change of spell- 
 ing, for both person and number. 
 
 4. That the subjunctive imperfect has no variation for person or numbei*. 
 
 5. That the indicative adds st or est in the imperfect tense second singu- 
 lar. 
 
 6. That the subjunctive never adds st or est in the imperfect tense second 
 singular. 
 
 7. That the third singular indicative adds s to the third plural. 
 
 8. That every grammatical property, or modification, is somewhere marked 
 by a change of form. 
 
 f. The Tests Repeated. 
 
 1. Substitute for the nominative of the verb, I, tllOH, lie. If s or st appears, 
 the verb is indicative. If they do not appear, — 
 
 3. Substitute, for the verb in hand, other verbs, when if s or st appears, 
 the verb is indicative. If s or st do not yet appear, and the verb has a nom- 
 inative before it, — 
 
 3. It is subjunctive. 
 
 Prog. X: /. Regularity. 2. Inflection. 3. Time. 4. Mood. 
 
 a. Regular. a. Complete. a. Present. a. Indicative. 
 
 b. Irregular. b. Defective. b. Future. b. Subjunctive. 
 
 c. Redundant. c. Past. 
 
 FABTICULABS: 
 
 If this is 1 not obvious, you may consult the essays. Though you must ^ ride, I 
 will 3 walk. If he loves * her not, and is ^ not from his reason fallen thereon, let me 
 be no assistant for a state. He will ^ not succeed, unless he exert ^ himself. Though 
 this he * madness, yet there is ^ method in it. If he hut shrink,^'' I know ^^ my course. 
 If he has ^^ the book, he will give it to you. If she find i^ him not, to England send 
 him. If his head do ^^ not ache, you should ask him to go. I will perform the opera- 
 tion if he desires 15 ^^ jf j^g steal ^^ aught, I will pay the theft. If he have^^ tbe 
 book, he wiU give it to you. If he be ^^ better, you may stay with him an hour. For 
 if the king hke ^^ not the comedy, he hkes ^o It not. If he does ^^ not hear, I am much 
 mistaken. If his head aches,^^ do not ask him to go. If my duty be ^^ too bold, my 
 love is ^* too unmannerly. If he is ^^ better, I have hope of his recovery. If your 
 messenger find ^^ him not there, seek him in the other place yourself. If he refuse ^'' 
 the gold, do not give him the silver. If my love thou holdst ^* at aught, thou mayst ^^ 
 not scorn my action. If it please 3" his Majesty, ' t is the breathing-time of day with 
 me. If your mind dishke ^^ anything, obey it. If it be ^^ not now, yet it wiU come 
 If it be 23 so, Hamlet is of the faction that is wronged. If thou didst ^^ ever hold me 
 in thy heart, absent thee from f ehcity awhile. Thus thou must ^5 do, if thou have ^^ 
 it. If he do 3^ bleed, I wiU gild the faces of the grooms withal. You shall ^^ digest 
 the venom of your spleen, though it do ^^ split you. Remember that thou magnify *•* 
 
436 THE SYSTEM METHOD. 
 
 his work. If He cut ^^ off, and shut ^^ up, or gather *^ together, then who can ** hin- 
 der Him? Doubtless thou art *^ our father, though Abraham be *^ ignorant of us, and 
 Israel acknowledge *^ us not. I can ** not doubt that they are *^ what they appear 5* 
 to be. He must ^^ fail, except God be ^^ with him. She should ^^ act now, lest she 
 forget 5* her duty. Call now, if there be ^^ any that wiU ^^ answer thee; and to which 
 of the saints wilt ^7 thou turn? If I say,58 I am ^^ perfect, it shall ^^ also prove me per- 
 verse. Is 8^ it good unto thee that thou shouldst ^^ oppress ? So man lieth ^^ down 
 and riseth 8* not : till the heavens be ^^ no more, they shall ^^ not awake, nor be raised 
 out of their sleep. If a man die,^'' shall ^^ he live again? All the days of my ap- 
 pointed time will ^^ I wait till my change come.'''" 
 
 DEMONSTRATION XL 
 
 FACT MATTER: 
 
 a. Perfect Tense. — That form of the verb whicli represents a real or 
 supposed event as ended and completed. In " God created the vrorld," the 
 perfect created establishes the act of creating as ended and completed. 
 
 b. The indicatiye perfect represents a completed event affirmed in 
 fact. 
 
 C. The subjunctive perfect represents a completed event as merely- 
 supposed. 
 
 d. The So-called Future Tense. — If inquiry be made, hereabout, 
 concerning the so-called future tense, let the inquirer be informed that it 
 will be explained further on in the Syntax. (See "The Future Tense a 
 Fallacy," "Two Words as One," "Learner's Process of Work Benighted," 
 and "One Verb a Single Word," pp. 378, 393, 377, 387.) 
 
 e. Let the students sense, as thoroughly as they can, the following sen- 
 tences, the instructor carefully explaining the difference in signification be- 
 tween the indicative perfect and the subjunctive perfect, and especially 
 dwelling upon the difference in the circumstances under which they would 
 be appropriately used: — 
 
 Subjunctive Perfect. Indicative Perfect. 
 
 1. Though it thundered he wouldn't 1. Though it thundered, he didn't hear 
 hear it. it. 
 
 2. If I had a pen, I would write. 2. If I had the pen, I must have left it 
 
 there. 
 
 3. If ye loved Me, ye would keep My 3. Though ye loved Me, ye did not keep 
 commandments. My commandments. 
 
 4. If he died I would not go to help. 4. He died when it was better not to live. 
 
 5. If it were not so, I would not have 5. If it was not true, why does he not 
 told you. ' deny it? 
 
THE WORDS CLASSIFIED. 437 
 
 From the sentences above, it will be observed, — 
 
 1. That the subjunctive mood represents an event as either undeter- 
 mined or merely supposed. 
 
 2. That the indicative mood represents an event determined in fact. 
 
 3. That the imperfect tense of the subjunctive represents an event un- 
 determined in fact and therefore contingent. 
 
 4. That the imperfect tense of the indicative represents an event de- 
 termined in fact, though not necessarily known. 
 
 5. That the subjunctive perfect represents a completed event as merely 
 supposed. 
 
 6. That the indicative perfect represents a completed event affirmed in 
 fact. 
 
 f. The following outline embraces those items of fact matter of most 
 importance, and should, hereabout, be carefully studied by each member of 
 the class, they reviewing, if necessary fully to grasp it. 
 
 g. The Indicative and Sub.junctive in Outline. 
 V lidicative— 
 
 1.^ In the English idiom for declarative sentences, follows a nominative. 
 3.^ Can always be used with its own nominative to form a direct em- 
 phatic assertion. 
 3.2 Has two tenses. 
 
 1.^ Imperfect tense of — 
 
 1.* Adds %i in changing I to thOU. 
 
 2.* Adds s in changing I to he. 
 
 3.* In the sentence, represents an event as determined and abiding in 
 
 fact, though not necessarily known. 
 4.* Can be used with its -own nominative to refer to present time. 
 2.^ Perfect tense of — 
 
 1.* Adds st in changing \ to fchoa. 
 2.* Does not add § in changing I to he. 
 
 3.* Can be used with its own nominative to assert an event as com- 
 pleted and ended in fact. 
 4.2 Implies an event determined in fact. 
 5.2 Has all the persons and numbers. 
 2.^ Subjunctive— 
 
 1.2 In idiomatic English, follows a nominative. 
 
 2.2 Can never be used with thOH to form a direct assertion. 
 
 8.2 Has two tenses. 
 
 1.^ Imperfect tense of — 
 
 1.* Does not add st in changing I to thou. 
 
 2.* Does not add s in changing I to he. 
 
 3.* In the sentence, represents an event as neither begun nor ended 
 
 in fact, therefore undetermined and contingent. 
 4.* Represents the time as usually future, since the event is unde- 
 termined and contingent. 
 
438 THE SYSTEM METHOD. 
 
 2.3 Perfect tense of — 
 
 1.* Does not add st in changing I to thou. 
 2.* Does not add s in changing I to he. 
 
 3.* Represents an event as supposed, and therefore undetermined 
 and denied in fact. 
 4.^ Implies an event undetermined or merely supposed. 
 5.*^ Has none of the persons or numbers. (Person and number will be 
 discussed in Syntax, Demonstration XXIV., c.) 
 
 h. Note to Tbachee.— The result and aim of true education in grammar or elsewhere 
 is the power to find the general in the particular; the law in the instance; the whole in the 
 part; the classifiable (class) nature of all units (except of course the creating Unit). It is in 
 pursuit of this power to comprehend the general or whole (of the indicative and the subjunc- 
 tive) that we have studied the particulars set forth in the outline above. Through the partic- 
 ulars of the outline, either of these moods may now be seen by that student who has done his 
 work well in the fact matter. The instructor should now assign this outline to the class as a 
 lesson, each member of the class to prepare to talk about these two moods, each to say what- 
 ever he himself thinks is most important to be said. The instructor may give each member 
 two minutes, say, in which to tell all he can tell, after preparation, about the indicative and 
 subjunctive moods. That student who can talk most freely from the outline (let the student 
 keep the outline before his eyes, while talking, that he may not be compelled to memorize its 
 contents), — that student who has the most discursive thought and speech in this report, has 
 studied and grasped the fact matter most thoroughly, and is best "educated" in these two 
 moods. Success at continued and coherent speech upon the general, or whole, the particulars 
 of which have been previously studied, is the proper evidence for, and principle of, 
 promotion. 
 
 Prog. XI: /. Regularity. 2. Inflection. 3. Event. 4. Time. 5. Mood. 
 
 a. Regular. a. Complete, a. Determined. a. Present. a. Indicative. 
 
 b. Irregular. b. Defective, b. Undetermined, b. Past. b. Subjunctive. 
 
 c. Redundant. c. Future. 
 
 d. Equivocal. 
 
 PARTICULARS : 
 
 If he have ^ the book, he wiU ^ give it to you. If he has ^ the book, why does * 
 he deny having it? If he is ^ better, I have^ hope of his recovery. If he be ' better, 
 you may^ stay with him an hour. Though it thundered' he would n't i" hear it. 
 Though it thundered, ^^ he did n't ^^ hear it. If I had^^ a pen, I would i* wi'ite. If I 
 had 1^ the pen at aU, I must i^ have left it there. If this were ^'' true, then should ^^ I 
 know this secret. 
 
 Such an exploit have ^^ I in hand, Ligarius, 
 
 Had 2" you a healthful ear to hear it. — Shakspeare. 
 
 If the man were ^^ ahve, I would ^^ make him eat a piece of my sword. — Id. If ye 
 loved ^^ Me, ye would ^^ keep My commandments. Though ye loved, "^ ye did ^^ not do 
 my wiU. If it were ^^ not so, I would ^^ have told you. If it was ^' not true, why 
 does 3" he deny it? 
 
 Here wast ^^ thou bayed, brave hart ; 
 
 Here didst ^^ thou faU. — Shakspeare. 
 
 Strike as thou didst ^^ at Caesar ; for, I know, 
 
 When thou didst ^^ hate him worst, thou lovedst ^s him better 
 
 Than ever thou lovedst ^^ Cassius. — Id. 
 
THE WORDS CLASSIFIED. 439 
 
 If thou read ^'' this, O CsBsar, thou mayst ^s live. — Id. Here will ^^ I stand till Caesar 
 pass ^o along. — Id. Go on, and see whether Brutus be *^ alive or dead. — Id. If he 
 died*^ I would not go to reUeve him. He died *3 when it was ** better not to live. If 
 he was ^^ ill, he did*^ ^ot make it known. Though he was ^^ ill, he did *8 not make it 
 known. If he were ^^ ill, he would ^^ make it known. Had ^i it not been for Dryden, 
 we should ^^ never have known a Pope. Though he may^^ study, he makes 5* poor 
 progress. Were ^^ I not Alexander, I would ^^ be Diogenes. Whether he had ^^ heard 
 the news before you told ^^ him, I do ^^ not know. 
 
 Csesar, thou canst ^^ not die by traitors' hands. 
 Unless thou bringest ^i them with thee. — Shakspeare. 
 
 Would thou hadst^^ less deserved. — Id. 
 
 O young and noble Cato, art ^^ thou down? 
 "Why, now thou diest ^* as bravely as Titinius ; 
 And mayst ^^ be honored, being Cato's son. — Id. 
 
 DEMONSTRATION XII. 
 
 FACT MATTER: 
 
 a. The Imperative Mood. — One that represents an event not to be 
 brought to reality, but only to be put in command, wish, hypothesis, or 
 entreaty; as, God save you, sir. — Shakfspeare; Cursed be my tribe, if I for- 
 give him. — Id; Be you content. — Id; Mary, sing for us. 
 
 Oh ! write it not, my hand ! his name appears 
 Already written : blot it out, my tears ! — Po2}e. 
 
 b. The imperative is found onlj^ in the imperfect tense. The person of 
 the imperative will be explained in the next Demonstration. 
 
 C. The Infinitive Mood. — One that designates an event neither as 
 determined in fact nor contingent, but as merely named; as, Man is born 
 to die; What did she do besides rock herself? I should laugh to giggle; I feel 
 my pulse beat; I must go. 
 
 d. The Participial Mood. — One that designates an event either as de- 
 termined and ended without reference to time or as merely named in ing; 
 as, I have money concealed; He came tumbling down the stairs; By acting 
 quickly, we saved his life; He is preparing to be examined. (A fuller explana- 
 tion of these three moods will be given in Demonstrations XIII. and 
 XXIII.) 
 
 e. How TO Ascertain the Mood. 
 
 1. Determine whether it is the imperative — used in a command, wisb<. 
 hypothesis, emotion, entreaty. Next — 
 
440 TEE SYSTEM METHOD. 
 
 2. Determine whether it is the indicative, which, in the English idiom, 
 follows a nominative directly, changes its form for person, and can be used 
 with /, thou, or he to form a direct emphatic statement. 
 
 3. Whether it is subjunctive, which, in the English idiom, follows a 
 nominative directly, but does not change the form for person. 
 
 4. If it is neither of these, it is then the infinitive, provided it justifies 
 with to. If it will not justify with to, it is the participial mood, or the par- 
 ticiple. • r. V T, 
 
 f. A SIMPLE APPLICATION OF THESE POUR TESTS glVCU abOVC, WhlCh 
 
 will enable any teacher who will carefully examine it easily to decide any 
 question of mood : — 
 
 He died^ loved ^ by all. 
 
 He was ^ ordered * to go.^ 
 
 I saw" him fall.'' 
 
 Somebody ring^ the bell. 
 
 If he go,^ say " good-by. 
 
 lean" go.^^ 
 
 1. By direction 1, died is not imperative, since it does not contain the 
 property of a command or entreaty. 
 
 By direction 2, it is indicative, since it follows the nominative he, 
 changes its form for person (thus, I died, thon diedst, he died), and is the same 
 as used in a direct emphatic statement. 
 
 2. By direction 1, loved is not imperative. 
 
 By directions 2 and 3, it is neither indicative nor subjunctive, since 
 both follow the nominative in construction. 
 
 By direction 4, it is participial, or the participle, since it will not 
 justify with to. (To is never used with loved; thus, to loved. It would justify 
 with love; thus, to love.) 
 
 3. By direction 1, was is not imperative. 
 
 By direction 2, it is indicative, since it follows the nominative he, 
 changes the form for person (thus, I was, thou wast, he Was), and is the same 
 as used in a direct emphatic statement. 
 
 4. By direction 1, ordered is not imperative. 
 
 By directions 1 and 2, it is neither indicative nor subjunctive, since 
 it does not follow the nominative in construction, was coming between. 
 
 By direction 4, it is participial, since it will not justify with to. You 
 can say to order, but not to ordered. 
 
 5. By direction 1, go is not imperative. 
 
 By directions 2 and 8, it is neither indicative nor subjunctive. 
 
 By direction 4, it is infinitive, since it justifies with tO. In fact, the 
 to is here directly before it. Next go to the 11th word. 
 11. By direction 1, can is not imperative. 
 
 By direction 2, it is indicative, since it follows the nominative I, 
 changes its form for person (thus, I can, thou canst, he can), and is the same 
 form as used in a direct emphatic statement, "he can ": "I know he can do 
 
THE WORDS CLASSIFIED. 441 
 
 it." (That ean is not potential, see proven in " The Potential Mood a Blun- 
 der," "Would Make the Verb Belong to the Mood," "Potential's Founda- 
 tion False," etc., pp. 373, 374. See also "Learner's Process of Work Be- 
 nighted," p. 377.) 
 
 13. By direction 1, go is not imperative. 
 
 By direction 3 and 3, it is neither indicative nor subjunctive. 
 
 By direction 4, it is infinitive, since it justifies with to. 
 
 Prog. XII : /. Principal Parts. 2. Regularity. 3. Tense. 4. Mood. 
 
 a. Imperfect tense, a. Regular. a. Imperfect, a. Imperative. 
 
 b. Perfect tense, and b. Irregular. b. Perfect. b. Indicative. 
 
 c. Perfect participle, c. Equivocal. c. Subjunctive. 
 
 d. Infinitive. 
 
 e. Participial. 
 
 PARTICULARS : 
 
 If he study,! he will^ improve.^ He will* maintain ^ his integrity. He 
 maintains ^ his integrity, though he loses ^ his estate. If I am * wrong, why 
 have^ you not toldi" me. If I he^^ wrong, wiU^^ you not correct ^^ me? If 
 he does^* not hear,i5 I am^^ much mistaken.^'' He might ^^ have^^ been'^" elected.^i 
 Leave ^2 your theory and flee.'^^ The ship is ^* to sail ^^^ nest week. If he refuse ^^ the 
 gold, do '^'^ not give ^^ him the silver. If he refuses ^^ the gold, I wiU 2" not send ^i him 
 the silver. I am ^^ to go ^^ to-morrow. What was ^^ it that moved ^5 pale Cassius to 
 conspire? ^^ What's to do? ^^ Go ^^ bid^^ the priests do *" present sacrifice. — Shaks- 
 peare. Go *i love^ thy infant; love*^ thy wood-chopper; be** good-natured and 
 modest. — Emerson. Tou wronged ^^ yourself to write *^ in such a case. Why should *''' 
 the poor be *8 flattered? *9 Let so there be^i light. Cursed 52 be 53 I that did 5* so. 
 Somebody caU^^ my wife. Be 56 it how it will, 57 (lo5S right now. — Emerson. Sup- 
 pose 59 they are ^^ right, are ^^ we wrong? HaUowed ^^ be ^^ Thy name ; Thy kingdom 
 come ;6* Thy wiU be ^5 done ^^ in earth as it is ^"^ in heaven. To give ^^ is ^^ better than 
 to receive.™ Be'^^ it known '"■^ to you that I obey ^^ the eternal law. They intend'''* 
 starting '''5 to-morrow. Compel ''^ him to laugh. ^'^ He prefers ''^ riding. '^^ They must ^^ 
 do their duty. I enjoy ^^ inhahng^^ the crisp air. The ratthng^^ Qf musketry is 8* 
 said ^5 to cause *^ horses to grow ^'' restive. Let ^^ us go ^^ thank ^^ him and encour- 
 age ^1 him. 
 
 Perchance the maiden smiled ^^ to see ^^ 
 Yon parting s* hngerer wave ^5 adieu, 
 And stop ^^ and turn "^ to wave ^^ anew. 
 
 A mutual relation leads ^^ us to respect ^^o each other. A mutual relation leads ^^i us 
 to respect for each other. What has ^^^ she done ^^s except laugh ? i"* Man is i°' 
 born i*'s to die.^"? j should ^^s laugh to gigglc^^a jyjy soul turn ^i" from them, tiunm 
 we to survey.^12 — Goldsmith. Speak ^^^ any man with us, and we wiU i^* obey.^^s — 
 Emerson. The heavens speed ^^^ thee in thine enterprise. — Shakspeare. The worm 
 of conscience still begnaw ^^'^ thy soul. — Id. 
 
 From the steep promontory gazed "^ 
 The stranger, raptured ^^^^ and amazed.^*^" 
 
 Did 121 he know i23 it, he might i^s make i^* a better investment. 
 
442 THE SYSTEM METHOD. 
 
 DEMONSTRATION XIII . 
 
 FACT MATTEB: 
 
 a. Hitherto most grammarians have taught that the imperative is lim- 
 ited to a subject in the 2d person. The examples that follow, selected from 
 the most beautiful parks of the literary forests, will show that either the 
 first or the third person of the imperative is good idiomatic English: — 
 
 Examples of the Imperative Mood. 
 
 1. Cursed be J that did so. — Shakspeare. 
 
 2. (lOd save you, sir. — Id. 
 
 3. Cursed be my tribe, if I forgive him. — Id. 
 
 4. Somebody call my wife. — Id. 
 
 5. Somebody ring the bell. 
 
 6. Be it how it will; do right now. — Emerson. 
 
 7. Sappose they are right, are we wrong? — Id. 
 
 8. Be he a king, he is still a dependent creature. 
 
 9. Well, then, be it so; may he ever prosper. 
 
 10. Hallowed be Thy name ; Thy kingdom come ; Thy will be done in earth as 
 it is in heaven. — Bible. 
 
 11. Laugh those that can, weep those that may. 
 
 12. Swift fly the years, and rise the expected morn. 
 
 13. Retire we to our chamber. — Shakspeare. 
 
 14. Success be yours alway. 
 
 15. My soul turn from them, turn we to survey. — Goldsmith. 
 
 16. Fall he that must beneath his rival's arm. — Pope. 
 
 17. Be it how it will. — Emerson. 
 
 18. Speak any man with us, and we will obey. — Id. 
 
 19. Please it your grace to go to bed. — Shakspeare. 
 
 20. Be it known to you that I obey the eternal law. — Emerson. 
 
 21. Be it scroll, or be it book, 
 
 Into it, knight, thou must not look. — Scott. 
 
 22. The mighty (iod defend thee. — Shakspeare. 
 
 23. Then walk we forth even to the market place. — Id. 
 
 24. All the charms of Sycorax, toads, beetles, bats, be on you. — Id. 
 
 25. Come we now to this translation of the Iliad. — Pope. 
 
 26. Black night o'ershade thy day. — Shakspeare. 
 
 27. The worm of conscience still begnaw thy soul. — Id. 
 
 28. Long live the king, 
 
 And Gilpin, long live he. — Gowper. 
 
 29. Peace be with you. 
 
 30. Exalt we his name. — Bible. 
 
 ^ 
 
THE WORDS CLASSIFIED. 443 
 
 31. Praise be to God. — Id. 
 
 32. "And rest we here," Matilda said. 
 
 33. Commence we now that higher state, 
 
 Now do thy will as angels do. — Montgomery. 
 
 34. Send he his vassal train— himself advance, 
 
 Here will I take my stand — decide our swords the chance. — Hunts Tasso. 
 
 35. With virtue be we armed. — Id. 
 
 36. Do AVe what duty bids. — Id. 
 
 37. Be it so ! — Mrs. Browning. 
 
 38. God save thee, weeping queen, 
 
 With blessing more divine ! 
 And till with happier love than earth's, 
 That tender heart of thine ! — Id. 
 
 39. look on who Will in apathy, and stifle they who can 
 
 The sympathies, the hopes, the words, that make man truly man. 
 
 — Loicell. 
 
 40. May she bear in mind that she walks with pride 
 
 In the winding-sheet where the silk-worm died. — Hannah F. Oould, 
 . 41. Oh! write it not, my hand! his name appears 
 Already written: blot it out, my tears. — Poj^e. 
 
 43. And all the gods go with you. Upon your sword 
 Sit laureled victory! and smooth success 
 
 Be strewed before your feet! — SJiakspeare. 
 48. Despatch we the business we have talked of. — Id. 
 
 44. Find we a time for frighted peace to pant. — Id. 
 
 45. Stand we to defend our rights. — Noble Butler. 
 
 46. Fall not that curse upon us. — Id. 
 
 47. Be this our motto. — Id. 
 
 48. Rise we by morning light. — Id. 
 
 b. Like the subjunctive, the imperative has no variation for the person 
 and number of its nominative. Unlike the subjunctive, it has no perfect 
 tense, but is found in the imperfect tense only. 
 
 We had decided to extend the examples of the imperative to quotations 
 from a large number of authors, but from lack of time have collected only 
 from a few, — enough, it is supposed, to satisfy the reader that, so far from 
 being limited to the 2d person, as many grammarians teach, both the 1st 
 and 3d persons of the imperative are good English. The first and second 
 persons were also used in both Old English and Middle English. 
 
 He that hath eeris of herynge, hear he. — Wicliffe. 
 
 Give he to her a libel. — Id. 
 But fall I first 
 Amongst my sorrows, ere my treacherous hand 
 Touch holy things. — Beaumont and Fletcher. 
 
 Si thin nama gehalgod=Be thy name hallowed. 
 
444 TRE SYSTEM METHOD. 
 
 Fare we on tunas=()lo we to the towns. 
 
 C. Characteristics of the Infinitive Mood. — These are, — 
 
 1. That it has only the imperfect tense; hence — 
 
 2. That it justifies with the preposition to. (To and drink may be con- 
 structed together, but not to and draflk.) 
 
 3. It has neither person nor number; it cannot take a grammatical sub- 
 ject. 
 
 4. It is used in two different constructions. (These will be presented in 
 Demonstration XXIII., in connection with the tree-system whole.) 
 
 d. Characteristics of the Participial Mood. — These are, — 
 1. That it does not, usually, justify with to. 
 
 3. That it has neither person nor number; it cannot take a grammatical 
 subject. 
 
 3. That it has the two tenses, the imperfect and the perfect. 
 
 4. That the imperfect (or active) participle ends in ing; the perfect usually 
 
 in d, s, t, n, g, k. 
 
 5. That it has four different constructions. (These are presented with the 
 infinitive constructions in Demonstration XXIII.) They constitute, in the 
 tree, the four sub-branches of the limb participial. 
 
 Prog. XIII: 1- Regularity. 2. Inflection. 3. Tense. 4. Mood. 
 
 a. Regular. a. Complete. a. Imperfect, a. Imperative. 
 
 b. Irregular. b. Defective. b. Perfect. b. Indicative. 
 
 c. Redundant. c. Subjunctive. 
 
 d. Infinitive. 
 
 e. Participial. 
 
 rABTICULABS : 
 
 What can^ she do^ besides sing?^ He was* inclined^ to sleep.^ It must be a 
 bitter esperience to be more accustomed to hate '' than to love.* We could ^ but 
 laugh.!** Better not be^^ at aU than not to be^^ noble. It will go^^ near to be^* 
 thought!^ so. Bring 18 me word, boy, if thy lord look^''' well. — Shaks2}eare. He 
 were ^^ no lion, were i® not Komans hinds. Though it thundered ^* he would not 
 hear 21 it. Though it thundered,^^ he did^^ not hear it. If it were ^^ not so, I would ^5 
 have^® told 2'^ you. If he was ^* iU, he did '■^^ not make it known.so 
 
 Conmience ^i we now that higher state, 
 
 Now do ^2 thy wiU as angels do.^^ — 3£ontgom.ery. 
 
 Send 2* he his vassal train — himself advance,-^^ 
 
 Here will I take my stand — decide ^'^ our swords the chance. — RicnVs Tasso. 
 
 Look ^'^ on who wiU in apathy, and stifle ^* they who can ^^ 
 
 The sympathies, the hopes, the words, that make man truly man. — Loioell. 
 
 Who could refrain,*" 
 That had a heart to love,*i and in that heart 
 Courage to make ^ his love known. *^ — Shakspeare. 
 
 Why do** you dress *^ me in borrowed *8 robes? — Id. Warren died*'' loved *^ by all. 
 I want to be*9 quiet and to be ^^ let ^i alone. We did not think of being ^2 defeated. ^^ 
 
THE WOBDS CLASSIFIED. 445 
 
 Somebody ring •^•' the bell. All the charms of Sycorax, toads, beetles, bats, be^^on 
 you. Playing ^^ tricks on students and hazing ^7 are imknown here. Four and 
 twenty happy boys came bounding ^^ out of school. Ill rest betide ^^ the chamber 
 where thou liest.^'* They were sealed with a seal never to be ^^ broken.^^ Well, sit *3 
 we down, and let^* us hear^^ Bernardo speak ^^ of this. — Shakspeare. Thank ^^ 
 Heaven, we are free. Had ^^ I three ears, I'd ^^ hear thee. If the face were ™ made ''^ 
 of glass, or of air, and the thoughts were '^^ written '^^ on steel tablets within, it could 
 not pubhsh '^* more truly its meaning than now. I could not die in peace till this 
 were ^^ told.''^ We saw the storm approaching.^^ I hear the blue-bird prophesying '^^ 
 spring. They stood terrified.''* jjg owned himself defeated.^** You may imagine 
 me sitting 81 there. Remembering ^^ matter pays ^^ the debt. How 'scaped I killing ** 
 when I crossed you so? — Shakspeare. Are^^ the Ethiopians styled*^ civilized? ^^ 
 Let ^8 us never bow^* and apologize*" more. A noun is a word, which, when 
 spoken, *i may be heard, and when written, ^^ seen.*^ How do ** you do? ^^ He does'^ 
 not like ^'^ to be ^^ made ** fun of. Would i"" God I had died 101 for thee ! Whether 
 he is a ^'^ sinner or not I cannot ^"^ telL^*** Methought ^^^ I was incarcerated beneath 
 the mighty deep. Be ^'^^ thou an example of the believers. O Lord ! methought ^^^ 
 what great pain it was to drown ! 1"^ Trust i"* God and be^^" doing, ^^^ and leave the 
 rest with Him. 
 
 When Antony found Julius Caesar dead. 
 He cried almost to roaring. ^^^ — Shakspeare. 
 
 And then the people fell a shouting. ^^^ — j^_ 
 
 Think ^1* you, I am no stronger than my sex, 
 Being 11^ so fathered i^^ and so husbanded? ^^'^ — Id. 
 
 How this world is given to lying! ^^^ — Id. It is to the interest of all that there be ^i* 
 Captain Cooks to voyage '-* round the world. Men are born to write.i^^ I at first 
 was near to laugh. i"^^ SkiU to do^^^ comes 1^* of doing. ^^^ 
 
 Huge on a huge red horse,- and all in mail 
 
 Burnished 1^^ to bhnding^^'' shone ^^^ the Noonday Sun. — Tennyson. 
 
 Weak-built hopes persuade him to abstaining. i"* Seeing i^o that he is so obsti- 
 nate, let 121 us leave him. Granting i^^ that he had the right, he was very rash. See- 
 ing,i23 J ga^ jjo^. hearing 12* not, I heard. The river suddenly rising,!^^ much in- 
 jury was sustained. Man is siich an ignorant peacock, that he goes bustling i36 yp 
 and down, and hits i^'' on extraordinary discoveries. — Emerson. We are born believ- 
 ijjgi38 It is passing 13* strange. It is scalding 1*" hot. The horses came galloping. 1*1 
 No recipe can be given for the making 1^ of a Shakspeare. She upi*^ with her fist 
 and took him on the nose. The branch, being 1** broken i*^ off , fell. Supposing i*^ 
 he werei*^ here, what would i** you do?i** Dr. White spoke as foUows.i^" What 
 man enters 1^1 dies.i^^ Up! up! my friend, and quit^^^ your books. Would i^* he 
 were 1^5 fatter. The beginner should be accustomed to giving each i^s step. I have, 
 methinks,!^'' a fever upon me. He wist 1^* not what to say.i^* Be 1^" this as it may, 1*1 
 his works enjoy a very smaU share of popularity. There are, say,!^^ a thousand 
 dialects. They kept me going.i^^ -^g all fell to eating.i^* The women, they fell to 
 praying. 165 Leave wringing i^^ of your hands. — Shakspeare. 
 
M6 THE SYSTEM METHOD. 
 
 And all the gods go ^^'' with you. Upon your sword 
 Sit 1^8 laureled victory ! and smooth success 
 Be ^^^ strewed before your feet. — Id. 
 
 Dispatch i'''" we the business we have talked of. — Id. 
 Oh ! write ^''1 it not, my hand! His name appears 
 Already written : blot ^^^ it out, my tears. — Poije. 
 
 Searching ^^^ the window for a flint, I found 
 This paper, thus sealed i^* up. — Shakspeare. 
 
 And then I swore thee, saving ^^^ of thy life, 
 That, whatsoever I did bid^'^^ thee do,^^^ 
 Thou shouldst "» attempt ™ it.— Id. 
 
 Many sons lie scattered ^^^ on the bleeding ^^^ ground. 
 Many a widow's husband groveling ^^'-^ Ues.^^^ — Id. 
 
 Woe worth i^* the chase, woe worth ^^^ the day, 
 That cost thy life, my gallant gray. — Scott. 
 
 What he gives thee, see thou keep ; ^^^ 
 Stay 18'^ not thou for food and sleep. 
 Be 1^^ it scroll, or be ^*' it book, 
 Into it, knight, thou must not look. — Id. 
 
 Thou to the untamed i^" horse 
 
 Didst 19^ use the conquering ^^^ bit ; 
 
 And here the well-shaped oar. 
 
 By skiUed"3 hands deftly plied, i^* 
 
 Still leaped i^* through the sea. 
 
 Following i^** in wondrous guise. 
 
 The fair Nereids with their hundred feet. 
 
 —Plumptre' s Oedipus at Colonics. 
 
 What is in will^^^ out.^^^ — Emerson. We go to Europe to be Americanized.!^^ — 
 Umerson. A rising ^o" of the sea, say^oi an inch in a century, will bury all your 
 towns, Meseems ^•'^ that here is much discourtesy. — Tennyson. I thou"''^ thee, 
 thou traitor. — Coke. Thank °^* him who isled^''^ us here. — Tennyson. Diamond ^"^ 
 me no diamonds, prize 207 me no prizes. — Id. Language has as much occasion to 
 adjective^** the distinct significations of the verb as it has to adjective ^"^ time. — 
 Tooke. The particulars are as follows.^^*' I shall consider his censures so far only as 
 concerns 211 my friend's conduct. 
 
 With sanguine drops the walls are 212 rubied ^is round. 
 And Nature in the tangles soft envolved ^i* 
 Of death-like sleep. 
 
 It were ^15 good she were^i^ spoken with. Though I were^i^ perfect, yet would ^i* I 
 not know ^1^ my soul. 
 
THE WORDS CLASSIFIED. 447 
 
 DEMONSTRATION XIV. 
 
 FACT MATTER : 
 
 a. Pronouns. — See Demonstration I., b, c, d. The doctrine that a 
 "pronoun is a word used instead of a noun," is not strictly true. So far 
 from being "used instead of," or "substituted for," any noun are the 
 following italicized pronouns, that no noun, or name, can be found for 
 which or instead of which they could be substituted: — 
 
 "In that and all things will we show our duty." 
 "We doubt it nothing; heartily farewell." — Shakspeare. 
 
 Love is a silly infatuation, depend upon it; It is raining; It is important 
 what he is; I tell you what, that's a fine horse; It is John and Mary; Who or 
 what is it? 
 
 "The common definition of a pronoun, that it is a 'word used instead 
 of a noun,' is not correct. A pronoun is simply a noun, expressing its pecul- 
 iar meaning as completely as a noun of any other class expresses its own 
 meaning." — NohU Butler. 
 
 "Pronouns are not used 'to avoid the too frequent repetition of nouns.' 
 There is no noun expressing the same relation that is expressed by I, for 
 instance; and therefore there is no noun for which /may be substituted. 
 It is true that other words may be employed to denote the person speaking; 
 as when Samuel says, 'Speak; for thy servant heareth;' but here the 
 speaker merely uses &form representing him as speaking of himself as if 
 he were speaking of some one else, and this is indicated by the form of the 
 verb, heareih. With /, a different form, Jiear, would be required." — Id. 
 
 " ' John studies, and he will improve.' Here he is emjjloyed, not because 
 it prevents a repetition of the noun JoJin, but because it is the word that 
 expresses the intended relation. If we say, 'John studies, and John wiW 
 improve,' we use a noun instead of a pronoun; but when we say, 'John 
 studies, and he-will improve,' the pronoun he takes the place that belongs to 
 it; he expresses a relation to the noun Jo7in, while the second John does not. 
 'John studies, and John will improve,' mig/Uhe said of two different Johns, 
 which is not the case when the appropriate word he is used." — Id. 
 
 b. Personal Pronoun. — One always of one and the same grammat- 
 ical number: I, thou, he, she, and it are always singular ; you or ye and they are 
 always plural. 
 
 C. Interrogative Pronoun. — One not always of one and the same 
 grammatical number, and used in asking direct questions; as. Who is here? 
 Who are here? The interrogatives are who, which, and what, introducing 
 direct questions. 
 
 d. Relative Pronouns. — One not always of one and the same gram- 
 matical number, and used only with two or more verbs; as. The boy who 
 
448 ■ TEE SYSTEM METHOD. 
 
 laughs grows fat; He ashed what it was; We knew not what to do; The 
 relatives are who, which, what, that, and as. 
 
 e. To Distinguish the PERsoNAii from the Relative. — Observe — 
 
 a. That the personal, by definition, is either always singular or always 
 plural in form, but that the relative is sometimes singular, sometimes 
 plural: I who speak will lead the way; These are they who came from afar. 
 
 b. That the personal can be used with a single verb (as, caii) to form a 
 direct emphatic statement: we ca% she can, it can; but that the relative 
 joined with can, does not make a direct emphatic statement: what can, 
 as can. 
 
 c. That the personal can be accompanied with an index, as the finger 
 pointing; as, he, it (the finger pointing); but that the relative cannot be 
 accompanied with a pointer; as, who, as, which; these do not point out. 
 
 d. That the personal may be found in sentences having only one verb: 
 studies, she sweeps it through the streets; but that the relative is found 
 
 only in sentences having at least two verbs: He who studies learns; What he 
 wanted he took; Whoever gii^es receives; It is important what Ido ; I tell thee 
 what, Corporal, I could tear her; I heard wlisit prevented his coming. 
 
 e. That the personal often forms a part of an independent statement; as, 
 He is divine; but that the relative forms part of a dependent, or accessory, 
 statement; as, He who rules the world is divine. "Who rules the world" is 
 accessory to he, and would not make an independent statement of itself. 
 
 f. To Distinguish the Relative from the Interrogative. 
 
 a. The essential signature of a relative is the fact that there must be two 
 verbs, at least, in the sentence; whereas both the personal and the inter- 
 rogative are used in sentences having but a single verb. 
 
 Belatives : I tell you what, that is a fine horse; "We knew not what to do; You 
 decided Yi\^ it was; I A;?iow who was the first president; ^^atnx gives re- 
 ceives; Take what you want. 
 
 Interrogatives: '^hX prevented his, commg'^. Who^■she? Which ^« Uranus? What 
 is man? 
 
 Personals: Who is he? It is I; She sweeps it through the streets; It rains; 
 It is well with my soul. 
 
 b. The essential evidence of an interrogative is always that it introduces 
 a direct question; which it may do with a single verb; as Who was the man? 
 A direct question is often incorporated in a sentence, and is then, usually, 
 inclosed within quotation marks, thus: He asked, "Who was the man?" Who 
 is here an interrogative, since it introduces a direct question. But if the 
 direct be changed to the indirect discourse, the order of the words will also 
 be changed, and who will then become a relative; as. He asked who the 
 man was. 
 
 g. Properties of the Pronoun. — The properties of the pronoun are 
 the same as those of nouns, — person, number, gender, and case. 
 
THE WORDS CLASSIFIED. 449 
 
 h. Declension op Simple Peksonal Pronouns.^ — The student should 
 fix the following forms in the memory — by committing, if necessary: — 
 
 Common Gender. 
 
 
 First 
 
 Person. 
 
 Second Person. 
 
 
 Singular. 
 
 Plural. 
 
 Singular. 
 
 Plural. 
 
 Rominative : 
 
 I. 
 
 We. 
 
 Thou. 
 
 You. 
 
 Possessive : 
 
 My, mine. 
 
 Our, ours. 
 
 Thy, thine. 
 
 Tour, yom-s. 
 
 Objective : 
 
 Me. 
 
 Us. 
 
 Third 
 
 Thee. 
 Person. 
 
 You. 
 
 
 Singular. 
 
 Plural. 
 
 
 Masc. 
 
 Fern. 
 
 Neu. 
 
 Com. and Neu. 
 
 Nominative : 
 
 He. 
 
 She. 
 
 It. 
 
 They. 
 
 Possessive : 
 
 His. 
 
 Her, hers. 
 
 Its. 
 
 Their, theirs. 
 
 Objective ; 
 
 Him. 
 
 Her. 
 
 It. 
 
 Them. 
 
 i. Declension of the Relative Pronouns. — These have the singular 
 and plural alike. The interrogatives are declined precisely like the rela- 
 tives who, which, and what. 
 
 Nominative: Who. Which. What. As. 
 
 Possessive : Whose. 
 
 Objective: Whom. Which. What. As. 
 
 OBSERVATIONS : 
 
 a. The plural you is now used in familiar address to denote either one 
 or more than one. But let the student observe that it is always grammat- 
 ically plural. (See Demonstration XV.) 
 
 b. Rulers, reviewers, editors, leaders in prayer, and other^s, who speak 
 for their constituents, their readers, or an assembly, use we in lieu of I to 
 preclude the objection of the "fallibility of self," on the one hand, and the 
 "responsibility of self," on the other hand. Says the king, in Hamlet, 
 "Therefore our sometime sister, now our queen . . . have we . , , 
 taken to wife." 
 
 C. Names of children, and such animals as, to the mind, present no ex- 
 hibition of their properties of sex, are to be regarded as neuter; and hence 
 are represented by the neuter pronoun it. (Cf. Demonstration III., Obs. e, f.) 
 
 d. In parsing the possessive in such expressions as "He is a friend of 
 mine," "Your weeping sister is no wife of mine," some word, as, possess- 
 ing, owning, liamng, must be supplied. (Cf. Demonstration V., Obs. e.) 
 
 e, 'Which, what, and as are used in the third person only. Who and that 
 may represent any of the conversational parts, or persons; as, — 
 
 I, loho am his pupil, do not believe it. 
 
 God of our salvation, who art the confidence of all the earth. 
 
 1 will bless the Lord, who hath given me counsel. 
 I that bring the news made not the match. 
 
 Thou icho stealest fire, strengthen me, enlighten me. 
 29 
 
^50 THE SYSTEM METHOD. 
 
 I that denied thee gold, will give my heart. 
 
 Thou that inhabitest the praises of Israel. 
 Dark anthracite that reddenest on my hearth. 
 
 f. Wlio is used for persons and things personified, occasionally for 
 things not personified; as, — 
 
 The most advanced nations are those wJio navigate the most. — Em- 
 erson. 
 
 The nineteenth century, whose speculative genius. — Id. 
 
 Want is a growing giant whose coat. — Id. 
 
 Inventory of the Southern Heavens, a work whose value. — Id. 
 
 1 could a tale unfold whose lightest word. — Shakspeare. 
 
 g. Than Whom.^ — In such expressions as, " My father, than whom no 
 man is wiser, approves that course," whom is an adverbial object of the 
 comparative adjective wiser, and than is a subordinate conjunction connect- 
 ing word governed {ichom) and word governing {loiser). (See Demonstra- 
 tion XXVI., b 6 b; and Demonstration XX., note 2.) 
 
 h. Which is used for animals and things, sometimes for persons; as, — 
 
 "The anecdote of handsome captives which.'''' — Emerson. 
 
 " Hostile to geniuses which seeing and using ways of their own." — Id. 
 In Old English, tchich displaces wJio; as, — 
 
 "Let them be ashamed which transgress without cause." 
 
 " Our Father ^Dhich art in heaven." 
 But this is not now regarded as good English, which would require, 
 " Our Father w7io art in heaven." 
 
 i. That is used for persoiis, animals, and things; as, — 
 
 " Wake all ye that sleep." 
 
 "How should I that am a king, give my own daughter saving to a 
 king." 
 
 "The evil that men do lives after them." 
 j. Tests to distinguish between pronouns and nouns. (See Demon- 
 stration I., b, c, d.) 
 
 Prog. XIT : 1. Class of Pronoun. 2. Person. 3. Number. 4. Gender. 5. Case. 
 
 a. Personal. a. First. a. Singular, a. Masculine, a. Nominative. 
 
 b. Relative. b. Second, b. Plural. b. Feminine, b. Objective. 
 
 c. Interrogative. c. Third. c. Neuter. c. Possessive. 
 
 d. Common. 
 
 PAMTICULARS : 
 
 It^ might have been he,^ but could not have been I.^ I* understood it ^ to be 
 them.^ We ^ took it * to be the man who ^ had gone before us.^'^ Who ^^ say ye ^^ that 
 I ^2 am? If it^* was not he,^^ whom^Mo you^'' suppose It^^ to have been? Has he^^ 
 received his^" pension? Whose ^^ house is on fire? Which ^^ is Venus? What^^ do 
 you want? I '^^ esteem the boy who"^ loves study. What^'' do I^'^ know? 
 
 Thou 2^ to whom -^ all creatures bow, 
 How mighty is Thy ^'^ name ! 
 
 1 
 
THE WORDS CLASSIFIED. 451 
 
 And thou,^^ too, whosoe'er ^^ thou ^3 art, 
 That ^* readest this brief psalm ! 
 
 They ^^ saw themselves ^^ deceived. Is it ^^ far to Chicago ? It ^^ is well with my ^^ 
 soul. It*" is the same to him*i who ^ wears a shoe as if the whole earth were cov- 
 ered with leather. See it ^^ hghtening. I ^ that *^ denied thee *^ gold, wiU give my ^'' 
 heart. Who*^ are you*^ that^" have no task to keep you^i at home? It^'** was now 
 a matter of curiosity who ^s the old gentleman was. Tou,^* John, yourself ,^5 ^j-e in fault. 
 Who 58 and what ^7 are you ^s that ^9 would lay the ghastly anatomy bare? What *''* is 
 the ocean but cubic miles of water? Ye,^^ therefore, who®^ love mercy, teach your^^ 
 sons to love it ^- too. There stood by me ^^ this night the angel of God, whose ^^ I ^"^ 
 am, and whom ^^ I ^^ serve. This same child is he '"^ who ^^ reigns. Who "^^ should be 
 king save him '^^ who ''^ makes us ''^ free? 
 
 1 7S have dogs, my ^^ lord, 
 
 WiU rouse the proudest panther in the chase. — Shakspeare. 
 
 Come, come, and sit you '^^ down. — Id. We ^^ hunt not, we,^" with horse nor hound. 
 — Id. 1 ^1 care not, I,^^ knew she ^^ and aU the world. — Id. Myself ^* have to mine ^^ 
 own turned enemy. — Id. Myself ^^ have letters of the self-same tenor. — Id. What^^ 
 touches us *^ ourseK *^ shaU be last served. — Id. 
 
 How should I "" that ^^ am a king. 
 
 Give my^^ own daughter saving to a king. — Tennyson. 
 
 Who ^^ is he? 9* What ^^ is man? Which ^^ is yours? ^'^ She struts it ^^ through the 
 streets. He^^ is a friend of mlne.^o" Your^"^ weeping sister is no wife of mine.!"^ 
 j^i03 -(vho^"* am his pupil, do not believe it.i''^ I^"^ that^'^^ bring the news made not 
 the match. The sun seemed shorn of his ^^^ beams. Never did Nature betray the 
 heart that loved her. 109 Tremble, thou ^i' earth, at the presence of the Lord. Can 
 Time, his^ flight reversed, restore the hours? 
 
 How wonderful is Death, — 
 Death and his ^^^ brother Sleep. 
 
 Folly hails them ^^^ from her ^^^ shore. ReUgion veils her ^^^ eyes. 
 
 Jura answers, through her ^^^ misty shroud, 
 
 Back to the joyous Alps, who i^'' call to her ^^^ aloud. 
 
 I "9 that speak to thee ^^o am he.^'-^i He ^^a that 1^3 endureth to the end shall be saved. 
 Whom 124 the gods would destroy, they i^s first make mad. Art thou i^^ that traitor 
 angel, art thou^^'' he?!^* 
 
 Truth, crushed to earth, shall rise again ; 
 
 The eternal years of God are hers;!^^ 
 But Error, wounded, writhes in pain, 
 
 And dies among his i^o worshipers. 
 
 The thunder 
 Winged with red Ughtning and impetuous rage, 
 Perhaps has spent his i^i shafts. — Milton. 
 
452 TEE SYSTEM METHOD. 
 
 DEMONSTRATION XV. 
 
 FACT MATTER— It^ Thou, You, As, and miat : 
 
 a. It is used, in the absence of an explicit name, to indicate that con- 
 cerning which we have no comprehending thought. For an instance, con- 
 sider, "It is raining." Could the mind at one view comprehend that to 
 which the word it refers, we should have a specific name for that thing, just 
 as we have for a house. We can write neither " cloud is raining," ''weather 
 is raining," nor "elements is raining;" nor anything save " it is raining." 
 The only express word to be employed is it. 
 
 It is an erroneous and pernicious notion to call it an "expletive" in 
 any sentence: as if mankind were demented, preserving with the greatest 
 care, in the very parks of the literary forests, the most useful and graceful it, 
 because it is an "expletive," a "superfluous" and "useless" element! It is 
 always a pronoun, personal, representing its own special and substantial 
 value. The word it is used to indicate, — 
 
 1. A certain condition of fortune or lot; as, Think of me when it shall be 
 well with thee; It was good to be there; It is well with my soul. 
 
 3. A certain condition of welfare or happiness; as, It is better to suffer 
 wrong than to do wrong {to do is an adverbial element belonging to bet- 
 ter); I believe it to be necessary that I should go. 
 
 3. A certain condition of destiny or providence; as. It was for Alexander 
 to die in the prime of life. 
 
 4. A certain condition of experience or action; as. It is useless to complain 
 of what is irremediable; It is impossible to please every one; It is pleasant 
 to play; It is difficult to write well; It came to blows between them; It is 
 the same to him who wears a shoe as if the whole earth were covered 
 with leather. 
 
 5. A certain condition of the weather or climate; as, It is sultry; It is 
 Unheal thful there; It is warm. 
 
 6. A certain condition or action of the elements; as, It is raining; See it 
 lightening. 
 
 7. A certain measure of time or space; as. Is it far to the city? It is more 
 than one hundred years since the nation was born; It is forty miles to 
 Chicago. 
 
 8. A certain imitation of action or conduct; as, He is disposed to lord it 
 over them; He struts it through the streets; Come, and trip it as you go. 
 
 9. Or, finally, to indicate whatever vague and derived thing invisible 
 to the eye, is yet visible to the mind or fancy — whether thought can name it 
 or not; as. Love is a silly infatuation, depend upon it; It is important what 
 be is. 
 
THE WORDS CLASSIFIED. 453 
 
 "In that and all things will we show our duty." 
 
 " We doubt it nothing; heartily farewell." — ShaTcspeare. 
 
 It was in the tree that the rabbit ran; It is to you that we speak; It is they; 
 It is John and Mary; It is possible that we have erred; It is a man; It is 
 doubtful whether he go home; It was the day that we came home; It is 
 enough if you do your best; When the wicked are cut off, thou shalt see it; 
 I said he was a fool, and am. sorry for it. 
 
 b. It is frequently the base of an explanatory appositive; as. It is a 
 curious fact in modern history, the growth of the machine &h.o^.— Emerson; 
 It is the foible of American youth, pretension. — Id; I will walk through fire 
 to gain it, your full leave to go. — Tennyson; He declared it to be wrong, 
 the tiling which I did. 
 
 Tlaou. — Thou is now used only in solemn address, and by the Fiiends. 
 Formerly, it was employed universally in familiar address, denoting any 
 degree of intimacy or familiarity. This explains why, in familiar discourse, 
 we now employ the plural you in the singular as well as in the plural sense; 
 for, since treating persons with undue familiarity is an efficient means of 
 expressing contempt, it was but natural to employ tJiou for that purpose. 
 Thus, Coke addressed Sir Walter Raleigh to insult him: "All that Lord 
 Cobham did was at thy instigation, thoU viper! for I thott thee, thou traitor!" 
 Thus, from a caution that has long been practiced to avoid a contemptuous 
 remark, and from the consequent aversion to the word thou, and from that 
 politeness and flattery always avouched when plurals are donated to indi- 
 viduals, we have come to use the plural you in the singular as well as in the 
 plural sense. 
 
 You Always Plural. — ISTot the side-show application which a word 
 may acquire, but that sense in which its form was conceived, and in which 
 the word has been longest maintained, determines the grammatical property. 
 Von is plural in grammatical number because its form was first conceived in 
 the idea of two or more, and because it has ever since been used with a 
 plural verb. \m has been used in the singular sense only since the middle 
 of the sixteenth century or thereabout. We say, You are, never You art; You 
 can, never You canst; and can never use it with a singular verb. 
 
 It has been supposed that the fact that you is applied to a single individ- 
 ual, is proof that it is singular in number. But the same sort of proof 
 would establish we, also, in the singular number; as, Wc, Victoria, queen of 
 England, do proclaim; When we set oiir hand to this great work, we purposed 
 with ourself never to wed. — Tennyson. If you is to be regarded as singular 
 because it may be used to denote one, then we shall parse we in the singular 
 for the same reason. So far as grammar is concerned, both you and we are 
 always plural; yet both may be used to refer to an individual thing. 
 
 As. — a. As is a relative pronoun, — 
 1. When it refers to a preceding noun; as, I have read such bOOks as please 
 me; He has as many books as can be read with profit; There is as great a 
 
454 THE SYSTEM METHOD. 
 
 variety as can be found in any other country; He then read the conditions as 
 
 follow. — Nutting's Grammar; We made as naany bricks as the material ren- 
 dered possible. 
 
 2. When it refers to a preceding adjective; as, The business is such as 
 concerns me; Avoid sucll as are vicious; They are the same as escaped from 
 us; He collected as mucll as is due; As many as choose, may remain; The 
 positions were sucll as appear incontrovertible. — Murray. Reconciliation 
 was offered on conditions as moderate as were consistent with a permanent 
 union; We made as mucll of him as was possible; They are as fruitful as we 
 saw growing. 
 
 3. When it forms part of a subordinate sentence accessory to the verb Be; 
 as. The words are as follow. — Addison; The conditions are as follow. — Nut- 
 ting's Grammar; The particulars are as follow. — Buckets Grammar; His 
 words are as follow. — Steele; The conditions of the agreement were as fol- 
 lows. — CamphelVs PMlosopTiy of Rhetoric; The arguments advanced were 
 nearly as follows. — Murray; The circumstances were as follow. — Gromhie. 
 
 4. When it forms part of a sentence accessory to another sentence; as, 
 The wicked shall perish, as all the world knows; The point in dispute was, 
 as all the world knows, to which the said spectacles ought to belong. 
 
 b. As is an adverb when it forms part of any clause accessory to any 
 verb except Be; as. The arguments were advanced as follows; The sentence 
 should be 2:»unctuated as follows; Dr. White si^oke as follows; He trembled 
 as he spake; He acted as he was directed; You will reap as you sow. 
 
 e. As is a conjunction when it corresponds to a preceding adverb ; as, I 
 am as tall as you ; I shall consider his censures so far only as concerns my 
 friend's conduct ; I had as lief go as stay. The as's in the following sen- 
 tences are also conjunctions : It was as black as night ; As I knew him to be 
 gone, I did not call ; The English hate the French as frivolous ; He was re- 
 garded as dangerous ; They regarded him as dangerous ; Brutes have the 
 least sense of actions as distinguished from events ; You were as innocent 
 of it as I ; His brother writes as well as he ; No lamb was e'er so mild as he; 
 There I brought her as pitying her usage. — Massinger ; Virtue considered 
 as virtue, is purely hight ; He seems as if he were inspired ; He fell as 
 though he had been shot ; A noun is a name ; as, man, eagle ; I chose 
 him as the most worthy ; I assume it as a fact ; As it was then, so it is now ; 
 The widow's enjoyment was wrapped up, as it were, in her only child ; Lib- 
 erty was theirs as men['s] ; He acted as governor ; He came as a business 
 man ; As a dramatic poet, Shakspeare excels ; He went out as mate ; As 
 mayor of the city, I felt much aggrieved ; The beggar is greater as a man 
 than is the man merely as a king ; Currency, considered as paper, has little 
 value ; As to your statement, I am doubtful ; As for me, give me liberty or 
 give me death ; Phrases and clauses, as adverbial elements, are used with 
 much greater precision ; The word means to place in an equal state as to 
 obligation ; He often vaunts himself as victorious ; As yet, science has 
 
THE WORDS CLASSIFIED. 455 
 
 hardly penetrated through the surface of nature. (See Demonstration 
 XX., d, note.) 
 
 d. As IS Never a Preposition. — Whatever may connect the object- 
 ive case to a verb may become a preposition. A word that cannot connect 
 the objective case to a verb, cannot do the service of a preposition, and 
 hence cannot be a preposition. In the sentences, "He came as an embas- 
 sador," and "She reigns as queen," both embassador and queen are nomina- 
 tive by the rule of "Be and the Same Meanings." But a preposition gov- 
 erns not the nominative, but the objective case. Hence as cannot be a 
 preposition, but is merely a conjunction in either sentence. (See Demon- 
 stration XIX.) 
 
 What, — a. What is a simple relative used where the word thing intro- 
 duced before it requires which in lieu of what, and is exactly like which both 
 in its properties and construction ; as, Buy what you need ; Do what is 
 right ; It is important what he is. If thing is introduced, what is changed to 
 which; thus, Buy the thing which you need ; Do the thing which is right. 
 
 b. What Parsed. — Parse exactly as if thing were introduced, and you 
 were parsing lohich. Thus, in the derived sentence, ' ' Do the thing which is 
 right," we see that — 
 
 1. Whieh=pro., rel., 3d, sing., neu., nom., subject of is. Hence the pars- 
 ing of — 
 
 2. What=pro., rel., 3d, sing., neu., nom., subject of is. And so in "Buy 
 what you need," it is seen that which would be objective, object of need. 
 Hence — 
 
 3. What=pro., rel., sim., 3d, sing., neu., obj., object of need. And so in 
 "It is important what he is," — 
 
 4. What=pro., rel., sim., 3d, sing., neu., nom., meaning the same as he 
 before is. 
 
 C. What a Simple, not a "Double," Relative. — In view of the wide- 
 spread error concerning the nature of what, I have discussed it somewhat at 
 length. The common practice of expanding the sentence by substituting 
 for what other words of equivalent meaning, should be denounced by all 
 good teachers of grammar as the coxcomical science of the copier. That 
 what is equivalent in meaning to "the thing which," is true, but that what 
 is equivalent in parsing, or grammatical construction, to "the thing which," 
 is not true. For — 
 
 d. Equivalency in Meaning is not Sameness of Grammatical Con- 
 struction. — Examine, 1. Those books are hers, and 2. Those books are 
 her books ; in which sentences hers and her books are presented as identical in 
 meaning, but radically diflEerent and even contradictory in grammatical 
 construction, as indicated in the parsings, thus : — 
 
 1. Hers=pro., per., 3d, sing., fern., poss., limiting [books] omitted. 
 f Her=pro., per., Bd, sing., fern., poss., limiting books. 
 1 Books=noun, 3d, plu., neu., nom., meaning same as boohs before are. 
 
456 TEE SYSTEM METEOB. 
 
 Now, if parsing the tldng icMch parses what, then parsing her books parses hers; 
 for in each case it is parsing the equivalent meaning. But if the parsing, 
 or grammatical construction, of hers is the same as the grammatical con- 
 struction of her books, hers is both a noun and a pronoun! both singular and 
 plural! both feminine and neuter! both possessive and nominative! 
 
 But the student has now observed that the grammatical construction of 
 her and hers is the same, the parsing being identical. Her is used when the 
 noun is expressed, and kers when the noun is omitted. In the same way, the 
 grammatical construction of lohich and what is the same, which being used 
 when the noun thing is expressed, and what when the noun is omitted. 
 That which and what are in the same construction will be apparent when it 
 is understood to be the general law of language forms that — 
 
 e. The Same Grammatical Construction mat Eequire Different 
 Forms for Different Circumstances. — If we change the circumstances, 
 in the sentences above, by supplying hooks, this law requires the form hers 
 to be changed to her, eliding the s, though the parsing of the two words is 
 the same. In the same way, if we change the circumstance, by supplying 
 thing in the sentence "Do what is right," this law changes what to loMch, 
 thus, " Do the thing icMch is right," though the parsing of the two words is 
 the same. We could point to numerous examples of other pronouns, nouns, 
 adjectives, where different forms arise by change of circumstances ; but, in 
 all cases, those different forms are parsed alike, — are alike in grammatical 
 construction, just as what and which are. Examples are, — 
 
 This is the man that I spoke of. 
 This is the man of whom I spoke. 
 
 None knew thee but to love thee. 
 
 No person knew thee but to love thee. 
 
 We consulted the lawyer's library. 
 
 We consulted the lawyer, Henry Felix's library. 
 
 All the world was Olirs once more. 
 
 All the world was our possession once more. 
 
 That evidence is from an historical source. 
 That evidence is from a history. 
 
 f. It is evident that to parse or describe a word is to give its own prop- 
 erties ; not to describe, or give the properties of, some other word. Man- 
 ifestly, then, if pronouns have their own person, number, gender, and case, 
 in parsing what, we shall find its own person, its own number, its own gen- 
 der, its own case. And to pretend to be guided in parsing, or giving the 
 properties of, the pronoun what, by giving the properties of the adjective the, 
 the noun thing, and the relative which, is to take the cars for New York by 
 embarking in the ship Pretension for the Island of Lanterns. 
 
THE WORDS CLASSIFIED. 457 
 
 Difference betvreen a Relative and an Interrogative. — 
 
 The gTammarians teach that the two points upon which any word is cata- 
 logued as a relative pronoun are, — 
 
 1. That it represents an antecedent noun or pronoun; 
 
 2. That it binds that antecedent to itself. 
 
 And they aver that in such sentences as, " It is important wkat I do," "I got 
 what I wanted," "I tell you what, that is a fine horse," what is a relative pro- 
 noun. But taking "noun" to mean "name," — its proper signification, — let 
 us ask. What antecedent name does what represent? It must be evident, 
 even to an ordinary student, that what represents no antecedent name, either 
 expressed or understood. But since there is no antecedent (1.) which it 
 could represent, it does not bind (2.) an antecedent to itself. What, then, if 
 it is a relative at all, is such by virtue of some other principle than the two 
 couched by the grammarians. 
 
 To estaJblish a principle of classification in science is to find at least 
 one point — 
 
 a. In which a number of objects are alike; and — 
 
 b. In which those objects differ from all others. 
 
 And the class name of these similar objects has reference to that point 
 only, and leaves all other circumstances out of view. Now the principle in 
 which one relative is like any other relative, and unlike a personal or an 
 interrogative pronoun, consists in this, that the relative establishes a relation 
 beticeen verbs, not that it represents and binds to itself an antecedent noun 
 or pronoun. We now see why, in either of the sentences quoted, what 
 should be reckoned a relative: because it establishes a relation between verbs. 
 With a single verb, the sense in either is incomplete. Thus, both "I found 
 what" and "I tell thee what" are unfinished without, and therefore demand, 
 a second verb; whereas an interrogative demands but a single verb; as. 
 What was wanted? 
 
 It would seem that the dispute about the pronoun in indirect questions 
 in such sentences as "I know what prevented his coming," should be forever 
 settled by this consideration; since the only objection here to calling what a 
 relative, is that it does not represent (1.) an antecedent noun or pronoun 
 which it could bind (2.) to itself, which objection, as we have just seen, is 
 no objection at all. And it does do what every relative must do, and what 
 no interrogative can do, namely, establish a relation between two verbs. 
 It is incidentally true, indeed, that every relative must have, or must not 
 have, reference to an antecedent; just as it is true that every quadruped 
 must be horned or hornless. And it would l^e just as scientific, and not less 
 laughable, to declare that what is a relative (properly indicating a relation 
 between verbs) because it represents an antecedent noun, as to declare that 
 a horse is a quadruped because it represents a two-eared animal! The horse 
 is a quadruped, not because it has two ears, but because it has four feet. 
 The relative is a relative, not because it represents and is bound to an ante- 
 
458 THE SYSTEM METHOD. 
 
 cedent noun or pronoun, but because it connects (establisbes a relation be- 
 tween) two verbs. 
 
 Prog. XV: /. Class of Pronoun. 2. Person. 3. Number. 4. Gender. 5. Case. 
 
 a. Personal. a. First. a. Singular, a. Masculine, a. Nominative. 
 
 b. Relative. b. Second, b. Plural. b. Feminine. b. Possessive. 
 
 c. Interrogative. c. Third. c. Neuter. c. Objective. 
 
 d. Common. 
 
 PABTICULABS : 
 
 It 1 was good to be there. She sweeps it ^ through the streets. Come, and trip 
 it 3 as you go. It * is important what ^ he ^ is. It "^ is they.* It ^ is John and Mary. 
 It 1" is enough, if you " do your ^^ best. I ^^ said he i* was a fool, and am sorry for it.^^ 
 It ^8 is the foible of American youth, pretension. He ^"^ declared it i* to be wrong, the 
 thing which ^^ I ''^'^ did. We,^^ Victoria, queen of England, do proclaim. "When we^^ 
 set our "3 hand to this great work, we^* purposed with ourself ^^ never to wed. — Ten- 
 nyson. Buy what "^ you need. Do what ^^ is right. Buy the thing which ^^ you need. 
 Do the thing which 29 is right. Those books are hers.^o That book is hers,^! not 
 yours. 32 This is the man that ^^ I spoke of. AU the world was ours ^^ once more. I 
 got what 23 1 wanted. I ^^ teU you what,^'' that 's a fine horse. I know who ^^ he ^9 is. 
 I know what *" prevented his coming. There are who ^ put their ^ trust in riches. 
 I know who*3 was the first president. Take what^ you^^ want. Thou^^ who*^ 
 stealest fire, strengthen me, ^* enlighten me. Wake, all ye*^ that^o sleep. What^i^ 
 touches us ourself 32 shall be last served. — Shakspeare. Whatever 33 is, is right. Who- 
 ever 3* did it,35 ought to be punished. I knew not what 36 to do. What 37 he 38 says, 
 is true. We see what 39 he is doing. Whoever ^o gives, receives. Whoever ^^ trusts 
 him will be deceived. I knew not what ^2 it was. They have furnished what ^^ will 
 deUght us. He 's not what ''* I took him ^3 to be. When it ^6 struck ten, it ^7 began 
 to rain. TeU what ^8 it is to be wise. Whatever ''^ he does, you mind what ^^ 
 I teU you. We could not conceive whaf^^ had made him what ''2 we found him. 
 Whatever '^^ thy '* hand findeth to do, do it with thy might. Whatever ^3 i do, I can- 
 not please you. I asked what ™ he knew about it. We all knew what '''^ the difficulty 
 was. I have read such books as ''^ please me. He has as many books as ^^ can be 
 read with profit. There is as great a variety as 89 can be found in any other country. 
 The business is such as 8i concerns me. Avoid such as 82 are vicious. He collected 
 as much as 88 is due. As many as84 choose, may remain. We made as many bricks 
 as 83 the material rendered possible. The positions were such as 86 appear incontro- 
 vertible. Reconciliation was offered on conditions as moderate as 87 were consistent 
 with a permanent union. The conditions are as 88 foUow. His words are as 89 foUow. 
 The conditions of the agreement were as ''" follows. The wicked shall perish, as 9i aU 
 the world knows. He then read the conditions as ^2 foUow. The point in dispute 
 was, as 93 all the world knows, to which the said spectacles ought to belong. 
 
 Man, proud man, 
 Drest in a little brief authority. 
 Plays such fantastic tricks before high Heaven 
 As ^* makes the angels weep. — Shakspeare. 
 
 Whence and what ^3 art thou,^^ execrable shape? She soured to what 97 she ^8 ig. 
 
 What 99 can you do with an eloquent man? Man is such asi"** his afEection and 
 
THE WORDS CLASSIFIED. 459 
 
 thought are. Such as ^"^ have deprived themselves of charity, wander and flee. The 
 modern world is theirs.i*'^ Whati''^ is there that^"* he cannot do? You know not 
 what^os you (Jo. — SJiakspeare. It^^^ is now struck twelve. — Id. What^"^ are the 
 angles of a plane triangle whose ^'^ sides are 432, 543, and 654? — Loomis''s Trigo- 
 nometnj. The most advanced nations are always those who ^^^ navigate the most. — 
 Emerson. Nor is any language complete whose ^i" verbs have not tenses. — Harris'' s 
 Hermes. Those adjectives whose ^^^ signification does not admit of different degrees, 
 cannot be compared. Is it true, as^^^ is said, that mood refers to the manner of the 
 assertion ? 
 
 DEMONSTRATION XVI. 
 
 All sciences are systems of what is a pa?'i! of an including tchole. Or- 
 thography is the system of the letter (etymon-jjart); etymology, of the etymon 
 (word-part); grammar, of the word (sentence-part). In the same way, civil 
 architecture is the science, or system, of the building-part. Grammar, the 
 science of the sentence-part, or word, is much like architecture: the sentence 
 is to be thought of as a building, — a building formed of words (sentence- 
 parts). The sentence is a wonderful building of complex parts, some essen- 
 tial, some merely accessory to the essential parts, others, still, being inde- 
 pendent of the body of the sentence. The essential parts of the sentence 
 are usually a name and a verb. These correspond to the main timbers in 
 the frame-work of a building. The accessory parts are the adjective and 
 the adverb, corresponding in the sentence to those parts that are attacJie<i to 
 the main timbers of a building. The adjective is attached to, or accessory 
 to, a novm or pronoun; the adverb is accessory to the verb. Hence we 
 study first the noun, the verb, and the pronoun: the adjective and the ad- 
 verb afterward; just as we study first the bones, then the ligaments, since 
 the ligaments are not the essentials, but merely things accessory to the 
 bones, or essentials. 
 
 FACT MATTER : 
 
 a. Adjective. — A word accessory to a noun or pronoun. An adjective 
 limits, or restricts, the mental view of the object named by the noun or 
 pronoun to which it is accessory. By adding the to man, the word man is 
 restricted from man in general, the race of men, to a particular one. By 
 adding black to men, the word men is restricted from men in general, the 
 race of men, to men of one color — negroes, black men. 
 
 b. Quantitative Adjective. — One that pertains to the quantity or 
 number of the object; as, six men, many men, some men, much money, little 
 money, some sleeiJ; All was quiet; James and Silas were both tardj^ 
 
460 THE SYSTEM METHOD. 
 
 C. Qualitative, or Descriptive, Adjective. — One that pertains to 
 the quality or species of the object; as, black squirrels, a sad life, jocund spring, 
 Jamaica pepper, Brussels carpet, strong-shouldered steam, Socratic method; James 
 and Silas were both tardy. 
 
 d. Demonstrative Adjective. — One that points out without pertain- 
 ing either to quantity or to quality; as, sucll time, such a man; These horses 
 are larger than those; Thou art the same. The demonstratives are, the, this, 
 that; former, latter; some, such, yonder, next, adjacent; last, first, second, third, etc.; 
 own, otlier, else, very; what, which; and occasionally others. 
 
 OBSEBVATIONS : 
 
 a. Descriptive adjectives have two values. The one implies the exist- 
 ence of different kinds of the object; as. Mack men, good men, fast horses, 
 red ribbons, brave soldiers, ill fortune, strong-shouldered men. The other 
 does not imply the existence of different kinds of the object; as, Carbon is 
 black; Men are good; The horse is fast; Soldiers are brave; strong-shouldered 
 steam; sicift-footed Achilles; the playful child; the purring cat; the balmy 
 spring; the cunning fox; Iiorse-taming Hector. The former is called the 
 " definitive," or "limiting," use of the adjective; tlie latter, the " epithetic" 
 use. This division of adjectives does not belong to the subject of grammar, 
 however. 
 
 b. Like nouns and verbs, adjectives are common or proper; as good, 
 blue, American, Swedish; also simple, derivative, or compound; as, blue, 
 bluish, bluish-green. It is not necessary to recognize these distinctions in the 
 work of systematizing by the jDrograms, or parsing. 
 
 C. Out of the whole body of numerals, each, every, either, neither, and 
 none are further distinguished as " distributives." Each denotes that all the 
 parts of a general whole of two or more parts are taken. Every denotes 
 that all the parts of the general whole are taken one by one. Either refers 
 to one of two or more parts; as, "The adjective may be of either of three 
 forms." — Bay's Art of Composition. Neither is the negative of either, and re- 
 fers to one of two or more. 
 
 d. The, a, and an are improperly called " articles." They are only ex- 
 pedients by which abstracts become concretes; as. The virtue y^hlch it repre- 
 sents is Aopey The good &re happy; James is a good physician: Henry is a 
 better. 
 
 e. Adjectives used as nouns are called "pronominal" in use; as. The 
 good are happy; Thatishers. But an adjective is an adjective still, though 
 used as a noun or pronoun. 
 
 f. Ant part op speech, out op its own construction, becomes an 
 
 ADJECTIVE BY PERFORMING THE FUNCTION OF AN ADJECTIVE. 
 
 1. A word generally a noun; as, a gold watch, counting-room desk, snuff- 
 box factory, crocodile tears, city wealth, gospel truth, business connection, pin- 
 drop silence. 
 
THE WORDS CLASSIFIED. 461 
 
 2. A word generally a pronoun; as, TKAaiJ man enters dies; TF7i«Z masks are 
 these uniforms to hide cowards; See what books fill our libraries; You can 
 command whatever soldiers you can muster; Which book do you desire? 
 
 3. A word generally an adverb: as, Therefore our sometime sister, now 
 our queen. — Shakspeare; We have men enough; It lay in my path hither; 
 My stay there was short; The journey outioard was slow; See the article 
 above; On my way hither, I saw her. 
 
 4. A word usually a preposition; as, The first tree beyond; It is the man 
 within; It struck the man below. 
 
 g. But participles used like adjectives do not, for that reason, 
 BECOME adjectives, but are still verbs in the participial mood; since it is 
 one of the natural and specific functions of a participle to limit a noun like 
 an adjective. In "The darting swallows soar and sing," and "I hear the 
 bluebird prophesying spring," darting and prophesying are to be parsed as 
 verbs, participial. In syntax and analysis, we shall find that either consti- 
 tutes an " adjective element " accessory to sioalloics and bluebird respectively. 
 h. Compound adjectives not consolidated (as the word everlasting is) 
 are written with a hyphen; as, a bird's-eye view, one-hour vale, first-class fair, 
 public-spirited citizen, root-and-branch reforms, out-uf-the-world -place, " nine- 
 y ears- fought- for diamonds. " — Tennyson. 
 
 i. Names written in disconnected parts (as, New York), should have 
 the parts united by the hyphen when used as adjectives; as, New-York 
 Tribune; South-Chicago factory. New-York Tribune means a paper called 
 the "Tribune" published in New York. Neio York Tribu?ie uieans a "new" 
 paper called the "Tribune," published in York. Let the student distinguish 
 between — 
 
 New-York directory. New York Directory. 
 
 Rocky-Mountain Park, Rocky Mountain Park. 
 
 New-London bridge. New London bridge. 
 
 Fourth-street car, fourth street car. 
 
 Blue-Sea water, blue sea water. 
 
 South-Polar Sea, South Polar Sea. 
 
 Many-colored birds, many colored birds. 
 
 Deep-tangled wildwood, deep tangled wildwood. 
 
 j, An is used before an aspirated h in an unaccented syllable; as, an 
 histor'ical essay, an hypoth'esis. But a is used before aspirated h in accented 
 syllables; as, a his'tory, a hy'pothetical cause. An is used before words be- 
 ginning with a vocal sound, a before words beginning with a subvocal or 
 an aspirate sound; as, an owl, an hour; a wonder, such a one. 
 
 k. The adjective sometimes limits not the noun alone, but the noun 
 taken with other adjectives; as, a great many men, a hundred men, a few 
 books, this many a year. In "a great many men," a limits the phrase 
 "great many men." We cannot say, "a men." In "I, for you, this many 
 a year, have done despite and wrong," this limits "many a year." 
 
462 THE SYSTEM METHOD. 
 
 1. An adjective may even sometimes limit an adverb if the adverb is 
 used like a noun. (See Demonstration XVIII., Obs. d.) 
 
 Prog. XYI: /. Adjective. 2. Class. 3. Accessory to What? 
 
 a. Quantitative. 
 
 b. Qualitative. 
 
 c. Demonstrative. 
 
 PAJRTICVLAHS: 
 
 The 1 canary's song is sweet,^ clear,^ and musical.* Were the ^ cherries ripe,^ 
 red,'' and juicy? * Do you hke a ^ long,i** sharp, ^^ slender ^^ pencil? My pencil is long ^^ 
 and round.^* They were blue ^^ and brittle.^^ This i^ is the i* very ^^ question. The ^^ 
 EngHsh 21 are positive, ^^ niethodical,^^ cleanly, 2* and formal. ^^ Take the ^^ swiftest ^^ 
 horse of the^* three.*^* The^" rude^^ boy hurt the^^ old^^ man. The^* rose is the 
 fairest ^^ of flowers. He is more learned than wlse.^* Some ^^ of these ^^ books are 
 worthless.^^ Then came the** joUy*^ summer. Carbon is black.*^ The *^ adjective 
 maybe either** of three *5 forms. Which *^ book do you desire? See what*'' books 
 fill our libraries. You may command whatever *^ soldiers you can muster. I have 
 no*^ business 5* connection with him. We visited the^^ snufE-box^^ factory. We 
 have men enough. ^^ Go to the first s* tree beyond.^^ He is a pubhc-spirited ^® cit- 
 izen. It wih necessitate a root-and-branch ^'' reform. I, for you, this ^^ many ^9 a ^' 
 year have done despite and wrong. — Tennyson. The ^^ so-called ^^ high-born ^^ are, for 
 the '5* most ^^ part, heartless.^^ They boiled the eggs hard.^''' Without the ^^ other,^* 
 each '^•^ is useless.''^ The ''^ rich ''^ and the '''* poor ''^ here meet together. To be ^good '^'^ 
 is to be great.'"' Young, '^ handsome, ''^ and clever,*" the page was the darling of the 
 house. Innocent,** amiable, ^^ and pious, *-^ he lived in dread of the ** eternal *5 wrath. 
 James and I were both** tardy.*'' Quiet,** sensitive,*® devout, 9*> he was predisposed 
 to melancholy. The 9* EngUsh -^ bate the^^ French®* as frivolous. "^ What®* a®^ 
 wealth has England earned. Other®* refuge have I none.®® AUi**® was quiet. i"* 
 Knowledge, so my daughter held, was an*®^ in aU.i®^ He was not worthy i®* suchi®^ 
 a 106 ioye_ The*®'' slow,*®* sweet*®® hours bring us all**® things good.*** My good*'*^ 
 lords both,**3 I shall do so. O, what*** portents are these.**^ On Wednesday next,*** 
 our Council we wiU hold at Windsor. None **'' is so deaf *** as he that wiU not hear. 
 The wicked **® flee when no *~® man pursueth, but the *2* righteous i^^ are bold *2* as a 
 lion. The*2* upright *25 shall dwell in the*^® land, and the*^'' perfect *2* shah remain 
 in it. He came unto his own,*^® and his own *^® received him not. 
 
 Ear through the *** memory shines a**^ happy **^ day, 
 Cloudless *** of care, down-shod *2^ to every *3* sense, 
 And simply perfect **'' from its own *** resource. — Lowell. 
 
 *See Demonstration XXIX., c, note. 
 
THE WORDS CLASSIFIED. 463 
 
 DEMONSTRATION XVII. 
 
 FACT MATTER : 
 
 a. Grammatical Comparison. — A- variation in the adjective by which 
 a measuring principle is established for objects and attributes, as follows: — 
 
 1. Between two objects: James is taller than John; London is larger than 
 New York. 
 
 2. Between one object and all others under view: London is the largest 
 of cities; Moses was the meekest of men; The rose is the fairest of flowers. 
 
 3. Between attributes: She is more nice than wise; He is stronger than wise. 
 
 4. Between measures of the same attribute: Thou canst the wisest Wiser 
 make; He is happier at home than he is abroad; I grew greater. 
 
 There are three forms of comparable adjectives, as follows: — 
 
 b. The Positive Form. — That in which the measuring principle is 
 applied to a single object or attribute; as, He is a good man; The 7iouse is 
 large. 
 
 C. The Comparative Form. — That in which the measuring principle 
 
 is applied to two objects only or two attributes only; as, Thou art a goodly 
 
 youth and worth a goodlier boo7i; London is larger than New York. 
 
 Jffofe.—TMs form frequently governs a noun in the objective case. (See Demonstration 
 XX., d, note 2.) 
 
 d. The Superlative Form. — That in which the measuring principle 
 is applied to the whole number of objects or attributes under the mental 
 view; as. Woman is the fairest of the sexes ; The sun is the brightest of the 
 two lights made to rule the earth. 
 
 e. Regular Comparison. — Adjectives are compared regularly by add- 
 ing to the positive, er for the comparative, and est for the superlative. Ex- 
 amples are, — 
 
 ositive. 
 
 Compar. 
 
 Super. 
 
 Positive. 
 
 Compar. 
 
 Super. 
 
 Bright, 
 
 brighter. 
 
 brightest. 
 
 Nice, 
 
 nicer, 
 
 nicest. 
 
 Crooked, 
 
 crookeder. 
 
 crookedest 
 
 Mild, 
 
 milder. 
 
 mildest. 
 
 Happy, 
 
 happier, 
 
 happiest. 
 
 Tall, 
 
 taller. 
 
 tallest. 
 
 Worthy, 
 
 worthier, 
 
 worthiest. 
 
 Wise, 
 
 wiser, 
 
 wisest. 
 
 f. Irregular Comparison. — Adjectives are compared irregularly by 
 different or modified words. Examples are, — 
 
 Positive. 
 
 Comparative. 
 
 Superlative. 
 
 Aft, 
 
 after. 
 
 aftermost. 
 
 Bad, ill, evil^ 
 
 worse. 
 
 worst. 
 
 Far, 
 
 farther, 
 
 farthest, farthermost. 
 
 
 further. 
 
 furthest, furthermost. 
 
 
 Good, 
 
 better. 
 
 best. 
 
464 
 
 THE SYSTEM METHOD. 
 
 Fore, 
 
 former, 
 
 End, 
 
 
 Eastern, 
 
 
 Southern, 
 
 
 In, 
 
 inner, 
 
 Under, 
 
 
 
 hither, 
 hinder. 
 
 Hind, 
 
 Little, 
 
 less. 
 
 Much, naany. 
 
 more. 
 
 Late, 
 
 later, latter, 
 
 Low, 
 
 lower, 
 
 Near, nigh, 
 
 nearer. 
 
 
 TlPtllPT 
 
 Old, 
 
 older, elder, 
 
 Out, 
 
 outer, utter, 
 
 Up, 
 
 upper, 
 
 first, foremost, 
 endermost. 
 easternmost, 
 southernmost, 
 inmost, innermost, 
 undermost, 
 hithermost. 
 hindmost, hindermost. 
 least, 
 most. 
 
 latest, last, 
 lowest, lowermost, 
 nearest, next, 
 nethermost, 
 oldest, eldest. 
 
 outermost, uttermost, utmost, 
 uppermost, upmost. 
 
 g. Logical Comparison. — Logical comparisons are made both through 
 the three grammatical forms and by prefixing more, most, or less, least; thus, 
 beautiful, more beautiful, most beautiful; beautiful, less beautiful, least beau- 
 tiful. In regard to logical superlatives, it should be observed that in Eng- 
 lish no word is absolutely superlative except what has its grammatical form 
 in st. The best authors habitually write " most perfect," "most supreme," 
 "most permanent," "most right," "roundest," "straightest," "sincerest," 
 "truest," "chiefest," "extremest," "supremest," etc. 
 
 h. Most Perfkct, Extremest. — It has been a dispute whether Addi- 
 son's sentence, " Our sight is the most perfect ... of all our senses," and its 
 sort are proper. Perfect is from ]}er and facio {" thorough " and " to make "), 
 and means simply "thoroughly made," or "thoroughly finished;" hence, 
 most perfect cannot be less proper than "most thoroughly finished," which 
 phrase is certainly good thought sensibly conceived and well expressed. 
 And so extreme=" at the outer," not necessarily the "utmost," edge; hence 
 the classic "extremest : " " The extremest verge of the swift brook." — ShaJcs- 
 peare; "On the sea's extremest border stood." — Addison; "To extremest thrill 
 of agony." — Pollok. 
 
 i. One and Other Sometimes Nouns. — It has been shown (See Dem- 
 onstration II., Obs. k) that whatever takes the plural sign is a noun. The 
 added s alone is adequate to identify one and other as nouns in the following 
 examples. But it will plainly appear to him who attends to these examples, 
 that not only do one and other exhibit the plural by adding the s, but they 
 exhibit likewise the possessive by taking the ('). And if we add that they 
 have the constructions and the properties of nouns, it cannot be questioned 
 that they are nouns; for thus to decide is only to aver that what has the 
 uses and the properties and the peculiarities of a noun, must be a noun. 
 
THE WORDS CLASSIFIED. 465 
 
 Hence, only by avouching the laughable doctrine that that is not a noun 
 which has the varied uses, the several properties, and the distinguishing 
 peculiarities of a noun, could we deny that one and other, in the following 
 examples, are nouns: — 
 
 1. Nominative singular, subject of verb: One has to comply with law; 
 What an other may say does not concern me. 
 
 2. Nom. plu., subject of verb: The old birds flew away, but the young 
 ones remained in the nest; I know not what others say. 
 
 3. Obj. sing., object of verb: Labor makes one merry; The one aided the 
 other. 
 
 4. Obj. plu., object of verb: He admires virtuous statesmen, but despises 
 corrupt ones ; No man can command others, until he has himself learned to obey. 
 
 5. Obj. sing., object of preposition: Time gets the better of one ; I am the 
 sister of one Claudio; You should never covet the goods of an other. 
 
 6. Obj. plu., object of preposition: They came with the little ones; Re- 
 spect the rights of others. 
 
 7. Poss. sing., accessory to a noun: Evil hides behind one's back; The in- 
 stinct to protect one's self comes by nature; Teach me to feel an other's WOe. 
 
 8. Poss. plu., accessory to a noun: One may profit by otliers' experience; 
 "Black-man" is the little ones' game. 
 
 9. Poss. plu., accessory to a participle: The young ones' warbling was 
 sweet; I care not for others' scoffing. 
 
 10. Object of preposition, and base of appositive: The witness referred to 
 others,— James Little and Edward Finch; I am the sister of one Claudio. 
 
 11. Appositive to noun or pronoun: It was Cain, the one that killed his 
 brother; The oflicers caught little and Finch, the others. 
 
 13. One And Othee, Declined: — 
 
 Singular. Plural. 
 
 Nominative: One, other. Ones, others. 
 
 Possessive: One's, other's. Ones', others'. 
 
 Objective: One, other. . Ones, others. 
 
 13. Noble Butler says, " Among personal pronouns may be placed one and 
 other." And Goold Brown thinks, very feebly, that others is a noun and 
 "ought to be parsed as such, . . . unless it be called a pronoun " ! But 
 the pronoun theory cannot be more satisfactory than Mr. Brown's con- 
 founding language. The essential difference between a noun and a pronoun 
 lies in their syntheses of properties, and nowhere else. In the noun- 
 synthesis, we may observe two things always, — (1.) that the regular plural is 
 formed in s or es; (3.) That the possessive is formed, the singular in 's, the 
 ]3lural in the ('); while in the synthesis of the pronoun, both the possessive 
 and the plural lie covert and undistinguishable in the root of the name-word. 
 Thus, in the pronouns my, his, our, their, we can separate the possessive and 
 plural signs neither from each other nor from the naming word. But 
 in one's, ones', other's, others', boy's, boys', trunk's, trunks', we can at once distin 
 30 
 
40G THE SYSTEM METHOD. 
 
 guish 's as the possessive singular, (') as the possessive plural, and s as the 
 sign of the plurul number ; hence the doctrine that others and ones are 
 nouns. (See the definitions of noun and pronoun, Demonstrations I. and 
 XIV.) 
 
 j. One and Otiiek as Adjectives. — One is an adjective save when 
 used as above, or vphen used abstractly to denote number. Examples of 
 one are, — 
 
 1. As an adjective: Yfe, being many, are one head and one body; The 
 dream of Pharaoh is one; One i)ound of energy is worth ten pounds of intel- 
 lect; One time one is one; Either failed to make the kingdom one; There is 
 none other God but one. 
 
 2. As a noun: One and one are two; Two times one are two; One time one 
 is one. 
 
 other is an adjective when not having the plural s, and referred to an 
 object somewhere named in the sentence; as, Other refuge have I none; The 
 king had one fair daughter and none Other cJhild. 
 
 k. Ones, OxnEiis, Nominatives, Plurals, Hundreds, Tenths, Doz- 
 ens, Twos, Superiors, Betters, etc. — It is the essential character of the 
 plural number to indicate some sort of concrete repetition of object, action, 
 part or particle. And the formation of the plural is by the addition of s or 
 es to some name in vogue at the present, or at some past time. Hence that 
 object, action, part or particle, whose plural is formed, must itself neces- 
 sarily have a name — sometime properly or im])roperly used — before a plural 
 could be formed. Thus, trees, boxes, oats, scissors, have tree, box, oat, scissor, of 
 which the last two are not now properly used. Then it is that the fact of 
 the existence of a plural in s or cs is indubitable proof of the existence of 
 the necessary name, or noun; and we at once decide that what takes the plural 
 sign, therein becomes a noun; as witnessclh ones, others, and the other nouns 
 at the head of this Observation, and their like, of which the following are 
 examples; Be courteous to your betters; Their betters would hardly be found; 
 Some nouns have two plurals of different signiiications; In compounds, the sign 
 of the plural is added to the important part; What is meant by two thirds 
 of a unit? How many twelfths in three fourths? The possessives are formed by 
 adding 's to the nominatives; One should defer to his superiors. 
 
 1. Each, Else, All. — We are now ready to observe that each, else, and 
 all never add the s or es of the noun plural, but that they are always adjec- 
 tives. In " They loved each other," each is a quantitative adjective, accessory 
 to person, which is to be supplied to complete a sentence whole. Other is a 
 noun, object of loved, which is also to be supplied. The complete sentence 
 would be, "They loved, each ^)crso72. ZowcfZ the other." The sentence, "Each 
 loved the other," is in apposition with the sentence, "They loved," to which 
 it is accessory as an adjective element of the third class. 
 
 Else is always a demonstrative adjective postpositive; as. Who else is 
 coming? What else shall I give? Do you expect anything else? Do you 
 
THE WORDS CLASSIFIED. 467 
 
 expect anybody else? In each case, else is a demonstrative adjective in the 
 appositive constructipn (see Demonstration XXIX.), limiting the interroga- 
 tive ])ronouns who and tpluit, and the nouns anyildng and anybody. In such 
 exj)ressions as, "It was nobody else's business," "The \)06k. was nobody 
 else's," we should parse else, not else's ; since the possessive sign ('s) is no 
 part of the adjective, but is merely placed to it, only because the adjective 
 stands nearest the noun limited by the possessive nobody-'s. (Cf. Dem- 
 onstration v., Obs. c.) 
 
 All is never a noun. (Sec above.) In "She robbed me of my hopes, 
 my heart, my all," iill is a numeral adjective, limiting some such noun as 
 concerns or possessions understood, — " She robbed me of my hopes, my heart, 
 my [concerns] all." And so in " God shall be all in all," — "God shall be all 
 [concern] in all [concerns]," which renders the parsing easy, and is neces- 
 sary to show the grammatical construction of all. 
 
 Some does not take the plural sign, but is always an adjective prepos- 
 itive; as, Some blushed, and others dazed. 
 
 m. What a, Good a, Many a, etc. — Not the properties of the syllable, 
 nor the properties of tlie sentence, but the j^roperties and logical value of 
 the word in the sentence, constitute the basis of the grammatical distinction 
 of "parts of speech." Consequently, unless the properties and logical value 
 of the one arc identical with those of the other, two words should be treated 
 sejiarately; for neither the plea of convenience and dispatch, nor the blurt- 
 ing ignorance of a grammaticaster, can cope with the desirability of con- 
 sistency. In " So good a man is not among us," " He was not worthy such a 
 love," "What a })iece of work is man," each word preceding a, is an adjec- 
 tive, descriptive, while in each sentence, a is an adjective, numeral. Hence 
 a must be treated separately from the preceding adjective, with which it is 
 identice,l in neither properties nor logical value. And so many und a in 
 "Many a time he came." (See Demonstration XXIII., p.) 
 
 Prog. XYll: 1- Adjective. 2. Class. 3. Accessory to What? 
 
 a. Quantitative. 
 
 b. Qualitative. 
 
 c. Demonstrative. 
 
 PARTICULABS : 
 
 A "• bright ^ day followed a ^ gloomy * night. I prefer a New-England ^ winter to 
 an Australian " summer. Wc took only a bird's-eye '' view. Save his good ^ broad- 
 sworii, ho weapon had none.'' Eachi" to each^^ is dearest ^^ brother. Thou art 
 lonelier ^^ than whate'cr ^* dread haunts the knolls of Ida. Thou kuowest what ^^ a ^^ 
 man I am. Was there nothing else?!''' What^* stufE is this? She is more uice^' 
 than wise.^'' London is larger ^^ than New York. Thou canst the^^ wisest '^^ wiser '^^ 
 make. I seemed to grow greater. ^^ We know him to be true.^* We regarded it as 
 possible.^'' Thou art a goodly ^^ youth, and worth a goodlier ^-^ boon. Our sight is 
 the^** most perfect ^^ of our senses. She robbed me of my hopes, my heart, my all.''^ 
 We, being many,^^ are one ^* head and one "■'' body. They loved each ^^ other. They 
 
468 THE SYSTEM METHOD. 
 
 loved one an ^7 other. Who else ^8 is coming? Do you expect anybody else? ^9 The 
 book was nobody else's*" (see Dem. V., Obs. c). God shall be all" in aU.*^ Somei^ 
 blushed, and others dazed. So good ** a ^^ man is not among us. What *« a *7 piece 
 of work is man. Many ^^ a *» time he came. Much •''» time is wasted by those si six ^2 
 boys. Five ^^ hundred ''* men were slain. Ten ^^ thousand •''^ men, women, and chil- 
 dren perished. We purchased two " dozen ^8 eggs (see Dem. XXVIII., h). The life 
 of Howard was that ^9 of a philanthropist. A •*" great ^i many ^3 of his followers de- 
 serted him. I ought to go upright ^"^ and vltal.<5* That ^^ apple tastes bitter. "^ This ^^ 
 board feels smooth. ^^ He grew very cautious."' She turned pale.''" Time hangs 
 heavy '"^ in the hall. I have bread enough '''^ for us all.^^ The child has been made 
 happy.''* Virtue consists in being good,^^ not in appearing good-''^ His end was 
 that ■''' of a good man. Pride alone ''* urges him on. It is his only ''9 son. The En- 
 glish 80 regard the French 8i as frivolous.^^ These 83 ten 8* soldiers were among the 
 first 85 to cuter the city. The twelve 86 last 87 are to my purpose. — AdcUmn. The 88 
 four 89 greatest ^° names in English '■■ poetry are almost the four '^ first '^ -^'e come to. 
 
 JIazUtt. The two ^* last "^ may enter Carleton or any"" other "^ house, and the two"* 
 
 first "" are limited to the opera. — Byron. Procure a manuscript of the ten i"" or 
 twenty 1"! first "2 lines. — Johnson. The whale is the largest ^"8 of animals. Both"* 
 the^"^ apples are ripe. AU^"" the^"'' books have been studied. This happened 
 some i"8 fifty i"" years ago. The veriest "" child could not have been guilty i" of a 
 worse "2 or a sillier "8 blunder. John was tall"* — taUer"^ than either"" of his 
 brothers. He came the last,"' neglected and apart."* it is a choice out of half a"" 
 million 12" books alli"^ alike.^^s 
 
 We do it wrong, being so majestical,i23 
 
 To offer it the show of violence. — Shaksjjeare. 
 
 With many ^^i a ^-^ weary ^^s step, and many ^^^ a iss groan, 
 Up the high ^^s hiU he heaves a huge '80 round ^^^ stone. 
 
 As Caesar loved me, I weep for him; as he was fortunate,'82 1 rejoice at it; as he was 
 valiant,i''8 j honor him; but as he was ambitious, '8* I slew him. — Shaksjjeare. HaK- 
 way down a by-street of one of our New-England towns, stands a rusty, wooden house, 
 with seven acutely-peaked i^^ gables, facing toward various points of the compass, and 
 a huge, clustered chimney in the midst. — Hawthorne. To be great ^86 is to be good,i8T 
 To be truly happy ^88 is to be truly true.i89 
 
 1 
 
THE WORDS CLASSIFIED. 469 
 
 DEMONSTRATION XVIII. 
 
 FACT MATTER: 
 
 a. Adverb. — A word accessory to a verb, an adjective, or another 
 adverb. 
 
 b. Classes. — There are five important circumstances connected with 
 every event; namely, the time, the place, the degree, the manner, and the 
 reason. Of these five particulars, what is requisite to the thought and not 
 fully set forth through the properties of the verb, is portrayed by the 
 adverb. There are, corresponding to these particulars, five classes of 
 adverbs: — 
 
 C. Temporal Adverb. — One that pertains to time; it answers to the 
 idea of w/iew, how soon, hoio often, ox how long; as, immediately, already, here- 
 after, first, eternally, etc. 
 
 d. Local Adverb. — One that pertains to location, or place; it answers 
 to the idea of where, whereabout, lohence, ov toMther ; as, around, everywhere, 
 abroad, forward, off, remotely, secondly, etc. 
 
 e. Intensive Adverb. — One that pertains to degree; it answers to the 
 idea of hoio much, how little, more, or less ; as, entirely, chiefly, competently, least, 
 merely, precisely, etc. 
 
 f. Modal Adverb. — One that pertains to mode, or manner; it answers 
 to the idea of how, with what condition ; as, foolishly, certainly, perhaps, yes, no, 
 hesitatingly, etc. 
 
 g. Causal Adverb. — One that pertains to cause or reason; it answers 
 to the idea of why ; as, why, wherefore, therefore, reasonably, etc. 
 
 OBSER VA TIONS : 
 
 a. This distribution of adverbs into five classes has no reference to the 
 construction of adverbs. In Syntax it will be determined that of the con- 
 structions of adverbs there are two, — modifying and conjunctive. 
 
 b. Yesterday, to-day, to-morroio, are always nouns, never adverbs; for 
 there is not a great author among the grammarians who can deny that 
 there is such a thing as to-day ; and of that thing, if to-day is not the name, 
 what is? But every name is a noun. Observe that cawft'o-ws;?/ is not a noun 
 because there is no such a thing as a cautiously. " To-day is as yesterday, 
 and to-morrow will be as to-day." 
 
 C. Let it be noted that the mere fact that a word may, occasionally, in 
 addition to its own regular use, assume that of some other part of speech, 
 does not constitute it such other part of speech — not more than the mere 
 fact that a man's coat may occasionally be used as a pillow, constitutes such 
 coat a pillow. Thus in the following sentences, 07ice and how, though used 
 like nouns, — in being limited by the adjectives this and some, — are yet 
 adverbs, not nouns: "Please sing for us just this once;" " Some hoto, I can- 
 
4Y0 THE SYSTEM ME TITO A 
 
 not understand it." Once and how are not here to lose their name as ad- 
 verbs, and be called nouns; because in assuming the use of nouns they have 
 not totally lost their own adverbial value, or construction, — since once still 
 attaches to smg and 7iow to understand. 
 
 d. If, however, in assuming the use of a noun, an adverb totally loses 
 its own adverbial peculiarities, so that it no longer attaches to verb, adjec- 
 tive, or other adverb, such word has really become a noun. Examples are 
 the following :- 
 
 By far : Better by far than two hearts estranged. 
 Is a low grave starred with daisies. 
 
 For aye: Ah! 'twere a lot too blest, 
 
 To roam and dream for aye. — Bryant. 
 
 From far: For divers of them came from/«?'. 
 
 From within : It proceeds from witldn outward. 
 
 From above : He must be born from above. 
 
 From beloto : A voice came from beloic. 
 
 Till now : Till now he knew not defeat. 
 
 Till then : Till t7ien who knew the force of those dire ms? 
 
 e. Observation c (above) is equally ap|)licable to those participles some- 
 times employed with the value of adverbs. The participle remains a parti- 
 ciple notwithstanding that it has the construction of an adverb. Examples: 
 staring mad, sopping wet, scorching hot ; My clothes are dripping wet; We 
 were all freezing cold; The water was scalding hot; It is passing strange. 
 
 A man he was to all the country dear. 
 
 And i)assi7ig rich with forty pounds a year. — Goldsmith. 
 
 He came tumbling dowu the stairs. (See Demonstration XXIII. , k, o.) 
 
 f. From several phrases composed of a preposition, an adjective, and 
 a noun, the noun has been dropped. This has been done partly for dispatch, 
 but chiefly to relieve the phrase of a clumsiness that must needs attach 
 to the expression in full. From the continued disuse of the noun, the prep- 
 osition and adjective of the part remaining, have, in some cases, acquired 
 a structural twist, or gnarl, rendering it difficult now to supply the noun. 
 In every case, however, some noun must be supplied to complete the gram- 
 matical construction. Examples are, — 
 
 At last, at the last=:at the last juncture, stage, resort; as. At last, the pas- 
 sengers forsook the burning vessel. 
 
 Almost, at the most=at the most avail, result, jjart, import; as. The enemy 
 can only take our lives at most. 
 
 At least, at the least^at the least estimate, condition, result; as. He who 
 tempts, though vain, at least asperses. 
 
 At best, at the best=at the best state, result, condition ; as. Life is, at best, 
 very short. 
 
THE WORDS CLASSIFIED 471 
 
 At first, at the flrst=at the first time consideration; as, At first, his courage 
 
 failed him. 
 At present, at the present=at the present time, condition; as, Illinois is, at 
 
 present, the greatest corn-producing State. 
 ^^ a;^=at all events, estimation; as, He has no ambition at all. 
 Above a?Z=above all things, considerations; as, Aboi)e all, teach your chil- 
 dren to be useful. 
 Before long=^hefore a long season, time; as, It will rain before long. 
 Ere long=eve long time; as, Ere long, all upon the earth must leave it. 
 For good=tor good time; as. The good woman never died after this, till she 
 
 came to die for good and all. 
 From, first, from, the first=from the first time, trial, consideration; From the 
 
 first his conduct has been suspicious. 
 In short=in short phrase, fashion; as. In sJiort, he is a saint. 
 In general, in particular^in general, in particular, way, matters, sense; as. 
 It is a very cold humanity that loves the world in general, and nobody 
 in particular. 
 In private, in publicum private, in public, manner, things, sense; as. He 
 
 prays in private, or in secret; He spolse in public. 
 In full=m full state, estimate, expression; as, These lectures have been 
 
 published in full. 
 Of old=ot old times, memory; as, A land there is, Hesperia named of old. 
 Of late=ot late times, memory; as, The practice is of late uncommon. 
 On high=on high place, estate; as. He set up 07i Mgli those that be low. 
 On a sudden^on a sudden turn, throe; as. He seemed to recollect on a sud- 
 den that he had made a promise to his father. 
 
 g. The common practice of calling almost every irregular combination 
 of words an "adverbial phras.e " to be "parsed as single adverbs " is but the 
 expedient of the grammaticaster to evade the difiiculty of explanation, and 
 is worthy to be condemned by all good teachers, At random, at length, in 
 conclusion, of course, by no means, for the most part, etc., are all prepositional 
 phrases, in which preposition, adjective, and noun each has its own pecul- 
 iar oifice and individual properties: They were taken at random; they were 
 taken at sight; they were taken at sea. If at random is to be "parsed as a 
 single adverb," we must parse at sight and at sea in the same way! It is the 
 iDord — not the letter, nor the etymon, nor the sentence — that constitutes the 
 science-system, or tree-trunk, unit of grammar; it is the word, therefore, that 
 we distribute into "j^arts of speech." Hence, every single word is of itself 
 some part of speech. This pernicious and shallow practice of treating two 
 or three words as one must be broken up, before it will be possible for the stu- 
 dent to understand the science system of grammar, without which his study 
 of grammar must be almost useless. (See " One Verb Consists of a Single 
 Word" and "Two Words as One," pages 387 and 393. See, also. Demon- 
 stration XXIII.) 
 
472 THE SYSTEM METHOD. 
 
 h. Hand in Hand, Side by Side, Word by Word, etc. — In explain- 
 ing such expressions as, "They walk 7iand in hand," " They sit side by side," 
 let the student give no heed to the wisdom of that author or copyist who 
 would call these single, separable, and uncompouuded words a "single ad- 
 verb" or "an inseparable phrase." Let him, likewise, consider whether it 
 will not be indiscreet to supply an assumed and forced ellipsis; seeing that 
 it is by arrogating to themselves that liberty that writers have cursed the 
 science of grammar with interminable disputes. The naked fact will then 
 appear, I think, to be this, that the Introductory words Jiand and side are 
 simply nominatives by accompanying circumstance. (See Demonstration 
 XXVI., a 4.). The parsing of the remaining parts of these phrases is sim- 
 ple. So, also, "The earth is cooling, day by day;" "The mountains rose, 
 MgM above Mglit" etc. 
 
 i. All adverbial phrases should be fully analyzed. In to and fro there 
 are two adverbs and the co-ordinate conjunction and; as. The lunatic paces 
 to and fro continually. In by and by are the same parts; as. When persecu- 
 tion ariseth, by and by he is offended. "By the bye, there is a little matter 
 that we must consider at once :" by the bye^"'bj the way;" and bye is a 
 noun. "I wind about, and in and out; " in and out are here local adverbs 
 accessory to iciiid. " The stranger told me an out-and-out falsehood : " out- 
 and-out is here an adjective, as are all words joined with a hyphen, and ac- 
 cessory to a noun. Analyze ever and anon, long ago, all along, ever so, over 
 and over, again and again, many a time and oft, over again, now and then, far 
 and near, etc. 
 
 j. Adverbs sometimes govern nouns ; as. He came an hour sooner; We 
 will start an hour hence; A hundred years ago, railroads were unknown. In 
 the first example, sooner is an adveib modifying came; and Jiour is in 
 the objective case, governed by sooner. That ago is an adverb mod- 
 ifying unknown, will appear from the following sentences: He died long 
 ago-^ He died a long ti7ne ago. Team's and time are governed by the adverb 
 ago, in the same way that miles is governed by the adjective long, in " The 
 lake is ten miles long." (See Demonstration XXVI., b 6 c.) 
 
 k. Words used merely as expedients of transition from one sentence to 
 another are to be regarded as conjunctions, rather than adverbs; as, N'ow, 
 Barabbas was a robber; W7iy, you told me so yourself; If I cannot perform 
 my promise, why, I will regret having made it; Well, it is a fine morning. 
 
 1, The responsives, yes, no, certainly, etc., are parsed as modal adverbs 
 accessory to the verbs to which they respond. Thus, in "Is he a Quaker? 
 — iVb;" "Have you read the book? — Certainly," no and certainly are parsed 
 as adverbs accessory to, or modifying, is and have respectively. In such ex- 
 pressions as, " The more quietly it is done, the better," "Is she tJie less wor- 
 thy because she is a woman?" the is an intensive adverb. 
 
 m. Comparison op Adverbs. — Comparison does not belong to adverbs 
 in general; hence it need not be mentioned in parsing. 
 
THE WORDS CLASSIFIED. 4Y3 
 
 1. A few adverbs are compared regularly, after the manner of adjectives; 
 as, soon, sooner, soonest; fast, faster, fastest; long, longer, longest; often, 
 oftener, oftenest. 
 
 2. A few are compared irregularis^ ; as, well, better, best; badly or ill, 
 worse, worst; little, less, least; much, more, most; forth, further, furthest. 
 
 3. Most adverbs ending in ly admit the comparative adverbs more, most, 
 less, least, before them. This is a virtual comparison of the latter adverb, 
 but the grammatical comparison, or change of form, belongs only to the 
 word prefixed. 
 
 n. Adverbs Modify Prepositions. — The prepositions were originally 
 adverbs, and are so-called, not because they now precede their objects, but 
 because tJien they formed the first part of the verb. Many of them still re- 
 tain an adverbial bond, or value. And it is by means of this bond that ad- 
 verbs are still sometimes attached to them. In " He threw the stone al- 
 most over the river," almost is an adverb modifying tlie preposition over. 
 Other examples: The stone struck ^ws.!! beneath the window; This mode of pro- 
 nunciation runs considerably beyond ordinary discourse. — Goold Brown; He 
 sees let down from the ceiling, exactly over his head, a sword; We are al- 
 most at our journey's end; The wrecli lay right aiMvart the stream; The 
 price of a virtuous woman is far above rubies. 
 
 Prog. XYIII: /• Adverb. 2. Class. 3. Accessor/ io What? 
 
 a. Temporal. 
 
 b. Local. 
 
 c. Intensive. 
 
 d. Modal. 
 c. Causal. 
 
 FARTICULAMS : 
 
 How^ often 2 have you been there? ^ He studies sometimes* very^well. ^ 
 They live very "^ happily. ^ He speaks fluently ^ and coherently. ^^ Come often, ^^ 
 and stay long. ^^ It is full enough, i^ She writes correctly. ^^ The hook is wherein 
 you laid it. He studies whenis jq^ piay. Never" can she be more^* happy. 
 Often 19 have I seen them walking together, ^o I have forgotten my part, and I am 
 out. 2^- He grew very ^^ thin. The actor scowled ominously. ^^ He leaped far 2* beyond 
 the mark. It is very^s natural for him to move gracefully. ^^ The rain was falling 
 fast. 27 The wreck lay right ^8 athwart the stream. The price of a virtuous woman is 
 far 29 above rubies. The feast was over,30 i^ Branksome tower. They cannot go 
 while ^1 1 am away. ^^ Never ^3 two loved as ^^ they do. 
 
 Out 35 steps, with cautious foot and slow, 
 And quick, keen glances to^e and fro,^^ 
 The outlaw. 
 Do not 38 use adverbs needlessly. 39 He seldom *" went home sober, if ever. *i Begin 
 it over ^ again. *3 It is pretty ^ nearly ^^ finished. He expects rapidly *6 to recruit. 
 I wiU not go out " but once. Do not speak up *» promptly. *9 This is a remarkably ^o 
 cold winter. I came as^^ I was directed. Then^^ -^j^q knew the force of those 
 dire arms? The lunatic paces to''3 and fi-o^i continuaUy. ^5 When persecution 
 ariseth, by ^6 and by" he is offended. I wind about, ^-8 and in 59 and out. «" He 
 
4H THE SYSTEM METHOD. 
 
 came an hour sooner. ®i We will start an hour hence. "^ A hundred years ago,*^ 
 raikoads were unknown. On my way hither, I saw her come forth. ^^ There ^^ is 
 DO night there.'''' — Bible, The ''^ faster ^^ the ball falls to the sun, the force to fly 
 oif^isbyso much augmented. — Emerson. The''" louder'''^ the thief talked of his 
 honor, the '^ faster '^ we counted our spoons. — Id. But even then '* the morning 
 cock crew loud. '^ Titinius's face is upward. ''^ The storm is up, '^' and all is on the 
 hazard. Wherever '^^ snow falls, there "^^ is usually ^^ civil liberty. Luther died 
 where ^^ he was born. Error must always *^ yield, however ^^ ingeniously ** it may be 
 defended. He put her by. ^^ He died not long before. ^^ She was laughed at. *'' He 
 gave up ^^ that plan. He was made fun of. ^^ The season is over.^" The sun is up. ^^ 
 Why ^^ do you speak ? 
 
 DEMONSTRATION XIX. 
 
 FACT MATTEB: 
 
 a. Objective. — Any word or part used like a noun in the objective 
 case; as, We met him; We could not avoid going; I love to sing; They all 
 fell to praying; They start to-morrow. 
 
 b. Preposition. — A connective governing an objective. The parts 
 connected by a preposition are always unlike in from one to three respects, 
 as follows: — 
 
 1. Unlike properties: He is a man of distinction; He came to stay; Man is 
 born to die; We all fell to eating. 
 
 2. Unlike j^arts of speech: He lives /(*r glory; He is honest in purpose; It is 
 ripe enough to use; He acted agreeably to instruction; Time to come is called 
 future; He differs /wra you. 
 
 3. Unlike constructions: I should laugh to cry (observe that while laugh is 
 verbal complement to should, cry is substantive in use, being the object of 
 the preposition to); It came from a citizen o/ Chicago. (Of Chicago is adjec- 
 tival, in construction, to citizen, while from citizen, on the other hand, is ad- 
 verbial to came.) 
 
 C. Conjunction. — A connective — between words, phrases, or sentences 
 — having no governing power; as, James and Henry remain; Over the fence 
 and across the river is out of danger; You may go, hut I will remain. 
 
 To the Teacher.— The only way thoroughly to understand the preposition is to study it 
 side by side — contrast it — with the conjunction, its co-ordinate class. Both are connectives; 
 but the preposition connects unlike, the co-ordinate conjunction like, parts. With the pos- 
 sible exception of the principle of "Be and Same Meanings," this principle of difference be- 
 tween the preposition and the conjunction, is the most effective of all means in the solution 
 of grammatical difhcultics. (See Demonstration XXX., d 1, 3). 
 
 d. The antecedent term, or base, may be a noun, pronoun, verb, 
 adjective, or adverb; as. They are men of honor; It was he on the stage; He 
 went to Rome; He is honest in that belief; He acted agreeably to instruction. 
 
THE WORDS CLASSIFIED. 475 
 
 6. The objective is always a noun or other part used as a noun. 
 
 f. Whatevek may connect an objective to a verb or to a nominative, 
 is a preposition. What cannot be used to connect either of such parts, 
 cannot become a preposition in any circumstance. This principle is of the 
 utmost importance in the solution of grammatical difficulties. By means 
 of it, the student will see that — 
 
 g. Like, worth, a, adown, instead, because, near, nigh, concerning, pending, and 
 notwithstanding, which have so perplexed teachers, sometimes become prep- 
 ositions; since they are used to connect the objective to a verb; as, Qu'il 
 yourselves like men; It is wortJi while; The hat is worUi, a dollar. 
 
 That girl, for whom your heart is sick, 
 Is three times wortJh them all. — Termyson. 
 
 He went a fishing; He fell a bleeding; It floats adown the air; Let the thistles 
 grow instead of ■vj\\e&\.; The spirit is life because of righteousness; Because of 
 these things cometh the wrath of God. 
 
 Instead of mounting barbed steeds. 
 He capers nimbly in a lady's chamber. 
 
 They speak concerning virtue; Pending the suit, he left the country; I shall go, 
 notwithstanding X\iQ rain; You have failed, notwithstanding the aid received; 
 Drunkenness increases notwithstanding the law, and in spite of the oflBcers; 
 The principles and beginning of a moral government over the world may 
 be discerned notwithstanding and amidst all the confusion and disorder of it. — 
 Butler's Analogy. 
 
 h. But, Save, and Except. — By this same principle (see b and f 
 above) it will be seen that these words may become prepositions, since they 
 are used to connect the objective to a nominative; as, — 
 
 Whence all [ ] but him had fled. 
 
 They are all gone except him. 
 
 All [ ] were gone save him who now kept guard. 
 
 Who should be king save him who makes us free. 
 i. But, except, and save are, however, usually conjunctions; as, There is 
 none other but he. — Bible. 
 
 Place me on Sunium's marble steep. 
 
 Where nothing save the waves and I 
 
 May hear our mutual murmurs sweep. — Byron 
 
 Few can save he and I. — Id. 
 
 There was nobody at home but I. — Walker. 
 
 Who can it be but perjured Lycon ? 
 
 He did nothing but laugh. 
 
 You can not but conquer. 
 
 There was no man but prophesied revenge. 
 
 There is no beast so fierce but knows some touch of pity. 
 
4,Y6 THE SYSTEM METHOD. 
 
 A man cannot steal but his countenance accuses him. 
 
 He would steal but for the law. 
 
 I could not live but for my hope of eternal life. 
 
 No one but he will undertake it. 
 
 All the conspirators save only he, 
 
 Did that they did in envy of great Csesar. — Shakspeare. 
 
 Except a man be born anew, he cannot see the kingdom of God. 
 
 But except ye repent, ye shall all likewise perish. 
 
 He is very tyrannical except over the Catholics. 
 
 He never fought except in his own defense. 
 
 None knew thee but to love thee. 
 
 I do entreat you, not a man depart, 
 
 Save I alone, till Antony have spoke. — Shakspeare. 
 
 That mortal dint. 
 Save He who rules alone, none can resist. — Milton. 
 
 J^ote.— Simple examples might have heen given to illustrate the use of these knotty 
 ypords— but, except, and save— as conjunctions; but because the author desired to pass by and 
 leave no difficulty unexplained, he has here chosen the extraordinarily difficult sentences 
 above. Too commonly, authors of text-books, passing by the real difficulties, explain the 
 simple things only; so that not until he has left the school-room, and undertaken the doings 
 of life, does the student discover that he has really taken only a toy-like and primary course 
 in grammar, and is helpless so far as those things are concerned in which help was most 
 needed. 
 
 i. "Used with That. — When placed before the conjunction that or be- 
 fore a nominative, but, save, except, and notwithstanding are conjunctions; as, — 
 I c'uld not believe but that I was in hell; But except ye repent, ye shall all 
 likewise perish; Except a man be born anew, he cannot see the kingdom of 
 God; There is no difference excej^t that some are heavier than others; I 
 should go except that I fear the storm; Adverbs have no modifications except 
 that a few are compared. — Goold Brown. 
 
 k. Except a Pakticiple. — Used with a nominative, except is an apoc- 
 opated perfect participle; as, — 
 
 God and his Son except [=excepted], 
 Naught valued he, nor shunned. — Milton. 
 
 Richard except, those whom we fight against 
 
 Had rather have us win than him they follow. — Shakspeare. 
 
 Compare, " Thunderbolts ea;cepfe(Z, quite a god." — Coioper; and "Hiley ex 
 cepted, these grammarians," etc. — G. Broion. 
 
 1. Is To Before the Infinitive a Preposition? — See Demonstration 
 XXX., j. 
 
 m. As is never a preposition. (See Demonstration XV., "As" a. 
 
 n. Two prepositions are often written together to connect the object 
 ive and the antecedent term; as, He came from among the IWethodists; The 
 spirit is life because 0/ righteousness; Let the thistles grow instead 0/ wheat. 
 
TEE WORDS CLASSIFIED. 4:17 
 
 0. Plus and Minus. — Plus is a conjunction and minus, an adjective. 
 (See Demonstration XX., 1.) 
 
 p. Prepositions become adverbs; as. He put her by; He died not long 
 before; He dwells above; The season is over; She was laughed at; He gave up 
 that plan; The cakes were done liberal justice to; He was made fun of. Jus- 
 lice and fun are in the objective case, governed by done and made; to and of 
 are accessory to done and made; therefore they are adverbs. 
 
 Prog. XIX: /. Preposition. 2. Objective. 3. Antecedent 4. D-issimi/arities. 
 
 Term, or Base. a. Parts of Speech. 
 
 b. Properties. 
 
 c. Constructions. 
 
 PARTICULARS : 
 
 Men are born to i die. The progress is to ^ accuracy, to ^ sldll, to * truth, from ^ 
 blind force. He lived to ^ purpose. A mutual relation leads us to'' respect each other. 
 Did you vote for ^ or against the measure? The principle operates in ^ and through i" 
 the system. Alexander was ambitious of " glory. I could not agree with i^ him in ^^ 
 that opinion. He is angry with i* me. He has a dislike for i^ us. He is eager for '^'^ 
 riches. I shaU stay at ^'^ home, for I have need of ^^ rest. He walked into i^ the gar- 
 den. He is skillful in 20 drawing. He put the knife into ^^ his pocket. Your weeping 
 sister is no wife of*^^ mine. We differ from^^ you. I heard the echo along ^^ the 
 hills. We hve in "^ a viUage. I am obliged to -*' you. It was sold at a sale by ^"^ 
 auction. He divided the estate among -^ four children. True happiness is an enemy 
 to "3 pomp and noise. He lives in 3* Chicago, on ^i Wabash Avenue. Our clock 
 strikes when there is a change from '''" hour to ^^ hour ; but no hammer in ^^ the horo- 
 loge of Time peals through ^^ the universe when there is a change from ^^ era to ^^ era. 
 — Carlyle. He died of ^* the measles. Joseph's pronunciation is very different from^^ 
 yours. Break it aU to *o pieces. The lectures have been pubhshed in *i full. The 
 practice is of *2 late uncommon. He spoke in ^^ pubUc. In ^ short, he is a saint. In *» 
 fine, we, as a people, hve too fast. From*® the first, his conduct has been suspicious. 
 Ere *'' long, all upon *8 the earth must leave it. Life is, at ^^ best, very short. At ^o 
 last, the passengers forsook the burning vessel. Quit yourselves hke ^i men. 
 
 That girl for whom your heart is sick, 
 
 Is three times worth ^^ them a.]l.—Te7i7iyson. 
 
 He feU a 53 bleeding. He went &^ fishing. It floats adown ^^ the air. The spirit is 
 hfe because s" of ■''' righteousness. He came near s* me. Thy spirit is aU afraid to 
 govern thee near ^9 him. They speak concerning ''^ virtue. I shall go, notwithstand- 
 ing ''1 the rain. They were all gone except ^^ him. AH were gone save ®^ him who now 
 kept guard. You have failed, notwithstanding,®* too, the aid received. Let the this- 
 tles grow instead®'^ of ®® wheat. 
 
 ''^"^^®:l^^'^ 
 
478 THE SYSTEM METHOD. 
 
 DEMONSTRATION XX. 
 
 FACT MATTER : 
 
 a. Conjunction. — A connective — between words, phrases, or sentences 
 — having no governing power; as, He is diligent but unsuceessfol ; James and 
 Mary go to school; He will succeed if he try; Over the fence and across the river 
 is out of danger. (See Demonstration XIX., b, c; and Demonstration 
 XXX., b, c, d.) 
 
 b. Classes. — Of grammatical divisions of conjunctions there are two, — 
 co-ordinates and subordinates. 
 
 C. Co-ordinate Conjunction. — A connective between like parts — 
 words, phrases, or sentences; as. He is both learned and wise; We find them 
 in the woods and by the streams; He goes, but I remain. (See Obs. a below.) 
 
 d. Subordinate Conjunction. — A connective between modifier and 
 thing modified; as. We regard hiffl «s dishonest; The English hate the French 
 people as frivolous; A noun is a name; as, man, eagle; It is used as a coajunction; 
 Ye shall be «s gods; We presented otirselves «s petitioners ; He was regarded as 
 dangerous; Beelzebub, tJian whom none higher sat, with grave aspect rose; 
 These I brought her as pitying her usage; He is wiser than me; He will succeed 
 ^/hebe diligent; He will maintain his integrity though he lose his estate; i/he 
 drinks, he swears; I fear fe^: he should arrive; He will go provided his fare is 
 paid; Tltat he will succeed is evident. 
 
 Note 1.— The word as is to the grammarians, perhaps, the most unmanageable word in 
 the English sentence. Examples of the gnarly as are, I chose him as reliable; The English 
 hate the French [people] as frivolous ; Ye shall be as gods ; lie came as a business man. But 
 let the true doctrine of the subordinate conjunction be once understood, and this as is easily 
 explainable. Now, the subordinate conjunction connects modifier and modified, governed 
 and governing. And because as so connects modifier and thing modified, or governed and 
 thing governing, — because as connects reliable and him, frivolous and \_pco2)le'\, gods and be, 
 man and came, — it is to be regarded in each case as a pure subordinate conjunction, not as a 
 preposition; for this governs an objective, and cannot stand between modifier and thing 
 modified, or governed and thing governing. Other examples of as as a subordinate conjunc- 
 tion are, A noun is a name ; as, man, eagle ; It is used as a conjunction ; lie acted as governor ; 
 I chose him as the most worthy [one]; We presented ourselves as petitioners; He was re. 
 gardcd as dangerous; Brutes have no sense of actions as distinguished from events; These 
 I brought her as pitying her usage; Arnold's success as teacher['s] was remarkable; As 
 mayor of the city, I felt much aggrieved. 
 
 Notei. — Until the student comprehends the true nature of the subordinate conjunction 
 as a link between word modified or governing and part modifying or governed, he must dizzily 
 stagger whenever any of that multitude of sentences containing as and than as subordinate 
 conjunctions, shall be presented to him for explanation or justification. Among the difficul- 
 ties tinsolvable, except through a true understanding of the subordinate conjunction, is the 
 expression "than whom" in such sentences as "Solomon, than lohom there never was a 
 wiser, declares wisdom more precious than rubies;" also the words "than rubies." See 
 Demonstration XXX., m, where it is shown, — 
 
 1. That adjectives and adverbs may govern the objective case; 
 
 2. That, since the word than links together the objective governed and the adjective gov- 
 erning that objective, it is therefore a subordinate conjunction, and whom the object of the 
 comparative adjective inser. 
 
THE WORDS CLASSIFIED. 4^9 
 
 OBSEJEt VjL TIONS : 
 
 a. Observe that co-ordinate conjunctions alwaj'S connect parts which 
 are each referred to a common — the same — third part; as, Peter and John 
 went to the city. Here, the conjunction and connects Peter and John, each of 
 which is nominative to ioent. In "They go to see and be seen," and connects 
 see and be — two infinitives, each objective to the preposition to. And so 
 always. 
 
 b. The whole class of conjunctions has been commonly divided into 
 two, disjunctives and coijulatives, though this division has nothing at all 
 to do with the science system of grammar. Defined, these classes are, — 
 
 C. Disjunctive Conjunction. — One signifying that the connected parts 
 are put in contrast, or some sort of opposition; as. He was diligent, but un- 
 fortunate; Either James or Henry will stay. 
 
 d. Copulative Conjunction. — One signifying that the connected 
 parts are put without contrast, or opposition; as, Birds chirp and sing; I 
 I believe tJiat he will be elected. 
 
 e. Two conjunctions often come together. They are not, however, 
 to be regarded as one conjunction, because they form one phrase, but as two; 
 for no word is so small that it has not in itself all the essential magnitude 
 of some "part of speech." Examjiles are, — 
 
 As if: He blinks the question, as if he hated to answer. 
 
 As tJiouffh : He is always nervous, as thougli he expected in an instant some 
 
 dreadful calamity. 
 And yet : We may be playful, and yet innocent. 
 
 f. Finding- Both Parts. — It is sometimes difficult to find what are the 
 parts joined by the conjunction. This happens, — 
 
 1. When the subordinate conjunction that links, or incorporates, a subor- 
 dinate sentence in a complex sentence; as. That he will succeed is evident. 
 Here, that is a part of two sentences, — "That he will succeed," and " That 
 he will succeed is evident." Mark how peculiar is the joining of these sen- 
 tences. They are joined, not between succeed and is, but by tJiat at their 
 very beginnings, thus: — 
 
 
 
 That he will succeed 
 
 is evident. 
 
 
 
 So far from being "really an introductory expletive" (as taught by many 
 grammarians) is this thai, that it is the strongest possible sort of a conjunc- 
 tion; since it ties part to whole — ties the part, "That he wiU succeed," to 
 the whole of which it is a part. The relative ichoever makes the same solid 
 kind of union between the part, "Whoever studies," and the complex 
 whole, "Whoever studies will learn." To denote its peculiar and substan- 
 tial binding power, this subordinate conjunction, that, may be called, as it 
 often is, the substantive conjunction. 
 
480 THE SYSTEM METHOD. 
 
 2. When the conjunction introduces a sentence torn away from, but con- 
 nected in sense with, a preceding sentence, or thought; as, — ■ 
 
 " [ ] And the eyes of the sleepers walked deadly and chill." 
 
 " [ ] And Jehoshaphat, his son, reigned in his stead." 
 
 g. Adverbs Become Conjunctions. — Many words ranked as adverbs 
 in grammatical treatises, are employed in a few cases like conjunctions; 
 and if, in those cases, the word has not a distinct adverbial value in addition 
 to the office of a conjunction, it must be then parsed as a conjunction. Ex- 
 amples are, — 
 Also: The earth is also (adv.) clothed with verdure. See articles d and e ; 
 
 also g and h. 
 Besides: That man who does not know those things which are necessary for 
 him to know is but an ignorant man, whatever he may know besides 
 (adv.). I do not desire to go; besides (conj.), I have not now the time 
 to go. 
 Else: He could find it nowhere else (adv.). I have lost my money, else 
 
 (conj.) I could help you. 
 Indeed: The young man is indeed (adv.) culpable in that act, though, indeed 
 
 (conj.), he conducted himself very well in other respects. 
 However: We must, liowever (conj.), pay some deference to the opinions of 
 
 the wise, liowever (adv.) much they are contrary to our own. 
 Nay: I tell you nay (adv.); but except ye repent, ye shall all likewise per- 
 ish. His prudent conduct may heal the difference; nay (conj.), may 
 prevent any misunderstanding in the future. 
 Nevertheless: It is a dreary road; but we must march on nevertheless (adv.). 
 
 I am crucified with Christ; nevertheless (conj.) I live. 
 Now: I have noio (adv.) shown the consistency of my principles. Noio 
 
 (conj.), Barabbas was a robber. 
 Otherwise: Thy father was a worthy prince. 
 
 But Heaven thought otherwise (adv.). 
 I have lost my money, otherwise (conj.) I could help you. 
 So: It was so (adv.) cold that I nearly perished. 
 
 Let cares like a wild deluge come, 
 ******** 
 So (conj.) I but safely reach my home. — Watts. 
 
 Then: On these facts, then (conj.), I then (adv.) rested my argument. 
 
 Too: I found, too (conj.), a theater at Alexandria, and another at Cairo; but 
 he who would enjoy the representations must not be too (adv.) particu- 
 lar. 
 
 Well: TFe/; (conj.), proceed with the speech which you have so we^Z (adv.) 
 begun. 
 
 Why: Why (adv.) do you trust your character to be evolved by accident? 
 Why (conj.), these are testimonies of what the unfriended may do. 
 
THE WORDS CLASSIFIED. 481 
 
 Consequently, lience, likewise, whence, wherefore, etc., are other adverbs that 
 
 sometimes become conjunctions. 
 
 h. Seeing, Provided. — These words both perform the office of a con- 
 junction. But another part of speech is not to be called a conjunction be- 
 cause, in certain circumstances, it may take upon itself the connective office. 
 In the sentence, "A man loho is honest will prosper," who is a pronoun, 
 notwithstanding that it also performs the office of a conjunction. (See 
 Demonstration XXX., 1, for "Change of Name.") Not unless, in per- 
 forming the office of a conjunction, the participle can be shown not only 
 entirely to have lost its own character, but also to have acquired the dis- 
 tinctive and exclusive uses of something different from a participle, are we 
 justified in changing the name. In the following examples, seeing is a par- 
 ticiple, and retains the adjectival characteristic of a participle in referring, 
 in each sentence, to some noun or pronoun: — 
 
 It seems to me most strange that men should fear, 
 [All or they] Seeing that death, a necessary end, 
 
 Will come when it will come. — ShaJcspeare. 
 
 I know that thou fearest God, [I] seeing thou hast not withheld thy son; 
 Wherefore come ye to me, [all or ye] seeing ye hate me ? Hinder me not, 
 [ye or all] seeing that the Lord hath prospered my way; [We] Seeing, then, 
 that we have a great High Priest that is passed into the heavens, let us hold 
 fast our profession. 
 
 'Bnt provided having lost the distinctive use of the participle, and having 
 assumed, in many sentences, the office of the conjunction exclusively, it 
 should be regarded as such; as, He will go provided his fare is paid. 
 
 i. As Follows, As Appears, etc. — See Demonstration XV., "As," 3. 
 
 j. But, Save, and Except. — See Demonstration XIX., Obs. f and g. 
 
 k. Namely, Viz., As, etc.- — In the following sentence, namely is a con- 
 junction: "I purchased the following articles; namely, tea, coffee, sugar, 
 and raisins." Tea, coffee, sugar, and raisins are each in distributive apposi- 
 tion with the noun articles, which is called the subject, or base, of the ap- 
 positives. And so as in the sentence, " A noun is a name; as, man, eagle." 
 
 1. Plus and Minus. — In such sentences as, " Two plus three are five," 
 plus is a co-ordinate conjunction, connecting like parts, tioo and three. '{Jn- 
 l\\eplus, minus is always accessory to a noun; it is therefore always an ad- 
 jective; as, a mmtts quantity; Five minus two is three. In this sentence, 
 five is nominative, subject of is; two is objective, object of the adjective 
 minus, which belongs to five; and three is a predicate nominative, separated 
 from five by the Be-word, is. See Demonstration V. 
 
 Prog. XX: /. Conjunction. 2. C/ass. 3. Parts Connected. 4. Similarity. 
 
 a. Co-ordinate. a. Words. 
 
 \>. Subordinate. b. Phrases. 
 
 c. Sentences. 
 
 31 
 
482 
 
 THE SYSTEM METHOD. 
 
 PARTICULAJRS: 
 
 Peter and ^ John went to the city. Birds chirp and ^ sing. My father gave me 
 serious and^ excellent advice. We find them in the woods and* by the streams. 
 We are fearfully and ^ wonderfully made. This principle operates in and ^ through 
 him. Henry died loved and '' respected. Art is long, and ^ time is fleeting. He was 
 not only rich, but ^ generous. Not that I so affirm, though i" so it seems. They no 
 sooner looked but ^^ they loved. He must be either ^^ for or ^^ against us. I shall 
 not venture, lest i* I be di'owned. A great man wiU neither ^^ trample on a worm 
 nor^^ cringe before a king. I shall go notwithstanding i'' it rain. I care not 
 whether '^ it rains or ^^ snows. He wiU go provided '^^ his fare is paid. Do you know 
 whether ^^ he has come? As ^^ he was ambitious, I slew him. He fell as ^^ though ^^ 
 he had been shot. A noun is a name ; as, ^^ man, eagle. The English hate the 
 French as ^^ frivolous. Ye shall be as ^'' gods. He came as ^^ an embassador. Freely 
 we serve, because ^^ we freely love. He is both 2* learned and ^^ wise. People trem- 
 bled vrith fear, even^^ beasts were uneasy. I, even^^ I, am the Lord. I hate him; 
 for 3* he is a Christian. I shall not go if ^^ it rain. Few can save ^^ he and I. They 
 submit, since 3'' they cannot conquer. So^* the work is done, is it? London is larger 
 than 29 New York. He is taller than *" I. He gave to him more than ^^ to me. 
 That ^ he went is certain. I was so cold that *3 I nearly perished. If aU this be so, 
 then ** man has a natural freedom. He blushes ; therefore, *» he is guilty. He 
 blinks the question as *^ if *'' he hated to answer. We may be playful, and*^ yet** 
 innocent. That'''' you have wronged me doth appear in this. I do not desire to go; 
 besides ^^ I have not the time. I have lost my money, else ^2 i could help you. Com- 
 monly, however, ^^ these words do not require to be punctuated. Now,^* Barabbas- 
 was a robber. 
 
 Let cares hke a wild deluge come, 
 
 So ^^ I but safely reach my home^ — Watts. 
 
 On these facts, then, ^^ I then rested my argument. I found, too, ^'^ a theater at Alex- 
 andi'ia, and another at Cairo. WeU, ^^ this is a fine morning. Well, 69 proceed with 
 this speech which you have so weU begun. Some words in English meaning the same 
 thing are spelled differently ; namely, ^^ inquire, enquire ; jail, gaol. You may stop' 
 here, or ^i we will go with you. The vase fell from the mantle, yet "^ was not broken. 
 There is no difference except ^^ that "* some are heavier than ^^ others. 
 
THE WORDS CLASSIFIED. 483 
 
 DEMONSTRATION XXL 
 
 FACT MATTER : 
 
 a, Interjection. — An exclamatory word that cannot enter into the 
 body of a sentence ; as, Oh! am I not happy? 
 
 b. Principle XVII. — A word by nature independent is an interjection. 
 
 C. Nouns and Pronouns Independent. — Nouns and pronouns are 
 often used like interjections ; but they do not, for that reason, become in- 
 terjections, but are still nouns or pronouns, in the nominative case; as. 
 No, sir! I thank you! lercy! is the man killed? 
 
 Thou fool ! six feet of earth is all thy store, 
 
 And he that seeks for all shaU have no more. — Bishop Hall. 
 
 d. There is one exception — that of the objective me — to the principle 
 that a noun or pronoun independent is in the nominative case. Examples 
 are, — 
 
 Ah Bie! that I the judge's bride might be. 
 
 Me miserable ! which way shall I fly? 
 Infinite wrath and infinite despair. 
 
 e. Verbs used like interjections are, likewise, still to be regarded as 
 verbs, not as interjections; as, There are, say, a hundred soldiers. 
 
 But hark! he strikes the golden lyre; 
 And see! the tortured ghosts respire. 
 
 f. Article c above is to apply only to such nouns and pronouns, as, 
 having taken on the function of the interjection, have yet not lost their 
 own functions as noun or pronoun. (See note under Prog. XXI., Work- 
 Book No. 20.) Observe that if, in assuming the characteristics of an inter- 
 jection, the noun or pronoun entirely loses its own characteristics as noun or 
 pronoun, it is then to be regarded, in parsing and branching, as an interjec- 
 tion; for what has lost the peculiar characteristics of a noun or pronoun, 
 and, in the losing, acquired the peculiarities of an interjection, has certainly 
 ceased to be noun or pronoun, and begun to be interjection; as. What! is 
 the man killed? 
 
 It is plain that what cannot here be called a noun; for it is never noun, 
 even when forming part of the sentence body proper; and if what is never 
 noun inside the sentence body proper, much less can it be noun when out- 
 side the frame-work of the sentence, as it is here used. Being neither fun- 
 damental nor substantive in character, it cannot be nominative independent, 
 as noun or pronoun ; for nominative independent is a sub-branch included 
 within fundamental substantive. (See the Grammatical Work-Tree Complete, 
 p. 494.) And it can be no interrogative pronoun; for it is part of no direct 
 
484: THE SYSTEM METHOD. 
 
 question, and is connected with no verb. (See Dem. XIV., e, f.) It cannot 
 be a personal pronoun; for neither is it always of the same grammatical 
 number, nor can it be accompanied with a pointer. (See Dem. XIV., e, 
 b, c.) It is not a relative; for there are not here the two necessary verbs 
 which it might link together. (See Dem. XIV., f; also Dem. XV., p. 457.) 
 Therefore, since it has totally lost its peculiarities as a substantive, and, in 
 doing so, has acquired the distinctive features of an interjection, what is an 
 interjection. 
 
 Prog. XXI: /. Interjection. 2. Principle. 
 
 PARTICULARS ; 
 
 False wizard, avaunt ! ^ Ugh ! ^ how cold it is. Alas,^ then, for the homeless 
 beggar old. Tut ! * our horses they shall not see. — Shakspeare. Heigh-ho ! ^ if it 
 be not four o'clock, I'll be hanged. — Id. Whew ! ^ a plague upon you all. — Id. 
 Zounds, '^ wHl they not rob us? — Id. O,* we are undone! O,^ what portents are 
 these! Fie,!*' cousin Percy! how you cross my father! Ha,ii ha,i^ ha! i^ most ex- 
 cellent, in faith! — Shakspeare. Ha,i* cousin, is not this a gallant prize? — Id. 
 Tush!i^ tush!i^ man, I made no reference to you. Ah, i'^ pensive scholar, what is 
 fame? Stand, ho! ^^ Hark! i^ he is arrived. Lo,20 yonder his body lies. O,^^ it is 
 monstrous, monstrous ! Alack,^^ j ^m afraid they have awaked. Ha ! ^3 they pluck 
 out mine eyes ! Hark ! ^^ I hear horses. Halloo,^^ travelers, did you explore these 
 caverns? Poh,^^ poh,^^ I never saw you before. Hist,^* be silent. Alas,^^ the way 
 is wearisome and long. Alackj^" 'tis he. 0,^^ let me not be mad. "Whoop,^^ Jug! I 
 love thee! Ha!^^ sayst thou so? Alas,^*sir! are you here? O,^^ sir, you are old. 
 Hewgh ! 3® give the word. O,^^ look upon me, sir ! O,^* save him, save him ! Ha ! ^9 
 what is it thou sayst? Ah *" me ! I feel my eyes grow heavy. O *^ Spain ! thou wert 
 of yore the wonder of the realms. Lo! ^ wider grows the stream. O*^ ho,^* O*^ 
 ho ! *^ would it had been done ! Hark,*'? hark ! ^^ the watch-dogs bark. Ah ! ^^ wela- 
 way ! ^^ seasons flower and fade. 
 
SiEOoisriD St:e:p_ 
 
 DEMONSTRATION XX IL 
 
 In the development of every branch of learning, there are two steps, — 
 (1.) classifying the particulars; (3.) organizing, or branching, the classes so 
 formed into science system. (See pp. 29-31, 66-78, and 160,161.) Thus 
 far we have been wholly engaged in classifying — making classes out of — 
 the words. Of the word we have formed eight classes, — nouns, verbs, pro- 
 nouns, adjectives, adverbs, prepositions, conjunctions, and interjections. 
 And all words whatsoever, every word part of every sentence whole, is 
 included in, and to be explained as belonging to, one of these eight classes. 
 
 But we are now to take the second step: we are now to branch these 
 classes, together with their higher classes and their sub-classes, into science 
 system — into a grammar-system tree; for we cannot determine whether our 
 language is correct — whether a word is built in the sentence as the right 
 form in the right way — by knowing merely to what class, or "part of 
 speech," that word belongs. We have to see to what branch the word be- 
 longs — through what continuous branch it may be traced. To know that 
 any given sentence is correct, the student must be able mentally to see each 
 of its words as belonging in branch and sub-branch running entirely up to 
 the tree-top branch. Take the sentence, "He has went." We may know 
 that Jie is a pronoun, and that has and went are verbs; but to know merely 
 to what part of speech the words belong is not to know whether the sen- 
 fence is correct. The only way we can know a sentence to be correct (^. «., 
 system -fitting) is to know that each of its words fits the grammar systevi, — 
 to know that each word possesses those attributes that render it traceable 
 through the grammar- system tree. (Refer to the " Grammatical Work- 
 Tree Complete," p. 494.) We see, accordingly, — 
 
 1. That Ae=fundamental, substantive, nominative, essential. 
 
 2. That /j(is=fundamental, verb, finite, variable, indicative. 
 
 3. That we^ii^fundamental, verb, finite, ? Here we discover went 
 
 to be incorrectly — ungrammatically — built in the sentence; for it is not sys- 
 tem-fitting; it is not congruous with, belongs in no branch of, the grammar 
 system. Went must be called finite, for going and gone are the only parti- 
 
 [485] 
 
486 THE SYSTEM METHOD. 
 
 ciples, and go is the infinitive. But, if we call it finite, it must belong in 
 one of the three branches of finite, and be either an indicative, an impera- 
 tive, or a subjunctive. But it cannot be either of these; for each is built, 
 in the sentence, next to and governed by a nominative; vrhile this went is 
 not only disjoined from the nominative he by has, but it is not governed by 
 he — it is accessory to has. The building of went is therefore erroneous, and 
 the sentence is incorrect. It should be corrected to read, "He has gone;" 
 for gone is so branchable completely through the grammar science system; 
 thus: G'o?2/e=fundamental, verb, infinite, participial, verbal complement — 
 to has. 
 
 Again; take the sentence, " It vs^as him. " It and was are branchable, 
 or traceable, through the grammar-system whole from trunk to topmost 
 branch, and are thus shown not to be incongruous with the grammar sys- 
 tem, but to fit it. But any attempt to find attributes, or class-marks, in Mm, 
 to run it through the grammar-system tree, will fail: i?im=fundamental, 
 
 substantive, objective, ? But it belongs in no branch of objective, unless 
 
 it is predicate; but if it belongs in branch predicate, it must be in the same 
 case as iY, the nominative! And since him is an objective, and cannot be 
 the same case as the nominative it, the sentence must be incorrect. 
 
 Thus, we see by branching the classes of words together into a science- 
 system of grammar, that we may easily determine what is and what is not 
 good grammar; whereas, no amount of study and learning concerning the 
 unbranched classes — the separate classes known as "parts of speech" — 
 would give us such power. Thus our knowing how to know, or think, a 
 word in system, enables us quickly and understandingly to decide what is 
 ungrammatical in a sentence; for it is this fact alone — the fact that the 
 words of a sentence are all system-fitting — that makes the sentence correct. 
 
 Said Prof. Swing, of Chicago: " An effort is now being made in schools 
 to teach language without teaching grammar. It seems an unreasonable 
 efEort. There is no better basis of correct speech than a knowledge of what 
 makes it correct." But it is the perfect accord of each word part of a sen- 
 tence with the word system, or science, — the science system of grammar, — 
 that makes a sentence correct; therefore, that of which we must get knowl- 
 edge, in order that we may speak correctly, is the science system of gram- 
 mar. Now, the grammar-system tree is not only the learner's instrument, 
 or tool, but it is also the long-sought-for test by which to determine what is 
 and what is not grammatical, i. e., grammar-system-fitting, language. The 
 simple rule, or method, of testing the grammar-system correctness — gram- 
 mar-system fittingness — is this: Every correct word must fit or belong in 
 some topmost branch, and therein, in every higher, or including, branch. 
 Every word found thus to fit — thus to possess all the attributes making up 
 any one complete branch running from tree trunk to tree top — is correct, so 
 far as its grammar is concerned. Every word not so fitting some branching 
 and sub-branching part of the grammar system, is incorrect — unfitting in 
 the grammar system. 
 
BBANCHING THE CLASSES. 48T 
 
 If it be asked whether the grammar-system tree can be made to con- 
 demn such errors as, "John hurt herself," "It were they," I answer. No; 
 grammar cannot be made responsible for the misuse of words as to their 
 m,eanings. The dictionary is the only proper authority on the proper mean- 
 ings of words. Herself is not an error of grammar system; were it so, it 
 would be condemned by the grammar-system representative, the tree. It 
 is an error of the b7-ain "system" of the author of the sentence. It is not 
 to be called ungrammatical, except merely as it is nonsensical. It is proof of 
 this statement that sound-minded children who know nothing whatever of 
 grammar will at once correct this nonsensical sentence to "John hurt him- 
 self." And so with "It were they." Were is not a grammatical mistake 
 merely; it is a dictionary mistake to use the word were in lieu of the declar- 
 ative was. On the other hand, "John hurt he," and "It was them" are 
 grammatical errors, and as such they are easily condemned and corrected 
 "by the tree. 
 
 a. Grammar Defined. — The science of the word — a part of which the 
 sentence is the including whole. (See the next Demonstration for "The 
 "Word the Science Unit of Grammar.") 
 
 b. Word. — A sign expressing an idea; the part of which the sentence 
 is the whole. The word is the science unit, or tree trunk, of the grammar 
 system; it is the whole of which the etymon is the part. 
 
 e. Fundamental. — In grammatical science, the class-branch of which 
 verb, noun, and pronoun are sub-branches. 
 
 d. Adjunct. — That grammar-system branch, or class, including the 
 "branches adjective and adverb. Adjuncts are often called " qualifiers " or 
 "modifiers." 
 
 e. Connective. — In grammar science, the higher branch, or class, of 
 which the subordinates are preposition and conjunction; but, in a loose way, 
 the term " connective " is made to include not only preposition and conjunc- 
 tion, but also relative pronoun and conjunctive adverb. 
 
 f. Transitive Use of Verb. — That use of the verb in which the ac- 
 tion passes upon or results in an object named in the sentence, but not con- 
 nected to the verb by a preposition; as, I was killed in the capitol; Brutus 
 killed me; James was struck by Henry; Henry struck James; He believes God; 
 He walked the plank; She sings soprano; He dreamed a dream; A dream was 
 dreamt; The lesson is recited; James walked the horse down the street; Henry 
 played himself weary; He lorded it over them; Be it enacted; They ran a race. 
 
 iVoie.— Mark that it is not necessarily true that " the object of a transitive verb is in the 
 objective case." In the sentence, "I was killed," the object— that upon which the action 
 passes — of the transitive verb killed is the nominative /. And so in " The lesson is recited," 
 lesson, though the logical object of recited, is nevertheless a nominative case. 
 
 g. Intransitive Use of Verb. — That use of the verb in which the 
 action passes upon no object named; or, if so, upon an object disjoined 
 from the verb by a preposition; as, I was killed in the capitol; He believes 
 in God; He walked ore the p?a?iA;/ He writes well; John studies diligently; She 
 
488 
 
 THE SYSTEM METHOD. 
 
 sings beautifully; She was dreaming; He recites well; The timber splits easily; 
 I love to play; Be thou gone; Be it enacted; He desires to go. 
 
 h. Verbs usually intransitive, are transitive when resulting in, or gov- 
 erning, an object of kindred signification to the verb; as. He ran a, race; He 
 
 
 
 
 
 ]e 
 
 
 
 
 
 
 
 
 \-? 
 
 1 
 
 •V 
 
 -&% 
 
 t 
 ■« 
 
 
 m 
 
 g 
 
 
 rtiXv, 
 
 •C 
 
 r^/ 
 
 dVe- 
 
 
 / 
 
 
 
 
 %sX 
 
 
 
 GRAlVtlvrATICAIv ^ArORK:-TF^.K:E:; INCOlVrFLETE. 
 
 Copyright, 1886, by I. E. WILSON. 
 
 dies a righteous death. Other verbs, usually intransitive, are transitive when 
 used in a causative sense; as. The boy flies his kite; The tempest sank the 
 vessel; He trots his horse. 
 
BRANCHING THE CLASSES. 489 
 
 Prog. XXII.— Branching by the Tree Incomplete.— That the perfectly 
 organized tree of grammar constitutes an invaluable working-guide for 
 learners, has been fully set forth elsewhere. Such a work-tree will be intro- 
 duced as constituting Prog. XXIII. and each program thereafter. But for 
 the purpose of a review, and as a guide in distinguishing the "parts of 
 speech," the foregoing representative of the science system of grammar, 
 though incomplete, will be found a serviceable instrument. 
 
 For the method of using this tree in preparing and reciting a system- 
 guided grammar lesson, see the work-book, "The System Method," No. 20, 
 Prog. XXII. Of the following particulars, let the student first work up the 
 verbs marked, as a lesson on transitive and intransitive verbs; afterward, 
 all the words in each sentence may be assigned as an exercise in distinguish- 
 ing the parts of speech. 
 
 PARTICVLARS : 
 
 I smell 1 roses. Good people hate ^ vice. You own ^ a horse. The multitudes 
 perish.* The rainbow appears ^ beautiful. The leech adheres ^ to the skin. The 
 wax sticks ^ fast. James walked * his horse around the lot. Pharaoh dreamt ^ a 
 dream. The boy flies i" his kite. The boys are ^^ playing ^^ ball. The earth grows ^^ 
 plants and trees. The minister dies ^^ a righteous death. The tailor sews ^^ neatly. 
 A woman toils.^^ A man works.^^ Man's works decay.i* The tempest sank ^^ the ves- 
 sel. The timber splits ^^ easily. The passengers crowded ^^ the car. The author En- 
 glished ^^ the sentence. Calpurnia, here, my wife, stays ^^ me at home. The heavens 
 speed 2* thee in thine enterprise. Thus I roamed 25 me about. He ran ^6 the knife 
 into his leg. He died ^7 a horrible death. They sat^s them down upon the yeUow 
 sand. Was ^^ it a dream we dreamed ? 3" Paul writes ^i a good hand. He out- 
 did ^2 himself. We lowered 33 the bucket. He faced 3* the foe. He walked 35 himself 
 away. Trust 36 God and be 37 doing, 38 and leave 39 the rest with him. Is *<> it true, as 
 is 1* said,^ that mood refers *3 to the manner of assertion ? Son, go ^ work *5 to-day 
 in my vineyard. Up ! up ! my friend, and quit ^^ your books. He saw *7 me, and 
 yielded; *8 that I might *9 say, so with the hook-nosed fellow of Rome, I came,5i saw,^^ 
 and overcame. S3 
 
 Let 5* it be 55 who it is : 56 for Eomans now 
 
 Have 57 thews and limbs hke to their ancestors ; 
 
 But, woe the while ! our fathers' minds are 58 dead, 
 
 And we are 59 governed ^^ with our mothers' spirits. — Shakspeare. 
 
 And why should 6i Csesar be ^3 a tyrant, then ? 
 Poor man ! I know ^3 he would 6* not be 65 a wolf, 
 But that he sees 66 the Romans are 67 but sheep ; 
 He were 63 no lion, were 69 not Romans hinds. — Id. 
 
 The valiant never taste 70 of death but once. — Id. But what of Cicero? Shall we 
 sound 71 him? — Id. I doubt 73 not of your wisdom. — Id. And now, Octavius, listen, 73 
 great things. — Id. 
 
490 TEE SYSTEM. METHOD. 
 
 But when they should ^* endure '^^ the bloody spur, 
 They fall '^ their crests, and, like deceitful jades, 
 Sink " in the trial.— /d. 
 
 See '^^ he is ''^ arrived.^" — Id. For every tear he falls,^! a Trojan bleeds. — Id. Come, 
 come, and sit*^ you down. — Id. 
 
 Then why should ^^ j^g despair ^^ that knows to court ^^ it, 
 
 With words, fair looks, and liberaUty. — Id. 
 
 A man may fish ^^ with the worm that hath ^'^ eat ^^ of a king, and eat ^s of a fish that 
 hath 90 fed 91 of that worm. — Id. 
 
 DEMONSTRATION XXIIL 
 
 FACT MATTER: 
 
 a. Construction in the Sentence. — Tlie building of the word into 
 the sentence, or the part itself built in. The sentence is a complex and 
 wonderful building. It has bases, or essentials, corresponding to the main 
 timbers in the frame-work of a residence. It has also accessory parts, those 
 attached to, and dependent upon, these base or essential parts. There is 
 also an independent, or absolute, part in some sentences, corresponding to 
 an ornamental stone or tree in the yard, which stone or tree is independent 
 of the building, yet naturally belonging with the building. There are, still, 
 connecting parts, — the preposition and the conjunction. Prepositions and 
 subordinate conjunctions join accessory to essential; co-ordinate conjunc- 
 tions, accessory to accessory, or essential to essential. We have, therefore, 
 of constructions the four kinds following: — 
 
 b. Essential Element. — One necessary to the constitution, or exist- 
 ence, of a sentence; as. He was ordered to go; It is I; Plato, thou reasonest 
 well; The hack having gone, we were obliged to walk; The mountain rose, 
 hight above hight; Peace, ho! iiear Antony, most noble Antony. 
 
 C. Accessory Element. — One not essential to the frame-work of the 
 sentence, but simply attached to another part. Thus, in "He was or- 
 dered to go," neither ordered, to, nor go is really essential to the frame-work 
 of the sentence; since he and was form that frame- work themselves, and are 
 the two essentials of the sentence. Other examples are. It is I; Plato, thou 
 reasonest well; The hack having gone, we were obliged to walk; The mountain 
 rose, hight above hight; Peace, ho! hear Antony, most noble Antony. 
 
 d. Independent, or Absolute, Element. — One neither essential to 
 the frame-work of the sentence nor attached to another part; as, Plato, thou 
 reasonest well; Peace, ho! hear Antony, most noble Antony; Sir, I beg you 
 to give me a bit of bread; He that hath, to him shall be given; The hack 
 
BRANCHING TEE CLASSES. 49 1 
 
 having gone, we were obliged to walk; to die, how can I? To ask being 
 forbidden, we proceeded without permission. 
 
 e. Connective Element. — One used like a preposition or conjunc- 
 tion; as, He went through France and Italy; Sir, I beg you to give me a piece 
 of bread; The mountain rose, hight above hight; Man is born to die; Birds 
 chirp and sing; You may go, but I must remain. 
 
 f. Infinitive Constructions. — The infinitive is used in two different 
 ways as a verbal complement, and as a substantive object of the preposi- 
 tion to. The verbal comjilement uses are the assertive and the objective, 
 as exhibited in the following explanation: — 
 
 g. Assertive Complement. — This is the use of the infinitive to com- 
 plete the assertion begun by %cill, shall, may, can, must, do, etc. ; as, I sliall 
 love; Thou mayst love; He dares not undertake it; We can learn; I had rather 
 be a kitten and cry mew. 
 
 h. Objective Complement. — This is the use of the infinitive standing 
 in the relation of an objective to the antecedent verb, from which it is sepa- 
 rated by a noun or pronoun in the objective case; as, I heard him sing; I 
 feel my pulse beat; They would have us give up our rights; She saw her 
 beauties, star by star, expire. — Byron; I have watched thy current glide. — 
 Longfelloio; I have/e??; my heart beat light. — Id.; I see its sparkling bubbles 
 swim. — Id. 
 
 i. Substantive Use.— The use of the infinitive as the object of the 
 preposition to; as, Man is born to die; It is high time to wake out of sleep; I 
 want to be a scholar; The Son of Man is come to seek and to save that which 
 was lost; She is old enough to go to school; A mutual acquaintance leads us 
 to respect each other; He loves to ride; She desired him to go; I rejoice to 
 hear it; To enjoy is to obey; It is to be remembered; I have faith to believe; I 
 should laugh to giggle. 
 
 j. Object of Op or a Comparative. — The substantive infinitive is 
 sometimes the object of of or of a comparative adjective or adverb; as. That 
 is calculated to embitter instead c/ conciliate; He would rather go than stay ; 
 I would better die than live falsely. 
 
 Life seems a jest of Fate's contriving. 
 
 Only secure in every one's conniving, 
 
 A long account of nothings paid with loss. 
 
 Where we poor puppets, jerked by unseen wires. 
 
 After our little hour of strut and rave. 
 
 Are tossed pell-mell together in the grave. — Lowell. 
 
 k. Pahticipial Constructions. — Like the infinitive, the participle is 
 an infinite mood, since it never takes a subject (see Demonstration SXIV.). 
 And the participle and the verb in the participial mood are identical. It is 
 used in four different constructions, as they here follow: — 
 
 1. Verbal Complement Use. — This is its genetic use; as. The day is 
 ending; The night is descending; The bell is pealing; He is universally respected; 
 
492 TEE SYSTEM METEOD. 
 
 It may be known by its use; Bills are requested to he paid in advance; He or- 
 dered the bridge to be broken down; Jolin is cutting wood; Be ye reconciled to 
 God. 
 
 m. Substantive Use. — Of substantive participles, there are three 
 varieties or divisions, — the subject participle, the predicate participle, and the 
 objective participle. 
 
 1. Subject farticiple : Giving ^s receiving; Stealing ^s lying; Forgetting the books 
 
 delayed us; Doing is not sleeping. 
 
 2. Predicate participle : Giving is receiving; Stealing is lying; Doing is not 
 
 sleeping; I consider preaching to be teaching. 
 
 3. Objective participle : I felt K^'e singing; I consider preaching to be teaching; 
 
 We could not avoid breaking our promise; We all fell to eating; By culti- 
 vating cheerfulness, we become happy; Dying for principle is a Idglier 
 
 virtue than scolding. 
 
 n. Adjectival Use. — Examples are. Being defeated, Tie retired; The 
 darting sioalloios soar and sing; The rising morn has but the stars; I hear the 
 bluebird prophesying spring; There, enraptured, he wanders; I feel my pulse 
 beating; They stand by the throne all transfigured; Kneeling, /reread then the 
 prayer of consecration. 
 
 0. Adverbial Use. — Examples are. They came pleading for peace; He 
 came tumbling down stairs; The Son of Man came eating and drinking; The 
 STLQ-w fell hissing in the brine; The tide came rushing in the harbor. 
 
 p. The Word is the Science Unit op Grammar. — It has been else- 
 where shown, in this first volume, that every real science is a system of 
 what is the part of an including whole. 
 
 Of orthography the science unit is letter, of which the including whole 
 is etymon. 
 
 Of etymology the science unit is etymon, of which the including whole 
 is word. 
 
 Of grammar the science unit is word, of which the including whole is 
 sentence. 
 
 Thus it is that orthography, etymology, and grammar are three sciences, 
 of which the science units — the tree-trunk units — are letter, etymon, and 
 word; in which, if we add sentence, we see a congeries in which the lowest 
 part is the letter, and the greatest whole, the sentence; and in which etymon 
 and word are wholes for orthography and etymology, and parts for etymol- 
 ogy and grammar. Now, since the tree-trunk, or focal unit, of grammar is 
 the word, and since it is the word — not the letter nor the etymon nor the 
 sentence — that we distribute into nouns, verbs, pronouns, adjectives, ad- 
 verbs, prepositions, conjunctions, and interjections, therefore, every word, 
 therefore every single word of itself, is some part of sjjeech and to be treated 
 as such. Let not the slightest heed be given, therefore, to the coxcomical 
 science of any grammaticaster who teaches that "to before an infinitive is 
 not a preposition;" that "for before the objective subject (!) of an infin- 
 itive" " is not a preposition," "but is merely an introductory expletive,*" 
 
 % 
 
BBANGHING THE CLASSES. 493 
 
 that "certain combinations of toords [as if, as well as, except that, forasmuch 
 as, but also, but likewise, notwithstanding that, not only, etc. — Harvey's 
 Revised Grammar, p. 129] should be parsed as conjunctions or conjunctive 
 adverbs;" for, since the word is the system-unit — the thing studied, classi- 
 fied, and branched into system— of grammar, grammar is as much bound to 
 explain every word separately as zoology and botany — in which animal and 
 plant are the units studied and systematized — are bound to explain every 
 animal and every plant separately. What sort of a botanist would he be 
 who should pretend to explain a banana and a lily together as one plant! 
 Such sort of grammarian must he be who pretends to explain as well as as 
 one conjunction. But what shall we say of that scientist, or systematizer(!), 
 who, by treating can go, should go, etc., as one verb, makes it absolutely 
 impossible to develop or use any such thing as a real system of grammar! 
 (See "Learner's Process of Work Benighted," "One Verb Consists of a 
 Single Word," and "Two Words as One," pp.. 377, 387, 393.) 
 
 Note. — Of course, in the case of an appositive noun or pronoun, where the grammatical 
 properties of base and appositive are identical, the disposing of two words as one is not at all 
 to be condemned. (See Work-Book No. 20, Prog. IV., word 78.) 
 
 q. A Mental Thee in the Memory. — It has been pointed out that the 
 only way we may really know that any word in the sentence is grammatic- 
 ally correct, is to know that it is system-fitting. But before we can know 
 whether a word fits the grammar system, we must understand the grammar 
 system. And before we can so understand the grammar system that we 
 shall be able to use it instanter, as in daily life we always need and must 
 use it, a perfect mental image of it must be sunk in the memory. The lack 
 of this mental grammar system on the part of learners, clearly explains 
 their inability to know and decide whether a sentence is correct language. 
 
 Prog. XXIII.— Branching by the (Jrammar- System Tree.— The following 
 is believed to be the perfect representative of the science system of grammar. 
 As such, it constitutes the learner's only possible instrument in knowing 
 and remembering how to solve any grammatical— grammar-system — prob- 
 lem. It is hereafter to be used by the learner in "doing" the system of 
 grammar, and is to be learned in the using. 
 
[494J Copyright, 18S6, hy I. E. WILSON. 
 
BRANCHING THE CLASSES. 495 
 
 PARTICULABS : 
 
 He might havei been^ elected.^ How old must a man be* to be ^ a bachelor? 
 Please to give ^ us bread to eat J He is anxious to learn ^ how to draw.^ Man is 
 born i** to die.^^ I should laugh i^ to cry.i^ -phe book is to be i* studied.i^ He was 
 ordered ^^ to flre.^^ The beef was ordered i* to be ^^ fried.^*^ We saw him fall.^i Let 
 him be 22 C^sar. AU were sealed ^3 with the seal which is never to be 2* broken.^^ 
 Let us be^s going.^^ Let it drive.^* To be ^9 good is to be ^o great. Time to come ^i 
 is called ^2 future. Thou mayst love.^^ I want to be ^* quiet and to be ^^ let ^^ alone. 
 It is to be 2^ remembered. 38 I feel my pulse beat.^* He has come *" to work.*i I ha 
 rather be ^^ a kitten and cry *3 mew. They would have ** us give ^^ up our rights. He 
 has laughed*^ to see*^ us suffer. *3 I see its sparkhng*^ bubbles swim.s" To enjoy ^i 
 is to obey. ^2 M&n must die.^^ Giving 5* is receiving.^^ I consider preaching ^^ to 
 be 5^ teaching. 58 BiUs are requested ^^ to be ^^ paid ^^ in advance. We aU feU to eat- 
 ing. ^2 He came tumbling ^3 cIq-j^ti stairs. They came pleading ^* for peace. 
 
 Life seems a jest of Fate's contriving, ^^ • 
 
 Only secure in every one's conniving, ^^ 
 
 A long account of nothings paid ^^ with loss. 
 
 Where we poor puppets, jerked ^^ by unseen wires, 
 
 After our Uttle hour of strut ^^ and rave,™ 
 
 Are tossed '^^ peU-mell together in the grave. — Lowell. 
 
 See it lightening. ^2 j j^ad better go. '''3 Had it not been ^* for Dryden, we had never 
 known ''5 a Pope. Be it enacted, ^^ That schools shall be''"' estabhshed.^8 I hear the 
 bluebird prophesying '^^ spring. Let him be 80 punished.^i Be so good as to go.82 I 
 prefer rather to go 83 than to stay. 3* Being 33 let 36 go, 37 they went their own way. 
 They kept him going.38 I do not like 39 her singing. ^'^ I was opposed ^^ to his writ- 
 ing ^2 tiie letter. My son is going ^3 ^ be 9* married. ^^ Truth, crushed ^^ ^^ earth, 
 shall rise''' again. By singing, ^8 birds delight us. He is compelled '^ to go.i"" 
 
 Close beside her, faintly moaning,!"! fair and young, a soldier lay. 
 Torn 1^2 with shot, and pierced !''3 with lances, bleeding !"* slow his life away. 
 
 — Whittier. 
 
 He is said^os to havei"^ gonc^^^ He is beheved "3 to have i"' been '^^^ caught."^ He 
 could not avoid 112 giving ii3 offense. The beginner should be"* accustomed ^^^ to 
 giving 116 aU the reasons. He would sooner die i^'' than askii3 a favor. His being ^i* 
 a foreigner should not have 120 prevented 121 his being 122 elected. ^23 Supposing 12* he 
 were here, what could you do? 125 The branch, being ^26 broken ^27 off, fell. His 
 dancing 128 set us all to laughing. i29 He wishes to do i30 something more than eat ^31 
 and sleep.132 Better not to be ^33 at all than not be noble. 
 
49G TEE SYSTEM METHOD. 
 
 DEMONSTRATION XXIV. 
 
 FACT MATTER : 
 
 a. Variable Verb. — One so built in the sentence tliat if I, thou, 
 and he be substituted for its nominative, its form will vary; that is to say, 
 a variable verb is a verb in the indicative mood. 
 
 b. Invariable Verb. — One that does not change its form to accord to 
 changes in the person or the number of the subject-nominative; that is to 
 say, one not in the indicative mood. Examples are, I shall go if it be possi- 
 ble; He was ordered to go; Be it as it may, I must go. 
 
 C. What Verbs Have Subjects? — Indicatives, imperatives, and sub" 
 junctives, those that constitute the verb-half of the frame-work of the 
 sentence; for it is tHe essential, or finite, verb-half of which the subject- 
 half is the subject. It will be observed that some essential verbs, the in- 
 dicatives, change to accord to changes in the person or the number of the 
 subject-nominative. Thus, in "I can go," the indicative can changes to 
 canst, when /is changed to t7iou; but the verbal complement infinitive go is 
 not altered by changing I to thou. Now, when a verb constitutes the es- 
 sential verb-half of the frame- work of a sentence, it is said to have a sub- 
 ject; and when it thus has a subject, it is said to be z. finite verb. In this 
 way, we see that the finite verbs are the indicatives, the imperatives, and 
 the subjunctives. 
 
 The infinite verbs, the infinitives and the participles, cannot form this 
 essential verb-half of the sentence frame-work, and cannot, therefore, have 
 grammatical subjects. And observe that not the infinitives and the partici- 
 ples alone, but also all imperatives and subjunctives, are invariable verbs, 
 the only variable verb being the indicative. This variation in the indica- 
 tive, to make it accord to the change of person or number in its subject- 
 nominative, is what has been called the "person and the number of the 
 verb." 
 
 " So far as the verb has different forms of person and number, the form 
 used is of the same person and number with the subject, being, therefore, 
 always in the third person if its subject is a noun: thus, — 
 
 "I give, not I gives; thou goest, not thou go or goes; 
 
 "He runs, not he run; the man runs, not the man runnest; 
 
 "We are, not we am or is; the men were, not the men was. 
 
 "This is also expressed by saying that the verb agrees with its subject 
 in number and person, or that the subject governs the verb in number and 
 person; that is, requires the verb to be of a certain character in these re- 
 spects: the subject being given, the verb is compelled to correspond with it 
 in number and person." — W. B. Whitney . 
 
BRANCHING THE GLASSES. 4,97 
 
 "As the verb is the essential part of every sentence, or the part that 
 makes the assertion, the subject of the sentence is also called the subject 
 (or subject nominative) of the verb." — Id. 
 
 d. Finite Verb. — One used as the essential verb-half of the sentence 
 frame-work. 
 
 e. Infinite Vekb. — One not used as the essential verb-half of the sen- 
 tence frame-work. 
 
 f. PpaNCiPLE VIII. — A variable finite verb is in the indicative mood. 
 
 g. Principle IX. — An invariable finite verb is in the subjunctive or the imper- 
 ative mood. 
 
 h. Principle X. — An infinite verb accessory to to, or to another verb and 
 justifying with to, is in the infinitive mood. 
 
 i. Principle XI.— An infinite verb ending in ing, or not justifying with to, is 
 in the participial mood. 
 
 k. The Current Rule Erroneous. — The indicative is the only mood 
 in the English language that has variations for person and number. 
 Hence, contrary to the practice of many teachers, consistency would aban- 
 don the distinction of person and number when parsing all moods except 
 the indicative; for what sort of science is it that distinguishes between 
 he and be — between he and itself! Rather, is it not the fancy and fuss of 
 nonsense to be making such a distinction? The conjugation in the sub- 
 junctive runs, I be, thou be, lie he, between which forms of be there is no dis- 
 tinction. Thus it is seen that the rule should read, " An indicative must 
 agree with its subject in person and number," and not, " A finite verb must 
 agree," etc. 
 
 The conjugation correctly continues. Hove, thou love, lie love; I do, thou 
 do, lie do; and so in the subjunctive mood of every verb in the English lan- 
 guage, none having any change whatever. If the reader will draw two 
 lines upon a slate, refer to the exami^les of the subjunctive present already 
 given, take those verbs and write them so that the verbs in the subjunc- 
 tive will come between these lines, thus: — 
 
 far from home, he will have friends, 
 drink at the festival, she will renounce him. 
 or come, do not fail to send me word, 
 his estate, he will maintain his integrity, 
 go, I will inform you, — 
 
 in this way he will observe that no termination whatever appears at the 
 right of the second line, but that the form of the verb is always the simple 
 infinitive form, the one used with I; thus, I go, I love, etc. 
 
 The reader can now see that in all verbs the subjunctive present is the 
 
 same for all persons and numbers. Hence, except for the indicative, the 
 
 absurdity of the rule, "A verb must agree with its subject in person and 
 
 number." For, if the first person of the subjunctive is the same as the 
 
 32 
 
 1. 
 
 Though he 
 
 get 
 
 2. 
 
 If he 
 
 do 
 
 3. 
 
 Whether he 
 
 go 
 
 4. 
 
 Though he 
 
 lose 
 
 5. 
 
 If I 
 
 do 
 
498 THE SYSTEM METHOD. 
 
 second person, and the second tlie same as the third, how can there be any 
 difference among them? But if all three are the same, and any one 
 "agrees," will not either of the other two agree? Nothing but the sagacity 
 of a grammarian could detect a difference between things that are the same. 
 Nothing but the wisdom of a grammarian could perceive the necessity of 
 a rule of agreement where disagreement is impossible! 
 
 1. The SuBjtJNCTrvE will Never "Fade out." — More vicious teach- 
 ing is the doctrine that the subjunctive " as a form of the verb" is of no 
 practical value, and will eventually "fade out." The history of the sub- 
 junctive through the Greek, Latin, and Teutonic languages clearly shows it 
 to be not less persistent as a form of the verb than is the objective case of 
 the pronoun. Its vitality may be illustrated in this way: — 
 
 1. If his feet be large, he will not sell well. 
 
 2. If his feet are large, he will not sell well. 
 
 Now, if I am trained myself to represent facts undetermined, contingent, 
 and unknown, by the subjunctive present, as in the first example, and 
 events at present determined in fact, by the indicative present, as in the 
 second example, I easily conclude, — 
 
 1. That in the first examjDle a colt is referred to; but — 
 
 2. That it is a liorse referred to in the second. 
 
 For the future size of the feet, alone, might it be, that could be undeter- 
 mined and unknown. The size of a full-grown animal's feet alone, might 
 it be, that could be at present determined in fact. Evidently, not till the 
 distinction itself between the colt and the horse is abandoned, will the 
 means of that distinction be abandoned. Again, take — 
 
 1. If that is your opinion, I shall report it. 
 
 2. If that be your opinion, I shall report it. 
 
 Here, also, if I am trained myself to represent events undetermined and 
 future by the subjunctive imperfect, as in the second sentence, and events 
 at present determined in fact, by the indicative imperfect, as in the first 
 sentence, I conclude, — 
 
 1. That in the first sentence the opinion is already formed at the time of 
 speaking; but — 
 
 3. That in the second sentence the opinion is not already formed, but 
 future, and therefore undetermined and contingent. 
 
 Prog. XXIV. — Branching by the Grammar- System Tree. 
 
 PARTICULARS : 
 
 The enemy advancing,^ the vanguard retreated.^ They refusing ^ to coTiply,* I 
 advanced.^ He thanked^ us for saving^ his life. He wist* not what to say. ^ They 
 kept 1" him going." We all fell ^'^ to eating.^^ He could i* not avoid ^^ giving ^^ offense. 
 
 Great Nature spoke; i'^ observant man obeyed; ^* 
 Cities were^^ formed; ^^ societies were^^ made.^" 
 
 Time never ceases ^^ flying."* There the wicked cease ^^ from troubling. ^^ When 
 
BBANGHING THE GLASSES. 499 
 
 does 2'' he purpose ^^ to go.2' To love ^^ our neighbors as ourselves is •''^ divine. The 
 cars having ^^ arrived,^^ we departed.^* Csesar, having ^^ crossed ^^ the Rubicon, gave '^'' 
 battle. To speak ^* plainly, your habits are ^^ your worst enemies. 
 
 Think *<* you I am *i no stronger than my sex. 
 Being ^^ so fathered ^^ and so husbanded ? ■** 
 
 To be *^ at war with one we love,*'' 
 
 Doth *^ work *^ like madness in the brain. — Coleridge. 
 
 She gave *^ me of the tree, and I did ^^ eat.^^ Truth, crushed ^^ to earth, shall ^^ rise ■''* 
 again. What was ^^ it that moved ^6 pale Cassius to consi^ire ? •'''' 
 
 Who could 5* refrain, 5^ 
 That had''" a heart to love,"! and in that heart 
 Courage to make "^ his love known? ^3 — Shakspeare. 
 
 We saw^* the storm approaching. ''5 I felt^^ my heart beating. ^^ Remembering''^ 
 matter pays ^^ the debt. Searching^" the window for a flint, I found ^^ this paper, 
 thus sealed ^" up. I do '''^ entreat ''^ that we may ''^ sup ™ together. No man can '^'^ do ^^ 
 these miracles except God be '^^ with him. My Prometheus, which has ^° long been ^i 
 finished, ^2 is ^^ now being ^* transcribed.^^ I knew ^^ my lesson before the clock had ^^ 
 struck, ^s 
 
 That very law that molds ^^ a tear, 
 And bids It trickle ^^ from its source, 
 
 That law preserves the earth a sphere, 
 
 And guides ^^ the planets in their course. — Rogers. 
 
 I want^^ to be 33 quiet and to be^* let^^ alone. Had**^ we known ^'^ this, we could '^ 
 have 39 aided i"" you much. Hear i^i me, for I wiU 1°^ speak.^''3 j g^y i04 g^ch of j-ou 
 shall 1"^ be^"^ rewarded. ^"^ It matters 1"^ little, ultimately, how much a laborer is^o^ 
 paid 11" for making ^ anything ; but it matters i^^ fearfully what the thing is "3 -n-hich 
 he is 11* compelled 11^ to make.n^ — Ruskin. I haveH^ long beenH* accustomed, n^ as 
 all men engaged i^" in work of investigation musfi^i be,i~2 to heari33 my statements 
 laughed 1-* at for years, before they arei^^ examined i-^ or believed;!"^ and I am i^* 
 generally content to wait i^^ the public's time. — Id. Simonides, being i3" asked i^^ by 
 Dionysius what God was,!^^ desired i^^ a day's time to consider 13* of it before he made i^s 
 his reply. — Addison. I was i36 born i3^ to a small hereditary estate, which, according i33 
 to the tradition of the village where it lies,i39 wasi*" bounded i*i by the same hedges 
 and ditches in William the Conqueror's time that it isi*^ at present. — Id. 
 
 Long in its dim recesses pines the spirit, 
 
 Wildered and dark, despairingly alone ; 
 Though many a shape of beauty wander i*3 near it, 
 
 And many a wild and half -remembered tone 
 Tremble i** from the divine abyss to cheer i*^ it, 
 
 Yet still it knows ^*^ that there is only one 
 Before whom it can i*^ kneel i*^ and tribute bring, i*" 
 
 At once a happy vassal and a King. — Lowell. 
 
500 THE SYSTEM METHOD. 
 
 What we call ^^^ Nature — all outside ourselves — 
 Is 1^1 but our own conceit of what we see/^'-^ 
 Our reaction upon what we feel; ^^^ 
 The world 's a woman to our shifting ^^* mood, 
 Feeling ^^^ with us, or making ^^^ due pretence ; 
 And therefore we the more persuade ourselves 
 To make '^^'' all things our thought's confederates. 
 Conniving ^^s ^yith us in whate'er we dream. 1^9 — Jd. 
 
 Our slender hfe runs i^" rippling ^^i by, and glides ^^^ 
 Into the silent hollow of the past ; 
 
 What is 163 there that abides i''* 
 To make 165 the next age better for the last? 
 
 Is 166 earth too poor to give i6^ us 
 Something to live 16* for here that shall 16* outlive i™ usi 
 
 Some more substantial boon 
 Than such as flows i^i and ebbsi'^ with Fortune's fickle moon? 
 
 The little that we see i^3 
 
 From doubt is i '* never free ; 
 
 The little that we do,"^ 
 
 Is 1^6 but half-nobly true ; 
 
 With our laborious hiving i^^ 
 What men calli'^^ treasure, and the gods calli'^^ dross, 
 Life seems i^" a jest of Fate's contriving, i*i 
 Only secure in every one's conniving,!^^ 
 A long account of nothings paid i^^ with loss, 
 Where we poor puppets, jerked i^* by unseen wires. 
 
 After our little hour of strut i^^ and rave,i^6 
 With all our pasteboard passions and desires. 
 Loves, hates, ambitions, and immortal fires. 
 
 Are 1^' tossed i*^ pell-mell together in the grave. — Id. 
 
 If thou thouesti^^ him some thrice, it will not be amiss. 
 
 DEMONSTRATION XXV. 
 
 FACT MATTER: 
 
 a. Construction op Names. — In construction, nouns and pronouns, 
 like verbs, are essential, accessory, or independent. (See Demonstration 
 XXIII.) 
 
 b. It, You, That, What, and As. — Review Demonstration XV. 
 
 C. Directions for Finding the Case. — See Demonstration V., g, h, 
 i, j; also Demonstration VI., a, b. 
 
BRANCHING THE CLASSES. 50l 
 
 d. The Offices of Nouns and Pronouns. — The specific part per- 
 formed in the sentence. Of the oflices of nouns and pronouns there are 
 five, — subject, predicate, appositive, adnominal, and object. 
 
 e. Subject. — The term "subject" has been taken from the province 
 of logic, and is of questionable value to the science system of grammar. 
 Subject is from sub, under, andjacere, to throw, and refei's to whatever is 
 thrown under the extension or dominion of something else. I have shown 
 elsewhere many times (see pages 15-40 inclusive) that every thinking act 
 is an act thinking particular, or subject, under the extension of some 
 known class; hence, the logical definition of subject: Thatwldch is thrown, 
 or thought, under the extension ofknoion class; or, commonly, "That concern- 
 ing which anything is affirmed or denied." — Watts. 
 
 f. GrammaticaIj Subject. — The following are three definitions of a 
 grammatical subject: — 
 
 1. The substantive half of the frame-work of the sentence. 
 
 2. The substantive essential to the constitution of a sentence. 
 
 3. That which determines the form and j)osture of the essential verb. 
 Examples are. It is they; It is I; What am 1? Who is he? Who are they? 
 
 What hurts the man? Bills are requested to be paid in advance; Thine [ ] 
 
 is the kingdom and the power and the glory; His pavilion were dark waters 
 and thick clouds of the sky; It is sweet to die for one's country; Abide ye 
 here; Somebody call my wife; Which is yours [ ]? 
 
 g. A Blunder. — The grammatical subject is much more than merely 
 "that of which something is affirmed." It is that which determines the 
 form and posture of the verb. Grammar is the system, or science, of the 
 word, — the structural part of which the sentence is the whole; and every 
 grammatical distinction is based on the difference of structure or posture 
 among these word-parts of the sentence whole: nearly as human anatomy 
 is based on the difference of form and posture between different organ- 
 parts of the man whole. Two different words may be like in form, just as 
 the two eyes or the two hands are like in form; but, if so, they will be un- 
 like in their posture in the sentence whole, just as either the two eyes or 
 the two hands are unlike in their posture in the man whole, one eye and 
 hand being left in posture, the other being right. Now, there is a corre- 
 spondence between subject and verb as between the two hands, and between 
 the two eyes. Given the right hand, then the form of the left, as well as its 
 posture in the man whole, is easily determined. It is in this way that from 
 the subject we determine what both the form of the verb and its posture in 
 the sentence whole will be. 
 
 Having never seen what part and whole in grammar mean; having 
 never known how grammar is a real science system of the word, a part of 
 which the sentence is the including and mirror whole; but metaphysically 
 trying to solve the problems of grammar by vague principles of logic, many 
 grammarians seem unable to distinguish the subject of the simple sentence. 
 Thus, Thos. W. Harvey, in his "Practical Grammar of the English Lan- 
 
502 THE SYSTEM METHOD. 
 
 guage," page 63, declares that ■zc/wcA, in the sentence, "Which is yours?" 
 "is used as the subject of the sentence"! Now, for convenience alone, we 
 will suppose that yours has reference to a knife; for, being in the possess- 
 ive case, doubtless it must limit, or possess, something. Then, for proof, 
 change the singular, knife, with which the singular verb is agrees, to the 
 plural knives, and the verb must change to are, and the sentence, will read, 
 " Which are your knives?" But, with the rest, Mr. Harvey teaches, in his 
 13th rule, that that word with which the verb agrees, is the subject. There- 
 fore, of the last sentence, the subject is knives; and of the first, the subject 
 is a singular noun understood, and not the pronoun which. Had Mr. Har- 
 vey discovered that in the proper scheme of grammar, the subject is the 
 substantive essential, — that which determines the form of the verb, — he 
 could not have committed himself to so laughable a blunder. But this er- 
 ror is the sequel of another of the same anti-form, or "logical" (!), sort, 
 found on page 63 of the same book, where it is declared that hers is in the 
 neuter gender! Once in that error, this author had no form-and-posture 
 test — had no principle except that of "logical" affirmation — by which to 
 determine what is the subject in "Which is yours? " Very few have a just 
 conception of what a grammatical subject is. 
 
 h. Grammatical Predicate. — "Predicate" is from the li^iim prcedi- 
 care, to cry or proclaim. Hence the definition: Those words which repre- 
 sent what is cried, or asserted, of a subject; as. Chalk is white; John is a 
 scholar; Brutus speaks; It is I; What am I? Somebody ring the bell; Long live 
 the king! 
 
 i. Predicate Noun, Pronoun, Adjective. — Any noun, pronoun, or 
 adjective in the predicate after a copula (see Demonstration XXVI.); as, It 
 is I; Hassan is my name; He is true; We found him to be true; They took 
 him to be an enemy; They hated him as being an enemy. (See Demonstra- 
 tion v., g, h, i, for " The Case Determined" and "Be and Same Meanings.") 
 
 j. Appositive (= ad, "to," and position: close position). — The office 
 of a ^ name accessory to another and meaning the same thing; as, I, thy 
 father-in-law Jelhro, am come unto thee; Senator Conkling resigned; He did 
 it himself; Peace, prosperity, happiness, — all these things were sacrificed; He 
 is crippled, hand and foot; The stars, they shall shine forever. (See Demon- 
 stration VI., b.) 
 
 k- Adnominax (= ad, "to," and nominal, "name:" to a name). — The 
 oflace of a ^name in the possessive case; as, Our gain is William's loss; 
 Henry's being a student is no reason for his being a savage. 
 
 1. Object. — The office of a ^name accessory to any verb not a copula, 
 or to a preposition, an adjective, or an adverb; as, I paid him the money; 
 They called her Mary; We shall remain one hour; He stopped at Rome; The 
 lake is ten miles long. 
 
 '^Note. — Name, as here used, includes both nouns and pronouns. 
 
BRANCHING THE CLASSES. 503 
 
 Prog. XXV: /■ Substantive. 2. Class. 3. Case. 4. Construction. 5. Office. 
 
 a. Noun. a. Nominative, a. Essential. a. Subject. 
 
 b. Pronoun. b. Pofssessive. b. Accessory. b. Predicate. 
 
 c. Objective, c. Independent, c. Appositivc. 
 
 d. Adnominal. 
 
 e. Object. 
 
 PAHTICULARS : 
 
 An idle brain ^ is the devil's^ workshop.^ He* was paid money.^ Some crim- 
 inal^ is being tried for murder.'' Milton!^ thou^ shouldst be living at this hour.^'* 
 Fiddlesticks ! 1^ it isn't worth the powder. ^^ Hope^^ deferred maketh the heart i* 
 sick. — iSolomon.^^ Mr. Jones/^ the banker,!^ has gone to Europe.^^ Conscience!^' 
 how it 2" rains! I,^^ Richard Roe,^^ do solemnly swear. He^^ scaled Mt. Blanc, ^* — a 
 daring feat.^^ Ho ! gunners,'^^ fire a loud salute.^'' Come hither, my little daughter.^* 
 A Daniel^' come to Judgment! yea, a Daniel.^" I^^ resolved to practice temper- 
 ance^^— a resolution^'' I have ever kept. There is no harm^* in children's ^^ playing 
 by the roadside.^^ Paul 3'' being a Roman,^* they^' feared to kill him.** Bingo," 
 why Bingo !*2 hey, hey — here, here! His*^ teeth,** they*^ chatter, chatter still. 
 Shame*® being lost, all virtue *''' is lost. Caesar,** thou*' dost me wrong. ^^ — Shaks- 
 peare.^^ Leonidas,^^ Cato,^^ Phocion,^* TeU,^'' — one peculiarity^® marks them^'^ all. — 
 Emerson.^^ What ! Celso,^' thou *" turned courtier? ®i Well, John,*'^ I ®^ hope you "* 
 did not laugh. He®^ caused himself''® to be proclaimed king.®'' O mighty Caesar! ®s 
 dost thou®^ lie so low? My™ friend, ''i Mr. Ogden,''^ will be here to-night. Peace, '''^ 
 ho! hear Antony,''* most noble Antony.''^ The Pilgrim Fathers,'' ®where are they?''^ 
 You ''* Frenchmen ''' are livelier than we ^'^ Englishmen. ^i I ^^ am the true vine,*^ and 
 my** Father *5 is the husbandman.*® Take what*^ you want. It** is important 
 wh-at*' he is. That book'" is hers,'^ not yours.'^ That is a picture'* of my'* 
 father's.'^ Ah me! '® that I the Judge's''' bride'* might be. She soured to what" 
 she is. Their 100 stay,ioi on him "2 theyi®* depend. Sister i'* Maryio^ is dead. I 
 found the urchin i'® Cupid ^ot sleeping. 
 
 Now the bright morning star,i®* day's ^oa harbinger,iio 
 Comes dancing from the East.^*'- 
 
 Me 11^ miserable ! which way ^i* shall I fly. 
 Infinite wrath i^* and infinite despair.^i^ — Milton.^^^ 
 
 "Gibbon's Rome."i" "Bakery"* and Restaurant.""' The wiU! *20 tj^e willli^i 
 we wiU hear Caesar's ^^^ will-i*^* I^*^* do not care a straw. ^^^ I am the sister i^s of 
 one 12^ Claudio.i~* Paul,i"' the apostle,i*o -^^as a true Christian.!*^ Shakspearei*^ 
 excels as a dramatic poet.^^* Their i** betters i*^ cannot be found. They ^^s tore him, 
 limb 1*' from limb.^** The mountains i*' rose, hight i*o above hight."^ I pitied the 
 proud son i*^ returning a beggar.^** Liberty v/as theirs '** as men.i*^ He i*® 
 destroyed, the rest will yield. He^*'' was paid money.^** Let him^*' be Csesar.^so 
 The potatoes ^^^ measured a bushel. ^''^ Let the angels ^^s be our guides, i^* Pit'ticus ^^^ 
 was offered a large sum^^® by the king.^'''' The program i^* read, Music,^^' Toasts,i®o 
 Supper.i®! A noun is a name ; i®2 as, eagle,^®* man.^®* We purchased these articles; 
 to-wit, carpet,i®5 lamp,i®® and book-desk.^®'' Do what^®* is right. Theyi®' found 
 the party 1'® to be Henry.i^i jjg ^y^s made fun^^ of. I consider Dr. Johnson i''* as 
 an excellent moralist.^'* Whoever i''^ did it^'® ought to be punished. It*'''' struck 
 ten before it began to rain. Whatever *''* he i" does, you i*® mind what 1*^ I tell 
 
504 THE SYSTEM METHOD. 
 
 you.^^^ My ^^^ name i^* is Hassan.i^s Tq reign is worth ambition.i^s 1 187 discoyered 
 him 1^8 to be a scholar. iS9 The learned pagans"" ridiculed the Jews^i for being a 
 credulous people.i^^ His "^ being a lawyer i^* was no reason "^ for supposing him i^^ 
 to be a rascal."^ Sir Philip Sidney ^^^ lived and died the darling"" of the court.^oo 
 1201 asked what 202 she^o^ knew about the matter.^o* It cost him^os a dollar.^os 
 "VVeSOT yfCYQ defeated several times.^os Two times 209 two^" are four.'^n He con- 
 templates a return 212 home.^ia The instinct 21* to protect one's 2i5 self2i6 comes by 
 nature.2" Evil2i8 hides behind one's 2i9 back.220 This one is a great deal 221 better. 
 The lake is five miles 222 long. They left the job 223 a botch.224 This law 225 preserves 
 the earth 22s a sphere. 227 God 228 called the firmament 229 heaven.23'' It is not worth 
 while.231 Who is a strong Lord 232 jjije thee? 233 His salvation 23* is nigh them 235 
 that 236 fear Him.237 He staid in Rome 238 five months.239 He came an hour 2*0 
 sooner. "We 2" shall start one hour 2*2 hence. Yours 2*3 is the oriole,2*i mine 2^5 {g 
 the canary.216 Avoid such as 2" are vicious. He collected as much as2iSisdue. 
 The positions were such as 2i9 appear incontrovertible. The conditions 250 are as 25i 
 foUow. The conditions of the agreement were as 2^2 follows. Be courteous to your 253 
 betters.25* They love each other.255 One256 should defer to his 257 superiors.258 The 
 possessives 259 are formed by adding the apostrophe to the nominatives.2eo What 261 
 is two thirds 262 of a unit? 263 She264 was promised the jewels.2C5 A better proof 266 
 of his 267 being a rogue 268 is not desired. 
 
 DEMONSTRATION XXVI. 
 
 Orammatical, or Dependent, Coni^tructiong. — Mark the 
 difference between construction and case : construction pertains to tlie way 
 a word-part is built, or woven, into the sentence; case is the postural form 
 which the word acquires by being so built in as a part of the sentence 
 whole. (See Demonstration XXV., g) Of the constructions, there are two 
 varieties: (1.) Those which are purely grammatical, the essential and the 
 accessory constructions; (2.) Those which are rhetorical, that is, independent 
 of the real sentence whole and all of its parts. The cases of nouns and 
 pronouns in the dependent (essential and accessory) construction are 
 three, — the nominatim, the possessive, and the objective. 
 
 a. Nominative. — That form or posture which a name acquires in be- 
 coming either the subject or the predicate of a finite verb. Of nominatives, 
 there are three branch classes, as follow here: — 
 
 \. Essential, or Subject, Nominative: I exist; Who struck me? wherein the 
 finite verbs exist and struck govern the case of the subjects / and who, 
 requiring them to be nominative, in so far as such forms as " My exist" 
 or "Me exist" are not allowable. (See Demonstration XXV., e, f, g.) 
 2. Predicate Nominative: It is they. I must be myself. He became a laioyer. 
 He desires to be a lawyer. James is said to be a good boy. His being 
 
BRANGHINQ THE CLASSES. 505 
 
 a student was no reason for liis being a savage. Ye shall be as gods. 
 He came as a business man. I did not bear of bis becoming a convert 
 to tbat faith. It was to be his Jiorse. To be a good scholar requires 
 much labor. (See Demonstration VI., a, b.) 
 3. A2>positlve Nominative. — These are subdivided as follows: — 
 
 a. Explanatory ajjpositive: Johnson, the lexicographer, was a very ec- 
 centric man. We, the people, are lovers of republicanism. Milton, the 
 poet, was blind. I, ih.j father-in-laio Jethro, am come unto thee. 
 
 b. Restrictive appositive: The poet Milton was blind. The emperor 
 Ardonius wrote a good book. The word 2)hilosop7ier signifies " lover of 
 wisdom." Thou river, roll. The river Euphrates is in Asia. I, thy 
 father-in-law Jethro, am come unto thee. 
 
 e. Repetitive appositive: The Lord himself shall descend. He himself 
 was the writer of the editorial. We can manage the business ourselves. 
 
 d. Distributive appositive: He is crippled, hand and/oo^. He is ruined, 
 mind and heart. The allies — two thirds of them — invaded the country. 
 Peace, prosperity, happiness, — all things were sacrificed. 
 
 e. Resumptive appositive: It was Virgil, he who wrote the ^neid. A 
 great and true man, the king sat upon the throne of his ancestors. 
 Harry's flesh, it fell away. The stars, tJiey shall shine forever. The 
 orphan of St. Louis, lie became the adopted child of the republic. The 
 wind, it waved the willow boughs. You are too humane and consid- 
 erate, things which few people can be charged with. By telling stories, 
 a practice of which he was fond, he became popular with the children. 
 Cortez, he who conquered Montezuma, was a Spaniard. Enow ye that 
 the Lord, he is God. Mary gave the old man a cup of water, a kindness 
 which he seemed to appreciate. The Pilgrim Fathers, where are tJiey'i 
 b. Objective. — That form and posture which a name acquires in be- 
 coming the objective predicate of an infinite copula, or the object of a prep- 
 osition, adjective, or adverb, or of any verb not a copula. Of objectives, 
 there are seven branch classes, as follow below: — - 
 
 1. Predicate Objective: They desired him to become a lawyer. Let him be 
 
 Cmsar. Let him reign king. We thought it to be them. They hated 
 him as being an enemy. I saw the child growing up the pride of the 
 family. I pitied the proud son returning a beggar. 
 
 2. Factitive Objective. — One that names what is the outcome of the verb's ac- 
 
 tion on a direct object (see 4 below); as, They made the log a boat. 
 They chose her queen. He left the job a botch. That law preserves 
 the earth a sphere. God called the firmament heaven. They did not 
 esteem themselves men. 
 
 3. Appositive Objective: Elizabeth ordered Mary, Queen of Scots, to be be- 
 
 headed. What a word escaped thee, thy lips. They beat him merci- 
 lessly, head and body. I purchased the following articles; namely, tea, 
 sugar, coffee, and raisins. Massachusetts censured her ablest statesman, 
 Charles Sumner. 
 
506 TSE SYSTEM METHOD. 
 
 4. Direct Objective.— The direct object of a transitive verb; as, I paid him 
 
 his wages. He made me a coat. Vice emits a breath every moment. 
 They did not esteem tJiemselves men. He vv^as paid money. 
 
 5. Indirect Objective. — One joined to a verb in the relation signified by to or 
 
 for; as, I paid liim the money. He made me a suit of clothes. James 
 gave me the book. I sent mj friend the book. We forgive our friends 
 their faults. 
 
 6. Adverbial Objective.— This objective sustains the relation of an adverb 
 
 to the verb, adjective, or adverb which governs it. The following are 
 examples of the objective governed by verb, adjective, and adverb re- 
 spectively: — 
 
 a. Object of a verb : Yice emits ahvehtheYerj moment. We stayed one 
 hour. It fell a great distance. The horse iceighs a thousand pounds. 
 The coal measures twenty busJiels. The building /to?? te two st7'eets. I 
 do not care a straio. 
 
 b. Object of an adjective : The lake is ten miles long. He is not a w7dt 
 wiser. The tower is ninety feet high. The hat is ioortha. dollar. It was 
 a little more than two oniles. I wish they were a whole Atlantic [ocean'] 
 broad. — Tennyson. My father, than whom no man is wiser, ajjproves 
 that course. He is wiser than me. (See Dem. XXX., m.) 
 
 c. Object of an adverb : He came an hour sooner. An hour hence we will 
 start. They watched all night long. This one is built a great deal bet- 
 ter. It was a long time ago. One hundred years ago, railroads were 
 unknown. (These last two sentences will be more clearly understood 
 after pondering the office of ago in the sentence, "He died long ago.") 
 I should be guilty of ingratitude, than whicli nothing is more shameful. 
 Beelzebub, than whom none higher sat, with grave aspect rose. It 
 weighs a little more than three pounds. Than and as, than whic7i noth- 
 ing has wzwe perplexed the grammarians, are subordinate conjunctions. 
 (Bee Dem. XXX., m.) Whom does he honor more than 7ne ? 
 
 d. i\7b<e.— The objective is never governed by a nonn. In such sentences as, "Once six 
 Is six," "It is fully twice the amount," once and twice are adverbs accessory to taken, which 
 is to be supplied thus: Sis taken once is six; It is the amount taken fully twice. 
 
 In "Two times two are four," times is an adverbial objective also governed by takeii, to 
 be supplied thus: Two taken two times are four. In the sentence, "He talks of a return 
 home,'''' supply the word to to govern home. 
 
 7. Prepositional Objective. — One used as the object of a preposition; as, It 
 
 fell through the air to the ground. They stayed till night under shelter. 
 
 A Hie of virtue is a I'de of happiness. This is the man t7iatl spoke (?/. 
 
 John is the name that he answers to. 
 
 C. Possessive. — The form and posture which a name assumes to denote 
 ownership, origin, or kind. Of possessives, there are two branches, — the 
 adnominal and the aj^jiositive. 
 1. Adnominal Possessive.— One prepositive to a substantive; as, Socratcs's 
 
 teachings were in advance of Ids age. There is no harm in women's 
 
BRANCHING THE GLASSES. 507 
 
 studying politics. Henry's being a student was no reason for Jds being 
 a savage. Daniel was in the lion's den. The sun's heat will be poured 
 out as liquid fire, Shelleyl^sl, the poet's writings are appreciated by 
 few. My own, your cousin's prayer is that you do it not. 
 
 2. Appositive Possessive: Shelley ['s], the ^oefs writings are appreciated by 
 
 few. My own, your cousin's prayer is that you do it not. Alfred ['s], 
 the great Saxon's court was at all times open to learned men. Liberty 
 was theirs as ??2ert['s]. Stop at Putnam's, the publis7ier['s]. Stop at 
 Putnam["s] t\\e publislier's. The rifle is my friend's, the hunter's. 
 Rhetorical, or Independent , Constructions.— Of the two 
 
 cases of nouns and pronouns in the independent, or rhetorical, construction, 
 
 by far the most common is the — 
 
 a. Nominative. — Nominatives are absolved from grammatical connec- 
 
 nection with sentences, with which they remain rhetorically connected, in 
 
 five ways, as follows: — 
 
 1. By Direct Address : Plato, thou reasonest well. Nay, but, O man, who 
 art thou that repliest against God? James, did you see him? O virtue, 
 when will all men follow thy guidance? Whence are thy beams, O 
 sun ! Sir, I beg you to give me a bit of bread. O mighty Casar! 
 dost thou lie so low? Well, JoJm, I hope you did not laugh. 
 
 3. By Exclamation ; The /oe.^ they come, they come! Nonsense! it can't 
 
 be done. A horse! a horse! my kingdom for a horse! Peace, ho! hear 
 Antony, most noble Antony. The will, the will! we will hear Caesar's 
 will. Most noble Gcesar ! we '11 revenge his death. Liberty ! freedom! 
 tyranny is dead! 
 3. By Pleonasm : He that is holy, let him be holy still. The pulses of 
 thought, that go to the borders of the universe, let them proceed from 
 the bosom of the household. -^^mersoK. Gad, a troojj shall overcome 
 him. 
 
 Remark.— Ji should be observed that between the resumptive appositive, and a nomina- 
 tive in the independent construction by pleonasm, there is an important distinction. In 
 "Cortez, he , . . was a Spaniard," the appositive he, which represents Cortez, conies im- 
 mediately after Cortez, and between Cortez, the subject, and the verb; while that word which 
 represents a noun or pronoun in the nominative case by pleonasm, does not follow ?2ea;< to the 
 noun or pronoun, but always after the verb, which comes between. Thus in " Oad, a troop 
 shall overcome Mm,'" him, the representative of Gad, comes after the verbals shall come, even 
 at the end of the sentence. 
 
 Many authors evince a gross understanding of what pleonasm is. Thus, A. Holbrook, 
 who professes always to pursue the ship of science even to the profound pacific, directly con- 
 tradicts himself: — 
 
 " ' The stars, they shall shine forever ; ' stars is in the nominative case l>y pleonasm. 
 'Cortez, he . . . was a Spaniard;' he is in the nominative case by apposition with 
 Cortez.''— Holbrook' s Complete English Grammar, pp. 35, 168. But if he is in apposi- 
 tion with Cortez, then Cortez must be the surbject of ivas, and so Mr. Holbrook avers. But a 
 child will see that stars sustains the same relation to shall shine that Corlez sustains to was; 
 hence, stars is nominative not by pleonasm, but because it is the subject of shall shine, just 
 as he declares Cortez is the subject of was. And thus appears the contradiction. 
 
508 ^^■E' SYSTEM- METHOD. 
 
 4. By Accompanying Circumstance : The 7iack having gone, we were obliged 
 
 to walk to the railroad. The sun being risen, we pursued our journey. 
 Honor being lost, all is lost. The ship came into harbor, colors flying 
 and guns firing. Flowers of all heavens grow side by side. The mount- 
 ains rose, higJit above hight. Century after century, the earth has 
 wheeled in its orbit. They walk hand in hand. They tore him limb 
 from limb. He destroyed, the rest will yield. — Butler. They being 
 absent, the cause was not decided. — Id. He rushed down the hill, heels 
 over head. 
 
 Heart to heart, we '11 sail together. 
 
 Hand in hand for aye and ever. 
 
 Her wh^el at rest, the matron thrills no more 
 With treasured tales and legendary lore, 
 
 5. By Inscription. — The chief word in inscriptions on monuments, coins, etc., 
 
 the chief word in titles of books, magazines, newspapers, etc., the chief 
 word in signs of business houses, labels for goods, or packages, also 
 the signatures of letters, superscriptions on envelopes, headings of 
 pages and subjects, are in the nominative case, and are independent by 
 inscription. Examples are, ' ' Webster's Unabridged Dictionary; " ' ' Gib- 
 bon's Borne;" "Bakery and Restaurant" (sign on a business house); 
 "United States of America" (inscription on a coin); "The Noun" (the 
 heading of a discussion of that subject). 
 
 Besides the nominative, the only case used in the independent construc- 
 tion is the objective of the pronoun /. For examples, see under the article 
 next below. 
 
 6. Me Independent. — The objective me is often in the independent construc- 
 
 tion, by exclamation; as. Ah me! that I the judge's bride might be. — 
 Wliittier. O me, why have they not buried me deep enough? — Tennyson. 
 Dear me, what shall we do? 
 
 Me miserable ! which way shall I fly. 
 Infinite wrath and infinite despair. — Milton, 
 
 Prog. XXVI.— Branching by the Gframmar-System Tree, 
 
 FABTICVLAMS: 
 
 Which 1 is yours? ^ (See Dem. XXV., g.) It ^ was to be his horse.* He ^ staid 
 anhom-.^ I ^ paid him Hhe money. ^ He i" was paid money," To be a good scholar ^2 
 requires much labor.i^ "VVe,i* the people,i^ are lovers i** of repubUcanism.i'' -pi^e 
 horse 1* weighs a thousand pounds.^^ Than^^ and as^"^ than which ^'-^ nothing has 
 more perplexed the grammarians,'^^ are suboriiinate conjunctions.^* Solomon,"'' than 
 whom ^^ there never was a wiser man,*^^ declares wisdom ^^ more precious than rubies.^^ 
 Harry's flesh,30 jt 3i fgU away. The stars,^^ they^s shall shine forever. He^* is crip- 
 pled, hand ^5 and foot.36 He 37 is ruined, mind 38 and heart. s^ The Lord *" himseK " 
 
BRANCHING THE GLASSES. 509 
 
 shall descend. James *^ is said to be a good boy.*^ His ** being a student*^ was no 
 reason*^ for his being a savage.*^ Ye*^ shall be as gods.*' (See Dem. XX., d, note 
 1.) He ''° came as a business man.^i The poet ^^ Milton ^^ ^yas bhnd. Milton, 5* the 
 poet, ^5 was blind. The allies ^^ — two thirds '^^ of them ^^ — invaded the country.^^ 
 Thou ^" river, 61 roll. The Pilgrim Fathers,^- where are they? ''^ Know ye ^^ that the 
 Lord,''5 he ^^ is God.^''' The word ^^ philosopher ^^ signifies " wisdom-lover." ^^ Plato, '^^ 
 thou '^2 reasonest well. Nonsense ! '^^ it ^* can't be done. Most noble C^sar ! ''^ we ^"^ '11 
 revenge his '^'' death. '''^ He ''^ that ^^ is holy, let him *i be holy stiU. Cortez,*^ he ^^ was 
 a Spaniard. 8* The river ^^ Euphrates ^^ is in Asia.^'' I^^ must be myself. ^^ He^" 
 desires to be a lawyer.^^ As your attorney, ''^ I should know it.'^ (ggg Dem. XX., d, 
 note 1.) Did you hear of his^* becoming a convert?'^ I,^^ thy father-in-law ^'^ 
 Jethro,'* am come unto thee.'^ Hei"" himself ^^^ was the wi-iter.io^ peace,!''^ pros- 
 perity,i°* hapiDinesSji^s — all things ^"^ were sacrificed. Let himi"^ be Csesar.ios Beel- 
 zebub,!"' than whom i^" none higher sat, with grave aspect ^ rose. I^^^ should be 
 guilty of ingratitude,!!^ than which!!* nothing i!^ is more shameful. Thou!!^ hast 
 been wiser all the while!!'' than me.!!^ The hack!!' having gone, we!^" were obliged 
 to walk. Ah me ! !2i that I !22 the judge's i^s bride !2* might be.— WfiittierJ^^ O me,!26 
 why have they!^^ not buried me!^^ deep enough? — Termyson.^^^ 
 
 Heart i-'" to heart !^! we !^^ '11 sail together, 
 Hand !^^ in hand !2* for aye and ever. 
 
 It !3^ fell a great distance, i^^ He ^^'^ came an hour !38 sooner. An hour !3' hence, we !*•> 
 will start. The coal !*! measures twenty bushels.!*^ I !*3 do not care a straw.!** It !*5 
 was a little !*6 more than two miles.**^ He!*^ is wiser than me.!*' I ^^'^ wish they!^! 
 were a whole Atlantic [ocean] ^^'^ broad. — Tennywn.^-'^ Let him!^* reign king.!^^ We ^^^ 
 took it !■" to be them.!^* They i^' hated him!"' g^g being an enemy.!''! The tower i^^ 
 is ninety feet !83 high. He !'^* is not a whit '^'^^ wiser. The hat ^'^^ is worth a dollar.is''' 
 He !6S is worthy praise.!"' It !^' was a long time !''! ago. They i^^ watched all night ^''^ 
 long. It !''* was Virgil,!''^ j^e i76 ^iho !'''' wrote the iEneid.!^* You !''' are too humane 
 and considerate, things!^' which !^! few people i^^ can be charged with. Cortez,!^'^ 
 he!** -who!*^ conquered Montezuma,!^^ -^^g^g ^ Spaniard. !*7 Mary!** gave the old 
 man!*' ^ cup !'" of water,!'! a kindness !'2 which !'* he !'* seemed to appreciate. 1 1'^ 
 saw the child !'^ growing up the pride !'^ of the family.!'* j i99 pitied the proud son ''^" 
 returning a beggar.^'! There I ^'^ brought her ^'^ as pitying her 2'* hard usage. ^'^ j^ 206 
 is a little 2'^ more than two feet'^'* long. Well, John,^" I'^!' hope you^!! did not 
 laugh. Gad, ^!^ a troop 2!^ shall overcome him. ''^i* O mighty Caesar !^!^ dost thou^!^ 
 lie so low? The sun"!''' being risen, we ^i* pursued our journey.''^!' Honor ^^' being 
 lost, all is lost. The mountains^-! rose, hight^^^ above hight.^"* The ship^^i came 
 into harbor,225 colors ^-^ flying and guns ^"^ filing. 
 
 Her 22* wheel ^^' at rest,^"^' the matron ^^! thriUs no more 
 With treasm-ed tales ^*^ and legendary lore.'^^* 
 
 They ^** chose her 2*^ queen. 2*^ He '^^'' made me 2** a coat.^^' They ^*' did not esteem 
 themselves 211 men.'^*^ 1^*3 sent my fi-iend^** the book.2*5 We 2*6 forgive our 2*7 
 friends 2** their 2*' faults. ^^9 That law^^* preserves the earth ^^^ a sphere.^^s ^ noun ^^i 
 is a name;^'^ as, man,^^^ eagle."^'' They "5* beat him^^' mercilessly, head^"' and 
 
510 THE SYSTEM METHOD. 
 
 body.261 1262 purchased the following articles; 263 namely, tea,364 sugar, 265 cofifee,266 
 and raisins.^fiT Tijig one is built a great deal^es better. A hundred years 369 ago, 
 raih-oads ^^o were unknown. Two times ^^i two ^''^ are four.^'i'a jjg "^* talks of a return ""'^ 
 home.2''6 Once six 2" is six.^^s (See d, note, p. 506.) It 2-9 is fully twice the amount.sso 
 Shellcy['s],28i the poet's 282 writings 2S3 are appreciated by few. Liberty 28* was theirs 285 
 as men ['sj. 286 There is no harm in women's 287 studying politics.288 Henry's 289 being 
 a student 290 was no reason 29i for his 292 being a savage.293 They 29* walk hand 295 in 
 hand.296 He 297 destroyed, the rest 298 will yield. — Butler. -^"^ He^oo rushed down the 
 hiU,30i iieels ^^ over head.^os 
 
 Me 301 miserable! which way 305 shall I^oo fly, 
 Infinite wrath ^o^ and infinite despair.308 — Milton.^^^ 
 
 Dear uie l^io what 3" shall we ^12 do? Century ^^^ after century, 81* the earth ^is has 
 wheeled in its ^le orbit.s" Liberty ! 8I8 freedom ! 3i9 tyranny 820 is dead ! The pulses 821 
 of thought 822 that 823 go to the borders 82* of the universe,825 let them 82* proceed from 
 the bosom 827 of the household.828 — Emerson.^'^^ Sir,880 j 331 T^^g you 882 to give me 883 a 
 bit 884 of bread. 835 Alfred 880 ['s], the gi-eat Saxon's 837 court 838 was at all times 839 
 open to learned men. 3*0 "\;v^hat8ii ^o you 3*2 mean, you 8*3 blockhead? 3i4 stop at 
 Putnani's,3*5 the publisher 3*6 ['s]. The rifle 3*7 Is my 3*8 friend's,3*9 the hunter's.850 
 This did not prevent John's being inaugurated Duke 35i of Normandy.352 The cap- 
 tain 353 of the i^-wZtoji's 35* wife 355 (lied yesterday. 356 (See Dem. V., Obs. c.) It 857 
 weighs little 358 more than three pouiids.359 My860 father, 36i than whom 362 no man 863 
 is wiser, approves that course.364 Henry 865 jg taller than James.866 True happincss,867 
 than which 868 nothing 869 is more coveted, is rarely enjoyed. They 370 are stronger 
 than we.87i (This sentence is not whole, and are must be supplied; for, since an ad- 
 jective governs not a nominative, but an objective, the nominative we cannot be the 
 object of the adjective stronger.^ and is therefore the subject nominative of are under- 
 stood, without which the sentence is not whole.) She 872 is worth more than them 873 
 aU. The debt 87* is greater than what 375 I cim pay. Less judgment 376 than wit 877 is 
 more sail 878 than baUast.379 — Pemi's^^^ 3£aximfs.^^^ Entreat him 882 as a father, 883 and 
 the younger men 884 as brethren.885 More men 380 than women 387 were there. ( Women 
 is the object of the adjective more : Men more than women were there.) 
 
BRANCHING THE CLASSES. 511 
 
 DEMONSTRATION XXVIL 
 
 FACT MATTER: 
 
 a. Copula. — Any form of the verb Be (see Demonstration V., g, h) or 
 any other connecting the same cases; as, She is queen; She reigns queen; 
 He was elected president; They desire him to become a lawyer; To be a 
 scholar requires toil and time; Henry's being a student was no reason for his 
 being a savage; Among the stones I stood a stone. 
 
 b. Principle I. — A name essential is in tlie nominative case. 
 
 c. Principle II. — A name accessory to an infinite copula not preceded by an 
 objective, is in the nominative case. 
 
 d. Principle III. — A name appositive to another is in the same case. 
 
 e. Principle IV. — A name separated by a copula from another name meaning 
 the same thing, is in the same case. 
 
 f. Principle V. — A name accessory to a preposition, adjective, or adverb, or 
 to any verb not a copula, is in the objective case. 
 
 g. Principle VI. — A name having an (') or a changed structure indicating 
 possession, is in the possessive case. 
 
 h. Principle VII. — Me excepted, a name independent is in the nominative 
 case. 
 
 i. The Independent, or Absolute, Case. — In the sentence, "I beg 
 your pardon, madam," the word madam is independent in relation, or use; 
 since, even when it is dropped, there remains a complete sentence whole, 
 "I beg your pardon." Therefore, is not madam in the independent, or 
 absolute, case? (for it is declared by Harvey, Clark, Greene, and others 
 that "case is relation;" by Reed and Kellogg, that "case is [sometimes] 
 use or office") — No; examine the sentence, "Ah me! that I the judge's 
 bride might be." Me is here in the independent, or absolute, relation or 
 use. If consistent with themselves, these authors must, therefore, declare 
 me to be in this so-called independent, or absolute, case. If being in the 
 independent relation puts a noun or pronoun in the independent case, then 
 me, which is in the independent relation, must be in the independent case. 
 But these authors are forced by numerous facts hostile to their doctrine of 
 case, to declare me to be objective, not independent, or absolute. " Nom- 
 inative /, possessive my, objective me," say they all. And thus do they 
 contradict their own plain teaching, since they teach, — 
 
 1. That because madam is in the independent, or absolute, relation, it is 
 in the independent, or absolute, case; 
 
 2. That because me is in the independent, or absolute, relation, it is not in 
 the independent case, but that it is objective! 
 
 It is the form, not the relation, or use, of me that constitutes it an 
 objective case; and these authors acknowledge this plain fact by putting me 
 
512 
 
 THE SYSTEM METHOD. 
 
 in their tables of the pronoun forms, where they have, "Nominative I, 
 possessive my, objective me;" and it is a direct contradiction to teach, — 
 
 1. That a noun or pronoun is objective because it is in the objective 
 relation, or use; 
 
 3. That we is objective not because it is in the objective relation, or use, 
 but because it is the objective form, (See " The Current Doctrine of Case," 
 p. 388; also j below.) 
 
 Note.— Ml grammarians agree that "case is v^property of uouns and pronouns." But a 
 "property of a thing is that which is inherent in [as its form and posture] and naturally- 
 essential to it." — Webster. "A peculiar quality; that which denotes something essentially 
 conjoined to the essence of a thing." — Worcester. But the relation, or use, of a thing is 
 neither "inherent in " it nor "joined to its essence." Therefore, since case is &property of 
 nouns and pronouns, it must be something very different from their " relation, or use," as to 
 other words. 
 
 i. The Current Doctrine of Case. — See page 388. See also Dem- 
 onstrations V. and XXV., g. 
 
 j. Cases Dropped from English Nouns and Pronouns. — The pro- 
 noun ^oho is here declined to show how many cases — the dative and the 
 ablative — have been dropped from the English language since the four- 
 teenth century. — 
 
 
 Anglo-Saxon. 
 
 Latin. 
 
 Greek. 
 
 English. 
 
 
 Si7ig. 
 
 Flu. (n.) 
 
 Sing. 
 
 Flu. 
 
 Sing. 
 
 Flu. 
 
 Sing. 
 
 Flu. 
 
 Norn.: 
 
 hwa, 
 
 hwaet, 
 
 qui, 
 
 qui, 
 
 Of, 
 
 ol, 
 
 who. 
 
 who. 
 
 Pass.: 
 
 hwaes, 
 
 hwaes, 
 
 cujus, 
 
 quorum, 
 
 ov, 
 
 div, 
 
 whose. 
 
 whose. 
 
 J)at.: 
 
 hwam, 
 
 hwam, 
 
 cui, 
 
 quibus, 
 
 w, 
 
 olg. 
 
 
 
 Obj.: 
 
 hwone, 
 
 hwaet, 
 
 quem. 
 
 quos. 
 
 Of, 
 
 ovc, 
 
 whom. 
 
 whom. 
 
 Abl.: 
 
 
 hwi, 
 
 quo, 
 
 quibus. 
 
 
 
 
 
 From this table it will be seen that while the English has but three 
 forms, the Anglo-Saxon had, for its relative, Jive. Nouns in English have 
 but two forms, but they have three postures in the sentence whole. (See 
 Demonstration XXV., g.) And because English nouns assume precisely the 
 same postures as parts of the sentence whole as do English pronouns, they 
 are necessarily branched into the same case divisions; for the case of a word 
 is its form as arising out of its posture in the sentence whole. And observe 
 that two nouns are not necessarily the same identical case-thing, or form- 
 thing, simply because they are alike in form; for these two like forms 
 may be, may arise out of, different postures in the sentence whole. It 
 is in the same way that the two eyes are not the same identical form- 
 thing simply because they are alike in form; they are ttco forms — two differ- 
 ent things. This we know because they are differently postured in the man 
 whole, the one being right, the other left. Observe that two different foot- 
 prints or twins are not one and the same print or person simply because 
 they may be precisely alike. Therefore, of the word madam referred to 
 under h of this Demonstration, it is to be observed that, since there are in 
 English but three cases, and since madam is neither possessive nor objective. 
 
BRANCHING THE CLASSES. 513 
 
 and since it is the naming, or nominating, form of the word, we decide it to 
 be a nominative noun. These remarks will apply to all nouns in this so- 
 called independent, or absolute, case. 
 
 Prog. XXYII.— Branching by the Grammar-System Tree. 
 
 PARTICULAJRS : 
 
 To be an Englishman i is no easy matter.^ I^ am this aay* weak, though 
 anointed Idng.^ Amos,^ the herdsman ^ of Tekoa,* was not a prophet's'' son.^" Ar- 
 nold's ^^ success 1^ as teacher ^^ was remarkable. Being a scholar i* is not being an 
 idler.i^ His ^^ original purpose ^'^ was lost sight i* of. He promised us ^^ each a pres- 
 ent.^** To be a wise man ^^ is to be misunderstood. He was made fun "^ of. I care 
 not for what ^3 others^* say. Labor "^ makes one^® merry. Te^''' shall be as gocls.^^ 
 He spoke as one^' having authority. Every son 3" was regarded as a slave. ^^ When 
 the quantity ^^ is taken twice as a factor,'^^ the product 3* is called the second power.^^ 
 The warrior fell back upon the bed ^^ a lifeless corpse.^^ I had a suspicion ^* of the 
 fellow's 3^ being a swindler.^o I *i wish they*^ were a whole Atlantic [ocean] *^ broad. 
 He came as a teacher.** As mayor *5 of the city, I feel much aggrieved. Liberty *^ 
 was theirs *^ as men.** She was named Penelope.*^ They did not esteem them- 
 selves ^^ men.51 We forgive our ^3 friends ^^ their 5* debts.^* This law ^^ preserves the 
 earth ^^ a sphere.^* It •''^ was to be his ^^ horse. •'^ James ^^ is said to be a good 
 boy.^^ I did not hear of his ^* becoming a convert ^^ of that faith.*'' I pitied the 
 proud son ®^ returning a beggar.** I saw the child ^^ growing up the pride ''" of the 
 family.'''^ We,'''^ the people ''^ of the United States,'''* are lovers ''^ of republicanism.'''* 
 Our whole company,''^ man'^* by man,'^^ ventured in. They tore him,*" limb*^ from 
 limb.*^ He is crippled, hand *3 and foot.** He is ruined, mind *5 and heart.** What a 
 word escaped thee,*''' thy ** lips.*^ The mountain rose, hight ^^ above hight.^^ Peace,^^ 
 prosperity,^^ happiness, — all these things^* were sacrificed. The Lord^^ himself,^* 
 heaven's "^ own high king,^* shall descend. Harry's ^' flesh, i*" it ^"^ fell away. Gad,^^^ 
 a troop ^"^ shall overcome him. The orphan i"* of St. Louis,!''^ he became the adopted 
 chil 1** of the Republic."'' They scaled Mt. Blanc,"*— a daring feat. "^ Knowye"" 
 that the Lord,"^ he 1^^ is God.^^^ An hour"* hence we will start. He died a long 
 time ^15 ago. Two times ^i* six"''' are twelve."* The son has double the wealth"' of 
 his father.!"* Plato, ^^^ thou ^^^ reasonest weU. O mighty Caesar ! ^^^ dost thou i^* Me so 
 low? WTiat! wiU these hands ^-^ jjeygj. ^,g clean? What i-* do you i"''' mean, you i-* 
 blockhead ? 129 Peacej^^" ho! hear Antony,!^^ most noble Antony.i^s Tiie Pilgrim 
 Fathers,!"^^ where are they? i** The pulses i*^ of thought that^^* go to the borders of 
 the universe, let them^^^ proceed from the bosom of the household. He^^* that^'^ 
 hath, to himi*" shall be given. He i*i destroyed, the rest wiU yield. — Nohle Butler .^^"^ 
 They !** being absent, the cause cannot be decided. He rushed down the hill, heels i** 
 over head.i*^ The ship i** came into harbor, colors !*'' flying and guns i** firing. The 
 sun "9 being risen, we pursued our ^^^ journey.i^^ Ah me ! ^^s, that I the judge's 
 bride ^^^ might be. — WMttier}^^ O me ! 1^5 what i^s profits it 1^7 to put an idle case? i^* 
 
 -Tennyson.^^'^ 
 
 Me 1*" miserable ! which way i*i shall I fly. 
 Infinite wi'ath^''- and infinite despair.i*^ — Milton. 
 33 
 
514 THE SYSTEM METHOD. 
 
 Man is such as i"* his affection ^^^ and thought ^^^ are. There is as gi-eat a variety '^^'^ 
 asi''^ can be found in any other country.i''9 Tell what^™ man is. Simonides,!''^ be- 
 ing asked by Dionysius what ^^^ God was, desired a day's '^''^ time to consider of it i''* 
 before he made his reply. Mr. Locke i''^ retiring to a window and writing, my^'''*' 
 Lord !''■'' Anglesey I'^s desired to know what^™ he was writing. The wicked shall per- 
 ish, as 1^0 the world 1^1 knows. She soured to whati^^^ she is. My fathcr,i83 than 
 whom IS* no man is wiser, approves that course. That that that i^'' that i^^ that lady 
 parsed is wrong, is plain. As many as ^^^ choose may remain. What man i^* enters, 
 dies. The modern Avorld is theirs.i^^ Love is a silly infatuation, depend upon \\.y^^ 
 Whom 1^1 the shoe fits, let him put it on. 
 
 "In that and all things will we show our^^^ duty." — SJiakspmreP'^ 
 "We doubt it"* nothing; i^^ heartily fareweU." — Id. 
 
 That is a picture "" of my father's."'? She is a wife "» of my brother's."^ O, I see that 
 nose of yours.-"** Some one""! has called the eye"''^ the window ^"^ of the soul. His- 
 tory is the action and reaction of these two — nature ^"^ and thought."'^**^ ^ tropical 
 memory makes ""^ man an ahnanac.^o^ The Duke""^ of Norfolk's^o^ pai-k^io jg fifteen 
 miles ~" in circuit."!^ The lamp of a man's fife -^^ has three wicks,^!* — braiu,^!^ blood,^!^ 
 and breath.-i^ ^ noble boy ! ^i* who ^" would not do the right? ^^o Faith, there has 
 been much to do on both sides. It ^^^ is certainly as easy to be a scholar "^^ as a game- 
 ster.''^'^^ Show yourselves true Romans.^^*— J^mZjms CmsarP'^ Bonaparte relied upon 
 his own sense, and did not cai'e a bean^-'' for other people's. ^^'^ Hour"^^ for hour,^"' 
 the risk on a steamboat is greater. Fare you ^'^^ well a thousand times ! "^^ a thousand 
 times ^^' farewell ! Leave me here a little."^^ Sir,"^* March '^^'^ is wasted fifteen days.^^^ 
 
 Our youths and wildness shall no whit 2^'' appear, 
 
 But all be buried in his gi-avity. 
 
 You spurned me such a day ; ^^^ another time,^^' 
 
 You called me — dog.^**> 
 
 Rome,^*i I have been thy soldier forty years: ^*^ 
 
 Woe 213 to the hands that 2" shed this costly blood. 
 
 Kneel thou^*'^ down Philip, 2*6 bvit arise more gi'cat; 
 
 Arise Sir "*^ Richard ''*8 and Plantagenet. 
 
 This announcement is made once 2*' for all. Once^^o one"''i is one. 2^3 They were 
 refused the protection ^53 of the law. I was asked that question ^s* yesterday. ^^^ He 
 will be taken care 2"" of. He collected as much as 2^7 jg due. Be of the same mind, 
 one 25* toward another.259 All departments of life at the present day — ^trade,^^'' pol- 
 itics,26i sciencej^GS or religion, 2''3 seem to feel and to labor to express the identity of their 
 law. You are too humane and considerate, things ^^i few people can be charged with. 
 — Pope.^^^ If thou 266 thouest him some thrice,26'' it will not be amiss. He 268 de- 
 stroyed, the rest will yield. 
 
 I shall not lag behind, nor err 
 
 The way, thou260 leading.— Jllft7to?(..2™ 
 
 On these and kindred thoughts intent, I lay 
 In silence, musing by my comrade's side. 
 He 2'i'i also silent. — Wordsworth, 
 
BRANCHINO THE CLASSES. 51 5 
 
 The man"^^ that^^^ stands by himself, the universe stands by him also. The boy,''^'^* 
 how sweet to him is his fancy ! They think that I am somewhat.^'^ 
 Cease to glide a sunbeam by the blasted pine, 
 To sit a star-"' upon the sparlding spire. 
 This armor was Sir Ralph's at Ascalon: 
 A good knight he ! ^'^'^ — Tennyson. 
 But it^'^* turns out, that what^^^ he has to say is of that weight as to withdraw some 
 attention from the vehicle. — Emerson. You write very carelessly, a habit ^^^ you must 
 correct. 
 
 Thy spirit. Independence, ^^^ let me share, 
 Lqj.(J282 q{ ^jjg lion-heart and eagle-eye: 
 Thy steps I'll follow with my bosom bare, 
 Nor heed the storm that howls along the sky. 
 
 DEMONSTRATION XXVIIL 
 
 In view of the fact that, in the new science system of grammar, the 
 old rules of agreement between verb and subject have been embodied in a 
 single principle, stated in two below; and out of respect to the old teaching, 
 we give below a special program which may be introduced advantageously 
 next after passing over the syntactical of names, which we have just 
 finished. 
 
 No rule, except so far as it is the statement of a principle, or law, man- 
 ifest to the understanding, can, from the nature of things, be worthy of the 
 slightest respect. There is no law of perfect grammatical agreement be- 
 tween verb and essential name, or subject, as is frequently shown below in 
 the items of fact matter; for, while it is true in general that the subject de- 
 termines, or molds, the structural of the verb, we cannot assert that they 
 must be identical as to grammatical number. Language is thought-tracks, 
 nothing different. Not of necessity as things are, but as they are thought 
 to be, is the language; for language is the track of the thought, not of the 
 thing itself. 
 
 Now the verb is one thought-print, the subject another, of the same 
 thing; and we cannot more truly assert that the verb must grammatically 
 agree with the essential name, or subject, than we can assert that one bird- 
 track must exactly agree with another. One track is not made by the 
 other used as a pattern; the bird makes both. And precisely, the verb is 
 not made by the subject used as a pattern, but the thought makes both verb 
 and subject; and in either case, the tracks may differ somewhat. The es- 
 sential truths here are these: — ' 
 
516 TEE SYSTEM METHOD. 
 
 a. More than one subject-unit requires a plural verb. 
 
 b. A single subject-unit requires a singular verb. 
 
 It will be seen that these are items of mere fact matter, just as the fact 
 that me is objective is an item of mere fact matter. We are, therefore, not 
 to ask why more than one subject-unit requires a plural verb, just as we are 
 not to ask why me is objective, or why man has only two eyes. It is the 
 fact overt and ultimate, and is not to be stated as a rule or principle. (For 
 person and number in the verb, see Demonstration XXIV., c.) 
 
 FACT MATTER: 
 
 a. Principle 8, a. — More than one subject-unit requires a plural verb; 
 as, James [one] and Henry [another] are studious; Two [2] and three [3] are 
 equal to five; Here the boys [two or more], and especially [was one] 
 Charles, were very much interested in the tools; The good [more than one] 
 are great; The committee [one and others] were unable to agree; The pub- 
 lic [individuals, companies] are invited to attend. 
 
 b. Principle 8, b. — A single subject-unit requires a singular verb; as, 
 A hue and cry [one pursuit] was raised; Bread and milk [one food] is good 
 food (better, "hue-and-cry," "bread-and-milk "); Each book and paper 
 [each one] is kept in its place; Every man, woman, and child [every one'\ 
 was last; No book or paper [no one\ is out of its place; Thine [thy one] is 
 the kingdom and the power and the glory; John [one], and James [one is] 
 also, is here; John [one], and James [one is] too, is here; John [one], but 
 not [is] James, is here; John [one], as well as [is] James, is here; Pompey 
 [one], as well as [was] Caesar, was a great general; Virtue [one], and not 
 [do] riches, constitutes the hapjsiuess of a nation; John [one], or James [one 
 was], was here; Neither thou [art] nor I am to blame; I [am] or thou art to 
 blame; Something attempted, something \one thing] done, has earned a 
 night's repose; The scholar and the poet [one man] was also the Christian 
 and the patriot; The wheel and the axle [one machine] was out of repair; 
 The wages of sin [one consequence] is death; The public [one whole com- 
 munity] is invited to attend; The poetry and eloquence of the Augustan 
 age [one subject] was assiduously studied. 
 
 C. The following plurals represent sometimes more than one, some- 
 times a single subject-unit; hence they are written sometimes with a 
 plural, and sometimes with a singular verb: species, bellows, pains, means, 
 amends, news, alms, riches, odds, wages, series, suds, measles, hysterics, 
 rickets, mumps, tidings. 
 
 d. These plurals, when referring to the particulars of which the science 
 treats, or to the parts embraced in the scientific treatise, represent more 
 than one subject-unit, and must, therefore, be written with a plural verb; 
 but when denoting the science itself alone, but one subject-unit is denoted, 
 which requires the singular verb : mathematics, magnetics, mechanics, mne 
 monies, metaphysics, phonics, phonetics, physics, pneumatics, poetics, pol- 
 itics, statistics, analytics, statics, ethics, dioptrics, catoptrics, optics, aero- 
 
BRANCHING THE CLASSES. 
 
 Sir 
 
 nautics, economics, hydrostatics, hydraulics, gnomonics, hermeneutics, 
 hydro-dynamics, aesthetics, etc. 
 
 Ethics, with atheism, are impossible. — Disraeli. 
 
 e. The following plurals represent more than one subject-unit, and are, 
 therefore, always written with a plural verb ; tongs, shears, scissors, pincers, 
 tweezers, nippers, snuffers, trousers, pantaloons, cattle, thanks, billiards, 
 oats, vitals, entrails, victuals, nuptials, orgies, ashes, sweepings, trappings, 
 assets, calends, nones, ides, eaves, fire-works, withers, obsequies, annals. 
 
 The following, though having synonyms in the singular, represent al- 
 ways more than one subject-unit ; hence they require plural verbs : — .__ 
 
 Spectacles = 
 
 Greens = 
 
 Colors = 
 
 Matins = 
 
 Annals = 
 
 Bellows = 
 
 Drawers = 
 
 Arms =: 
 
 Checkers = 
 
 Species = 
 
 Heaves = 
 
 Hives = 
 
 Hangings = 
 Hypochondria = 
 
 Vespers = 
 
 Compasses = 
 
 Dominoes = 
 
 Lees == 
 
 Remains = 
 
 Manners == 
 
 Letters = 
 
 Morals = 
 
 Goods = 
 
 Drops = 
 
 Reins = 
 
 Gallowses = 
 
 Goggles = 
 
 Institutes = 
 
 instrument, 
 
 food, 
 
 ensign, 
 
 worship, 
 
 history, 
 
 air jDropeller, 
 
 garment, 
 
 war, 
 
 game, 
 
 kind, 
 
 disease, 
 
 disease, • 
 
 drapery, 
 
 disease, 
 
 evening service, 
 
 instrument, 
 
 game, 
 
 sediment, 
 
 corpse, 
 
 behavior, 
 
 literature, 
 
 decorum, 
 
 furniture, 
 
 medicine, 
 
 back, 
 
 support, 
 
 instrument. 
 
 sights. 
 
 plants. 
 
 paints. 
 
 mornings. 
 
 daily prayers. 
 
 cries. 
 
 boxes. 
 
 limbs. 
 
 pieces. 
 
 coins. 
 
 movements. 
 
 bee boxes. 
 
 suspensions. 
 
 parts of abdomen. 
 
 evening stars. 
 
 indicators. 
 
 hoods. 
 
 sides. 
 
 relics. 
 
 modes. 
 
 printed characters. 
 
 lessons. 
 
 benefits. 
 
 globules. 
 
 straps. 
 
 hanging instruments. 
 
 motions of the eye. 
 
 institutions. 
 
 = book, 
 
 f. The singulars given below, with others like them, represent some- 
 times a single, at other times more than one, subject-unit. The verbs 
 written with them are, therefore, sometimes singular, at other times plural, 
 to correspond to the number of subject-units : — 
 
 Youth = stage of life, young persons. 
 
 Sail = canvas, collection of ships. 
 
518 THE SYSTEM METHOB. 
 
 Horse = animal, horse-soldiers. 
 
 Foot = limb, foot-soldiers. 
 
 StaflE = support, corps of officers. 
 
 Fry = thing fried, swarm of fishes. 
 
 Head = part of body, several individuals. 
 
 Shot = act of shooting, several balls. 
 
 Brace = support, two individuals. 
 
 Yoke = neck-frame, two individuals. 
 
 Span = bridge, two individuals. 
 
 Flight = act of flying, flock of birds. 
 
 People = tribe, human beings. 
 
 g, Equitocal Nouns. — The following nouns are common, or equivo- 
 cal, in number, and are to be identified as singular or plural by some other 
 structure in the sentence with which they agree : sheep, deer, corps, swine, 
 vermin, hose, fry, gross, grouse, neat, public, Esquimaux, Japanese, Cyclops. 
 
 h. Contrary to analogy, such names as the following, when used as 
 collective nouns, and limited by cardinal-numeral adjectives denoting more 
 than one, are written in the singular form : head, score, dozen, gross, sail, 
 yoke, ton, pair, couple, brace. But when in the singular form and pre- 
 ceded by either a cardinal-numeral or the article, and not separated by of 
 from the succeeding noun to which it is accessory, dozen, of the words 
 above mentioned, as well as hundred, thousand, etc., are numeral adjec- 
 tives, not nouns; as, " two dozen eggs ; " "a dozen men;" "Five hundred 
 were slain ; " " Ten thousand men were taken prisoners." In " Ten thonsand 
 men, women, and children," etc., thonsand is still a numeral adjective belong- 
 ing to persons understood, with which men, women, and children are each in 
 distributive apposition. 
 
 Prog. XXVIII. — Branching by the Grrainmar- System Tree. 
 
 PARTICULARS : 
 
 This is 1 flour; the rest is ^ bran. Give^ me your hand. Were* he my son, he 
 would ^ not shed ^ a tear. The ornament of a house is ' the friends who frequent * 
 it. The public is ^ more disposed'" to censure 11 than to praise. ^^ How are^^ the 
 mighty fallen ! 1* If any one call, ^^ tell'^ him I am" not at home. The public 
 are '^ respectfully invited i^ to attend.^ Who dainties love 2' shall ^'-^ beggars prove.^^ 
 Had ^* ye believed ^^ Moses, ye would "^^ have ^'' believed ^^ Me. He is ^^ a fool, as all 
 the world knows. ^^ Having ^i now finished ^^ the work assigned ^^ me, I retire^ 
 from the great theater of action. The multitude pursue ^^ pleasure as their chief 
 good. Three times two are ^^ six. A hue and cry was ^^ raised. ^^ Two and three 
 are ^* equal to five. Bread and milk is ^^ good food. To learn" is *^ a duty. To 
 have ** succeeded ** in an undertaking cheers ^^ the heart. I am ^^ to go *^ into the 
 country. Did ^^ I forget *^ to mention ^o that fact? Each book and paper is ^^ kept ^^ 
 in its place. He was^^ obliged^* to return. ^^ Every man, woman, and child was^* 
 lost.^'' Here the boys, and especially Charles, were^s very much interested ^^ jq the 
 tools. She stoops ^^ to conquer. ^^ Schools are ^ established ^ to educate ^* the ris- 
 
BRANGHING THE CLASSES. 519 
 
 ing ^ generation. The committee were ^ unable to agree. ^^ He saw ^^ his comrade 
 fall. ®' Soon peace shall '" come " with all her smiling ^^ train. The public are '^ in- 
 vited "* to attend. '^ John, and James too, is '* here. They met on the day ap- 
 pointed. " Truth, crushed '^ to earth, shaU " rise ^ again. Cease *^ from anger, and 
 forsake '^ wrath. Pompey, as well as Caesar, was *^ a great general. The Son of 
 Man came ^^ eating ^ and drinking. ^ May ^^ your shadow never be ^ less. Neither 
 thou nor I am^' to blame. ^ Something attempted, ^^ something done, *^ bas^^ 
 earned 8* a night's repose. The scholar and the poet was** also the Christian and 
 a patriot. The wheel and axle was *® out of repair. The wages of sin is*' death. 
 The reading *^ of the report occupied *' an hour. The majority were'™ disposed ^"^ 
 to adopt ^"^ the measure which they at first opposed, i"* The public is '"* cordially 
 Invited i"* to attend. ^"^ The poetry and eloquence of the Augustan age was ^'^^ assid- 
 uously studied. ^"^ Each of the errors is ^^ found ^^^ at the beginning, m Several 
 years' interest is ^^^ due at present. Each man, each woman, each child, has ^^^ a 
 duty to discharge. 1^* Either I or they are ^^^ to be ^^^ promoted. ^^^ The world 
 are ^^^ spectators of your conduct. The world is ^^^ round. 
 
 Man, proud man, 
 Drest^^ in a httle brief authority, 
 Plays ^^' such fantastic tricks before high Heaven 
 As makes ^'■^ the angels weep. ^'^^ — Shakspeare. 
 
 DEMONSTRATION XXIX. 
 
 FACT MATTER : 
 
 a. Constructions of the Adjective. — The adjective is always of the 
 accessory construction; it is never essential. Of the accessory construction 
 of adjectives, there are four varieties, — adnominal, appositive, j^redicate, 
 factitive. 
 
 b. Adnominal (^a£?, "to," and nominal, "name": to a name). — The 
 office of an adjective prepositive, and not disjoined by a comma; as. The 
 beautiful flower was frozen; He is the very man; This young man was a brave 
 soldier. 
 
 C. Appositive {=ad, "to," and position: close position). — The office 
 of an adjective postpositive, or prepositive and disjoined by a comma or 
 other mark; as. Goldsmith wrote nothing so forceful and sweet; Who else is 
 it? Young, handsome, and clever, the page was the darling of the house; A milk- 
 white hind, immortal and unchanged, fed on the lawns; Fond of splendor, he 
 was indifferent to neatness. 
 
 Note. — An infinite verb, when used hke a noun, is often limited by adjectives 
 and adjectival possessives. Thus, in "I was opposed to JoM's wi-iting the letter," 
 and "Virtue consists in being good,^^ the substantive participles writing and being are 
 modified by the possessive Johri's and the appositive adjective good respectively. Ob- 
 
520 THE SYSTEM METHOD. 
 
 serve that adjectives and possessives do not modify verbs as verbs, but that it is be- 
 cause the verb is itself used like a noun that it may be modified by the adjective, or 
 the adjectival possessive. 
 
 Were this principle better known, that adjectives (noun-modifiers) may also mod- 
 ify whatever is used like a noun, it would beautifully solve another problem of gram- 
 mar hitherto xmexplained; namely, in the sentence, "To be good is to be great," 
 what do the adjectives good and great modify? Once established that, in the sentence 
 above, good may modify the substantive verb being, — and it can modify nothing else, 
 — it foUows, in this sentence, that good and great may modify the substantive verbs 
 he, which clearly explains the difliculty what to do with good and great. They are 
 appositive adjectives belonging to the two infinitives be. 
 
 This principle is confirmed not only by numerous examples in the English, but by 
 the analogy of both the Greek and the German. In the following examples, the words 
 are given in their Enghsh order, that the examples may be the better understood: — 
 
 Greek : to afxagTapeLV hoTL ovdlv -QavfiaaTov ap-QgunovQ bvrag. 
 The err is no wonder, men being. 
 
 The meaning is, "The error is no wonder, they being men;" but observe that instead 
 of the noun error, limited by the adjective the, the Greeks make use of the substantive verb, 
 the infinitive, err, d/j.aQTdpEi.v, which is modified by the adjective the, to. The testimony 
 here, therefore, is that because the infinitive err is used like a noun, it may be modified by 
 the adjective. 
 
 German: ©aS "Sitxim tft eine augeuel^me 2[3eiDeguug. 
 
 The ride is an agreeable exercise. 
 
 ©a§ Seffit enniibet bie Slugeit 
 
 The read fatigues the eyes. 
 
 Here the infinitive verbs ride and read, because used as nouns, being the subjects of is 
 a.nd fatigues respectively, are each modified by the adjective the. The testimony is again that 
 a verb, when used as a noun, may sometimes be modified by an adjective. 
 
 If it be inquired whether we may not explain good and g7-eat by assuming an el- 
 lipsis, the writer answers. No. The reasons are, briefiy told, as foUows : — 
 
 1. It has been shown (Dem. XXX., m, 1, note 3), (1.) That everywhere in science, 
 we are by law bound to explain things as they are, since to explain them as they are 
 not is not to explain them; (2.) That by law things explained by science — whether 
 sentences or words or etymons or animals or solutions or plants or molecules or else — 
 are in wholes; so that the only way to justify our assumption that some part is miss- 
 ing, and therefore to be supplied, is to prove that such part is missing, that the sen- 
 tence is not a sentence whole. But now mark: when it is once proven that an adjec- 
 tive may modify averb,when that verb is used like a noun, it becomes impossible to 
 prove that "To be good is to be great" is not a sentence whole! for the only ground 
 for supposing it not whole, is the supposition that the parts modified oy good and 
 great are missing. But that supposition is groundless; for I have shown that they 
 may modify the substantive infinitives be. By such examples as, "Virtue consists in 
 beino- good," and by the analogy of the Greek and the German it has been shown 
 that an adjective may modify a verb used like a noun. Since, therefore, good and 
 great may be explained as modifying the substantive verbs be, the sentence is proven 
 to be whole, and no part can be missing. The assumption of an eUipsis, that is, of 
 
BRAKGHma THE GLASSES. 621 
 
 a missing part, is therefore as impossible and as ridiculous as the assumption that to 
 a man whole having two eyes, two thumbs, and eight fingers, should be supplied an 
 additional eye, thumb, or finger ! Such assumption is against law, therefore lawless, 
 laughable, lunatic. 
 
 2. We should be wary about supjjlying; for it is by assuming that privilege that 
 we curse the science of grammar with interminable and distracting disputes. Only 
 by withholding from grammarians this arrogated privilege and outrageous practice of 
 assuming that some part is missing, u7iUl he may prove it., may we hope to escape this 
 distraction. 
 
 3. To supply a part assumed to be missing, is not to solve, but to evade the diffi- 
 culty, as is shown in Demonstration XV. ; for equivalency in meaning is not necessa- 
 rily sameness of granmaatical construction. 
 
 d. Predicate. — The office of an adjective disjoined, by a copula, from 
 the substantive to whicli it refers; as, Fond of splendor, he loas iudifferent to 
 neatness; We found him to he true; The book is growing dull; He was able 
 and ^tadions. 
 
 e. Factitive. — A postpositive adjective made accessory to a direct ob- 
 ject, through a transitive verb; as. He painted the box blue; He tallied him- 
 self \\okk^; She boiled the e£^(/s hard; The jury found [declared] him guilty; 
 "Royal Glue" mends everything solid. 
 
 f. CoNSTRXJCTiOKS OP THE Adverb. — Of the adverb, there are two con- 
 structions, — the modifying and the conjunctive. 
 
 ff. Modifying Adverb. — One not performing the office of a connec- 
 tive ; as. The soldiers marched forward; She came forth; The miners toiled 
 eaily and late, fared paorly, lodged rudely, and, finally, received very little gold. 
 
 h. Conjunctive Adverb. — One that performs the office of a connective 
 in addition to that of an adverb; as, The rocks remain where they fell; 
 The wind bloweth AvUere it listeth; The time has come Mhca we should be 
 going; It was in the early spring that he came; Friendships are best when 
 they are old; We shall reap as we sow. 
 
 i. Principle XH. — Any word not a name or a verb, added to a name, is an 
 adjective. 
 
 j. Principle XHI. — Any word not a name or a verb, added to a verb, an ad- 
 jective, or an adverb, is an adverb. 
 
 Prog. XXIX. — Branching by the Grammar- System Tree. 
 
 FARTICULABS : 
 
 The canary's song is sweet, ^ clear, ^ and musical. ^ Were the* cherries ripe?^ 
 How^ often'' have you been there?* He studies sometimes^ very'" well. '^ My 
 pencil is long ^* and round. ^^ The ^* English '^ are positive, ^^ methodical, " 
 cleanly,^® and formal. ^^ The 2" rose is the fairest ^^ of flowers. They live very^^ 
 happily. 2^, Come often, 2* and stay long. ^^ It is full enough. ^^ The^^ book is 
 where 2* you laid it. I have forgotten my part, and I am out.^* Many ^'^ of these ^^ 
 books are worthless. ^^ Which ^* book do you desire ? Go to the ^* first 35 tree be- 
 yond. The price of a virtuous woman is far ^6 above rubies. It is pretty ^^ nearly ^^ 
 
522 ^'^^' SYSTEM METUOl). 
 
 finishea. Without the ^9 other, *» each « is useless. ^'^ Quiet, ■'^ sensitive, ** devout, *^ 
 he M'as predisposed to melancholy. The« English" hate the French as frivolous. ^^ 
 None*" is so deaf 5" as he that will not hear. He came unto his own,^! and his 
 own 52 received him not. The lunatic paces to^^ and fro 5* continually. 55 The^^^ 
 louder 5^ the thief talked of his honor, the^s faster 59 we counted our spoons. Lu- 
 ther died where "^^ he was born. He was made fun of. ^^ Young, e^ handsome, ^^ 
 and clever, «* the page was the darling of the house. He is precisely ^^ what he 
 seems to he. Whither «« I go, ye cannot come. I am as^^ tall^^ as you. To be 
 right fi9 Is better™ than to be president. The boat started long" before noon. I 
 shall see you then,'^ when'^ you come. We found the report to be true. '* Man 
 ought to go upright ''5 and vital. '^ Who else" is it? The book is growing dull. '^ 
 She boiled the eggs hard.™ They have broken up^" housekeeping. What^i a^^ 
 piece of work is man ! She robbed me of my hopes, my heart, my all. ^^ I had as 8* 
 lief ^5 go as stay. Please sing for us just^^ this^'? once. He must needs ^^ fail at the 
 outset. The sun is up. ^* Go to ; 90 homo is a common name to all men. Wher- 
 ever 9^ snow falls, there 92 is usually ^^ civil freedom. Then, «* who knew the 
 force of those 35 dire 96 armsl At last, 97 the passengers forsook the burning vessel. 
 Life is, at best, 98 very 99 short, i"" He has no")! ambition at all. 102 Above all,i03 
 te^ch your children to be useful, i"* These lectures have been published in full, i"^ 
 The practice is, of late, ^'^^ uncommon. W7 The Lord is king, be the people never ws 
 so^"^ impatient. "0 What"i by this and what "2 ijy that, he succeeded. My stay 
 there"* was short."* Not "5 a drum was heard, not"" a funeral"^ note. To 
 equal which, the tallest"** pine were but a wand. The thunder afar"^ roused up 120 
 the soldier. Ellie went home, sad 121 and slow. 122 Yet let noti23 one 12* heart-beat 
 go astray. 125 Farthest 126 from him is best, i^? Herei28 we may reign secure. i29 
 You fine downi*" your distinction till there ^^^ is nothing left. If thou thouest him 
 some 132 thrice. It will not^^^^ be amiss. ^^^ It is a thing to walk with. 1^5 i looked 
 in 136 on iiim as^^^ I came from school. The country whence ^^s he came is desolate. ^"'■^ 
 The year when"" Csesar was born is uncertain. '*! He painted the box blue. "2 
 Where "=* were you when"* I called? To be good "5 is to be great, i'" The son has 
 double "'' the wealth of his father. 
 
 On these and kindred thoughts intent, "* I lay 
 In silence, musing by my comrade's side, 
 He also silent. i*9 — Wordsworth. 
 What'50 wretchedi5i creature of what'52 wretched ^53 kind, 
 Thau man more weak, '^i calamitous, i55 and blind. ^56 — Homer. 
 How weary, 15T stale, '58 flat,i59 and unprofitable, 1™ 
 Seem to me all the uses of this world. — Shakspeare. 
 
 ^.MSiQj2M^«',i^^^}/Ucnnr\^ 
 
BEANGIIING THE CLASSES. ' 523 
 
 DEMONSTRATION XXX. 
 
 FACT MATTER: 
 
 a. Principle XIV. — A connective governing an objective is a preposition. 
 
 (Review Demonstration XIX.) 
 
 b. Principle XV. — A connective between !il(e parts is a co-ordinate conjunc- 
 tion. (See Demonstration XX.) 
 
 C. Principle XVI. — A connective between modifier and word modified is a 
 subordinate conjunction. 
 
 d. The Conjunction and the Preposition Compared. — The follow- 
 ing are the likeness and the differences of these two classes :— 
 Likeness : Both are connectives between word and word, or word and 
 phrase, or word and sentence, thus : — • 
 
 Preposition : Man is bsrn to die ; He ventured to within danger , It is 
 jnst, m that it is right. 
 
 Conjunction : James is loved and respected ; Be so good as to go ; I 
 would go rather than stay ; He will come if it is possible ; He is taller 
 than I am. 
 Unlikenesses: Prepositions govern an objective ; conjunctions govern noth- 
 ing. The conjunction is built in between two parts, neither of which 
 it governs ; the preposition is built in between two parts, one of which 
 it forces, if it be a noun or pronoun, to take the objective case. 
 
 The co-ordinate conjunction is always built in the sentence whole be- 
 tween parts like in some respect or respects, and neither of which mod- 
 ifies or governs the other ; the subordinate is always built in the sen- 
 tence whole between parts unlike in some respect or respects, one of 
 which always governs or modifies the other. Prepositions are built in 
 between unlike parts, one of which must always be an objective and 
 be governed, not by the other part to which it is connected by the 
 preposition, but by the connective itself, the preposition. 
 
 Thus, in "James is \oveA and respected," the co-ordinate and joins 
 loves and respected, which are like in class, tense, mood, and con- 
 struction, and neither of which modifies or governs the other. 
 
 But in "I chose liim as honest," the subordinate as joins liim and 
 lionest, which are U7blike in class, and of which the one, honest, modifies 
 the other, him. So in " He is wiser thani I am," " Solomon, than2 whom 
 there never was a wiser man, says," "Be so good as i to go," " I would 
 go rather tMnsStay," "I am doabtfnl as2 to liim," and all such knotty 
 sentences containing the so-called "difficult" subordinates as and 
 than, than,i than,2 as,i than,s as,2 join respectively wiser and I am, wiser 
 and whom, so and to go, rather and stay, doubtful and to him, the two parts 
 in each pair of which being unlike in some respect or respects ; and in 
 each case the one part modifies or governs the other. 
 
524 THE SYSTEM METHOD. 
 
 A true understanding of the conjunction as contrasted to the preposi- 
 tion, but more especially of the subordinate, as contrasted to the co-ordi- 
 nate, conjunction, is the best part of such skill as is to be employed in the 
 solution or explanation of the more difficult grammatical problems. 
 
 e. Is To Before the Infinitive a Preposition ? — The origin of to 
 is not unknown. It is the same word, which, in Anglo-Saxon, was placed 
 before the gerundial infinitive ; as, god to etanne=good to eating. But aft- 
 erward the to was placed before the simple form of the infinitive : god to 
 eatan:=good to eat. Just how and why, about seven hundred years ago, the 
 to changed from preceding the gerundial infinitive, and began to be used 
 before the present simple infinitive, we do not know ; and it does not affect 
 our purpose here. And how, though used in Old English only between 
 sentence parts, by a long succession of steps, each answering a new but 
 felt need of expression, the to came to be employed as a connective be- 
 tween part and whole, we need not explain. We desire only to prove that 
 to is a preposition. 
 
 f. Is To A Part of the Present Tense ? — Says Goold Brown, 
 "The present, or the verb in the present tense, is the part from which all 
 the rest are formed. It is commonly considered the root, or simplest form, 
 of the English verb." — Grammar of English Grammars, p. 361. "The 
 present tense is the simplest form of the verb." — Thos. TV. Harvey. And 
 Holbrook, the school-master, declares that the "present [tense] is a root." 
 But the signification of the wood root, as set forth in all English dictiona- 
 ries, is radix, radical, simple, single, primitive, underived, uncompounded. 
 Take, then, the sentence, " To die is to sleejD." It must be evident to all 
 that to, considered by itself and apart from sleep, is a radix ; that both to 
 and sleep are radical, simple, single, primitive, underived, and uncom- 
 pounded words ; that to of itself is a root or radix. It is just as truth- 
 fully said, too, that sleep, considered by itself, apart from to, is a simple, 
 underived, uncompounded root. 
 
 But tense belongs to verbs, never to another class; hence, to be in the 
 present tense, a word must be, (1.) a verb, (2.) a root. Any ordinary stu- 
 dent will now see that to sleep, the parts both taken together, cannot be the 
 present tense, the counter assertions of scores of grammarians to the con- 
 trary notwithstanding; for to sleep is not a single, uncompounded root. To 
 sleep is two roots, a compound, if taken both parts together; and it is but 
 folly to suppose that to can be any sort of a verb. Let him who fancies 
 that he perceives some verbal force in to, determine its principal parts (see 
 Demonstration VII., e); he will discover only these: I to now! I toe(Z yes- 
 terday ! I have toed! But the same test, which is the one usually employed, 
 shows sleep to be a real verb: I sleep now, I slept yesterday, I have slept. 
 And since sleep taken by itself, considered apart from the to, is, (1.) a verb, 
 (2.) a root, thus according exactly to the two requirements of the present 
 tense, we may safely conclude that sleep is the present tense. Plainly, then, 
 the to forms no part of the tense. 
 
BRANGHINO THE CLASSES. 525 
 
 g. Is To A Part of the Infinitive? — Those who oppose the doctrine 
 that to before the infinitive is a preposition, teach that though the to is 
 placed before the infinitive, we are to present the mood as belonging to the 
 associated parts, to the to and the verb mutually, thus: — 
 
 "To die i?, to sleep: To sleep is. a. verb, irregular, intransitive, [principal 
 parts] sleep, slept, slept, active, infinitive [mood], present," eic—Holbrook, 
 p. 178. 
 
 "He attempted to ascend the mountain: To ascend is a verb, regular, 
 transitive, active voice, common form, infinitive mood, present tense." — 
 Harvey, p. 101. 
 
 Thus, by the authority of these authors, both the to and the verb are 
 included in the infinitive mood. I quote from these two only, for 1 have 
 not others at hand; but these, and a score of others in use to some extent 
 or other in the United States, very feebly betray the doctrine that to enters 
 into the infinitive mood, on this wise: — 
 
 "To before the infinitive is not a preposition, but is merely the sign of 
 the infinitive." — Holhrook, p. 107. 
 
 " The infinitive may usually be known by the sign to, placed before it." — 
 Harvey, p. 74. 
 
 For, if to is a part of (included in) the infinitive, surely it cannot be 
 "before the infinitive"! or "placed before it"! Why, if to is included in 
 the infinitive, and still comes "before the infinitive," as I have just quoted, 
 then it comes before itself! But this, being impossible, may be said to be 
 infinitely absurd. When a writer argues that he can get before himself, he 
 is only crazily "beside himself." Thus the to cannot be included in the 
 mood, by virtue of the fact that it is placed before the verb to which the 
 mood belongs. 
 
 h. Is To A Part op the Verb? — To is never joined to the verb by a 
 hyphen, neither is there an instance where to and the verb are written to- 
 gether. It is joined to three words only; namely, day, morrow, night; thus, 
 to-day, to-morrow, to-night. But these are not verbs, but nouns. And the 
 scientific method must needs deal with to as ichatit is, a single, simple, sep- 
 arable, radical word. If it is a part of the verb, it will remain a part 
 through all the modifications; since all changes in the verb to correspond 
 to change of tense, mood, etc., are made at the right hand part — at the 
 ending of the verb. These are called changes in the endings of the verb. 
 What word, then, having to before it, will form the past tense? — Not " to 
 slept," for these grate upon the ear and will not justify. The student will 
 now see that to cannot be used before the past tense. And in the same 
 manner, he may determine that to cannot be apart of the verb. 
 
 i. The To Connects Odjective to Base, or Antecedent, Term. — 
 We have seen (Demonstration XIX., b, 1, 2, 3) that the peculiarity of a 
 preposition is that it connects unlike parts — an objective and an antecedent 
 term. And the word to answers aptly to this definition. Examine the fol- 
 lowing sentences: — 
 
526 THE SYSTEM METHOD. 
 
 1. I'me to come is called future. 7. Young people in this country are 
 
 2. He went to Rome. •prone to melancholy. 
 
 3. He was ready to die. 8. I lioiied to see. 
 
 4. He came to me. 9. "We are 'born to die. 
 
 5. We all fell to eating. 10. He is about to go. 
 
 6. The fruit is ripe e/ioMf/Zi to -u.se. 11. ~B.q aciedL agreeably tohis instruction. 
 
 12. She y^as deaf to blessing. 
 From these examples it may be clearly seen that to is the purest of 
 prepositions; for it is used as a connective between a larger variety of un- 
 like parts than any other preposition in the language. Thus, it is a link 
 between — 
 
 1. Noun — verb, as in 1. time to come. v 
 
 2. Verb — noun, as in 2. «'c?i< to Rome. 
 
 3. Adjective — verb, as in 3. ready to die. 
 Al. Verb — pronoun, as in 4. cnme to me. 
 
 5. Indicative — participial, as in 5. fell to eating. 
 
 6. Adverb — verb, as in 6. enougli to use. 
 
 7. Adjective — noun, as in 7. 'prone to melancJioly. 
 
 8. Past — present, as in 8. hoped to see. 
 
 9. Particijjial — infinitive, as in 9. born to die. 
 10. Preposition — verb, as in 10. about to go. 
 
 It. Adverb — noun, as in 11. agreeably \o instruction. 
 
 12. Adjective — particijile, as in 12. deaf io blessing. 
 
 It is the very habit of to to connect parts that differ in character or cir- 
 cumstance, and that is sufficient to prove it to be a preposition. In these 
 examples it would be absurd to sujopose it to be a conjunction, since con- 
 junctions connect not such unlike parts. But all agree that to is not a 
 noun, pronoun, verb, adjective, adverb, conjunction, or interjection. It is 
 therefore a preposition; for what has the varied uses, the peculiar character, 
 and the precise habits, of a preposition, and belongs not to another class, must 
 be a preposition. 
 
 j. To Before the Infinitive is Identical with the Preposition To. 
 — Scrutinize these sentences: He will move your hearts io pity. — Shakspeare; 
 It must be a bitter experience to be more accustomed to hate than to love; Each 
 wooed the other to love. One thing will not be disputed: the value, or office, 
 of love is exactly eq-ual to itself, call love verb or noun, as you please. Then 
 to before the verb is identical with to before the noun. But all agree that to 
 before a noun is a preposition. Therefore, it can be nothing else before the 
 verb. 
 
 k. We have now demonstrated that to forms no part of either the 
 tense, mood, or verb. We have given proof that it is a separable word, 
 which proof we were not bound to give; because all eyes behold it, and all 
 tongues speak it, as a separable word. We have seen that it belongs not to 
 the nouns, pronouns, adjectives, verbs, adverbs, conjunctions, or interjec- 
 
BRANCHING THE CLASSES. 527 
 
 tions. We have shown that to performs the peculiar office of a preposition 
 in connecting unlilie parts, — accessory to base,- — and that it accords in all 
 particulars to the definition of a preposition. We have educed examples 
 showing that it cannot be distinguished from to, the preposition — nay, 
 showing that it is identical with it. And, finally, we have exhibited con- 
 traries and a contradiction in the teaching of those authors that deny to to 
 a prepositional value and character. We can, therefore, safely conclude 
 that to before the infinitive, or a verb in the infinitive mood, is a prep- 
 osition. 
 
 1. Change of Names — To as an Introductory Preposition. — Because 
 prepositions must be defined as connectives, or signs of relation between 
 objects, the occasional use of to without an antecedent term has given rise 
 to a storm of doctrines. Many imagine that because the circumstances 
 have now been changed so that to can be used without an antecedent term, 
 as in " To steal is base," the name, preposition, ought also to be changed. 
 But there is aicell-cstahlishecl rule for change of names, which ought to be 
 understood: When the character of an object changes, the old name is re- 
 tained, unless, in changing, the object assumes the character of another 
 totally diiferent, when the name also is changed. Thus, originally, a tum- 
 bler was a drinking vessel with a convex base, causing it to tumble over on 
 its side; and though the character of the object has now changed so that it 
 is made with a flat base, and used for every sort of drinking, still we retain 
 the name "tumbler," because the object has not entirely lost the original 
 use or assumed the character of another object totally difCerent. "Mounte- 
 bank " was originally one who mounted a bank or bench in a public place, 
 vending medicines and boasting of their wonderful power to cure; and 
 though the character of the object is changed so that a mountebank is de- 
 fined, oftener, to mean a pretender or a quack, the term "mountebank " is 
 still retained, and may be used, without the idea of a bank or bench, to ap- 
 ply simply to a pretender; because, in assuming the character of a pretender 
 the mountebank has not changed to something totally different from itself. 
 
 And precisely so with to as an introductory preposition in such expres- 
 sions as, "To sfeaZis base: " although the prepositional character is some- 
 what changed, so that to is used without an antecedent term, still the name 
 preposition is properly retained; because tlie to has assumed the character of 
 nothing totally different from a preposition. It has been shown that it can- 
 not be assigned to any other part of speech; and, until it assumes the char- 
 acter of another, it will be most fitly called a preposition. 
 
 But let the student observe that conjunctions must be defined, also, as 
 connectives. Still, some are used to introduce independent statements; as, 
 "And they said there is no hoj^e." — Bible. In the same way, prepositions, 
 though necessarily defined as connectives, include a few words that may be 
 used to introduce independent statements; as, To steal is base. But let it 
 not be supposed from what has been said, that to is not strictly a connective. 
 True, this to is not a connective between parts: it is between part and whole. 
 
528 THE SYSTEM METHOD. 
 
 that to is a connective — precisely as the subordinate conjunction that is a 
 connective, not between parts, but between part and whole. (See Demon- 
 stration XX., Obs. f.) The to joins the part steal, not exactly to, but rather 
 in, the sentence whole, "To steal is base." Now mark that if the to be 
 
 missing (and the sentence be written, " • ■ steal is base "), it is missing not 
 
 only as a part of the sentence whole, but also as a part of the subject phrase, 
 to steal; precisely as, if the eye or ear is missing, it is not only missing as 
 a part of the man whole, but also as a part of the head. And mark that 
 
 when you supply to to the imperfect sentence, " ■ steal is base, you 
 
 supply it both as a part of the subject, to steal, and as a part of tlie whole 
 sentence. To steal is base, thus joining such subject part, not exactly to, but 
 rather in, such whole. It is thus shown how to is strictly a convective. 
 This to parsed would be: To=preposition, showing the relation between 
 its object (the part steal) and the sentence whole. 
 
 m. The discovery of the true nature of the subordinate conjunction — 
 that it joins modifier or governed to modified or governing — not only ex- 
 plains the difficult as, but it is also the true solution to the difl^culties of 
 than which, than whom, and than me, than which nothing, perhaps, has 
 more perplexed the grammarians. Of sentence wholes in which these ob- 
 jectives, ivhom, which, me, etc., occur, the following are examples : — 
 "Whom does he honor more than me?" 
 
 "Beelzebub, than ivhom none higher sat, with grave aspect rose." 
 "I should seem guilty of ingratitude, than which nothing is more shame- 
 ful." 
 
 " Thou hast been wiser all the while than me." 
 That these sentences are not bad English will be perceived by any stu- 
 dent who has read good English authors. Of than whom and than which, 
 Goold Brown, than whom no English writer, perhaps, has read more ex- 
 tensively, says they " may be quoted from many of our distinguished writ- 
 ers." — Grammar of English Grammars, page 676. So also A. H. Welsh : 
 '■Than whom is an instance of grammatical vice, which, from being long 
 endured, is now, from its long continuance, likely to be embraced." — Essen- 
 tials of English, page 208. Thus, though this objective after than " has 
 not been satisfactorily explained" to be in accordance with the system of 
 grammar, yet it is " embraced" because of its " long continuance" and al- 
 most universal adoption among "distinguished writers" of English. 
 What is so nearly universally adopted by the " distinguished writers" can 
 hardly be spurious grammar; for it is that very "long" continued use 
 among " many distinguished writers " by virtue of which alone any speech 
 is or becomes good English. Such sentences, including these objectives, 
 whom, which, 7ne, etc., are therefore to be explained as they stand, unless 
 it be impossible so to explain them — unless it may be proven that such than 
 whom, than me, etc., are out-systemed from, or not in harmony with the prin- 
 ciples of, the science system of grammar. 
 
BRANCHING THE G LASSES. 529 
 
 Let it now be shown, (1.) That adjectives and adverbs may sometimes 
 govern the objective case ; (2.) That the subordinate conjunction connects 
 word governing and part governed. It will therein be seen that, in all these 
 sentences, the objective is governed by the comparative adjective or the 
 comparative adverb, as the case may be, to which the objective is joined 
 by than; and that i/iaii is a pure subordinate conjunction, easily explained 
 and easily understood. Further, therein it will be made plain that, so far 
 from being " an instance of grammatical vice/' than whom is, goodi, system- 
 fitting, forcible English. 
 
 1. Adjectives and Adverbs Govern the Objective. — Not verbs and 
 prepositions alone, but adjectives and adverbs, often govern the objective 
 case. (See Demonstration XXVI., b. 6, b, c ; also Demonstration XVIII., 
 Obs. j.) Indeed, it is part of the system of universal grammar that ad- 
 jectives and adverbs, especially comparatives, may govern the objective. 
 In the following examples, each word is given its English order, that the 
 reader, even though unfamiliar with Latin, Greek, and German, may know 
 what word is the adjective or adverb governing, and what the objective 
 governed. The objective is also distinguished by a superior {^), the ad- 
 jective or adverb by a superior (i) : — 
 
 Latin: Perducit duas fossas quindecim pedes ^ latas.^ 
 He constructs two trenches thirteen feet 2 wide.* 
 
 Note 1. — The objective /eei! is the ohject of the adjective wide, precisely as in Latin, the 
 objective pedes is the object of the adjective latas. 
 
 Latin: Ipse collocat sues proprior^ montem.^ 
 
 He himself collects his own nearer i the mountain.^ 
 
 Note 2. — The adverb nearer governs mountain in the same way in which the Latin ad- 
 verb proprior governs montem ; and observe that either mountain or montem is a noun in 
 the objective case. Mountain is object of nearer just as years is object of the adverb later 
 in the sentence, "He died many 2/«fflrs ^a^er." Mark that "he died years," is absurd. The 
 sense is, "He died later,"" and years tells how much later; so that years is the object of the 
 adverb later, and not of the verb died. 
 
 Greek: 'Eirrt a^coc^ kiralvov.^ 
 He is worthy i praise.^ 
 
 Note 3.— Since the objective knaivov is the object of the adjective a^ioq, the English 
 objective praise must be the objective of the adjective worthy ; for the translation is 
 strictly literal. That worthy is an adjective, all agree. That praise is objective, is certain ; 
 for it neither refers to the same thing as the nominative he, nor has the possessive sign. 
 (See Demonstration V., h. i.) Of what, then, may this objective, praise, be the object?— 
 Of the adjective worthy, evidently. For, since it can be the object of neither he nor is, if it 
 is not the object of the adjective worthy, it is the object of nothing 1 But whatever is the 
 object of nothing is not an object! just as whatever is the backbone of nothing is not a 
 backbone. To suppose praise Ta-a.y be held, in the sentence, in the objective "without a 
 governing [a holding] word," as does T. W. Harvey, is like supposing Mohammed's coffin 
 may be held half way between earth and heaven without being heldi 
 
 But may we not assume that the sentence is not whole, and, accordingly, supply the 
 
 word of to govern praise, without raising the question whether praise is governed by, is 
 
 the object of, the adjective ivorthyf—T^o, indeed; for if praise is the object of worthy, the 
 
 sentence is whole as it stands 1 So that, by not raising that question, we might commit the 
 
 34 
 
530 THE SYSTEM METHOD. 
 
 ridiculous TDlunder of calling what is a whole, a part only ! of calling what is a whole man, a 
 man with an ear ofE 1 If it were understood among authors that every real science ex- 
 plains—is by law bound to explain— things as they are ; namely, in parts and wholes; that 
 is, that botany explains plant part in tlie light of plant whole, that zoology explains animal 
 part, or organ, in light of animal whole, that orthography explains word part, or letter, in 
 light of word whole, that grammar explains sentence part, or word, in light of sentence 
 whole, etc., etc., — if this elementary truth, that learning consists in mirroring whole in part 
 and part in whole, were known among teachers and authors, we should then see that it is the 
 same sort of nonsense to assume that something is to be supplied to a sentence before it is a 
 sentence explainable, as it is to assume that something is to be supplied to an animal or a 
 plant before it is animal or plant explainable 1 that is, it is supposing something is to be sup- 
 plied to an animal before the animal is an animal I 
 
 Think of a teacher of zoology, who, without iirst proving that a rabbit is not a rabbit 
 whole, should assume that a cat-like tail should be supplied, because that part is to be found 
 m other animal wholes ! or think of a teacher of orthography, who, without first proving that 
 a word — the word " sure," for instance — is not a word whole, should assume that an h should 
 be supplied (thus making up the spelling " shure " !), because that ^-part is to be found in 
 other word wholes I What sort of a grammarian, then, is he, who, without first proving that 
 a sentence (the sentence, "He is worthy praise," for instance) is not a sentence whole, 
 should assume that 0/ should be supplied (!) because that o/-part is to be found in other 
 sentence wholes 1 
 
 Give heed : all things can be explained only as they are ; for any explaining of things as 
 they are not, is not explaining. But by law there is no thing without parts, and parts taken 
 together form a whole ; therefore by law we are compelled to assume all things to be ex- 
 plained, including sentences and all else, to be wholes, until we may have proven them to be 
 not whole: so that when we find an animal, a plant, a word, a sentence, to be explained, we 
 are bound by law to assume, not that something is to be supplied (!) but that we have found 
 an animal whole, a plant whole, a word whole, or a sentence whole, as the case may be. It 
 is the law that things are part-and-whole things; so that unless it is first proven that a sen- 
 tence is not a sentence whole, it cannot be assumed that something is to be supplied. 
 
 Greek: "E/tsve evrbg^ tuu b^uv.^ 
 
 He remained inside ^ the boundaries.^ 
 
 Jfote 4.— Since the objective oguv is the object of the adverb evtoq, it follows that bound- 
 aries may be the object of the adverb inside; for the translation is literal. If, indeed, it be 
 granted— what an objector might contend for— that inside is a preposition rather than an ad- 
 verb, that fact, if such it may be called, in no way stands opposed to the fact that the Greek 
 adverb evtoq governs the objective noun bguv. It therefore militates not against the truth 
 that adverbs sometimes govern an objective. 
 
 Oerman: ©ie SOf^auet ift jicanjig^ gu| lang.^ 
 is twenty^ feet long.^ 
 TDar iedjjig^ 3af)te aW.i 
 was sixty ^ years old.^ 
 
 Note 5.— These sentences, in which feet and years are the objects of the adjectives long 
 and old, are of themselves a demonstration that, in either German or English, nouns in the 
 objective may be governed by adjectives. 
 
 English: I wish they were a whole Atlantic^ [ocean] broad. i — Tennyson. 
 He is not a whit^ wiser. ^ — Huxley. 
 It is not a pound ^ heavier. ^ 
 Note 6.— These sentences are illustrations of nouns in the objective case governed by 
 adjectives. And the following are instances in English of adverbs governing an object :— 
 
 He came an hour 2 sooner. 1 
 
 This house is built a great deal^ better. 1 
 
 He died several years ^ ago.' 
 
 We shall start an hour ^ hence.^ 
 
 ©ie 
 
 SOfiauet 
 
 The 
 
 wall 
 
 ©ie 
 
 grau 
 
 The 
 
 woman 
 
BRANCHING TEE CLASSES. 531 
 
 From such proofs it may be seen that not in Latin, Greek, and German 
 alone, but also in modern English, an objective noun may be sometimes 
 governed by, be the object of either an adjective or an adverb ; so also the 
 objective in Anglo-Saxon, the syntax of which closely follows the syntax of 
 the Latin. In either, adjectives denoting want, plenty, nearness, compar- 
 ison, pleasure, pain, trust, distrust, etc., as well as adverbs of quantity and 
 place, take after them a noun which they govern in the objective. 
 
 Note 7. — If the reader suppose ago in the sentence, "He died several years ago," to be 
 an adjective modifying 2/ears, instead of being an adverb belonging to died, he may see his 
 error by pondering the sentence, " He died long ago ; " wherein he will be forced to consider 
 ago a pure adverb belonging to died. But to see ago as an adverb here is to know ago as an 
 adverb there also — an adverb governing the noun years in the objective. Mark that except as 
 years is the object of the adverb ago, it is objective without a cause ! 
 
 3. The Subokdinate Conjunction Connects Word Governing and 
 Part Governed. — Though in a way seeing it to be the law of universal 
 grammar that adjectives and adverbs, especially comparatives, may govern 
 the objective case, nevertheless grammarians have hever discovered how to 
 explain the expressions than ivhom, than luhich, than me, etc., after compar- 
 atives. "A relative after than is put in the objective case; as, 'Satan, 
 than whom none higher sat.' This anomaly has not been satisfactorily ex- 
 plained." — Dr. Bullion^ s Analytical and Practical Orammar. 
 
 Now, the reason this than whom and than which has not been satisfac- 
 torily explained is this : the grammarians have not understood the true 
 nature of the subordinate conjunction, — that it always links together mod- 
 ifier and word modified, or governor and part governed. Once seen that all 
 subordinate conjunctions stand between two parts, one of which either 
 governs or modifies the other, and the obstacle in the way of clearly ex- 
 plaining than whom and than which is overcome ; for that one supposed 
 insurmountable obstacle is the word than, standing between the relative and 
 the comparative adjective or adverb which governs the relative in the ob- 
 jective. But in Demonstration XX., c and d, note 1, it is shown that, so 
 far from really being an obstacle in the way of explaining the relative 
 objective as the object of the comparative adjective or adverb, the than is 
 actually the best possible proof that the relative is the object of such adjec- 
 tive or adverb; since any and every subordinate conjunction performs that 
 very office of linking together the governor and the governed. Take the 
 sentence, "Beelzebub, than whom none sat higher, rose." It will be seen 
 that this than joins together the comparative adverb higher and the objective 
 whom, thus being in the very habitation of the subordinate conjunction — 
 between governor (higher) and governed (whom). 
 
 3. Than Whom, Than Which, Than Me. — It is thus shown that than 
 whom and than which are not only good English, and in harmony with the prin- 
 ciples of universal grammar, but, moreover, that they are easily explained as 
 such. Not that than whom is bad English, but that the grammarians have 
 not understood the subordinate conjunction, is the difficulty. As for than 
 me, it has nearly the same currency among "distinguished" authors, as has 
 
532 THE SYSTEM METHOD. 
 
 than wJiom and than which; and it is. beautifully explained in precisely the 
 same way. If " He is wiser than me " is not good English, it cannot be 
 because it is not good grammar easily exjolained. 
 
 4. Objections to Than "Whom, Than Me, etc. — There is but one 
 objection, and that is simply this : the inability of the objector to under- 
 stand than whom, than me, etc., — his inability to explain them as being in 
 accordance with the principles of grammar. Not to detain the reader longer 
 here, I leave him to decide whether the explanation above given is not 
 sound, clear, and conclusive. The following js the feeble nature of the ar- 
 gument against the objective after than, as quoted from A. H. Welsh, author 
 of "Development of English Literature and Language": — 
 
 "An attempt has been made to justify 'than me' hy appeal to the awkward phrase 
 ' than whom ' :— 
 
 " ' Which, when Beelzebub perceived, than ivhom, 
 Satan except, none higher sat." — Milton. 
 ' Than who ' would be be more consistent, more accurate, and, even to unfamiliar ears, would 
 not be intolerable. 'Than whom' is an instance of grammatical vice, which, from having 
 been endured, is now, from its long continuance, likely to be embraced. If ' than me ' [and 
 ' than whom ' and ' than which '] is proper, why not ' as me ' [ ' as her,' etc.] ? Yet who does 
 not receive a verbal shock from Trollope's question, 'What would be the feelings of such a 
 woman as herf' "—Essentials of English, p. 208. 
 
 Why grammarians generally, with Mr. Welsh, though acknowledging 
 it to be "embraced" by the most distinguished authors, should suppose 
 than wJwm to be improper, is plain; for they have known neither the subor- 
 dinate conjunction as a link between governor and governed nor the ob- 
 jective as the object of adjective and adverb; they could therefore explain 
 neither than nor lohom. But to admit this beautiful phrase than whom to be 
 "embraced" by the distinguished, and yet to report it as an "intolerable" 
 "instance of grammatical vice," — to report it to be "embraced" because it 
 is "intolerable"! — is to report what is not improbably untrue. 
 
 The evident reason that "as me" is not good grammar, is that the sub- 
 ordinate conjunction as is ignorantly jiut in between me and a word (the 
 noun woman) that cannot govern that m.e; whereas, it is the law of grammar 
 that every subordinate conjunction must stand between words, one of which 
 governs the other; just as than in "Solomon, than whom no man is wiser," 
 etc., is built in between whom and the adjective wiser that governs whom: 
 " no man is wiser than whom." And thus it is that a true understanding of 
 than and as as subordinate conjunctions, not only justifies the beautiful 
 system-fitting than whom, but it likewise, by the force of reason as guided by 
 system, condemns "asms," "as her," etc. 
 
 "As her" is wrong for the same reason that other sentence parts be- 
 come wrong, — because they are not explainable by, orbranchable through, 
 the grammar-science system. (See Demonstration XXII.) But Mr. Welsh's 
 effort to make "as her" grate upon the ear with a "verbal shock" must 
 remain entirely ineffective until he so modifies his sentence, "He than who 
 no man is wiser," etc., that the English ear may not perceive the "than 
 who " I 
 
BBANGEINO THE CLASSES. 533 
 
 5. The Common Explanation op Than Whom, Than Which, etc. — 
 That the reader may grasp the importance of understanding the true doc- 
 trine of the subordinate conjunction, and that he may not want wherewithal 
 to shatter the feeble fortifications of teachers, who, from infirmities or ha- 
 tred for truth, shut their eyes against light, I will now mention the objections 
 to the use of than who after comparatives, by pointing out something of the 
 fallacy by which it is commonly justified, and by which it is sought to con- 
 demn than whom. I quote from Alfred Holbrook's "Complete Enr^lish 
 Grammar," pages 174 and 46, sections 1120 and 298, quoting from this work 
 only, because no others have given the common explanation of than whom 
 in a form so complete and concise: — 
 
 " Wliom is used for who ; ' Solomon, than whom there never was a wiser man, 
 says,' etc. 
 
 " Whom is (1.) pronoun, (2.) relative, (4.) its antecedent 'Solomon,' (5.) with, which it 
 agrees in the 3d, singular, masculine ; objective, used by enallagc for the nominative 'who,' 
 and is equivalent to 'and he.' By expanding, and supplying the ellipses [298] , the above sen- 
 tence reads, 'Solomon, and there never was a wiser man than A« [was], says,' etc., 
 thus separating 'whom' into its two elements, the [co-ordinate] conjunction and, and the pro- 
 noun he. It is thus shown that the objective 'whom' is used by enallage for, and really 
 should be [298], the nominative who, and is not the object of the conjunction 'than' as some 
 grammarians affirm." 
 
 [The numbers employed in the discussion following refer to sections of 
 Mr. H's " Complete English Grammar," quotations from which are indica- 
 ted. Sentences 1st and 2d refer resiDectively to the complex sentence con- 
 taining whom, and to the expanded compound sentence containing not 
 whom, but and lie in its stead.] 
 
 a. At the very outset, without proving that the sentence is not a sen- 
 tence whole, our author assumes an ellipsis ! precisely what the zoologist 
 does, who, without first proving that an animal, say a rabbit, is not a 
 rabbit whole, assumes that a cat-like tail should be supplied, simply because 
 that part may be found on other animals! See note 3 above, where it is 
 shown that the scientist is by law bound to ex]3lain all things as by law they 
 are, — as things whole, — and that, therefore, until it is first proven that a sen- 
 tence is not a sentence whole, it cannot be assumed that something is to be 
 supplied. 
 
 Never having known grammar as a class-branch, science-system tree, 
 learned only by consciously mirroring word (sentence part) in sentence 
 whole; never having known what a grammar-system tree trunk means, or 
 what it means to focus, or trunk, a system on what is the part (word) of an 
 including whole (sentence); consequently, never having perceived that 
 every scientist, grammarian, orthographer, botanist, zoologist, is by law 
 bound to assume and explain things as by law they are, namely, things whole, 
 until they are proven not to be whole, he has, at the outset, com- 
 mitted the same ridiculous folly committed by a teacher of orthography, 
 who, without first pTOwm^ that the word, say sugar, is not whole, assumes 
 that some part, say h, should be supplied (thus giving shugar!), simply 
 because that 7i-part may be found after s in other word wholes! 
 
534 THE SYSTEM METHOD. 
 
 b. Sentence 1st is a complex sentence, as Mr. H. agrees; for it "con- 
 tains the complete subordinate sentence," (" than whom there never was a 
 wiser man,") " as a constituent part " (1002). To prove that than wJiom, etc., 
 is a subordinate sentence, we have only to quote Mr. H. as saying, 1. Whom 
 is a relative (1120); 2. It is therefore a subordinate connective (1038, Ex.), 
 and connects clauses (236); 3. Solomon is the antecedent of tohom (1120). 
 Now, since a "relative clause" joined to an "antecedent" can never be 
 aught but a subordinate sentence, therefore this than whom clause is a sub- 
 ordinate sentence. It is thus demonstrated, by Mr. H. himself, that this 
 than whom clause is a subordinate sentence; it is therefore likewise demon- 
 strated that the complete sentence is a complex sentence, since it " contains 
 this subordinate sentence as a constituent part" (1002). 
 
 c. Thus does Mr. H. testify that the sentence of which tJian whom is a 
 part, is a comiDlex sentence; but before than whom is explained, he directly 
 contradicts this testimony by declaring it to be part of a compound sentence! 
 For observe: sentence 2d cannot be a comjalex, but must be called a com- 
 pound, sentence, in so far as it "contains two simple sentences" (1005) 
 joined by and, a co-ordinate conjunction (1120, 631). It is thus seen that, 
 in assuming "ellipses" and "expanding" (!) sentence 1st, he has actually 
 changed it into a compound sentence! The subordinate sentence, the than 
 whom clause, which he declares is a "constituent part" (1002) of the com- 
 plex sentence whole, he tears out of that complex sentence whole, and, by 
 a marvelous "expanding" process, transforms it into one of two co-ordi- 
 nate (1008) and independent sentence wholes, joined by the co-ordinate 
 connective and, thus forming of the two co-ordinate sentences a compound 
 sentence (1005)1 The reader is familiar with how, after causing a deep 
 sleep to fall u^jon Adam, the Creator tore from the complex man whole a 
 rib, which, by a wonderful "expanding" process, he transformed into a 
 beautiful woman — one of two co-ordinate and independent man wholes. It 
 is something of that kind, no doubt, so marvelously employed by Mr. H., in 
 transforming this subordinate-sentence part into a co-ordinate-sentence 
 whole! evidently, since both alike are a miraculous transforming of a jjart 
 into a whole! 
 
 Give an orthographer the complex word whole, redder. How much 
 would the reader not be elated at his wisdom, should he, without first prov- 
 ing that redder is not a word whole, assume an "ellipsis," and, accordingly, 
 tear out of the complex word whole {redder) the subordinate part der, 
 gravely declare it "expanded" into deer, thus suddenly discovering that the 
 complex word redder is not the complex word redder, but that it is a com- 
 pound word of two co-ordinate parts — " red deer "I As well pretend to ex- 
 plain the subordinate-word part der by tearing it out of the complex word 
 whole redder, and thus assuming it to be " expanded" into a two-horned deer, 
 as to pretend to explain the subordinate-sentence part, than whom, etc., by 
 tearing it out of the complex sentence whole and assuming it to be mirac- 
 ulously transformed into a co-ordinate and independent sentence whole! 
 
BRANCniNQ THE GLASSES. 535 
 
 Give a zoologist a comiDlex animal whole, say a wasp, to explain. How 
 would you not be almost fascinated by his learning, should he, without first 
 proving that the insect is not an insect whole, assume, in his "entomolog- 
 ical erudition " a " hymenopterous " "ellipsis," and, accordingly, tear out 
 of the complex wasp whole the subordinate part abdomen, and assume it to 
 be "expanded," or transformed, into an independent wasj)! 
 
 d. But after the escapade, — after having so miraculously "expanded " 
 the subordinate-sentence p«?'< into a complete sentence whole, — our author 
 leaves w/tom entirely unexplained! " Whom should be loho," he says; but 
 the mere beginner in literary studies, knows that such a sentence as, " Sol- 
 omon, than who there never was a wiser man, says," is found in no author 
 of literary taste or fame, nor, indeed, in the less learned writers. " Whom 
 is used by enallage for [in place or stead of] the nominative who," he con- 
 tinues; but how can whom be used in the place of who, when who itself 
 was never used in that place? 
 
 Thus, by contrasting the common explanation condemning than whom, 
 with that which justifies it, we are not only able to detect the unsoundness 
 of the received explanation, but we also attain, (1.) the true theory of sub- 
 ordinate conjunctions; (2.) the true understanding of the objective as gov- 
 erned by adjectives and adverbs, esjjecially by comjjaratives separated from 
 their substantive objectives by than, (3.) and, through these, the only solu- 
 tion of than whom not unsound and unclear. Therein we attain the truest 
 and simplest explanation of than and as, than which, as subordinate con- 
 junctions, nothing in grammar is more generally misunderstood. 
 
 Prog. XXX. — Branching by the Grammar-System Tree, 
 
 Note. — For how we may know what correct language is, see Demonstration XXII. The 
 advanced student should not be unable to reproduce the arguments found on pages 365-402 
 inclusive ; and, if possible, he should read the entire educational discussion, pages 15-145 in- 
 clusive. For the two great steps — classifying and branching — to be taken in mastering a 
 branch of learning, read pages 29-31, the preface, and page IGO. 
 
 FARTICULABS: 
 
 1. No parallel can be found in the annals of the world. 
 
 2. The time for action came and passed. 
 
 3. He reports that the king is dead. 
 
 4. Whom does he honor more than me ? 
 
 5. Whither I go, ye cannot come. 
 
 6. I have come that I may see. 
 
 7. It is strange that you should think so. 
 
 8. The fact that he killed her is apparent. 
 
 9. It is just in that it is right. 
 
 10. We are sorry that it is so. 
 
 11. He was so weak that he feU. 
 
 12. That the earth is a sphere is easily proven, 
 
 13. Be so good as to go. 
 
 14. He is taUer than I am. 
 
536 TEE SYSTEM METHOD. 
 
 15. I chose him as honest. 
 
 16. I would go rather than stay. 
 
 17. I am doubtful as to him. 
 
 18. To be good is to be great. 
 
 19. To be a Sumner is to be a scholar. 
 
 20. To steal is base. 
 
 21. Beelzebub, than whom none higher sat, with grave aspect rose. 
 
 22. He constructs two trenches thirteen feet wide. 
 
 23. He collects his own nearer the mountain. 
 
 24. He died many years ago. 
 
 25. He is worthy praise. 
 
 26. He came an hour sooner. 
 
 27. This house is built a gi'eat deal better. 
 
 28. Vice is a monster of so frightful mien, 
 
 As, to be hated, needs but to be seen. — Pope. 
 
 29. Solomon, than whom there never was a wiser man, says, " Wisdom is more 
 
 precious than rubies." 
 
 30. Unless I am mistaken, it was he. 
 
 31. If you are honest, j'ou wiU be respected. 
 
 32. Ye shall not touch it, lest ye die. 
 
 38. The teacher praised you more than me. 
 
 34. This is a proof that he never came. 
 
 35, Man never is, but always to be, blest. 
 86. He is not as clever as you are. 
 
 37. Be it a trifle, it will be well done. 
 
 38. I should be guilty of ingratitude, than which nothing is more shameful. 
 
 39. As I began, so I wiU finish. 
 
 40. They chose Henry rather than him. 
 
 41. More women than men were present. 
 
 42. There I brought her as pitying her hard usage. 
 
 43. To be innocent is to be not guilty, but to be virtuous is to overcome our 
 evil inclinations. 
 
 44. His zeal was wondered at. 
 
 45. The servant was spoken to by his master. 
 
 46. Gray hairs are Death's blossoms. 
 
 47. What if the foot, ordained the dust to tread. 
 Or hand, to toil, aspired to be the head? — Pope. 
 
 48. You have confessed yourself a spy. 
 
 49. Virtue consists in being good. 
 
 50. He has not been here since then. 
 
 51. A wandering harper, scorned and poor. 
 
 He begged his bread from door to door. — Scott. 
 
 52. He saidthat that that that that man said, was not that that that that man 
 
 should say. 
 
 53. The English hate the French as frivolous. 
 
 54. Ye shall be as gods. 
 
 55. A noun is a name; as, man, eagle. 
 
BBANCHINa TEE GLASSES. 537 
 
 56. It is used as a conjunction. 
 
 57. He was regarded as dangerous. 
 
 58. Arnold's success as teacher was remarkable. 
 
 59. The circumstances are as follows. 
 
 60. Assume it as a fact. 
 
 61. She reigns as queen. 
 
 63. A greater than Solomon is here. 
 
 63. It shall be more tolerable for Sodom and Gomorrah in the day of Judgment 
 
 than for that city. 
 
 64. These things I say that ye might be saved. 
 
 65. His stay here will be short. 
 
 66. I see men as trees walking. 
 
 67. As many as desire may go as soon as they choose. 
 
 68. The messenger comes running. 
 
 69. He rode seated between two officers. 
 
 70. It is I, Hamlet, the Dane. 
 
 71. I sang cheerily all day long. 
 
 72. Dying for principle is a higher virtue than scolding. 
 
 73. The blessed to-day is as completely so 
 
 As who began three thousand years ago. — Pope. 
 
 74. He is taUer than John. 
 
 75. He is as good as she. 
 
 76. We listen when pleasure caUs. 
 
 77. The year when Chaucer was born is uncertain. 
 
 78. I shall not lag behind, or err 
 The way, thou leading. 
 
 79. He that hath ears to hear, let him hear. 
 
 80. It is pleasant to see the sun. 
 
 81. I am pleased because this has happened, but I should have been disap- 
 pointed if it had fallen out otherwise ; and I think that even now some of my real or 
 supposed friends will be more surprised by the arrangement than satisfied with it. 
 
 82. History tells us that Socrates said that he was declared by the oracle to be 
 the wisest of men merely because he knew that he knew nothing. 
 
 83. For me to labor and you to be idle would be unjust. 
 
 84. Better to reign in hell than sei^ve in heaven. 
 
 85. Where he was born is uncertain. 
 
 86. He traded with what capital he had. 
 
 87. Six times two are twelve. 
 
 88. Twice one are two. 
 
 89. He is a great deal worse. 
 
 90. The country was not a cent richer. 
 
 91. I wiU not be a step behind. 
 
 92. His spear was six feet long. 
 
 93. It is the foible of American youth, pretension. 
 
 94. It is a curious fact in modern history, the gi'owth of the machine shop. 
 
 95. It is James and Henry. 
 
538 THE SYSTEM METHOD. 
 
 96. It was for Alexander to die in the prime of life. 
 
 97. It was the day that we came home. 
 
 98. It was in this tree that the rabbit ran. 
 
 99. Let us smoke, as it were, the pipe of peace. 
 
 100. He rushed down the hiU, heels over head. 
 
 101. They tore him limb from limb. 
 
 102. They go hand in hand. 
 
 103. Bit by bit the coming years steal all from us but woe. — Lowell. 
 
 104. He is crippled, hand and foot. 
 
 105. I purchased the following articles ; namely, tea, coffee, and sugar. 
 
 106. I would that I were young again. 
 
 107. Add the tens as if they were units. 
 
 108. If the sum can be expressed by one figure, %vrite it under the column added. 
 
 109. The man is, as it were, clapped into jail by his consciousness. 
 
 110. Be it enacted, that schools shall be established. 
 
 111. I know him to be honest. 
 
 113. This is a subject on which to show your powers. 
 
 113. He was so blind as not to see the danger. 
 
 114. The difficulties were so great as to deter him. ;" 
 
 115. He knew better than to resist. 
 
 116„ He would sooner go than stay. s^ 
 
 117. He had more money than he knew what to do with. \ 
 
 118. The time was that I hated thee. \ 
 
 119. He is conscious that he has done wrong. 
 
 120. It is to this place that the guUs resort. ■ ' 
 
 121. What man enters dies, 
 
 122. I have nothing to say. 
 
 123. She soured to what she is. 
 
 124. He is a fool in that he believes others to be as deceitful as he is. 
 
 125. They loved each other. 
 
 126. They hate one another. 
 
 127. He has more than atoned for his fault. 
 
 128. He more than atones for his fault. 
 
 129. They regarded him as being dangerous. 
 
 130. He is acting as governor. 
 
 131. As mayor of the city, I feel much aggrieved. 
 
 132. Shakspeare excels as a poet. 
 
 133. The beggar is greater as a man than the man is merely as a king. 
 
 134. I had as lief they would put ratsbane in my mouth as to attempt to stop 
 it with security. 
 
 135. In this sense, the word means to place in an equal state as to obUgation. 
 
 136. John, as well as James, is here. 
 
 137. Five less two are three. 
 
 138. They move nearer the grounds. 
 
 139. He is a man worthy to be admired. 
 
 140. He is a man worthy admiration. 
 
SBANCEING THE CLASSES. 539 
 
 141. We were deceived as to his honesty. 
 
 142. As for me and my house, we will serve the Lord. 
 
 143. As for me, give me Uberty or give me death. 
 
 144. He did nothing but laugh. 
 
 145. I could not Uve but for my hope of eternal Ufe. 
 
 146. He gave you more than me. 
 
 147. There is nobody at home but I. 
 
 148. There was no man but prophesied revenge. 
 
 149. Tou can but try. 
 
 150. Every one can master a grief but he that has it. 
 
 151. But and if that servant say in his heart. My Lord delayeth his coming, the 
 lord of that servant will come at a day when he looketh not for him. 
 
 152. He never fought except in his own defense. 
 
 153. Except a man be born again, he cannot see the kingdom of God. 
 
 154. There is no diderence except that some are heavier than others. 
 
 155. The smoother the surface, the deeper the water. 
 
 156. Better not to be at all than not be noble. 
 
 157. Evil, as well as good, hath its errands. 
 
 158. I shaU see you, then, when you come. 
 
 159. The wiser he grew, the humbler he became. 
 
 160. He did not decide the question as to who was the owner. 
 
 161. As to what is the usual course in such matters, I can give no opinion. 
 
 162. I will not be a step behind. 
 
 163. The painter flattered her a Uttle. 
 
 164. It does not matter one marble spUnter. — RusMn. 
 
 165. I would not care a pin, if the other three were in. — Shakspeare. 
 
 DEMONSTRATION XXXI. 
 
 FACT MATTES,— Analysis, or Dissection : 
 
 a. Analysis. — Real, or true, analysis is discovering the attributes of 
 the words (the parts) of the sentence that cause those words to belong in 
 classes; and this discovering of the attributes of the words, when done as 
 a system-led process, is branching— an up-the-tree process. For a fuller 
 explanation of what true analysis is, see pages 101 and 113; and for exam- 
 ples of analysis as such a system-guided process, see Work-Book No. 20, 
 Programs XXII. and XXX. True analysis "is a tracing of things [words] 
 to their sources [classes]." — Webster. And mark that so far as this "tracing 
 (or branching) of words to their classes" is a system-led (system-like) proc- 
 ess, it is a branching process, led by the branch guide, the tree. True 
 analysis, in grammar, is analysis of the word, not of the sentence. But 
 
540 THE SYSTEM METHOD. 
 
 what is commonly called analysis, in grammar, is in reality sentence dis- 
 section (from dis, apart, and sectum, to cut); for it is but a cutting apart of tlie 
 joints between tbe parts of the sentence, as may be seen in any system of 
 diagramming. 
 
 b. When to be Learned. — Not as a primary, but only as a higher, 
 study; not in the primary, but only in the advanced grades of schools. Since 
 in disengaging the elements from each other, each word, or part, must be 
 reviewed in its various and complex relations with every other part, or 
 word, and with the sentence whole, for young children the study of "anal- 
 ysis" is quite impossible; for such complex undertakings can be well per- 
 formed only by minds understanding what the parts are, to what classes they 
 belong. This grammatical exercise, called analysis, may be presented to 
 students, with some assurance of their success, at any time after the reduc- 
 ing of the particulars to classes (see Prog. XXII., page 485) is accomplished, 
 but not before with safety. For, by the very nature of the process, unless 
 conducted as a mere toy-like or rote exercise, the mind is compelled to hold 
 the attention upon a multiplicity of parts at one and the same time. 
 
 The only efficient "analysis" is such as ifeexpressed by continued and 
 coherent speech on the part of the learner. With young children, or children 
 younger than twelve to twenty years, this also is quite impossible, except as 
 it is carried on by rote, which is worse than useless. Coherent speech con- 
 tinued is impossible, until that finishing acquisition is attained, namely, the 
 power of seeing, or mirroring, whole in part and part in whole. And that 
 student, who, in analysis, has discursive thought and speech in reporting 
 upon his diagrammed analyses, may be assumed to be well acquainted, not 
 only with the particular sentence diagrammed, but with the laws, or prin- 
 ciples, pertaining to all its parts. Success at discursive and coherent speech 
 upon the general, or whole, the particulars of which have been previously 
 studied, is the proper principle of, and evidence for, promotion. 
 
 C. Word. — The whole of which the letter is the part. 
 
 d. Element. — Any part of a sentence. Of the elements of sentences, 
 there are four general kinds, — essential, accessory, connective, and inde- 
 pendent. 
 
 e. Essential, Element. — The verb and substantive forming the 
 frame-work of a sentence: as, He can swim; Who am I? Plato, t&OB reasonest 
 well; He crushed, the others may be persuaded; Preaching is teaching; For- 
 getting the books delayed us. 
 
 f. Connective Element. — A preposition or conjunction; as, Man is 
 born to die; He differs from you; James and Henry remain; You may go, bat 
 I will remain; I will go if it be possible; Whom does he honor more than 
 me? I consider him as honest; Ye shall be as gods; It is right in that it is 
 just; That he will succeed is evident (See Demonstration XX., Obs. f, 1); 
 Less judgment than wit is more sail than ballast. 
 
BBANCHING THE CLASSES. 541 
 
 g. 4. Independent Element. — One limiting no other in the sentence; 
 and not essential; as, Mercy! is the man killed? Plato, thou reasonest well, 
 He destroyed, the rest will yield; Ah me! that I the judge's bride might be; 
 Spain! thou wert of yore the wonder of the realms; Whoop, Jug! I love 
 thee! The ship came into harbor, colors flying and gnns firing; The mount- 
 ains rose, hight above hight; They sit side by side; Whatever is, is right. — 
 Pope; " Respectfully yours, Henry Mendendall " (signature to a letter). 
 
 h. Accessory Element. — Any element attached to another; one not 
 essential to the frame-work of a sentence; as, He can swim; Who am I? 
 Plato, thou reasonest well; He was ordered to go ; He is true. 
 
 Of accessory elements, there are six divisions, — the adjectival, the ad- 
 verbial, the adjectival, the infinitive, the participial, and the predicate. 
 
 1. Adjectival Element. — One limiting a substantive; as. The good man is dead; 
 
 Changing his mind, he painted it white; His being false is shameful; To be 
 good is to be happy {good and happy may be said here to limit the 
 substantive verbs be); I regard him as honest; Being defeated, he re- 
 tired; The boy who laughs, grows fat; The apostle Paul persecuted the 
 Church; He talks of a return [to] home; The wicked shall perish, 
 as all the world know; Time to come is called future; I feel my pulse beat- 
 ing. The Pilgrim Fathers, where are they ? He is ruined, mind and body ; 
 A noun is a name ; as man, eagle. 
 
 2. Objective Element. — The direct or factitive object of a transitive verb; as, 
 
 They called her Mary; They paid him money; We forgive our friends 
 their debts; We saw him; I believe whoever believes me. 
 
 3. Adverbial Element. — A word, or an objective with or without a preposi- 
 
 tion, employed like an adverb; as, Man is wonderfully organized; He 
 stopped at Rome; It led them to a mutual respect; They remained one 
 hour; He came an hour sooner; I paid him the money; He starts to-mor- 
 row; Whom does he honor more than me? Less judgment than wit is 
 more sail than ballast; The wheat measured more than three bushels; I 
 shall go if it be possible; It is right in that it is just; I would better die 
 than live falsely; I would rather go than stay; The lake is ten miles long. 
 
 4. Infinitive Element. — An infinitive used as a verbal complement; as, I 
 
 shall live; Thou mayst love; I had rather be a kitten and cry mew; I heard 
 him sing; I feel my pulse beat; I see its sparkling bubbles swim. 
 
 5. Participial Element. — A participle used as a verbal complement; as, The 
 
 day is ending; I have written; It is to be remembered; He is universally 
 respected; Be ye reconciled to God; Bills are requested to be paid in advance. 
 0. Predicate Element. — Any substantive or adjective in the predicate after 
 a copula; as. He is true; We found him to be true; It is they; Doing is 
 not sleeping; Hassan is my name; They took him to be an enemy; They 
 hated him as being an enemy; I consider learning to be branching, 
 i. Simplicity. — The parts of a sentence are also distinguished accord- 
 ing to the principle of simplicity, into simple, complex, and compound. 
 
542 TEE SYSTEM METHOD. 
 
 1. Simple Element. — One not limited by any other; as, The cherries are ripe. 
 
 2. Complex Element. — One taken with its modifiers; as, The cherries are 
 
 very ripe. 
 
 3. Compound Element. — Two elements joined by a co-ordinate conjunction; 
 
 as, Man is fearfully and wonderfully made. 
 
 j. Base. — That word to which a modifier is attached; as, The cherries 
 are very ripe; We met a spry young mail; He will come if it be possible; We 
 consider him as worthy; See the goose standing on one foot; See the goose 
 standing on one foot; He is blessed with a good home; Caesar might have been 
 crowned; Caesar might have been crow7ied. 
 
 iVofe.— Whenever it happens that the base is either the essential verb or the essential 
 substantive, it is more properly called, not "base," but " the essential element; " since ju- 
 dicious teaching will fail, at no favorable circumstance, to fix the learner's thought upon 
 what is essential in the sentence whole. No competent explanation will leave undistinguished, 
 on the student's part, what is essential, and what is merely accessory or connective or inde- 
 pendent, in the sentence. 
 
 In "The cherries are ripe" and "Caesar might have been cro^vned," we speali, not of 
 cherries, are, Ccesar, and might as bases, but of each as being an "essential element," 
 though, to be sure, each of these four words is a base. Moreover, in "He is true," "It is 
 John," "We proved him to be false," " Giving is receiving," "It is he," we speak not of 
 true^ John, false, receiving, he, as " elements " at all, but merely as being " predicate adjec- 
 tive," "predicate noun," "predicate pronoun," "predicate participle," or "predicate sub- 
 stantive,'" according as the case may be, and according to our choosing. 
 
 k. Class. — Elements are further distinguished in relation to their 
 
 bases, into first-class, second-class, and third-class elements. 
 
 1. First-Class Element. — One whose base is a single part of speech; as, The 
 
 lake is very rough; We met John Jones; Caesar might have been crowned. 
 {Have been crowned is to be considered an element of the first class, be- 
 cause its base is the single word have.) I must go; The day is ending; 
 Being defeated, he retired. 
 
 2. Second-Class Element. — One whose base is the object of a preposition; 
 
 as. He came to stay permanently; We find them in the woods and by the 
 streams; Time to come is called future. 
 
 3. Third-Class Element. — A subordinate sentence, or clause; as,. The boy 
 
 who laughs, grows fat; Whatever is, is right; That he will succeed is evident; 
 Many things depend on who built the house. 
 
 Note.— Let it be carefully observed that a third-class element may be, and often is, in- 
 cluded within a second-class element. Thus in the last sentence above, while " Who built the 
 house " is a subordinate sentence, and therefore an element of the third class, yet "on who 
 built the house," taken as a whole, is an element of the second class, since its base, "who 
 built the house," is the object of the preposition on. 
 
 1. Sentence. — The whole of which the word is the pa'-t. Sentences 
 are divided according to the principles of simplicity, rank, and assertion. 
 
 m. As TO Simplicity. — As to simplicity, sentences are simple, com- 
 plex, compound, parLial compound, and complex compound. 
 1. Simple Sentence. — One containing but one verb and one subject; that is, 
 
 one containing but two essential elements; as, He ordered the bridge to 
 
 be broken down; The boy grows fat 
 
BRANCHINO THE CLASSES. 543 
 
 2. Complex Sentence. — One containing a third-class element; as, The boy 
 
 who laughs, grows fat; Whatever is, is right; What man enters, dies; If he does 
 not hear, I am mistaken. 
 
 3. Compound Sentence. — Two or more sentences joined by a co-ordinate 
 
 conjunction. 
 
 4. Partial Compound Sentence. — One whose essential substantive has two or 
 
 more essential verbs, or one whose essential verb has two or more 
 essential substantives; as, John went and returned; John and James went. 
 
 5. Complex Compound Sentence. — A compound sentence containing one or 
 
 more complex sentences; as. The dispatch which was sent last night 
 was received, and the news has created a joy of which we had not 
 dreamed. 
 
 n. As TO Rank. — As to rank, sentences are principal, subordinate, 
 leading, and co-ordinate. 
 
 1. Principal Sentence. — One forming but not limiting either the part or the 
 
 whole of a complex sentence; as. The boy who laughs, grows fat; That he 
 will succeed is evident; Whoever studies will learn. 
 
 Note.—Yifii it be observed that while, in the sentence, "The boy who laughs grows fat," 
 the principal sentence, "The boy grows fat," forms but part of the complex sentence whole, 
 on the contrary, in "Whoever studies will learn," the principal sentence includes the entire 
 complex sentence; for the subordinate sentence, " Whoever studies," is itself the subject of, 
 and is thus incorporated in, the principal sentence, "M^ioever studies will learn," which is 
 the same as the whole complex sentence. 
 
 2. Subordinate Sentence — One either forming or limiting some part of a 
 
 complex sentence; as. The boy who laughs, grows fat; That he will succeed 
 is evident; Whoever studies will learn. (See Demonstration XS., Obs. f.) 
 
 Note.— Observe that while, in the complex sentence, "The boy who laughs, grows fat," 
 the subordinate sentence, "Who laughs," merely ?i»'i^s the word "boy," a part of the com- 
 plex sentence whole, on the contrary, in the sentence, " That he will succeed is evident," the 
 subordinate sentence, "That he will succeed," actually /orwis a part (a subject part) of the 
 complex sentence whole. 
 
 3. Leading Sentence. — The first of the two or more simple or complex sen 
 
 tences contained in a compound sentence. 
 
 4. Co-ordinate Sentence. — -Any sentence contained in a compound sentence 
 
 not of unequal rank with the leading sentence. 
 
 0. As TO Assertion. — As to assertion, sentences are divided into the 
 classes declarative, interrogative, imperative, and exclamatory. 
 
 1. Declarative Sentence. — One that does not ask a question, and whose verb 
 
 is either an indicative or a subjunctive; as, James arrived yesterday; I 
 will go if it is possible; He will maintain his integrity though he lose his 
 estate; He asked who the man was. 
 
 2. Lnterrogative Sentence. — One that asks a question, and whose verb is 
 
 indicative; as. Did James go to the city? He asked, " Who was the man? " 
 
 3. Lmperative Sentence. — One whose verb is in the imperative mood; as, Run 
 
 to your houses; Fall upon your knees; Somebody ring the bell; Hal- 
 
544 
 
 THE SYSTEM METHOD. 
 
 lowed be thy name; Be he a king, he is still a dependent creature; May 
 you ever prosper; Exalt we his name; Be this our motto. 
 IV. Exclamatory Sentence. — One expressing an outcry of pain, surprise, 
 anger, or the like; as. How are the mighty fallen! 
 
 DIAGRAMMING— T\\e System of Diagrammmg Explained: 
 
 1. The two essential elements are joined by the vertical tie, f 
 
 2. The objective element is set off by a vertical bar, |, the adjectival 
 element by the same bar with its top slanting to the left, and the adverbial 
 element by the same bar with its top slanting to the right. 
 
 3. The infinitive element is set off by the adverbial bar with a hook to 
 the left, ]/ , and the participial element by the same adverbial bar with a 
 hook to the right. 
 
 4. The predicate substantive is set off by a horizontal bar, , to 
 
 which the predicate adjective adds the adjectival bar, \. 
 
 5. Relative pronouns, conjunctive adverbs, and prepositions and their 
 objects are underscored with a single line, and conjunctions are inclosed in 
 parentheses. 
 
 6. Words to be supplied to complete a sentence whole are inclosed in 
 brackets, [ ]; and factitive adjectives and substantives are set off as are 
 predicate adjectives and substantives, but they are put adjacent to the 
 direct object. 
 
 7. The bar is lengthened to include two or more elements, and the 
 
 8. Independent elements are placed above, and separate from, the sen- 
 tence body proper, and any modifier of a sentence whole is joined to the 
 tie by a connecting line. 
 
 Prog, XXXI. — Complete Program for Written and Oral Analysis. 
 
 ^™P^f 1 declarative 
 
 . , complex interrogative 
 
 IS a compound imperative 
 partial compound exclamatory 
 
 1^ complex compound J |^ •' 
 
 is the subject, 
 
 sentence. 
 
 2. Of which 
 
 3. Of which is the essential element, 
 
 4. Unmodified; or modified by , 
 
 f adjectival ■] 
 
 1 objective | 
 
 •{adverbial J- element of the 
 
 I infinitive | 
 
 [participial J 
 
 6. Of which , the base, is [here repeat 4 and 5] . 
 
 5. A \ ''"•?!'' 
 ( complex 
 
 first 
 
 second 
 
 third 
 
 class. 
 
 7. Of which sentence, also, 
 
 -is the predicate, 
 
BBANGHINa THE GLASSES. 545 
 
 8. Of which is the essential element, 
 
 9. And a predicate ] ^ ^^ ^T.- > [here, if necessary, repeat 4 and 5]. 
 
 ^^ j is I \^ connective, 
 
 I is also ) I an independent element. 
 
 Note. — To beginners, unless they are thoroughly grounded in the work of branching, the 
 teacher may assign such simple sentences as will require only a part of the ten steps of the 
 program above. Thus, the simple sentence, "Flowers bloom," would require but four (1st, 
 2d, 4th, and 7th) of the ten steps : Flowers hlbom (1.) is a simple declarative sentence, (2.) of 
 which^?owers is the subject, (4.) unmodified. (7.) Of which sentence, also, bloom is the pred- 
 icate, (4.) unmodified. 
 
 But to students having been measurably successful in branching by the work-tree com- 
 plete, this entire 10-step program may safely be presented at the outset of the work in this 
 dissecting work called analysis. In his first exercises, the learner should be directed to com- 
 mit this work to writing. 
 
 TA^TICTJIjAnS: 
 
 Note. — In so far as a supply of sentences, thoroughly exhaustive for parsing or branch- 
 ing or analyzing (dissecting), has already been provided in the thirty demonstrations already 
 given, we shall give here only such and as many sentences as are needed to illustrate the sys- 
 tem of diagramming above explained, and demonstrate its adaptability to every species, even 
 the most difficult, of the English sentence. Attention is invited to this system of diagram- 
 ming as ej'pressing the greatest possible number of things which it is desirable to make sa- 
 lient in the explanation of the sentence. 
 
 1. The fox caught the hen. 
 
 2. We found three pairs of scissors in the wheat. 
 
 Diagramming : 
 
 r- fox \ The r ^^ 
 
 / In wheat \ the 
 
 2. 
 
 . caught I hen \the 
 
 Analysis : 
 
 1. "The fox caught the hen," is a simple declarative sentence, 
 
 2. Of which the fox is the subject, 
 
 3. Of which fox is the essential element, 
 
 4. Modified by the, 
 
 5. A simple adjective element of the first class. 
 6. 
 
 7. Of which sentence, also, caught the hen is the predicate, 
 
 8. Of which caught is the essential element, 
 
 4. Modified by the hen, 
 
 5. A complex objective element of the first class, 
 
 6. Of which hen, the base, 
 
 4. Is modified by the, 
 
 5. A simple adjective element of the flurst class, 
 
 35 
 
 Uhree 
 \ ^ 
 
 found Uhree 
 
 I pairs \ Qf scissors 
 
546 THE SYSTEM METHOD. 
 
 3. Csesar miglit have been crowned. 
 
 4. The ship which sailed yesterday was laden with salt. 
 
 Diagramming . 
 . "Caesar 
 
 sailed / yesterday 
 . might l/have A been A crowned L was / laden / with salt 
 
 1. "Caesar miglit have been cro^vned," is a simple declarative sentence, 
 
 2. Of which Ccesar is the subject, 
 3. 
 
 4. Unmodified. 
 
 5. 
 
 6. 
 
 7. Of which sentence, also, might have been crowned is the predicate, 
 
 8. Of which might is the essential element, 
 
 4. Modified by have been crowned, 
 
 5. A complex infinitive element of the first class, 
 
 6. Of which have, the base, 
 
 4. Is modified by been crovmed, 
 
 5. A complex participial element of the first class, 
 
 6. Of which been, the base, 
 
 4. Is modified by crowned, 
 
 5. A simple participial element of the first class. 
 
 1. "The ship which sailed yesterday was laden with salt," is a complex declara- 
 
 tive sentence, 
 
 2. Of which the ship which sailed yesterday is the subject, 
 
 3. Of which ship is the essential element, 
 
 4. Modified, first, by the, 
 
 5. A simple adjective element of the first class, 
 And secondly, by which sailed yesterday, 
 
 5. A simple adjective element of the third class, 
 
 2. Of which which is the subject, 
 
 3. 
 
 4. Unmodified. 
 
 5. 
 
 6. 
 
 7. Of which subordinate sentence, also, sailed yesterday is the predicate, 
 
 8. Of which sailed is the essential element, 
 
 4. Modified by yesterday, 
 
 5. A simple adverbial element of the first class. 
 6. 
 
 7. Of which sentence, also, was laden with salt is the predicate, 
 
 8. Of which was is the essential element, 
 
BRANGEING THE CLASSES. 54^ 
 
 4. Modified by laden with salt, 
 
 5. A complex participial element of the first class, 
 
 6. Of which laden, the base, 
 
 4. Is modified by with salt, 
 
 5. A simple adverbial element of the second class. 
 
 5. The business is such as concerns me. 
 
 6. The conditions of the agreement were as follows. 
 Diagramming : 
 
 r- business NThe }^^^ 
 
 ^ conditions \ „ ^ X^-.. 
 
 \ of agreement \tne 
 
 \ such 
 
 L J 1 . L were I 
 
 L concerns I me L follows 
 
 Analysis : 
 
 1. "The business is such as concerns me," is a complex declarative sentence, 
 
 2. Of which the business is the subject, 
 
 3. Of which business is the essential element, 
 
 4. Modified by the, 
 
 5. A simple adjective element of the first class. 
 
 7. Of which sentence, also, is such as concerns me is the predicate, 
 
 8. Of which is is the essential element, 
 
 9. And business, understood, a predicate substantive, 
 
 4. Modified first by such, 
 
 5. A simple adjective element of the first class, 
 And secondly, by as concerns me, 
 
 5. A simple adjective element of the third class, 
 2. Of which as is the subject, 
 4. Unmodified. 
 
 7. Of which subordinate sentence, also, concerns me is the predicate, 
 
 8. Of which concerns is the essential element, 
 
 4. Modified by we, 
 
 5. A simple objective element of the first class. 
 
 7. Buy what you want. 
 
 8. The wicked shall perish, as all the world knows. 
 
 Diagramming : 
 
 - [ y°» ] 
 
 •7 p you 
 
 . Buy I 
 
 The 
 .[peoph]\ 
 
 \ wicked r'^'^'-Itl\ 
 
 , N 
 
 _ want I what L shall /perish 
 
 Analysis : 
 
 1. "Buy what you want," is a complex imperative sentence, 
 
 3. Of which [youj is the subject, 
 
 4, Unmodlfiied. 
 
 all 
 the 
 knows! as 
 
548 THE SYSTEM METHOD. 
 
 7. Of which sentence, also, buy what you want is the predicate, 
 
 8. Of which buy is the essential element, 
 
 4. Modified by what you want, 
 
 5. A simple objective element of the third class, 
 2. Of which you is the subject, 
 
 4. Unmodified. 
 
 7. Of Tifhich subordinate sentence, also, want what is the predicate, 
 
 8. Of which want is the essential element, 
 
 4. Modified by what, 
 
 5. A simple objective element of the first class. 
 
 8. "The wicked shall perish, as aU the world knows," is a complex declarative 
 sentence, of which the wicked \peo2}le~\ is the subject, of which jDeople, understood, 
 is the essential element, modified by the and wicked, two simple adjective elements 
 of the first class. Of which sentence, also, shall perish is the predicate, of which 
 shall is the essential element, modified by perish, a simple infinitive element of the 
 first class. Of which complex sentence, also, the principal-sentence part is modified 
 by as all the world k?iows, a simple adjectival element of the third class, of which 
 all the world is the subject, of which world is the essential element, modified by 
 all and the, two simple adjectival elements of the first class. Of which subordinate 
 sentence, also, knows as is the predicate, of which knows is the essential element, 
 modified by as, a simple objective element of the first class. As is also a subor- 
 dinate connective. 
 
 9. If thou read this, O Caesar, thou mayst live. 
 10. It is important what he is. 
 Diagramming : 
 
 O, Caesar 
 _ thou 
 
 9. 
 
 (If) ^ It 
 
 _ thou 
 
 _ mayest /live / 
 
 ID 
 
 -he 
 
 - is what 
 
 important 
 
 _ read I L J \ this 
 Analysis : 
 
 9. "If thou read this, O Caesar, thou mayst live," is a complex declarative 
 sentence, of which thou is the subject, unmodified. Of which sentence, also, 
 mayst live if thou read this is the predicate, of which mayst is the essential ele- 
 ment, modified by live if thou read this, a complex infinitive element of the first 
 class, of which live, the base, is modified by thou read this, a simple adverbial 
 element of the third class, of which thou is the subject, unmodified, and read 
 this [paper] the predicate, of which read is the essential element, modified by 
 this [jjaper] , a complex objective element of the first class, of which 2Mper, 
 understood, is the base, modified by this, a simple adjectival element of the first 
 class. Coenar are two independent elejnents, and if is a subordinate connec 
 tive, joining its clause to live. 
 
BRANGHING THE GLASSES. 
 
 549 
 
 10. " It is important what he is," is a complex declarative sentence, of which 
 it what he is is the subject, of which it is the essential element, modified by what 
 he is, a simple adjectival element of the third class, of which he is the subject, 
 unmodified, and is what is the predicate, of which is is the essential ele- 
 ment, and what a predicate substantive. Of which principal sentence, also, is 
 important is the predicate, of which is is the essential element, and important a 
 predicate adjective. What is also a connective. 
 
 11. The book is where you laid it. 
 
 12. It is right in that it is just. 
 
 Biagramm,ing : 
 
 r- book \ The 
 
 It 
 
 11 
 
 { 
 
 laid 
 
 where . 
 
 12 
 
 just 
 
 'it Lis Z A right 
 
 Analysis : 
 
 11. "The book is where you laid it," is a complex declarative sentence, of 
 which the book is the subject, of which book is the essential element, modified by 
 the, a simple adjectival element of the first class. Of which sentence, also, is 
 where you laid it is the predicate, of which is is the essential element, modified 
 by where you laid it, a simple adverbial element of the third class, of which you 
 is the subject, unmodified, and where laid it the predicate, of which laid is the 
 essential element, modified by where, a simple adverbial element of the first 
 class, and also by it, a simple objective element of the first class. Where is also 
 a subordinate connective. 
 
 12. "It is right in that it is just," is a complex declarative sentence, of which 
 it is the subject, unmodified. Of which sentence, also, is right in that it is just 
 is the predicate, of which is is the essential element, and right a predicate ad- 
 jective. Is is also modified by in that it is just, a simple adverbial element of 
 the second class, of which it is just, the object of the preposition in, is a simple 
 element of the third class; of which if is the subject, unmodified, and. is just 
 the predicate, of which is is the essential element, and just a predicate adjective. 
 That is a subordinate connective. 
 
 13. She boiled the eggs hard. 
 
 14. They elected him president. 
 Diagramming : 
 
 f-She —They 
 
 13 
 
 J4-. 
 
 . elected I him — president 
 
 - boiled 1 eggs . A hard 
 
 \the 
 
 Analysis : 
 
 13. " She boiled the eggs hard," is a sim. declar. sen., of which she is the 
 
650 THE SYSTEM METHOD. 
 
 subject, unmodified. Of which sentence, also, hmled the eggs Tiard is the 
 predicate, of which hoiled is the essen. ele., modified by the eggs hard, a compl. 
 obj. ele. of the 1st class, of which eggs is the base, and hard a factitive adjec- 
 tive. Sggs is also modified by tlie, a sim. adj. ele. of the 1st class. 
 
 14. " They elected him president," is a sim. declar. sen., of which they is the 
 subject unmodified. Of which sen. also, elected him president is the predicate, of 
 which elected is the essen. ele., modified by him and president, two simple obj. 
 eles. of the first class, of which him is the direct, and 2^'^'^sident the factitive, 
 object. 
 
 15. We could not conceive what liad made him v^hat we found 
 him. 
 
 16. I am doubtful as to your statement. 
 
 17. His reasons are as grains of sand. 
 Diagramming : 
 
 We ' 
 
 15, 
 
 [ what 
 / I r 
 
 had l>' made I him — I , 
 
 L found I him _ what 
 it — — 
 
 I — I i^ reasons \ His 
 
 16. 
 
 (as) 
 A doubtful / to statement 
 
 17. 
 
 (as) . 
 
 _ are grains \ of sand 
 
 Analysis: 
 
 15. "We could not conceive what had made him what we found him," is a 
 compl. declar, sen., of which we is the subject, unmodified. Of which sen., also, 
 could not conceive (and all that follows) is the predicate, of which could is the 
 essen. ele., modified first by not, a simp. adv. ele. of the 1st class, and secondly, by 
 conceive what had made (and all that follows), a compl. infinitive ele. of the 1st 
 class, of which conceive, the base, is mod. by what had made (and what follows), 
 a sim. obj. ele. of the 3d class, of which what is the subject, unmodified, and had 
 made (and what follows) the predicate, of which had is the essen. ele., mod. by 
 made him (and what follows), a compl. participial ele. of the 1st class, of which 
 made, the base, is mod. by him (and what follows), two sim. obj. eles., of which 
 him, the direct object, is of the 1st class, and what we found him, the factitive 
 object, is of the 3d class, of which we is the sim. sub., unmodified, and found 
 him, what the predicate, of which found is the essen. ele., modified by him and 
 what, two simple obj. eles. of the 1st class, of which him is the direct, and what 
 the factitive, object. The whats are also subordinate connectives. 
 
 16. " I am doubtful as to your statement," is a sim. declar. sen., of which J is 
 the subject, unmodified. A>n doubtful as to your statement is the predicate, of 
 which am is the essen. ele., and doubtful a predicate adjective, mod. by to state- 
 
nRANCHlNCf THE CLASSES. 551 
 
 ynent, a sim. adv. ele. of the 2d class. As is a subordinate conjunctiou, joining 
 to statement (the modifier) to the thing modified, doubtful. 
 
 17. " His reasons are as grains of sand," is a sim. declar. sen., of ■which 
 his reasons is the subject, of which reasons is the essen. ele., mod. by his, a sim. 
 adj. ele. of the 1st class; of which sentence also, ai-e as grctitis of sand is the 
 predicate, of which are is the essen. ele., and grains a predicate substantive, mod. 
 by of sand, a sim. adj. ele. of the 2d class. As is a subordinate conjunction 
 (connecting are, the governor, and grains, the word governed — in the nomina- 
 tive). 
 
 18. We chose Mm as honest. 
 
 19. A noun is a name; as, man, eagle. 
 
 20. Liberty was theirs [ ] as men['s]. 
 
 21. Arnold's success as teacher ['s] was remarkable. 
 
 Remarks: 
 
 1. Honest ia an adjectival modifier of him, and as is a subordinate conjunction. (See 
 Demonstration XX., d, notes 1 and 2.) 
 
 2. JIan and eagle are adjectival to name, and this second as is also the subordinate con- 
 junction. (See p. 478.) 
 
 3. The 's is omitted from men and teacher, because of the fact that, as appositives to 
 theirs and Arnold's, they stand less directly connected to the nouns limited, {jaossessionl and 
 success, than do theirs and Arnold's. Before parsing, branching, or analj-zing, the 's is to be 
 supplied to men and teacher, which words, otherwise, do not fit, and are unexplainable by, 
 the system of grammar, except as "figures of speech." But to explain a word is to show how 
 it is law-like, how it fits, or belongs in, the science-tree system of grammar ; therefore, to 
 pretend to explain men and teacher, by sajang that they " are examples of the ' figure of 
 speech,' called enallage," is to pretend to show that men and teacher are law-like things by 
 showing that they are lawless ! It is proving that these words fit the system by proving that 
 they do not fit the system! being "examples of enallage." lien, and teacher here in these 
 incomplete sentences are what an arm would be in an incomplete man, —a man with a liga- 
 ment absent by which arm is attached to shoulder. Such missing ligament (which is here the 
 missing 's) must be supplied before such arm can either be made to fit the man whole or to 
 accord with, and be explained in the light of, the arm system. So here: the missing 's 
 must be supplied before such word (man or teacher) can either be made to fit the sentence 
 whole or to accord with, and be explained in the light of, the word sj'stem — the science-tree 
 system, as sho-wn on page 494. Whenever it is seen, by grammarians, that grammar is a tree 
 system of the word, students in the schools will immediately discover the organisms (animals, 
 plants, etc.) of nature as its indispensable aids,— grammatical electric lights, as it were, — and 
 grammar will take on an efficacy heretofore little dreamed of. 
 
 Diagramming : 
 
 ^ Liberty (as) 
 
 Success \ Arnold's \ "teacher's 
 
 20. 
 
 (as) 
 _ was -T possession l \ theirs V men's 
 
 21 
 
 r 
 
 was i remarkable 
 
 20. "Liberty was theirs as men ['s]," is a sim. declar. sen., of which liberty is 
 the subect, unmodified. Of which sentence, also, ivas theirs as nien^s is the 
 predicate, of which was is the essen. ele., and possession, understood, a predicate 
 noun, modified by thei7-s as men's, a compl. adj. ele. of the 1st class, of which 
 
552 
 
 THE SYSTEM METHOD. 
 
 theirs, the base, is mod. by men's, a sim. adj. ele. of the 1st class. As is a sub- 
 ordinate conjunction, joining rnert's to theirs, with which meri's is in apposition. 
 
 22. He is taller than I. 
 
 23. Whom does he honor more than me? 
 
 24. Less judgment than wit is more sail than ballast. 
 
 25. I would better die than live falsely. 
 
 26. I would rather go than stay. 
 
 27. Beelzebub, than whom none higher sat, with grave aspect rose. 
 
 Eemarks : 
 
 1. In the 22d, / [ami is an adverbial modifier of the adjective taller, to which it is joined 
 by the subordinate conjunction than. 
 
 2. In the 23d, »ie is the adverbial object of the adverb more, to which the same subordi- 
 nate than joins it. 
 
 3. In the 26th, the infinitive substantive stay is an adverbial objective of the cojpparative 
 adverb rather, which modifies would. 
 
 Diagramming : 
 
 (than) ^ 
 
 — judgement \ less / wit 
 
 24. 
 
 ( than ) 
 sail \ more / ballast 
 
 25. 
 
 Zdie 
 (than) 
 ter/live /falsely 
 
 . Beelzebub 
 
 27. 
 
 none 
 
 (Ihan) 
 / whom 
 
 grave 
 
 Arialysis : 
 
 24. "Less judgment than wit is more sail than ballast," is a sim. declar. sen., 
 of which less judgment than ivit is the subject, of which judgment is the 
 essen. ele., mod. by less than wit, a compl. adj. ele. of the 1st class, of which 
 less, the base, is mod. by wit, a sim. adv. ele. of the 1st class. Than is a subor- 
 dinate connective. Of which sentence, also, etc. 
 
 25. " I would better die than live falsely," is a sim. declar. sen., of which / 
 is the subject, unmodified, bmA would better die than live falsely is t\x& predicate, 
 of which would is the essen. ele., mod. by die, an infin. ele. of the 1st class, 
 and also by better than live falsely, a compl. adv. ele. of the 1st class, of which 
 better, the base, is mod. by live falsely, a compl. adv. ele. of the Ist class, of 
 which live, the infin. base, is mod. by falsely, a sim. adv. ele. of the 1st class. 
 Than is a subordinate conjunction. 
 
 37. " Beelzebub, than whom none higher sat, with grave aspect rose," is a 
 compl. declar. sen. , of which Beelzebub, than whom, none higher sat, is the subject, 
 of which Beelzebub is the essen. ele., mod. by than whom none higher sat, a sim. 
 adj. ele. of the third class, of which none \one'\ is the subject, of which one, un- 
 derstood, is the essen. ele., mod. by none, a sim. adj. ele. of the 1st class. Of 
 
BBANonma the classes. 553 
 
 which subordinate sentence, also, sat higher than whom is the predicate, of which 
 sat is the essen. ele., mod. by higher than whom, a compl. adv. ele. of the 1st 
 class, of which higher, the base, is mod. by whom, a sim. adv. ele. of the 1st 
 class. Than is a subordinate conjunction, joining whom, the word governed, 
 and higher, the adverb that governs whom (see Demonstration XX., d, and 
 XXX., m.). Of which sentence, also, etc. 
 
 28. Virtue consists in being good. 
 
 29. To be good is to be happy. 
 
 30. His being false is shameful. 
 
 31. They paid him the money. 
 
 BemarJcs : 1. In the 28th, good is best explained as an adjective appositive to, and mod- 
 ifying, the substantive participle being. And, similarly, explain good and happy, in the 29th, 
 as appositive adjectives modifying the substantive infinitives be. (See Demonstration XXIX., 
 c, note.) In the same way, also, the adjective false is appositive to, and modifies, the sub- 
 stantive verb being., in the 30th. 
 
 8. In the Slst, him is branched and diagrammed as an adverbial object of paid. In like 
 manner, explain every indirect object, — that is, without supplying something. 
 
 Diagramming : 
 
 .^ , \ , \His 
 
 _ To be Vgood- 
 
 29. 
 
 \ 
 
 —being \ 
 
 SO 
 
 / to be V happy 
 
 L is ^-A shameful 
 
 Analysis : 
 
 29. '.' To be good is to be happy," is a sim. declar. sen., of which to be good 
 is the subject, of which to be, the infinitive phrase, is the essen. ele., of which 
 he, the infinitive base, is mod. by good, a sim. adj. ele. of the 1st class. Of 
 which sentence, also, etc. 
 
 30. " His being false is shameful," is a sim. declar. sen., of which his being 
 false is the subject, of which the substantive verb being is the essen. ele. , mod. 
 by his sjadi false, two sim. adj. eles. of the 1st class. Of which sentence, also, is 
 shameful is the predicate, of which is is the essen. ele., and sham,eful a pred- 
 icate adjective. 
 
 32. She is eighty years old. 
 
 33. He is not a whit wiser. 
 
 34. That he will succeed is evident. 
 
 35. I consider preaching to be teaching. 
 
 36. The mountains rose, hight above hight. 
 
 37. Changing his mind, he painted it white. 
 
 Remarks : 1. See Demonstration XXX., wherein it is shown that nouns and pronouns 
 are often the objects of adjectives and adverbs — that the nouns years and whit, in the 32d 
 and 33d, are the objects of the adjectives old and wiser respectively. 
 
 3. For an explanation of the subordinate conjunction that, in the 34th, see page 479. 
 
554 
 
 THE SrSTElii METHOI). 
 
 3. In the 36tli, the first word hight is nominative in ttie independent construction by ac- 
 companying circumstance. (See page 473, h, and Demonstration XXVI., a, 4.) 
 
 4. In tlie 37tli, the participle changing is an adjectival element modifying he, the sub- 
 ject. 
 
 Diagramming : 
 
 (That^ 
 ,he 
 
 L wil 
 
 hight ' 
 
 34- 
 
 will K succeed 
 
 _ is _A evident 
 
 Analysis : 
 
 35. 
 
 sider J 
 /t( 
 
 above hight 
 mountaius \ The 
 
 consider J preaching 
 
 to be ^-teaching 
 
 36. 
 
 34. " That he will succeed is evident," is a compl. declar. sen., of which 
 that he will succeed is the subject of the 3d class, of which he is the subject, un- 
 modified, and will succeed the predicate, of which vnll is the essen. ele., mod. by 
 succeed, an infin. ele. of the 1st class. That is a subordinate conjunction. Of 
 which sentence, also, etc. 
 
The System Method— No. 19. 
 
 THE STTJIDEnSTT'S 
 
 Work-Book of System Graramar, Grade B, 
 
 FOR THE USE OP 
 
 Public Schools, Normal Schools, Teachers' Institutes, 
 and Colleges, 
 
 AND ESrECIALLT ADAPTED TO 
 
 Saiazooxj IB^^iPOsiTionsrs 
 
 IN "WHICH THE STUDENT LEARNS AND REMEMBERS UNDER THE 
 GUIDANCE OF THE "LEARNER'S WORK-TREE" BY BRANCH- 
 ING THE WORD-PARTS OF SENTENCES THROUGH 
 THEIR CLASSES, BRANCHED TOGETHER AS 
 CLASS-BRANCHES OF A GRAMMAR- 
 SYSTEM WHOLE. 
 
 '>m^^T- 
 
 BY ISAAC ELDRIDGE WILSON, 
 
 INVENTOR OP THE LEARNER'S ■WORK-TREE, AUTHOR OP THE SYSTEM METHOD, A SERIES 
 OP TEXT-BOOKS FOR SCHOOLS, A SERIES OP STUDENT'S WORK-BOOKS, ETC. 
 
 •THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE."— EMERSON. 
 
 CHIOA.OO, Ilvlv.: 
 
 Learner's Work-Tree Company. 
 
 1SS6. 
 
^0 ^HB ^BagHBf^. 
 
 The lessons to be assigned to primary or intermediate classes doing the 
 work of this (No. 19) work-book are given in Appendix A. The particulars 
 to be assigned to and used by higher classes, those doing the work of Work- 
 Book No. 20, are given in "The System Method," No. 6, which is a text- 
 book of higher grammar. This text-book (No. 6) will also provide all 
 helps — definitions, explanations, lists, statement of principles, etc. — that 
 the teacher may need to enable him to direct either his higher classes 
 through the work done in No. 20, or his lower classes through this work of 
 No. 19. And since every difficulty that can perplex teacher in directing, or 
 student in doing, this work is somewhere fully solved in^both Work-Book 
 No. 20 and the advanced text-book (No. 6), it is necessary to give in this 
 (No. 19) work-book only a few examples, or particulars, under each 
 program. 
 
 For any difficulty that may arise in teaching this primary and interme- 
 diate work of No. 19, if that difficulty is not explained herein, refer to 
 Work-Book No, 20 and to " The System Method," No. 6. 
 
 CoPTKiGHT, 1886, BT I. E. WILSON. 
 
 All Rights Reserved. 
 Any Infringement will be prosecuted to the full extent of the Law. 
 
 [556] 
 
SYSTEM GRAMMAR— GRADE B. 557 
 
 (a.) Propositions. — To hasten the development of the perfect method 
 of learning and teaching the science system of grammar, the author of 
 "The System Method" challenges any educator of the United States, Can- 
 ada, England Germany, or France to prove either of the following propo- 
 sitions: — 
 
 1. That this system method is not a better method than he himself uses. 
 
 2. That this system method is not the true method. 
 
 (b.) Conditions. — 1- Such educator shall compress his argument mio 
 not to exceed 150 8vo. pages of a 200-page discussion. 
 
 2. The author of "The System Method" to have the last 50 pages of 
 such 200-page discussion, in vfhich to reply. 
 
 3. The decision to be made by five judges, three of whom shall be 
 .Tames Russell Lowell, of Boston, A. Wilford Hall, of New York, and the 
 State Superintendent of Indiana; these three to choose a fourth and a fifth. 
 
 4. The judges shall make no qualification, but render their decision af- 
 firming or denying the propositions as they stand. 
 
 5. The expression, "this system method," of the propositions, to be 
 construed to mean that method of learning and teaching the science system 
 of grammar exemplified in these (ISTos. 19 and 20) Work-Books, and advo- 
 cated in this Volume I. of "The System Method," together with the au- 
 thor's 50 last pages of the 200-page discussion. 
 
 6. Such educator shall make no use of the Learner's Work-Tree or any 
 counterfeit in establishing any argument. 
 
 (C.) Offer. — 1- As a summons to earnest exertion, the author of "The 
 System Method " offers to print and deliver to such educator, for his own 
 disposal, and free of all cost to him, 1,000 volumes of such 200-page discus 
 sion, neatly bound in cloth. 
 
 2. The period of this offer extends from July 1st, 1886, to July 1st, 
 1888. 
 
 3. Such educator shall prepare his 150 first pages in proper form to be 
 examined by the judges, in MS. or print, as he may choose, 
 
Appendix 4- Lessons to be Assigijed. 
 
 -7^®^-''^^.'-^®^' 
 
 Prog. I. — Jdhn,^ grammar,^ birds,^ St. Louis,* horses,^ stillness,® Washington,''' 
 health,^ dog,^ countries,^'* life,^i Milton,!^ minds,^^ bonnet,^* author,i5 wolves,^® Susan,''' 
 president,!^ Chicago,'* Job,^** goodness,^' waters,^^ Johnson, ^^ croquet,^* empire,^^ 
 winter,^® Italy,^''' cowardice,^* Shakspeare,^® companies, ■'•' class,^' Cincinnati, ^^ meek- 
 ness,33 machine,^* Irishman,^^ EngUshmen,^® Webster, 3''' Isabella, ^^ Scotland, ^^ coffees,*" 
 rashness,*' school.*^ 
 
 Prog. II. — ^Foxes,' man,^ fans,^ pan,* men,^ Csesars,® mallets,''^ baths,^ tooth,' 
 Lincoln,"* mice," children,'^ ox,'^ paleness,'* Ptolemies,'^ teeth,'® San Francisco,''' 
 beliefs,'* theories," Maries,^" hoes,^' task,'"'^ judgment,^^ Hudson,^* feet,^^ river,^® 
 houses,^'' Indianapolis,^* author, ^^ goose,-'" driness,^' Harry, ^^ shiness,^^ negroes,^* 
 Lucases,^* Mackintoshes,^® country, S'' Rufuses,^* Ohios,^* Sicilies,*" France,*' violence, *'^ 
 ladies,*^ loaves.** 
 
 Prog. III. — Sarah,' pencils,^ sugar,^ work,* softness,^ woman,® ^^''iinom 7 ,r,vi 
 landlord," Nancies,'" boxes," uncles, '^ animal,'^ enemy,'* Wednesday, 
 cousin,'* feet,'" Fanny,^" delays,^' mother, ^^ others,^^ Kentucky,^* E 
 
 TT : 9.7 ,•„! — J !>S f_,- -I 9Q _:„4... Sft i„_ji_,i.. SI _;„4. S2 i, ^.^ 
 
 ate,*" flew,*' got,*^ goad,** hang,** hung,*' creep,*® cringed,*^ crying,** chosen,*" get, 
 proven,^' proved, ^^ spell, ^^ spill,^* gave,^^ read, 5® crow,^^ cut, 5* knit,^" lie,®" lay, 
 hewed, ®2 latch,®* leap,®* look,®^ learned,®® lied,®^ light,®* may,®" must,''" paid,'" ought, 
 might,''* quitted,^* riding, ''^ rung,'® seen,''' should,'* see,'" shone,*" shining,*' shoeing, 
 show,** sat,** shut,*5 written,*® spun,*' taught,** work,*" swimming,"" swung,"' swear, 
 swarm,"* will,"* wax,"^ waked."® 
 
 Prog. V. — Chide,' forgotten,^ must,* mocked,* set,^ sat,® woven,'' wed,* wish," 
 stay,'" wet," owe,'^ ought,'* frozen,'* choose,'^ chew,'® cleaving,''' clashed,'* gave,'" 
 beseech, 2" hanging,^' read,^^ broken,^* built, ^* digging, ^^ could, 2® done,^'^ hidden,^* 
 knelt, 2" teaching,*" saw,*' sawn,*^ seeking,** sevnng,** search,*^ risen,*® swimming,*'' 
 teach,** knitting,*" did,*" flown,*' flowed,*^ met,** wasted,** wished, *'5 passed,*® pull,*'' 
 put,** storm,*" rode,-^" shall, 5' spoil,^^ swear, 5* rowed,^* waxing, ^^ forbear,^® whetted, ^^ 
 wept,^* wrote,^" wrought,®" singing,®' fallen, ®2 must,®* can,®* whet,®^ wilt,®® win.®' 
 
 Prog. VI. — I wish ' to see ^ him before he goes * to the city. Mr. Russell goes * 
 
 to Chicago next week. To-morrow is^ Thursday. If I had® a pen, I would'' write.* 
 
 Cities were" forming.'" He was" speaking. '^ The clerk is '* reading '* a decision, 
 
 rendered,''^ written,'® sealed,''' and delivered'* to him by the judge. When the train 
 
 [558] 
 
8T8TEM GRAMMAR— GRADE B. 559 
 
 arrives,!^ we are^" to start.^^ Columbus discovered ^^ America. When the mail 
 arrives,23 we will ^* hearts the news. The pupils did ^^ succeed. 2'' Venus can ^^ be ^^ 
 seen ^^ to-night. I shall ^^ go ^^ when he comes. ^^ The assassins wiU ^^ be ^^ hanged. ^^^ 
 If the storm had'^''' not abated,^* the ship would ^^ have^" heen^i sunk.*^ The grain 
 should *3 have** been*^ gathered*^ before the rainy season began. *^ The laws shall** 
 be*' obeyed. 5*^ The assassins, having ^^ been^^ condemned,^** were^* executed. ^5 
 Cease, 56 then, to do ^7 evil. The lion was ^^ killed. ^9 I had ^o better go.^^ The child 
 may ^^ have ^^ fallen 6* into the well. Dr. Livingston has ®^ explored ^^ a great part of 
 Africa. The ship sails 6''' next week. The boy is** punished.*' Henry could™ 
 speak '^'^ fluently. Mary would '''^ go "^^ if she had '^* the means. 
 
 Prog. VII. — For gi-aded particulars to be classified by this program, refer to 
 "Particulars," under Prog. IX., of "The System Method," No. 6. Since proper 
 words to be assigned are there given, they are here omitted. 
 
 Prog. VIII. — For proper words to be worked up by this program, see "Particu- 
 lars under Prog. X., of " The System Method," No. 6. 
 
 Prog. IX. — For graded particulars to assign to your classes, see "Particulars," 
 Prog. XI., of "The System Method," No. 6. 
 
 Prog. X. — He was ^ ordered ^ to go. ^ If he go,* say^ good-by. I can* swim.'' 
 We saw* him fall.' I remember,!" 'jyjien you visited 11 us, we had^^ just built ^^ our 
 new house. We believe 1* diligent study wiU ^^ bring 1* a rich reward. Peace may 1^ 
 be 1* restored 1' in this way, but other measures might ^o have^^ succeeded "^ better. 
 He stood -3 gazing 2* into the abyss. The sound of a shaken ^^ leaf shall ^* chase ^'^ 
 them. The way to avoid ^* bad company is^' to find^" something to do.^^ We could ^^ 
 not avoid 33 giving ^* offense. Here I will*^ stand 3* tiU Caesar pass 37 along. The 
 thieves, having 3* hidden*' their stolen*" treasure in the ground, hid*i themselves in 
 the wood. If he was there, I did *2 not see *3 him. If he ever came,** we knew *5 it 
 not. If ever he come,** we shall *7 know** it. If it rains,*' why do s' you go ^^ out? 
 We found 5^ the water frozen. 53 If to-morrow be 5* fine, I will^^ go.^s Though this 
 seems ^^ improbable, it is 5* true. Take 5' heed that thou speak *" not to Jacob. 
 
 Prog. XI. — Draw^ a pendulum to a given ^ point on one side, and it will* swing* 
 to a corresponding 5 point on the other side. Happiness be* yours. I care^ not 
 whether it rains* or snows.' Unless thou yield,!" this sword shaUii end^^ thee. Lest 
 thou lose !3 thy health, govern 1* well thy passions. I ought ^^ to have^* gone.^'' I 
 am !* pleased !' to have 2" met^^ you. We expected^ that he would ^3 arrive^* last 
 night. He would^5 uot have dared^* to do^^ tiiat. Man is 2* born 2' to die. 3" Do*! 
 you hear 32 the children singing? 33 Go 3* not, lest thou perish. 35 Exercising** the 
 mind develops 3'i' business power. Bills are ** requested 3' to be *" paid *! in advance. 
 Unless he return *2 soon, he may** be** locked *5 out. Complain** not of hard les- 
 sons, but overcome *^ difficulty by hard study. Though he ventured ** far, he was *' 
 not injured. 5" Having 5! borne 5^^ the burden of the day, he welcomed 5* the night. 
 Rejoicing 5* In hope, we press 55 forward. By conquering 5* self, we conquer 57 all 
 things. If you begin 5* a thing, push 5' it through. To have *" learned *! to restrain *2 
 passion is ** better than to be ** a king. Though having *5 been ** overpowered, *7 yet 
 he stands ** facing *' the foe. 
 
 Prog. XII. — We^ shall see him^ when he* returns. What* does he 5 want? 
 We * thought it 7 to be them.* We ' took it i" to be the man who ^^ had gone before 
 
560 THE SYSTEM METHOD. 
 
 us.^^ Whom 13 (Joes he^* honor more than me? ^^ It ^^ is well with him^'' who ^^ dies 
 a true Christian. This same child is he^* who^'^ reigns. Who^^ should be king save 
 him^^ who 23 makes us^* free? I^^ that^® speak to thee^^ am he.^* The apples 
 which 28 you 3" gave me ^i were sour. He ^^ that ^3 getteth wisdom loveth his 3* own 
 soul. He 35 himself 36 performed the task. They 37 themselves 33 will go. Thou 39 
 crownedst him *" with glory and honor. My^^ duties to them^ require my *3 -Krhole 
 attention. We ** desire not the knowledge of thy ^^ ways. He ^^ who *'' lives carelessly 
 will die with regrets. Who ** shall separate us ^^ from the love of Christ ? Who ^^ is 
 he^i that ^^ can change a hair of his53 head? His ^ story interests them; ^^ his ^^ nar- 
 row escapes excite their ^^ surprise. 
 
 Prog. Xni. — Who ^ gave thee^ that authority? 3 Mary* bought the apples,^ and 
 gave them 6 to her ^ sister.* The book^ that i" lies on the table ^^ is mine.^^ \Vhomi3 
 did you i* suppose me ^^ to be? Only they ^^ who '^'' are temperate are happy. Who ^^ 
 found the man ^^ that ^o stole the horse? ^i They ^^ who ^3 are temperate in all things 2* 
 live long. The Hon ^5 that "^ you ^7 saw, killed his ^3 keeper.^^ The boots 3" which 3i 
 uncle 32 gave me,33 1 34 gave my 35 brother. 36 What 37 have 1 38 to do with thee? 39 I lo 
 myself *i know who*^ stole his*3 purse.** We*5 know whose *^ house*'' was robbed. 
 You *3 have guessed which *9 belongs to me.^'' What 5i was said, and who 52 said it? 53 
 When Waterloo 5* had been lost, Napoleon 55 gave himself 56 ^p iq England. 57 
 
 Prog. XIV. — He ^ thanked 2 us 3 for saving * his 5 lif e.^ Time "^ never ceases * fly. 
 ing.9 Please ** to give ^^ us ^^2 bread ^3 to eat.** Man *5 is i6 born *'' to die.** The 
 beef 19 was 20 ordered 21 to be 22 fried.23 Let 2* him 25 be 26 Caesar.27 Mr. Jones,28 the 
 banker,29 has 3" gone 3* to Europe. 32 Adolphus,33 the heroic lad,3* saved 35 his 36 
 drowning 37 brother, 3* Augustine. 39 It *" comes ** from Mr. Carpenter, *2 my *3 friend.** 
 CEesar,*5 having *6 crossed *''' the Rubicon,** gave *9 battle.5'' 1 5i see 52 the sparkling 53 
 bubbles 5* swim. 55 156 consider 57 preaching 5* to be 59 teaching. 60 I6I bear 62 the 
 bluebird 63 prophesying 6* spring. 65 Jane 66 drew 67 a bucket 6* of water 69 from the 
 well.'''* She'''* was''2 j][amed''^3 peupjope.'^* The convention '''5 was''6 generally consid- 
 ered '''^ to be ''^ a failure. '^8 London 36 is the largest city *! in Europe.32 He 33 caused ** 
 himself*^ to be 36 proclaimed 37 king. 3* They 39 elected 96 him 9* president.92 He 93 
 made 9* the log 95 a boat.96 Though he ^^ slay 9* me, 99 yet will *<"> I *6* trust i»2 him.i03 
 They *»* found i<'5 the party *66 to be i6^ Henry, i"* God *69 caUed **« the firmament "* 
 heaven. 1*2 A better proof **3 of his *** being "5 a rogue **6 is "^ not desired.*** If he **9 
 steal 120 aught, 121 1 122 wiU 123 pay i2i the theft. i25 if he *26 be 12^ better, you 12* may i29 
 stay *30 with him 13* an hour.*32 1 133 should *3* laugh i35 to cry.i36 it i37 ^^as i38 to be i39 
 his 1*0 horse.*** If it 1*2 be i*3 not now, yet it *** wiU **5 come.**6 He i*^ must *** fall i*9 
 except God *5» be 15* with him.*52 That book *53 is hers,*5* not yours.*55 The potatoes *56 
 measured *57 a bushel.*58 1 159 consider *66 Dr. Johnson *6* to be*62 an excellent man.*63 
 If he *6* does *65 not hear,*66 1 167 am *6* mistaken.*69 Truth,*''^ crushed *'''* to earth,i72 
 shall *''3 j-ise i74 again. By singing,*'''5 birds ^''^ delight ^'''^ ms™ If your *'''9 messenger**" 
 find*** him**2 not there, seek**3 him*** in the other place **5 yourself. **6 So man**^ 
 lieth *** down and riseth **9 not : till the heavens *96 be no more, they*9* shall *9* not 
 awake 19* nor be raised i9* out of their *95 sleep.*96 if a *97 man i98 die,*99 shall 200 he 201 
 Mve 202 again ? Let 203 the angels 20* be 205 our 206 guides.207 
 
 Prog. XV. — A* beautiful 2 white 3 horse; black* squirrels; three 5 sad 6 lives; 
 Brussels ''' carpet ; the * same ^ man ; reverent,*" cautious,** and valiant *2 Themistocles ; 
 
SYSTEM OBAMMAR— GRADE B. 561 
 
 large, ^3 fine^* apples; heavy ^^ guns; redi^ and blue^'' tape; the^^ old^' historic^" 
 oak; five^^ large, ^^ ripe,^^ luscious, 2* mellow ^^ peaches; immense ^^ suspensions^ 
 bridges; many^* intelligent*^* American ^^ citizens; a^i large, ^^ rickety, ^^ wooden 3* 
 building; the ^^ first, 3*' second,^''' and third ^^ houses ; Which ^^ man and what ■*•' thing? 
 They loved each *i other ; ^ Jamaica ^^ pepper ; those ** houses yonder, *5 adjacent *^ to 
 the *^ common ; Arabian ** horses ; his own *' brother ; this 5" very ^i man ; nobody 
 else;^^ wild^s geese; several ^^ sour,^^ unripe, 56 Isabella ^^^ grapes; broad, ^8 green ^9 
 pastures ; those ^^ brilliant, ^^ crimson ^^ clouds ; these ^^ five ^* modal ^^ adverbs ; that ^® 
 thin, ^^ fleecy fi* cloud; two ®* busy ^^ actors ; every ^^ severe ^^ affliction; much'''^ infe- 
 rior ''* grain ; the ^^ fifth "^^ military '''' company ; an ''^ older ''^ son ; the ^^ fourth *^ 
 gloomy 8S day ; many ^3 happier ^^ families ; each ^^ flowery *^ field. 
 
 Prog. XVI. — ^There^ they lived very^ happily.^ He stutters unavoidably.* The 
 swallow darts continually,^ here •* and there.'' How* often * have you been there? ^^ 
 Man is fearfully ^i and wonderfully ^^ made. Sometimes ^^ Henry studies very 1* weU.^^ 
 Where ^® does he live? — There.^'' The ^^ oftener ^^ I see him, the '** more ^^ I like him. 
 He is very '-^2 easily ^^ offended. Be more^* cautious. How^^ and where ^® shall we 
 find him? Study more ^^ earnestly. ^8 The men toil early ^9 and late.^" The pendulum 
 swings to 31 and fro.^^ We poor puppets are tossed pell-meU^s together ^ in the grave. 
 Loud 35 and long 36 the piper blew. It is pretty 37 nearly 33 finished. He died long 39 
 ago.*** We came much *i sooner. *2 He is undoubtedly *3 and emphatically ** an ear- 
 nest man. Even *5 then *^ the morning cock crew loud.*'' I am surely ** not ** deceived. 
 Elsewhere ^^ the storm raged terrificaUy.5i I wind about 5^ and in 53 and out.5* 
 The ship is, accordingl3',55 not 56 to sail. Somewhere 5^ he will certainly ^3 succeed. 
 They rushed 59 forward headlong**' down the stairs. 
 
 Pkog. XVII. — They always ^ Uved together ^ very 3 pleasantly.* Those 5 more® 
 cowardly '' men wiU flee away. 3 The book is where® you laid it. Where ^^ did you 
 lay it? The next 11 neighbor's apples are ripe.12 He seldom ^3 goes home sober. 1* I 
 know when ^5 he wrote the letter. It was there ^^ when i'' I saw it. When ^3 did you 
 see it? He remains while ^^ I am gone. Never '^^ two ^^ loved as '^ they do. Where ^3 
 the^* tree falls, there ^5 it -^viu Ue. He certainly ^6 behaves badly.^^ Dark,^* heavy ^^ 
 clouds are slowly 3" gathering above. 3i Those 3- brilliant 33 crimson 3* clouds will very 35 
 soon 36 dissolve. There ^"^ were six 38 extraordinarily 39 large *** houses. You will un- 
 doubtedly *i be very ^ cordially *3 welcomed. The HeU-Gate ** reef was slowly *5 drilled 
 away.*^ A*'' furious *8 equinoctial *9 gale nas just 59 swept by.5i We now^^ travel 
 still53 more^* rapidly. 55 The 5<> first 5'i' three precious ^8 morning 59 hours were conse- 
 quently *" wasted. A ^^ somewhat *^ dangerous ®3 pass had been reached quite ^* unex- 
 pectedly."^ This "'» pecuUar ^^ nerve passes to the "8 back of the ''9 eyeball, and there "'^ 
 spreads out. '1 Education implies the fulF^ ^nd harmonious ''3 development of aU'''* 
 the '^5 faculties. 7® The '^ Dead ^3 gga, dark '9 and misty 39 and almost 3i sacred, 82 is 
 seen from the 33 Mount of Ohves. Some 3* men sin deliberately 85 and presumptuously. 36 
 A 8'!' few 38 old 89 buildings stiH 99 stand in the 9i deserted viUage. The 93 old 93 oaken 9^ 
 bucket stiU ^^ hangs in the 96 weU. Few 9^ honest, 98 industrious 99 men fail of success 
 in life. Do not i<"* use adverbs needlessly. i9i 
 
 Prog. XVIIL— He^ went 2 with me 3 to the* fields,5 and there 6 we '^ filled 8 our 9 
 baskets ^9 with berries.^i Philip ^^ and Thomas ^3 went 1* to the i5 city ^^ together,^'' 
 but each '3 came ^9 back ^9 by himself. ^i I "" wiU^s get 2* the ^5 parcel s" if he ^^ sends^* 
 36 
 
562 THE SYSTEM METHOD. 
 
 it.~9 The man ^^ had ^i great ^3 sorrow ^^ at the ^ news ^^ of the ^^ death ^^ of his ^^ 
 son.39 The *" vine *i is ^'^ full ^^ of grapes/^ and the *^ tree *6 is *7 laden ^^ with plums.*^ 
 Demosthenes s" and Cicero '^i were^^ celebrated ^s orators.^* Honest^s industry's 
 generally 57 insures 's success.'^ When'^o soldiers ^^ disobey ^2 the ^^ captain,^* he ^^ 
 punishes «« them." The ^^ girl 69 forgot "'^ the '^^ new ^'^ book ; ''^ so she ''^ ran ^^ back^^ 
 for it.''''' Lucy ''^ wet ''^ her *<> feet ^^ in crossing ^^ the ^^ brook ; ^i she ^^ should ^^ not ^'' 
 have 8S attempted 8^ to cross «» it 9i until she 92 had 93 learned 9* its 95 depth.96 Emma ^^ 
 said 98 the 99 bag^^o was "^ hers;i03 she^os had"* bought "5 jt.ioe The "'^ other "S 
 girls 1"* said 110 it"i was"^ theirs."^ Elizabeth's"* opinion ii5 igiie wrong, ii'' if 
 she "8 thinks "^ my ^^o father i^i is 122 not i-'3 a 124 good i25 man.i26 gome i27 pupUs' ^28 
 attention i29 is iso easily i^i diverted ; i»2 they ^^s aUow ^^ it iss to wander "6 on the ^^T 
 sUghtest 138 occasion.139 Do 1*0 you 1*1 cultivate 1*2 thei*3 habit 1** of close i*5 atten- 
 tion ?"S Being 1*^ new 1-8 and strong,i*9 thei^o carriage I'l wasi52 roti^s broken.i'* 
 They i^' found i'^ in it i'^ sixteen 1^8 eggs.i59 
 
 Prog. XIX. — He walks up 1 and down 2 the street. Few honest, industrious men 
 fail of 3 success in * life. Cotton is raised in ^ Egypt, in ^ India, and in ^ the United 
 States. She gazes at 8 him from 9 the window. They labor from i" morning till n night. 
 He is devoted to 12 study. He has gone to i^ Pensacola. Man is born to 1* die. The 
 book lies before i' him on i^ the table. By " so doing, he gained the friendship of I8 his 
 enemy. He walks with i9 his hands in 20 his pockets. He went with 21 me to 22 the 
 fields, and there we filled our baskets with 23 berries. The m"an went by 2* crooked 
 paths ; through 25 them he finally escaped. A fresh stream of 2^ water rims with 2'' swift- 
 ness by 28 the house through 29 the woods into 30 the river. John Simpson came from 3i 
 New Brunswick to 32 Princeton, in 33 a wagon, with 3* a bag fuU of 35 apples. The way 
 from 36 home to 37 school is one mile in 38 length. The stars at 39 night give Ught to ** 
 travelers on*i the road. The leaf of *2 some kinds of *3 plants is good for** the cure 
 of *5 disease. A bird was sitting on *6 a branch of *''' a tree with *8 a twig in *9 its 
 mouth. Sarah went to 50 church in 5i the morning and to 52 school in 53 the after- 
 noon. I saw a squirrel on 5* the fence, eating nuts with 55 his teeth. After 56 drink- 
 ing water in 57 the brook, the ox went into 58 the meadow. The man and woman 
 lived in 59 a cottage at 69 the foot of 61 the hiU, by 62 a stream of 63 water. 
 
 Pkog. XX. — Laura wiU go, but 1 Alice wiU stay. Virtue is praised and 2 neg- 
 lected. Neither 3 George nor * James will go. Either 5 George or 6 James will go. He 
 is happy because 7 he is good. I wiU stay unless 8 you wiU go. Phihp and 9 Thomas 
 went to the city together, buti'^ each came back by himself. I will get the par- 
 cel if 11 he sends it. He is either 12 a knave or i3 a fool. Ask James if 1* his is ready. 
 I care not whether i5 it rains or 16 snows. I fled because i7 I was afraid. You may 
 remain till 18 I return. Take heed lest i* ye fall. James will go if 2" you call. I fear 
 that 21 1 shaUfail. 
 
 MiUions of spiritual creatures walk the earth unseen, 
 Both 22 when we wake and 23 when we sleep. — Milton. 
 
 Some murmur when their sky is clear 
 
 And 2* wholly bright to view. 
 If 25 one small speck of dark appear 
 
 In their great heaven of blue. — Trench. 
 
SYSTEM GRAMMAR— GBADE B. 563 
 
 He came after ^^ you left. They kneeled before ^^ they fought. Warren is both "^ 
 loved and ^^ respected. He can never be a scholar ; for 2" he will not study. Since ^^ 
 he must stay, I wiU go. I had not a friend or ^^ a toy, but ^^ I had Aladdin's lamp. 
 The wind blew, but ^ the house stood firm. The vase fell from the mantel, yet ^^ was 
 not broken. Tou love him because ^^ I do. If ^^ I were not Alexander I would be 
 Diogenes. 
 
 Prog. XXI. — Alas ! ^ I do not know. Pooh ! ^ I do n't care. Hist,^ be silent. 
 Alas,* the way is wearisome and long. 0,^ ye simple, understand wisdom. Humph ! ^ 
 such pretense ■will furnish a very poor excuse. Ah ^ me! that I the judge's bride 
 might be. Hah ! * it is a sight to freeze one ! Ah ! ^ ha ! i" you thought me bUnd 
 did you? Eh ! i^ are you sure of it? Pshaw !^^ what a blunder! Long Uve Lord 
 Robin! huzza I^^ huzza !i* Alack,!^ what trouble was I then to you! Alas,i^ poor 
 Milan! 0,^^ woe the day! Heigh, ^^ my hearts! Oh,i^ that you bore the mind that 
 I do! Ho,^" awake! Lo,^^ how he mocks me! O,^^ look, sir, look, sir! Ha,-^ ha! 2* 
 what things are these, my Lord Antonio 1 Tut!^^ our horses they shaU not see. 
 Heigh-ho ! ^® if it be not four o'clock, I am mistaken. Zounds ! ^^ wiU they not, 
 rob us? 
 
 Prog. XXII. — States rise, flourish, and decay. Men, women, and chil- 
 dren stare, cry out, and run. The horses and the cattle were fastened in 
 the same stables, and were fed with an abundance of hay and grain. 
 Spring and summer, autumn and winter, rush by in quick succession. The 
 Hebrew is closely allied to the Arabic, the Phoenician, the Syriac, and the 
 Chaldee. Laura will go, but Alice will stay. 
 
 The robin and the wren are flown, and from the shrub the jay, 
 And from the wood-top calls the crow, through all the gloomy day. 
 
 He is ready to give assistance to whoever gives assistance to him. I am 
 pleased with what he has done. The dog in the manger would neither eat 
 hay himself nor suffer the ox to eat. John the Baptist came neither eat- 
 ing bread nor drinking wine. A wise son maketh a glad father, but a fool- 
 ish son is the heaviness of his mother. He not only preached this doctrine, 
 but he also practiced it. The Alps, piled in cold and still sublimity, are an 
 image of despotism. No scene is continually loved except one rich by joy- 
 ful human labor. All those things for which men plow, build, or sail, obey 
 virtue. 
 
 All night the dreadless angel, unpursued, 
 
 Through heaven's wide campaign held his way: till Morn 
 
 Waked by the circling Hours, with rosy hand 
 
 Unbarred the gates of light. — Milton. 
 
 The ship which sailed yesterday was laden with salt. The lady that you 
 met has gone to Nashville. She sat under the tree and read the book. 
 Alexander and Caesar were great conquerors. I have read the book which 
 you lent me. He is the man who stole your purse. That is the boy that 
 stole the apples. He who made the world now governs it. Franklin, who 
 
561 THE SYSTEM METHOD. 
 
 afterward became a distinguished statesman and philosopher, learned his 
 trade when he was a boy in the printing-ofifice of his brother, who was a 
 printer in Boston. 
 
 Prog. XXIII. — Csesar might ^ have^ been ^ crowned.^ How old must ^ a man 
 be ^ to be ^ a bachelor ? He is ^ anxious to learn ^ how to draw.^<* Man is ^^ born ^^ to 
 die.i3 They made ^* him laugh. i^ The sun seems ^^ to be" rising.i^ Stars rose^^ 
 and set.^" The patient will^^ soon have^^ become ^^ strong. The liquor is ^^ fer- 
 menting. ^^ When the work has'''® been ^7 finished,-* the laborers shall '^^ be^** paid.^i 
 The slowly falling ^^ snow is^^ melting. ^^ The eggs were^^ ordered ^^ to be^''' fried.^* 
 All were ^^ sealed ^'^ with the seal which is ^^ never to be ^^ broken. ^^ If you are ** 
 right, I am*5 mistaken.*® He will*^ maintain** his integrity though he lose*^ his 
 estate. If hebe^*^ hearing ^^ his class, do^^ ^ot interrupt ^^ him. I am 5* going ^^ 
 to write. 5® I am^^ on the point of writing.^* Let ^^ us be®" going. ®i If he deny ®2 
 the charge, I will ®^ prove ®* it. If he denies ®5 the charge, why does ®® he not prove ®'? 
 it? If he is ®* better, I have ®^ hope of his recovery. If thou read ''" this, thou mayst ''^ 
 live ^^ If thou dost'''^ not, he will.'^* The practice of stating '^^ reasons in advance 
 can ^® not be '''^ too strongly insisted ^* upon. I see''^ the sparkHng*'' bubbles swim.^i 
 Bills are*^ requested*^ to be ** paid ^^ in advance. I do *® not like *'' her singing.** I 
 was*^ opposed 8" to his writing ^^ the letter. My son is^^ going''* to be^* married. ^^ 
 If hishe.id ache,^® do^^ not ask^* him to go.®^ 
 
 Prog. XXIV. — Earth ^ praises God^ with a thousand voices.* He* is a man^ 
 who® understands his'^ business.* Who^ is here? Who,'^^ whicJi,^'^ what,'^^ ihat,^^ 
 and as ^* are called relative pronouns.^^ He^® is a prince i'' among princes.^* A pro- 
 noun ^^ used as the subject^" of a proposition^^ must be in the nominative case.^^ 
 Whence art thou 1^^ Mother 2* said she ^^ would propose a plan.^® She ^'^ laid the . 
 plan^* before the children ^^ themselves,*" and suggested the following Wednesday*^ 
 for a holiday*^ on the river.** Her** mother *° was engaged that moment*® in teach- 
 ing her*^ music.** Let him*" be Csesar.*" They*^ found the party *2 to be Henry.** 
 The possessives ** are formed by adding the apostrophe *5 to the nominatives.*® John- 
 son,*^ the lexicographer,** was a very eccentric man.*" He 5" made me ^^ a coat.^^ They 
 hated him 5* as being an enemy.^* Massachusetts ^^ censured her ^® ablest statesman,^'' 
 Charles Sumner.^* It 5" fell through the air®" to the ground. John®^ is the name®^ 
 that ®* he ®* answers to. Vice ®^ emits a breath ®® every moment.®'^ I ®* did not hear 
 of his®" becoming a convert ''" to that faith.'^^ I,''^ thy father-in-law^* Jethro,''* am 
 come unto thee.'^ The word''® philosopher''"'' signifies "lover''* of wisdom."''" 
 They*" chose her*^ queen.*^ I** pitied the proud son** returning a beggar. *° He*® 
 made me *^ a suit** of clothes.*" They"" did not esteem themselves "^ men."^ It"* 
 fell a great distance."* They "^ stayed until night"® under shelter."'' 
 
 Prog. XXV. — They ^ paid him^ money.* They * called him ^ a hero.® I '' love 
 thee,* old England." Nouns ^" and pronouns ^^ have three cases,^^ — the nominative,^* 
 the possessive,^* and the objective.^^ The fur^® which i'' the monarch i* wears once 
 warmed a bear.^" Behold a king 2" here, him^i whom^^ all men^* praise. He 2* was 
 a king 25 that 2® loved his^^ people. 2* The work 2" of the school *" fell into the hands *i 
 of his*2 son,** Charlie Flower.** Tou*^ should ask the gentleman*® his*'' name.** 
 A life*" of virtue*" is a life*i of happiness.*^ Socrates's** teachings** were in ad- 
 
SYSTEM GBAMMAR— GRADE B. 565 
 
 yance*^ of his*^ age.*^ There is no harm*^ in women's*^ studying politics.^*' Hen- 
 ry's 5^ being a student-''^ was no reason ^^ for his^* being a savage. '^^ My^® own, 
 your^'^ cousin's^* prayer ^^ is that you^° do it^^ not. The rifle*''-' is my^^ friend's,^* 
 the hunter' s.^^ We,^'' the people,^^ are lovers^* of republicanism.^^ The Lord'''*' 
 himself ^^ shall descend. Who''^ struck me?^^ James'''* is said to be a good boy.^^ 
 The court ^^ pronounced him^'' a guilty man.'^^ We ^* can manage the business*** 
 ourselves. ^1 The emperor ^^ Antoninus ^^ ^rote a good book.** The river *^ Euphra- 
 tes ^^ is in Asia.*^ This is the man** that** I'** spoke of. Than^^ and as^^ are 
 generally subordinate conjunctions.^^ He "* was paid money.^^ She *® was named 
 Penelope.9''' I** sent my»9 friend^*'*' the book.ioi Wei*>2 forgive our^o^ friendsio* 
 their ^^^ faults. ^'^^ The coal ^**'^ measures twenty bushels.^"* I ^"^ do not care a 
 straw. 1^** The building ^^^ fronts two streets.^^^ 
 
 Pkog. XXVI. — I read often,^ you read oftener,' he reads oftenest.^ The* 
 beautiful^ evening^ star is sinking toward the ''' western * horizon. English* nouns 
 have only ^•^ these i'^ two ^^ numbers. Other ^^ written plurals are irregular. i* The^* 
 plural ^^ number of other ^''' similar^* nouns is formed in the^* same'''* way. We 
 thought them honest.^^ He should read it again ^^ and again. ^^ Many 2* tall,^^ 
 stately ^^ elms, graceful^''' in outline, and symmetrical^* in form, grew on the ^* lawn. 
 In yonder** cot, the*^ village *2 maiden kept her school. How*^ wonderfully** are 
 we made! FloAvers are peeping out*^ everywhere.*^ The*^ heart of the** solitary** 
 little ** lad sank within him. It had once*^ known better *2 days. That** bony** 
 tree Is a*^ buttonwood. The*^ king scowled ominously.*''' You can not** go 
 where** we do. Delays are dangerous.^* The^^ gentle ^^ rain refreshes the^^ 
 thirsty 5* flowers. Puss is still ^^ living, and has just^^ completed her ninth ^'^ year. 
 Formerly,^* people traveled in four-horse ^* coaches. Then ^* men sometimes *■* trav- 
 eled during the"^ whole ^* day across one^* prairie. That beautiful ^^ Turkish ^^ car- 
 pet is new.*^^ A valuable^* English^* watch was stolen. Idle'''* boys seldom '^^ 
 become useful '^^ men. Three ''* yoke of oxen were in each '^* plow. This '^^ is the 
 same ''^ book that I had. 
 
 Prog. — XXVII. — The valiant soldiers rushed into ^ the jaws of ^ death. Point 
 out both* the nouns and* the pronouns. Do you love him because^ Idol The 
 winds blew, but ^ the house stood firm. I thank thee for ^ thy love to * me. We 
 must either * obey or i** be punished. He knew that ^^ he was wrong. Wisdom is 
 better than ^^ riches. Take heed lest '* ye fall. Mary and i* Susan prefer white 
 or ^^ blue ribbons. Except ^^ ye repent, ye shall all likewise perish. He labors ; 
 consequently i'' he succeeds. I shall go, notwithstanding i* it rains. It is easily 
 proven that ^* the earth is round. If ^* we follow nature, we shaU never go astray. 
 Though ^^ hand join hand, the wicked shall not go unpunished. Unless ^^ he go, I 
 shall remain. Unless ^* he retreat, his army will be sacrificed. Ye will not .come 
 unto Me that ^* ye may have life. Ye receive Me not because ^^ ye know Him not. 
 Since ^^ the soil is rich, the corn will grow. He does not deny that ^^ he borrowed 
 the money. Virtue gives us more pleasure than 2* pain. It costs less than 2* you 
 suppose. Ye shall be as** gods. 
 
5f5(] TUE SYSTEM METHOD. 
 
 PnOG. XXVIII. — His illness arose from breatliiug impure air. Alas ! I 
 do not know what may happen. The slowly falling snow is melting. I am 
 on the point of writing. I will have been gone two hours. The clouds 
 form a curtain to the setting sun. As the sun was setting, his form ap- 
 peared to change. It is growing cold. To wait is often tedious. To steal 
 is base. They paid him money. How long we shall stay is not decided. 
 The house which you painted white is sold. He stood where I could see 
 him. Such written plurals are regular. That life is long which answers 
 life's great end. By others' faults, wise men correct their own. If thou 
 dost not, he will. English pronouns have no other cases. Nouns and pro- 
 nouns have three cases,— nominative, possessive, and objective. He is a 
 pronoun used as a subject, and is in the nominative case. Beauty's tears 
 are lovelier than her smiles are. If one writes or pronounces in succession 
 the positive, comparative, and superlative forms of an adjective, he is 
 said to compare the adjective. The words less and least are often used with 
 the simple form of adjectives to form phrases of comparison. The habit 
 is to be acquired chiefly through imitation. He thus learns principles 
 through applying them. If his head does not ache, you should ask him to 
 go. If he refuses the gold, I will not send him the silver. If he is true, I 
 have no doubt he has friends. I will trust in him, though he slay me. His 
 dancing set us all to laughing. If he is alive, he would write to us. That 
 thing of which something is said is always an object of thought, and must 
 be distinguished from the word which represents an object of thought. 
 There the wicked cease from troubling. Sweet are the uses of adversity. 
 Your spirits are too bold for your years. He had grown to be quite elegant. 
 Waste not a sigh on fortune changed. 
 
 Two good friends had Hiawatha, 
 Singled out from all the others. 
 Bound to him in closest union. 
 
 They intend starting to-morrow. I enjoy inhaling the crisp air. The rat- 
 tling of musketry is said to cause horses to grow restive. We are going to 
 try reading him to sleep. They danced themselves out of breath. 
 
SYSTEM GRAMMAR— OR ABE B. 
 
 567 
 
 Prog. I : 
 
 1. John 
 
 2. Grammar 
 
 6. Stillness 
 
 7. Washington 
 
 10. Countries 
 
 11. Life 
 
 12. Milton 
 
 13. Minds 
 
 Prog. II: 
 
 1. Foxes 
 
 2. Man 
 
 3. Fans 
 6. Cajsars 
 9. Tooth 
 
 10. Lincoln 
 
 11. Mice 
 
 14. Paleness 
 
 /. Noun. 
 
 a. Common. 
 I). Proper. 
 
 proper, 
 
 common, 
 
 common, 
 
 proper, 
 
 common, 
 
 common, 
 
 proper, 
 
 common. 
 
 2. Number. 
 
 a. Singular. 
 
 b. Plural. 
 
 singular, 
 
 singular, 
 
 singular, 
 
 singular, 
 
 plural, 
 
 singular, 
 
 singular, 
 
 plural. 
 
 3. Thing Named. 
 
 a. Material. 
 
 b. Immaterial. 
 
 material. 
 
 material. 
 
 immaterial. 
 
 material. 
 
 material. 
 
 immaterial. 
 
 material. 
 
 immaterial. 
 
 /. Noun. 2. Number. 3. Thing Named. 4. R. for Sp. 
 
 a. Common. 
 
 b. Proper. 
 
 common, 
 
 common, 
 
 common, 
 
 proper, 
 
 common, 
 
 proper, 
 
 common, 
 
 common, 
 
 a. Singular. 
 
 b. Plural. 
 
 plural, 
 
 singular, 
 
 plural, 
 
 plural, 
 
 singular, 
 
 singular, 
 
 plural, 
 
 singular. 
 
 a. Material. 
 
 b. Immaterial. 
 
 material, 
 material, 
 material, 
 material, 
 material, 
 material, 
 material, 
 immaterial. 
 
 a. Paxle . 
 
 b. Irregular. 
 
 rule 11. 
 irregular, 
 rule 10. 
 rule 10. 
 irregular, 
 rule 10. 
 irregular, 
 rule 11. 
 
 Prog. Ill ! 
 
 1. Sarah 
 
 2. Pencils 
 8. Sugar 
 
 5. Softness 
 
 6. Woman 
 10. Nancies 
 12. Uncles 
 
 Prog. IV: 
 
 1. Abide 
 
 2. Arose 
 
 3. Asked 
 
 4. Am 
 
 8. Beginning 
 
 14. Bereft, r. 
 
 18. Buy 
 
 19. Bade 
 
 /. Noun. 
 
 a. Common. 
 
 b. Proper. 
 
 proper, 
 
 common, 
 
 common, 
 
 common, 
 
 common, 
 
 proper, 
 
 common. 
 
 2. Number. 3. Gender. 
 
 a. Singular. 
 
 b. Plural. 
 
 singular, 
 
 plural, 
 
 singular, 
 
 singular, 
 
 singular, 
 
 plural, 
 
 plural. 
 
 /. Verb. 2. Principal Parts. 
 
 = verb, abide, abode, abode, 
 
 = verb, arise, arose, arisen, 
 
 =: verb, ask, asked, asked, 
 
 == verb, am, was, been, 
 
 = verb, begin, began, begun, 
 
 = verb, bereave, bereft, bereft, 
 
 = verb, buy, bought, bought, 
 
 = verb, bid, bade, bidden. 
 
 a. MaHCuline. 
 
 b. Feminine. 
 
 c. Neuter. 
 
 d. Common. 
 
 feminine, 
 
 neuter, 
 
 neuter, 
 
 neuter, 
 
 feminine, 
 
 feminine, 
 
 masculine. 
 
 Regularity. 
 
 a. Regular. 
 
 b. Irregular. 
 
 irregular, 
 
 irregular, 
 
 regular, 
 
 irregular, 
 
 irregular, 
 
 irregular, 
 
 irregular, 
 
 irregular. 
 
 R. for Sp. 
 
 a. Rule . 
 
 b. Irregular. 
 
 rule 10. 
 rule 10. 
 rule 10. 
 rule 11. 
 irregular, 
 rule 11. 
 rule 10. 
 
 4. Tense. 
 
 a. Perfect. 
 
 b. Imperfect. 
 
 imperfect. 
 
 perfect. 
 
 perfect. 
 
 imperfect. 
 
 imperfect. 
 
 perfect. 
 
 imperfect. 
 
 perfect. 
 
568 
 
 THE SYSTEM METHOD. 
 
 Prog. V: 
 
 /. 
 
 Regularity. 2. 
 
 a. Regular. 
 
 b. Irregular. 
 
 Principal Parts 
 
 5. Inflection. 4. Tense. 
 
 a. Complete, a. Imperfect. 
 
 b. Defective, b. Perfect. 
 
 c. Redundant. 
 
 1. Chide 
 
 = 
 
 irregular, chide, 
 
 chid, chidden. 
 
 etc., redundant, imperfect. 
 
 2. Forgotten 
 
 = 
 
 irregular, forget 
 
 , forgot, forgotten, etc., redundant, perfect. 
 
 3. Must 
 
 = 
 
 irregular, must, 
 
 
 defective, imperfect. 
 
 4. Mocked 
 
 = 
 
 regular, mock, 
 
 mocked, mocked, comple 
 
 e, perfect. 
 
 6. Sat 
 
 = 
 
 irregular, sit, sat, sat. 
 
 complete, perfect. 
 
 10. Stay, r. 
 
 = 
 
 irregular, stay. 
 
 staid, staid. 
 
 redundant, imperfect. 
 
 11. Wet, r. 
 
 == 
 
 irregular, wet, wet, wet, 
 
 redundant, imperfect. 
 
 13. Ought 
 
 = 
 
 irregular, ought 
 
 1 
 
 defective, imperfect. 
 
 Prog. TI: 
 
 
 /. Regularity. 
 
 2. Inflection. 
 
 3. Action. 
 
 4. Tense. 
 
 
 
 a. Regular. 
 
 b. Irregular. 
 
 a. Complete. 
 
 b. Defective. 
 
 c. Redundant. 
 
 a. Finished. 
 
 b. TJnflnisbec 
 
 a. Imperfect 
 
 b. Perfect. 
 
 1. Wish 
 
 = 
 
 regular. 
 
 complete. 
 
 unfinished, 
 
 imperfect. 
 
 3. See 
 
 = 
 
 irregular, 
 
 complete. 
 
 unfinished. 
 
 imperfect. 
 
 4. Goes 
 
 = 
 
 irregular. 
 
 complete. 
 
 unfinished. 
 
 imperfect. 
 
 6. Had 
 
 = 
 
 irregular, 
 
 complete. 
 
 finished. 
 
 perfect. 
 
 7. Would 
 
 = 
 
 irregular. 
 
 defective. 
 
 finished, 
 
 perfect. 
 
 8. Write 
 
 = 
 
 irregular. 
 
 complete. 
 
 unfinished. 
 
 imperfect. 
 
 10. Forming 
 
 = 
 
 regular. 
 
 complete. 
 
 unfinished, 
 
 imperfect. 
 
 11. Was 
 
 = 
 
 irregular, 
 
 complete, 
 
 finished. 
 
 perfect. 
 
 Prog. VII: 
 
 
 /. Inflection. 
 
 2. Time. 
 
 3, Tense. 
 
 4. Event. 
 
 
 
 a. Complete. 
 
 b. Defective. 
 
 c. Redundant 
 
 a. Present. 
 
 b. Past. 
 
 c. Future. 
 
 a. Imperfect. 
 
 b. Perfect. 
 
 a. Determined. 
 
 b. Undetermined. 
 
 1. Be 
 
 = 
 
 complete, 
 
 future. 
 
 imperfect. 
 
 undetermined. 
 
 2. Is 
 
 = 
 
 complete, 
 
 present. 
 
 imperfect. 
 
 determined. 
 
 3. Do 
 
 = 
 
 complete. 
 
 present. 
 
 imperfect. 
 
 deternained. 
 
 4. Eead 
 
 = 
 
 complete. 
 
 future. 
 
 imperfect. 
 
 undetermined. 
 
 5. Mayst 
 
 = 
 
 defective, 
 
 present. 
 
 imperfect, 
 
 determined. 
 
 6. Rose 
 
 = 
 
 complete. 
 
 past. 
 
 perfect, 
 
 determined. 
 
 9. WiU 
 
 = 
 
 defective, 
 
 future. 
 
 imperfect. 
 
 determined. 
 
 10. Lose 
 
 = 
 
 complete. 
 
 future, 
 
 imperfect, 
 
 undetermined. 
 
 Prog. VIII 
 
 
 /. Inflection. 
 
 2. Time. 3 
 
 . Event. 
 
 ^, Mood. 
 
 
 
 a. Complete. 
 
 b. Defective. 
 
 c. Redundani 
 
 a. Present. 
 
 b. Past. 
 
 \,. c. Future. 
 d. Equivocal. 
 
 a. Determined. 
 
 b. Undetermined 
 
 a. Indicative. 
 . b. Subjunctive. 
 
 1. Is 
 
 = 
 
 complete. 
 
 present. 
 
 determined, 
 
 indicative. 
 
 2. Must 
 
 = 
 
 defective, 
 
 equivocal, 
 
 determined, 
 
 indicative. 
 
 3. WiU 
 
 = 
 
 defective, 
 
 equivocal. 
 
 determined, 
 
 indicative. 
 
 7. Exert 
 
 = 
 
 complete, 
 
 future. 
 
 undetermined, 
 
 subjunctive. 
 
 8. Be 
 
 = 
 
 complete, 
 
 present, 
 
 txndetermined, 
 
 subjunctive. 
 
 12. Has 
 
 = 
 
 complete. 
 
 present. 
 
 determined. 
 
 indicative. 
 
 15. Desires 
 
 = 
 
 complete, 
 
 present, 
 
 determined, 
 
 indicative. 
 
SYSTEM GRAMMAR— GRADE B. 
 
 569 
 
 Prog. IX 
 
 5. Is = 
 
 6. Have = 
 
 7. Be = 
 9. Thundered = 
 
 10. Would = 
 
 13. Had = 
 
 16. Musti = 
 
 /. Inflection. 2. Tense. 
 
 a. Complete. 
 
 b. Defective. 
 
 c. Redundant. 
 
 complete, 
 complete, 
 complete, 
 complete, 
 defective, 
 complete, 
 defective. 
 
 a. Imperfect, 
 
 b. Perfect. 
 
 imperfect, 
 
 imperfect, 
 
 imperfect, 
 
 perfect, 
 
 perfect, 
 
 perfect, 
 
 imperfect, 
 
 3. Time. 
 
 a. Present. 
 
 b. Past. 
 
 c. Fature. 
 
 d. Equivocal. 
 
 present, 
 
 present, 
 
 future, 
 
 equivocal, 
 
 equivocal, 
 
 present, 
 
 past. 
 
 4. Mood. 
 
 a. Indicative. 
 
 b. Subjunctive. 
 
 indicative. 
 
 indicative 
 
 subjunctive. 
 
 subjunctive. 
 
 indicative. 
 
 subjunctive. 
 
 indicative. 
 
 1 Though in the imperfect, or present, tense, nevertheless must refers 
 as the present may refers to past time, in " He may have gone." 
 
 to past time; just 
 
 Prog. X % 
 
 1. "Was 
 
 3. Ordered 
 
 4. Go 
 
 5. Say 
 
 6. Can 
 
 7. Swim 
 
 Prog XI: 
 
 /. Inflection. 2. Tense. 3. Event. 
 
 a. Complete. 
 
 b. Defective. 
 
 c. Redundant, 
 
 complete, 
 complete, 
 complete, 
 complete, 
 defective. 
 
 a. Imperfect, a. 
 
 b. Perfect. b, 
 
 perfect, 
 
 perfect, 
 
 imperfect, 
 
 imperfect, 
 
 imperfect, 
 
 Determined. 
 Undetermined. 
 
 determined, 
 determined. 
 
 4. Mood. 
 
 a. Indicative. 
 
 b. Subjunctive. 
 
 c. Imperative. 
 
 d. Infinitive. 
 
 e. Participial. 
 
 indicative, 
 participial. 
 
 redundant, imperfect, 
 
 undetermined, subjunctive, 
 determined, imperative, 
 determined, indicative, 
 determined, infinitive. 
 
 /. Regularity. 
 
 2. Inflection. 3. Tense. 4. Mood. 
 
 a. Regular. a. Complete. 
 
 b. Irregular, b. Defective. 
 
 c. Equivocal, c. Redundant. 
 
 1. Draw 
 
 2. Given 
 8. Will 
 
 4. Swing 
 
 5. Corresponding 
 
 6. Be 
 
 Prog. XII : 
 
 1. We 
 
 2. Him 
 4. What 
 8. Them 
 
 11. Who 
 
 12. Us 
 
 13. Whom 
 
 = irregular, 
 = irregular, 
 = irregular, 
 = irregular, 
 = regular, 
 = irregular, 
 
 /. Pronoun. 2. 
 
 a. Personal. 
 
 b. Relative. 
 
 c. Interrogative. 
 
 personal, 
 
 personal, 
 
 interrogative, 
 
 personal, 
 
 relative, 
 
 personal, 
 
 interrogative. 
 
 complete, 
 complete, 
 defective, 
 complete, 
 complete, 
 complete, 
 
 Person. 
 
 a. First. 
 
 b. Second. 
 
 c. Third. 
 
 first, 
 
 third, 
 
 third, 
 
 third, 
 
 third, 
 
 first, 
 
 third. 
 
 a. Imperfect. 
 
 b. Perfect. 
 
 imperfect, 
 
 perfect, 
 
 imperfect, 
 
 imperfect, 
 
 imperfect, 
 
 imperfect, 
 
 3. Number. 
 
 a. Singular. 
 
 b. Plural. 
 
 c. Equivocal. 
 
 plural, 
 
 singular, 
 
 equivocal, 
 
 plural, 
 
 singular, 
 
 plural, 
 
 equivocal, 
 
 a. Indicative 
 
 b. Subjunctive, 
 
 c. Imperative. 
 
 d. Infinitive. 
 
 e. Participial. 
 
 imperative. 
 
 participial. 
 
 indicative. 
 
 infinitive. 
 
 participial. 
 
 imperative. 
 
 4. Case. 
 
 a. Nominative. 
 
 b. Possessive. 
 
 c. Objective. 
 
 nominative. 
 
 objective. 
 
 objective. 
 
 objective. 
 
 nominative. 
 
 objective. 
 
 objective. 
 
5Y0 
 
 THE SYSTEM METHOD. 
 
 Prog. XIII : /• Substantive. 2. Person. 
 
 a. Noun. a. First. 
 
 b. Pronoun. b. Second. 
 
 c. Third. 
 
 3. Number. 4. Gender. 5. Case. 
 
 1. Who = pronoun, 
 
 3. Authority =: noun, 
 
 7. Her 
 10. That 
 
 12. Mine 
 
 13. Whom 
 18. Man 
 
 = pronoun, 
 
 = pronoun, 
 
 =: pronoun, 
 
 = pronoun, 
 
 = noun, 
 
 third, 
 
 third, 
 
 third, 
 
 third, 
 
 first, 
 
 third, 
 
 third. 
 
 a. Singular. 
 
 b. Plural. 
 
 c. Equivocal. 
 
 equivocal, 
 
 singular, 
 
 singular, 
 
 singular, 
 
 singular, 
 
 singular, 
 
 singular, 
 
 a. Masculine. 
 
 b. Feminine. 
 
 c. Keuter. 
 
 d. Common. 
 
 common, 
 
 neuter, 
 
 feminine, 
 
 neuter, 
 
 common, 
 
 common, 
 
 masculine, 
 
 Prog. XIV.— Branching by Grrammatical Work-Tree. 
 
 a. Nominative. 
 
 b. Possessive. 
 
 c. Objective. 
 
 nominative. 
 
 objective. 
 
 possessive. 
 
 nominative. 
 
 possessive. 
 
 objective. 
 
 objective. 
 
 GRAlMlVEATICAIv ^?VORK-TR.E;Ei. 
 
 Copyright, 1886, by I. E. WILSON. 
 
SYSTEM GRAMMAR— GRADE B. 
 
 571 
 
 In learning a branch of learning, there are two great steps to be taken: 
 (1.) The objects, or particulars, of which the branch treats are to be dis- 
 triljuted into classes; (2.) The classes thus formed are to be branched to- 
 gether into a science-system whole — into a tree^ystem unity. In these 
 first thirteen programs we have been wholly engaged in first-step work, 
 classifying words into nouns, pronouns, and verbs. We will now branch 
 these three classes, including their sub-classes, into the higher branch class 
 fundamental (see tree), so that we may have a guide by which to practice in 
 this second step of branching words into their science system, which, as 
 elsewhere shown, is a tree system. For proof that the science-system tree 
 is the only true guide and instrument in learning and remembering the 
 grammar system, and for proof of its inestimable value as such guide, see 
 pp. 29-31, 160, 161, and read pp. 1-134 inclusive, and study especially pp. 
 66-78 inclusive. 
 
 Prog. XIY (Continued). — Branching of Fundamentals. 
 
 1. He = word, fundamental, substantive, pronoun, 
 
 personal. 
 
 3. Thanked = word, fundamental, verb, transitive. 
 
 4. Saving = word, fundamental, verb, transitive. 
 
 5. His = word, fundamental, substantive, pronoun, personal. 
 
 6. Life = word, fundamental, substantive, noun, common. 
 9. Flying = word, fundamental, verb, intransitive. 
 
 11. Give = word, fundamental, verb, transitive. 
 
 12. Us = word, fundamental, substantive, pronoun, personal. 
 14. Eat • = word, fundamental, verb, intransitive. 
 
 Prog. XV : /. Adjective. 
 
 2. Class. 
 
 
 
 
 a. Qualitative. 
 
 b. Quantitative. 
 
 c. Demonstrative. 
 
 1. 
 
 A = 
 
 adjective. 
 
 quantitative. 
 
 2. 
 
 Beautiful = 
 
 adjective. 
 
 qualitative. 
 
 3. 
 
 White = 
 
 adjective. 
 
 qualitative. 
 
 5. 
 
 Three = 
 
 adjective. 
 
 quantitative, 
 
 6. 
 
 Sad = 
 
 adjective, 
 
 qualitative, 
 
 8. 
 
 The = 
 
 adjective. 
 
 demonstrative, 
 
 10. 
 
 Reverent = 
 
 adjective. 
 
 qualitative, 
 
 13. 
 
 Large = 
 
 adjective, 
 
 quantitative. 
 
 Pr( 
 
 9g. XTI: 
 
 /. Adverb. 
 
 2. Class. 
 
 a. Temporal. 
 
 b. Local. 
 
 c. Modal. 
 
 d. Intensive. 
 
 e. Causal. 
 
 1. 
 
 There = 
 
 ■■ adverb, 
 
 local. 
 
 2. 
 
 Very = 
 
 : adverb. 
 
 intensive. 
 
 3. 
 
 HapiDily = 
 
 : adverb, 
 
 modal. 
 
 5. 
 
 Continually = 
 
 = adverb, 
 
 temporal. 
 
 9. 
 
 Often = 
 
 ■■ adverb, 
 
 temporal, 
 
 11. 
 
 Fearfully = 
 
 adverb. 
 
 modal, 
 
 3. Accessory to What ? 
 
 horse. 
 
 horse. 
 
 horse. 
 
 lives. 
 
 lives. 
 
 man. 
 
 Themistocles, . 
 
 apples. 
 
 3. Accessory to What ? 
 
 lived. 
 
 happily. 
 
 lived. 
 
 darts. 
 
 have. 
 
 made. 
 
572 
 
 THE SYSTEM METHOD. 
 
 Prog. XVII. — Branching of Adjuncts, or Accessories. 
 
 1. Always = adjunct, adverb, temporal. 
 
 2. Together = adjunct, adverb, local. 
 
 5. Those = adjunct, adjective, demonstrative. 
 
 6. More = adjunct, adverb, intensive. 
 
 7. Cowardly = adjunct, adjective, qualitative. 
 
 8. Away = adjunct, adverb, local. 
 
 10. Where ^= adjunct, adverb, local. 
 
 11. Next = adjunct, adjective, demonstrative. 
 13. Ripe = adjunct, adjective, qualitative. 
 
 Prog. XVIII 
 
 1. He = 
 
 2. Went = 
 
 4. The = 
 
 5. Fields = 
 
 6. There = 
 8. Filled = 
 
 12. Philip = 
 18. Each = 
 23. Will = 
 
 . — Branching of 
 
 fundamental, 
 
 fundamental, 
 
 adjunct, 
 
 fundamental, 
 
 adjunct, 
 
 fundamental, 
 
 fundamental, 
 
 adjunct, 
 
 fundamental. 
 
 Fundamentals 
 
 substantive, 
 
 verb, 
 
 adjective, 
 
 substantive, 
 
 adverb, 
 
 verb, 
 
 substantive, 
 
 adjective, 
 
 verb. 
 
 and Adjuncts. 
 
 pronoun, 
 
 intransitive. 
 
 demonstrative. 
 
 noun, 
 
 local. 
 
 transitive. 
 
 noun, 
 
 quantitative. 
 
 intransitive. 
 
 personal. 
 
 proper. 
 
 Prog. XIX : /. Preposition. 2. Object. 3. Antecedent Term. 4, Object. 
 
 1. Up 
 3. Of 
 5. In 
 
 11. Till 
 
 12. To 
 
 14. To 
 
 15. Before 
 
 preposition, 
 preposition, 
 preposition, 
 preposition, 
 preposition, 
 preposition, 
 preposition. 
 
 street, 
 
 success, 
 
 Egypt, 
 
 night, 
 
 study, 
 
 die, 
 
 him. 
 
 walks, 
 
 fail, 
 
 raised, 
 
 labor, 
 
 devoted, 
 
 born, 
 
 lies. 
 
 a. Koiin. 
 
 b. Pronoun. 
 
 c. Verb. 
 
 noun. 
 
 noun 
 
 noun. 
 
 noun. 
 
 noun. 
 
 verb. 
 
 pronoun. 
 
 Prog, XX: /. Conjunction. 2. Class. 3. Parts Connected. 4. Likeness of Parts. 
 
 1. But =:eonj unction, 
 
 2. And ^conjunction, 
 
 3. Neither ^conjunction, 
 
 4. Nor =conjunction, 
 
 7. Because=conjunction, 
 
 8. Unless =conjunction, 
 
 10. But =conjunction, 
 
 11. If =con junction. 
 
 a. Co-ordinate. 
 
 b. Subordinate. 
 
 co-ordinate, 
 co-ordinate, 
 co-ordinate, 
 co-ordinate, 
 subordinate, 
 subordinate, 
 co-ordinate, 
 subordinate, 
 
 (sentences), 
 praised, neglected, 
 George, James, 
 George, James, 
 happy — he is, 
 stay — you will, 
 (sentences), 
 get — he sends. 
 
 a. Like. 
 
 b. Unlike. 
 
 like. 
 
 like. 
 
 like. 
 
 like. 
 
 unlike. 
 
 unlike. 
 
 like. 
 
 unlike. 
 
SYSTEM GRAMMAR— GRADE B. 
 
 573 
 
 Prog^. XXI ; 
 
 1. Alas 
 
 2. Pool! 
 
 3. Hist 
 
 5. O 
 
 6. Humph 
 
 7. Ah 
 
 12. Pshaw 
 
 13. Huzza 
 15. Alack 
 
 /. Interjection. 
 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 
 2. Principle. 
 
 principle 17. 
 
 principle 17. 
 
 princii^le 17. 
 
 principle 17. 
 
 principle 17. 
 
 principle 17. 
 
 principle 17. 
 
 principle 17. 
 
 principle 17. 
 
 Prog. XXII. — Branching of Words. 
 
 To the Teacher. — It has been shown (pp. 1-145) that (1.) the partially-knowing 
 thought thinks the object to be learned through one or two or three disconnected 
 classes; (2.) the perfectly-knowing thought thinks the object through all its classes 
 as branched together in a tree-class system, or unit. Therefore, to understand words 
 (of which sentences are the including wholes) perfectly, we have to branch their 
 branches (tree branches) together into what they then form, namely, a tree-system 
 unit : so that by thus branching word up its tree through aU its classes (branches), we 
 may learn to think it through aU its classes as thus branched together into such a 
 tree-class system, or unit. Therefore, as a learner's guide, the grammar tree is strictly 
 indispensable ; and, as a process to be practiced by the learner, this branching work 
 cannot be less indispensable. (See pp. 29-31, 160, 161, 66-78, and note to Prog. XIV.) 
 
 It has also been shown that in mastering grammar we have two great steps to 
 take: (1.) To classify the words into their classes; (3.) To branch together the classes 
 thus formed. But doing this second step develops a grammar-system tree, each 
 branch and sub-branch of which is a branch and a sub-branch accordingly of the tree- 
 trunk class, word. Now, it is not the first, but this second step alone, that makes 
 overt the science system of grammar ; therefore, without this second step, by which 
 the system (tree) of grammar is developed, we cannot possibly understand the system 
 of grammar ; for previous to this second step, to us such system, or tree, can have no 
 existence. Consider what a significant fact it is that no text-book of gra mm ar now 
 used in the schools of either America or Europe goes further than the first step ! 
 
 On page 29, to show the vast importance of this second step, by which this tree 
 guide is formed, it is pointed out that without this second step and the tree, the 
 learner is left without that one indispensable thing, a definite, system-guided, process 
 of work ! and is accordingly forced to the folly of trying to learn what is a branch, or 
 tree, of learning by reading books, another's conclusions, etc. But if learning is 
 branching, as I have repeatedly demonstrated, to attempt to acquire it by reading 
 merely, is the same sort of sense as attempts to get any other act, as writing or walk- 
 ing, by reading merely ! 
 
GRAlVIIVlATICAIv ^A^ORK-TREE INTERMEDIATE 
 Copyriglit, 188G, by I. E. WILSON. 
 
 [5741 
 
SYSTEM OBAMMAB— GRADE B. 
 
 575 
 
 In "The System Method," No. 6, Demonstration XXII., it is pointed out that 
 the only possible way we may rationally know and prove that om* language or any 
 sentence is correct, is by means of this grammar-system tree; and in "No Branching 
 Guide Previously Discovered," p. 80, it is pointed out that by means of the science 
 tree of grammar we develop that sort of thinking power which is able to reason about 
 words, in the syllogism; that is, with the best possible understanding whether such 
 words are rightly or wrongly built in the sentence whole — ^whether our language is 
 correct. 
 
 States = 
 
 fundamental, 
 
 substantive, nominative. 
 
 essential. 
 
 Kise = 
 
 fundamental, 
 
 verb. 
 
 , finite, 
 
 indicative. 
 
 And = 
 
 connective. 
 
 conjunction, co-ordinate. 
 
 
 
 Fastened = 
 
 fundamental. 
 
 verb 
 
 , infinite, 
 
 participial. 
 
 In = 
 
 connective, 
 
 preposition. 
 
 
 
 
 Same = 
 
 accessory. 
 
 adjective, adnominal. 
 
 
 
 Closely = 
 
 accessory. 
 
 adverb, modifying. 
 
 
 
 The = 
 
 accessory. 
 
 adjective, adnominal. 
 
 
 
 Arabic = 
 
 accessory. 
 
 adjective, adnominal. 
 
 
 
 Prog. XXIII. 
 
 , — Branching of Verbs. 
 
 
 
 
 1. Might 
 
 = 
 
 verb. 
 
 finite, 
 
 
 indicative. 
 
 2. Have 
 
 = 
 
 verb, 
 
 infinite 
 
 (, 
 
 infinitive. 
 
 3. Been 
 
 = 
 
 verb, 
 
 infinite 
 
 
 participial. 
 
 6. Be 
 
 = 
 
 verb, 
 
 infinite 
 
 , 
 
 infinitive. 
 
 13. Born 
 
 = 
 
 verb. 
 
 infinite 
 
 , 
 
 participial. 
 
 13. Die 
 
 = 
 
 verb, 
 
 infinite 
 
 , 
 
 infinitive. 
 
 49. Lose 
 
 = 
 
 verb. 
 
 finite, 
 
 
 subji 
 
 Jnctive. 
 
 51. Hearing 
 
 ■ = 
 
 verb. 
 
 infinite 
 
 
 participial. 
 
 53. Do 
 
 = 
 
 verb. 
 
 finite, 
 
 
 imperative. 
 
 Prog. XXIV: 
 
 /, Substantive 
 
 (. 2. i 
 
 Case. 3. Construct 
 
 ion. 4. Office. 
 
 
 a. Noun. 
 
 b. Pronoun. 
 
 a. Nominative. 
 
 b. Possessive. 
 
 c. Objective. 
 
 a. Essential. 
 
 b. Accessory. 
 
 c. Independent. 
 
 a. Subject. 
 
 b. Predicate. 
 
 c. Appositive. 
 
 d. Adnominal. 
 
 e. Object. 
 
 1. Earth 
 
 = noun, 
 
 
 nominative. 
 
 essential. 
 
 subject. 
 
 3. Voices 
 
 = noun. 
 
 
 objective, 
 
 accessory. 
 
 object. 
 
 7. His 
 
 = pronoun, 
 
 possessive. 
 
 accessory. 
 
 adnominal. 
 
 10. Who 
 
 = noun. 
 
 
 nominative. 
 
 essential, 
 
 subject. 
 
 17. Prince 
 
 = noun, 
 
 
 nominative. 
 
 accessory. 
 
 predicate. 
 
 20. Subject 
 
 = noun. 
 
 
 nominative. 
 
 accessory, 
 
 predicate. 
 
 30. Theinselves = pronoun. 
 
 objective, 
 
 accessory. 
 
 appositive. 
 
 34. Her 
 
 = pronoun. 
 
 possessive, 
 
 accessory, 
 
 adnominal, 
 
 36. Moment 
 
 = noun, 
 
 
 objective, 
 
 accessory, 
 
 object. 
 
5TG 
 
 THE SYSTEM METHOD. 
 
 Prog. XXV.— Branching of SubstantiTes. 
 
 1. They 
 
 = 
 
 substantive, 
 
 nominative. 
 
 essential. 
 
 3. Money 
 
 = 
 
 substantive, 
 
 objective. 
 
 object. 
 
 6. Hero 
 
 = 
 
 substantive, 
 
 objective, 
 
 factitive. 
 
 8. Thee 
 
 = 
 
 substantive. 
 
 objective. 
 
 object. 
 
 9. England 
 
 = 
 
 substantive. 
 
 nominative, 
 
 Independent. 
 
 13. Nominative 
 
 = 
 
 substantive. 
 
 objective. 
 
 appositive. 
 
 17. Which 
 
 = 
 
 substantive. 
 
 objective, 
 
 object. 
 
 31. Him 
 
 = 
 
 substantive. 
 
 objective. 
 
 appositive. 
 
 34. Charlie Flower = 
 
 substantive. 
 
 objective. 
 
 appositive. 
 
 Prog. XXYI.- 
 
 Branching of Accessories, 
 
 
 
 1. Often 
 
 = 
 
 accessory. 
 
 adverb. 
 
 modifying. 
 
 4. The 
 
 = 
 
 accessory, 
 
 adjective. 
 
 adnominal. 
 
 6. Evening 
 
 = 
 
 accessory, 
 
 adjective. 
 
 adnominal. 
 
 10. Only 
 
 = 
 
 accessory. 
 
 adverb. 
 
 modifying. 
 
 11. These 
 
 = 
 
 accessory, 
 
 adjective. 
 
 adnominal. 
 
 13. Two 
 
 = 
 
 accessory. 
 
 adjective. 
 
 adnominal. 
 
 14. Irregular 
 
 = 
 
 accessory, 
 
 adjective. 
 
 predicate. 
 
 30. Same 
 
 = 
 
 accessory, 
 
 adjective. 
 
 adnominal. 
 
 33. Again 
 
 = 
 
 accessory. 
 
 adverb, 
 
 modifying. 
 
 Prog. XXYII.- 
 
 -Branching of ConnectiTCS. 
 
 
 1. Into 
 
 = 
 
 connective, 
 
 preposition. 
 
 
 3. Both 
 
 = 
 
 connective. 
 
 conjunction. 
 
 co-ordinate. 
 
 5. Because 
 
 = 
 
 connective. 
 
 conjunction. 
 
 subordinate. 
 
 7. For 
 
 = 
 
 connective. 
 
 preposition. 
 
 
 9. Either 
 
 = 
 
 connective. 
 
 conjunction. 
 
 co-ordinate. 
 
 11. That 
 
 = 
 
 connective,' 
 
 conjunction. 
 
 subordinate. 
 
 14. And 
 
 = 
 
 connective. 
 
 conjunction, 
 
 co-ordinate. 
 
 16. Except 
 
 = 
 
 connective, 
 
 conjunction. 
 
 subordinate. 
 
 18. Notwithstanding = 
 
 connective. 
 
 conjunction. 
 
 subordinate. 
 
 Prog. XXVIII 
 
 . — Branching of Words. 
 
 
 
 His = 
 
 fundamental, substantive, possessive. 
 
 
 Arose = 
 
 fundamental, verb, 
 
 finite, 
 
 indicative. 
 
 From = 
 
 connective, jireposition. 
 
 
 Breathing = 
 
 fundamental, verb, 
 
 infinite, 
 
 participial. 
 
 Impure = 
 
 accessory, adjective 
 
 1, adnominal. 
 
 
 Not = 
 
 accessory, adverb. 
 
 modifying. 
 
 
 Happen = 
 
 fundamental, verb, 
 
 • infinite. 
 
 infinitive. 
 
 Is = 
 
 fundamental, verb, 
 
 finite. 
 
 indicative. 
 
 Gone = 
 
 fundamental, verb, 
 
 infinite. 
 
 participial. 
 
The System Method.-No. 20. 
 
 Work-Book ol System Graininar, Grade A, 
 
 FOE THE USE OP 
 
 Public Schools, Normal Schools, Teachers' Institutes, 
 and Colleges, 
 
 Soi3:oonij 
 
 AND ESPECIALLY ADAPTED TO 
 
 El:xi=osiTioi<rs 
 
 IK WHICH THE ^--^--^^-^-^Sn'S^Z^O^^r^iL'^'S B^lll 
 
 SYSTEM WHOLE. 
 
 BY ISAAC ELDRIDGE WILSON, 
 
 . TT^ARKEB'S WOBK-TBEB, AUTHOR OF THE SYSTEM METHOD, A SEBIES 
 ^^^^^^^^T^EVTroO^r/orsLrOLS, . SEKXES OF STUDENT'S WOK.-BOOKS, ETC. 
 
 . THE MAN MAY TEACH BY DOING. AND NOT OTHERWISE.--EMERSON. 
 
 LEARNER'S Work-Tree Company. 
 1SS6 
 37 
 
COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 
 
 ALL RIGHTS RESERVED. 
 
 Any infringement will be prosecuted to the full extent of the law. 
 
Systenj Grammar- Grade A. 
 
 — °^@^-=r*^^=-^®^° — 
 
 Prog. Is 
 
 /, Noun. 
 
 2. Current.^ 
 
 1. Hills = 
 
 2. Valleys = 
 
 3. Sweetness = 
 
 10. England = 
 
 11. Dregs = 
 
 13. Manners = 
 
 14. Morals = 
 17. Deer = 
 21. Property = 
 23. Public = 
 
 25. Spectacles = 
 
 26. Coacti-and-six = 
 31. Children == 
 33. Platoes = 
 
 36. Maries = 
 
 37. School = 
 
 40. People^ = 
 
 41. Six« = 
 
 43. Nine'' = 
 
 44. Army'' = 
 46. Mankind = 
 
 50. Greatness = 
 
 51. Regrets = 
 
 56. Poetry = 
 
 57. Nature = 
 59. Goings = 
 61. Means = 
 71. Captain Cooks = 
 
 a. Common. 
 
 b. Proper. 
 
 common, 
 
 common, 
 
 common, 
 
 proper, 
 
 common, 
 
 common, 
 
 common, 
 
 common, 
 
 common, 
 
 common, 
 
 common, 
 
 common, 
 
 common, 
 
 proper,* 
 
 proper, 
 
 common, 
 
 common, 
 
 common, 
 
 common, 
 
 common, 
 
 common, 
 
 common, 
 
 common, 
 
 common, 
 
 proper,^" 
 
 common, 
 
 common, 
 
 proper,* 
 
 a. Singular. 
 
 b. Plural. 
 
 c. Both. 
 
 both, 
 
 both, 
 
 singular, 
 
 both, 
 
 plural, 
 
 both, 
 
 both, 
 
 both,2 
 
 both, 
 
 both,^ 
 
 both,3 
 
 both, 
 
 both, 
 
 both, 
 
 both, 
 
 both, 
 
 both, 
 
 both, 
 
 both, 
 
 both, 
 
 singular,^ 
 
 singular, 
 
 both, 
 
 singular, 
 
 both, 
 
 plural, 
 
 both, 
 
 both. 
 
 3. Thing Named. 
 
 a. Material. 
 i). Immaterial, 
 c. Equivocal. 
 
 material. 
 
 material. 
 
 immaterial. 
 
 material. 
 
 material. 
 
 immaterial. 
 
 immaterial. 
 
 material. 
 
 material. 
 
 material. 
 
 material. 
 
 material. 
 
 material. 
 
 material. 
 
 material. 
 
 material. 
 
 material. 
 
 equivocal. 
 
 equivocal. 
 
 material. 
 
 material. 
 
 immaterial. 
 
 immaterial. 
 
 equivocal." 
 
 material. 
 
 immaterial. 
 
 equivocal.* 
 
 material. 
 
 iBy "current" is meant whether both the singular and the plural, or whether the one 
 alone is in modern use by good authors, or writers. Thus, as a noun, news, but not the sin- 
 gular new, is current. ^ See Dem. II., Obs. g. 3 While both the singular and plural are used, 
 they are of different significations. "Mark that while Platoes, Maries, and Captain Cooks 
 denote classes, nevertheless they are proper nouns; for they each denote an individua ized 
 class: see definition, Dem. I., f. ^ People may be said to "denote more than one; still it 
 is not plural. The plural is peoples. 6 The plural of six is sixes ; of nine, nines. ' See note o. 
 8 There is no occasion to use the plural, mankinds; for we know no such thing. ^ Words, 
 which, in one meaning, signify a material object, but signify, in another sense, an immaterial 
 object are called equivocal. ^^ Nature is proper by personification; see Dem. Ul , Ubs. a. 
 
 [579] 
 
580 
 
 THE SYSTEM METHOD. 
 
 Pre 
 
 g. II: /. 
 
 Noun. 2. Current. 3. 
 
 Thing Named. 4. 
 
 Rule for SpeL 
 
 1. 
 2. 
 4. 
 
 James 
 Henry 
 One 5 
 
 a. Common, a. Singular. 
 
 b. Proper. b. Plural. 
 
 c. Both. 
 
 =proper, both, 
 =proper, both, 
 :=common, both, 
 
 a. Material. 
 
 b. Immaterial. 
 
 c. Equivocal. 
 
 material, 
 material, 
 material, 
 
 a. Rule . 
 
 b. Irregular.2 
 
 c. Common.3 
 
 rule 11. 
 rule 11.* 
 rule 10. 
 
 5. 
 
 8. 
 10. 
 
 Thirds 5 
 
 Superiors^ 
 PluraP 
 
 =common, both, 
 =common, both, 
 =common, both. 
 
 equivocal, 
 
 material, 
 
 material, 
 
 rule 10. 
 rule 10. 
 rule 10. 
 
 15. 
 
 18. 
 
 Twelfths 5 
 Nominatives' 
 
 =common, both, 
 '^common, both, 
 
 equivocal, 
 material, 
 
 rule 10. 
 rule 10. 
 
 19. 
 
 Other's 5 
 
 =common, both. 
 
 material. 
 
 rule 10. 
 
 21. 
 
 Times 
 
 :=commou, both. 
 
 immaterial, 
 
 rule 10. 
 
 22. 
 26. 
 29. 
 30. 
 
 Two 
 
 Turks 
 Nos 
 Other 5 
 
 =^common, both, 
 =proper,^ both, 
 =:common, both, 
 :=common, both, 
 
 equivocal, 
 material, 
 equivocal,' 
 material, 
 
 rule 10. 
 rule 10. 
 rule 11. 
 rule 10. 
 
 33. 
 41. 
 
 One^^ 
 Ones^ 
 
 ^common, both, 
 =common, both. 
 
 equivocal, 
 material. 
 
 rule 10. 
 rule 10. 
 
 46. 
 
 Hundreds^ 
 
 =common, both. 
 
 material. 
 
 rule 10. 
 
 48. 
 
 Twos 
 
 =common, both, 
 
 material. 
 
 rule 10. 
 
 49. 
 
 Betters^ 
 
 =common, both. 
 
 material, 
 
 rule 10. 
 
 51. 
 54. 
 61. 
 64. 
 
 Tongs 
 
 Mathematics 
 Odds 
 Measles 
 
 =common, plural, 
 =common, plural, 
 =common, plural, 
 ^common, plural, 
 
 material, 
 immaterial, 
 equivocal, 
 material,* 
 
 rule 10. 
 rule 10. 
 rule 10. 
 rule 10. 
 
 66. 
 
 Mumps 
 
 = common, plural. 
 
 immaterial,^ 
 
 rule 10. 
 
 67. 
 70. 
 
 Wages 
 Molasses 
 
 =common, plural, 
 =common, both. 
 
 equivocal, ^° 
 material, 
 
 rule 10. 
 common.^- 
 
 71. 
 
 News 
 
 =common, plural. 
 
 immaterial. 
 
 rule 10. 
 
 73, 
 
 , World 
 
 =common, both. 
 
 material. 
 
 rule 10. 
 
 77. 
 
 , Years 
 
 =common, both. 
 
 immaterial. 
 
 rule 10. 
 
 79 
 
 . Public 
 
 ^common, both. 
 
 material, 
 
 13 
 
 81 
 
 ■ Jury 
 
 =common, singular 
 
 , material. 
 
 rule 11. 
 
 96 
 
 . Better-^ 
 
 =common, singular 
 
 , material. 
 
 rule 10. 
 
 iPor three of these rules, see Dem. II., a, b, c; the others see on page 195. 2 see Dem. 
 n., Obs. d. sgee Dem. II., Obs. g. * The proper plural of .Herar?/ is fi«wnes. See Rule 11 for 
 spelling, p. 196. 6 See Dem. XVII., i, j, k. 6 See note 4 on previous page, Prog. 1. ^ See note 
 9 in Dem. 1. ^ Measle=s\>e(ik\ therefore, measles is material. oi/M»ip= mumble; therefore, 
 ?wuffy3S=mumblings, which is immaterial acts, i" As a repeated act, wages is immaterial, but 
 as a thing valued, it is plural ; where it may be taken in either sense, as here, call it equivocal. 
 See previous program, note 9. i^ We have " this molasses " and " these molasses ; " molasses 
 is common. See Dem. II., Obs. g. 12 There is no occasion to use the spelling publics; for we 
 need no such thing. Sec note 8 to previous program. 
 
BT8TEM QBAMMAB— GRADE A. 
 
 Prog. Ill : 1- Class of Noun. 2. Number. 
 
 a. Common, a. Singular, 
 
 b. Proper. b. Plural. 
 
 1. Parlor = 
 
 3. Spider 
 
 3. Fly 
 
 6. Horses = 
 
 8. Children = 
 
 19. Aunt = 
 
 20. Ant 
 2-1. Flock 
 29. Death 
 
 34. Captain ■ 
 
 38. Spring 
 
 40. War 
 
 41. Necessity 
 43. Nature 
 
 46. Procrastination 
 48. Summer 
 51. Trouble 
 
 56. Death 
 
 57. Brother 
 60. Labor 
 68. Echo 
 73. Truth 
 78. Brook 
 
 86. Virtues 
 
 87. Earth 
 
 89. Everybody 
 
 90. Fox 
 
 91. Fox 
 
 95. Cousins 
 
 96. Cousins 
 
 97. Cousins 
 
 98. Teachers 
 101. Spirit 
 109. Earth 
 116. Child 
 
 =common, 
 
 =common, 
 
 =common, 
 
 =common, 
 
 =common, 
 
 =common, 
 
 =common, 
 
 =common, 
 
 =common, 
 
 =common, 
 
 =common, 
 
 =proper,^ 
 
 =common, 
 
 =proper, 
 
 =common, 
 
 =:common 
 
 =proper, 
 
 =proper, 
 
 =common, 
 
 =proper, 
 
 =:proper, 
 
 =proper, 
 
 =:commonj 
 
 =proper, ^ 
 
 =common, 
 
 =common 
 
 =common 
 
 =common 
 
 =common 
 
 =common 
 
 t^common 
 
 =common 
 
 =common 
 
 =proper, 
 
 =common 
 
 singular, 
 singular, 
 singular, 
 plural, 
 plural, 
 singular, 
 singular, 
 singular,^ 
 singular, 
 singular, 
 singular, 
 singular, 
 singular, 
 singular, 
 singular, 
 ^ singular, 
 singular, 
 singular, 
 singular, 
 singular, 
 singular, 
 singular, 
 singular, 
 plural, 
 singular, 
 singular, 
 singular, 
 , singular, 
 
 plural, 
 , plural, 
 plural, 
 plural, 
 singular, 
 singular, 
 singular. 
 
 3. Gender. 4. 
 
 a. Masciiline. 
 
 b. Feminine. 
 
 c. Common. 
 
 d. Neuter. 
 
 neuter, 
 
 common,^ 
 
 common,'^ 
 
 common, 
 
 common, 
 
 feminine, 
 
 neuter,^ 
 
 common,* 
 
 neuter, 
 
 masculine, 
 
 neuter, 
 
 masculine,^ 
 
 neuter, 
 
 feminine, 5 
 
 neuter, 
 
 feminine, 
 
 common, 
 
 masculine,'' 
 
 masculine, 
 
 feminine,* 
 
 feminine, 
 
 feminine, 
 
 masculine, 
 
 feminine, 
 
 neuter, 
 
 masculine,^" 
 
 masculine, 1" 
 
 neuter, 1" 
 
 masculine, 
 
 feminine, 
 
 common, 
 
 common, 
 
 neuter, 
 
 common, 
 
 masculine. 
 
 581 
 
 Personification. 
 
 a. Personified. 
 
 b. Unpersouified. 
 
 unpersonified. 
 
 personified. 
 
 personified. 
 
 unpersonified. 
 
 unpersonified. 
 
 unpersonified. 
 
 unpersonified. 
 
 unpersonified. 
 
 unpersonified. 
 
 unpersonified. 
 
 unpersonified. 
 
 personified.^ 
 
 unpersonified. 
 
 personified.^ 
 
 unpersonified. 
 
 personified. 
 
 personified. 
 
 personified. 
 
 unpersonified. 
 
 personified. 
 
 personified. 
 
 personified. 
 
 personified. 
 
 personified. 
 
 unpersonified. 
 
 unpersonified. 
 
 unpersonified. 
 
 unpersonified. 
 
 unpersonified. 
 
 unpersonified. 
 
 unpersonified. 
 
 unpersonified, 
 
 unpersonified. 
 
 personified. 
 
 unpersonified. 
 
 llf spider andj?2/ were not here personified, they would be regarded as neuter, in accord 
 ance with Dem. III., Obs. d, f ; also Dem. IV., Obs. a. 2 See Dem. III., Obs. f. ^The plural is 
 flocks. *See Dem. III., Obs. e. ^See Dem. III., Obs. a, b, c, d; also Dem. III., Obs. c. sproper 
 nouns if singular, will not take the definite the before them. ? The gender of Death is deter- 
 mined from his and brother; see Dem. HI., Obs. d. ssee Dem. III., Obs. b. » Virtues is an 
 individualized class ; it is therefore proper. See Prog. H., note 4. w See Dem. III., Obs. f, g. 
 
582 
 
 THE SYSTEM METHOD. 
 
 Proff. IV: /. Class of Noun. 2. 
 
 Person. 3 
 
 . Number. 4 
 
 . Gender. 5. 
 
 Personification.^ 
 
 
 
 a. Common. 
 
 b. Proper. 
 
 a. First. 
 
 b. Second. 
 
 c. Third. 
 
 a. Singular. 
 
 b. Plul-al. 
 
 a. Masculine. 
 
 b. Feminine. 
 
 c. Neuter. 
 
 d. Common. 
 
 a. Personified. 
 
 b. Unpersonifled. 
 
 1. 
 
 Nero 
 
 =proper. 
 
 third, 
 
 singular. 
 
 masculine. 
 
 unpersonified. 
 
 2. 
 
 Tyrant 
 
 =common, 
 
 third. 
 
 singular. 
 
 masculine, 
 
 unpersonifled. 
 
 3. 
 
 Children 
 
 =common, 
 
 second, 
 
 plural. 
 
 common. 
 
 unpersonifled. 
 
 6. 
 
 Man 
 
 =common. 
 
 third. 
 
 singular. 
 
 masculine, 
 
 unpersonifled. 
 
 7. 
 
 John 
 
 =proper, 
 
 first, 
 
 singular. 
 
 masculine. 
 
 unpersonifled. 
 
 8. 
 
 Ocean 
 
 :=proper,2 
 
 second. 
 
 singular, 
 
 common. 
 
 personifled. 
 
 9. 
 
 Trouble 
 
 =proper, 
 
 second. 
 
 singular, 
 
 common. 
 
 personified. 
 
 12. 
 
 Strangers 
 
 ^common. 
 
 third. 
 
 plural, 
 
 common. 
 
 unpersonified. 
 
 13. 
 
 God 
 
 =proper. 
 
 second. 
 
 singular. 
 
 masculine. 
 
 unpersonifled. 
 
 16. 
 
 Naught 
 
 =:common, 
 
 third. 
 
 singular. 
 
 neuter. 
 
 unpersonifled. 
 
 17. 
 
 Builders 
 
 =common, 
 
 second, 
 
 plural, 
 
 common. 
 
 unpersonifled. 
 
 19. 
 
 Fellow 
 
 =common, 
 
 third. 
 
 singular. 
 
 masculine, 
 
 unpersonifled. 
 
 20. 
 
 Sea 
 
 ^common, 
 
 second. 
 
 singular, 
 
 common. 
 
 joersonifled. 
 
 21. 
 
 Physician 
 
 =common, 
 
 third, 
 
 singular, 
 
 common. 
 
 unpersonifled. 
 
 22. 
 
 Creator 
 
 =common. 
 
 third, 
 
 singular, 
 
 masculine. 
 
 unpersonifled. 
 
 24. 
 
 Master 
 
 =common, 
 
 third. 
 
 singular, 
 
 masculine. 
 
 unpersonifled. 
 
 28. 
 
 Mortals 
 
 =common, 
 
 first. 
 
 plural. 
 
 common. 
 
 unpersonifled. 
 
 34. 
 
 Love 
 
 :=common, 
 
 third. 
 
 singular, 
 
 neuter. 
 
 unpersonifled. 
 
 41. 
 
 Time 
 
 =common, 
 
 third. 
 
 singular. 
 
 neuter. 
 
 unpersonifled. 
 
 42. 
 
 Wrinkles 
 
 =common, 
 
 third. 
 
 plural. 
 
 neuter. 
 
 unpersonifled. 
 
 44. 
 
 Snow-drifts 
 
 5 =common. 
 
 third. 
 
 plural, 
 
 neuter. 
 
 unpersonifled. 
 
 46. 
 
 School-boys=common, 
 
 third. 
 
 plural. 
 
 masculine. 
 
 unpersonifled. 
 
 48. 
 
 Hearts 
 
 = common, 
 
 third. 
 
 plural. 
 
 neuter. 
 
 unpersonifled. 
 
 52. 
 
 Children's 
 
 :=common, 
 
 third. 
 
 plural. 
 
 common. 
 
 unpersonifled. 
 
 54. 
 
 Knee 
 
 =common, 
 
 third. 
 
 singular. 
 
 neuter. 
 
 unpersonifled. 
 
 55. 
 
 Depths 
 
 =common, 
 
 third. 
 
 jilural. 
 
 neuter. 
 
 unpersonifled. 
 
 59. 
 
 John 
 
 =proper, 
 
 third. 
 
 singular. 
 
 masculine. 
 
 unpersonifled- 
 
 60. 
 
 John 
 
 =proper, 
 
 third. 
 
 singular. 
 
 masculine. 
 
 unpersonifled. 
 
 61. 
 
 Friend 
 
 =common, 
 
 third. 
 
 singular. 
 
 common. 
 
 unpersonifled. 
 
 62. 
 
 Somebody 
 
 =common, 
 
 third. 
 
 singular. 
 
 common. 
 
 unpersonifled. 
 
 64. 
 
 God 
 
 :=proper, 
 
 third. 
 
 singular. 
 
 masculine. 
 
 unpersonified. 
 
 65. 
 
 Heavens 
 
 =common, 
 
 third. 
 
 plural. 
 
 neuter, 
 
 unpersonified. 
 
 66. 
 
 Enterprise 
 
 =common, 
 
 third. 
 
 singular. 
 
 neuter, 
 
 unpersonified. 
 
 68. 
 
 Man 
 
 =common, 
 
 third. 
 
 singular. 
 
 masculine. 
 
 unpersonified. 
 
 71. 
 
 Daughter 
 
 =:commou, 
 
 third. 
 
 singular, 
 
 feminine. 
 
 unpersonified. 
 
 72. 
 
 Father 
 
 =common, 
 
 second, 
 
 singular. 
 
 masculine. 
 
 unpersonified. 
 
 74. 
 
 Pleasure 
 
 = common, 
 
 third. 
 
 singular. 
 
 neuter. 
 
 unpersonified. 
 
 75. 
 
 Company 
 
 ^common. 
 
 third. 
 
 singular. 
 
 neuter. 
 
 unpersonified. 
 
 iSee Dem. III., c, d. 2 See Dem. III., a, b, c, d. ■*See Dem. XXIIL, note under p; but 
 two words of different properties or not appositives must be taken separately. See "Learn- 
 er's Process of Work Benighted," " One Verb Consists of a Single Word," and " Two Words 
 as One," pages 377, 387, and 393. 
 
SYSTEM GRAMMAR— GRADE A. 
 
 583 
 
 Prog. V : /. Number. 2. Gender. 3. Case. 4. Case Determined by.^ 
 
 a. Singular, a. Masculine, a. Nominative, a. The apostrophe. 
 
 ■ . b. Substituting pronoun, 
 c. Be and Same Meanings. 
 
 substituting pronoun. ^ 
 
 the apostrophe.^ 
 
 be and same meanings.^ 
 
 be and same meanings. 
 
 be and same meanings. 
 
 be and same meanings. 
 
 be and same meanings. 
 
 be and same meanings.^ 
 
 be and same meanings. 
 
 be and same meanings. 
 
 substituting pronoun. 
 
 be and same meanings. 
 
 be and same meanings. 
 
 substituting pronoun. 
 
 be and same meanings. 
 
 be and same meanings. 
 
 be and same meanings. 
 
 be and same meanings. 
 
 be and same meanings. 
 
 substituting pronoun. 
 
 be and same meanings. 
 
 substituting pronoun, 
 after to be. 
 substituting pronoun, 
 the apostrophe, 
 substituting pronoun, 
 be and same meanings, 
 be and same meanings, 
 be and same meanings, 
 be and same meanings, 
 be and same meanings, 
 substituting pronoun, 
 neuter, nominative, substituting pronoun. 
 
 ' Study carefully Dem. V., j, g., h, i. 2 See Dem. V., i, j. ^King means the same as the 
 objective himself, from which it is separated by be. * Outcast and sacrifice refer to the same 
 things as she and Lady Jane Orey; and wanders and fell are equivalent to Be words : " She 
 wanders [being] an outcast," etc. 6 xhe student here is to determine by the principle of " Be 
 and Same Meanings" (see Dem. V., h) that straw is objective, but he is to go no farther. 
 Neither is the teacher, even, to talk about sfraiu being "governed" by the "finite verb" 
 care, until after the pnpil shall have studied and learned what is meant by " governing" and 
 "finite verbs." Let the teacher heed this remark, ejn Syntax, we shall find that dollar is 
 object of worth, which is a preposition ; see Dem. XIX., Obs. f, g. ' Feet is object of the ad- 
 jective high; see Dem. XXVI., b, 6, b. sxhis Hassan is the name of a name; it is therefore 
 neuter. ^See Dem. VI., a, 1, a, b, c. loxhe predicate noun is not necessarily of the same 
 person, number, or gender as the nominative ; but it is of the same case. 
 
 
 
 
 b. Plural. 
 
 b. Feminine, b. Possessive. 
 
 c. Neuter. c. Objective. 
 
 d. Common. 
 
 1. 
 
 Brain 
 
 = 
 
 singular, 
 
 neuter. 
 
 nominative. 
 
 2. 
 
 Devil's 
 
 = 
 
 singular, 
 
 masculine. 
 
 possessive. 
 
 3. 
 
 Workshop 
 
 ' = 
 
 singular, 
 
 neuter. 
 
 nominative. 
 
 4. 
 
 Money 
 
 = 
 
 singular. 
 
 neuter. 
 
 objective,^ 
 
 6. 
 
 Prince 
 
 = 
 
 singular. 
 
 masculine. 
 
 nominative. 
 
 8. 
 
 King 
 
 = 
 
 singular. 
 
 masculine. 
 
 ^objective,^ 
 
 9. 
 
 Outcast 
 
 = 
 
 singular, 
 
 feminine, 
 
 nominative,* 
 
 11. 
 
 Straw 
 
 = 
 
 singular, 
 
 neuter. 
 
 objective, 5 
 
 13. 
 
 Lawyer 
 
 = 
 
 singular. 
 
 masculine. 
 
 , nominative. 
 
 15. 
 
 Henry 
 
 = 
 
 singTdar, 
 
 masculine. 
 
 objective. 
 
 30. 
 
 Hat 
 
 =: 
 
 singular. 
 
 neuter. 
 
 nominative, 
 
 21. 
 
 DoUar6 
 
 = 
 
 singular, 
 
 neuter. 
 
 objective,^ 
 
 23. 
 
 Feet^ 
 
 = 
 
 plural, 
 
 neuter. 
 
 objective. 
 
 24. 
 
 Angels 
 
 = 
 
 plural, 
 
 common. 
 
 objective. 
 
 25. 
 
 Guides 
 
 = 
 
 plural. 
 
 common. 
 
 objective. 
 
 27. 
 
 Caesar 
 
 = 
 
 singular, 
 
 masculine. 
 
 nominative. 
 
 37. 
 
 Emperor 
 
 = 
 
 singular, 
 
 masculine. 
 
 nominative. 
 
 43. 
 
 Sacrifice 
 
 = 
 
 singular. 
 
 neuter. 
 
 nominative,* 
 
 50. 
 
 Question 
 
 = 
 
 singular. 
 
 neuter. 
 
 objective, 
 
 59. 
 
 Feet 
 
 = 
 
 plural. 
 
 neuter. 
 
 objective. 
 
 64. 
 
 Hassan 
 
 = 
 
 singular. 
 
 neuter,* 
 
 nominative. 
 
 69. 
 
 Man 
 
 = 
 
 singular. 
 
 mascuUne, 
 
 objective,^ 
 
 70. 
 
 Lord 
 
 =: 
 
 singular, 
 
 masculine, 
 
 nominative. 
 
 72. 
 
 Silver 
 
 = 
 
 singular, 
 
 neuter. 
 
 objective. 
 
 83. 
 
 Mother's 
 
 = 
 
 singular. 
 
 feminine. 
 
 possessive. 
 
 91. 
 
 Change 
 
 = 
 
 singular, 
 
 neuter. 
 
 objective, 
 
 93. 
 
 Light 
 
 = 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 103. 
 
 Prey 
 
 = 
 
 singular. 
 
 common. 
 
 nominative. 
 
 104. 
 
 Eyes 
 
 = 
 
 plural. 
 
 neuter,i<* 
 
 nominative. 
 
 108. 
 
 Instrum'ts 
 
 = 
 
 plural. 
 
 neuter. 
 
 nominative. 
 
 112. 
 
 Sum 
 
 = 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 113. 
 
 Ciphers 
 
 = 
 
 plural. 
 
 aeuter, 
 
 objective. 
 
 116. 
 
 Years 
 
 = 
 
 plural. 
 
 neuter. 
 
 nominative. 
 
584 
 
 THE SYSTEM METHOD. 
 
 Prosr. VI: 
 
 /. Number. 2. Gender. 3. Case. 4. Case Determined by- 
 
 a. Singular, a. Masculine, a. Nominative, a. The apostrophe. 
 
 h. Plural, b. Feminine, b. Possessive, b. Substituting pronoun. 
 
 c. Neuter. c. Objective, c. Be and Same Meanings. 
 
 d. Common. d. Apposition. i 
 
 e. After Being or To Be. 
 
 substituting pronoun. 
 substituting pronoun, 
 be and same meanings, 
 after being. 
 
 be and same meanings, 
 be and same meanings, 
 after being. 
 after to be. 
 
 be and same meanings, 
 after to be. 
 
 be and same meanings, 
 substituting pronoun, 
 substituting pronoun, 
 be and same meanings, 
 be and same meanings, 
 the apostrophe, 
 after being. 
 
 be and same meanings, 
 be and same meanings, 
 substituting pronoun, 
 be and same meanings, 
 be and same meanings, 
 be and same meanings, 
 be and same meanings, 
 be and same meanings, 
 substituting pronoun, 
 be and same meanings, 
 substituting pronoun, 
 be and same meanings, 
 be and same meanings, 
 the apostrophe, 
 substituting pronoun, 
 substituting pronoun, 
 be and same meanings, 
 be and same meanings, 
 be and same meanings, 
 be and same meanings, 
 be and same meanings, 
 be and same meanings, 
 substituting pronoun.^ 
 
 See Dem. VI. "See Dem. 
 
 1. 
 
 Pagans 
 
 = plural. 
 
 common, 
 
 nominative, 
 
 2. 
 
 Jews 
 
 = plural. 
 
 common. 
 
 objective, 
 
 3. 
 
 People 
 
 = singular, 
 
 common, 
 
 objective,^ 
 
 4. 
 
 Lawyer 
 
 = singular, 
 
 masculine. 
 
 nominative,^ 
 
 5. 
 
 Reason 
 
 = singular, 
 
 neuter, 
 
 nominative, 
 
 6. 
 
 Rascal 
 
 = singular, 
 
 masculine. 
 
 objective,^ 
 
 8. 
 
 Man 
 
 = singular. 
 
 masculine, 
 
 nominative, 
 
 9. 
 
 Englishman * 
 
 = singular. 
 
 mascuhue, 
 
 nominative, 
 
 15. 
 
 Matter * 
 
 = singular. 
 
 neuter. 
 
 nominative, 
 
 16. 
 
 Grammarian 
 
 := singular, 
 
 common, 
 
 nominative. 
 
 17. 
 
 Mate 
 
 = singular. 
 
 masculine. 
 
 nominative. 
 
 23. 
 
 Luther 
 
 = singular. 
 
 masculine. 
 
 objective. 
 
 24. 
 
 Man 
 
 = singular, 
 
 masculine. 
 
 objective. 
 
 27. 
 
 Thing 
 
 = singular, 
 
 neuter. 
 
 nominative, 
 
 33. 
 
 Rascal 
 
 = singular. 
 
 common. 
 
 nominative, 
 
 35. 
 
 Fellow's 
 
 = singular. 
 
 masculine, 
 
 possessive. 
 
 36. 
 
 Swindler 
 
 == singular. 
 
 mascuhne. 
 
 nominative, 
 
 37. 
 
 Notice 
 
 = singular. 
 
 neuter. 
 
 objective, 
 
 47. 
 
 Two 
 
 := singular. 
 
 neuter. 
 
 objective. 
 
 53. 
 
 Cakes 
 
 = plural. 
 
 neuter. 
 
 nominative, 
 
 54. 
 
 Justice 
 
 = singular. 
 
 neuter. 
 
 objective. 
 
 57. 
 
 Man 
 
 = singular, 
 
 masculine. 
 
 objective. 
 
 59. 
 
 Use 
 
 = singular. 
 
 neuter. 
 
 objective. 
 
 61. 
 
 Factor 
 
 = singular. 
 
 neuter. 
 
 nominative. 
 
 66. 
 
 Music 
 
 = singular. 
 
 neuter. 
 
 nominative. 
 
 69. 
 
 Dr. Johnson ^ 
 
 = singular, 
 
 mascuUne, 
 
 objective. 
 
 70. 
 
 Moralist 
 
 = singular. 
 
 mascuhne. 
 
 objective, 
 
 72. 
 
 Son 
 
 := singular. 
 
 masculine, 
 
 nominative. 
 
 73. 
 
 Slave 
 
 = singular. 
 
 masculine. 
 
 nominative, 
 
 76. 
 
 Corpse 
 
 = singular, 
 
 neuter, 
 
 nominative, 
 
 77. 
 
 Duke ['s] 
 
 = singular, 
 
 mascuhne. 
 
 possessive. 
 
 78. 
 
 Norfolk 
 
 = singular. 
 
 neuter, 
 
 objective, 
 
 79. 
 
 Park 
 
 := singular, 
 
 neuter, 
 
 nominative. 
 
 80. 
 
 Miles 
 
 = plural. 
 
 neuter, 
 
 objective, 
 
 82. 
 
 PhiUp 
 
 = singular. 
 
 masculine, 
 
 nominative. 
 
 84. 
 
 , Plantagenet 
 
 = singTilar, 
 
 mascuhne. 
 
 nominative. 
 
 85. 
 
 . Gods 
 
 = plural, 
 
 mascuhne, 
 
 nominative. 
 
 90. 
 
 , Springs 
 
 = plural, 
 
 neuter. 
 
 nominative. 
 
 95, 
 
 . Husband 
 
 = singular. 
 
 mascuhne. 
 
 nominative, 
 
 96 
 
 . Sir Philip Sidney= singular, 
 
 masculine, 
 
 nominative. 
 
 
 1 See Dem. VI., 
 
 a, b. 2 See Dem. 
 
 VI., a. 3 See Dem. V., h. * 
 
 XXIII., p and note. 
 
SYSTEM ORAMMAB— GRADE A. 
 
 585 
 
 Prog. VII : 
 
 /. 
 
 Verb 
 
 1. 
 
 Can 6 
 
 __ 
 
 verb, 
 
 3. 
 
 Play^ 
 
 = 
 
 verb. 
 
 3. 
 
 Has 
 
 = 
 
 verb, 
 
 4. 
 
 Written 5 
 
 = 
 
 verb, 
 
 5. 
 
 Love 
 
 = 
 
 verb. 
 
 6. 
 
 See 
 
 = 
 
 verb, 
 
 7. 
 
 Shine 
 
 = 
 
 verb, 
 
 10. 
 
 Were 
 
 = 
 
 verb. 
 
 11. 
 
 Reading 
 
 = 
 
 verb. 
 
 19. 
 
 Must 
 
 = 
 
 verb. 
 
 20. 
 
 Learn 
 
 = 
 
 verb. 
 
 21. 
 
 Hoped 
 
 = 
 
 verb. 
 
 22. 
 
 Have 
 
 = 
 
 verb, 
 
 23. 
 
 Gone 
 
 = 
 
 verb, 
 
 24. 
 
 Would 
 
 = 
 
 verb. 
 
 25. 
 
 Have 
 
 == 
 
 verb. 
 
 26. 
 
 Believed 
 
 = 
 
 verb. 
 
 35. 
 
 Miglit 
 
 = 
 
 verb. 
 
 36. 
 
 Have 
 
 = 
 
 verb. 
 
 37. 
 
 Been 
 
 = 
 
 verb. 
 
 38. 
 
 Arrested 
 
 = 
 
 verb. 
 
 48. 
 
 Do 
 
 = 
 
 verb. 
 
 49. 
 
 Let 
 
 = 
 
 verb, 
 
 50. 
 
 Go 
 
 = 
 
 verb. 
 
 61. 
 
 See 
 
 = 
 
 verb. 
 
 63. 
 
 Rain 
 
 = 
 
 verb. 
 
 78. 
 
 May- 
 
 = 
 
 verb. 
 
 79. 
 
 Have 
 
 = 
 
 verb. 
 
 80. 
 
 Stolen 
 
 = 
 
 verb. 
 
 84. 
 
 Having 
 
 = 
 
 verb. 
 
 85. 
 
 Been 
 
 = 
 
 verb. 
 
 86. 
 
 Condem'd 
 
 = 
 
 verb. 
 
 87. 
 
 Were 
 
 = 
 
 verb, 
 
 101. 
 
 Is^ 
 
 = 
 
 verb, 
 
 102. 
 
 Subdued^ 
 
 = 
 
 verb. 
 
 2. Principal Parts.^ 
 
 a. Imperfect tense, 
 
 b. Perfect tense, and 
 
 c. Perfect participle. 
 
 can,* could, 
 play, -ed, -ed, 
 have, had, had, 
 write, wrote, writ'n, irregular, 
 
 love, -ed, -ed, regular, 
 
 see, saw, seen, irregular, 
 shine, shone, shone, equivocal,* 
 
 am, was, been, irregular, 
 
 read, read, read, irregular, 
 
 must, irregular, 
 learn,learnt, learnt, equivocal," 
 
 hope, -ed, -ed, regular, 
 
 have, had, had, irregular, 
 
 go, went, gone, irregular, 
 
 will,* would, irregular, 
 
 have, had, had, irregular, 
 
 believe, -ed, -ed, regular, 
 
 may,* might, irregular, 
 
 have, had, had, irregular, 
 
 am, was, been, irregular, 
 
 arrest, -ed, -ed, regular, 
 
 do, did, done, irregular, 
 
 let, let, let, irregular, 
 
 go, went, gone, irregular, 
 
 see, saw, seen, irregular, 
 
 rain, -ed, -ed, regular, 
 
 may, might, irregular, 
 
 have, had, had^ irregular, 
 
 steal, stole, stolen, irregular, 
 
 have, had, had, irregular, 
 
 am, was, been, irregular, 
 
 condemn, -ed, -ed, regular, 
 
 am, was, been, irregular, 
 
 am, was, been, irregular, 
 
 subdue, -ed, -ed, regular. 
 
 3. Regularity^' 4. Tense.^ 
 
 a. Regular. a. Imperfect, or 
 
 b. Irregular. [present. 
 
 c. Equivocal, b. Perfect, or past. 
 
 irregular, 
 
 regular, 
 
 irregular, 
 
 imperfect. 
 
 imperfect. 
 
 im^^erfect. 
 
 perfect, or past. 
 
 imjDerfect. 
 
 perfect, or past. 
 
 imperfect. 
 
 perfect, or past. 
 
 perfect, or past. 
 
 imperfect. 
 
 imperfect. 
 
 perfect, or past. 
 
 imperfect. 
 
 perfect, or past. 
 
 perfect, or past. 
 
 imperfect. 
 
 perfect, or past. 
 
 perfect, orjjast. 
 
 imperfect. 
 
 perfect, or past. 
 
 perfect, or past. 
 
 imperfect. 
 
 imperfect. 
 
 imperfect, 
 
 imperfect. 
 
 imperfect. 
 
 imperfect. 
 
 imperfect. 
 
 perfect, or past. 
 
 imperfect. 
 
 perfect, or past. 
 
 perfect, or past. 
 
 perfect, or past. 
 
 imperfect. 
 
 perfect, or past. 
 
 1 For the principal parts of any irregular verb, refer to Work-Book No. 18, Appendix B. 
 2 See Demonstration VII., d. 8 gee Demonstration VII., h, i, k. 4 See Demonstration VII., 
 j. 5 For the reason why care and play, has and written, etc., cannot be taken together as 
 one verb, see " One Verb Consists of a Single Word," " Two Words as One," and " Learn- 
 er's Process of Work Benighted," pp. 387, 393, 377; see also Demonstration XXIII., p. 490. 
 6 A verb is said to be equivocal, when it can be truly called either regular or irregular. 7 Ob- 
 serve how hopelessly the time doctrine of tense breaks down, when it is seen that is and subdued, 
 the one a present, the other a past, tense, are used joined right together ! 
 
586 
 
 THE SYSTEM METHOD. 
 
 Prog. VIII : /. Principal Parts. 
 
 a. Imperfect tense, 
 
 b. Perfect tense, and 
 
 c. Perfect participle. 
 
 = can, could, 
 
 = play, played, played, 
 
 = have, had, had, 
 
 = write, wrote, written, 
 
 = am, was, been, 
 
 1. 
 
 Can 
 
 3. 
 
 Play 
 
 3. 
 
 Has 
 
 4. 
 
 Written 
 
 5. 
 
 Was 
 
 6. 
 
 Dreamed 
 
 11. 
 
 Reaped 
 
 13. 
 
 Will 
 
 14. 
 
 Send 
 
 15. 
 
 May 
 
 16. 
 
 See 
 
 18. 
 
 Is 
 
 19. 
 
 Died 
 
 21. 
 
 Shall 
 
 22. 
 
 Inform 
 
 24. 
 
 Were 
 
 25. 
 
 Would 
 
 26. 
 
 Be 
 
 28. 
 
 Should 
 
 36. 
 
 Might 
 
 37. 
 
 Go 
 
 38. 
 
 Were 
 
 39. 
 
 Disposed 
 
 40. 
 
 Could 
 
 41. 
 
 Ask 
 
 46. 
 
 Would 
 
 47. 
 
 Seem 
 
 48. 
 
 Have 
 
 49. 
 
 Been 
 
 2. Regularity. 3. Inflection. 4. Tense 
 
 a. Regular. 
 
 b. Irregular. 
 
 c. Equivocal. 
 
 irregular, defective, 
 
 regular, complete, 
 
 irregular, complete, 
 
 irregular, complete, 
 
 irregular, complete. 
 
 a. Complete, a. Imperfect. 
 
 b. Defective, b. Perfect. 
 
 c. Redundant. 
 
 imperfect. 
 
 imperfect. 
 
 imperfect. 
 
 perfect. 
 
 perfect, 
 redundant, perfect, 
 complete, perfect. 
 
 = dream, dreamt, dreamt, etc., equivocal, 
 
 = reap, reaped, reaped, regular, 
 
 = wiU, would, irregulaT, defective, imperfect. 
 
 = send, sent, sent, irregular, complete, imperfect. 
 
 = may, might, irregular, defective, imperfect. 
 
 = see, saw, seen, irregular, complete, imperfect. 
 
 = am, was, been, irregular, complete, imperfect. 
 
 = die, died, died, regular, complete, perfect. 
 
 = shall, should, irregular, defective, imperfect. 
 
 = inform, informed, informed, regular, complete, imperfect. 
 
 = am, was, been, irregular, complete, perfect. 
 
 ^ wiU, would, irregular, defective, perfect. 
 
 = am, was, been, irregular, complete, imperfect. 
 
 = shall, should, irregular, defective, perfect. 
 
 = may, might, irregular, defective, perfect. 
 
 = go, went, gone, irregular, complete, imperfect. 
 
 = am, was, been, irregular, complete, perfect. 
 
 := dispose, disposed, disposed, regular, complete, perfect. 
 
 = can, could, irregular, defective, perfect. 
 
 = ask, asked, asked, regular, complete, imperfect. 
 
 = will, would, irregular, defective, pei-fect. 
 
 = seem, seemed, seemed, regular, complete, imperfect. 
 
 = have, had, had, irregular, complete, imperfect. 
 
 = am, was, been, irregular, complete, perfect. 
 
 50. Is ^ = am, was, been, irregular, complete, imperfect. 
 
 51. Punished^ = punish, punished, punished, regular, complete, perfect. 
 54. Hanged = hang, hung, hung, etc., equivocal, redundant, perfect. 
 
 67. Had = have, had, had, irregular, complete, perfect. 
 
 68. Been = am, was, been, irregular, complete, perfect. 
 
 iNote.—Jf the advantage, aye, the educational necessity, of treating is punished as what 
 they are, namely, two verbs, does not at first appear plain to teacher and pupil, both are 
 assured that it will so appear after they have made the start in this direction. Until those 
 who have been taught from the false principle of signification to consider two words as one 
 verb, can escape the deep and ruinous deception of that error despite their bias, mood must 
 remain to them an unsolved problem ; and infinitives and participles they can never under- 
 stand. By this system method, however,— of treating each word as a separate verb,— the 
 student may not only pierce to the heart of mood, but to him what in infinitives and partici- 
 ples is abstruse, will become intelligible, short, and simple. See "One Verb Consists of a 
 Single Word," "Two Words as One," and "Learner's Process of Work Benighted," pp. 387, 
 393, 377. 
 

 
 SYSTEM 
 
 GRAMMAB— 
 
 GRADE A. 
 
 SST 
 
 Prog. IX: / 
 
 . Regularity. 2 
 
 . Inflection. 3 
 
 Event. 4. 
 
 Mood. 
 
 
 
 a. Regular. 
 
 b. Irregular. 
 
 a. Complete. 
 
 b. Defective. 
 
 c. Redundant. 
 
 a. Determined. 
 
 b. Undetermined. 
 
 a. Indicative. 
 
 b. Subjunctive 
 
 1. 
 
 Be 
 
 :=irregular. 
 
 complete, 
 
 undetermined. 
 
 subjunctive. 
 
 2. 
 
 Is 
 
 =irregular. 
 
 complete. 
 
 determined, 
 
 indicative. 
 
 3. 
 
 Do 
 
 =irregular. 
 
 complete. 
 
 determined, 
 
 indicative. 
 
 4. 
 
 Read 
 
 ^irregular. 
 
 complete. 
 
 undetermined. 
 
 subjunctive. 
 
 5. 
 
 Mayst 
 
 =irregular. 
 
 defective. 
 
 determined. 
 
 indicative. 
 
 6. 
 
 Demands =regular. 
 
 complete. 
 
 determined. 
 
 indicative, 
 
 7. 
 
 Rose 
 
 :=irregular. 
 
 complete. 
 
 determined, 
 
 indicative. 
 
 9. 
 
 Will 
 
 ^irregular. 
 
 defective. 
 
 determined. 
 
 indicative. 
 
 10. 
 
 Lose 
 
 =irregular. 
 
 complete. 
 
 undetermined. 
 
 subjunctive. 
 
 11. 
 
 Maintains=regular, 
 
 complete. 
 
 determined. 
 
 indicative. 
 
 12. 
 
 Loses 
 
 =irregular. 
 
 comj)lete. 
 
 determined. 
 
 indicative. 
 
 13. 
 
 Do 
 
 =irregular. 
 
 complete. 
 
 undetermined. 
 
 subjunctive. 
 
 14. 
 
 Shall 
 
 =iiTegular, 
 
 defective. 
 
 determined, 
 
 indicative. 
 
 15. 
 
 Does 
 
 =iiTegular, 
 
 complete. 
 
 determined. 
 
 indicative. 
 
 20. 
 
 Gets 
 
 = irregular. 
 
 complete, 
 
 determined, 
 
 indicative. 
 
 22. 
 
 Get 
 
 =irregular. 
 
 complete. 
 
 undetermined. 
 
 subjunctive. 
 
 25. 
 
 Have 
 
 =irregular, 
 
 complete. 
 
 determined. 
 
 indicative. 
 
 26. 
 
 Are 
 
 =irregular. 
 
 complete. 
 
 determined, 
 
 indicative. 
 
 27. 
 
 Find 
 
 ^irregular. 
 
 complete. 
 
 undetermined. 
 
 subjunctive. 
 
 28. 
 
 Come 
 
 ^irregular. 
 
 complete. 
 
 undetermined. 
 
 subjunctive. 
 
 29. 
 
 Do 
 
 =irregular. 
 
 complete, 
 
 undetermined. 
 
 subjunctive 
 
 30. 
 
 Should 
 
 =:irregular. 
 
 defective. 
 
 determined. 
 
 indicative. 
 
 31. 
 
 Aches 
 
 =regular, 
 
 complete. 
 
 determined. 
 
 indicative. 
 
 32. 
 
 Must 
 
 =irregular. 
 
 defective. 
 
 determined, 
 
 indicative. 
 
 33. 
 
 Be 
 
 =irregular. 
 
 complete. 
 
 undetermined. 
 
 subjunctive. 
 
 34. 
 
 Is 
 
 =irregular. 
 
 complete. 
 
 determined. 
 
 indicative. 
 
 37. 
 
 Refuses 
 
 =regular. 
 
 complete, 
 
 determined. 
 
 indicative. 
 
 38. 
 
 Will 
 
 =irregular. 
 
 defective, 
 
 determined. 
 
 indicative. 
 
 30. 
 
 Refuse 
 
 ^regular. 
 
 complete. 
 
 undetermined. 
 
 subjunctive. 
 
 40. 
 
 Are 
 
 ^irregular. 
 
 complete. 
 
 determined. 
 
 indicative. 
 
 41. 
 
 Will 
 
 =irregular. 
 
 defective. 
 
 determined. 
 
 indicative. 
 
 42. 
 
 Be 
 
 ^irregular. 
 
 complete. 
 
 undetermined. 
 
 subjunctive 
 
 44. 
 
 See 
 
 =irregular. 
 
 complete. 
 
 undetermined. 
 
 subjunctive 
 
 45. 
 
 Shalt 
 
 = irregular. 
 
 defective. 
 
 determined. 
 
 indicative. 
 
 46. 
 
 Will 
 
 ^irregular, 
 
 defective. 
 
 determined, 
 
 indicative. 
 
 47. 
 
 Pass 
 
 =regular, 
 
 complete, 
 
 undetermined, 
 
 subjunctive 
 
 48. 
 
 Undo 
 
 ^irregular. 
 
 complete, 
 
 undetermined. 
 
 subjunctive 
 
 49. 
 
 Follow 
 
 ^regular, 
 
 complete. 
 
 undetermined. 
 
 subjunctive 
 
 50. 
 
 Set 
 
 =irregular, 
 
 complete. 
 
 undetermined, 
 
 subjunctive 
 
 51. 
 
 Slay 
 
 =irregular, 
 
 complete, 
 
 undetermined, 
 
 subjunctive 
 
 52. 
 
 Will 
 
 =regular, 
 
 defective. 
 
 determined, 
 
 indicative. 
 
 53. 
 
 Canst 
 
 =irregular, 
 
 defective. 
 
 determined. 
 
 indicative. 
 
588 
 
 THE SYSTEM METHOD. 
 
 Prog. X: 
 
 /. Regularity. 2. Inflection. 
 
 3. Time. 4. 
 
 Mood. 
 
 
 
 a. 
 b. 
 
 Regular. 
 Irregular. 
 
 a. Complete. 
 
 b. Defective. 
 
 c. Redundant. 
 
 a. Present. 
 
 b. Past. 
 
 c. Future. 
 
 d. Equivocal. 
 
 a. Indicative. 
 
 b. Subjunctive. 
 
 1. 
 
 Is 
 
 = 
 
 irregular. 
 
 complete. 
 
 present. 
 
 indicative. 
 
 2. 
 
 Must 
 
 = 
 
 irregular. 
 
 defective. 
 
 equivocal, 
 
 indicative. 
 
 4. 
 
 Loves 
 
 = 
 
 regular. 
 
 complete, 
 
 present. 
 
 indicative. 
 
 6. 
 
 Will 
 
 = 
 
 irregular. 
 
 defective. 
 
 future. 
 
 indicative. 
 
 7. 
 
 Exert 
 
 = 
 
 regular. 
 
 complete, 
 
 present. 
 
 subjunctive. 
 
 8. 
 
 Be 
 
 = 
 
 irregular. 
 
 complete. 
 
 present. 
 
 subjunctive. 
 
 9. 
 
 Is 
 
 = 
 
 irregular. 
 
 complete. 
 
 present. 
 
 indicative. 
 
 10. 
 
 Shrink 
 
 = 
 
 irregular, 
 
 complete. 
 
 future. 
 
 subjunctive. 
 
 12. 
 
 Has 
 
 = 
 
 irregular. 
 
 complete. 
 
 present, 
 
 indicative. 
 
 13. 
 
 Find 
 
 = 
 
 irregular, 
 
 complete. 
 
 future. 
 
 subjunctive. 
 
 14. 
 
 Do 
 
 = 
 
 irregular. 
 
 complete. 
 
 future. 
 
 subjunctive. 
 
 15. 
 
 Desires 
 
 = 
 
 regular. 
 
 complete. 
 
 present. 
 
 indicative. 
 
 16. 
 
 Steal 
 
 = 
 
 irregular. 
 
 complete. 
 
 future. 
 
 subjunctive. 
 
 17. 
 
 Have 
 
 = 
 
 irregular. 
 
 complete, 
 
 future, 
 
 subjunctive. 
 
 19. 
 
 Like 
 
 = 
 
 regular, 
 
 complete. 
 
 future. 
 
 subjunctive. 
 
 21. 
 
 Does 
 
 = 
 
 irregular, 
 
 complete. 
 
 present. 
 
 indicative. 
 
 22. 
 
 Aches 
 
 = 
 
 regular, 
 
 complete, 
 
 present. 
 
 indicative. 
 
 25. 
 
 Is 
 
 = 
 
 irregular. 
 
 complete, 
 
 present. 
 
 indicative, 
 
 26. 
 
 Find 
 
 = 
 
 irregular, 
 
 complete. 
 
 future. 
 
 subjunctive. 
 
 27. 
 
 Eefuse 
 
 = 
 
 regular. 
 
 complete. 
 
 future, 
 
 subjunctive. 
 
 28. 
 
 Holdst 
 
 = 
 
 irregular, 
 
 complete. 
 
 present. 
 
 indicative. 
 
 30. 
 
 Please 
 
 = 
 
 regular, 
 
 complete. 
 
 future. 
 
 subjunctive. 
 
 32. 
 
 Be 
 
 = 
 
 irregular, 
 
 complete. 
 
 present. 
 
 subjunctive. 
 
 34. 
 
 Didst 
 
 = 
 
 irregular. 
 
 complete. 
 
 past. 
 
 indicative. 
 
 35. 
 
 Must 
 
 = 
 
 irregular. 
 
 defective, 
 
 future. 
 
 indicative. 
 
 36. 
 
 Have 
 
 = 
 
 irregular, 
 
 complete. 
 
 future. 
 
 subjunctive. 
 
 37. 
 
 Do 
 
 = 
 
 irregular. 
 
 complete. 
 
 future. 
 
 subjunctive. 
 
 38. 
 
 Shall 
 
 = 
 
 irregular, 
 
 defective. 
 
 future, 
 
 indicative. 
 
 40. 
 
 Magnify 
 
 = 
 
 regular, 
 
 complete. 
 
 future. 
 
 subjunctive. 
 
 41. 
 
 Cut 
 
 = 
 
 irregular. 
 
 complete. 
 
 equivocal. 
 
 subjunctive. 
 
 43. 
 
 Gather 
 
 = 
 
 regular. 
 
 complete, 
 
 equivocal. 
 
 subjunctive. 
 
 44. 
 
 Can 
 
 = 
 
 irregular. 
 
 defective. 
 
 equivocal. 
 
 indicative. 
 
 45. 
 
 Art 
 
 = 
 
 irregular. 
 
 complete. 
 
 present. 
 
 indicative. 
 
 46. 
 
 Be 
 
 = 
 
 irregular. 
 
 complete. 
 
 present. 
 
 subjunctive. 
 
 48. 
 
 Can 
 
 = 
 
 irregular. 
 
 defective. 
 
 present. 
 
 indicative. 
 
 49. 
 
 Are 
 
 = 
 
 irregular. 
 
 complete. 
 
 present, 
 
 indicative. 
 
 50. 
 
 Appear 
 
 = 
 
 regular, 
 
 complete,^ 
 
 present. 
 
 indicative. 
 
 51. 
 
 Must 
 
 = 
 
 irregular. 
 
 defective, 
 
 future. 
 
 indicative. 
 
 52. 
 
 , Be 
 
 = 
 
 irregular, 
 
 complete. 
 
 future. 
 
 subjunctive. 
 
 53. 
 
 Should 
 
 = 
 
 irregular. 
 
 defective, 
 
 present. 
 
 indicative. 
 
 54. 
 
 Forget 
 
 = 
 
 irregular. 
 
 complete, 
 
 future. 
 
 subjunctive. 
 
SYSTEM GRAMMAR— GRADE A. 
 
 589 
 
 Prog. XI: 1. Regularity. 2. Inflection. 3. Event. 4. Time. 5. Mood. 
 
 a. Regular, a. Defective, a. Determined. a. Present, a. Indicative, 
 b'. Irregular, b. Complete, b. Undetermined, b. Past. b. Subjunctive. 
 
 c. Redundance. Supposed. c. Future. 
 
 d. Equivocal. 
 
 1. Have =irregular, complete, undetermined, future, 
 
 2. Will =irregular, defective, determined, future, 
 
 3. Has =irregular, complete, determined, present, 
 
 4. Does =irregular, complete, determined, present, 
 
 7. Be =irregular, complete, undetermined, future, 
 
 8. May =irregular, defective, determined, future, 
 
 9. Thundered^^regular, complete, supposed, 
 
 10. Would =irregular, defective, determined, 
 
 11. Thundered =regular, complete, determined. 
 
 12. Did =irregular, complete, determined, 
 
 13. Had^ =irregular, complete, supposed, 
 
 14. Would —irregular, defective, determined, 
 
 15. Had =irregular, complete, determined, 
 
 16. Must* =:irregular, defective, determined, 
 
 17. Were =irregular, complete, supposed, 
 
 18. Should =irregular, defective, determined, 
 
 23. Loved ^regular, complete, supposed, 
 
 24. Would =:irregular, defective, determined, 
 
 25. Loved =regular, complete, determined, 
 
 26. Did =irregular, complete, determined, 
 
 27. Were —irregular, complete, supposed, 
 
 28. Would =irregular, defective, determined, 
 
 29. Was :=irregular, complete, determined, 
 
 30. Does =irregular, complete, determined, 
 
 37. Read =irregular, complete, undetermined, future, 
 
 38. Mayst =irregular, defective, determined, future, 
 
 39. Will :=irregular, defective, determined, future, 
 
 40. Pass =regular, complete, undetermined, future, 
 42. Died =regular, complete, supposed, 
 
 45. Was ^irregular, complete, determined, 
 
 46. Did =:irregular, complete, determined, 
 
 51. Had =irregular, complete, supposed, 
 
 52. Should =irregular, defective, determined, 
 
 53. May =irregular, defective, determined, 
 
 54. Makes =irregular, complete, determined, 
 
 subjunctive. 
 
 indicative. 
 
 indicative. 
 
 indicative. 
 
 subjunctive. 
 
 indicative, 
 equiv'cal,^ subjunctive, 
 equiv'cal.^ indicative. 
 
 indicative. 
 
 indicative. 
 
 subjunctive. 
 
 indicative. 
 
 indicative. 
 
 indicative. 
 
 subjunctive. 
 
 indicative. 
 
 subjunctive. 
 
 indicative. 
 
 indicative. 
 
 indicative. 
 
 subjunctive. 
 
 indicative. 
 
 indicative. 
 
 indicative. 
 
 subjunctive. 
 
 indicative. 
 
 indicative. 
 
 subjunctive, 
 equiv'cal,^ subjunctive, 
 past, indicative, 
 
 past, indicative, 
 
 past, subjunctive, 
 
 equivocal, indicative, 
 present, indicative, 
 present, indicative. 
 
 past, 
 
 past, 
 
 present, 
 
 present, 
 
 past, 
 
 past,* 
 
 present, 
 
 present, 
 
 present, 
 
 present, 
 
 past, 
 
 past, 
 
 present, 
 
 past, 
 
 past, 
 
 present. 
 
 1 See Dem. X., a. Observe tbat in this sentence it does not thunder, whereas in the next 
 sentence it does thunder. 2 '-Equivocal " here equals " either present or future." SMark how 
 false the doctrine that " the past tense denotes past time ; " for here the past had, as Indeed 
 often occurs, refers not to past, but to present, time ! See " The Correct Theory of Tense," 
 and "Learner's Process of Work Benighted," pp. 384, 377. * Though in the imperfect, or pres- 
 ent, tense, nevertheless must refers to past time: precisely as the imperfect (present) may 
 refers to past time, in " He may have gone." 
 
690 
 
 THE SYSTEM METHOD. 
 
 Prog. XII: /. Principal Parts. 
 
 a. Imperfect tense, 
 
 b. Perfect tense, and 
 
 c. Perfect participle. 
 
 2. Regularity. 3. Tense. 4. Mood. ^ 
 
 a. Regular. a. Imperfect. 
 
 b. Irregular, b. Perfect. 
 
 c. Equivocal. 
 
 10. 
 14. 
 15. 
 16. 
 17. 
 18. 
 19. 
 20. 
 21. 
 23. 
 24. 
 25. 
 38. 
 39. 
 40. 
 47. 
 48. 
 49. 
 50. 
 51. 
 52. 
 53. 
 54. 
 55. 
 56. 
 62. 
 63. 
 71. 
 72. 
 83. 
 84. 
 85. 
 86. 
 
 Study =study, -ed, -ed, regular, imperfect, 
 
 Will =will, would, irregular, imperfect, 
 
 Improve =improve, -ed, -ed, regular, imperfect. 
 
 Am =am, was, been, irregular, imperfect. 
 
 Have =liave, had, had, irregular, imperfect, 
 
 Told =tell, told, told, irregular, perfect, 
 
 Does =do, did, done, irregular, imperfect. 
 
 Hear =liear, heard, heard, irregular, imperfect, 
 
 Am =am, was, been, irregular, imperfect. 
 
 Mistaken =mistake, -took, -taken, irregular, perfect. 
 
 Might =may, might, irregular, perfect. 
 
 Have =:have, had, had, irregular, imperfect. 
 
 Been =am, was, been, irregular, perfect. 
 
 Elected =elect, -ed, -ed, regular, perfect. 
 
 Flee =flee, fled, fled, irregular, imperfect. 
 
 Is =am, was, been, irregular, imperfect. 
 
 Sail =sail, -ed, -ed, regular, imperfect. 
 
 Go =go, went, gone, irregular, imperfect, 
 
 Bid =bid, bade, bidden, irregular, imperfect. 
 
 Do =do, did, done, irregular, imperfect. 
 
 Should =shall, should, irregular, perfect. 
 
 Be =am, was, been, irregular, imperfect. 
 
 Flattered =flatter, -ed, -ed, regular, perfect. 
 
 Let =let, let, let, irregular, imperfect. 
 
 Be =am, was, been, irregular, imperfect. 
 
 Cursed =curse, -ed, -ed, regular, perfect. 
 
 Be =am, was, been, irregular, imperfect. 
 
 Did =do, did, done, irregular, perfect. 
 
 Call =call, -ed, -ed, regular, imperfect. 
 
 Be =am, was, been, irregular, imperfect, 
 
 Hallowed=hallow, -ed, -ed, regular, perfect. 
 
 Be =am, was, been, irregular, imperfect. 
 
 Be =am, was, been, irregular, imperfect. 
 
 Known =know, knew, known, irregular, perfect, 
 
 Rattling =rattle, -ed, -ed, regular, imperfect. 
 
 Is =am, was, been, irregular, imperfect. 
 
 Said =say, said, said, irregular, perfect. 
 
 Cause =cause, -ed, -ed, regular, imperfect, 
 
 iFor "How to Ascertain tbe Mood," see Dem. XII., e, f. 
 
 a. Imperative. 
 
 b. Indicative. 
 
 c. Subjunctive. 
 
 d. Infinitive. 
 
 e. Participial. 
 
 subjunctive. 
 
 indicative. 
 
 infinitive. 
 
 indicative. 
 
 indicative. 
 
 participial. 
 
 indicative. 
 
 infinitive. 
 
 indicative. 
 
 participial. 
 
 indicative. 
 
 infinitive. 
 
 particii^ial. 
 
 participial. 
 
 imperative. 
 
 indicative. 
 
 infinitive. 
 
 imperative. 
 
 imperative. 
 
 infinitive. 
 
 indicative. 
 
 infinitive. 
 
 participial. 
 
 imperative. 
 
 infinitive. 
 
 participial. 
 
 imperative. 
 
 indicative. 
 
 imperative. 
 
 imperative. 
 
 participial. 
 
 imperative. 
 
 imperative. 
 
 participial. 
 
 particii^ial. 
 
 indicative. 
 
 participial. 
 
 infinitive. 
 
SYSTEM GBAMMAR— GRADE A. 
 
 591 
 
 Prog. XIII : / 
 
 Regularity. 2. 
 
 a. Regular. 
 i). Irregular. 
 
 Inflection. 3. Tense. 
 
 a. Complete. 
 
 b. Defective. 
 
 c. Redundant, 
 
 a. Imperfect, 
 
 b. Perfect. 
 
 7. 
 
 9. 
 10. 
 11. 
 12. 
 13. 
 
 Can = 
 
 Do = 
 
 Sing = 
 
 Was = 
 
 5. Inclined = 
 
 6. Sleep = 
 Hate 3 = 
 Could = 
 Laugh = 
 Be = 
 Be = 
 Go = 
 
 14. Be = 
 
 15. ThougM^ = 
 18. Were® = 
 
 Were = 
 Commence = 
 
 Do = 
 
 Advance = 
 
 Refrain = 
 
 Love = 
 
 Borrowed = 
 
 Died = 
 
 Loved = 
 
 19. 
 31. 
 32. 
 35. 
 
 40. 
 41. 
 46. 
 
 47. 
 48. 
 
 50. Be 
 
 51. Let 
 
 52. 
 53. 
 54. 
 68. 
 66. 
 68. 
 
 Being 
 
 Defeated 
 
 Ring 
 
 Sit 
 
 Speak 
 
 Had 
 
 77. Approacli'g = 
 
 irregular, 
 irregular, 
 irregular, 
 irregular, 
 regular, 
 irregular, 
 regular, 
 irregular, 
 regular, 
 irregular, 
 irregular, 
 irregular, 
 irregular, 
 irregular, 
 irregular, 
 irregular, 
 regular, 
 irregular, 
 regular, 
 regular, 
 regular, 
 regular, 
 regular, 
 regular, 
 irregular, 
 irregular, 
 irregular, 
 regular, 
 irregular, 
 irregular, 
 : irregular, 
 : irregular, 
 regular. 
 
 defective, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 defective, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 complete, 
 
 imperfect, 
 
 imperfect, 
 
 imperfect, 
 
 perfect, 
 
 perfect, 
 
 imperfect, 
 
 imperfect, 
 
 perfect, 
 
 imperfect, 
 
 imperfect, 
 
 imperfect, 
 
 imperfect, 
 
 imperfect, 
 
 perfect, 
 
 perfect, 
 
 perfect, 
 
 imperfect, 
 
 imperfect, 
 
 imperfect, 
 
 imperfect, 
 
 imperfect, 
 
 perfect, 
 
 perfect, 
 
 perfect, 
 
 imperfect, 
 
 perfect, 
 
 imperfect, 
 
 perfect, 
 
 imperfect, 
 
 imperfect, 
 
 imperfect, 
 
 perfect, 
 
 imperfect. 
 
 4. Mood.^ 
 
 a. Imperative. 
 
 b. Indicative. 
 
 c. Subjunctive, 
 
 d. Infinitive. 
 
 e. Participial. 
 
 indicative.^ 
 
 infinitive. 
 
 infinitive. 
 
 indicative. 
 
 participial. 
 
 infinitive.^ 
 
 infinitive. 
 
 indicative. 
 
 infinitive.* 
 
 infinitive. 
 
 infinitive. 
 
 infinitive. 
 
 infinitive. 
 
 participial. 
 
 indicative.® 
 
 subjunctive. 
 
 imperative. 
 
 imperative. 
 
 imperative. 
 
 infinitive. 
 
 infinitive. 
 
 participial. 
 
 indicative. 
 
 participial. 
 
 infinitive. 
 
 participial. 
 
 participial. 
 
 participial. 
 
 imperative. 
 
 imperative. 
 
 infinitive. 
 
 subjunctive. 
 
 participial. 
 
 iSee "The Potential Mood a Blunder," "Would Make the Verb belong to the Mood,^' 
 ..Pot:ntl.'F"rd1tion.alse;'"L™^^^^ 
 
 .For ''How to Ascertain the ^ood," see De m^ ^Ini ^llugk is ^ere verbal comple- 
 tively as objects of the P-P^^^f '/^^^J:™- g™" i 1, m, nfo. e Tr^.^istbesubjunc 
 
 licensed use of were, see Particular 315. Dem. XIII. 
 
692 
 
 THE SYSTEM METHOD. 
 
 Prog. XIV: /■ Class of Pronoun. 2. Person. 3. Number. 4. Gender. 5. Case. 
 
 a. Personal. a. First. a. Singular, a. Masculine, a. Nominative. 
 
 b. Relative. b. Second, b. Plural. b. Feminine, b. Objective. 
 
 c. Interrogative, c. TMrd. c. Equivocal, c. Neuter. c. Possessive. 
 
 d. Common. 
 
 1. 
 
 It 
 
 ^personal, 
 
 third, 
 
 singular, 
 
 neuter,^ 
 
 nominative. 
 
 2. 
 
 He 
 
 =personal, 
 
 third, 
 
 singular. 
 
 masculine. 
 
 ^ nominative. 
 
 3. 
 
 I 
 
 =personal, 
 
 first, 1 
 
 singular. 
 
 common. 
 
 nominative. 
 
 5. 
 
 It 2 
 
 ^personal, 
 
 third. 
 
 singular. 
 
 neuter. 
 
 objective. 
 
 6. 
 
 Them 3 
 
 =personal, 
 
 third. 
 
 plural. 
 
 common. 
 
 objective. 3 
 
 9. 
 
 Who 
 
 ^relative. 
 
 third. 
 
 singular. 
 
 common. 
 
 nominative. 
 
 16. 
 
 Whom 
 
 ^interrogative, 
 
 third. 
 
 singular. 
 
 common. 
 
 objective. 
 
 17. 
 
 You* 
 
 =personal, 
 
 second. 
 
 plural,* 
 
 common. 
 
 nominative. 
 
 20. 
 
 His 
 
 =personal, 
 
 third, 
 
 singular. 
 
 masculine. 
 
 possessive. 
 
 21. 
 
 Whose 
 
 =:interrogative, 
 
 , third. 
 
 equivocal, 
 
 common. 
 
 possessive. 
 
 22. 
 
 Which 
 
 =interrogative, 
 
 third. 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 23. 
 
 What 
 
 =interrogative, 
 
 third. 
 
 equivocal, 
 
 , neuter, 
 
 objective. 
 
 28. 
 
 Thou 
 
 =personal, 
 
 second. 
 
 singular. 
 
 masculine. 
 
 nominative. 
 
 30. 
 
 Thy 
 
 =personal, 
 
 second, 
 
 singular, 
 
 masculine. 
 
 j)Ossessive. 
 
 36. 
 
 Themselves=personal, 
 
 third. 
 
 plural. 
 
 common. 
 
 objective. 
 
 38. 
 
 It 2 
 
 =personal, 
 
 third. 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 39. 
 
 My 
 
 =:personal, 
 
 first, 
 
 singular. 
 
 common. 
 
 possessive. 
 
 42. 
 
 Who 
 
 =relative, 
 
 third, 
 
 singular. 
 
 masculine. 
 
 nominative. 
 
 44. 
 
 I 
 
 =personal, 
 
 first. 
 
 singular, 
 
 common. 
 
 nominative. 
 
 45. 
 
 That 
 
 =relative. 
 
 first. 
 
 singular, 
 
 common. 
 
 nominative.^ 
 
 47. 
 
 My 
 
 =personal, 
 
 first. 
 
 singular. 
 
 common. 
 
 possessive. 
 
 48. 
 
 Who 
 
 =interrogative, 
 
 third. 
 
 plural, 
 
 common. 
 
 nominative. 
 
 49. 
 
 You 
 
 =personal, 
 
 second. 
 
 plural. 
 
 common. 
 
 nominative. 
 
 50. 
 
 That 
 
 =relative, 
 
 second. 
 
 plural. 
 
 common. 
 
 nominative. 
 
 58. 
 
 Who 5 
 
 =:relative,^ 
 
 third. 
 
 singular. 
 
 masculine. 
 
 nominative. 
 
 54. 
 
 You* 
 
 =personal, 
 
 second. 
 
 pluraL* 
 
 masculine. 
 
 nominative. 
 
 55. 
 
 Yourself 
 
 ^personal, 
 
 second, 
 
 singular. 
 
 masculine. 
 
 nominative. 
 
 56. 
 
 What 
 
 =interrogative, 
 
 , third. 
 
 singular. 
 
 neuter, 
 
 nominative. 
 
 61. 
 
 Ye 
 
 =personal, 
 
 second. 
 
 plural. 
 
 common. 
 
 nominative. 
 
 62. 
 
 Who 
 
 =relative, 
 
 second. 
 
 plural. 
 
 common. 
 
 nominative. 
 
 66. 
 
 Whose 
 
 =relative. 
 
 third, 
 
 singular, 
 
 masculine. 
 
 possessive. 
 
 68. 
 
 Whom 
 
 =relative, 
 
 third. 
 
 singular. 
 
 masculine. 
 
 objective. 
 
 70. 
 
 He 
 
 =personal, 
 
 third. 
 
 singular, 
 
 masculine. 
 
 nominative. 
 
 71. 
 
 Who 
 
 ^relative, 
 
 third, 
 
 singular. 
 
 masculine. 
 
 nominative. 
 
 78. 
 
 You 
 
 =personal, 
 
 second. 
 
 plural. 
 
 common, 
 
 objective. 
 
 80. 
 
 We 
 
 =personal, 
 
 first, 
 
 plural. 
 
 common, 
 
 nominative. 
 
 IOC 
 
 ). Mine« 
 
 =personal, 
 
 first, 
 
 singular. 
 
 common. 
 
 possessive.^ 
 
 1 Subject and predicate nouns and pronouns must agree in case, not necessarily in per- 
 son, number, and gender. 2 gee Dem. XIV., a; also Dcm. XV., a. sgee Dem. V., h. * You 
 is always grammatically plural ; see Dem. XV. 6 gee " Difference Between a Relative and an 
 Interrogative," Dem. XV., p. 457. ^See Dem. XIV., Obs. d. 
 

 
 SYSTEM 
 
 QBA3IMAB— GRADE A. 
 
 593 
 
 Viog, XV : 
 
 /. Class of Pro. 2. Person. 
 
 3. Number. 
 
 4. Gender. 
 
 5. Case. 
 
 
 
 a pGrsonfil- 
 
 a. First. 
 
 a. Singular, a. 
 
 . Masculine. 
 
 a. Nominative. 
 
 
 
 b'. Relative. 
 
 c. Interrogative. 
 
 b. Second. 
 
 b. Plural. b 
 
 . Feminine. 
 
 b. Possessive. 
 
 
 
 c. Third. 
 
 c. Equivocal, c 
 
 . Neuter. 
 . Common. 
 
 c. Objective. 
 
 1. It 
 
 
 
 personal, 
 
 third. 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 2. It 
 
 ^^ 
 
 personal, 
 
 third. 
 
 singular. 
 
 neuter, 
 
 objective. 
 
 5. What 
 
 , 
 
 relative, 
 
 third. 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 6. He 
 
 
 
 personal, 
 
 third. 
 
 singular. 
 
 masctdine, 
 
 nominative. 
 
 7. It 
 
 _: 
 
 personal, 
 
 third. 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 8. They 
 
 = 
 
 personal. 
 
 third. 
 
 plural. 
 
 common. 
 
 nominative. 
 
 13. Your 
 
 ==: 
 
 personal, 
 
 second, 
 
 plural. 
 
 common. 
 
 possessive. 
 
 19. Which 
 
 
 
 relative, 
 
 third. 
 
 singular. 
 
 neuter, 
 
 objective. 
 
 21. We 
 
 =^ 
 
 personal, 
 
 first, 
 
 plural, 
 
 feminine, 
 
 nominative. 
 
 25. Ourself 
 
 :=3 
 
 personal, 
 
 first. 
 
 singialar. 
 
 common. 
 
 objective. 
 
 26. What 3 
 
 
 
 relative. 
 
 third, 
 
 equivocal, 1 
 
 neuter. 
 
 objective. 
 
 27. What 2 
 
 , 
 
 relative. 
 
 third, 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 28. Which 
 
 
 
 relative. 
 
 third. 
 
 singular. 
 
 neuter. 
 
 objective. 
 
 29. Which 
 
 — , 
 
 relative. 
 
 third. 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 30. Hers 3 
 
 = 
 
 personal. 
 
 third. 
 
 singular. 
 
 feminine. 
 
 possessive. 
 
 32. Tours 3 
 
 _; 
 
 personal. 
 
 second. 
 
 plural. 
 
 common. 
 
 possessive. 
 
 34. Ours 
 
 ^=: 
 
 personal. 
 
 first, 
 
 plural. 
 
 common. 
 
 possessive. 
 
 35. What 
 
 __ 
 
 relative, 
 
 third. 
 
 equivocal,^ 
 
 neuter, 
 
 objective.* 
 
 37. What 
 
 , 
 
 relative, 
 
 third. 
 
 singular. 
 
 neuter. 
 
 objective. 
 
 38. Who 
 
 , 
 
 relative. 
 
 third, 
 
 singular. 
 
 masculine. 
 
 nominative. 
 
 40. What 
 
 
 
 relative, 
 
 third. 
 
 equivocal,^ 
 
 neuter, 
 
 nominative. 5 
 
 41. Who 
 
 =: 
 
 relative, 
 
 third. 
 
 plural, 
 
 common. 
 
 nominative. 
 
 43. Their 
 
 =: 
 
 personal, 
 
 third. 
 
 plural. 
 
 common. 
 
 possessive. 
 
 43. Who 
 
 
 
 relative. 
 
 third. 
 
 singular. 
 
 masculine. 
 
 nominative. 
 
 44. What 
 
 
 
 relative, 
 
 third, 
 
 equivocal,^ 
 
 neuter. 
 
 objective.^ 
 
 46. Thou 
 
 _^ 
 
 personal. 
 
 second, 
 
 singular, 
 
 common. 
 
 nominative. 
 
 47. Who 
 
 _-r 
 
 relative, 
 
 second. 
 
 singular. 
 
 common. 
 
 nominative. 
 
 49. Te 
 
 = 
 
 personal. 
 
 second, 
 
 plural. 
 
 common, 
 
 nominative. 
 
 50. That 
 
 __ 
 
 relative. 
 
 second, 
 
 plural. 
 
 common. 
 
 nominative. 
 
 53. Ourself 
 
 -^ 
 
 personal. 
 
 first. 
 
 singular. 
 
 common. 
 
 objective. 
 
 53. Whatever^ 
 
 relative. 
 
 third, 
 
 singular, 
 
 neuter. 
 
 nominative. 
 
 54. Whoever = 
 
 relative, 
 
 third. 
 
 equivocal,'- 
 
 common. 
 
 nominative. 
 
 55. It 
 
 — 
 
 personal. 
 
 third. 
 
 singular. 
 
 neuter. 
 
 objective. 
 
 56. What 
 
 _ 
 
 : relative. 
 
 third. 
 
 equivocal,^ 
 
 neuter. 
 
 objective. 
 
 57. What 
 
 __ 
 
 relative. 
 
 third. 
 
 equivocal. 
 
 neuter. 
 
 objective. 
 
 58. He 
 
 — 
 
 : personal. 
 
 third. 
 
 singular. 
 
 masculine 
 
 , nominative. 
 
 59. What 
 
 _ 
 
 -- relative, 
 
 third, 
 
 equivocal,^ 
 
 neuter. 
 
 objective. 
 
 60. Whoever = 
 
 : relative. 
 
 third. 
 
 singular. 
 
 common. 
 
 nominative. 
 
 1 Here as elsewhere, " equivocal " is applied where neither singular nor plural is appli- 
 cable 2 In' grammatical construction and properties, that is, in parsing, M-Aa^ is always 
 identical with winch before if, see Dem. XV. ^See "Equivalency in Meamng is not 
 Sameness of Grammatical Construction," Dem. XV. * Object of wanted, not got. ^Sub- 
 j ect of prevented. « Obj ect of want. 
 
594 
 
 THE SYSTEM METHOD. 
 
 Pros'. XY. — Pronouns Continued. 
 
 69. 
 
 \Vliatevcr= 
 
 relative, 
 
 third. 
 
 equivocal, 
 
 neuter, 
 
 objective. 
 
 70. 
 
 What 
 
 = 
 
 relative. 
 
 third, 
 
 equiA'oeal, 
 
 neuter, 
 
 objective. 1 
 
 71. 
 
 What 
 
 = 
 
 relative. 
 
 third, 
 
 equivocal. 
 
 neuter, 
 
 nominative. 
 
 72. 
 
 What 
 
 = 
 
 relative. 
 
 third. 
 
 singular. 
 
 neuter, 
 
 objective.^ 
 
 73. 
 
 Whatever= 
 
 relative. 
 
 third. 
 
 singular, 
 
 neuter, 
 
 objective. 
 
 74. 
 
 Thy 
 
 = 
 
 personal. 
 
 second. 
 
 singular, 
 
 common, 
 
 possessive. 
 
 75. 
 
 Whatever= 
 
 relative. 
 
 third. 
 
 equivocal. 
 
 neuter. 
 
 objective. 
 
 76. 
 
 What 3 
 
 = 
 
 relative,^ 
 
 third, 
 
 equivocal. 
 
 neuter. 
 
 objective. 
 
 77. 
 
 What 
 
 = 
 
 relative. 
 
 third, 
 
 equivocal. 
 
 neuter, 
 
 nominative. 
 
 78. 
 
 As 
 
 = 
 
 relative. 
 
 third, 
 
 plural. 
 
 neuter, 
 
 nominative. 
 
 79. 
 
 As 
 
 = 
 
 relative. 
 
 third. 
 
 plural. 
 
 neuter. 
 
 nominative. 
 
 80. 
 
 As 
 
 = 
 
 relative. 
 
 third. 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 81. 
 
 As 
 
 = 
 
 relative. 
 
 third, 
 
 singular. 
 
 neuter, 
 
 nominative. 
 
 82. 
 
 As 
 
 = 
 
 relative. 
 
 third. 
 
 plural. 
 
 common, 
 
 nominative. 
 
 83. 
 
 As 
 
 = 
 
 relative. 
 
 third. 
 
 singular. 
 
 neuter, 
 
 nominative. 
 
 84. 
 
 As 
 
 = 
 
 relative. 
 
 third. 
 
 plural. 
 
 common. 
 
 nominative. 
 
 85. 
 
 As* 
 
 = 
 
 relative, 
 
 third. 
 
 plural. 
 
 neuter, - 
 
 objective.* 
 
 86. 
 
 As 
 
 = 
 
 relative. 
 
 third, 
 
 plural. 
 
 neuter, 
 
 nominative. 
 
 87. 
 
 As 
 
 c= 
 
 relative, 
 
 third, 
 
 plural, 
 
 neuter. 
 
 nominative. 
 
 88. 
 
 As 
 
 = 
 
 relative. 
 
 third. 
 
 plural. 
 
 neuter. 
 
 nominative. 
 
 90. 
 
 As 
 
 = 
 
 relative. 
 
 third. 
 
 singular. 
 
 neuter, 
 
 nominative. 
 
 91. 
 
 As 
 
 = 
 
 relative, 
 
 third. 
 
 singular. 
 
 neuter. 
 
 objective. 
 
 93. 
 
 As 
 
 = 
 
 relative. 
 
 third. 
 
 singular. 
 
 neuter, 
 
 objective. 
 
 94. 
 
 As 
 
 = 
 
 relative, 
 
 third. 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 95. 
 
 What 
 
 = 
 
 interrogative, third. 
 
 singular. 
 
 neuter, 
 
 nominative. 
 
 96. 
 
 Thou 
 
 = 
 
 personal. 
 
 second, 
 
 singular. 
 
 common, 
 
 nominative. 
 
 97. 
 
 What 
 
 = 
 
 relative, 
 
 third, 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 98. 
 
 She 
 
 = 
 
 personal, 
 
 third. 
 
 singu'ar. 
 
 feminine. 
 
 nominative. 
 
 99. 
 
 What 
 
 = 
 
 interrogative 
 
 1, third. 
 
 singular. 
 
 neuter, 
 
 objective. 
 
 100. 
 
 As 
 
 = 
 
 relative, 
 
 third. 
 
 equivocal. 
 
 neuter. 
 
 nominative. 
 
 101. 
 
 As 
 
 = 
 
 relative. 
 
 third. 
 
 plural. 
 
 common, 
 
 nominative. 
 
 102. 
 
 Theirs 
 
 = 
 
 personal, 
 
 third. 
 
 plural. 
 
 common, 
 
 possessive. 
 
 103. 
 
 What 
 
 =: 
 
 interrogative 
 
 :, third. 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 104. 
 
 That 
 
 = 
 
 relative. 
 
 third, 
 
 singular. 
 
 neuter. 
 
 objective. 
 
 105. 
 
 What 
 
 = 
 
 relative. 
 
 third, 
 
 equivocal. 
 
 neuter. 
 
 objective. 
 
 106. 
 
 It 
 
 = 
 
 personal. 
 
 third. 
 
 singular. 
 
 neuter. 
 
 nominative. 
 
 107. 
 
 What 
 
 = 
 
 interrogative 
 
 !, third, 
 
 plural. 
 
 neuter. 
 
 nominative. 
 
 108. 
 
 Whose 
 
 = 
 
 relative. 
 
 third. 
 
 singular. 
 
 neuter. 
 
 possessive. 
 
 109. 
 
 Who 
 
 = 
 
 relative, 
 
 third. 
 
 plural. 
 
 neuter,^ 
 
 nominative. 
 
 110. 
 
 Whose 
 
 = 
 
 relative. 
 
 third. 
 
 singular, 
 
 neuter. 
 
 possessive. 
 
 111. 
 
 Whose 
 
 = 
 
 relative. 
 
 third. 
 
 plural. 
 
 neuter. 
 
 possessive. 
 
 1 Object of ileK. 2 Factitive object of /OMMcJ. See Dem. XXYI., b, 2. spor proof that 
 wAai here is not interrogative see Dem. XV., "Difference between a Relative and an Inter- 
 rogative.'" *It is proof that this as is a relative pronoun that it is modified by the adjective 
 ^SeeDem. III., Obs. e. 
 
SYSTEM GRAMMAR— GRADE A. 
 
 595 
 
 Pro^. Xyi: 
 
 1. 
 
 2. 
 
 6. 
 
 9. 
 13. 
 15. 
 17. 
 19. 
 20. 
 21. 
 22. 
 26. 
 27. 
 35. 
 36. 
 37. 
 39. 
 44. 
 45. 
 46. 
 47. 
 48. 
 49. 
 50. 
 52. 
 53. 
 54. 
 55. 
 58. 
 59. 
 60. 
 61. 
 63. 
 65. 
 66. 
 77. 
 96. 
 
 The 
 
 Sweet 
 
 Ripe 
 
 A 
 
 Long 
 
 Blue 
 
 This 
 
 Very 
 
 The 
 
 English 
 
 Positive 
 
 The 
 
 Three 
 
 Fairest 
 
 "Wise 
 
 Some 
 
 Worthless 
 
 Either 
 
 Three 
 
 Which 
 
 What 
 
 Whatever 
 
 No 
 
 Business 
 
 Snuff-box 
 
 Enough 
 
 First 
 
 Beyond ^ 
 
 This 
 
 Many 
 
 A 
 
 The 
 
 High-born 
 
 Most 
 
 Heartless 
 
 Goods 
 
 What 2 
 
 /, Adjective. 
 
 2. Class. 3. 
 
 a. Quantitative. 
 
 b. Qualitative. 
 
 c. Demonstrative. 
 
 Accessory to Wha 
 
 adjective, 
 
 demonstrative, 
 
 canary's. 
 
 adjective, 
 
 qualitative. 
 
 song. 
 
 adjective. 
 
 qualitative, 
 
 cherries. 
 
 adjective. 
 
 quantitative. 
 
 pencil. 
 
 adjective. 
 
 qualitative. 
 
 pencil. 
 
 adjective, 
 
 qualitative. 
 
 they. 
 
 adjective, 
 
 demonstrative. 
 
 [question]. 
 
 adjective. 
 
 demonstrative, 
 
 question. 
 
 adjective. 
 
 demonstrative. 
 
 [people]. 
 
 adjective, 
 
 qualitative. 
 
 [people]. 
 
 adjective. 
 
 qualitative. 
 
 [people]. 
 
 adjective, 
 
 demonstrative, 
 
 horse. 
 
 adjective. 
 
 quantitative. 
 
 [horses]. 
 
 adjective, 
 
 qualitative. 
 
 [flower]. 
 
 adjective, 
 
 qualitative. 
 
 he. 
 
 adjective. 
 
 quantitative, 
 
 [books]. 
 
 adjective. 
 
 qualitative. 
 
 [books]. 
 
 adjective. 
 
 quantitative. 
 
 [form] . 
 
 adjective. 
 
 quantitative. 
 
 forms. 
 
 adjective. 
 
 demonstrative, 
 
 book. 
 
 adjective. 
 
 qualitative. 
 
 books. 
 
 adjective, 
 
 quantitative. 
 
 soldiers. 
 
 adjective. 
 
 quantitative. 
 
 connection. 
 
 adjective. 
 
 qualitative, 
 
 connection. 
 
 adjective. 
 
 qualitative. 
 
 factory. 
 
 adjective. 
 
 quantitative. 
 
 men. 
 
 adjective, 
 
 demonstrative, 
 
 tree. 
 
 adjective. 
 
 demonstrative. 
 
 tree. 
 
 adjective. 
 
 demonstrative. 
 
 many a year. 
 
 adjective. 
 
 quantitative. 
 
 year. 
 
 adjective. 
 
 quantitative. 
 
 year. 
 
 adjective. 
 
 demonstrative. 
 
 [l^ersons]. 
 
 adjective. 
 
 qualitative. 
 
 [persons]. 
 
 adjective. 
 
 quantitative, 
 
 part. 
 
 adjective. 
 
 qualitative. 
 
 [persons]. 
 
 adjective. 
 
 qualitative. 
 
 be. 
 
 adjective. 
 
 qualitative, 
 
 wealth. 
 
 1 See Dem. XXl., Obs. f, 4. sgeeDem. X^Til., Obs. m. ^Tlie grammatical construc- 
 tion, or parsing, of good and great is the same as if the sentence read, "To[ward] good be- 
 \ing'] is to[ward] great be\ing^ ; " see Dem. XXIX., c, note. 
 
596 
 
 THE SYSTEM METHOD. 
 
 Prog. XVn: 
 
 
 /. Adjective. 
 
 2. Class. 3. Accessory to What i 
 
 
 
 
 a. Qiiantitative. 
 
 b. Qualitative. 
 
 c. Demonstrative. 
 
 
 1. A 
 
 = 
 
 adjective, 
 
 quantitative. 
 
 day. 
 
 5. New-England.^ 
 
 = 
 
 adjective, 
 
 qualitative, 
 
 winter. 
 
 9. None 
 
 = 
 
 adjective. 
 
 quantitative. 
 
 weapon. 
 
 13. Lonelier 
 
 = 
 
 adjective. 
 
 qualitative. 
 
 thou. 
 
 15. What 
 
 = 
 
 adjective. 
 
 qualitative. 
 
 man. 
 
 16. A 
 
 = 
 
 adjective. 
 
 quantitative, 
 
 man. 
 
 17. Else 
 
 = 
 
 adjective. 
 
 demonstrative, 
 
 nothing. 
 
 18. What 
 
 = 
 
 adjective. 
 
 qualitative. 
 
 stufE. 
 
 20. Wise 
 
 = 
 
 adjective, 
 
 qualitative. 
 
 she. 
 
 23. Wisest 
 
 = 
 
 adjective. 
 
 qualitative, 
 
 [person]. 
 
 24. Wiser 
 
 = 
 
 adjective. 
 
 qualitative. 
 
 [person] . 
 
 25. Greater 
 
 = 
 
 adjective. 
 
 qualitative. 
 
 I. 
 
 26. True 
 
 = 
 
 adjective. 
 
 qualitative. 
 
 him. 
 
 31. Perfect 
 
 = 
 
 adjective, 
 
 qualitative. 
 
 [sense]. 
 
 32. AlP 
 
 = 
 
 adjective. 
 
 quantitative. 
 
 [possessions]. 
 
 33. Many 
 
 = 
 
 adjective. 
 
 quantitative. 
 
 [persons]. 
 
 36. Each 2 
 
 = 
 
 adjective. 
 
 quantitative, 
 
 [person]. 
 
 37. An 
 
 = 
 
 adjective. 
 
 quantitative, 
 
 other. 
 
 38. Else 
 
 = 
 
 adjective, 
 
 demonstrative. 
 
 who. 
 
 40. Else 3 
 
 _ = 
 
 adjective. 
 
 demonstrative. 
 
 nobody. 
 
 41. All* 
 
 = 
 
 adjective. 
 
 quantitative. 
 
 [concern]. 
 
 42. All* 
 
 = 
 
 adjective. 
 
 quantitative. 
 
 [concerns]. 
 
 43. Some 
 
 = 
 
 adjective, 
 
 quantitative. 
 
 [persons]. 
 
 44. Good 5 
 
 = 
 
 adjective, 
 
 qualitative. 
 
 man. 
 
 45. A 5 
 
 = 
 
 adjective, 
 
 quantitative. 
 
 man. 
 
 48. Many 
 
 = 
 
 adjective. 
 
 quantitative, 
 
 time. 
 
 49. A 
 
 = 
 
 adjective. 
 
 quantitative, 
 
 time. 
 
 53. Five« 
 
 = 
 
 ^adjective. 
 
 quantitative, 
 
 hundred men. 
 
 56. Thousand 7 
 
 = 
 
 adjective. 
 
 quantitative. 
 
 [persons]. 
 
 57. Two 
 
 = 
 
 adjective. 
 
 quantitative, 
 
 dozen eggs.® 
 
 58. Dozen 7 
 
 = 
 
 adjective. 
 
 quantitative. 
 
 eggs. 
 
 59. That 
 
 = 
 
 adjective. 
 
 demonstrative, 
 
 [life]. 
 
 63. Upright 
 
 = 
 
 adjective. 
 
 qualitative. 
 
 I. 
 
 66. Bitter 
 
 = 
 
 adjective. 
 
 qualitative. 
 
 apple. 
 
 70. Pale 
 
 = 
 
 adjective, 
 
 qualitative, 
 
 she. 
 
 75. Good* 
 
 = 
 
 adjective, 
 
 qualitative. 
 
 being. 
 
 1 SeeDem. XVI., Obs. h, i. 2 See Dem. XVII., 1. ^See Dem. V., Obs. c; also Dem. 
 XVII., 1. *SeeI»em. XVn., 1, "All." 6 See Dem. XVII., m. esee Dem. XVI., Obs. k. 'See 
 Dem. XXVIII., h. 8 This sentence is, in grammatical construction, this: "Virtue consists in 
 good being;'' see Dem. XXIX., c, note. 
 
SYSTEM GRAMMAR— OBADE A. 
 
 59'7 
 
 Prog. XVIir- /. Adverb. 
 
 2. Class. 
 
 1. How = 
 
 2. Often 
 
 3. There 
 
 4. Sometimes = 
 
 5. Very 
 
 6. Well 
 
 7. Very = 
 
 8. Happily 
 
 9. Fluently 
 13. Enough 
 15. Where 
 
 17. Never 
 
 18. More 
 21. Out 
 
 23. Ominously 
 
 24. Far! 
 
 27. Fast 
 
 28. Right 1 
 
 29. Far! 
 32. Away 
 34. As 
 38. Not 
 
 42. Over 
 
 43. Again 
 52. Then 2 
 
 56. By 3 
 
 57. By' 
 
 62. Hence 
 
 63. Ago 
 
 65. There* 
 
 66. There 
 
 70. The 5 
 
 71. Louder 
 87. At 
 
 92. Why 
 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 adverb , 
 adverb, 
 adverb, 
 adverb, 
 : adverb, 
 : adverb, 
 : adverb, 
 : adverb, 
 : adverb, 
 = adverb, 
 = adverb, 
 = adverb, 
 = adverb, 
 = adverb, 
 = adverb, 
 = adverb, 
 = adverb, 
 = adverb, 
 = adverb. 
 
 a. Temporal. 
 
 b. Local. 
 
 c. Intensive. 
 
 d. Modal. 
 
 e. Causal. 
 
 intensive, 
 
 temporal, 
 
 local, 
 
 temporal, 
 
 intensive, 
 
 modal, 
 
 intensive, 
 
 modal, 
 
 modal, 
 
 intensive, 
 
 local, 
 
 temporal, 
 
 intensive, 
 
 local, 
 
 modal, 
 
 intensive, 
 
 modal, 
 
 modal, 
 
 intensive, 
 
 local, 
 
 intensive, 
 
 modal, 
 
 modal, 
 
 temporal, 
 
 temporal, 
 
 temporal, 
 
 temporal, 
 
 temporal, 
 
 temporal, 
 
 local, 
 
 local, 
 
 intensive, 
 
 modal, 
 
 modal, 
 
 causal, 
 
 3. Accessory to What ? 
 
 iSeeDem. XVm., Obs. n. 
 4 This word there is a formalized 
 alogued as belonging in either of 
 Dem. XVTII., Obs. 1. 
 
 accessory to often, 
 accessory to been, 
 accessory to been, 
 accessory to stutV.-iS. 
 accessory to well, 
 accessory to studies, 
 accessory to happily, 
 accessory to lived, 
 accessory to speaks, 
 accessory to full, 
 accessory to laid, 
 accessory to can. 
 accessory to happy, 
 accessory to am. 
 accessory to scowled, 
 accessory to beyond, 
 accessory to falling, 
 accessory to athwart, 
 accessory to above. 
 
 accessory to am. 
 
 accessory to do. 
 
 accessory to do. 
 
 accessory to begin. 
 
 accessory to begin. 
 
 accessory to knew. 
 
 accessory to offended. 
 
 accessory to offended. 
 
 accessory to start. 
 
 accessory to unknown. 
 
 accessory to is. 
 
 accessory to is. 
 
 accessory to louder. 
 
 accessory to talked. 
 
 accessory to laughed, 
 accessory to speak. 
 
 .See Dem. XVIII., Obs. c, d. 3See Dem. XVni., Obs. g i. 
 
 adverb; nevertheless it is an adverb, since U canno be cat- 
 the other seven parts of speech. See Dem. XXX., 1. See 
 
598 
 
 THE SYSTEM METHOD. 
 
 Prog. XIX 
 
 : /. 
 
 Preposition. . 
 
 2. Objective. 
 
 3 Antecedent 
 
 4. Unlikeness in. 
 
 
 
 
 
 
 term, or Base. 
 
 , a. Parts of Speech. 
 
 b. Properties. 
 
 c. Constructions. 
 
 1. 
 
 Toi 
 
 = 
 
 preposition, 
 
 die. 
 
 born. 
 
 properties. 
 
 2. 
 
 To 
 
 = 
 
 preposition, 
 
 accuracy. 
 
 is, 
 
 parts of speech.^ 
 
 5. 
 
 From 
 
 = 
 
 preposition, 
 
 force, 
 
 is. 
 
 parts of speech. 
 
 7. 
 
 To 
 
 = 
 
 preposition. 
 
 respect,^ 
 
 leads, ^ 
 
 properties. 
 
 8. 
 
 For 
 
 = 
 
 preposition, 
 
 measure. 
 
 vote, 
 
 parts of speech. 
 
 9. 
 
 Through = 
 
 preposition, 
 
 system. 
 
 operates. 
 
 parts of speech. 
 
 11. 
 
 Of 
 
 = 
 
 preposition. 
 
 glory. 
 
 ambitious, 
 
 parts of speech. 
 
 13. 
 
 In 
 
 = 
 
 preposition. 
 
 opinion. 
 
 agree. 
 
 parts of speech. 
 
 14. 
 
 With 
 
 = 
 
 preposition. 
 
 me. 
 
 angry. 
 
 parts of speech. 
 
 15. 
 
 For 
 
 = 
 
 preposition. 
 
 us. 
 
 has. 
 
 parts of speech. 
 
 16. 
 
 For 
 
 = 
 
 preposition. 
 
 riches. 
 
 eager. 
 
 parts of speech. 
 
 18. 
 
 Of 
 
 = 
 
 preposition, 
 
 rest, 
 
 need, 
 
 constructions.* 
 
 20. 
 
 In 
 
 = 
 
 preposition. 
 
 drawing. 
 
 skillful, 
 
 parts of speech. 
 
 21. 
 
 Into 
 
 = 
 
 preposition. 
 
 pocket, 
 
 put. 
 
 parts of speech. 
 
 22. 
 
 Of 
 
 = 
 
 preposition. 
 
 [possession],^ 
 
 wife. 
 
 constructions. 
 
 23. 
 
 From 
 
 = 
 
 preposition. 
 
 you. 
 
 differ. 
 
 parts of speech. 
 
 24. 
 
 Along 
 
 = 
 
 preposition, 
 
 hills. 
 
 heard. 
 
 parts of speech. 
 
 26, 
 
 To 
 
 = 
 
 preposition. 
 
 you, 
 
 obliged. 
 
 parts of speech. 
 
 27. 
 
 By 
 
 = 
 
 preposition, 
 
 auction, 
 
 sold, 
 
 parts of speech. 
 
 28. 
 
 Among 
 
 = 
 
 preposition. 
 
 children. 
 
 divided. 
 
 parts of speech. 
 
 29. 
 
 To 
 
 = 
 
 preposition, 
 
 pomp, noise. 
 
 enemy. 
 
 constructions, s 
 
 31. 
 
 On 
 
 = 
 
 prej)Osition, 
 
 avenue, 
 
 lives, 
 
 parts of speech. 
 
 32. 
 
 From 
 
 = 
 
 preposition. 
 
 hour, 
 
 change, 
 
 constructions. 
 
 33. 
 
 To 
 
 = 
 
 preposition. 
 
 hour, 
 
 change, 
 
 constructions. 
 
 34. 
 
 In 
 
 = 
 
 preposition. 
 
 horologe, 
 
 hammer. 
 
 constructions. 
 
 37. 
 
 To 
 
 = 
 
 preposition. 
 
 era. 
 
 change. 
 
 constructions. 
 
 38. 
 
 Of 
 
 = 
 
 preposition. 
 
 measles. 
 
 died. 
 
 parts of speech. 
 
 39. 
 
 From 
 
 = 
 
 preposition, 
 
 [pronunciation], different, 
 
 parts of speech. 
 
 40. 
 
 To 
 
 = 
 
 preposition. 
 
 pieces. 
 
 break. 
 
 parts of speech. 
 
 41. 
 
 In 
 
 = 
 
 preposition. 
 
 [state], 
 
 published. 
 
 parts of speech. 
 
 42. 
 
 Of 
 
 = 
 
 preposition, 
 
 [times]. 
 
 is. 
 
 parts of speech. 
 
 43. 
 
 In 
 
 = 
 
 preposition. 
 
 [manner]. 
 
 spoke. 
 
 parts of speech. 
 
 44. 
 
 In 
 
 = 
 
 preposition. 
 
 [phrase] , 
 
 is. 
 
 parts of speech. 
 
 45. 
 
 In 
 
 = 
 
 preposition, 
 
 fine, 
 
 live. 
 
 parts of speech. 
 
 47. 
 
 Ere 
 
 = 
 
 preposition. 
 
 [time]. 
 
 leave. 
 
 parts of speech. 
 
 48. 
 
 Upon 
 
 = 
 
 preposition. 
 
 earth. 
 
 [persons], 
 
 constructions. 
 
 49. 
 
 At 
 
 = 
 
 preposition. 
 
 [condition], 
 
 is. 
 
 parts of speech. 
 
 51. 
 
 Like 
 
 = 
 
 preposition. 
 
 men. 
 
 quit. 
 
 parts of speech. 
 
 iSee Dem. XIX., a, b, c; also Dem. XXX., a, b, c, d. ^See Dem. XIX., b, 2. ^ Leads is In- 
 dicative, respect infinitive. * observe tliat need is an objective element, object of have; while 
 of rest constitutes an adjective element belonging to the noun need, sgee Dem. V., Obs. e. 
 ^lEnemy is a predicate, tojiomp an adjective, element. 
 
SYSTEM GRAMMAR— OB ABE A. 
 
 599 
 
 Prog. XX: /. Conjunction.^ 2. Class. 3. Parts Connected.^ 4. Likeness of Parts.^ 
 
 1. And 
 
 5. And 
 
 6. And 
 
 8. And 
 
 9. But 
 
 10. Though 
 
 12. Either 
 
 13. Or 
 Lest 
 
 =conj., 
 =couj., 
 =conj., 
 =conj., 
 =conj., 
 =conj., 
 =conj., 
 =conj., 
 
 a. Co-ordinate. 
 
 b. Subordinate. 
 
 co-ord , 
 co-ord., 
 co-ord., 
 co-ord., 
 co-ord., 
 co-ord., 
 co-ord., 
 co-ord.. 
 
 a. Like. 
 
 b. Unlike. 
 
 Peter*— John, 
 fearfully * — wonderfully, 
 in * — through. 
 Art is long* — etc., 
 rich * — generous, 
 I affirm* — it seems, 
 for * — against, 
 for — against. 
 
 14. 
 
 17. 
 18. 
 19. 
 21. 
 22. 
 23. 
 24. 
 25. 
 26. 
 27. 
 30. 
 31. 
 34. 
 36. 
 38. 
 39. 
 
 ^couj., subord., venture^ — I be. 
 
 Notwithstand'g =conj 
 
 Whether 
 
 Or 
 
 Whether 
 
 As 
 
 As 
 
 Though 
 
 As 
 
 As 
 
 As 
 
 Both 
 
 And 
 
 For 
 
 Save 
 
 So 
 
 Than lo 
 
 40. Than 10 
 
 41. Than 10 
 
 42. That 
 That 
 As 
 If 
 
 Besides^ 
 Else 9 
 Now 9 
 
 subord., 
 :=conj., subord., 
 ^conj., co-ord., 
 =conj., subord., 
 =conj., subord., 
 =conj., subord., fell^ — he had, 
 =conj., subord., fell^ — he had, 
 
 go 5 — it rain, 
 care ^ — it rains, 
 rains * — snows, 
 know^ — he has, 
 slew^ — he was. 
 
 43. 
 46. 
 47. 
 51. 
 52. 
 54. 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj., 
 
 =conj 
 
 =conj 
 
 co-ord., name* — man and eagle, 
 
 subord., 6 [people] '' — frivolous, 
 
 subord.,^ be''' — gods, 
 
 co-ord., learned* — wise, 
 
 co-ord., learned — wise, 
 
 co-ord., I hate * — he is, 
 
 co-ord., [persons] — he and I, 
 
 co-ord., work is* — is it, 
 
 subord., larger^ — New York [is], 
 
 subord., taller 5 — I [am], 
 
 subord., more — to me, 
 
 subord., hs went^ — ho went is certain, 
 
 subord. , so ^ — I perished, 
 
 subord., blinks^ — he hated, 
 
 subord., blinks^ — he hated, 
 
 co-ord., I do* — I have, 
 
 co-ord., I have* — I could, 
 
 co-ord., [ ]^- — Barabbas, 
 
 like. 
 
 like. 
 
 like. 
 
 like. 
 
 like. 
 
 like. 
 
 like. 
 
 like. 
 
 unlike. 
 
 unlike. 
 
 unlike. 
 
 like. 
 
 unlike. 
 
 unlike. 
 
 unlike. 
 
 unlike. 
 
 unlike. 
 
 unlike. 
 
 unlike. 
 
 like. 
 
 like. 
 
 like. 
 
 like. 
 
 like. 
 
 unlike. 
 
 unlike. 
 
 unlike. 
 
 unll':3. 
 
 unlike. 
 
 unlike. 
 
 unlike. 
 
 like. 
 
 like. 
 
 like. 
 
 iSee Dem. XX., a-d; Dem. XIX., b, c; Dem. XXX., c, d. ^See Dem. XX., Obs. a. ^See 
 Dem. XXX., c. ^co-ord. conjs. do not — as do subordinates — join modifier and thing modified, 
 but two parts each referred to the same third part. (See Dem. XX., Obs. a.) It is, in tlie 
 case of co-ordinate conjunctions, these two parts here given as the "parts connected." ''Sub- 
 ordinate conjunctions join modifier to tiling modified; it is these two parts given as "parts 
 connected," in the case of subordinates. '' Ai is here a subord. conj., since it joins modifier, 
 frivolous, to thing modified, people; see Dem. XX., d, note 1. ' Tliis as is a subord. conj., since 
 it connects the word governed, gods, to the word governing, be. (See Dem. XX., d, note.) 8 gge 
 Dem. XX., Obs. f. » See Dem. XX., Obs. f, 1, 2. >o gee Dem. XX., d, notes 1 and 2 ; also Dem. 
 XXX., m, 1-5; 5, a, b, c, d. 
 
600 
 
 THE SYSTEM METHOD. 
 
 Prog. XXI: 
 
 1. Avaunt 
 
 2. Ugli 
 
 3. Alas 
 
 4. Tut 
 
 5. Heigli-lio 
 
 6. Whew 
 
 7. Zounds 
 
 8. O 
 
 10. Fie 
 
 11. Ha 
 15. Tush 
 
 17. Ah 
 
 18. Ho 
 
 19. Hark 
 
 20. Lo 
 22. Alack 
 
 25. Halloo 
 
 26. Poh 
 28. Hist 
 32. Whoop 
 36. Hewgh 
 
 38. O 
 
 39. Ha 
 
 40. Ah 
 
 /. Interjection. 
 . interjection, 
 interjection, 
 interjection, 
 iuterjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interj ection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection, 
 interjection. 
 
 2. Principle. 
 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 principle 17. 
 
 JVo^e.— See Dem. XVIII., Obs. c. The mere fact that a pencil may be dipped in ink and 
 used as a pen is used, does not constitute such pencil a pen. The mere fact that one's coat 
 may be used as a cushion does not make the coat become a cushion, so that we would be jus- 
 tified in changing the name of coat and calling it cushion instead. (See the law for the 
 '• Change of Names," Dem. XXX., 1.) And so the mere fact that a noun may occasionally 
 depart from its regular— its system-fitting— use to assume that of an interjection, does not 
 necessarily make such noun become an interjection, and justify the grammarian, who is a 
 systematizer, in changing the name from noun to interjection. 
 
 Accordingly, in such sentences as, " Nonsense! it can't be done," " The willt the will! 
 we will hear Csesar's will," — in such sentences, nonsense^ will, etc., are not to be called inter- 
 jections, but are to retain their own name, "noun;" because, though used like interjections, 
 they have still not wholly lost the distinctive use of nouns. JVonsense and ivill are two nom- 
 inatives in the independent construction by exclamation. (See Dem. XXVI., "Independent 
 Constructions," a, 2.) 
 
 If, however, in assuming the interj ectional use, the noun or pronoun totally loses its own 
 peculiarities as noun or pronoun, it then actually becomes an interjection ; as, What! you left 
 the man? In this sentence, what cannot be a noun, for it takes neither the added s nor the 
 added ('), and is never found used as a noun in the body of the sentence proper. (See Dem. 
 I., Obs. g; also Dem. II., Obs. k.) It is not an interrogative pronoun; for it is part of no 
 question, and is connected with no verb. (See Dem. XIV., e, f.) It cannot be a personal pro- 
 noun; for it can neither be used witli a verb nor accompanied with a pointer. (See Dem. 
 XIV., e, b, c.) It is not a relative; for it connects not two verbs. (See Dem. XIV. f ; also 
 XV.) Therefore, since what has totally lost the peculiarities of a pronoun, and, in doing so, 
 has acquired the characteristics of an interjection, it is an interjection. 
 
SYSTEM GRAMMAR— GRADE A. 
 
 601 
 
 Prog. XXII 
 
 .—Branching by the Grammatical Work- Tree. 
 
 
 I 
 
 = 
 
 word. 
 
 fundamental, 
 
 substantive. 
 
 pronoun, 
 
 personal. 
 
 Smell 
 
 = 
 
 word, 
 
 fundamental. 
 
 verb. 
 
 transitive. 
 
 
 Roses 
 
 = 
 
 word, 
 
 fundamental, 
 
 substantive, 
 
 noun. 
 
 common. 
 
 Good 
 
 = 
 
 word. 
 
 adjunct. 
 
 adjective, 
 
 qualitative. 
 
 
 People 
 
 = 
 
 word, 
 
 fundamental, 
 
 substantive. 
 
 noun. 
 
 common. 
 
 Hate 
 
 = 
 
 word. 
 
 fundamental. 
 
 verb, 
 
 transitive. 
 
 
 Vice 
 
 = 
 
 word, 
 
 fundamental, 
 
 substantive. 
 
 noun. 
 
 common. 
 
 You 
 
 = 
 
 word, 
 
 fundamental, 
 
 substantive. 
 
 pronoun. 
 
 personal. 
 
 Own 
 
 = 
 
 word. 
 
 fundamental, 
 
 verb, 
 
 transitive. 
 
 
 A 
 
 = 
 
 word. 
 
 adjunct, 
 
 adjective. 
 
 quantitative. 
 
 
 Horse 
 
 — 
 
 word. 
 
 fundamental. 
 
 substantive. 
 
 noun. 
 
 common. 
 
 Multitudes = 
 
 word. 
 
 fundamental. 
 
 substantive. 
 
 noun. 
 
 common. 
 
 Perish 
 
 = 
 
 word. 
 
 fundamental. 
 
 verb. 
 
 intransitive. 
 
 
 The 
 
 = 
 
 word, 
 
 adjunct. 
 
 adjective, 
 
 demonstrative. 
 
 Rainbow 
 
 = 
 
 word, 
 
 fundamental, 
 
 substantive. 
 
 noun. 
 
 common. 
 
 Aj^pears 
 
 = 
 
 word, 
 
 fundamental. 
 
 verb. 
 
 intransitive. 
 
 
 Beautiful 
 
 = 
 
 word, 
 
 adjunct. 
 
 adjective. 
 
 qualitative. 
 
 
 The 
 
 = 
 
 Avord, 
 
 adjunct. 
 
 adjective. 
 
 demonstrative. 
 
 Leech 
 
 = 
 
 word. 
 
 fundamental. 
 
 substantive. 
 
 noun, 
 
 common. 
 
 Adheres 
 
 = 
 
 word. 
 
 fundamental. 
 
 verb. 
 
 intransitive. 
 
 
 To 
 
 = 
 
 word, 
 
 connective, 
 
 preposition. 
 
 
 
 The 
 
 = 
 
 word. 
 
 adjunct. 
 
 adjective, 
 
 demonstrative. 
 
 Skin 
 
 = 
 
 word, 
 
 fundamental. 
 
 substantive, 
 
 noun. 
 
 common. 
 
 The 
 
 = 
 
 word. 
 
 adjunct. 
 
 adjective, 
 
 demonstrative. 
 
 Wax 
 
 = 
 
 word, 
 
 fundamental. 
 
 substantive. 
 
 noun. 
 
 common. 
 
 Sticks 
 
 = 
 
 word. 
 
 fundamental. 
 
 verb. 
 
 intransitive. 
 
 
 Fast 
 
 = 
 
 word, 
 
 adjunct. 
 
 adjective. 
 
 qualitative. 
 
 
 James 
 
 = 
 
 word. 
 
 fundamental. 
 
 substantive. 
 
 noun. 
 
 proper. 
 
 Walks 
 
 = 
 
 word, 
 
 fundamental. 
 
 verb. 
 
 transitive. 
 
 
 His 
 
 = 
 
 word. 
 
 fundamental, 
 
 substantive. 
 
 jjronoun. 
 
 personal. 
 
 Horse 
 
 = 
 
 word, 
 
 fundamental. 
 
 substantive. 
 
 noun. 
 
 common. 
 
 Around 
 
 = 
 
 word, 
 
 connective. 
 
 preposition. 
 
 
 
 The 
 
 = 
 
 word. 
 
 adjunct, 
 
 adjective. 
 
 demonstrative. 
 
 Lot 
 
 = 
 
 word. 
 
 fundamental. 
 
 substantive. 
 
 noun. 
 
 common. 
 
 Pharaoh 
 
 = 
 
 word, 
 
 fundamental. 
 
 substantive. 
 
 noun, 
 
 proper. 
 
 Dreamt 
 
 = 
 
 word. 
 
 fundamental. 
 
 verb. 
 
 transitive. 
 
 
 A 
 
 = 
 
 word. 
 
 adjunct. 
 
 adjective. 
 
 quantitative. 
 
 
 Dream 
 
 = 
 
 word, 
 
 fundamental, 
 
 substantive. 
 
 noun. 
 
 common. 
 
 The 
 
 = 
 
 word, 
 
 adjunct. 
 
 adjective, 
 
 demonstrative. 
 
 Boy 
 
 = 
 
 word. 
 
 fundamental, 
 
 substantive. 
 
 noun, 
 
 common. 
 
 Flies 
 
 = 
 
 word. 
 
 fundamental. 
 
 verb. 
 
 transitive. 
 
 
 His 
 
 = 
 
 word. 
 
 fundamental, 
 
 substantive, 
 
 pronoun. 
 
 personal. 
 
 Kite 
 
 = 
 
 word, 
 
 fundamental, 
 
 substantive. 
 
 noun. 
 
 common. 
 
602 
 
 THE SYSTEM METHOD. 
 
 Prog. XXII (Continued).— Branching by the Tree. 
 
 The = word, adjunct, adjective, demonstrative. 
 
 Earth = word, fundamental, substantive, noun, common. 
 
 Grows = word, fundamental, verb, transitive. 
 
 Plants = word, fundamental, substantive, noun, common. 
 
 And = word, connective, conjunction. 
 
 Trees = word, fundamental, substantive, noun, common. 
 
 The = word, adjunct, adjective, demonstrative. 
 
 Minister = word, fundamental, substantive, noun, common. 
 
 Dies = word, fundamental, verb, transitive. 
 
 A. = word, adjunct, adjective, quantitative. 
 
 Righteous = word, adjunct, adjective, qualitative. 
 
 Death =: word, fundamental, substantive, noun, common. 
 
 The = word, adjunct, adjective, demonstrative. 
 
 Tailor = word, fundamental, substantive, noun, common. 
 
 Sews = word, fundamental, verb, intransitive. 
 
 Neatly = word, adjunct, adverb, modal. 
 
 A == word, adjunct, adjective, quantitative. 
 
 Woman = word, fundamental, substantive, noun, common. 
 
 Toils == word, fundamental, verb, intransitive. 
 
 A = word, adjunct, adjective, quantitative. 
 
 Man = word, fundamental, substantive, noun, common. 
 
 Works = word, fundamental, verb, intransitive. 
 
 Man's = word, fundamental, substantive, noun, common. 
 
 Works = word, fundamental, substantive, noun, common. 
 
 Decay = word, fundamental, verb, intransitive. 
 
 The = word, adjunct, adjective, demonstrative. 
 
 Tempest = word, fundamental, substantive, noun, common. 
 
 Sank = word, fundamental, verb, transitive. 
 
 The = word, adjunct, adjective, demonstrative. 
 
 Vessel = word, fundamental, substantive, noun, common. 
 
 The = word, adjunct, adjective, demonstrative. 
 
 Timber = word, fundamental, substantive, noun, common. 
 
 Splits = word, fundamental, verb, intransitive. 
 
 Easily = word, adjunct, adverb, modal. 
 
 The = word, adjunct, adjective, demonstrative. 
 
 Passengers = word, fundamental, substantive, noun, common. 
 
 Crowded = word, fundamental, verb, transitive. 
 
 The = word, adjunct, adjective, demonstrative. 
 
 Car = word, fundamental, substantive, noun, common. 
 
 The = word, adjunct, adjective, demonstrative. 
 
 Author = word, fundamental, substantive, noun, common. 
 
 Englished = word, fundamental, verb, transitive. 
 
SYSTEM GRAMMAR— GRADE A. 
 
 603 
 
 Prog. XXIII. — Branehing by the (grammar- System Tree Complete. 
 
 1. Have = verb, infinite, infinitive, verbal complement, assertive. 
 
 2. Been = verb, infinite, participial, verbal complement. 
 
 3. Elected = verb, infinite, participial, verbal complement. 
 
 4. Be = verb, infinite, infinitive, verbal complement, assertive. 
 
 5. Be' = verb, infinite, infinitive, substantive. 
 
 6. Give 1 =: verb, infinite, infinitive, substantive. 
 
 7. Eat 1 = verb, infinite, infinitive, substantive. 
 
 8. Learn = verb, infinite, infinitive, substantive. 
 Born = verb, infinite, participial, verbal complement. 
 Die 2 = verb, infinite, infinitive, substantive. 
 Laugh ^ = verb, infinite, infinitive, verbal complement, assertive, 
 Cry^ _. verb, infinite, infinitive, substantive. 
 Studied = verb, infinite, participial, verbal complement, 
 
 17. Fire = verb, infinite, infinitive, substantive. 
 
 18. Ordered = verb, infinite, participial, verbal complement. 
 
 19. Be = verb, infinite, infinitive, substantive. 
 
 21. Fall = verb, infinite, infinitive, verbal complement, objective.* 
 
 22. Be = verb, infinite, infinitive, verbal complement, objective. 
 
 23. Sealed = verb, infinite, participial, verbal complement. 
 
 27. Going = verb, infinite, participial, verbal complement. 
 
 28. Drive = verb, infinite, infinitive, verbal complement, objective. 
 
 29. Be^ == verb, infinite, infinitive, substantive. 
 
 31. Come = verb, infinite, infinitive, substantive. 
 
 32. Called = verb, infinite, participial, verbal complement. 
 
 38. Love = verb, infinite, infinitive, verbal complement, assertive. 
 
 36. Let = verb, infinite, participial, verbal complement. 
 
 38. Remember'd=: verb, infinite, participial, verbal complement. 
 
 39. Beat = verb, infinite, infinitive, verbal complement, objective. 
 
 40. Come = verb, infinite, participial, verbal complement. 
 
 41. Work = verb, infinite, infinitive, substantive. 
 
 43. Cry® = verb, infinite, infinitive, verbal complement, assertive. 
 
 45. Give = verb, infinite, infinitive, verbal complement, objective. 
 
 47. See = verb, infinite, infinitive, substantive. 
 
 48. Suffer = verb, infinite, infinitive, verbal complement, objective. 
 
 49. Sparkling'' = verb, infinite, participial, adjectival. 
 
 50. Svrim = verb, infinite, infinitive, verbal complement, objective. 
 1 Object of to. which is a preposition; see Dem. XXX. ^ To equals toward: born 
 
 toward death (die). i>ie is used like a noun, and is object of the to. ^ Laugh and cry, 
 as here contrasted, are typical illustrations of the two constructions of the infinitive. *Saw 
 t\\e falling of him. ^Be is object of the preposition to (Dem. XXX., e— 1) ; and good is 
 an appositive adjective modifying the substantive verb be (see Dem. XXIX., c, note). 
 6"Had rather be and cry "=would rather, etc. Hadis used by enallage for would. '''Be- 
 cause sparkling is here used like an adjective, does not necessarily prove it to be an ad- 
 jective. That error is common among grammarians. See Prog. XXI., note. 
 
604 
 
 THE SYSTEM METHOD. 
 
 Prog. XXIII (Continued).— Branching of Infinite Yerbs. 
 
 63. Eating 1 
 
 = verb, 
 
 infinite. 
 
 participial. 
 
 substantive. 
 
 objective. 
 
 63. Tumbling 
 
 t= verb, 
 
 infinite. 
 
 participial. 
 
 adverbial. 
 
 
 64. Pleading 
 
 = verb, 
 
 infinite. 
 
 participial, 
 
 adverbial. 
 
 
 65. Contriving 
 
 = verb, 
 
 infinite, 
 
 participial. 
 
 substantive, 
 
 objective. 
 
 66. Conniving 
 
 = verb. 
 
 infinite. 
 
 participial. 
 
 substantive. 
 
 objective. 
 
 67. Paid 
 
 = verb, 
 
 infinite. 
 
 participial, 
 
 adjectival. 
 
 
 68. Jerked 
 
 = verb, 
 
 infinite, 
 
 participial, 
 
 adjectival. 
 
 
 69. Strut^ 
 
 = verb. 
 
 infinite. 
 
 infinitive, 
 
 substantive. 
 
 
 70. Kave^ 
 
 = verb, 
 
 infinite, 
 
 infinitive. 
 
 substantive. 
 
 
 71. Tossed 
 
 = verb. 
 
 infinite. 
 
 participial. 
 
 verbal complement. 
 
 
 72. Ligbtening 
 
 = verb. 
 
 infinite. 
 
 participial, 
 
 adjectival. 
 
 
 73. Go 
 
 = verb. 
 
 infinite, 
 
 infinitive. 
 
 verbal complement, 
 
 assertive. 
 
 74. Been 
 
 =: verb. 
 
 infinite. 
 
 participial. 
 
 verbal complement. 
 
 
 76. Enacted 
 
 = verb, 
 
 infinite. 
 
 participial. 
 
 verbal complement. 
 
 
 79. Prophesying 
 
 ;== verb. 
 
 infinite. 
 
 participial. 
 
 adjectival. 
 
 
 80. Be 
 
 = verb. 
 
 infinite. 
 
 infinitive. 
 
 verbal complement. 
 
 objective. 
 
 83. Go 
 
 = verb. 
 
 infinite, 
 
 infinitive. 
 
 substantive. 
 
 
 85. Being 
 
 = verb. 
 
 infinite. 
 
 participial. 
 
 adjectival. 
 
 
 86. Let 
 
 = verb, 
 
 infinite, 
 
 participial, 
 
 verbal complement. 
 
 
 87. Go 3 
 
 = verb, 
 
 infinite. 
 
 infinitive. 
 
 verbal complement. 
 
 assertfve. 
 
 88. Going 
 
 = verb, 
 
 infinite. 
 
 participial. 
 
 adjectival. 
 
 
 89. Like 
 
 = verb, 
 
 infinite, 
 
 infinitive, 
 
 verbal complement, 
 
 assertive. 
 
 90. Singing 
 
 = verb. 
 
 infinite, 
 
 participial. 
 
 substantive. 
 
 objective. 
 
 92. Writing 
 
 =3: verb. 
 
 infinite. 
 
 participial. 
 
 substantive, 
 
 objective. 
 
 93. Going 
 
 = verb, 
 
 infinite. 
 
 participial. 
 
 verbal complement. 
 
 
 95. Married 
 
 = verb. 
 
 infinite, 
 
 participial. 
 
 verbal complement. 
 
 
 96. Crushed 
 
 = verb, 
 
 infinite, 
 
 participial, 
 
 adjectival. 
 
 
 98. Singing 
 
 = verb, 
 
 infinite. 
 
 participial, 
 
 substantive, 
 
 objective. 
 
 101. Moaning 
 
 = verb, 
 
 infinite, 
 
 participial, 
 
 adjectival. 
 
 
 102. Torn 
 
 = verb. 
 
 infinite, 
 
 participial. 
 
 adjectival. 
 
 
 104. Bleeding 
 
 = verb, 
 
 infinite, 
 
 participial, 
 
 adjectival. 
 
 
 110. Been 
 
 = verb, 
 
 infinite. 
 
 participial. 
 
 verbal complement. 
 
 
 112. Avoid 
 
 = verb. 
 
 infinite. 
 
 infinitive. 
 
 verbal complement. 
 
 assertive. 
 
 113. Giving 
 
 = verb. 
 
 infinite. 
 
 participial. 
 
 substantive, 
 
 objective. 
 
 116. Giving 
 
 = verb. 
 
 infinite, 
 
 participial. 
 
 substantive. 
 
 objective. 
 
 117. Die 
 
 = verb. 
 
 infinite, 
 
 infinitive. 
 
 verbal complement. 
 
 assertive. 
 
 118. Ask* 
 
 = verb. 
 
 infinite. 
 
 infinitive. 
 
 substantive. 
 
 
 119. Being 
 
 = verb, 
 
 infinite, 
 
 participial. 
 
 substantive. 
 
 subject. 
 
 122. Being 
 
 = verb. 
 
 infinite. 
 
 participial. 
 
 substantive, 
 
 objective. 
 
 123. Elected 
 
 = verb. 
 
 infinite, 
 
 participial. 
 
 verbal complement. 
 
 
 124. Supposing 
 
 = verb. 
 
 infinite, 
 
 participial. 
 
 adjectival. 
 
 
 129. Laughing 3 
 
 ' = verb. 
 
 infinite, 
 
 participial, 
 
 substantive. 
 
 objective. 
 
 1 While we call— and not very impr 
 
 operly— this substantive verb eating a 
 
 "participle," 
 
 it is really the old 
 
 i gerundial 
 
 infinitive, i 
 
 and it therefore j ustifles with to. « See Dem. XXIII., 
 
 j. 3 See Dem. SXIIL, g. 
 
 
 
 
 
 i Ask is here the adverbial object ( 
 
 3f the comparative adverb sooner; see Di 
 
 um. XXIII., j, 
 
SYSTEM GRAMMAR— GRADE A. 
 
 605 
 
 Prog. XXIV. — Branching by the Grammar- System Tree. 
 
 1. Advancing 
 
 2. Retreated 
 
 3. Refusing 
 
 7. Saving 
 
 8. Wist 
 
 11. Going 
 
 12. FeU 
 
 14. Could 
 
 15. Avoid 
 
 29. Were 
 20. Formed 
 
 23. Ceases 
 
 24. Flying 
 26. Troubling 
 28. Purpose 
 
 30. Love 
 82. Having 
 33. Arrived 
 84. Departed 
 38. Speak 
 40. Think 
 42. Being 
 
 44. Husbanded 
 
 46. Love 
 
 47. Doth 
 
 49. Gave 
 
 50. Did 
 
 55. Was 
 
 56. Moved 
 
 57. Conspire 
 
 59. Refrain 
 
 60. Had 
 
 61. Love 
 68. Known 
 
 = verb, infinite, participial, 
 
 = verb, finite, variable, 
 
 =:: verb, infinite, participial, 
 
 := verb, infinite, particiijial, 
 
 =:: verb, finite, variable, 
 
 = verb, infinite, participial, 
 
 = verb, finite, variable, 
 
 = verb, finite, variable, 
 
 = v(Tb, infinite, infinitive, 
 
 = vei'b, finite, variable, 
 
 = verb, infinite, participial, 
 
 =; verb, finite, variable, 
 
 = verb, infinite, participial, 
 
 = verb, infinite, participial, 
 
 = verb, infinite, infinitive, 
 
 = verb, infinite, infinitive, 
 
 = verb, infinite, participial, 
 
 := verb, infinite, participial, 
 
 = verb, fiLnite, variable, 
 
 = verb, infinite, infinitive, 
 
 = verb, finite, variable, 
 
 = verb, infinite, participial, 
 
 = verb, infinite, participial. 
 
 = verb, finite, variable, 
 
 = verb, finite, variable, 
 
 = verb, finite, variable, 
 
 = verb, finite, variable, 
 
 = verb, finite, variable, 
 
 = verb, finite, variable, 
 
 = verb, infinite, infinitive, 
 
 = verb, infinite, infinitive, 
 
 = verb, finite, variable, 
 
 =1 verb, infinite, infinitive, 
 
 = verb, infinite, participial, 
 
 65. Approaching = verb, infinite, participial, 
 
 66. Felt = verb, finite, variable, 
 
 67. Beating = verb, infinite, participial, 
 
 68. Remembering = verb, infinite, participial, 
 70. Searching = verb, infinite, participial, 
 
 73. Do = verb, finite, variable, 
 
 74. Entreat = verb, infinite, infinitive, 
 
 75. May = verb, finite, variable, 
 
 adjectival. 
 
 indicative. 
 
 adjectival. 
 
 substantive, objective. 
 
 indicative. 
 
 adjectival. 1 
 
 indicative. 
 
 indicative. 
 
 verbal complement, assertive. 
 
 indicative. 
 
 verbal complement. 
 
 indicative. 
 
 substantive, objective. 
 
 substantive, objective, 
 
 verbal complement, assertive. 
 
 substantive. 
 
 adjectival. 
 
 verbal complement. 
 
 indicative, 
 substantive. 
 
 indicative. 
 
 adjectival. 
 
 verbal complement. 
 
 indicative. 
 
 indicative. 
 
 indicative. 
 
 indicative. 
 
 indicative. 
 
 indicative. 
 
 substantive. 
 
 verbal complement, assertive. 
 
 indicative. 
 
 substantive. 
 
 adjectival. 
 
 adjectival. 
 
 indicative. 
 
 adjectival. 
 
 adjectival. 
 
 adjectival. 
 
 indicative. 
 
 verbal complement, assertive. 
 
 subjunctive. 
 
 1 Observe that while the participle going ia'hoxe accessory — adjectival — to Aim, in such 
 sentences as, "We made him go" and "Let him be Csesar," the infinitive?, gro and 6e, are 
 said to be accessory to the verbs made and let, respectively. 
 
606 
 
 THE SYSTEM METHOD. 
 
 Prog. XXIV (Continued).— Branching of Verbs. 
 
 = verb, finite, variable, indicative. 
 
 = verb, infinite, participial, verbal complement. 
 
 = verb, infinite, infinitive, verbal complement, objective. 
 
 = verb, finite, variable, indicative. 
 
 = verb, finite, invariable, subjunctive. 
 
 = verb, finite, variable, indicative. 
 
 = verb, infinite, infinitive, verbal complement, assertive. 
 
 = verb, finite, variable, indicative. 
 
 = verb, infinite, participial, verbal complement. 
 
 = verb, finite, variable, indicative. 
 
 = verb, infinite, participial, verbal complement. 
 
 = verb, infinite, participial, substantive, objective. 
 
 115. Compelled = verb, infinite, participial, verbal complement. 
 
 116. Make = verb, infinite, infinitive, substantive. 
 
 119. Accustomed = verb, infinite, participial, verbal complement. 
 
 120. Engaged = verb, infinite, participial, adjectival. 
 = verb, finite, variable, indicative. 
 := verb, infinite, participial, adjectival. 
 = verb, infinite, participial, verbal complement. 
 =: verb, infinite, infinitive, substantive. 
 =: verb, infinite, participial, adjectival. 
 = verb, infinite, participial, verbal complement. 
 = verb, finite, variable, indicative. 
 z= verb, infinite, infinitive, substantive. 
 = verb, infinite, participial, verbal complement. 
 = verb, infinite, participial, adjectival. 
 = verb, infinite, participial, verbal complement. 
 = verb, finite, invariable, subjunctive. 
 = verb, finite, invariable, subjunctive. 
 = verb, infinite, infinitive, substantive. 
 = verb, finite, variable, indicative. 
 = verb, finite, variable, indicative. 
 = verb, infinite, infinitive, verbal complement, 
 = verb, infinite, participial, adjectival. 
 = verb, infinite, participial, adjectival. 
 = verb, infinite, infinitive, substantive. 
 = verb, infinite, participial, adjectival. 
 = verb, infinite, participial, adverbial. 
 = verb, infinite, infinitive, substantive. 
 = verb, infinite, infinitive, verbal complement, 
 = verb, finite, variable, indicative. 
 = verb, finite, variable, indicative. 
 = verb, infinite, participial, substantive, 
 
 181. Contriving = verb, infinite, participial, substantive, 
 
 183. Paid = verb, infinite, participial, adjectival. 
 
 86. Knew 
 88. Struck 
 
 90. Trickle 
 
 91. Guides 
 96. Had 
 
 98. Could 
 
 99. Have 
 105. Shall 
 107. Kewarded 
 
 109. Is 
 
 110. Paid 
 
 111. Making 
 
 121. Must 
 124. Laughed 
 127, Believed 
 
 129. Wait 
 
 130. Being 
 
 131. Asked 
 
 133. Desired 
 
 134. Consider 
 
 137. Born 
 
 138. According 
 141. Bounded 
 
 143. Wander 
 
 144. Tremble 
 
 145. Cheer 
 
 146. Knows 
 .147. Can 
 
 149. Bring 
 
 154. Shifting 
 
 155. Peeling 
 
 157. Make 
 
 158. Conniving 
 161. Rippling 
 168. Live 
 
 170. Outlive 
 
 171. Plows 
 174. Is 
 177. Hiving 
 
 assertive. 
 
 assertive. 
 
 objective, 
 objective. 
 
SYSTEM OBAMMAB—ORABE A. 
 
 60Y 
 
 Prog. XXV: /. Substantive. 2. Class. 3. Case. 4. Construction. 5. Office. 
 
 a. Noun. a. Com. or prop. a. Nominative, a. Essential. a. Subject. 
 
 b. Pronoun, b. Per., re]., or b. Possessive, b. Accessory, b. Predicate. 
 
 interrog. c. Objective, c. Independent, c. Appositive. 
 
 d. Adnominal. 
 
 1. 
 
 Brain 
 
 :=noun, 
 
 comiDon, 
 
 3. 
 
 Devil's 
 
 =noun, 
 
 common, 
 
 3. 
 
 Workshop 
 
 =:noun, 
 
 common, 
 
 4. 
 
 He 
 
 =pronoun, 
 
 personal, 
 
 5. 
 
 Money- 
 
 =noun, 
 
 common, 
 
 7. 
 
 Murder 
 
 :=noun, 
 
 common. 
 
 8. 
 
 Milton 
 
 :=noun, 
 
 proper. 
 
 13. 
 
 Powder 
 
 =:noun, 
 
 common, 
 
 15. 
 
 Solomon 
 
 ==nouu, 
 
 proper. 
 
 17. 
 
 Banker 
 
 =noun, 
 
 common, 
 
 19. 
 
 Conscience 
 
 =noun, 
 
 common. 
 
 30. 
 
 It 
 
 =rpronoun, 
 
 personal. 
 
 33. 
 
 Richard Roe 
 
 5=noun, 
 
 proper, 
 
 35. 
 
 Feat 
 
 =:noun, 
 
 common. 
 
 31. 
 
 I 
 
 =pronoun, 
 
 personal. 
 
 33. 
 
 Temperance 
 
 :=noun, 
 
 common, 
 
 33. 
 
 Resolution 
 
 =noun, 
 
 common, 
 
 34. 
 
 Harm 
 
 =:noun, 
 
 common, 
 
 35. 
 
 Children's 
 
 =noun, 
 
 common. 
 
 37. 
 
 Paul 
 
 =noun, 
 
 proper, 
 
 38. 
 
 Roman 
 
 =noun, 
 
 proper. 
 
 41. 
 
 Bingo 
 
 =noun, 
 
 proper, 
 
 43. His 
 
 44. Teeth 
 
 45. They 
 50. Wrong 
 55. Tell 
 
 60. Thou 
 
 61. Courtier 
 64. You 
 67. King 
 
 73. Mr. Ogden 
 
 73. Peace 
 
 76. Fathers 
 
 87. Wha.t 
 
 =pronoun, personal, 
 i^noun, common, 
 i^pronoun, personal, 
 =noun, common, 
 =noun, proper, 
 =ipronoun, personal, 
 =noun, common, 
 =pronoun, personal, 
 =noun, common, 
 =noun, proper, 
 =noun, common, 
 =noun, common, 
 =pronoun, relative, 
 
 e. Object. 
 
 subject. 
 
 adnominal. 
 
 predicate. 
 
 subject. 
 
 object.^ 
 
 object. 
 
 nominative, essential, 
 
 possessive, accessory, 
 
 nominative, accessory,^ 
 
 nominative, essential, 
 
 objective, accessory, 
 
 objective, accessory, 
 
 nominative, independent.^ 
 
 objective, accessory, object.* 
 
 nominative, independent, 
 
 nominative, accessory, appositive, 
 
 nominative, independent.^ 
 
 nominative, essential, 
 
 nominative, accessory, 
 
 nominative, accessory, 
 
 nominative, essential, 
 
 objective, accessory, 
 
 nominative, accessory, 
 
 nominative, essential, 
 
 possessive, accessory, 
 
 nominative, independent, 
 
 nominative, accessory, 
 
 nominative, independent, 
 
 nominative, accessory, 
 
 nominative, essential, 
 
 nominative, accessory, 
 
 objective, accessory, 
 
 nominative, independent. ^^ 
 
 nominative, essential, subject, 
 
 nominative, accessory, 
 
 nominative, essential, 
 
 objective, accessory, 
 
 nominative, accessory, 
 
 nominative, independent, i^ 
 
 nominative, essential, subject, 
 
 objective, accessory, object.i^ 
 
 subject. 
 
 appositive. 
 
 appositive.^ 
 
 subject. 
 
 object. 
 
 appositive. 
 
 subject. 
 
 adnominal.^ 
 
 predicate.' 
 
 possessive, 
 subject.^" 
 appositive. 
 object. 
 
 predicate, 
 subject, 
 predicate, 
 appositive. 
 
 'Accessory to the verb Is; the two essentials in this sentence are brain and is. 2 object 
 of the transitive verb paid, notwithstanding the fact that paidi's, in the so-called "passive 
 voice." sSeeDem. XXVIL, h, i; also Prog. XXI., note. * Object of the preposition worth. 
 5 See Dem. XXIII., p., note. « In apposition with the sentence, " He scaled Mt. Blanc." 'To 
 the substantive participle pZaj/iwgr. SBy "accompanying circumstance." ^See Dem. VI., a. 
 ^Subject of the verb chatter. They is appositive to teeth; see Dem. XXVI., a, 3, e. ''By 
 pleonasm; see Dem. XXVI., remark, p. 507. '2 By exclamation. '3 of want; see Dems. XIV, 
 and XV. 
 
608 
 
 THE SYSTEM METHOD. 
 
 Prog, XXV (Continued).— Substantives Classified. 
 
 95. 
 
 Father's 
 
 =noun, 
 
 conamon, 
 
 possessive, 
 
 accessory,! 
 
 adnominal.i 
 
 96. 
 
 Me 2 
 
 =pronoun, 
 
 personal, 
 
 objective, 
 
 independent. 
 
 
 98. 
 
 Bride 
 
 =nouu, 
 
 common, 
 
 nominative. 
 
 accessory. 
 
 predicate. 
 
 99. 
 
 What 
 
 =pronoun, 
 
 relative, 
 
 nominative, 
 
 accessory. 
 
 predicate. 
 
 101. 
 
 Stay 
 
 =noun, 
 
 common, 
 
 nominative. 
 
 independent.^ 
 
 
 105. 
 
 Mary- 
 
 ^noun, 
 
 proper, 
 
 nominative, 
 
 accessory. 
 
 appositive. 
 
 107. 
 
 Cupid 
 
 =noun, 
 
 proper, 
 
 objective. 
 
 accessory, 
 
 appositive. 
 
 111. 
 
 East 
 
 =noun, 
 
 proper, 
 
 objective, 
 
 accessory. 
 
 object. 
 
 112. 
 
 Me 2 
 
 =:pronoun, 
 
 personal, 
 
 objective, 
 
 independent.^ 
 
 
 113. 
 
 Way 
 
 =noun, 
 
 common. 
 
 objective, 
 
 accessory, 
 
 object. 
 
 114. 
 
 Wrath 
 
 =nouu, 
 
 common. 
 
 nominative, 
 
 independent. 
 
 
 117. 
 
 Rome* 
 
 =noun, 
 
 proper, 
 
 nominative. 
 
 independent. 
 
 
 118. 
 
 Bakery 
 
 =:noun, 
 
 common. 
 
 nominative, 
 
 independent. 
 
 
 120. 
 
 WiU 
 
 =noun, 
 
 common. 
 
 nominative, 
 
 independent. 
 
 
 125. 
 
 Straw- 
 
 =noun, 
 
 common. 
 
 objective. 
 
 accessory. 
 
 object. 
 
 127. 
 
 One 
 
 r=noun, 
 
 common. 
 
 objective, 
 
 accessory, 
 
 object. 
 
 133. 
 
 Poet 
 
 =noun, 
 
 common, 
 
 nominative, 
 
 accessory. 
 
 predicate.^ 
 
 135. 
 
 Betters ^ 
 
 :=noun, 
 
 common, 
 
 nominative. 
 
 essential. 
 
 subject. 
 
 137. 
 
 Limb 
 
 =noun, 
 
 common. 
 
 nominative, 
 
 independent.''' 
 
 
 140. 
 
 Hight 
 
 :=noun, 
 
 common. 
 
 nominative. 
 
 independent.'' 
 
 
 143. 
 
 Beggar 
 
 =:noun, 
 
 common. 
 
 objective, 
 
 accessory, 
 
 predicate. 
 
 144. 
 
 Theirs 
 
 =pronoun, 
 
 personal, 
 
 possessive. 
 
 accessory. 
 
 adnominal. 
 
 145. 
 
 Meii['s] 12 
 
 =noun, 
 
 common. 
 
 possessive, 
 
 accessory. 
 
 appositive. 
 
 146. 
 
 He 
 
 =:pronoun, 
 
 personal. 
 
 nominative, 
 
 independent. 
 
 
 148. 
 
 Money 
 
 :=:noun, 
 
 common, 
 
 objective, 
 
 accessory, 
 
 object. 
 
 150. 
 
 Caesar 
 
 =noun, 
 
 proper, 
 
 objective, 
 
 accessory, 
 
 predicate. 
 
 152. 
 
 Bushel 
 
 =noun, 
 
 common, 
 
 objective. 
 
 accessory. 
 
 object. 
 
 154. 
 
 Guides 
 
 =noun, 
 
 common. 
 
 objective, 
 
 accessory. 
 
 predicate. 
 
 156. 
 
 Sum 
 
 =noun, 
 
 common, 
 
 objective, 
 
 accessory, 
 
 object. 
 
 159. 
 
 Music 
 
 =noun, 
 
 common, 
 
 nominative. 
 
 accessory, 
 
 predicate. 
 
 162. 
 
 Name 
 
 =noun, 
 
 common, 
 
 nominative. 
 
 accessory. 
 
 predicate. 
 
 163. 
 
 Eagle 
 
 =noun, 
 
 common, 
 
 nominative, 
 
 accessory, 
 
 appositive. 
 
 165. 
 
 Carpet 
 
 =noun, 
 
 common. 
 
 objective, 
 
 accessory. 
 
 appositive. 
 
 168. 
 
 What 
 
 ^pronoun, 
 
 , relative. 
 
 nominative, 
 
 essential. 
 
 subject. 
 
 171. 
 
 Henry 
 
 =noun, 
 
 proper, 
 
 objective. 
 
 accessory, 
 
 predicate. 
 
 172, 
 
 , Fun 
 
 =noun, 
 
 common. 
 
 objective. 
 
 accessory. 
 
 object. 8 
 
 186. 
 
 , Ambition 
 
 :=noun, 
 
 common, 
 
 objective. 
 
 accessory, 
 
 object.^ 
 
 192, 
 
 . People 
 
 =noun, 
 
 common, 
 
 objective, 
 
 accessory. 
 
 predicate. 
 
 213, 
 
 . Home 
 
 =noun, 
 
 common, 
 
 objective, 
 
 accessory. 
 
 object.i* 
 
 222, 
 
 . Miles 
 
 =noun, 
 
 common, 
 
 objective, 
 
 accessory. 
 
 object. 11 
 
 iTo some sucli noun as "possession" or " choice" understood; see Dem. V., Obs. e. 
 2See Dem. XXVII., h, i. ^ By pitjonasm. < imicpendent by inscription. ^ ^s ig a subordinate 
 conjunction, joining^oe/! and excels; see Dem. XX., d, note 1. 6 See Dem. XVII., i. ' By ac- 
 companying circumstance. ^Oimade. o Of the preposition worth, i" Of the preposition ("o 
 to be supplied. " Of the adjective long; see Dem. XXX., uuder m. ^^Men is nominative by 
 enallage for the possessive man's. 
 

 
 SYSTEM GRAMMAR— GRADE A. 
 
 609 
 
 Pre 
 
 )g. XXVI.— Branching by the Grammar- System Tree. 
 
 
 1. 
 
 Which 
 
 = substantive. 
 
 nominative. 
 
 accessory, 
 
 predicate. 
 
 2. 
 
 Yours 
 
 = substantive, 
 
 possessive. 
 
 adnominal. 
 
 
 4. 
 
 Horse 
 
 = substantive. 
 
 nominative, 
 
 accessory, 
 
 predicate. 
 
 6. 
 
 Hour 
 
 = substantive, 
 
 objective, 
 
 adverbial. 
 
 
 8. 
 
 Him 
 
 = substantive. 
 
 objective. 
 
 indirect. 
 
 
 9. 
 
 Money 
 
 = substantive. 
 
 objective, 
 
 direct. 
 
 
 11. 
 
 Money 
 
 = substantive. 
 
 objective, 
 
 direct. 
 
 
 15. 
 
 People 
 
 = substantive, 
 
 nominative, 
 
 accessory. 
 
 appositive. 
 
 19. 
 
 Pounds 
 
 = substantive. 
 
 objective, 
 
 adverbial. 
 
 
 20. 
 
 Than 
 
 = substantive, 
 
 nominative, 
 
 essential. 
 
 
 21. 
 
 As 
 
 = substantive, 
 
 nominative. 
 
 essential. 
 
 
 23. 
 
 Which 
 
 = substantive. 
 
 objective,! 
 
 adverbial. 
 
 
 24. 
 
 Conjunctions 
 
 =: substantive. 
 
 nominative, 
 
 accessory, 
 
 predicate. 
 
 25. 
 
 Solomon 
 
 = substantive, 
 
 nominative. 
 
 essential. 
 
 
 26. 
 
 Whom 
 
 = substantive, 
 
 objective,! 
 
 adverbial. 
 
 
 27. 
 
 Man 
 
 = substantive, 
 
 nominative, 
 
 essential. 
 
 
 29. 
 
 Rubies 
 
 = substantive. 
 
 nominative,^ 
 
 essential. 
 
 
 30. 
 
 Flesh 
 
 = substantive. 
 
 nominative, 
 
 essential. 
 
 
 31. 
 
 It 
 
 = substantive, 
 
 nominative, 
 
 accessory. 
 
 appositiv e. 
 
 32. 
 
 Stars 
 
 = substantive. 
 
 nominative, 
 
 essential. 
 
 
 33. 
 
 They 
 
 = substantive, 
 
 nominative. 
 
 accessory. 
 
 appositive.^ 
 
 35. 
 
 Hand* 
 
 = substantive, 
 
 nominative, 
 
 accessory. 
 
 appositive. 
 
 39. 
 
 Heart* 
 
 = substantive. 
 
 nominative. 
 
 accessory, 
 
 appositive. 
 
 41. 
 
 Himself ^ 
 
 = substantive, 
 
 nominative. 
 
 accessory, 
 
 appositive. 
 
 43. 
 
 Boy 
 
 = substantive. 
 
 nominative. 
 
 accessory. 
 
 predicate. 
 
 47. 
 
 Savage 
 
 = substantive, 
 
 nominative. 
 
 accessory. 
 
 predicate.^ 
 
 49. 
 
 Gods 
 
 = substantive. 
 
 nominative. 
 
 accessory. 
 
 predicate.'' 
 
 51. 
 
 Man 
 
 = substantive, 
 
 nominative. 
 
 accessory. 
 
 j)redicate.'' 
 
 52. 
 
 Poet 
 
 = substantive. 
 
 nominative. 
 
 essential. 
 
 
 53. 
 
 Milton 
 
 == substantive. 
 
 nominative. 
 
 accessory. 
 
 appositive. 
 
 54. 
 
 Milton 
 
 = substantive. 
 
 nominative, 
 
 essential. 
 
 
 55. 
 
 Poet 
 
 = substantive. 
 
 nominative. 
 
 accessory. 
 
 appositive. 
 
 57. 
 
 Thirds 
 
 = substantive. 
 
 nominative, 
 
 accessory. 
 
 apjiositive. 
 
 60. 
 
 Thou 
 
 = substantive. 
 
 nominative. 
 
 essential. 
 
 
 61. 
 
 River 
 
 = substantive. 
 
 nominative, 
 
 appositive. 
 
 
 62. 
 
 Fathers 
 
 = substantive, 
 
 nominative. 
 
 essential. 
 
 
 66. 
 
 He 
 
 == substantive, 
 
 nominative. 
 
 accessory, 
 
 appositive. 
 
 69. 
 
 Philosopher 
 
 = substantive. 
 
 nominative. 
 
 accessory, 
 
 appositive. 
 
 79. 
 
 He 
 
 = substantive, 
 
 nominative, 
 
 independent. 
 
 8 
 
 1 Objects of the adverb more and adj. wiser. See Dem. XXX., m. * Subject of are, which 
 is to be supplied. ^ The pronouns it and they are resumptive appositives, since they resume 
 flesh und stars. *ffawc? and/oo< are called "distributive" appositives, since they distribute 
 he; so edsomind and heart, b Himself is called a " repetitive " appositive, since it repeats Lord. 
 6 See Dem. VI., a. '^s is a subordinate conjunction, joining the nominative gods and be, by 
 hich gods is governed; see Dem. XX., notes 1 and 2. 8 By pleonasm. 
 39 
 
610 
 
 THE SYSTEM METHOD. 
 
 Pros. XXVI (Continued).— Branching of Substantives. 
 
 86. Euphrates = 
 
 89. Myself = 
 
 93. Attorney = 
 
 95. Convert = 
 
 96. I = 
 
 97. Father-in-law = 
 
 98. Jethro = 
 103. Peace = 
 106. Things = 
 
 109. Beelzebub = 
 
 110. Whomi = 
 114. Which 2 = 
 
 117. While 3 = 
 
 118. Me 3 = 
 
 119. Hack = 
 121. Me 5 = 
 130. Heart = 
 132. We = 
 136. Distance = 
 
 138. Hour 6 = 
 
 139. Hour 6 = 
 142. Bushels = 
 144. Straw = 
 
 146. Little 7 = 
 
 147. Miles •? = 
 149. Me 3 = 
 155. King = 
 158. Them = 
 161. Enemy = 
 165. Feet 8 = 
 165. Whit 3 = 
 167. DoUar = 
 169. Praise = 
 171. Time = 
 173. Night = 
 
 175. Virgil ^ 
 
 176. He = 
 
 177. Who = 
 180. Things = 
 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 nominative, 
 
 objective. 
 
 nominative, 
 
 nominative, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective,^ 
 
 objective,!'^ 
 
 objective," 
 
 objective, ^^ 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 accessory, 
 
 accessory, 
 
 accessory, 
 
 accessory, 
 
 essential. 
 
 accessory, 
 
 accessory, 
 
 essential. 
 
 accessory, 
 
 essential. 
 
 adverbial. 
 
 adverbial. 
 
 adverbial. 
 
 adverbial. 
 
 independent.* 
 
 independent.* 
 
 essential. 
 
 adverbial. 
 
 adverbial, 
 
 adverbial. 
 
 adverbial. 
 
 adverbial. 
 
 adverbial. 
 
 adverbial. 
 
 adverbial. 
 
 predicate. 
 
 predicate. 
 
 predicate. 
 
 adverbial. 
 
 adverbial. 
 
 prepositional. 
 
 adverbial. 
 
 adverbial. 
 
 adverbial. 
 
 accessory, 
 
 accessory, 
 
 essential. 
 
 accessory, 
 
 appositive. 
 predicate, 
 appositive. 
 jjredicate. 
 
 appositive. 
 appositive. 
 
 appositive. 
 
 predicate, 
 appositive. 
 
 appositive. 
 
 iWhom is governed by, is the object of, the adverb higher; see Dem. XXX., m. * Ob- 
 ject of tlic comparative adverb wore, s objects of the adjective wiser. * By accompanying cir- 
 cumstance. 6See Dem. XXVII., h, i. 6 objects or the adverbs sooner and ^le/ice. 'Objects 
 of the adjective more; sec Dem. XXX., m. 8 object of high; see Dem. XXX. 9 of the prep- 
 osition ivorth. 10 Of the adjective worthy; see Dem. XXX., m, 1, note 3. "Of the adverb 
 ago. 12 Of the adverb long. 
 
SYSTEM GRAMMAR— GRADE A. 
 
 611 
 
 Prog. XXVI (Coiitinued).-Branchiiig of Substantives. 
 
 203. Her 
 
 204. Her 
 20r. Little 
 208. Feet 
 
 212. Gad 
 
 213. Troop 
 
 217. Sun 
 
 218. We 
 
 220. Honor 
 
 221. Mountains 
 
 222. Hight 
 226. Colors 
 229. Wheel 
 233. Lore 
 
 235. Her 
 
 236. Queen 
 
 238. Me 
 
 239. Coat 
 
 241. Themselves 
 
 242. Men 
 244. Friend 
 256. Man 
 260. Head 
 264. Tea 
 
 268. Deal 
 
 269. Tears 
 271. Times 
 276. Home 
 
 281. Shelley['s]i2 
 
 285. Theirs 
 
 286. Men['s]i* 
 
 287. Women's 
 295. Hand 
 310. Mei6 
 313. Century 
 318. Liberty 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive, 
 
 substantive. 
 
 objective, 
 
 possessive, 
 
 objective,'- 
 
 objective,^ 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, 
 
 objective, . 
 
 objective, 
 
 objective, 
 
 nominative, 
 
 objective, 
 
 objective, 
 
 objective,* 
 
 objective,^ 
 
 objective,'" 
 
 objective,^^ 
 
 possessive, 
 
 possessive, 
 
 possessive, 
 
 possessive, 
 
 nominative, 
 
 objective. 
 
 nominative, 
 
 nominative. 
 
 direct. 
 
 adnominal. 
 
 adverbial. 
 
 adverbial, 
 independent.^ 
 
 essential, 
 independent.* 
 
 essential. 
 
 independent.* 
 
 essential. 
 
 independent.* 
 
 independent.* 
 
 independent.* 
 
 prepositional. 
 
 direct. 
 
 factitive. 
 
 indirect. 
 
 direct. 
 
 direct. 
 
 factitive. 
 
 indirect. 
 
 accessory,^ 
 
 appositive.® 
 
 accessory, '^ 
 
 adverbial. 
 
 adverbial. 
 
 adverbial. 
 
 prepositional. 
 
 adnominal.'^ 
 
 adnominal.''^ 
 
 appositive.^* 
 
 adnominal. '5 
 
 independent.* 
 
 independent.* 
 independent.!'' 
 
 appositive.s 
 appositive. 
 
 1 Of the adverb more. 2 See Dem. XXX., m. » By pleonasm. * By accompanying circum- 
 stance. 6yls is a subordinate conjunction ; see Dem. XX., d, note 1 ; and Dem. XXX., d, m. 
 s Head and body distTibnte Mm. t Ifamely is a. siihordmaVe conjunction, s of the adverb fier- 
 ier- see Dem. XXX., m. aObjectof the adverb ago. lOQf taken to be supplied: Two [taken] 
 two t'imes, are four, n Of the preposition to, to be suppUed. 1= To writings. Shelley is nom- 
 inative by enallage for the possessive Shelley's, is To right, to be supplied, hto theirs. 
 Men is nominative by enallage for the possessive men's, is participles, when used like nouns, 
 may be limited by either a possessive or an adjective; see Dem. XXIX., c, note. "See Dem. 
 XXVn., h, i. 1' By exclamation. 
 
612 
 
 THE SYSTEM METHOD. 
 
 Prog. XXVI (Continued).— Branclimg of Substantives. 
 
 320. Tyranny 
 
 = 
 
 substantive, 
 
 nominative, 
 
 essential. 
 
 321. Pulses 
 
 = 
 
 substantive, 
 
 nominative. 
 
 independent.! 
 
 323. That 
 
 r= 
 
 substantive, 
 
 nominative. 
 
 essential. 
 
 326. Them 
 
 = 
 
 substantive, 
 
 objective. 
 
 direct. 
 
 329. Emerson 
 
 = 
 
 substantive, 
 
 nominative. 
 
 independent.^ 
 
 330. Sir 
 
 = 
 
 substantive, 
 
 nominative. 
 
 independent.^ 
 
 332. You 
 
 = 
 
 substantive, 
 
 objective, 
 
 direct. 
 
 333. Me 
 
 = 
 
 substantive, 
 
 objective, 
 
 indirect. 
 
 334. Bit 
 
 = 
 
 substantive, 
 
 objective. 
 
 direct. 
 
 336. Allred['s] 
 
 = 
 
 substantive, 
 
 possessive. 
 
 adnominal.* 
 
 337. Saxon's 
 
 = 
 
 substantive, 
 
 possessive, 
 
 appositive.5 
 
 343. You 
 
 = 
 
 substantive, 
 
 nominative. 
 
 independent.^ 
 
 344.. Blockhead 
 
 = 
 
 substantive. 
 
 nominative. 
 
 accessory, appositive. 
 
 345. Putnam's 
 
 = 
 
 substantive, 
 
 possessive, 
 
 adnominal. 
 
 346. Publisher['s] 
 
 = 
 
 substantive, 
 
 possessive, 
 
 appositive.'' 
 
 349. Friend's 
 
 = 
 
 substantive. 
 
 possessive. 
 
 adnominal. 
 
 350. Hunter's 
 
 = 
 
 substantive, 
 
 possessive. 
 
 appositive.''' 
 
 351. John's 
 
 = 
 
 substantive. 
 
 possessive, 
 
 adnominal. 
 
 352. Duke 
 
 = 
 
 substantive. 
 
 nominative. 
 
 accessory, predicate. 
 
 353. Captain['s]8 
 
 = 
 
 substantive, 
 
 possessive. 
 
 adnominal.^ 
 
 354. Fulton 
 
 = 
 
 substantive, 
 
 objective. 
 
 .prepositional. 
 
 355. Wife 
 
 = 
 
 substantive. 
 
 nominative, 
 
 essential. 
 
 356. Yesterday 9 
 
 =: 
 
 substantive. 
 
 objective. 
 
 adverbial. 
 
 359. Pounds 
 
 = 
 
 substantive, 
 
 objective, ^'^ 
 
 adverbial. 
 
 361. Father 
 
 = 
 
 substantive. 
 
 nominative. 
 
 essential. 
 
 362. Whom 
 
 = 
 
 substantive. 
 
 objective,^" 
 
 adverbial. 
 
 363. Man 
 
 = 
 
 substantive. 
 
 nominative. 
 
 essential. 
 
 365. Henry 
 
 = 
 
 substantive. 
 
 nominative. 
 
 essential, 
 
 366. James 
 
 = 
 
 substantive, 
 
 nominative,!! 
 
 essential. 
 
 368. Which 
 
 = 
 
 substantive. 
 
 objective,!" 
 
 adverbial. 
 
 371. We 
 
 = 
 
 substantive. 
 
 nominative,!^ 
 
 essential. 
 
 373. Them 
 
 == 
 
 substantive, 
 
 objective,!'! 
 
 adverbial. 
 
 375. What 
 
 = 
 
 substantive, 
 
 objective,!^ 
 
 direct. 
 
 377. Wit 
 
 = 
 
 substantive, 
 
 objective,!^ 
 
 adverbial. 
 
 379. Ballast 
 
 = 
 
 substantive. 
 
 objective,!" 
 
 adverbial. 
 
 381. Maxims 
 
 = 
 
 substantive, 
 
 nominative, 
 
 independent.!'' 
 
 383. Father 
 
 = 
 
 substantive, 
 
 objective. 
 
 appositive.!* 
 
 385. Brethren 
 
 = 
 
 substantive. 
 
 objective. 
 
 appositive.!* 
 
 387. Women 
 
 = 
 
 substantive. 
 
 objective,!' 
 
 adverbial. 
 
 1 By pleonasm 
 
 1. 2 
 
 By inscription. 
 
 3 By direct addrc 
 
 ss. ^ To coxirt. Alfred is used by 
 
 enallagc for Alfred's. 
 
 6 To Alfred\^s'\. 
 
 6 To Putnam's. 
 
 Publisher is enallage for publis/i- 
 
 er's. "> To friend's 
 
 8' 
 
 ro wife. Captd, 
 
 in is enallage for 
 
 Captain's. Sec Dem. V., Obs. c; 
 
 also Dem. XVII., 1. 
 
 . sSeeDem. XVIII., 
 
 Obs. b. 10 Of the adverb more. " Subject of is to be 
 
 supplied. >2 0fthc 
 
 ! adverb more. '^Sii 
 
 bjectof are, to be supplied. >*0f the adverb morg. 
 
 ii-Of pay\ "than what I can pay" is an 
 
 adverbial element of the 3d class, limiting greater. 
 
 "■•Of less and 7nori 
 
 ': '' 
 
 'By inscription. 
 
 iSThc two as's are subordinate conjunctions. '^Of 
 
 the adjective more. 
 
 20 
 
 Object of wiser. 
 
 
 
SYSTEM GRAMMAR— GEADE A. 
 
 613 
 
 Pros 
 
 XXYII.— BraucUiug by the Grammar- System Tree. 
 
 predicate.^ 
 preclicate. 
 
 nominative, 
 nominative, 
 objective, 
 nominative,^ 
 possessive, 
 nominative, 
 objective,^ 
 objective, 
 objective, 
 objective,* 
 nominative, 
 nominative, 
 nominative, 
 nominative, 
 nominative, 
 nominative, 
 possessive, 
 objective,^ 
 nominative, 
 nominative, 
 possessive, 
 possessive, 
 nominative, 
 objective, 
 objective, 
 objective, 
 nominative, 
 nominative, 
 nominative, 
 nominative, 
 nominative, 
 noradnative, 
 objective, 
 nominative, 
 nominative, 
 nominative, 
 nominative, 
 nominative, 
 - 'Though is a subordinate conjunction joining / (word modified) and its momer anointed 
 which is a copula-equivalent to a &.-word. ^To Arnold^s. Teacher is enallage for teach- 
 :^T:Oflol 0/is\n adverb modifying ^... ^ Of say. ^^^ Dem. XX., d, notes o^ys 
 a subordinate conjunction, joining one (thing governed ^y spoke) ''^"ZTx^i m " iil 
 d 7^. is a subordinate conjunction. BOf the adjective ftroad .• see Dem XXX m. ^As.s 
 asubordinate conjunction, lo i/.,i is enallage for men^s. hto rrght, to be supplied. i^By 
 JcolX^ScnlurnsUnce. "To /... ^*To thee. ^^To peace, prospenty, ani happiness, 
 which it resumes, is Resumptive appositive. >t By pleonasm. 
 
 1. Englishman = 
 
 3. I = 
 
 4. Day = 
 
 5. King = 
 
 13. Teacher['s] = 
 
 14. Scholar = 
 
 18. Sight = 
 
 19. Us = 
 
 30. Present = 
 
 23. What - 
 
 24. Others = 
 
 28. Gods 
 
 29. One "5 - 
 
 31. Slaved 
 35. Power = 
 37. Corpse = 
 39. Fellow's = 
 
 43. [Ocean] - 
 
 44. Teacher 9 = 
 4.5. Mayor 9 = 
 
 47. Theirs 9 - 
 
 48. Men['s]9 
 
 49. Penelope = 
 51. Men 
 
 53. Friends = 
 
 55. Debts 
 61. Horse = 
 
 63. Boy 
 
 65. Convert : 
 
 78. Man 
 81. Limb 
 83. Hand • 
 89. Lips 
 
 Hight 
 
 Things 
 
 It 
 
 102. Gad 
 
 103. Troop 
 
 90 
 94 
 
 101 
 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 substantive, 
 : substantive, 
 : substantive, 
 = substantive, 
 : substantive, 
 : substantive, 
 : substantive, 
 = substantive, 
 = substantive, 
 = substantive, 
 = substantive, 
 = substantive, 
 = substantive, 
 - substantive, 
 = substantive, 
 = substantive, 
 = substantive, 
 substantive. 
 
 accessory, 
 
 essential. 
 
 adverbial. 
 
 accessory, 
 
 appositive.^ 
 
 accessory, 
 
 direct. 
 
 indirect. 
 
 direct. 
 
 direct. 
 
 essential. 
 
 accessory, 
 
 accessory, 
 
 accessory, 
 
 accessory, 
 
 accessory, 
 
 adnominal. 
 
 adverbial. 
 
 accessory, 
 
 accessory, 
 
 adnominal. 1^ 
 
 appositive.^" 
 
 accessory, 
 
 factitive. 
 
 indirect. 
 
 direct. 
 
 accessory, 
 
 accessory, 
 
 accessory, 
 
 independent.^^ 
 
 independent.!^ 
 
 accessory, 
 
 appositive.!* 
 
 independent.12 
 
 accessory,!^ 
 
 accessory, 
 
 independent.!'^ 
 
 essential. 
 
 predicate. 
 
 predicate.^ 
 
 predicate. 
 
 predicate. 
 
 predicate. 
 
 predicate. 
 
 predicate, 
 appositive. 
 
 predicate. 
 
 predicate. 
 predicate, 
 predicate. 
 
 appositive.!^ 
 
 appositive. 
 appositive.!" 
 
614 
 
 THE SYSTEM METHOD. 
 
 Prog. XXVII (Continued).— Branching of Substantives. 
 
 104. Orphan = substantive, nominative, essential. 
 
 106. Child 
 
 111. Lord 
 
 112. He 
 114. Hour 
 
 116. Times 
 
 117. Six 
 
 118. Twelve 
 
 119. Wealth 
 121. Plato 
 128. You 
 130. Peace 
 135. Pulses 
 
 138. He 
 
 139. That 
 141. He 
 
 143. They 
 
 144. Heels 
 147. Colors 
 149. Sun 
 152. Me 
 156. What 
 164. As 
 168. As 
 
 170. What 
 
 171. Simonides 
 
 = substantive 
 = substantive 
 = substantive; 
 = substantive 
 = substantive 
 := substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive, 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 
 172. What = substantive 
 
 178. Anglesey ^= substantive 
 
 184. Whom 
 
 185. That 
 
 186. That 
 189. Theirs 
 194. It 
 
 197. Father's 
 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 = substantive 
 
 199. Brother's ^= substantive 
 208. Duke['s]i»= substantive 
 211. Miles = substantive 
 
 218. Boy = substantive 
 
 nominative, accessory, 
 
 nominative, essential, 
 
 nominative, accessory, 
 
 objective, adverbial, 
 
 objective,^ adverbial, 
 
 nominative, essential, 
 
 nominative, accessory, 
 
 objective, direct, 
 
 nominative, independent.^ 
 
 nominative, independent.^ 
 
 nominative, independent, 
 
 nominative, independent.* 
 
 nominative, independent.* 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 objective. ^^ 
 
 objective, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 nominative, 
 
 objective,^ 
 
 nominative, 
 
 objective,^ 
 
 possessive,^ 
 
 objective, 
 
 possessive,^ 
 
 possessive, 
 
 possessive, 
 
 objective, ^^ 
 
 essential. 
 
 independent.^ 
 
 independent.* 
 
 independent.* 
 
 independent.* 
 
 independent.* 
 
 adverbial. 
 
 accessory, 
 
 essential. 
 
 accessory, 
 
 essential. 
 
 accessory, 
 
 accessory, 
 
 adverbial. 
 
 essential. 
 
 direct. 
 
 adnominal.' 
 
 direct. 
 
 adnominal.^ 
 
 adnominal. 
 
 adnominal. 
 
 adverbial. 
 
 predicate, 
 appositive.^ 
 
 predicate. 
 
 predicate. 
 
 T3redicate. 
 
 predicate, 
 aiipositive.* 
 
 nominative, independent.^^ 
 
 ^ To Lord. 7/e is a resumptive appositive. ~ Of taken, to he supplied, s jjy direct ad- 
 dress. ^By pleonasm. ^ By accompanying circumstance. * To iorcJ; but it would not be 
 objectionable to take Lord and Anglesey together; since they are, in all respects, alike. ' Of 
 the comparative adjective wiser,* see Dem. XXX.,m. ^ Of parsed. ^To possession or choice, 
 to be supplied; see Dem. V., Obs. e. 'o See Dcm. V., Obs. c. i' Of extewcied, to be supplied. 
 ■fi By exclamation. i3 See Dem. XXVII. , h, i. 
 

 
 
 srsi 
 
 ""EM ORj 
 
 iMMAR— GRADE A. 
 
 615 
 
 Pr 
 
 og. XXVIII.- 
 
 —Branching by the Grammar- System Tree. 
 
 
 1. 
 
 Is 
 
 = 
 
 verb, 
 
 finite. 
 
 variable. 
 
 indicative. 
 
 
 3. 
 
 Give 
 
 = 
 
 verb, 
 
 finite. 
 
 invariable. 
 
 imperative. 
 
 
 4. 
 
 Were 
 
 = 
 
 verb, 
 
 finite. 
 
 invariable. 
 
 subjunctive. 
 
 
 5. 
 
 Would 
 
 = 
 
 verb, 
 
 finite, 
 
 variable. 
 
 indicative. 
 
 
 6. 
 
 Shed 
 
 = 
 
 verb. 
 
 infinite. 
 
 infinitive. 
 
 verbal comp.. 
 
 assertive. 
 
 9. 
 
 Isi 
 
 = 
 
 verb, 
 
 finite, 
 
 variable. 
 
 indicative. 
 
 
 10. 
 
 Disposed 
 
 = 
 
 verb, 
 
 infinite. 
 
 participial. 
 
 verbal comp. 
 
 
 11. 
 
 Censure 
 
 = 
 
 verb. 
 
 infinite, 
 
 infinitive. 
 
 substantive. 
 
 
 13. 
 
 Are 
 
 = 
 
 verb, 
 
 finite. 
 
 variable. 
 
 indicative. 
 
 
 14. 
 
 Fallen 
 
 = 
 
 verb. 
 
 infinite. 
 
 participial, 
 
 verbal comp. 
 
 
 15. 
 
 CaU 
 
 = 
 
 verb. 
 
 finite. 
 
 invariable. 
 
 subjunctive. 
 
 
 16. 
 
 TeU 
 
 = 
 
 verb, 
 
 finite. 
 
 invariable. 
 
 imperative. 
 
 
 18. 
 
 Aral 
 
 = 
 
 verb. 
 
 finite. 
 
 invariable. 
 
 indicative. 
 
 
 19. 
 
 Invited 
 
 = 
 
 verb. 
 
 infinite, 
 
 participial. 
 
 verbal comp. 
 
 
 20. 
 
 Attend 
 
 = 
 
 verb. 
 
 infinite. 
 
 infinitive. 
 
 substantive. 
 
 
 22. 
 
 ShaU 
 
 = 
 
 verb. 
 
 finite. 
 
 variable. 
 
 indicative. 
 
 
 24. 
 
 Had 
 
 = 
 
 verb, 
 
 finite. 
 
 invariable, 
 
 subjunctive. 
 
 
 25. 
 
 Believed 
 
 = 
 
 verb. 
 
 infinite, 
 
 participial. 
 
 verbal comp. 
 
 
 26. 
 
 Would 
 
 = 
 
 verb. 
 
 finite. 
 
 variable. 
 
 indicative. 
 
 
 31. 
 
 Having 
 
 = 
 
 verb. 
 
 infinite, 
 
 participial. 
 
 adjectival. 
 
 
 82. 
 
 Finished 
 
 = 
 
 verb, 
 
 infinite. 
 
 participial. 
 
 verbal comp. 
 
 
 33. 
 
 Assigned 
 
 = 
 
 verb. 
 
 infinite, 
 
 participial. 
 
 adjectival. 
 
 
 37. 
 
 Was 2 
 
 = 
 
 verb. 
 
 finite. 
 
 variable. 
 
 indicative. 
 
 
 38. 
 
 Raised 
 
 = 
 
 verb. 
 
 infinite, 
 
 participial. 
 
 verbal comp. 
 
 
 40. 
 
 Is 3 
 
 = 
 
 verb. 
 
 finite. 
 
 variable, 
 
 indicative. 
 
 
 41. 
 
 Learn 
 
 = 
 
 verb, 
 
 infinite. 
 
 infinitive. 
 
 substantive.* 
 
 
 44. 
 
 Succeeded 
 
 = 
 
 verb. 
 
 infinite, 
 
 participial, 
 
 verbal comp. 
 
 
 47. 
 
 Go 
 
 = 
 
 verb. 
 
 infinite. 
 
 infinitive. 
 
 substantive. 
 
 
 49. 
 
 Forget 
 
 = 
 
 verb. 
 
 infinite, 
 
 infinitive, 
 
 verbal comp.. 
 
 assertive. 
 
 50. 
 
 Mention 
 
 = 
 
 verb. 
 
 infinite, 
 
 infinitive. 
 
 substantive. 
 
 
 54. 
 
 Obliged 
 
 = 
 
 verb. 
 
 infinite. 
 
 participial. 
 
 verbal comp. 
 
 
 58. 
 
 Were 
 
 = 
 
 verb. 
 
 finite. 
 
 variable. 
 
 indicative. 
 
 
 60. 
 
 Conquer 
 
 = 
 
 verb. 
 
 infinite. 
 
 infinitive. 
 
 substantive. 
 
 
 64. 
 
 Rising- 
 
 = 
 
 verb, 
 
 infinite. 
 
 participial. 
 
 adjectival. 
 
 
 68. 
 
 Fall 
 
 = 
 
 verb, 
 
 infinite, 
 
 infinitive. 
 
 verbal comp.. 
 
 objective. 
 
 70. 
 
 Come 
 
 = 
 
 verb. 
 
 infinite. 
 
 infinitive. 
 
 verbal comij.. 
 
 assertive. 
 
 71. 
 
 Smiling 
 
 = 
 
 verb. 
 
 infinite. 
 
 participial. 
 
 adjectival. 
 
 
 73. 
 
 Invited 
 
 = 
 
 verb. 
 
 infinite. 
 
 participial. 
 
 verbal comp. 
 
 
 77. 
 
 Appointed 
 
 = 
 
 verb. 
 
 infinite. 
 
 IDarticipial, 
 
 adjectival. 
 
 
 78. 
 
 Crushed 
 
 = 
 
 verb. 
 
 infinite. 
 
 participial. 
 
 adjectival. 
 
 
 81. 
 
 Cease 
 
 = 
 
 verJj, 
 
 finite. 
 
 invariable. 
 
 imperative. 
 
 
 85. 
 
 Eating 
 
 = 
 
 verb. 
 
 infinite, 
 
 participfftl, 
 
 adverbial. 
 
 
 1 Public is singular or plural according as it represents one or more than one subject- 
 unit. 2 "Hue and cry" represent only cue subject-unit, s" Bread and butter,'' one food. 
 ^ Learn is the object of the preposition to, which joins the^aW, learn, to the sentence whole. 
 
616 
 
 THE SYSTEM METHOD. 
 
 Prog. XXIX.— Branching by the Grammar- System Tree. 
 
 1. 
 
 Sweet 
 
 =: 
 
 accessory, 
 
 adjective. 
 
 predicate. 
 
 4. 
 
 The 
 
 = 
 
 accessory, 
 
 adjective. 
 
 adnominal. 
 
 5. 
 
 Ripe 
 
 == 
 
 accessory, 
 
 adjective. 
 
 predicate. 
 
 6. 
 
 How 
 
 = 
 
 accessory. 
 
 adverb. 
 
 modifying. 
 
 7. 
 
 Often 
 
 = 
 
 accessory. 
 
 adverb. 
 
 modifying. 
 
 8. 
 
 There 
 
 = 
 
 accessory, 
 
 adverb. 
 
 modifying. 
 
 9. 
 
 Sometimes 
 
 = 
 
 accessory, 
 
 adverb. 
 
 modifying. 
 
 10. 
 
 Very 
 
 = 
 
 accessory. 
 
 adverb. 
 
 modifying. 
 
 11. 
 
 Well 
 
 = 
 
 accessory. 
 
 adverb. 
 
 modifying. 
 
 15. 
 
 English 
 
 =: 
 
 accessory, 
 
 adjective. 
 
 adnominal.^ 
 
 17. 
 
 Methodical 
 
 .= 
 
 accessory. 
 
 adjective. 
 
 predicate. 
 
 23. 
 
 Happily 
 
 = 
 
 accessory. 
 
 adverb, 
 
 modifying. 
 
 25. 
 
 Long- 
 
 = 
 
 accessory, 
 
 adverb, 
 
 modifying. 
 
 26. 
 
 Enough 
 
 = 
 
 accessory, 
 
 adverb. 
 
 modifying. 
 
 28. 
 
 Where 
 
 = 
 
 accessory. 
 
 adverb. 
 
 conjunctive.^ 
 
 29. 
 
 Out 
 
 = 
 
 accessory. 
 
 adverb. 
 
 modifying. 
 
 31. 
 
 These 
 
 = 
 
 accessory. 
 
 adjective. 
 
 adnominal. 
 
 33. 
 
 Which 
 
 = 
 
 accessory, 
 
 adjective. 
 
 adnominal. 
 
 35. 
 
 First 
 
 = 
 
 accessory. 
 
 adjective. 
 
 adnominal. 
 
 36. 
 
 Far 
 
 == 
 
 accessory. 
 
 adverb. 
 
 modifying.^ 
 
 37. 
 
 Pretty 
 
 = 
 
 accessory, 
 
 adverb, 
 
 modifying. 
 
 40. 
 
 Other 
 
 = 
 
 accessory. 
 
 adjective. 
 
 adnominal. 
 
 41. 
 
 Each 
 
 = 
 
 accessory. 
 
 adjective. 
 
 adnominal. 
 
 43. 
 
 Quiet 
 
 = 
 
 accessory. 
 
 adjective. 
 
 appositive. 
 
 48. 
 
 Frivolous 
 
 = 
 
 accessory, 
 
 adjective. 
 
 appositive. 
 
 49. 
 
 None 
 
 = 
 
 accessory, 
 
 adjective. 
 
 adnominal.* 
 
 51. 
 
 Own 
 
 = 
 
 accessory. 
 
 adjective, 
 
 adnominal. 
 
 53. 
 
 To 
 
 = 
 
 accessory. 
 
 adverb, 
 
 modifying. 
 
 54. 
 
 Fro 
 
 = 
 
 accessory, 
 
 adverb. 
 
 modifying. 
 
 56. 
 
 The 5 
 
 = 
 
 accessory. 
 
 adverb. 
 
 modifying. 
 
 57. 
 
 Louder 
 
 = 
 
 accessory. 
 
 adverb. 
 
 modifying. 
 
 58. 
 
 The 
 
 = 
 
 accessory, 
 
 adverb. 
 
 modifying. 
 
 60. 
 
 Where 
 
 = 
 
 accessory. 
 
 adverb. 
 
 conjunctive. 
 
 61. 
 
 Of 
 
 = 
 
 accessory. 
 
 adverb. 
 
 modifying." 
 
 64. 
 
 Clever 
 
 = 
 
 accessory. 
 
 adjective. 
 
 appositive. 
 
 66. 
 
 Whither 
 
 — 
 
 accessory. 
 
 adverb. 
 
 conjunctive. 
 
 69. 
 
 Right 
 
 = 
 
 accessory. 
 
 adjective, 
 
 appositive.'^ 
 
 71. 
 
 Long 
 
 = 
 
 accessory. 
 
 adverb. 
 
 modifying.^ 
 
 83. 
 
 All 
 
 = 
 
 accessory. 
 
 adjective. 
 
 appositive.^ 
 
 'So people, to be supplied. ^3oivls is and you laid, and modifies laid. ^Far mod- 
 ifies the preposition «&<?»«; seeDem. XVni., Obs. n. * To /)ersora, to be supplied. 5 The words 
 the modify louder ani faster. « Modifies made. 'Modifies the substantive verb be; see Dera. 
 XXIX., c, note. 8 Modifies the preposition 6e/ore; see Dem. XVIII., Obs. n. ^ To possessions, 
 to be supplied. 
 
SYSTEM GRAMMAR— GEABE A. 
 
 617 
 
 Prog-. XXIX (Continued). — Brancliing of Accessories. 
 
 adverb, modifying, 
 
 adverb, modifying, 
 
 adverb, modifying, 
 
 adjective, adnominal.^ 
 
 adverb, modifying.^ 
 
 adverb, modifying, 
 
 adverb, modifying.* 
 
 adverb, conjunctive.^ 
 
 adverb, modifying.^ 
 
 adjective, adnominal.'' 
 
 adjective, adnominal. 
 
 adjective, predicate, 
 
 adjective, adnominal. 
 
 adjective, adnominal. 
 
 adjective, . adnominal. 
 
 adjective, predicate.* 
 
 adjective, adnominal. 
 
 adverb, modifying. ^ 
 
 adverb, modifying, 
 
 adjective, predicate, 
 
 adverb, modifying. i<* 
 
 adverb, modifying, 
 
 adjective, apjsositive. 
 
 adjective, appositive. 
 
 adverb, modifying, 
 
 adjective, appositive." 
 
 adjective, predicate, 
 
 adverb, modifying, 
 
 adverb, modifying, 
 
 adverb, modifying, 
 
 adverb, modifying, 
 
 adverb, modifying, 
 
 adverb, conjunctive.^^ 
 
 adjective, appositive. ^^ 
 
 adjective, appositive. 
 
 adjective, factitive.^® 
 
 adjective, appositive.^* 
 
 Modifies the adverb once. ^Modifies the adverb once, since once is usedlilse a noun. ■* 
 
 Any word whatever, if used substantively, may be modified by an adjective. (See Dem. 
 
 XVIII., Obs. c; also Dem. XXIX., c, note.) The adverb once modifies sing. ^ Needs equals 
 necessarily. * Limits g'O. 6 Joins i« and swo^u /a/i«, and modifies /aZZs. « Limits is. 7 To a 
 word to be supplied. See Dem. XVIII., Obs. f. ^Or appositive to the substantive verb 
 be. See Dem. XXIX., c, note. 9 The verb &e. w Modifies S!<cceec?ed. .i To ptec«, to be supplied. 
 
 12 Modifies 2S. 's joins looked and came, and modifies ca?/ie. i^To I. is See Dem. XXIX., 
 c, note. "» " The son has his father's wealth double." 
 
 «4. 
 
 As 
 
 = 
 
 accessory. 
 
 85. 
 
 Lief 
 
 = 
 
 accessory, 
 
 86. 
 
 Justi 
 
 = 
 
 accessory. 
 
 87. 
 
 This 
 
 = 
 
 accessory. 
 
 88. 
 
 Needs ^ 
 
 = 
 
 accessory. 
 
 89. 
 
 Up 
 
 = 
 
 accessory, 
 
 90. 
 
 To 
 
 = 
 
 accessory, 
 
 91. 
 
 Wherever 
 
 ,!__ 
 
 accessory. 
 
 93. 
 
 There 
 
 = 
 
 accessory, 
 
 97. 
 
 Last 
 
 = 
 
 accessory. 
 
 98. 
 
 Best 7 
 
 = 
 
 accessory. 
 
 100. 
 
 Short 
 
 = 
 
 accessory. 
 
 101. 
 
 No 
 
 = 
 
 accessory, 
 
 102. 
 
 MV 
 
 = 
 
 accessory. 
 
 103. 
 
 A\V 
 
 = 
 
 accessory, 
 
 104. 
 
 Useful 
 
 = 
 
 accessory. 
 
 105. 
 
 FulF 
 
 = 
 
 accessory. 
 
 108. 
 
 Never 
 
 = 
 
 accessory. 
 
 109. 
 
 So 
 
 = 
 
 accessory, 
 
 110. 
 
 Impatient 
 
 ; = 
 
 accessory, 
 
 111. 
 
 What 
 
 — 
 
 accessory. 
 
 115. 
 
 Not 
 
 = 
 
 accessory, 
 
 119. 
 
 Afar 
 
 = 
 
 accessory. 
 
 121. 
 
 Sad 
 
 = 
 
 accessory, 
 
 123. 
 
 Not 
 
 = 
 
 accessory, 
 
 126. 
 
 Farthest 
 
 = 
 
 accessory, 
 
 129. 
 
 Secure 
 
 = 
 
 accessory, 
 
 130. 
 
 Down 
 
 = 
 
 accessory. 
 
 131. 
 
 There ^"^ 
 
 = 
 
 accessory, 
 
 132. 
 
 Some 
 
 = 
 
 accessory. 
 
 135. 
 
 With 
 
 = 
 
 accessory, 
 
 136. 
 
 In 
 
 = 
 
 accessory. 
 
 137. 
 
 As 
 
 = 
 
 accessory. 
 
 145. 
 
 Good 
 
 = 
 
 accessory. 
 
 146. 
 
 Great i^ 
 
 = 
 
 accessory. 
 
 147. 
 
 Double 
 
 = 
 
 accessory, 
 
 148. 
 
 Intent 
 
 = 
 
 accessory, 
 
618 
 
 THE SYSTEM METHOD. 
 
 Prog. XXX. — Branching by the Grrammar- System Tree. 
 
 1. Parallel =fundamental, substantive, nominative, essential, 
 ^fundamental, verb, finite, 
 
 Can 
 In 
 
 2. For 
 
 And 
 
 3. That 
 Is 
 Dead 
 
 4. Whom 
 Honor 
 More 
 Than 
 Me 
 
 5. Whither 
 
 6. That 
 May- 
 See 
 
 7. It 
 Strange 
 That 
 
 8. That 
 
 =connective, 
 
 =connective, 
 
 =connective, 
 
 :=connective, 
 
 =fundam ental, 
 
 ^accessory, 
 
 =accessory, 
 
 =accessory, 
 
 =accessory, 
 
 ^connective, 
 
 =fundamental, 
 
 ^accessory, 
 
 =connective, 
 
 =fundaraental, 
 
 =fundamental, 
 
 =fundamental, 
 
 ^accessory, 
 
 =connective, 
 
 ^connective, 
 
 preposition. 
 
 preposition. 
 
 conjunction, 
 
 conjunction, 
 
 verb, 
 
 adjective, 
 
 substantive, 
 
 verb, 
 
 adverb, 
 
 conjunction, 
 
 substantive, 
 
 adverb, 
 
 Apparent=accessory, 
 
 9. Just 
 In 
 That 
 
 10. Sorry 
 That 
 
 11. So 
 Weak 
 That 
 As 9 
 To 
 I 
 
 As 12 
 Kather 
 Than i* 
 Stayi^ 
 
 13. 
 
 14. 
 15. 
 16. 
 
 =accessory, 
 
 r=connective, 
 
 =connective, 
 
 =accessory, 
 
 =connective, 
 
 =accessory, 
 
 =accessory, 
 
 :^connective, 
 
 ^connective, 
 
 :^connective, 
 
 :=fundamental, 
 
 =connective, 
 
 =accessory, 
 
 =connective, 
 
 =fundamental, verb, 
 
 co-ordinate, 
 subordinate.! 
 finite, 
 predicate, 
 objective, 
 infinite, 
 modifying, 
 subordinate.^ 
 objective, 
 conjunctive. 3 
 conjunction, subordinate.* 
 verb, finite, 
 
 verb, infinite, 
 
 substantive, nominative, 
 adjective, predicate, 
 conjunction, subordinate.^ 
 conjunction, subordinate, 
 adjective, laredicate. 
 adjective, predicate, 
 preposition.^ 
 
 conjunction, 
 
 adjective, 
 
 conjunction, 
 
 adverb, 
 
 adjective, 
 
 conjunction, 
 
 conjunction, 
 
 preposition. 1** 
 substantive, nominative, 
 conjunction, subordinate, 
 adverb, modifying. ^^ 
 
 conjunction, subordinate, 
 infinite. 
 
 variable, indicative. 
 
 variable, indicative. 
 
 direct, 
 infinitive. 
 
 adverbial. 
 
 verbal comp., 
 [assertive. 
 
 invariable, subjunctive, 
 infinitive, verbal comp., 
 essential. [assertive. 
 
 subordinate.'' 
 
 predicate. 
 
 subordinate. 
 
 modifying. 
 
 predicate. 
 
 subordinate.* 
 
 subordinate. 
 
 essential.il 
 
 infinitive, substantive. 
 
 1 Joins reports and king is. 2, joins me to the adverb more, of which me is the object. 
 3 Joins come und I go, and modifies go. * Joins cotne and its modifier, 7 matj. ^ Joins it and 
 ts modifier, you should, etc. fiConnects just and the object, "it is right," 'Joins the 
 object, "it is right," to the word modified by that object, namely, just. 8 joins so, the word 
 modified, and the modifier, he fell. « joins so and its adverbial modifier, to go. i" connects 
 go, its object, and so. n Subject of atn. i- Joins the word modified, him, to honest, the mod- 
 ifier; see Dem. XX., d, note 1. "jyiodifies go. i« Joins the substantive infinitive stay to the 
 adverb rather, by which stay is governed. ^^Siay is the object of the adverb rather; see 
 Dem. XXIII., j. 
 

 
 SYSTEM 
 
 GEAMMAj 
 
 R— GRADE 
 
 ' A. 
 
 619 
 
 Frog. XXX (Continued).- 
 
 -Branching' of Words. 
 
 
 
 17. 
 
 Doubtful 
 
 = accessory, 
 
 adjective. 
 
 predicate. 
 
 
 
 
 Asi 
 
 = connective, 
 
 conjunction. 
 
 subordinate 
 
 
 
 
 To 2 
 
 = connective. 
 
 preposition. 
 
 
 
 
 18. 
 
 To 
 
 = connective, 
 
 preposition. 
 
 
 
 
 
 Be 
 
 = fundamental. 
 
 verb. 
 
 infinite, 
 
 infinitive. 
 
 substantive.3 
 
 
 Good* 
 
 = accessory. 
 
 adjective, 
 
 appositive. 
 
 
 
 
 Is 
 
 = fundamental, 
 
 verb. 
 
 finite. 
 
 variable. 
 
 indicative. 
 
 
 To 
 
 = connective, 
 
 preposition. 
 
 
 
 
 
 Be 
 
 = fundamental. 
 
 verb. 
 
 infinite. 
 
 Infinitive, 
 
 substantive. 
 
 
 Great* 
 
 = accessory, 
 
 adjective. 
 
 appositive. 
 
 
 
 19. 
 
 Sumner ^ 
 
 = fundamental, 
 
 substantive. 
 
 nominative, 
 
 accessory. 
 
 predicate. 
 
 
 Scholar ^ 
 
 = fundamental. 
 
 substantive, 
 
 nominative, 
 
 accessory, 
 
 predicate. 
 
 20. 
 
 To 
 
 = connective. 
 
 preposition. 
 
 
 
 
 
 Steal 
 
 = fundamental. 
 
 verb, 
 
 infinite, 
 
 infinitive, 
 
 substantive. 
 
 
 Is 
 
 = fundamental, 
 
 verb, 
 
 finite, 
 
 variable, 
 
 indicative. 
 
 
 Base 15 
 
 = accessory. 
 
 adjective. 
 
 predicate. 
 
 
 
 21. 
 
 Than' 
 
 = connective. 
 
 conjunction. 
 
 subordinate. 
 
 
 
 
 Whom" 
 
 = fundamental. 
 
 substantive. 
 
 objective, 
 
 adverbial. 
 
 
 
 Higher ^ 
 
 = accessory. 
 
 adverb, 
 
 modifying. 
 
 
 
 22. 
 
 reet 
 
 = fundamental. 
 
 substantive, 
 
 objective, 
 
 adverbial. 
 
 
 
 Wide 
 
 = accessory. 
 
 adjective, 
 
 appositive. 
 
 
 
 23. 
 
 Nearer 
 
 = accessory. 
 
 adverb. 
 
 modifying. 
 
 
 
 
 Mountain 
 
 = fundamental. 
 
 substantive, 
 
 objective,'' 
 
 adverbial. 
 
 
 24. 
 
 Years 
 
 = fundamental. 
 
 substantive, 
 
 objective,* 
 
 adverbial. 
 
 
 
 Ago 
 
 = accessory. 
 
 adverb. 
 
 modifying. 
 
 
 
 25. 
 
 Worthy 
 
 = accessory. 
 
 adjective. 
 
 predicate. 
 
 
 
 
 Praise 9 
 
 = fundamental. 
 
 substantive, 
 
 objective. 
 
 adverbial. 
 
 
 27. 
 
 Built 
 
 = fundamental. 
 
 verb. 
 
 Infinite, 
 
 participial, verbal comp. 
 
 
 Deal 
 
 = fundamental, 
 
 substantive, 
 
 objective. 
 
 adverbial, i'^ 
 
 
 Better 
 
 = accessory, 
 
 adverb. 
 
 modifying. 
 
 
 
 28. 
 
 As 
 
 = fundamental. 
 
 substantive. 
 
 nominative. 
 
 essential." 
 
 
 To 
 
 = connective. 
 
 preposition.!^ 
 
 
 
 
 
 Be 
 
 = fundamental. 
 
 verb. 
 
 infinite. 
 
 infinitive. 
 
 substantive. 
 
 
 But 
 
 = accessory. 
 
 adverb. 
 
 modifying. 13 
 
 
 
 29. 
 
 Than 6 
 
 = connective. 
 
 conjunction. 
 
 subordinate. 
 
 
 
 
 Whom 6 
 
 = fundamental. 
 
 substantive. 
 
 objective. 
 
 adverbial. 
 
 
 
 Eubies i* 
 
 = fundamental. 
 
 substantive. 
 
 nominative. 
 
 essential. 
 
 
 30. 
 
 Unless 
 
 = connective. 
 
 conjunction, 
 
 subordinate. 
 
 
 
 1 Joins doubtful and Its adverbial modifier, to him. 2 Connects its object, him, to doubt- 
 ful. sObjectof the preposition <o," see Dem. XXX., e-1, inchisive. * See Dem. XXIX., c, note. 
 sSeeDem. VI., a. '5 Modifies the substantive pbrase, <o steal. The principle is; Any word 
 used substantively may be modified by an adjective, ^ggg Dem. XXX., m, 1-5 inclusive. 
 'Object of the adverb wearer ; see Dem. XXX., m, notes 1 and 2. 80f ago. ^See Dem. XXX., 
 m, note 3. i" object of the adverb better. "Subject of needs i^Connects its object 6e to 
 13 Modifies needs. " Subject of are, to be supplied. 
 
620 
 
 THE SYSTEM METHOD. 
 
 Prog-. XXX (Continued). 
 
 31. If 
 
 32. Lest 
 
 37 
 
 38. 
 
 Die 
 
 33. More 
 Than 
 Me 
 
 34. That 3 
 
 35. But 
 To 
 Be 
 Blest 
 
 36. As 
 As 
 Be 
 It 
 
 Trifle 
 Than 
 Which 
 More 
 As 
 So 
 
 Rather » 
 
 Than 9 
 
 Him 9 
 
 More^" 
 
 Women 
 
 Men i» 
 
 43. As 12 
 Pitying 
 
 43. Innocent 
 
 44. At 
 47. What 
 
 49. Good" 
 
 50. Then" 
 
 51. Harper 
 He 
 
 89 
 
 40 
 
 41 
 
 Branching of Words. 
 
 = connective, conjunction, subordinate. 
 
 = connective, conjunction, subordinate. 
 
 = fundamental, verb, finite, 
 
 = accessory, adverb, modifying. 
 
 := connective, conjunction, subordinate.^ 
 
 = fundamental, substantive, objective, adverbial. 
 
 = connective, conjunction, subordinate. 
 
 = connective, conjunction, co-ordinate. 
 
 = connective, preposition. 
 
 = fundamental, verb, infinite, infinitive, 
 
 :=: fundamental, verb, infinite, participial, 
 
 = accessory, adverb, modifying.* 
 
 = connective, conjunction, subordinate.^ 
 
 = fundamental, verb, finite, invariable, 
 
 = fundamental, substantive, nominative, essential. 
 
 = fundamental, substantive, nominative, accessory, 
 
 = connective, conjunction, subordinate.'' 
 
 = fundamental, substantive, objective,^ adverbial. 
 
 = accessory, 
 
 = accessory, 
 
 = accessory, 
 
 = accessory, 
 
 = connective, 
 
 invariable, subjunctive. 
 
 substantive, 
 verbal comp. 
 
 imperative.^ 
 predicate. 
 
 modifying.'' 
 conjunctive.^ 
 modifying.^ 
 modifying. 
 
 adverb, 
 adverb, 
 adverb, 
 adverb, 
 
 conjunction, subordinate. 
 := fundamental, substantive, objective, adverbial. 
 = accessory, adjective, adnominal. 
 = fundamental, substantive, nominative, essential. ^^ 
 = fundamental, substantive, objective, adverbial. 
 = connective, conjunction, subordinate. 
 
 = fundamental, verb, infinite, jjarticijjial, adjectival.^^ 
 
 = accessory, adjective, appositive.^* 
 = accessory, adverb, modifying.!^ 
 
 = fundamental, substantive, objective, direct. '^ 
 = accessory, adjective, appositive. 
 = fundamental, substantive,^^ objective, prepositional. 
 = fundamental, substantive, nominative, essential. ^^ 
 = fundamental, substantive, nominative, accessory, appositive.^^ 
 1 Joins respected and its modifier, "you are honest." 2 joins the adverb wore and its 
 object wie. ^ joins modifier and word modified; see Dem. XX., d. * Modifies cZe«er. ^ joins 
 us and its modifier, you are. ^The imperative is frequently thus used in suppositions. 
 T Than joins tlie adverb more and its objective modifier, ivhich. ^ Joins Jiidsh and / 
 began and modifies began; so modifies finish. ' Than joins the adverb rather and its ad- 
 verbial object, him. ^'^ iMore is joined to its object men by than, a subordinate conjunction. 
 iiSiibject of were. 12 As joins /to its modifier, 7;i)!2/i«g'. ^^To I. i'' Modifies be; see Dem- 
 XXIX., c, note. '''Modifies wondered. 'SObject of import, to be supplied: " What [would it 
 import] if," etc. " See Dem. XXIX., c, note, 's Sue Dem. XVIII., Obs. d. ^^ Harper is nuh- 
 ject of begged, and he is a resumptive appositive to harper; see Dem. XXVI., a, 3, e. 
 
SYSTEM GRAMMAR— GRADE A. 
 
 621 
 
 53 
 
 . That 
 
 
 That 
 
 
 That 
 
 
 That 
 
 
 That 
 
 53 
 
 . French 
 
 
 Frivolous 
 
 55 
 
 . As 
 
 
 Man 
 
 56. 
 
 .As - 
 
 
 Conjunction : 
 
 57. 
 
 As 
 
 
 Dangerous 
 
 58. 
 
 As 
 
 essential, 
 direct. 
 
 accessory, appositive. 
 
 predicate. 
 
 Prog. XXX (Continued).— Brancking of Words. 
 
 : connective, conjunction, subordinate. 
 
 : accessory, adjective, adnominal. 
 
 : fundamental, substantive, nominative, 
 
 : fundamental, substantive, objective, 
 = accessory, adjective, adnominal. 
 :=: accessory, adjective, adnominal. 
 
 : accessory, adjective, appositive. 
 
 : connective, conjunction, subordinate.^ 
 = fundamental, substantive, nominative, 
 = connective, conjunction, subordinate.^ 
 
 : fundamental, substantive, nominative, 
 :^ connective, conjunction, subordinate. 
 
 : accessory, adjective, appositive. 
 
 = connective, conjunction, subordinate.^ 
 
 Teach6r['s] = fundamental, substantive, possessive, appositive. 
 
 59. As = fundamental, substantive, nominative, essential.* 
 Follows = fundamental, verb, finite, variable, 
 
 60. As = connective, conjunction, subordinate.''' 
 Fact = fundamental, substantive, objective, appositive. 
 
 62. Greater 8 = accessory, adjective, adnominal. 
 Than® = connective, conjunction, subordinate. 
 Solomon ® = fundamental, substantive, objective, 
 
 66. Walking = fundamental, verb, infinite, 
 
 67. As = fundamental, substantive, nominative, 
 As = connective, conjunction, subordinate 
 
 68. Running = fundamental, verb, infinite, 
 
 71. Day = fundamental, substantive, objective. 
 Long = accessory, adverb, modifying. 
 
 72. Dying = fundamental, verb, infinite, 
 conjunction, subordinate, 
 verb, infinite, 
 conjunction, co-ordinate, 
 conjunction, subordinate, 
 conjunction, co-ordinate, 
 conjunction, subordinate, 
 conjunction, co-ordinate, 
 conjunction, subordinate. 
 
 1 Joining the appositive modifiers man and eagle to name, the word they modify. * Joins 
 is used and conjunction, which is used governs in tlio nominative. ^ .4s is a subordinate con- 
 junction, joining the appositive teacher[''s] to the itofisessiYe Arnold's. Teacher is used hy 
 enallage for teacher's. *As=^ what, and is a relative pronoun : "The circumstances are ivhat 
 follows." The reason it does not agree in number with the antecedent, circumstances, is that 
 as follows is a predicate clause after are, and predicate substantives do not necessarily agree 
 with subject substantives, except in case. ^ joins it and its appositive fact. ^ Than joins 
 ffrea'er to its modifier, Solomon [is]. Greater limits man, to be supplied. 
 
 
 Than 
 
 = connective. 
 
 
 Scolding 
 
 = fundamenta 
 
 81 
 
 .But 
 
 r= connective. 
 
 
 If 
 
 = connective, 
 
 
 And 
 
 = connective, 
 
 
 That 
 
 = connective. 
 
 
 Or 
 
 = connective, 
 
 
 Than 
 
 = connective. 
 
 indicative. 
 
 adverbial. 
 
 participial, adjectival. 
 
 essential. 
 
 Ijarticipial, adverbial, 
 adverbial. 
 
 participial, <6ubstantive, 
 
 [subject. 
 
 participial, substantive, 
 
 [objective. 
 
622 THE SYSTEM METHOD. 
 
 Prog. XXXI.— Analysis, or Sentence Dissection. 
 
 Note 1. — Real analysis in grammar is what real mental analysis is elsewhere, namely, 
 finding the attributes of the object mentally analyzed ; and since grammar has to do, not with 
 the attributes of the sentence, but ever with the attributes of the word, true grammatical 
 analysis consists in finding the attributes of the words. But since finding the attributes of a 
 word is finding the classes to which that word belongs, grammatical analysis is a classifying 
 process. And, finally, since the classifying process, when guided by science system, is ever a 
 branching process, guided by the branch system, true grammatical analysis is but the same 
 up-the-tree process illustrated by Prog. XXX., pages 618-621. 
 
 That true analysis is an act branching the word parts of the sentence through their 
 classes, will be evident when it is considered that the ultimate object of analysis exercises is 
 to train the student to know instanter what correct language is ; and it has been shown (Dem. 
 XXII., p. 485, and elsewhere) that skill in knowing what correct language is, in reality is skill 
 in branching the word parts of the sentence through their classes. (See p. 539.) 
 
 Note%. W^lien Shall tbis Sentence-Dissection Analysis be Taugbtl— 
 For the answer, see page 540, b. 
 
 Note 3. Complete Program for W^rltten and Oral Analysis.— See pages 
 544 and 545. Let the teacher study carefully how the learner is to use this program, as shown 
 in the student's work, pages 545-555 inclusive. 
 
 Note L Tlie System of Diagramming Explained.— For the explanation, see 
 pegs 544; but be carefiil earnestly to study the application of this system of diagramming, as 
 given in pages 545-555 inclusive. 
 
 Note 5. Sentences to be Assigned. — An exhaustive supply of sentences for the 
 nse of your class, in this work of analysis, or dissection, may be obtained from the thirty 
 demonstrations of "The System Method," No. 6, pages 403-555 inclusive ("see note, p. 545). 
 
 NoteQ. Metbod of Worfe. — On each previous day, the teacher assigns a number of 
 sentences (two to ten or more, according to the advancement of the student, and according to 
 the time allotted him in which to prepare his work) to be diagrammed and analyzed by the 
 learner during his private study hours, according to the program and examples to be found 
 on pages 544-555 inclusive. At recitation hour, on the succeeding day, the pupils, having first 
 been directed to put their diagrams upon the blackboard, where they may be reviewed and 
 criticised by teacher and class, are expected to give their analj'ses (written or oral) each as 
 called upon by the teacher. These analyses will be prepared according to the complete pro- 
 gram, pages 544 and 545, and wiU be in all respects similar to the examples given on pages 
 545-555. At first they should be written during student's private study hours, and then read 
 at this recitation hour; but after the learner has acquired the power to talk readily and coher- 
 ently under the guidance of the program, page 544, he may deliver his analyses orally. 
 
 
The Science of Arithmetic Developed. 
 
 It has been shown that all learning is branching, — branching 
 the objects with which the science has to do into the " unity" of 
 the branch system. It has already been shown how the discovery 
 of the tree (1.) provides the long-sought-for guide to the doing 
 process of learning, and therein (2.) unlocks what the student's 
 true process of woi-k is, herein securing to the schools manifold 
 advantages in what the author has called the system, or branching, 
 method, — so-called because it consists in learning, i. e., getting 
 power over, the multitude of particulars in any branch, by thinking 
 them through that system of oi-gans called branches. I am now to 
 show (but imperfectly, I fear, for the want of space) how this tree 
 (3.) directs the reason in developing the science system. 
 
 Of Every Branch of Learning, There is a " One, 
 
 or a Whole." — To any mature mind having lived heartily, hav- 
 ing had a deep experience in the work of thinking, I need only 
 mention this self-evident truth to establish it. But that no doubt 
 as to its solidity may remain un dispelled, I will quote: — 
 
 Sir Wm. Uamilto7i : " The second tendency of our nature of 
 which philosophy is the result, is the desire of Unity. This tend- 
 ency is one of the most prominent characteristics of the human 
 mind." " Generalization is only the apprehension of the one in the 
 many." " ]N"or is it only in science that the mind desiderates the 
 one. We seek it equally in works of art. A work of art is only 
 deserving of the name, inasmuch as an idea of the work preceded 
 its execution, and inasmuch as it is itself a realization of the ideal 
 model in sensible forms." " This love of unity not on\j affords the 
 eflS.cient cause of philosophy, but it is the guiding principle to its 
 discoveries." 
 
 Anaxagoras : " The mind only knows when it subdues its ob- 
 jects, when it reduces the many to the one." 
 
 Plato : " The end of philosophy is the intuition of unity." 
 
 " The Platonists : ' All knowledge is the gathering up into one, 
 and the indivisible apprehension of this unity by the knowing- 
 mind.' " — Hamilton^ s Metaphysics. 
 
 [623] 
 
624 THE SYSTEM METHOD. 
 
 " Leibnitz, Kant, Plotinus, Aristotle : Leibnitz and Kant have 
 defined knowledge by the representation of multitude in unity. 
 Plotinus, among many others, observes that our knowledge is per- 
 fect as it is one. The love of unity is by Aristotle applied to solve 
 a multitude of psychological phenomena." — Id. 
 
 Herbert Sj^encer: " Knowledge of the lowest kind is ununified 
 knowledge; science is partially unified knowledge; philosophy is 
 completely unified knowledge." (But in the highest sense, science, 
 as scientific system, embraces both science j)roper, or " partially 
 unified knowledge," and jDhilosojDhy, or " completely unified knowl- 
 edge." — B. S. Gregory.') 
 
 Bisho}} Butler: " A system [science system] is a one or a w^hole, 
 made up of several parts." 
 
 Ueberweg: " Science is a whole of knowledge in the form of the 
 system." " Scientific knowledge finds its perfection in the combi- 
 nation of thoughts one with the other into a whole, which, in its 
 content and form, represents the objective reality." "Science as 
 such has its existence only in the system form." 
 
 The direction gotten from these testimonies is that mastering 
 any science is becoming thoroughly acquainted with some sort of a 
 "one or a whole" in some way subsisting among the many things 
 of which that science teaches. But it is to the shame of these tes- 
 timonies that not one of them tells us what that " one or whole " is 
 which w^e are to find in the many. Bishop Butler declares that a 
 science is a " one or a whole," but succeeds not in informing us 
 what that whole is. But wherever there is a " one " and a " whole," 
 there is a one and a whole thing of some kind. Ueberweg avers 
 that " science is a Avhole," and that the "form " of that whole is a 
 " system," but fails to divulge what kind of a system. Of systems 
 there are many, — digestive, cii'culatory, muscular, and nervous sys- 
 tems; animal and plant or tree systems; solar system, metric sys- 
 tem, political system, river system, etc. The question is, What 
 system is this science system ? Spencer says that "philosophy," or 
 perfect science, is "com j)letely unified knowledge." Unified com- 
 pletely into what unit? Made into what complete unit? Not 
 whether a science is a "unified" whole, but into what whole is a 
 science unified, is the question. Plotinus goes as far as Spencer, 
 declaring that a science is "perfect as it is one," but Plotinus, too, 
 is ignorant of what that one is. So Leibnitz, Kant, Aristotle, Plato, 
 and Anaxagoras; and so also Hamilton, who, though he sees not 
 
DEVELOPMENT OF ARITHMETIC. 625 
 
 that the tree system is the " one " and the "whole " of every branch 
 of learning (and therefore the only possible guide in learning such 
 branch), yet discerns that whatever such "whole" may be, it must 
 be a guiding principle in developing such branch. 
 
 This One-and- Whole System is the Tree System.— 
 
 This hardest of all educational questions, namely, What is that 
 system through which, in order to learn orthography, for instance, 
 learner must carry, or branch, the a, b, c, etc.? is solved in the dis- 
 covery of the orthostatic tree. It was demonstrated that learning 
 is branching. It followed as a sequence that the long-sought-for 
 guide in leai-ning must be whatever guides in branching. But 
 that the branch system is the only possible guide in branching is as 
 axiomatic as that the bridge system must be the guide in bridging, 
 or that the building must be the guide in building, or that writing 
 copy must be the guide in writing copies. It was thus made plain 
 that the only possible guide in learning, i. e., branching, is the 
 branch sj'stem, i. e., the tree system. The process is branching; 
 therefore the guide, or whole, in such process must be a I ranch. 
 
 But it was further demonstrated that the result of true know- 
 ing, or learning, was an organismed, or branched, system through 
 which the particulars dealt with might be passed. This, too, made 
 it evident that the real guide in learning must be the branch sys- 
 tem. For if the branch were not the guide of the doing process of 
 learning, then such doing process could not result in a branch. Is 
 it not evident that, since a writing copy is the result of the doing 
 process in writing, therefore a written copy must have been the 
 guide? What can be plainer than the plain ftict that if a bridge 
 system is the result of the doing process of bridging, such bridge 
 system must have been the guide in such doing process ? What, 
 therefore, can be more safe than our conclusion that, since the re- 
 sult of learning either of the branches orthography, etymology, 
 ideography, grammar, or arithmetic is a branch of such branch, — 
 that, therefore, the branch, or tree, system is the true guide in 
 learning, or branching, such branch? And to the truth that the 
 result of learning these branches is a branch, the trees of orthogra- 
 phy, etymology, grammar, ideogi-aphy, and arithmetic, shown on 
 pages 202, 274, 494, 223, and 642, stand as incontrovertible evidence. 
 The result of the process is a branch made; therefore the process 
 itself must be branching, and the guide a branch. 
 40 
 
626 
 
 THE SYSTEM METHOD. 
 
 But transcending these plainest proofs, a demonstration was 
 constructed showing that the tree is the orAj natural form of nat- 
 ure's progeny that can represent the ensemble of truths, i. e., the 
 whole of the connected parts, of any of these branches of learning; 
 
 Copyright, 1886, by I. E. WILSON. 
 
 and this truth was re- demonstrated in several different ways. 
 Therefore Uebcrweg's " whole of knowledge in the form of the sys- 
 tem" is a whole tree of knowledge in the form of the tree system. 
 
 ♦ Discontinuous number = 3-step solution. 
 
DEVELOPMENT OF ARITHMETIC. 627 
 
 And Spencer's " completely unified knowledge " is knowledge 
 unified into the tree unit — branched into the unity of the tree sys- 
 tem. And it is not less easy to explain Hamilton's "one in the 
 many " and Anaxagoras's reducing " many to the one." 
 
 What is the Unit of a Science ?— To answer this ques- 
 tion we have only to ascertain what is the trunk of the tree of that 
 science. B}'' reference to the stump tree below, taken in connec- 
 tion with the trees of orthography, etymology, grammar, ideogra- 
 phy, and arithmetic, given on pages 202, 274, 494, 223, and 642, it 
 will be seen that — 
 
 1. The science unit of orthography is letter, a part of which etymon is the 
 including whole, 
 
 2. The science unit of etymology is etymon, a part of which word is the includ- 
 ing whole. 
 
 3. The science unit of grammar is word, a part of which sentence is the includ- 
 ing whole. 
 
 4. The science unit of botany is plant-organ, a part of which plant is the 
 including whole. 
 
 5. The' science unit of zoology is animal-organ, a part of which animal is the 
 including whole. 
 
 6. The science unit of chemistry is atom, a part of which molecule is the 
 including whole. 
 
 7. The science unit of physics is molecule, a part of which mass is the including 
 whole. 
 
 And so the law of analogy, and the love of unity, would urge us 
 to believe that in arithmetic, likewise, there must be some including 
 whole, the part of which constitutes the science unit of this branch; 
 that is to say, since in all the other science systems there is an in- 
 cluding whole, the part of which forms the system unit of that sci- 
 ence, therefore we are to suppose that in the arithmetical system, 
 likewise, there is an including whole, the part of which will form 
 the system unit. That of the arithmetical branch there must be 
 some whole was believed by such men as Hamilton, Anaxagoras, 
 Plato, Leibnitz, Kant, Ueberweg, Butler, and Spencer, as before 
 quoted. That snch whole can be nothing difi^erent from a tree 
 whole has been deduced from the demonstration that learning is 
 branching. What, then, may be the tree trunk of arithmetic ? 
 
 Note. 1. As the discussion proceeds, let it be remembered that this law — the 
 law that the tree trunk of every science system is a part to be studied in the Light of 
 some including whole (as the parts letter, etymon, word, in the Ught of the wholes 
 etymon, word, sentence) — was developed by means of the tree; for it was by a con- 
 
628 THE SYSTEM METHOD. 
 
 tinued process of deductive reasoning from this law that the author constructed 
 what is believed to be the true system of arithmetic, on the tree-trunk 3-step solu- 
 tion (see p. 642). 
 
 Note 2. — As the fairest possible test of the efficacy of the tree as a delicate 
 instrument by which to adjust the different branches of any complex science in such 
 way as to cause the whole plainly to indicate what of either matter or method really 
 belongs to such science, the author M-ill give the actual trial trees drawn by him in 
 an effort to ascertain what the true, or perfectly organizing, method in arithmetic is. 
 The reader, if either a teacher or student of arithmetic, will, no doubt, be pleased to 
 learn that the effort was entirely successful, therein rendering the discouraging and 
 dogmatic labor of mastering a multiplicity of methods for the different subjects of 
 arithmetic unnecessary. It is the purpose here to show how all the multitude of 
 problems in arithmetic can be solved by a single method of solution, and thus to 
 demonstrate what is meant by the organizing, or system, method, i. e., the method of 
 mastering many while studying one. 
 
 What Would be the Tree Trunk ?— Having discov- 
 ered the tree as the representative of the ensemble^ or whole, of 
 orthography, grammar, etymology, botany, and zoology, and as 
 such, there to be an effective corrector of mistakes, either of 
 matter or method, the author undertook to construct an arithmet- 
 ical tree system — upon what unit? What would be the trunk of 
 the tree was the difficult question. JSTo author had hinted even, 
 no definition of arithmetic published divulged in any way, what 
 the science-system trunk of arithmetic is. Would it be the unit? 
 If not, would it be number? If neither, what would it be? 
 Upon what might an arithmetical tree be constructed ? 
 
 As suggested in the note above, by branching them into tree 
 systems, it had already been discovered that orthography, gram- 
 mar, etymology, botany, zoology, are each a system the tree trunk 
 of which is a part of some including whole. JS^ow, concerning the 
 tree trunks of these sciences, these two things were observed : 1. 
 The tree trunk of each is part of some including whole ; 2. The 
 tree tmnik of each i-epresents that which is to be solved or explained. 
 Thus, in orthography, the thing (1.) to be solved or explained is 
 the letter, which thing (2.) is also the tree trunk of orthography. 
 So, in etymolog}^, the thing (1.) to be solved or explained is the 
 etymon, which thing (2.) is also the tree trunk of etymology. So, 
 also, in grammar, the thing (1.) to be solved or explained is the 
 word, which thing (2.) is also the tree trunk of grammar. Thus it 
 was that this law of unity demanded that, of ai'ithmetic, the tree- 
 ti-unk unit should be (1.) that which is to be solved and ex- 
 
, , ,9 mo. to l,fmfcjj!l££!!^ 
 
 int. at ViOo/afnr 12 mo. '10 given rate for req'd time. 
 
 Case IV 
 
DEVELOPMENT OF ARITHMETIC. 629 
 
 plained, (2.) that which is part of some including whole. Evidently, 
 therefore, neither the unit nor the number could be the tree-trunk 
 unit ; for in arithmetic neither unit nor number is the thing solved 
 and explained ; nor is either part of any including whole. 
 
 What might be the tree-trunk unit was now the difficult ques- 
 tion. But whatever it might be, it must be that of which these 
 two are truths. It could not be the problem ; for while the prob- 
 lem may be properly said to be the thing to be solved and explained, 
 3^et it was seen to be no part of any including whole. When at last 
 it was seen, what could be plainer than the evident fact that the 
 arithmetical tree trunk is the 3-step solution ? for that is both a 
 part of which there is an including whole, the solution whole, and 
 it is also a thing that may properly be said to be a thing to be 
 solved and explained. By " 3-step solution " is meant that which 
 follows below as the system solution to the following problems :-— 
 
 1. If 5 apples cost 10 cents, 2. If | of a bushel of apples cost 50 
 
 what will 6 apples cost? cents, what costs a whole bushel? 
 
 System Solution. 
 
 System Solution. 
 
 a. 5 apples = To cents. 
 
 a. r^-rn- bu. = 50 cents. 
 
 eighths 
 
 b. 1 " = i of 10 = 2. 
 
 b. sk " = 1 of 50 = 10. 
 
 c. 6 " =6 times 2 = 12 cts. 
 
 c. -r^ " = 8 times 10 = 80 cts. 
 
 Perceiving that if any solution unchanged would solve the 
 problems of percentage, including interest and the discounts, it 
 must needs solve all other arithmetical problems, limb b-d of the 
 following tree was loosely constructed on a 3-stej) solution, and in 
 accordance with it were made out the solutions following the 
 problems given below, these solutions being supposed to be an 
 improvement on the solutions commonly employed in the text- 
 books on arithmetic. 
 
 No-Time Division of Percentage. 
 
 Case I Problems. — 1- 8% of $500 is how many dollars? 
 2. 25% of 480 miles is how many miles? 
 
 Solution to Ist. Same Solution to 2d. 
 
 d.* a. 100% = $500 d. a. 100% = 480 miles. 
 
 b. 1 =yio-of500 = 5 b. 1 = y^o of 480 = 4.8 
 
 19* c. 8=8 times 5 = $40. 19. c. 25 = 25 times 4.8 = 120 mi. 
 
 ♦^emarA;.— These are a reference to limbs of the tree. They will be explained farther on. 
 
630 THE SYSTEM METHOD. 
 
 Case II Problems.— 3. $40 is 8% of how many dollars? 
 4. 120 miles is 25% of how many miles? 
 
 Solution to 3d. 
 
 Same Solution to 4th. 
 
 a. 8% = $40 
 
 d. a. 25% = 120 miles. 
 
 b. 1 = i of 40 = 5 
 
 b. 1 = Jg. of 120 = 4.8 
 
 c. 100 = 100 X 5 = $500. 
 
 20. c. 100 = 100 X 4.8 = 480 mi. 
 
 20. 
 
 Remark.— 'Re&& "100x5" thus: "One hundred times five," not, "One hundred multi- 
 plied by five." Observe that these solutions to the 3d and 4;h are precisely the same as the 
 solutions of the 1st and 2d, except that the 3d and 4th are the 1st and 2d turned upside down. 
 
 Case III Problems. — 5. $40 is how many % of 
 6. 120 miles is how many % of 480 mi.? 
 
 Solution to 5th. Same Solution to 6th. 
 
 d. a. $500 = 100% d. a. 480 miles = 100% 
 
 b- 1 = 5^7 X 100 = i b. 1 " = ^L X 100 = ^1^ 
 
 21. c. 40 = 40 X I = 8%. 21. c. 120 " = 120 X -^,-^=^2hfo. 
 
 Similarity of These Solutions. — Solution 3d is solution 1st turned upside down, 
 and solution 5tb is solution 1st turned end for end. Hence tbe learner really mas- 
 ters both the 3d and the 5th in mastering the 1st. That is what is meant by learn- 
 ing through the similarity means — learning many by learning one. That is the 
 secret and real purpose in true education, to acquire power over the many while study- 
 ing the few — by means of organizing. Now, it is the science of these three solutions 
 that they are so similar that learning one really learns them all. And whatever is the 
 science (or system) method, that is, the organizing method by which many problems 
 are solved in one way, is also the business method; for it is the universal testimony 
 of business men that the tendency in business is not to use the many methods of the 
 books, but to solve every problem in "about the same way." No business man of 
 considerable power uses the rules and formulas of the books. 
 
 To be looted Well: (a.) That the answer is always found in the right-hand 
 half, or member, of the last equation; consequently, (b.) That whatever number in 
 the problem is of the denomination required in the answer, must be placed at the 
 right as the right-hand half, or member, of the first equation. In solving — 
 
 1. If 5 apples cost 10 cents, how many cents will 6 apples cost? 
 
 2. 8% of $500 is how many dollars? 
 
 3. $40 is how many per cent of $500? 
 
 these problems, for example, we must place on the right as the second, or right-hand, 
 half of the first equation, whatever ntunber is of the denomination required in the an- 
 swer. Thus in the 1st cents is required, in the 2d dollars, and in the third ^jcr cent. 
 Therefore, in solving these problems cents must be put down as the right-hand mem- 
 ber of the first equation of the solution of the 1st problem, dollars and per cent as the 
 right-hand members ol the first equations of the solutions to the 2d and 3d problems, 
 as is thus shown : — 
 
DEVELOPMENT OF ARITHMETIC. 
 
 G31 
 
 Solution to 1st. 
 
 a. 5 apples =10 cts. 
 
 b. 1 " = 
 
 c. 6 " = Ans. 
 
 Solution to 2d. 
 
 a. 100% = $500 
 
 b. 1 = 
 
 c. 8 = Ans. 
 
 Solution to 3d. 
 
 a. $500 = 100 per cent. 
 
 b. 1 = 
 
 c. 40 = Ans. 
 
 Besides thus observing, (a.) that the answer is found in the second member, or 
 half, of the last equation; and, therefore, (b.) that that one of the numbers which is 
 of the denomination of the answer, must be put down as the second half of the first 
 equation, note well, (c.) that we reason up and down through one. That is, in the so- 
 lution to the 1st, we reason from 5 apples down to 1 apple, thence to 6 apples ; in the 
 2d, we reason from 100% down to 1%, and then from the 1% to 8% ; in the 3d, we 
 reason fi-om 500 dollars down to 1 doUar, thence to 40 dollars. Next observe — 
 
 How the Six Solutions Above are Referred to in the Tree. — The expression 
 "100% to rate" on limb d-19 of the tree means that this up-and-down reasoning in 
 solutions to Case I problems starts in the fii'st equation with 100%, and stops in the 
 third equation with the rate (in the 1st of the six solutions above, it stops with 8%, 
 the rate). And similarly, the expression " rate to 100% " on limb d-20, means that 
 in Case II solutions, we begin (in 1st equa.) with the rate, and quit (in Sdequa.) with 
 100%, this process being the reverse of the Case I process. And similarly still, 
 " whole to number compared. " means that in Case III solutions, we begin with the 
 number which represents the whole ^^g, or 100%, and stop with whatever number 
 is to be compared with this whole, or 100%. Thus in the 5th of the six solutions 
 above, we start at the top with $500 as 100% (i e., as the whole of x{}§), with which 
 $40 is the number to be compared, and with which $40 we stop at the 3d, or bottom, 
 equation. See illustration below. 
 
 Similarly, the expressions, "base to percentage," " percentage to base," "100% 
 to rate per cent," etc., on limbs 19-23, 20-29, 21-36, etc., tell what we start with at 
 the right hand in the 1st, or top, equation, and what we stop with at the right hand 
 in the 3d, or bottom, equation. For illustration of these references, arrange any of 
 the six solutions above thus: — 
 
 Solution to 1st. 
 
 Solution to 3d. 
 
 100% 
 1 
 
 -=^ 
 
 100% 
 
 = $500 
 
 It began bow to appear that nothing but the 3-step solution 
 could be branched into a tree form of perfectly harmonious, or sym- 
 metrical, parts. All tree branches not constructed upon the 3-step 
 solution exhibited both meaninglessness and incongruency as a 
 method guide and system representative. But limb b-d, page 628, 
 
(532 THE SYSTEM METHOD. 
 
 was seen to be, in each of its three branches, and in all its parts, as 
 perfectly system-like as if it were some natural animal or plant 
 whole. And it was a significant hint, this success in constructing 
 the system-like limb b-d on the trunk 3-step solution. Mark that 
 had we labored to construct the sub vocal limb of orthography on 
 letter, articulate sound, syllable, and etymon, and with sound, syl- 
 lable, and etymon we had failed, but with letter we had suc- 
 ceeded, such success with this one (subvocal) branch alone would 
 signif}^ that letter was the probable tree trunk, or system unit, of 
 the orthographic whole. And, similarly, if we had failed to con- 
 struct any branch, or division, of grammar on syllable, etymon, sec- 
 tion, and sentence, but had succeeded in constructing, say, the verb 
 or the noun branch on word, we should have had good ground to con- 
 jecture that the word constitutes the tree trunk of the grammatical 
 system. So it was that this circumstance pointed to the probability 
 that the 3-step solution, a part to which the complete solution 
 would form the including whole, constitutes the tree trunk, or sys- 
 tem unit, of arithmetic. 
 
 But a second evidence that such 3-step part of the including so- 
 lution whole forms the trunk of this branch, was that when con- 
 structed on that trunk, the so-called Jive cases of percentage were 
 reduced to three, a triumph by which the fewer solution forms were 
 made to solve all percentage problems. These three solution forms 
 are, — 
 
 Case 1. 
 
 Case II. 
 
 Case III. 
 
 »0% = $500 
 
 8% = $ 40 
 
 $500 = 100 
 
 1=5 
 
 1=5 
 
 1== i 
 
 8 = 40 
 
 100 = $500 
 
 40 = 8 
 
 Now observe that if Case I solution be called a cat on its feet, 
 head north. Case II will be same cat only on its back, while Case 
 111 will be still same head to south. Thus do these three solution 
 forms together constitute a quadruped whole, as it would appear in 
 the three different positions: (1.) On feet, head to north; (2.) On 
 back, head north; (3.) On back, head south. 
 
 Three truths had now been evolved: 1. The whole of percentage 
 is systematically constructible on the 3-step solution; 2. The 3-step 
 solution forms part of an including whole; 3. Percentage so con- 
 structed on the 3-step solution reduces the five cases of the text- 
 books to three, which go together each as a part of a three-fold 
 organic whole — as if one were head, one body, and the other limbs, 
 
Development of arithmetic. ^33 
 
 of a man whole. The import of these three evolved facts was littb 
 less than a demonstration that the system trunk of arithmetic i.^ 
 the 3-step solution; for had it been (1.) proven that a large branch 
 of orthography might be systematically constructed on letter, but 
 on nothing else, (2.) discovered therein that the number of classes 
 of letters could be reduced one-half, and still leave a system more 
 comj)etent to explain any letter than any system including a greater 
 number of classes, or branches, it would constitute the best possible 
 evidence that the letter is the tree trunk of orthography. So here: 
 since it was (a.) so proven that a large branch (percentage), of 
 arithmetic could be constructed on a 3-step solution, but on nothing 
 else, and (b.) so discovered (in constructing this 3- step-solution 
 branch) that the number of classes (cases) of solutions could be 
 reduced from five to three, and still have a branch, or system, by 
 which any and all solution parts could be even more systematically 
 explained, it constituted the best possible evidence that 3-step solu- 
 tion is the system unit of the arithmetical whole. 
 
 Thus, in this partially developed form, the writer left the arith- 
 metical tree for a time, — left it in the form of this b-d limb (p. 628), 
 contemplating the following facts: (1.) That it was b}^ branch- 
 ing orthography, etymology, grammar, botany, and zoology, each 
 into a tree, that it was discovered that the system unit of any 
 science is always part of some including whole; (2.) That it was 
 through the law thus uncovered that this attempt to construct 
 arithmetic on the 3-step solution was made; (3.) That if arithme- 
 tic prove to be the system of the 3-step-solution part, the organiza- 
 tion of such solution part must constitute the guiding principle in 
 solving arithmetical questions; precisely as organization among 
 the parts, or organs, of animals and plants constitutes the principle 
 by which zoological and botanical problems are to be solved; or 
 just as organization, or articulation, of the parts of etymons, words, 
 and sentences constitutes the guiding principle in the study of 
 orthography, etymology, and grammar respectively. Henceforth 
 the author had no new conjectures to conceive or develop, but was 
 left free from purposelessness to demonstrate, if possible, that the 
 solution used above will solve all problems to be solved by the 
 arithmetical system. Hence he went to Interest and the Discounts, 
 that is, to — 
 
634 
 
 THE SYSTEM METHOD. 
 
 The Time Division of Percentage. 
 
 On this presumption that all the problems of the arithmetical 
 system might be solved b}^ the simple form called above " the sys- 
 tem solution," it was noticed that all current methods of solving 
 interest and discount problems are disorganizing; since no text- 
 book of arithmetic published in the United States even hints at this 
 method of solving all arithmetical problems substantially in the 
 same way. Of the current text-book methods of computing simple 
 interest, the following solution quoted from Wentworth and Hill's 
 Practical Arithmetic, p. 233, and sanctioned by Eay, pp. 246-7, and 
 others, is a fair illustration : — 
 
 Problem: Find the interest of $1020 for 5 yr. 11 m. 18 d. at 41%. 
 Solution : 1. The int. at 6% for 1 yr. is .06 of the principal. 
 
 2. The int. for 1 m. is ^ of .06 = .005 of the principal. 
 
 3. The int. for 1 d. is J^ of .005 = i of .001 of the principal. 
 
 4. Hence the interest for 
 
 5. 5 yrs. = 5 X .06 = .30 
 
 6. 11 m. =11 X .005 = .055 
 
 7. 18 d. =18X1 of .001= .003 
 
 8. 5 yr. 11 m. 18 d. = .358 of the principal. 
 
 9. .358 of $1020 = $365.16. 
 
 10. 41% = 4_p = I of int. at 6% = int. at 6%-i of itself. 
 
 11. 1 of $365.16 = $91.29. 
 
 12. $365.16 - $91.29 = $273.87.— ^?^s. 
 
 The great objection to this solution is its utter lawlessness. It 
 is totally different from its author's own methods of solving either 
 proportion, fraction, or gain-and-loss problems. It is disarganizing 
 in so far as it undoes what true science, or sj^stem, strives to do, 
 namely, to acquire mastery over the many by studying the one 
 alone. Even if the student has previously mastered proportion, or 
 gain and loss, he derives little help therefrom for the management 
 of this solution; whei-eas, the student having mastered gain and 
 loss by the system, or organizing, method, has therein mastered 
 interest likewise. To the problem above, the following would be 
 the system-method solution in two forms: 1. Learner's open form 
 to show each step in the reasoning process and the perfect similar- 
 ity of interest problems to all other arithmetical problems; and 2. 
 Business man's "lightning" method: — 
 
DEVELOPMENT OF ARITHMETIC. (535 
 
 Learner's Similarity Form. Merchant's "Lightning" Method. 
 
 d. 4.5 per cent x- 7 1.6 ^ 26.85% * 26.85 X $10.20 = mrS.S? 
 
 a. 100% = $1020 
 
 b. 1 = 10.20 
 
 c. 26.85 =*26.85 X 10.20 = $273.87.— ^?^5. 
 
 *i?emarA;.— Read 26.85 ^Jmes 10.20 = $273.87. The sign X is always to be 
 read "times." 
 
 With a purpose, then, of transforming this disorganizing Went- 
 worth-and-Hill solution into the organizing, or system, form, the 
 author's next step was to develop as the nearest approximation to 
 this perfect similarity form above, that form of solution by which 
 the following interest and bank-discount problems are solved: — 
 
 Case I ProWems.— 1. The interest on $300 for 1 yr. 10 ra. at 6% 
 
 = what ? 
 
 2. A note of $200 is discounted 48 days before legally due, at 
 9%. What is the bank discount and pi^oceeds? 
 Sol. 1st: a. Int. at 100% for 12 m. = $300, principal, 
 
 b. " " 1 " 12 = 3 
 
 c. " " 1 " 1 = _L.of3 = .25 
 
 d. " " 6 "1 = 6 X .25 = 1.50 
 
 e. " " 6 " 22 - 22 X 1.50 = Wi.—Ans. 
 Sol. 2d: a. Disc, at 100% for 12 m. = $200, face. 
 
 b. " " 1 " 12 = 2 
 
 c. <' " 1 " 1 = ^L- of 2 = I- 
 
 d. " " 9 "1 = 9 X i = f 
 
 e. " " 9 " 1.6 = 1.6 X f = %2.4.Q.—Ans. 
 Case II Problems.— 3. The interest for 1 yr. 10 m. at 6% is $33. 
 
 What is the principal? 
 4. The bank discount for 48 d. at 9% = $2.40. What is the 
 face discounted ? 
 Sol. 3d: a. Int. at 6% for 22 m. = $33, interest. 
 
 b. " " 6 "1 = ^ X 33 = 1.5 
 
 c. " " 1 "1 = i X 1.5 = .25 
 .d. " " 1 "12 = 12 X .25 = 3 
 
 e. « " 100 " 12 = %mO.—Ans. 
 
 Sol. Jfth: a. Disc, at 9% for 1.6 m. = $2.40, bank disc. 
 
 b. " " 9 "1 = ^1^ •< 2.40 = 1.5 
 
 c. " " 1 "1 = i X 1.5 = -f 
 
 d. " " 1 "12 = 12 X -f = 2 . 
 
 e. " " 100 " 12 = $200.— Jw5. 
 
^36 THE SYSTEM METHOD. 
 
 Observation.— Ohseive that these solutions (the 3(1 and 4th) are identical with solutions 
 1st and 2d turned upside down. These two cases are thus seen to have the organizing virtue 
 of the true system method; that is to say, both are learned by the study of either— two 
 learned in the study of one alone. By this method, not only is Case II mastered while learn- 
 ino- Case I, but, practically, Cases III and IV are also mastered. Examine solution 5th below 
 —how it is but solution 1st above simply turned end for end. And see how solution 7th of 
 Case IV is solution 5th with its right-hand half only reversed. 
 
 Case III Problems.— 5. The interest on $300 for 1 yr. 10 m. = 
 
 $33. What is the rate ? 
 6. The discount on $200 for 48 days = $2.40. What is the 
 rate of discount ? 
 Sol 5th: a. $300 = int. for 12 m. at 100% 
 
 b. 
 
 1 = 
 
 u 
 
 " 12 
 
 - ^0 X 100 = 1 
 
 
 c. 
 
 1 = 
 
 u 
 
 '' 1 
 
 " 12 X -L = 4 
 
 
 d. 
 
 33 = 
 
 u 
 
 " 1 
 
 " 33 X 4 = 132 
 
 
 e. 
 
 33 = 
 
 n 
 
 " 22 
 
 " ^ X 132 - 6%.- 
 
 —Ans. 
 
 Or we might have a problem in which the interest exceeds the 
 the iH'incipal; as, The interest on $300 for 9 yr. 3 m. = $333. 
 What is the rate ? The solution would, of course, be the same: — 
 = int. for 12 m. at 100% 
 
 -Ans. 
 
 b. 
 
 1 = " 
 
 (C 
 
 12 
 
 a 
 
 -3I0 X 100 = i 
 
 c. 
 
 1 = " 
 
 a 
 
 1 
 
 a 
 
 12 X 1 = 4 
 
 d. 
 
 333 = " 
 
 {( 
 
 1 
 
 a 
 
 333 X 4= 1332 
 
 e. 
 
 333 = " 
 
 a 
 
 111 
 
 ,t 
 
 ^ X 1332 = 12%.. 
 
 a. 
 
 $200 = disc. 
 
 for 12 m. 
 
 at 100% 
 
 b. 
 
 1 = " 
 
 
 " 12 
 
 
 " 2U X 100 = i 
 
 C. 
 
 1 = " 
 
 
 " 1 
 
 
 " 12 X i = 6 
 
 d. 
 
 2.4 == " 
 
 
 " 1 
 
 
 " 2.4 X 6 = 14.4 
 
 e. 
 
 2.4 = •' 
 
 
 " 1.6 
 
 
 " J^X14.4 = 9%. 
 
 -Ans. 
 
 Case IV Problems.— 7. The interest on $300 at 6% is $3 
 What is the time? 
 8. The discount on $200 at 9% is $2.40. What is the time ? 
 Sol. 7th: a. $300 = int. at 100% for 12 m. 
 
 b. 1 = " " 100 " ^ X 12 = .04 
 
 c. 1 = « " 1 '< 100 X .04 = 4 
 
 d. 33 = " " 1 " 33 X 4 = 132 
 
 e. 33 = " " 6 " i X 132 = 22 m.—Aois. 
 Sol. 8th: a. $200 =. disc, at 100% for 12 m. 
 
 b. 1 = " " 100 - ^ X 12 = ^ 
 
 c. 1 = " " 1 '< 100 X ^ = 6 
 
 d. 2.4 = " " 1 « 2.4 X 6 = 14.4 
 
 e. 2.4 = " " 9 " 1 X 14.4 = 1.6 m.—Ans. 
 
DEVELOPMENT OF AELTHMETIQ. 637 
 
 With this method, the writer was pleased. It should therefore 
 be demonstrated to be the perfect interest method by a represen- 
 tation in the arithmetical whole, the tree. JSTor could he have dis- 
 covered any disorganizing element about it, except by such effort 
 to organize it into the tree — to make it harmonize as itself a part 
 articulating with other parts to form a complete system whole of 
 arithmetic. How limb b-c of the cut, p. 628, led to such discov- 
 ery of its unsystem-like character, we shall presently see. But, 
 besides being organizable both among themselves and with com- 
 pound proportion, these four fqur-case solutions possessed some 
 other advantages over the common method above expounded, in 
 solving such problems as follow here: — 
 
 1. What rate of interest do banks make when they discount ^ *^/g 3 
 day notes at 2^ a month? — Rays Revised New Higher Arithmetic, 
 p. 275. 
 
 2. At what rate does a bank discount when ^''/gg day notes yield 
 it 2% interest a month? — Id., p. 277. 
 
 To the first of these two problems are given the two solutions, 
 (1.) By the common "six per cent method," as given in Went- 
 worth and Hill, p. 233, Eay's Ncav Higher (revised), pp. 245 and 
 275; (2.) By the 3d-case form of this four-case solution: — 
 
 X. Six per cent Method. 
 
 1. Int. at 6% for 1 yr. is .06 of the principal. 
 
 2. " for 1 m. is -JL of .06 = .005 of the principal. 
 
 3. " " 1 d. is Jy of .005 = -L of .001 of the principal. 
 
 4. " " 63 d. = 1 of .001 X 63 = .0105 of the principal. 
 
 5. " at 24% (4 times 6%) = .0105 X 4 = .042 of the principal. 
 
 6. .042 of $100 (assumed as face) = S4.20 discount. 
 
 7. 1100 face — $4.20 discount = $95.80 proceeds. 
 
 8. Int. on II, at 1%, for 63 d. = i of .0105 = .00175 of the prin- 
 cipal. 
 
 9. Therefore $95.80 x .00175 = $.16765 interest of the bank 
 proceeds at 1% for the given time. 
 
 10. Since $.16765 is the interest on proceeds at 1%, $4.20 will be 
 the interest at as many per cent as $.16765 is "contained times" 
 in $4.20: $4.20 ^ $.16765 = 25^^' ^^^ "rate."— ^m. 
 
g38 THE SYSTEM METHOD. 
 
 y. 3d-Case Solution. 
 
 a. 2% each m. for 2.1 m. = 4.2% int. collected. 
 
 b. 100 — 4.2 = 95.8 proceeds loaned. 
 
 c. 95.8 = int. for 12 m. at 100% 
 d. 
 
 1 = '' 
 
 u 
 
 12 
 
 
 u 
 
 9*. 8 XlOO 
 
 1 = " 
 
 a 
 
 1 
 
 
 a 
 
 12 X .L|o_ 
 
 4.2 = " 
 
 u 
 
 1 
 
 
 u 
 
 4 2 X V1.«| 
 
 4.2 = " 
 
 u 
 
 2. 
 
 1 
 
 a 
 
 J.T X 4.2 X 
 
 1200 25 2 5 O/ —A no 
 
 That form to which the tree will finally take us is given here 
 following also, that the three solutions may be seen together: — 
 
 z. System-Method Solution to 1st. System-Metfiod Solution to 2d. 
 
 X. 2 X 3-1 = 4.2 int. collected. x. 2 X 2.1 = 4.2 disc, collected. 
 
 a. 95.8 = 100% a. 104.2 = 100% 
 
 b. 1 = 4.« X 100 b. 1 = ToV^ X 100 
 
 c. 24 = 24 X ill = ^h\%fo •— ^'^«- ^- 34 = 24 X xViIa = ^Hiifo -—Ans. 
 
 Of these three solution forms (x, y, and z), it will be found in 
 the end, (1.) That form x is lawless, since it has in it no organized 
 plan whatever, and will solve nothing except its own complemental 
 five-case interest problems; (2.) That form y is less lawless, since it 
 does have organization in it, and since it will solve also compound- 
 proportion problems; (3.) That form z is the truly organizing, or 
 system, method, demonstrated by its being congruently construct- 
 ible into the tree system of arithmetic, as well as by its solving all 
 arithmetical problems whatsoever. With all other arithmetical so- 
 lutions, it compares as quadruped with quadruped kind, fish with fish 
 kind, man with man kind: it contrasts Avith them as it compares. 
 
 The Tree Test Again. — With this four-case type of solu- 
 tion, as having something of an organizing merit, the author would 
 have been satisfied, had it stood the crucial test of the tree; but 
 that it did not do, as we shall now see. Constructed into the tree 
 according to the form of its halves, the principle employed in con- 
 structing limb b-d, it formed limb b-c. By an attempt thus to 
 articulate limb b-c in the system whole, facts a, b, c, d, e, and f be- 
 low were rendered so salient b}'' the tree as to be quickly seen: — 
 
 a. That e-h and e-i could be superimposed on 19-22, 19-23, 
 19-24, 19-25, and 19-26, being identical limbs, only under different 
 names. 
 
 b. That f-j and f-k could be superimposed on 20-29, 20-30, etc., 
 as being likewise identical limbs under different names. 
 
DEVELOPMENT OF ARITHMETIC. 639 
 
 c. That c-g could be superimposed upon d-21. 
 
 d. That c-e could not be superimposed on d-19; because (1.) 
 "100%for 12 m." would not articulate with " 100%," and because 
 (2.) " given rate for given time " would not join with " rate." 
 
 e. That c-f would not articulate with d-20; because (1.) " given 
 rate for given time" did not correspond to "rate," (2.) nor did 
 " 100% for 12 m." correspond to " 100%." 
 
 f. That g-1, g-m, g-n, and g-o did not correspond to 21-36, 21- 
 37, etc., for precisely the same reasons. What, then, would trans- 
 form — 
 
 1. "100% for 12m." into 100% absolute, i. e., without time, and — 
 
 2. "6% for 1 yr. 10 m." into % absolute. 
 
 Thus squarely before the writer did the tree present the diffi- 
 culty. Thus does if ever do. Being the natural map of the artic- 
 ulated whole of any thought system, what articulates not in such sys- 
 tem belongs not thereto. Such is the invaluable service of the tree 
 in the development of every branch of learning of any value as a 
 system. Such is its heroic service as a pioneer, or guide, in the 
 development of a perfect method. 
 
 If, now, " 100% for 12 m." may be changed to " 100% " abso- 
 lute, and 6% for 1 yr. 10 m. into so many per cent absolute, 
 limb b-c will fall into limb b-d, its four cases will be reduced, i. e., 
 systematized, or branched, to three, and all interest, true-discount, 
 bank-discount, exchange, and bond problems will be solved pre- 
 cisely like all percentage, profit-and-loss, commission, and insurance 
 problems; and these combined again will be solved like all fraction, 
 proportion, longitude-and-time, and comparative-measure problems; 
 in a word, all arithmetical problems will be solved in one and the 
 same way. 
 
 Thus presaged the tree. To such an almost matchless consum- 
 mation it finally guided. Mark that it is the peculiar virtue of the 
 tree, not that it tells merely how to do, but that it discovei's what 
 to do. When a man has found what to do, of course it is easy to 
 do it. The undiscoverable and unknowable in developing a per- 
 fect, or system, method has been, What specijlc thing shall be done? 
 not how to do that thing. Of course it is easy to see that in our 
 time scheme of interest, borrower pays for 12 months' use of money; 
 and, on the pay-when-you-get principle, he does not pay till the 
 expiration of 12 months. Therefore the \^, or principal loaned, 
 
g40 THE SYSTEM METHOD. 
 
 = 1^0^ or 100%, loaned for and to be used for 12 months. But the 
 more spedfic something to be done, accordnig to the oracles of the 
 tree, was likewise to convert — 
 
 6 PER CENT FOR 1 TR. 10 M. INTO — % ABSOLUTE. 
 
 Here the author proceeded thus: Since " 6 per cent " means 6 per 
 cent of principal to be paid for and after 12 months' use of princi- 
 pal, it amounts to just i%, or 3^%, for each (one) month's use. 
 Therefore, since " 6 per cent " amounts to i% of the prmcipal in 
 1 m., in 22 m. it will amount to 22 times i% = 11%; that is to 
 say, 11 per cent of any sum is, in amount, the same as 6% interest 
 on that sum for 1 yr. 10 m. This the reader may easily verify. 
 Therefore the specific operation by which "6% for 22 m." is to be 
 changed to 10% absolute is: 6percen^tx22 =11%. Explained ration- 
 ally thus: Since — 
 
 a. 12 months' int. =6% 
 
 b. 1 " " =J^of6=i% 
 
 c. 22 " " = 22 X i = 11%. 
 
 This shortened process, 'li^Ls^^lt.^ will be recognized in this ra- 
 tional and open a-b-c form, as the organizing, or system, method, 
 being the 3-step organism, by repeating which, that method un- 
 dertakes to solve all arithmetical problems whatsoever. In equa- 
 tion X of the following solutions, it is to be regarded as an empirical 
 process merely; and is, therefore, to be sunk out of the vexing will 
 into the reflex-action faculties of the mind, by being held in the 
 memory of the learner. 
 
 Second Set of Solutions Corrected by the Tree. 
 
 — This second set of solutions, developed by changing "6% for 22 
 m." to the no-time form, " 11%," was as it here follows: — 
 
 Case I Problems.— 1. The int. on |300 for 1 yr. 10 m. at 6% = 
 
 what? 
 2. A note of $200 is discounted 48 days before legally due, at 
 9%. What the bank discount and proceeds? 
 
 
 System 
 
 Solution to 1st. 
 
 
 
 System 
 
 Solution to 2d. 
 
 X. 
 
 fi percent; 
 12 
 
 ^= 11% 
 
 
 X. 
 
 9 pel- cent x 
 12 
 
 l±= 1.2% 
 
 a. 
 
 100% 
 
 = $300 prin. 
 
 
 a. 
 
 100% 
 
 = $200 face. 
 
 b. 
 
 1 
 
 = 3 
 
 
 b. 
 
 1 
 
 = 2 
 
 c. 
 
 11 
 
 = 11 X 3 = $33 
 
 int. 
 
 c. 
 
 1.2 
 
 = 1.2x2 = $2.40 
 [disc. 
 
DEVELOPMENT OF ARITHMETIC. 6^1 
 
 Case II Problems.— 3. The int. for 1 yr. 10 m. at 6% = $33. 
 What is the principal ? 
 4. The bank discount for 48 d. at 8% = $2.40. What is the 
 face discounted ? 
 System Solution to 3d. System Solution to 4tfi. 
 
 ■KT 6 per cent X 2J 1 1 O/ -v- 9 per cent x 1.6 — 1 9 c/ 
 
 X. — Y2 ^'/<' ^' r2 ^-^/G 
 
 a. U% = $33 int. a. 1.2% = $2.40 disc. 
 
 b. 1 =3 b. 1 = _i_ X 2.4 = 2 
 
 c. 100 = $300 prin. c. 100 = $200 face. 
 This case also includes and beautifully explains such problems 
 
 as this: The amount being $333, the rate 6%, and the time 22 m., 
 find the principal or the interest. 
 
 System Solution. Explanation. — Since in every principal there is 
 
 ^ 6 per cent X it 11 g/ 100%, and since the interest at 6% for 22 m. 
 
 -i-,^^^ rtooo , amounts to 11%, in both principal and interest 
 
 a. 111% = $333 amt. , ,, . ^.,1 ^ ^- , . ^ ^ ^ 
 
 '^ here there IS 111%. Hence equation (a.) to start. 
 
 "^^ -*■ ^ This class of problems, the author's first improved 
 
 C. 100 = $300 prin. solution would not solve. Mark that this class of 
 
 problems, commonly classed as "Case V" in 
 
 arithmetics, is here brought under the extension of Case II, thus ehminating this so- 
 
 caUed Case V from the arithmetical system — from the subject of arithmetic. 
 
 Case III Problems.— 5. The int. on $300 for 22 m. = $33. What 
 is the rate ? 
 
 6. The bank discount on $200 for 48 d. = $2.40. Eate ? 
 , Solution to 5th. Solution to 6th. 
 
 X. $300 for 22 m. at 1% = $5.50 x. $200 for 1.6 m. at 1% = %^-g 
 
 a. $5.50 =1% a. $ j-*g =1% 
 
 b. 1 =J.^ b. 1 = J^ 
 
 c. 33 = 33 X i.s = 6%. c. $3.40 = 2.4 X ^f- = 9%. 
 But these solutions (5th and 6th) could not be articulated M^th 
 
 the tree-system whole, except as the incongruent limb 21-41 of the 
 dislodged limb of the cut, page 642. Neither could solution 
 6th be organized into the tree, except as the incongruent limb 21- 
 X. And still an additional evidence that solutions 5th and 6th 
 were wrong, was the fact that there arose a necessity for a fourth 
 case, to solve those problems in the answers of which time is re- 
 quired. These problems with their solutions constructed in accord- 
 ance with the type of solutions 5th and 6th next above, were, — 
 
 7. The int. on $300 at 6% = $33. Eequired the time. 
 
 8. The bank discount on $200 at 9% =$2.40. What is the 
 
 " time to run " ? 41 
 
g42 THE SYSTEM METHOD. 
 
 Solution to 7th. Solution to 8th. 
 
 X. 6300 at 6% for 12 m. = $18 x. $200 at 9% for 12 m. = $18 
 a. $18 = 12 m. a. $18 = 12 m. 
 
 u i=ivl2=^ b 1 =-i-vl2=^ 
 
 c. 33 = 33 X I = 22 m. c. $2.40 = 2.4 x | = 1-0 m. 
 
 [Since we shall now need to refer to the perfect tree, the cut is 
 here inserted. The four dislodged limbs represent incongruent 
 parts, which, previous to the final development of the perfectly 
 organizing method, formed the 6th, 7th, 8th, and 9th parts of the 
 higher limb 8-21.] 
 
 Third Set of Solutions Corrected by the Tree.— 
 
 In the making, these solutions (5th, 6th, 7th, and 8th) were sus- 
 pected to be isolated, or unorganizable, in nature. But if so, the 
 tree would make that manifest. Accordingly, an effort to ai'ticu- 
 late them to the tree system resulted, as it must evidently do, in 
 the four branches 21-41, 21-x, 21-42, and 21-y. Let the reader 
 suppose these four limbs to be substituted for 21-41 and 21-42 
 of the unsevered body of the tree; he will then observe these four 
 limbs to be entirely incongruent with the tree system whole, for 
 these reasons: — 
 
 a. These four are incongruent among themselves, since while 
 two read, " 1 per cent to required," etc., the other two read dis- 
 similarly, "12 months to required," etc. 
 
 b. 8-21 contained nine sub-branches, while its co-ordinates 8-20 
 and 8-19 contained but seven each, a second evidence of the im- 
 perfect, i. e., disoi'ganizing, character of these solutions (5th, 6th, 
 7th, and 8th). 
 
 c. Limbs 21-42 and 21-y (of the four) incorporate into the tree 
 a fourth case — a third incompatibility. For, since 8-19, 8-20, and 
 8-21 are the left-hand halves of the solution forms, and of them 
 there are but three, they cannot include more than three cases, 
 or classes, of solutions. What, then, would render these four in- 
 congruent limbs adjustable so that they would combine as parts 
 with the tree parts to form one harmonious whole ? This was the 
 specific question propounded by the tree at once. And at once the 
 tree answered, — 
 
 (a.) Limbs 21-36, 21-37, 21-38, 21-39, and 21-40 cannot be 
 wrong, because they fit 8-21, which is itself perfectly joined to 4^ 
 8 as a perfectly organized co-ordinate of 8-20 and 8-19. And 8-19, 
 
i 
 
 O 
 
 
 
 
 3] 
 
 m 
 
 > 
 
 ,_, 
 
 o 
 
 
 
 H 
 
 ^ 
 
 M 
 
 m 
 O 
 
 ^ 
 
 f 
 
 
 
 
 O 
 
 
 ^ 
 
 2i 
 
 
 
 0116, 
 
 arlj:^ 
 
 "^^^^/. 
 
 '^^1% 
 
 
DEVELOPMENT OF ARITHMETIC. 643 
 
 8-20, and 8-21, as a whole, cannot be wrong, since they are per- 
 fectly correlative to 7-16, 7-17, and 7-18. 
 
 (b.) Limbs 21-36, 21-37, 21-38, 21-39, and 21-40 are five of 
 what ought to be a whole of seven perfectly similar limbs, (1.) be- 
 cause their cousin co-ordinates, 19-22, 19-23, etc., and 20-29, 20- 
 30, etc., are two such wholes of seven perfectly similar (system- 
 fitting) parts; (2.) because they are the offspring of 8-21, and 8- 
 21, 8-20, and 8-19 are complemental thirds of what forms one or- 
 ganic whole as complete as the animal or the plant whole. 
 
 Since, then, limbs 21-36, 21-37, 21-38, 21-39, and 21-40 are 
 lawful, i. e., system-fitting, these four unlawful, disorganizing, or 
 systemless, limbs can themselves also become syscem-fitting, i. e., 
 scientific, by becoming like 21-36, 21-37, 21-38, 21-39, and 21-40. 
 They must^ therefore, read " 100 per cent^'' etc., instead of " 1 per 
 cent," etc., and " 12 months," etc. The right-hand half of these 
 Case III and Case IV (so-called) solutions must therefore be so 
 changed that they will start at top with " 100 per cent," and stop 
 at bottom with "rate." Whatever, therefore, is done in rectifying 
 Cases III and IV and reducing both to one, one thing the tree avers 
 must be done: 100 per cent must be made the right-hand member, 
 or half, of the first of the three equations embraced in the solution 
 form proper. 
 
 Now of the three terms ($300, 22 m., and 833) mentioned in the 
 5th problem above, but one could constitute 100^ in any possible 
 solution — the term $300. Placing this term, then, as equal to the 
 100^ to be placed at the right hand, the author proceeded thus 
 since he could not proceed otherwise: — 
 
 a. $300 = 100% 
 
 b. 1 = i 
 
 c. 33 = 33 X i = 11%- 
 
 But if this is the organizing, or system-fitting, solution, it will, 
 as repeatedly demonstrated by the tree, show a correspondence of 
 parts with those solutions (Cases I and II) with which it is to form 
 a complete whole of correspondents. It was therefore to be com- 
 pared with Case I and Case II solutions. So compared, it was seen 
 to be Case I turned end for end, and Case II turned upside down. 
 Eut such was the very circumstance of harmony of parts upon 
 which the construction of the tree was started and so far devel- 
 oped. It is therefore the organizing, or science-system, method. 
 And to complete it will be easy; since it must correspond to Case I, 
 
^44 THE SYSTEM METHOD. 
 
 of which it is merely a reversion, end for end. Since these three 
 equations are the reverse of three of Case I, the complemental 
 fourth here must likewise be the reverse of the remaining fourth of 
 Case I. But this remaining equation of Case I was — 
 
 6 per cent x 2 2 '\^ O/ 
 
 12 — ^^/O- 
 
 But this was developed, at the dictation of the tree, thus: Since 6% 
 is the interest for 12 m., divide by 12 for 1 month's interest, and 
 then multiply by 22 for 22 months' interest, which equals 11^ of 
 principal. The jjrocess reversed would therefore be-^ 
 
 1 1 per cent X 1 2 — . Cio/ 
 2 2 ^/Cl 
 
 which is the answer sought. "With this complemental fourth equa- 
 tion supplied, solutions 5th of Case III and 7th of this so-called 
 Case IV are thus corrected to the organizing method: — 
 
 System-Method Solution to 5th. System-Method Solution to 7th. 
 
 (^To find the rate.) (To find the time.) 
 
 a. $300 =100% a. $300 = 100^ 
 
 b. 1 = i b. 1 = i 
 
 c. 33 = 33 X i = 11% c. 33 = 33 x i = 11% 
 ^_ iipercentxi2 = g % ratc. X. ^ ^ m, x 1 1 _ £2 m. time. 
 
 Thus was the fourth Case embodied in the third. And it has 
 already been seen under Case II of this solution, that the supposed 
 Case Y was brought under the reach of that Case (II). The law- 
 breaking 4-limb branch fell into branch 8-21 as tAVO law-abiding, or 
 system-fitting, parts, branch 8-21 being thus divorced of those in- 
 congruent parts by reason of which it was near to be dismembered 
 from its would-be co-ordinates, 8-20 and 8-19, and outlawed from the 
 tree system. Percentage, gain and loss, commission, taxes, interest, 
 true discount, bank discount, money exchange, as well as fractions, 
 longitude and time, all comparative measures, compound and simple 
 proportion, square root and cube root, were now substantially mas- 
 tered by mastering simple proportion alone; since all could be solved 
 by this one system method. All rules and formulas were eliminated 
 fi'ora, system-driven out of, the science, as plundering caterpillars 
 in the arithmetical tree, as vermin to be smoked out of the schools. 
 
 Complete Scheme of Solutions. — We shall here give 
 the complete system scheme of arithmetical solutions, by what the 
 author has called the system method, side by side, that their uniform- 
 ity may the more plainly appear. In it will be found, it is be- 
 lieved, no two solutions incongruent with each other; nor will any 
 
DEVELOPMENT OF ARITHMETIC. 645 
 
 diversity appear that is not diversified uniformity merely, not 
 incongruity. The solutions will be given in the order in which the 
 subjects to which they respectively belong should always be taught. 
 ISTor let it be erroneously suspected that these solutions do not 
 form all the organizable types belonging to the complete system of 
 arithmetic. ]N"o truly arithmetical problem can be found, the sys- 
 tem solution to which is not precisely like some one of the solu- 
 tions given below, for the following — 
 
 PROBLEMS. 
 
 a. Reduction Ascending.— 1. In 228 pt. how many quarts? 
 
 2. In 228 pt. how many bushels ? 
 
 b. Proportion. — 3. If 13500 bricks are required to build a wall 
 
 200 ft. long, how many bricks will be required to build a wall 
 600 ft. long? 
 
 4. If it requires 13500 bricks to build a wall 200 ft. long, 20 
 ft. high, 16 in. thick, each brick being 8 in. long, 4 in. wide, 
 and 2 in. thick, how many bricks will be required to build a 
 wall 600 ft. long, 24 ft. high, 240 in. thick, each brick being 10 
 in. long, 5 in. wide, and 3.5 in. thick? 
 
 C. Fractions : Case I. — 5. If an entire crib of corn is worth $100, 
 what will f of it cost ? 
 
 Case II. — 6. If f of a crib of corn is worth $75, what is the 
 entire crib worth ? 
 
 Case III.—I. S75 is what part of $100? 
 
 d. No-Time Percentage : C'ase /.— 8. 11 per cent of$300 = what? 
 
 Case IL—9. $33 is 11% of what? 
 
 Case ///.— 10. $33 is how many per cent of $300 ? 
 
 e. Time Percentage : Case I. — 11. What is the interest on $300 
 
 for 22 m. at 6%? 
 
 Case 77.— 12. The interest at 6% for 22 m. is $33. What is 
 the principal ? 
 
 Case III.— 13. The interest on $300 for 22 m. is $33. What 
 is the rate ? 
 
 Case III.— 14. The interest on $300 at 6% is $33. What is 
 the time ? 
 
6^6 
 
 THE SYSTEM METHOD. 
 
 SYSTEM-METHOD SOLUTIONS. 
 
 1st — Reduction. 
 
 a. 2 pt. := 1 qt. 
 
 b. 1 " = 1 
 
 c. 228 " = 228 X i = 114 qt. 
 Bemark. — It will be observed that solution 
 
 2d is simply solution 1st three times repeated ; 
 and that, therefore, learning solution 1st 
 learns solution 2d. 
 
 3d — Simple Proportion. 
 
 a. WaU 200 ft. long = 18500 b. 
 
 b. " 1 " " = 2^0 X 13.500 = ip 
 
 c. " 600" " = 600 X ^F = 40500 b. 
 
 
 2d- 
 
 -Reduction. 
 
 2 
 
 pt. 
 
 = 
 
 1 qt. 
 
 1 
 
 u 
 
 = 
 
 1 
 
 228 
 
 u 
 
 = 
 
 228 X h 
 
 8 
 
 qt. 
 
 = 
 
 1 pk. 
 
 1 
 
 (1 
 
 = 
 
 1 
 
 8 
 
 114 
 
 u 
 
 = 
 
 114 X i 
 
 4 
 
 pk. 
 
 = 
 
 1 bu. 
 
 1 
 
 " 
 
 = 
 
 1 
 
 14 
 
 u 
 
 = 
 
 14 X i = 
 
 114 qt. 
 
 = 14 pk. 2 qt. 
 
 Mark that the left-hand part of solu- 
 tions 3d and 4th are identical ; that sol. 
 4th is sol. 3d simply repeated six times ; 
 that sol. 4th is therefore really mas- 
 tered bv mastering sol. 3d. 
 
 WaU 200 lon^ 
 
 1 " 
 
 600 
 
 20 high, 
 1 " 
 
 24 " 
 
 4th — Compound Proportion. 
 
 16 thick; brick 8 long, 4 wide, 3 thick 
 
 240 
 
 5tti — Case I Fractions. 
 
 = $100 
 
 = 1 X 100 = $25 
 
 $75. 
 
 ■| of crib 
 
 XOP, 
 
 I " " = 3 X 
 
 7tfi — Case III Fractions. 
 
 $100 = f , whole. 
 
 1 — _i_ V A — -1- 
 
 '- 100 '^ 4 100 
 
 10 
 
 13500 bricks. 
 
 1 " 1 " — 13 500t'>^8x 4x2 
 2 0x2 0X1 6 
 
 [= 13.5. 
 5 " 3.5 " = 
 
 [ 13^5.b.x6 0^x2 4x2 4 =266605f. 
 
 6th — Case II Fractions. 
 
 $75 
 
 i X 75 = $25 
 
 4 X 25 = $100. 
 
 •| of crib 
 
 75 
 
 75 X TTo = I. part. 
 
 Remark. — Observe carefully that Case III is Case I 
 turned end for end., while Case II is Case I turned 
 upside down. See exactly the same correspondency 
 of parts among the three cases of percentage, in- 
 terest, and discount below. Consider, then, how easy 
 to learn Cases II and III after learning Case I. Nor 
 let the reader pass by till he clearly understands how these three cases are merely one 
 in different positions. Case I being a cat I on its feet, head north. Case III same only on 
 back, head south, and Case II also same as cat I only on back. Consider especially how 
 these three cases of fractions are identical with the following three cases of percentage, in- 
 terest, and discount— how, therefore, learning fractions by this system method really learns 
 percentage, interest, discount, exchange, etc., also; just as learning one quadruped in three 
 positions learns cdl quadrupeds in the same circumstances. 
 
 8th- 
 
 -Case I Percentage. 
 
 (No-time division.) 
 
 a. 100% = $300 
 
 b. 1 = 3 
 
 c. 11 = 11 X 3 = 33. 
 
 9ih — Case II Percentage. 
 
 (No-time division.) 
 
 11% =$33 
 1 = J- X 33 = 3 
 100 =$300. 
 
DEVELOPMENT OF ARITHMETIC. 647 
 
 10th — Case III Percentage. Eemark.—See remark under the three cases of frac- 
 
 CNo-time- division ) tions above. Ponder how it is the very purpose of science 
 
 to put this unity in every subject studied, so that we can 
 
 a. 8300 = 100% '■'see the one inthe many.'"— Sir Wm. Ilamilton. "The 
 
 b. 1 = i mind only knows when it subdues [masters] its objects, 
 „ 33 __ 33 -v 1 __ 1 1 ^ when it reduces the many to the one."— ^Mazagforas. And 
 
 ^ so Plato, Leibnitz, Kant, Aristotle, Spencer, Ueberweg, 
 
 and many others. But see how these three cases again are identical with the three cases into 
 which this system, or organizing, method divides all interest, discount, exchange, and U. S. 
 government securities, etc., so that while learning fractions learns also percentage, learning 
 fractions and percentage learns interest, discount, etc. 
 
 nth — Case I Interest, etc. 
 
 (Time division.) 
 
 ■^ 6 per cent x L^2 11/9/ 
 
 A. • J- 2 = yi-yo 
 
 a. 100% =$300 
 
 b. 1 =3 
 
 c. 11 = $33 
 13th— Case III Interest, etc. 
 
 (Time division.) 
 
 a. $300 = 100% 
 
 b. 1 = i 
 
 c. 33=33xi = ll% 
 
 X. 11 p'^'- cent X 12 = (j^ rate. 
 
 Take notice how not only the a-b-c parts of these solutions per- 
 fectly articulate with each other when clasped in each other's arms, 
 but that X of solution 11th is identical with x of solution 12th; that 
 X of either the 13th or the 14th is the reverse of x of the 11th; and 
 that a, b, c, of the 14th is a, b, c, of the 13th with no change, not 
 even in position. 
 
 The System Method Established — the Question 
 
 Set at Rest. — What is true is a branch of all truth; and every 
 branch has many fibers. Two facts colluded to establish this a-b-c 
 solution form as the tree trunk of arithmetic, and thereby to put 
 this organizing method forever beyond dispute as the scientific, 
 natural, or system, method — and therefore the safe and easy bus- 
 iness method — of solving all truly arithmetical problems. These 
 facts were derived from the lingual and natural branches of the 
 great tree. By these means it was established that the focus, or 
 tree trunk, — 
 
 1. Of orthography is letter, a part of which etymon is the in- 
 cluding whole. 
 
 2. Of etymology is etymon, a jDart of which word is the includ- 
 ing whole. 
 
 12th- 
 
 —Case II Interest, etc. 
 
 
 (Time division.) 
 
 X. 
 
 6 per cent x 22 1 1 /^ 
 
 12 ^^/O 
 
 a. 
 
 11% = $33 
 
 b. 
 
 1 = 3 
 
 c. 
 
 100 = $300. 
 
 14th- 
 
 -Case III Interest, etc. 
 
 % 
 
 (Time division.) 
 
 a. 
 
 $300 = 100% 
 
 b. 
 
 l=i 
 
 c. 
 
 33 = 33 X i= 11% 
 
 X. 
 
 i2nuxii ^ 22 m. time. 
 
(348 THE SYSTEM METHOD. 
 
 3. Of grammar is word, a part of which sentence is the inchid- 
 ing whole. 
 
 4. Of botany is plant-organ, a part of which plant is the includ- 
 ing whole. 
 
 5. Of zoology is animal-organ, a part of which animal is the in- 
 cluding whole. 
 
 Now, since in these branches the units letter, etymon, word, 
 plant-organ, and animal-organ are each a part articulating per- 
 fectly with other parts to form the including whole, by the law of 
 unity, whatever constitutes the system unit, or trunk, of arith- 
 metic — 
 
 a. Must not only form part of an including whole, but, as a part, 
 it— 
 
 b. Must articulate harmoniously with the other parts with 
 which it forms such whole. 
 
 The arithmetical tree had said that this a-b-c, or 3-step-equation, 
 form of solution is the trunk of a perfect system. Then, de- 
 clared the lingual and natural trees, every complex (though ra- 
 tional) solution must be made up of such 3-step parts repeated — 
 repeated as part to form the complete, or whole, solution of such 
 problem. That every whole solution based on the system of arith- 
 metic is but the repetition of this 3-step form, find here below 
 demonstrated: — 
 
 1. What is 11% of 1300? [One a-b-c step only.] 
 
 2. What is the interest on |300 for 22 m. at 6% ? [Two a-b-c 
 steps.] 
 
 1st Soluiion. 2d Solution. 
 
 One Step like Case I. 1st Step like Sim. Proportion. 
 
 a. 100% = $300 a. 12 m. of int. =6% 
 
 b. 1 = 3 b. 1 " " = i 
 
 c. 11 = 11 X 3 = $33.— J.MS. c. 22 " " =22X\ = 11%. 
 
 Solution 1st is the form of all simple solu- 2d Step — like Case I. 
 
 tions, being tlie a-b-c step taken but once. But 
 
 see in 2cl, 3d, 4th, and 8th how this a-b-c step re- ^- 100% = ^300 
 
 peated forms the tvhole of even the most prolix b. 1 = 3 
 
 or k.nottj solutions— when they are fully written c_ ii -.. ii -y 3 = $33. Ans. 
 
 out. 
 
 3, What rate of interest do banks make when they discount '^ "^/g 3 
 day notes at 2% a month ? [Three a-b-c steps.] 
 
 4, By discounting notes at 2% a month, a bank realizes 25^% 
 interest on its loans. How long do the notes discounted run? 
 [Two a-b-c steps.] 
 
DEVELOPMENT OF ARITHMETIC. 
 
 649 
 
 Note. — Since bank discount always exceeds simple interest by the interest on the 
 interest for the time to run, it is evident that l^f-^ (^SjyV — 2% a month) is the sim- 
 ple interest on 24% (2% a month) considered as a principal. We have then: The 
 principal 24%, the interest l^W, the rate 25j2^5_ to find the time. We start by Case 
 III of simple interest. 
 
 5. A man bought a farm for $6000, and agreed to pay principal 
 and interest in 4 equal annual installments. The interest being 
 6 ^ , what is the amount of the equal annual payments ? [Four 
 a-b-c steps.] 
 
 6. If it requires 13500 bricks to build a wall 200 ft. long, 20 ft. 
 high, 16 in. thick, each brick being 8 in. long, 4 in. wide, and 2 in. 
 thick, how many bricks, each 10 in. long, 5 in. wide, and 3.5 in. 
 thick, will be required to build a wall 600 ft. long, 24 ft. high, and 
 20ft. thick? 
 
 a. Wall 200 ft. long, 20 ft. high, 16 in. thick; brick 8 in. long, 4 in. wide, 3 in. thick, 
 
 [= 13500 bricks. 
 ■5^ It j^ u {< -^ a u -^ u u £( 1 " "1 " " 1 " " 
 
 r_ 13500 b . X 8 x4x2 — 13 5 
 c. " 600 " " 24 " " 20 ft. " " 10 " " 5 " " 3.5 " " 
 
 [= 13.5b^x6 |.0| 2^4x2 4 =, 266605 ^ 
 
 4th Solution. 
 
 1st Step like Case III. 
 
 a. 24 = 100% 
 
 b. 1 r= 2T X 100 = -V- 
 
 C 1 -Ap- 5.0 4 V -2 5 210 
 
 26, Step like Siinpile Proportion. 
 a. 25 j2_59% = 13 m. 
 
 b. 1 = eis X 100 b. ^1^ = ^^i^^ X 12 = xoV(T 
 
 c. -2jVT = 3100 X ToVo- = 3-1 m.—Aiis. 
 5th Solution. 
 
 1st Step like Case III. 
 Note. — The interest paid 2d. yr. is less than 
 interest paid 1st yr. by interest on"portion of 
 principal paid 1st yr., and int. paid 3d yr. 
 is less than int. paid 2d yr. by int. on portion of principal paid 2d yr. ; and so on. But the 
 payments are to be equal. Therefore — 
 
 1st Step like Case II. 
 a. 106%, prin. paid 3d yr. = 100%, prin. paid 4th yr. 
 
 3d Solution. 
 
 1st Step like Simple Proportion. 
 
 a. 12 m. int. = 24% 
 
 b. 1 " = 2 
 
 c. 2.1 " = 2.1 X 3 = 4.2. 
 
 2d Step like Case III. 
 a. 95.8 =100% 
 
 b. 
 
 Sd Step like Simple Proportion. 
 2.1 m. = W/% 
 
 -I In/ 2100 1000 
 
 ■L — 2.T X -jysr — -JT9" 
 12 = 12 X W# = 25 ^\%.—Ans. 
 
 1.00 
 
 106 
 
 10_0 
 
 1-06 
 
 b. 1 •' 
 
 c. 100 " " = k%°e " 3d jr. 
 2d Stqj like Case II. 
 
 106%, prin. paid 2d yr. = ^."^^g prin. paid 3d yr. 
 
 1 u u loo_ " '■: 
 
 ^ — 10 6';l-G 6 
 
 100 " " = j.oir.oe " 3d yr. 
 
650 
 
 THE SYSTEM METHOD. 
 
 3d Step like Case II. 
 a. 106 prin. paid 1st yr. = x.o6xT%6 P"ii- P'^^'^ '^^ J"- 
 
 •u 1 U U JOO U 41 
 
 D- J- 106>Ll-06xl-06 
 
 c. 100 " " =T.o6i.76.T.o6" 1st yr. 
 
 )6il.06«1.06 
 
 to. 
 
 b. 
 
 hj these solutions it was 
 thus demonstrated that 
 every problem to be ex- 
 plained or solved by the 
 system of arithmetic may 
 be solved by means of this 
 a-b-c solution repeated. 
 And thus it was finally 
 established, not only that 
 this a-b-c part was part of 
 an including whole, the 
 complete solution, but that 
 every a-b-c part of a solu- 
 tion did harmoniously ar- 
 ticulate with other a-b-c 
 forms organizable through 
 the tree system. The 
 question whether the -S- 
 step solution form was 
 properly the tree trunk of 
 the arithmetical system 
 was permanently put at 
 rest; for the evidence that 
 the 3-Btep solution is the 
 unit of the arithmetical 
 system rested on precisely 
 the same foundation as the 
 proof that letter and word 
 are the system units of orthography and grammar. And who is 
 able to show that letter and word are not the science units on 
 which these branches are branched? Whoever succeeds in such 
 an undertaking, will succeed in proving that M'hile words are aspi- 
 rates, vocals, dentals, diphthongs, etc. ! letters are nouns, verbs, con- 
 junctions, subjects, predicates, adverbials, objects, etc.! — a tran- 
 scending accomplishment. 
 
 4th Stejo like Simj^le Proioortion. 
 
 a. 367. 3 fo = $6000 
 
 b. 1 = 3 6T.3- X 6000 = $16.3354 -|- 
 
 c. 106 = $1633.54 -\-.—Ans. 
 
 6th Solution. 
 1st Step like Simple Proportion. 
 
 a. Wall 200 ft. long = 13500 bricks. 
 
 b. " 1 " := 2^0 X 13500 = if5- 
 
 c. " 600 " = 600 l^A = 40500 b. 
 
 Sncl Step like Simpde Proportion. 
 a. WaU 20 ft. high = 40500 b. 
 
 "1 " = 2^0 X 40500 = 2025 
 
 " 24 " = 24 X 2025= 48600 b. 
 
 Sd Step like Simple Proportion. 
 WaU 16 in. thick = 48600 
 " 1 " " = Jg X 48600 = 3037|- 
 c. "240" " =240X30371 = 729000. 
 4th Step like Sim,ple Proportion. 
 
 a. Brk. 7 in. long = 729000 
 
 b. " 1 " " = 8 X 729000 = 5832000 
 
 c. " 10 " " = 583200. 
 
 5th Step like Simpde Proportion. 
 
 a. Brk. 4 in. wide = 583200 
 
 b. " 1 " " = 4 X 583200 = 2332800 
 
 c. '■ 5 " " =466560. 
 
 6th Stej) like Simple Proportion. 
 
 a. Brk. 2 in. thick = 466560 
 
 b. " 1 " " = 2 X 466560 = 933120 
 
 c. " 3.5 " " = 2666055— J.,iA-. 
 
DEVELOPMENT OF ARITHMETIC. 651 
 
 " Short Methods." — All education is a taking out of the 
 will and a putttng down into unconscious reflex action of the brain; 
 therefore finished arithmetical training will — by the similarity- 
 means, by always having solved all problems in the same way — have 
 taken the a-b-c solution out of the will, and so sunk it into the reflex 
 centers of the brain that the student will be unconscious that there 
 is any form about it. He will then have condensed the solution 
 above into — 
 
 a. The 2d: " 11 times $3=$33 (^m.)"— a "lightning" method. 
 
 b. The 3d: "24 x i|.%% = 25^^^ (^ws.)"— a "hghtning" 
 method. 
 
 But we are to reach these lightning (i. e., condensed) processes 
 through system. We are therefore never to teach them until after 
 the system method is fully mastered. No " lightning " process is 
 safe or uninjurious that is not merely a condensation of the system, 
 or scientific, process. Teach no isolated process. This the teacher 
 need have no occasion to do, in fact, since the system, or organiz- 
 ing, method, when simply condensed, or abbreviated, is invariably 
 the shortest process possible. I would, then, teach no lightning 
 method until after my pupils had mastered the system method. I 
 would have all "lightning" work derived directly from this system 
 method by condensing. 
 
 Life preparation in school is properly divided into two, which 
 are, — 
 
 1. Empirical Training of the Child = age 1 to 10. This first 
 period is to be given to empirical education wholly. The whole 
 object here is to sink the following activities out of the will into 
 reflex action so that the child may (1.) walk, (2.) talk, (3.) read, 
 (4.) write, (5.) sing, (6.) calculate (without symbols), and (7.) labor 
 without any vexing of the will. These activities are those num- 
 bered. Constant doing in these activities is to lead to the power of 
 doing them while the will sleeps. It is also to gradually win the 
 child from his natural repugnance to severe labor. Having thus 
 acquired a love to " do his best,"— to put in a hearty effort,— he is 
 to go to this second period, — 
 
 2. Rational Education of the Youth = age 10 to 25,— to begin 
 this work in learning concisely by means of systems. But after 
 having been consciously guided by system for the greater portion 
 of thi^lO to 25 years of age, the system itself, though always em- 
 
g52 THE SYSTEM METHOD. 
 
 ployed in doing, is to melt away from student's consciousness, just 
 as our feet and hands, though constantly used, are rarely thought 
 of. Now, when, like the hands, ears, and feet, the organizing 
 method as guided by the system is well known and itself handled 
 with dispatch, then, but not till then, should lightning processes be 
 employed; and even then as a condensation merely of such system 
 method as a " hop-step-and-jump " system method. 
 
 But there are some specific questions which ought here to be 
 answered: Is it desirable to reduce this rational a-b-c process to an 
 empirical process, as the author has done in interest, discount, etc.? 
 He thinks it is; for a business man must be able and ready to figure 
 without nicety and convenience — in his head, on his shoe-heel, or 
 thumb-nail. And when we have learned to add and substract, 
 notation is naturally sunk into reflex action as thereafter an empir- 
 ical process; when we have learned to m.ultipiy and divide, addition 
 and subtraction are so treated; similarly, when we begin to reason 
 in the a-b-c syllogism, multiplication and division are to be so far 
 sunk out of the will centers that the will may be wholly engaged 
 in the one matter of reasoning. And similarly always: since all 
 solutions, simple and complex, are really wrought out by a repeti- 
 tion of this a-b-c solution form, and since solving problems is forever 
 a repetition of this process, it can and should be so sunk into reflex 
 action as to render it, finally, an empirical process. 
 
The System Method— No. 22. 
 
 THIS STTTIDEniTT'S 
 
 Work-Book of System Arithmetic, Grade B, 
 
 rOK THE USE OP 
 
 Public Schools, Normal Schools, Teachers' Institutes, 
 and Colleges, 
 
 AND ESPECIALLY ADAPTED TO 
 
 Soi3:ooxj IE]:2^i=^osiTionsrs : 
 
 IN WHICH, BY MEANS OF THE 3-STEP SOLUTION, THE ARITH- 
 METICAL TREE TRUNK, ALL PROBLEMS ARE 
 SOLVED IN THE SAME WAY. 
 
 BY ISAAC ELDRIDGE WILSON, 
 
 INVENTOR OF THE LEARNER'S WORK-TREE, AUTHOR OF THE SYSTEM METHOD, A SERIES 
 OP TEXT-BOOKS FOB SCHOOLS, A SERIES OP WORK-BOOKS FOR SCHOOLS, ETC. 
 
 ' THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE."— EMERSON. 
 
 AUG 13 1886 y 
 
 
 ^WASHI 
 
 OHIOA.OO, ILIv.: 
 
 Learner's Work-Tree Company. 
 
COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 
 
 ALL RIGHTS RESERVED. 
 Any infringement will be prosecuted to the full extent of the taw. 
 
System Arithmetic- Grade B. 
 
 COMPOUND NUMBERS. 
 
 Reduction Ascending". 
 
 1. Keduce 192 pt. to bushels. 
 
 a. 2 pt. = 1 qt. 
 
 b. 1 " = i 
 
 c. 192 " = 192 X i = 96 qt. 
 
 a. 8 qt. = 1 pk. 
 
 b. 1 " = i 
 
 c. 96 " = 96 X i = 12 pk. 
 
 a. 4 pk. = 1 bu. 
 
 b. 1 " = i 
 
 c. 12 " = 12 X i = 3 bu. — Ans. 
 
 Remarlc —It will be observed that each of the 3-step, or a-b-c, parts of this 9-step solution is 
 in itself a smaller solution whole, included within the larger 9-step solution whole. It is this 
 3 step solution part which forms the trunk of the arithmetical tree, page 642, and by which 
 the system method undertakes to solve all arithmetical problems whatsoever in the same 
 way Since this 3-^tep solution is to be the student's instrument with which to solve all prob- 
 lems properly belonging to the system of arithmetic, and with which he is to displace formulas 
 and rules, he should, at the outset, become thoroughly familiar with it. 
 
 2. In 228 pt. bow many bushels? 
 
 a. 2 pt. = 1 qt. 
 
 b. 1 " = i 
 
 c. 228 " = 228 X i = 114 qt. 
 
 a. 8 qt. = 1 pk. 
 
 b. 1 " = - 
 
 c. 114 " = 114 X i = l^pk. • • 2qt. 
 4 pk. = 1 bu. 
 
 a 
 
 b. 1 " = i 
 
 U a = i4,x \ = Shu. . . 2ph 
 
 c. 
 3. Eeduce 532 gi. to gallons. 
 
 a. 4 gi. = 1 pt. 
 
 b. 1 ■' = \ 
 
 c. 532 " = 532 X i = 133 pt 
 
 [655] 
 
656 THE SYSTEM METHOD. 
 
 a. 2 pt. = 1 qt. 
 
 b. 1 " = 1 
 
 c. 113 " = 133 X i = 66 qt. . . Ipt. 
 
 a. 4 qt. = 1 gal. 
 
 b. 1 " = i 
 
 c. m '•' = QQ X \: = 16 gal. . . 2qt. 
 
 4. In 31708810 sec. how many years? 
 
 a. 60 sec. = 1 min. 
 
 b 1 " = JL 
 
 "•J- 6 
 
 c. 31708810 " = 31708810 x -^V = 528480 min. . . 10 sec. 
 a. 60 min. = 1 hr. 
 
 1 
 
 6 
 
 b. 1 " = 
 
 c. 528480 " = 528480 ^ = 8808 hr. 
 
 a. 24 hr. = Id. 
 b 1 " = -i- 
 
 U. A 2 4 
 
 c. 8808 " = 8808 x 2^^ = 367 d, 
 
 a. 365 d. = 1 yr. 
 
 b. 1 " = -L 
 
 "• -^ 36 5 
 
 0. 367 " = 367 x 3^3- = i 2/r. . . 2d. 
 
 5. Eeduce 121888 oz. to tons. 
 
 a. 16 oz. = 1 lb. 
 
 b. 1 " = -1- 
 
 c. 121888 " = 121888 x iV = 7618 lb. 
 
 a. 100 lb. = 1 cwt. 
 
 b. 1 " = 1- 
 
 "• ^ 100 
 
 c. 7618 " = 7618 X li^ = 76 cwt. . . 18 lb. 
 
 a. 20 cwt. = IT. 
 
 b. 1 " = JL 
 
 "' ^ 2 
 
 c. 76 " = 76 X 2V = ^ ^- • • 16 lb. 
 
 6. How many miles is it through the earth from pole to pole, 
 the distance being 41707308 ft.? 
 
 
 First Solution. 
 
 5280 ft. = 
 
 1 mi. 
 
 1 " = 
 
 1 
 
 c. 41707308 " = 41707308 x tjW = 7899 mi. 588 ft.— Jtws. 
 
SYSTEM ARITHMETIC— GRAJDE B. 657 
 
 Second Solution. 
 
 a. 3 ft. = 1 yd. 
 
 b. 1 " = 1 
 
 c. 41707308 " = 41707308 x i = 13902436 yd. 
 a. 5. 5 yd. = 1 rd. 
 
 b- 1 '' - Jg 
 
 c. 13902436 " = 13902436 x 5 ^ = 2527715 rd. . . S.S ff. 
 
 a. 40 rd. = 1 fur. 
 
 b. 1 " = -i- 
 
 • 4 
 
 c. 2527715 " = 2527715 x J-q == 63192fur. . . 35rd. 
 
 a. 8 fur. = 1 mi. 
 
 b. 1 " = I 
 
 c. 63192 " = 63192 X i = 7899 mi. 
 
 N'ote. — The inquiry will arise whether " reduction descending " should not pre- 
 cede "reduction ascending." To which query we reply, Yes ; reduction descending 
 involves but two of the three equations in the 3-step solution ; it embraces naught, 
 therefore (as may be seen from the following example), — 
 
 Frdblem. — Reduce 3 bu. 2 pk. 2 qt. 1 pt. to pints. 
 Solution. — b. 1 bu. = 4 pk. 
 
 c. 3 " = 3 X 4 = 12 . . 14 pk. 
 
 b. 1 pk. = 8 qt. 
 
 c. 14 " = 14 X 8 = 112 . . 114 qt, 
 
 b. 1 qt. = 2 pt. 
 
 c. 114 " = 114 X 2 = 228 . . 229 i^t.—Ans. 
 
 but simple addition and multipUcation, and is, accordingly, to be taught when and as 
 these simple empirical processes are taught— empirically, and in the lower grades. On 
 the other hand, reduction ascending, as may be seen in the solutions under that 
 heading (p. 655), involves the 3-step solution complete; so that the reasoning process 
 is identical with the reasoning process in solutions of problems in proportion, frac- 
 tions, percentage, profit and loss, commission, insurance, taxes, interest, discount, 
 money exchange, etc. Now, since it is the very undertaking of the arithmetician to 
 put such system into all these problems that, if possible, they may be solved by one 
 and the same process, — since it is the business of arithmetic to solve the greatest pos- 
 sible number in the same class by the same method, — evidently the proper method of 
 solution in reduction ascending is that method by which proportion, fractions, per- 
 centage, profit and loss, commission, insurance, taxes, interest, discount, money ex- 
 change, etc., are solved. Therefore, the successful teacher will be guided by these 
 two principles : (1.) Reduction descending may be taught at any time during and 
 after the time when simple addition and multiplication are taught; (2.) Reduction 
 ascending should be taught by that solution, which, once learned for reduction ascend- 
 ing, is also learned for all these remaining branches of arithmetic; namely, by the 3- 
 stcp solution. In so far as reduction ascending is entirely like proportion, fractions, 
 42 
 
658 
 
 THE SYSTEM METHOD. 
 
 percentage, profit and loss, conunission, insurance, taxes, interest, discount, money- 
 exchange, etc., to teach it otherwise than as these are taught is folly. To teach what 
 is like proportion and percentage as unlike proportion and percentage, is to teach 
 what is like a cat as being unlike a cat ! is to teach a wild-cat, not as a cat, but as a 
 cow, horse, whale, or other unlike animal ! 
 
 Let it nere be observed, once for all, that by " rational process" we mean in this 
 book, the 3- step-solution process — the process by which all arithmetical problems not 
 simple addition, subtraction, multiplication, and division problems, may be solved in 
 one way. Any of the 3-step, or a-b-c, solutions contained in these (Nos. 22 and 23) 
 work-books, will illustrate, then, what we mean by the " rational process," or the proc- 
 ess of "rational arithmetic," as we may term it. The following four solutions will 
 illustrate what we mean by the " empirical process." Observe that the rational proc- 
 ess employs the three simple equations, and reasons from many to one and thence 
 again to many; that the empirical process employs simple notation, addition, subtrac- 
 tion, multiplication, and division: — 
 
 1st Problem. — Reduce 18 bushels to pints. 
 
 Explanation. — Since 1 bu. = 4 pk., 18 bu. = 
 18 times 4 pk. = 72 pk. ; and since 1 pk. =8 qt., 
 73 pk. = 72 times 8 qt. = 576 qt. ; and since 1 qt. 
 = 3 pt., 576 qt. = 576 times 2 pt. = 1152 pt. Or, 
 since 1 bu. = 64 pt., multijsly 64 pt. by 18, which 
 gives 1152 pt. as before. This is sometimes called 
 Reduction Descending. — Raifs New Higher Arith- 
 metic, p. 154. 
 
 Empirical Solution. 
 18 bu. 
 4 
 
 72 pk. 
 
 576 qt. 
 2 
 
 2nd Problem. — Change 20 mi. 70 rds. 5 ft. to feet. 
 
 Explanation. — 30 times 320 rds. = 6400 rds., to 
 which the 70 rds. are added. Again, 6470 times 16| 
 ft. = 106755 ft., to which the 5 ft. are added. 
 
 Observe that multiplicand and multiplier are in- 
 terchanged in the operation. — Wentworth and HilVs 
 Practical Arithmetic, p. 149. 
 
 1152 pt.— ^ws. 
 
 Em.pirical Sohition. 
 20 mi. 70 rds. 5 ft. 
 320 
 
 6470 rds. 
 161- 
 
 106760 ft. — Ans. 
 
 3d Problem. — Reduce £23 4 d. 3 far. to farthings. 
 
 Explanation. — £1 equals 20 s. Therefore, £33 
 equal 23 times 20 s. ; but, as either factor may be 
 made the multipUer, for convenience we say 30 times 
 23, or 460, s. We have now reduced the given num- 
 ber to 460 s. 4 d. 3 far. 
 
 1 s. equals 12 d. Therefore, 460 s. equal 12 
 times 460, or 5520, pence, which with the 4 d. 
 make 5534 d. We have now reduced the number to 
 5524 d. 3 far. 
 
 1 d. equals 4 far. Therefore, 5534 d. equal 4 times 5534, or 22096, farthings, 
 which, with the 8 far., make 23099 ta,T.—Quackenbos's Higher Arithmetic, p. 195. 
 
 Em,pirical Solution. 
 
 £33 4 d. 3 far. 
 20 
 
 460 s. 
 12 
 
 5524 d. 
 4 
 
 23099 far. —Ans. 
 
SYSTEM ABIT EMETIC^ GRADE B. 659 
 
 4th. Pkoblem. — How many drams in 343 tons? 
 
 Ex2jlanation.~l ton, as was learned from the Empirical Solution. 
 table of equivalents memorized under Avoirdupois 
 
 Weight, equals 512000 drams. Therefore, 343 tons ^^^^"^ 
 
 equal 343 times 512000 drams. To multiply 343 and 686000 
 
 512000 together, is shorter than to multiply succes- „^^^ 
 
 sively by 20, 4, 25, 16, and 16, according to the rule. _! 
 
 MTien no intermediate denominations ai'e given, one 175616000 dr. — Ans. 
 
 multiplication, by the number of equivalent units, may, as in this case, most easily 
 effect the reduction. — Quack€nbos''s Higher Arithmetic, p. 195. 
 
 COMPARATIVE MEASURES. 
 
 1. 20 lb. Troy = how many lb. Avoirdupois ? 
 X. 20 lb. @ 5760 gr. = 115200 gr. 
 
 a. 7000 gr. = 1 lb. Avoir. 
 
 b. 1 " = 1 
 
 c. 115200 " - 115200 X ^^^ = 16i| lb. Avoir.— ^,25. 
 
 2. Change 4 cwt. 72 lb. 8 oz. to Troy pounds. 
 
 X. 4 cwt. 72 lb. 8 oz. = 4721 lb. Avoir, 
 y. 4721 lb. @ 7000 gr. = 33"b7500 gr. 
 
 a. 5760 gr. = 1 lb. Troy. 
 
 b. 1 " = _J 
 
 c. 3307500 " = 3307500 X ^J^ = 574^^ lb. Troy.-^^^. 
 
 3. What is the value of a coflfee urn weighing 2 lb. 14 oz. Avoir. 
 @ $1.80 per oz. Troy ? 
 
 X. 2 lb. 14 oz. Avoir. @ 7000 gr. = 20125 gr. 
 
 a. 480 gr. = 1 oz. Troy. 
 
 b. 1 " = -1- 
 
 c. 20125 " = 20125 X^ = 41ff oz. Troy, 
 y. 41ff oz. @ $1.80 = ^lbA^.—A7^s. 
 
 4. A grocer bought 33 bu. of berries at $2.25 per bu., and sold 
 them, through mistake, by wine measure, at 8/ per quart. What 
 did he gain or lose ? 
 
 X. 33 bu. @ 12.25 = $74.25 cost. 
 
 y. 33 bu. @ 2150.4 cu. in. = 70963.2 cu. in. 
 
 a. 57.75 cu. in. = 1 Avine qt. 
 
 b. 1 " = _i_ 
 
 c. 70963.2 " = 70963.2 X ^J.^^ = 1228.8 wine qt. 
 z. 1228.8 qt. @ 8^ = $98,304 b. price. 
 
 p. $98,304—174.25 = $24.054 gain.— ^w^. 
 
QQQ THE SYSTEM ME TROD. 
 
 5. An apothecary bought 14 lb. of opium by Avoirdupois weight, 
 at 621/ per oz., and retailed it at 5/ a scruple. How much did 
 he gain ? 
 
 X. 14 lb. @ 16 oz. = 224 oz. 
 y. 224 oz. @ 621/ = $140 cost. 
 z. 14 lb. @ 7000 gr. = 98000 gr. 
 a. 5760 gr. = 1 lb. Apoth. 
 
 '-'•-'• 57 6 
 
 c. 98000 " = 98000 x 57W = 1^T2 ^^- ^poth. 
 p. 17JI_ lb. @ 288 sc. = 4900 scruples, 
 q. 4900 sc. @ 5/ = $245 s. price. 
 
 r. $245 — $140 = $105 gSiin.—Ans. 
 
 6. How many wine gallons in a 3-bushel measure ? 
 X. 3 bu. @ 2150.4 cu. in. = 6451.2 cu. in. 
 
 a. 231 cu. in = 1 wine gal. 
 h 1 " = -i— 
 
 ^- ■■• 2 3 1 
 
 c. 6451.2 " = 6451.2 X all =27.92+ wine gal.— ^m. 
 
 7. A bin 8 ft. long, 2 ft. wide, 5 ft. deep, will hold how many 
 bushels ? how many wine gallons ? how many pounds (Av.oirdu- 
 pois) of distilled water.? 
 
 X. A bin 8 ft. by 2 ft. by 5 ft. = 80 cu. ft. = 138240 cu. in. 
 a. 2150.4 cu. in. = 1 bu. 
 b 1 " = L-_ 
 
 '■'• ^ 2 15 0-4: 
 
 c. 138240 " = 138240 X -2x^-4 = 64.285+ h\i.—Ans. 
 
 a. 231 cu. in. = 1 Avine gal. 
 b 1 " = -J— 
 
 2 3 1 
 
 c. 138240 " = 138240 X ^ = 598.441 w. gixl—Ans. 
 a. 27.72 cu. in. = 1 lb. (Avoir.) distilled water. 
 b 1 '• = __i 
 
 '-'• '- 2 7-72 
 
 c. 138240 '' =138240 x ar^.-^^^ 4987.01+ lb. dis. water. 
 
 [ — Ans. 
 
 8. A tank 4 ft. wide and 3 ft. deep holds 4500 lb. of water. 
 How long is it, water weighing 621 lb. per cu. ft.? 
 
 a. 62.5 lb. = 1 cu. ft. 
 b 1 " = _L_ 
 
 "• ^ G 2 - 5 
 
 c. 4500 " = 4500 x -gi.g = 72 cu. ft. 
 a. 12 cu. ft. of water = tank 1 ft. long. 
 
 b 1 " " " — "1 a <; 
 
 c. 72 " " " ^ « 72 X tV = 6 ft. long.— Ans, 
 
SYSTEM ABITHME TIC— GRADE B. QQi 
 
 LONGITUDE AND TIME. 
 
 ITote. — By an examination of tiie solution below, it will be seen that Class I solu- 
 tions, in Longitude and Time, involve naught but the fundamental processes of addi- 
 tion, subtraction, multiplication, and division. These Class T problems, therefore (in 
 which the time is given to find the longitude), are to be taught and learned as what 
 they are, — mere empirical processes, a simple application of what is generally called 
 the "four fundamental processes," — and not as an application of the 3-step solution, 
 which involves much more than the four simple empirical processes. 
 
 CLASS I PROBLEMS. 
 
 1st Problem. — The difference of time between two places is 3 hr. 20 min. What 
 is the difference of longitude? 
 
 b. 1 hour = 15° 
 
 c. 3 " = ,S X 15 = 45° 
 
 b. 1 min. = 15' 
 
 c. 20 " = 20 X 15' = 300' 
 
 X. 450 -\- 300' = 50°— 4ws. 
 
 Since they do not embrace the 3-step solution complete, and involve nothing 
 over aud above the four fundamental arithmetical operations, these Class I problems 
 cannot come within the branch Reduction Ascending as rational, or system-guided, 
 processes, but belong in empirical arithmetic as a simple application of addition, sub- 
 traction, multiplication, and division, to be learned during and after the time when 
 these simple operations are learned. See the note, pages 657, 658, wherein is given 
 an imperfect explanation of what is the difference between 3-step-solution problems 
 and empirical-solution problems. Since these Class I problems, of Longitude and 
 Time, are very similar to addition, subtraction, multiplication, and division problems, 
 and since they are entirely dissimilar to reduction-ascending, proportion, fraction, 
 percentage, gain-and-loss, commission, insurance, taxes, interest, discount, and money- 
 exchange problems, and since they cannot be solved by the 8-step solution, therefore 
 they are to be solved by the only other solution possible, the empirical solution illus- 
 trated in the problems below solved. But since Class II problems, of Longitude and 
 Time, are v£ry similar to reduction-ascending, proportion, fraction, percentage, gain- 
 and-loss, commission, insurance, taxes, interest, discount, and money-exchange prob- 
 lems ; and since they are entirely dissimilar to, and include much more than, mere 
 addition, subtraction, multiplication, and division problems; since they cannot possi- 
 bly be solved by these fundamental processes merely, without the S-step-solution proc- 
 ess of reasoning in an organism from many to one and thence to many, therefore 
 they are to be solved by the 8-step solution. 
 
 The following solutions will still further illustrate what the empirical solution to 
 these Class I problems is: — 
 
 2nd Problem. — When it is 9 o'clock at Washington, it is 7 min. 4 sec. past 8 
 o'clock at St. Louis. Find the difference of longitude. 
 
663 THE 8T8TEM METHOD. 
 
 Empirical Solution. Explanation.- Since every hour of time 
 
 corresponds to 15° of long., and every min- 
 
 9 hr. min. sec. ^^^ ^^ ^^^^ y^ -^5/ ^j j^^g^ ^^^ g^^j.^ g^^. 
 
 * end of time to 15" of long., there are 15 
 
 52 56 diff. in time. times as many deg. min. and sec. in the 
 
 15 difference of longitude, as there are hr. 
 
 TZZ 777 ~„ -..^ . . min. and sec. in the difference of time. 
 
 13° 14 00 diil. m long. 
 
 /~w J^e•^. • r/> Or, since 4 min. of time make a difference 
 
 Or, 4)52 mm. 56 sec. ' 
 
 of 1° of long., and 4 sec. of time a differ- 
 
 13° 14' / 
 
 ence of 1 of long., there wiU he \ as many 
 
 degrees of long, as there are minutes of time, and \ as many minutes of long, as 
 
 there are seconds of time. — 2iobinson''s Complete Arithmetic, p. 235. 
 
 3d Problem. — The difference in time between two cities is 1 hr. 35 min. and 12 
 sec. What is the difference in longitude ? 
 
 Empirical Solution. 
 1 hr. 35 min. 12 sec. Exp)lanation. — Multiply by 15 as in compound multipli- 
 
 ]_^ cation. — White's Complete Arithmetic, p. 133. 
 
 23° 48' 0"—Ans. 
 
 4th Pkoblem. — The master of a ship finds his time (by the sun) to be 2 hr. 16 
 min, later than New-York time (indicated by his chronometer). New York being 74° 
 34" W., what is the longitude of the ship ? 
 
 Em,X)irical Solution. 
 
 2 hr. 16 min. diff. in time. 74° 00' 24" 
 
 15 34° 00' 00" 
 
 34° 00' diff. in long. 40° 00' 24" W.— J.ws. 
 
 5th Problem. — A navigator finds that when it is noon where he is, it is 2 min. 
 
 1 sec. past 5 by his chronometer, which is set by (and indicates) Greenwich time. 
 What is his longitude? 
 
 Empiirical Solution. 
 
 5 hr. 2 min. 1 sec. diff. in time. 0° 00' 00" 
 
 15 750 30' 15" 
 
 75° 30' 15" diff. in long. 75° 80' 15" 'W.—Ans. 
 
 6tu Problem.— a and B sailed together from San Francisco (long. 122° 27' 
 49" W.). A kept his watch by San Francisco time, and B set his by the sun each 
 day. After 10 days, A's watch was 4hr. 39 min. faster than B's. In what longitude 
 were they? 
 
 4 hr. 39 min. diff. in time. 122° 27' 49'' 
 
 15 69° 45' 
 
 69° 45' diff. in long. 192° 12' 49" W. or 
 
 167° 47' 11" E.— Jws. 
 
SYSTEM ARITHMETIC— GRADE B. 663 
 
 CLASS II PROBLEMS. 
 
 1. The longitude of Cincinnati is 84° 29' 45" W.; of San Fran- 
 cisco, 122° 27' 49" W. When it is noon at San Francisco, what is 
 the time at Cincinnati ? 
 
 X. 122° 27' 49" — 84° 29' 45" = 37° 58' 4" diff. of long, 
 a. 15° = 1 hr. 
 
 c. 37° = 37 X T^ = 2 hr. 28 min. 
 
 a. 15' = 1 min. 
 
 b 1' = J- 
 
 c. 58' = 58 X 1I5 = 3 min. 52 sec. 
 
 a. 15" = 1 sec. 
 b 1" = -1- 
 
 c. 4" = 4 X -jig- = -^ sec. 
 
 y. 12 M. + 2hr. 31 min. 52 ^^ sec. = 2hr. 31 min. 52/g^see. p. M. 
 
 [ — Ans. 
 
 2. When it is 6 a. m. at Boston, long. 71° 3' 50" W., what is the 
 time at Cincinnati? 
 
 X. 84° 29' 45" — 71° 3' 50" = 13° 25' 55" diff. of long, 
 a. 15° = 1 hr. 
 b 1° = -L 
 
 "■ -^ 15 
 
 c. 13° = 13 X JL. ^ 52 min. 
 
 a. 15' =1 min. 
 b 1' = J- 
 
 c. 25' = 25 X y^^ = 1 min. 40 sec. 
 
 a. 15" =1 sec. 
 b 1" — J- 
 
 u. J. — J 5 
 
 c. 55" = 55 X ^ig- = 3| sec. 
 
 y. 6 A. M. — 53 min. 43|sec. = 5 hr. 6 min. 161- sec. A. m. — 
 
 \^Ans. 
 
 3. A telegram sent from Paris at 7 p. m. reaches New York in 
 2hr. 55 min. At what o'clock, New- York time, is it received? 
 (For the longitude of these cities, see table, in Work-Book No. 23.) 
 
 X. 74° 24" -f 2° 20' = 76° 20' 24" diff. of long. 
 
 a. 15° = 1 hr. 
 
 b 1° — -L 
 
 c. 76° = 76 X 1I5 = 5 hr. 4 min. 
 
QQ4: THE SYSTEM METHOD. 
 
 a. 
 
 15' = 1 min. 
 
 b. 
 
 1' =1^ 
 
 c. 
 
 20' = 20 X Jg- = 1 min. 20 sec. 
 
 a. 
 
 15" = 1 sec. 
 
 b. 
 
 1" = J- 
 
 ^ 15 
 
 c. 
 
 24" =24 X iV = If sec. 
 
 7- 
 
 9 h. 55 min. p. m. (time at Pari 
 
 
 [=4 hr. 4 
 
 5hr. 5 min. 21-|sec. 
 1. 381 sec. P. M. — Ans. 
 
 SIMPLE PROPORTION. 
 
 1. If a farm of 160 acres rents for $450, how much should be 
 charged for one of 840 acres? 
 
 a. 160 a. = $450 
 
 b. 1 - = ^ X 450 = If 
 
 c. 840 " = 840 X f I = 12362.50.- Ans. 
 
 2. If a cane 3 ft. 4 in. high held upright, casts a shadow 2 ft. 
 1 in. long, how high is a tree whose shadow at the same time is 25 
 ft. 9 in.? 
 
 a. 
 
 25 in. shadow = 40 in, hight. 
 
 b. 
 
 1 " " = 1 V 4.0 — 8 
 
 c. 309 " " = 309 X -I = 494| in. = 41 ft. 21 in. his^ht—Aois. 
 
 o o 
 
 3. A garrison of 560 men have provisions to last during a siege, 
 at the rate of 1 lb. 4 oz. a day per man ; if the daily allowance is 
 reduced to 14 oz. per man, how large a reinforcement could be 
 received ? 
 
 a. 20 oz. per day = 560 men. 
 
 b. 1 " " " = 20 X 560 = 11200 
 
 c. 14 " « " = J^ X 11200 = 800 
 
 X. 800 — 560 = 240 size of reinforcement. — Ans.^ 
 
 Note. — If only 1 oz. were allowed, 20 times as many men (20 X 560 = 11200) 
 could be maintained as if 20 oz. were given to each man. Then if 14 oz. were given 
 each day, only Jj as many men (Jj X 11200 = 800) could be maintained. The 
 size of the reinforcement which can be received is therefore (800 — 560) 240 men. 
 
 4. A clock which loses 5 minutes a day, was set right at 6 in 
 the morning of January 1st. What will be the right time when 
 that clock points to 11 a. m. on the 15th? 
 
SYSTEM ABITHME TIC— GRADE B. 665 
 
 X. 11 A. M. Jan. 15th — 6 a. m. Jan. 1st = 14 d. 5 hr. 
 
 a. 24 hr. = 5 mm. lost. 
 
 b. 1 " = 2^ X 5 =2T 
 
 c. 341 " = 341 X 2^4 = 71 min. 21 sec. lost. 
 
 y. 11a. m. -f- 71 min. 2-1- sec. = 11 min. 2i see. p, m. — Ans. 
 
 5. Two bodies free to move, attract each other with forces that 
 vary inversely as their weights. If the weights are 9 lb. and 4 lb., 
 and the smaller is attracted 10 ft., how far will the larger be 
 attracted ? 
 
 a. 4 lb. = 10 ft. moved, 
 
 b. 1 " = 4 X 10 = 40 ft. 
 
 c. 9 " = ^ X 40 = 4 ft. 5-1- in. distance moved. — Ans. 
 
 Note. — The force of attraction varies inversely as the weight of the bodies; i. g., 
 as the weight is increased, the distance moved is decreased, and as the weight is 
 decreased, the distance moved is increased. Thus it is that a body weighing only 1 
 lb. is moved four times as far as a body weighing 4 lb. ; and that a body weighing 9 
 lb. is moved only one-ninth as far as a body weighing 1 lb. 
 
 6. If our present calendar gains on the exact year 2 hr. 26 min. 
 40 sec. in 400 years, how long will it be in gaining a day ? 
 
 X. 2 hr. 26 min. 40 sec. = 8800 sec; 1 d. = 86400 sec. 
 
 a. 8800 sec. gained = 400 yr. time. 
 
 b 1 " " = _i V 400 = J- 
 
 U. i — 88OOA ^^-l^' 2 2 
 
 c. 86400 " " = 86400 x 2V = 392733- yr. time.— Ans. 
 iVote.— See p. 700. 
 
 7. A railroad company has work for 250 men 90 daj's. How 
 many men must be discharged that the remainder may have em- 
 ployment for 150 days? 
 
 a. 90 d. = 250 men. 
 
 b. 1 " = 90 X 250 = 22500 
 
 c. 150 " = ylo X 22500 = 150 men. 
 
 X. 250 — 150 = 100, no. of men to be discharged. — Ans. 
 
 Note. — If 250 men can be employed for 90 d., to finish the work in one d. would 
 require (90 X 250) 22500 men. But the work is to occupy 150 d. ; therefore only 
 yig- of 22500 men (number required to do it in 1 d.), or 150 men, can be employed. 
 The number of men to be discharged is then (250 — 150) 100. 
 
 8. A man borrows $1750, and keeps it 1 yr. 8 m. How long- 
 should he lend $1200 to compensate for the favor? 
 
QQQ TEE SYSTEM METHOD. 
 
 a. $1750 = 20 m. 
 
 b. 1 = 1750 X 20 = 35000 
 
 c. 1200 = jJq^ X 35000 = 291 m. = 2 yr. 5 m. 5 di.—Ans. 
 
 Note. — To realize the same amount of interest from $1 as from $1750, tlie $1 
 must be on interest 1750 times as long (1750 X 20 m. = 35000 m.) ; but to gain the 
 same amount of interest, $1200 must be on interest only xsVo ^^ ^'^'^S ^® ^1 (tAtt 
 X 35000 = 291 m.) 
 
 9. If I gain $160.29 in 2 yr. 3 m., what would I gain in 5 yr. 
 6 m. at that rate ? 
 
 a. 27 m. = $160.29 
 
 b. 1 " = -i^x 160.29 = 5.93| 
 
 c. QQ " = 66 X 5.93| = $391.82 gsan.—Ans. 
 
 10. A has cloth at $3.25 a yard, and B has flour at $5.50 a 
 ban-el. If, in trading, A puts his cloth at $3,621, what should B 
 charge for his flour? 
 
 a. $3.25 value = $3,625 asked. 
 
 b. $1 " = ^ig X 3.625 = l.l-j% 
 
 c. $5.50 " = 5.50 X 1.1^ = $6.13y6^ asked.— ^«6'. 
 
 11. If 16 per cent of a number is 80, what is 50 per cent ? 
 
 a. 16 per cent = 80 
 
 b. 1 " " = Jg X 80 = 5 
 
 c. 50 " '' = 50 X 5 = 250.— ^Tzs. 
 
 FRACTIONS. 
 
 1. The whole of a ship is worth $10800. What is | of it worth ? 
 
 1. Case I Solution. 
 
 a. f of ship = $10800, the whole. 
 
 b. 1 " " = i X 10800 = 1200 
 
 c. I " " = 5 X 1200 = $6000, the part.— ^?zs. 
 
 Note. — Read and study carefully "The Sj'stem Method" following the solution 
 to problem 3d below. 
 
 2. I of a ship cost $6000. What did the whole ship cost? 
 
 2. Case II Solution. 
 
 a. f of ship = $6000, the part. 
 
 b. I " " = i X 6000 = 1200 
 
 c. f " " =- 9 X 1200 = $10800, the whole.— ^?^s. 
 
 iVote.— Read and study carefully " The System Method " following the solution 
 to problem 3d below. 
 
SYSTEM ARITHMETIC— GRADE B. 66^ 
 
 3. $6000 is what part of $10800? 
 
 8. Case III Solution. 
 a. $10800, the whole, = |, |, f, etc., the whole. 
 
 ^- ^1 = 10800 
 
 c. $6000, the part, = 6000 x yimro = h ^^^ part.— ^ws. 
 
 The System Method.— That these three solutions possess the organiz- 
 ing virtue of the true system method, plainly appears in that solutions 1st and 2d 
 are both learned in the study of either one alone, since solution 2d is identical with 
 solution 1st turned upside down, and the only real difference between solution 3d 
 and solution 1st is that solution 3d is solution 1st turned end for end. Thus it is 
 that the mastery of three is well-nigh accomplished in the study of one alone ; pre- 
 cisely as the perfect mastery of both lungs may be well-nigh accomplished in the 
 study of one alone. And let this grand thought not escape the reader; namely, 
 that unless both lungs or eyes are thus well-nigh perfectly learned in the study of 
 one alone, the study of the one itself is not system-led, is not correct ; for all learn- 
 ing and mental power consists in that very thing, that we shall see the system in 
 what we study — that we may know, or have power over, many in knowing the 
 one alone. 
 
 Therefore, the very fact that solution 2d may be quite well mastered in the 
 study of solution 1st alone, and that solution 3d is well-nigh mastered in learning 
 either solution 3d or solution 1st, — this fact itself is the best possible evidence that 
 these 3-step solutions are but the complemental thirds of the perfectly organizing 
 method ; precisely as the very fact that both lungs are learned, in any trial method of 
 study, in the learner's study of the one alone, would be the best possible proof that his 
 studies, or solutions, of the two lungs are but the complemental halves of the per- 
 fectly-organizing method; for, I repeat, herein is precisely what learning is, namely, 
 the becoming able to know, or solve, or manage, the many in learning the one. 
 
 Thus it is that this system method, by means of the 3-step solution, accom- 
 plishes the very purpose of science, which is to put such a unity into the multitude 
 of objects that we can manage all in the same way; or, " see the one in the many." 
 — Sir Wm. Hamilton. " The mind only knows when it subdues its objects [solves 
 its problems], when it reduces the many to the one [reduces the many solutions to 
 the one solution]." — Anaxagoras. And similarly testify Leibnitz, Kant, Aristotle, 
 Spencer, Ueberweg, Butler, and every educational reformer. But let it not pass un- 
 observed that the 3-step solution not only organizes all fraction problems into three 
 solutions, all of which are practically mastered in learning any one alone, — let it be 
 observed that this 3-step solution not only reduces the many solutions of fractions to 
 one simple animal, as it were, but that it also reduces all percentage problems, all 
 gain-and-loss problems, all commission problems, all insurance problems, all interest 
 problems, all bank-discount and true-discount problems, all money-exchange prob- 
 lems, and all government-security and stock problems to the same simple animal 
 form: so that learning fractions or percentage or interest or any other of these sub- 
 jects practically learns them all. 
 
 Refer to solution 1 (Case I Solution) above. Call f the right fore leg of a cat 
 standing on the opposite bank, from you, of a clear body of water, so that you may 
 
QQg THE SYSTEM METHOD. 
 
 see its picture plainly reflected from the water below ; and call f the left fore leg oi 
 the same cat standing on the bank; then $10800 would be the right hind leg, and 
 $6000 the left hind leg. Now, call solution 1 such a cat, head to the reader's left 
 hand and with equation b for its body, and solution 2 will be the same animal 
 reflected as a picture from the water below, and solution 3 will be the same under-the- 
 water animal picture, on its back, as solution 2, but with head turned to the reader's 
 (observer's) right hand. Thus we see that this 3-step solution is an organism, since 
 its parts correspond to each other, and its different positions fit to each other, as nat- 
 urally as do the parts (limbs and organs) of an animal whole, — as naturally as does 
 the reflected picture to the animal pictured. (And it is an interesting truth that 
 the fact that this 3-step solution is an organism, is proof as perfect as proof can be 
 made that such 3-step solution is the perfect — that is, the organizing, or natural — - 
 method of solution.) The 3-step solution, therefore, becomes, in a way, a sensible 
 representative of what an arithmetical solution is. An arithmetical solution, then, 
 is an animal, a quadruped, if you please. And, if so, it ought to be just as much 
 easier and more rational to learn and understand a solution in arithmetic as such 
 3-step solution quadruped whole, than it is to learn and understand a solution as the 
 disorganized something generally used in the schools, — just as much easier as it is 
 easier and more rational to learn and understand a cat as an organized quadruped 
 whole than it is to learn and understand a cat as a disorganized something — as parts 
 disorganized and therefore parts of no whole! as parts that are not parts! (For 
 what such learning is worth, see pages 90-94 inclusive.) 
 
 Only Three Cases. — There are, of course, as many different cases as va- 
 riations of the 3-step solution; for were there absolutely no variation for different 
 problems, were all problems in fractions and percentage solved in absolutely the 
 same method, why, we should solve them all in the never-varying way, and there 
 could be but one case of either fraction or percentage subjects. But I have shown 
 (see the article above, "The System Method") that the 3-step solution is like an an- 
 imal organism, and that the three variations are but the same organism in different 
 positions to the mental eye ; so that when we have found how many different posi- 
 tions this 3-step organism may assume, we have found how many cases there are — 
 how many cases will be employed in that method which solves aU problems in the 
 same way. Now, it was shown in the figure of a quadi-uped beast, with its picture 
 reflected from the water below, and reflected in two different positions, that there are 
 just the three positions, or variitions, in this 3-step solution. These variations are 
 already given for fractions, page 666, being there called Case I, Case II, and Case 
 III solutions. Whatever problem, properly belonging to any other branch of arith- 
 metic, does not prove to be, when solved, one of these three solutions, belongs in 
 simple proportion. But this simple-proportion solution, as commonly found in frac- 
 tions and percentage, is reaUy but two of the 3-step solutions locked up together into 
 one. 
 
 Such a problem, solved below, first, as two 3-step solutions, and, secondly, as 
 such a simple-proportion solution, here follows : — 
 
 Problem : i,f- is what part of -UJ-? 
 
SYSTEM ARITHMETIC— GRADE B. 669 
 
 Solved in Two 3-step Solutions. 
 a. iii, the whole, = |, |, |, etc. 
 
 "•11 — TTT 
 
 c. 11 number compared, = 11 X tit = ttV- 
 a. f, the whole, i= JJy 
 
 hi ivii 11 
 
 c. -y-, number compared, = 13 X £¥¥ = is- — ^"«' 
 Solved in One Simiiile-Proportion Solution. 
 
 '^- 11 — 2 
 
 h 1 — iiy 2 11 
 
 u- J- — XTT A 2 • — TTT 
 
 O _13. 13 V 11 11 Anv 
 
 >-• 2 — 2" A TTT ■ — TS- — -^nb. 
 
 In the same way we shaU find, in percentage and all the remaining subjects of 
 arithmetic, that these same three cases, into which every remaining arithmetical subject 
 will divide itself, wiU solve all problems except such as properly come under simple 
 proportion. 
 
 l¥liere Sbould Fractions be Taught ?— Fractions are to be 
 taught precisely where they are found — in connection with whole things. Indeed, 
 they can be learned no place else ; for a fraction is a fraction, and can be understood 
 as such, only by virtue of its being part of some whole. Whoever undertakes to 
 teach the parts fi'actions, as disconnected and separate from the wholes of which they 
 are fractions, or parts, is justly chargeable with the same foUy as he who undertakes 
 to teach the parts nose, eye, ear, etc., as disconnected and separate fi-om the whole 
 (the man) of which they are parts. It has been pointed out, in several ways, in this 
 book, how nonsensical such teaching and learning are. Consider what it is to study 
 and vainly pretend to learn a part as a separate thing: suppose you had studied nose, 
 ear, eye, brain, backbone, etc., a Ufetime as separate things, but not as parts, as they 
 really are. Suppose, I say, that you had studied these things a lifetime, but knew 
 them not as parts ; that is, had failed to learn them as parts of the head-whole and 
 man-whole ; of course, then, you would not know the prominent thing in the middle 
 front of the face to be nose ! for you learned nose not as part of the head, but as a 
 separate thing! Neither could you know that the two little rolling balls in the 
 sockets at the sides of the nose are eyes ! nor that the two things projecting from the 
 sides of the head are ears ! nor that the backbone is any. part of a man ! for all these 
 things you learned, not as parts, but as separate things ! How unreasonable, then, 
 how laughable, how feeble, to talk about learning fractions whoUy by themselves, and 
 not as associated with whole numbers, of which wholes they are parts ! 
 
 Fractions are therefore to be taught as the learner is becoming familiar with 
 whole numbers, in the lower school grades; but the pupil is there to learn empirical 
 fractions merely, not the science system (i. e., the 3-step-solution system) of fractions. 
 AU arithmetic, like every other branch of learning, is first to be learned empirically 
 (as we learn notation, addition, subtraction, multiplication, division, cancellation, and 
 reduction descending) , and then much of it is to be learned rationally (by the 3-step- 
 solution process). To specify: First, the learner is to be taught fractions as parts of 
 things, — apples, matches, sticks, crayons, etc., — as parts to be understood only as asso- 
 
6Y0 THE SYSTEM METHOD. 
 
 dated with whole things. This first teaching -will be done in the primary grades dur- 
 ing, and especially in the last part of, the object-lesson exercises to be given to the 
 beginner in arithmetic. Secondly, the learner is to learn fractions, as he must natu- 
 rally do, in connection Tvith the exercises in short and long division; because 
 here he is repeatedly using such expressions as, " |^ of 10 = what? " " \ of 200 = 
 what? " 
 
 Observe how this early study of fractions, in these primary object lessons, and in 
 division, is to acquaint the learner with the simple fraction |, \, \, -5^, etc., as 
 used in Eeduction Ascending, which is the first arithmetical subject wherein he uses 
 the 3-step solution. Observe that in this first, or reduction-ascending, 3-step solution, 
 the only fraction used is the very simplest (|, ^, j^q, etc.) of all fractions, the fi'ac- 
 tion having the unit, 1, for its numerator, and with which the learner is already made 
 familiar by reason of his object-lesson exercises in fractions, and his examples in sim- 
 ple division. This, then, is the order in which fractions, empirical and rational, are 
 to be taught and learned: (1.) Fractions in simple object lessons, to teach what they 
 are and how to write, reduce, add, and subtract them; (3.) Fractions in division ex- 
 ercises; such as, J of 20 = what? (3.) Fractions in Eeduction Ascending, by there 
 using the simple ones (|, |^, -^ig, etc.) in the 3-step solution; (4.) Fractions (these 
 same simple ones) in Proportion, simple and compound; (5.) Fractions as a branch 
 of the science system of arithmetic; that is, fractions by the three cases of the 3-step 
 solution; (6.) Fractions as occmTing incidental and side-show-like to all the remain- 
 ing arithmetical subjects, — -percentage, gain and loss, commission, insurance, taxes, 
 interest, true and bank discount, money exchange, etc. In a word, fractions are to 
 be taught in the order in which the different arithmetical subjects are presented in 
 the perfected "Arithmetical Work-Ti'ee," page 642, beginning with the right-hand 
 lowermost limbs, and going right around toward the left thus : Reduction Ascending, 
 Proportion, Umbs 2-4, 4-7, 7-16, 7-17, 7-18 ; 4-8, 8-19, 8-20, 8-21, with their sub- 
 divisions. And of the six steps here above mentioned, the first four are wholly em- 
 pirical, the fifth wholly rational, the last mixed. 
 
 Lest the author should not be definitely understood, through the arithmetical 
 work-tree and what has been said, in regard to the proper order in which to teach the 
 different subjects of arithmetic, and as to what is chiefly empirical and what chiefly 
 rational (by the 3-step solution) in arithmetic, he will here indicate the proper order 
 and the proper division into empirical and rational : — 
 
 a. EMPIRICAL PROCESSES. 
 
 1. Object lessons in numbers, whole and fractional. 
 
 2. Notation (writing) of numbers, whole and fractional. 
 
 3. Addition and subtraction of numbers, whole and fractional. 
 
 4. MultipUcation of numbers, whole and fractional. (This step would include 
 also such problems as the 3d and 4th problems of "Inquiry 2d," page 721 .) 
 
 5. Division of whole numbers; fractions proper are ah-eady divided, since they 
 are quotients. (This step would, of course, include also such improper-fraction problems 
 as the 1st of "Inquiry 2d,'' p. 721.) 
 
 6. Cancellation of numbers, whole and fractional. (Such problems as the 4th 
 and 5th, page 721, will also be included and may be reviewed here.) 
 
SYSTEM ARITHMETIC— GRADE B. 671 
 
 7. Reduction Descending of numbers, whole and fractional. (The 2d of "In- 
 quiry 2d," page 721, would also be included in this step.) 
 
 b. 3-STEP SOLUTION (OR RATIONAL) PROCESSES. 
 
 1. Reduction Ascending of numbers, by the 3-step solution. 
 
 2. Proportion (simple and compound) of numbers, by the 3-step solution. 
 
 3. Fractions, the three cases by the 3-step solution. 
 
 4. Percentage, the three cases by the 3-step solution. 
 
 5. Profit and Loss, the three cases by the 3-step solution. 
 
 6. Commission, the three cases by the 3-step solution. 
 
 7. Insurance, the three cases by the 3-step solution. 
 
 8. Taxes, the three cases by the 3-step solution. 
 
 9. Interest (simple and compound), the three cases by the 3-step solution. 
 
 10. Discount (bank, true, and trade), the three cases by the 3-step solution. 
 
 11. Miscellaneous, (a.) Money Exchange; (b.) Arbitration of Exchange; (c.) 
 Stock Investments; (d.) Government Securities; (e.) AlUgation; (f.) Square and 
 Cube Root; (g.) Algebraic Problems. 
 
 Difference Between the Three Cases and Simple Pro- 
 portion. — It may be seen from limbs 7-16, 7-17, and 7-18 of the tree, page 642, 
 or from the first three solutions in fractions, page 666, that that which distinguishes 
 each of the three cases in fractions is as follows: (1.) Case I begins, in left-hand 
 member of equation a, with |, |, |, etc., and stops, in left-hand member of equation 
 c, with a fraction: (2.) Case II is the reverse of Case I, beginning with a fraction, and 
 stopping with f or |-, |-, etc. ; (3.) Case III begins with some number used as a 
 whole, and stops with some number compared with that whole. And, similarly, what 
 distinguishes the three cases of percentage may be seen likewise to be a difference in 
 the left-hand ends, or halves, of the fii-st three 3-step solutions on page 677; for Case 
 I solutions begin (in equation a) with 100% and stop (in equation c) with the rate. 
 Case II solutions begin with the rate and stop with 100 % , and Case III solutions be- 
 gin with the number used as a whole and stop with some other number which is com- 
 pared to that whole. (See this same thing written on 8-19, 8-20, and 8-21 of the 
 tree, page 642.) Now, whatever 3-step solution has not this threefold left-hand half 
 so constituted that it thus corresponds either to one of the three fraction, or to one 
 of the three percentage, hmbs above mentioned,— every such problem belongs in sim- 
 ple proportion. Accordingly, among the Case I, Case II, and Case III solutions in 
 fraction and percentage subjects, in this book, will be found "simple-proportion" 
 solutions. 
 
 By this explanation the author wishes to get it squarely before the reader's mind 
 that there are such things as simple proportion of fractions and simple proportion of 
 percentage and simple proportion of true and bank discount, of money exchange, etc., 
 as well as simple proportion of whole numbers ; and that simple proportion of whole 
 numbers alone is to be presented to the learner previous to when fractions, percent- 
 age, etc., shaU have been presented and learned. But as soon as the thi'ee cases proper 
 of fractions, percentage, discount, exchange, etc., have been mastered, then the simple 
 proportion of such subject may be taken up and mastered. 
 
 By simple proportion we do not mean, of course, the old equation of ratios, but 
 the 3-step solution. 
 
gY2 THE SYSTEM METHOD. 
 
 4. What will f of a yard of cloth cost at $f per yard ? 
 
 Case I Solution. 
 a. I yd. = $1 
 
 ^- "8 8-^6 4 8 
 
 c. I " =^ 'J' X A = $!!•— ^'-'s- 
 
 5. What is I of i|? 
 
 Case I Solution. 
 
 ■*• 3 ~ 16 
 
 K 1 = 1 V 15 — 5 
 
 ^•3 3^16 16 
 
 c. I = 2 X tV = H-— ^*^«- 
 
 6. A 63-galloa cask is | full ; 9i gallons being drawn off, how 
 many gallons does it contain ? 
 
 Case I Solution. 
 a. f of cask = 63 gal. 
 
 c. I of cask = 5 X ^ = 39| gal. 
 
 X. 39|- gal. — 91 gal. = 29|- gal. remaining. — Ans. 
 
 7. A bill of books amounts to $596|, but I get i off for whole- 
 sale, and -f-^ off for cash ; what do I pay for the books? 
 
 Case I Solution. 
 
 ^•\ + -h = Th amount off. 
 a. iff of bill - $2^ 
 
 h 1 " " = _i_ V 2387 = 2387 
 *-^*150 150'^ 4 600 
 
 c. t¥o " " = 53 X Wf = $210fii amt. off 
 
 y. $596| — $210 fi^ = $385|||- amt. \^QA±—Ans. 
 
 8. How much is f of a vessel worth, if the whole vessel is 
 worth $29951.88? 
 
 Case I Solution. 
 
 a. 5. of vessel =$29951.88 
 
 b. i " " = i X 29951.88 = 4278.84 
 
 c. f " " = 5 X $4278.84 = $21394.20.— J tis. 
 
 9. A teamster hauled 7486 bushels of potatoes to a railroad 
 depot, receiving in payment -^^ of them. How many bushels did 
 he receive? 
 
 Case I Solution. 
 
 a. ifl-g- of the potatoes = 7486 bu. 
 
 b. ^ " " " = xio X 7486 = 74.86 
 
 c. i|(^ " " " = 9 X 74.86 = 673.74 h\i.—Ans. 
 
SYSTEM ARITHMETIC— QBABE B. 673 
 
 10. If I of a yard of cloth can be bought for | of a dollar, what 
 is that per yard ? 
 
 Case II Solution. 
 
 a. 1 yd. 
 
 = $"5" 
 
 b. i - 
 
 = ixl = 1 
 
 c. f " 
 
 = 3 X 1 = $H. 
 
 -Ans. 
 
 11. "Il of what number equals 9i|? 
 
 Case II Solution. 
 
 a. 1^ of a number = Xi^ 
 
 7T 35X18 — TS" 
 
 c. ^ << " = 72 X A = 20.— ^«s. 
 
 12. If |- of a bbl. of flour cost %^-^, what is the price per barrel? 
 
 Case II Solution. 
 a. f bbl. = $-V- 
 b-l" — 1 y 3 1 —31 
 
 af" = 7 X li =110.85.— ^ws. 
 
 13. |- of 42 is -j^ of what number ? 
 
 Case II Solution. 
 X. f of 42 = 18 
 
 a. ^ of a number = 18 
 
 b. J_. « " = -1- X 18 = 9 
 
 c. li " <' =11x9= d^.—Ans. 
 
 Note. — ^Equation x of the above solution is, in reality, a shortened Case I solu- 
 tion. Made out in full, this solution would correspond to the solution of problem 5 
 above, which see. After Case I solutions are mastered, the shortened form used in 
 the solution above may be employed. 
 
 14. A farmer sold I of his farm for $1645. At this rate, what 
 was the value of the farm ? 
 
 Case II Solution. 
 a. I of the farm = $1645 
 \yiuu u = I X 1645 =5481 
 c. I " " " = 5 X 5481- = $2741|.— ^w*. 
 
 15. A graded school enrolls 208 boys, and y^^ of the pupils are 
 girls. How many pupils are enrolled in the school? 
 
 43 
 
(3Y4 THE SYSTEM METHOD. 
 
 Case II Solution. 
 X. 1|, the whole school, — -jL = ^, the boys. 
 
 a. -jSg- of the school = 208 
 
 b. tV " " " = i X 208 = 26 
 
 c. 1^ " " " = 15 X 26 = 390.— ^TOs. 
 
 16. A man owning |- of a ship sells f of his share for |3480. At 
 this rate, what is the value of the ship? 
 
 Case II Solution. 
 
 -sr 3 of 5. = _5_ 
 
 X. Y «.H 9 2 1 
 
 a. ^5_ of the ship = $3480 
 
 b. JL « « " = i X 3480 = 696 
 
 c. |i " " " = 21 X 696 = 114616.— ^ws. 
 
 17. What part of 120 quarts are 31 quarts? 
 
 Case III Solution. 
 a. 120 qt,, the whole, = |, |, f, etc., the whole. 
 
 c. 31 " the part, = 31 X y^-j- = -^V' *^® P^^^- — ^**** 
 
 18. ytt ^^ what part of y®^? 
 
 Case III SohUion. 
 a. -^-^, the whole, = |, |, |, etc., the whole. 
 
 '-'• 1 7 7 8 
 
 c. YTT, the part, = 3 x -jq) = toj ^^® P^^*- — ^*^*- 
 
 19. A farmer gives a miller 13 quarts of grain for every 3 bush- 
 els ground. What part of the grain does the miller receive ? 
 
 Case III Solution. 
 X. 3 bu. @ 32 qt. = 96 qt. 
 a. 96 qt., the whole, = |, -|, f, etc. 
 b 1 " = J- 
 
 U. J. — 9 g 
 
 c. 13 " the part, = 13 X -Jg- = if. — Ans. 
 
 20. If 9 gallons are drawn from a cask containing 63 gallons, 
 what part of the whole remains ? 
 
 Case III Solution. 
 X. 63 gal. — 9 gal. = 54 gal. left, 
 a. 63 gal. = f , |, |, etc. 
 
 c. 54 " = 64 X -^ = f, part remaining. — Ans, 
 
SYSTEM ARITHMETIC— GRADE B. ^75 
 
 21. A pole whose hight was 80 ft. was broken off by the wind 
 48 ft. from the top. What part of the pole was left standing ? 
 
 Case III Solution. 
 
 X. 80 ft. — 48 ft. = 32 ft. remaining, 
 a. 80 ft. = I, I, f , etc. 
 b 1 " = -i- 
 
 ^- ^ 8 
 
 c. 32 " = 32 X -^ = I left standing.— ^«5. 
 
 22. A man having $150, gave $25 for a robe, and |- of the re- 
 mainder for a harness. What part of $150 had he left? 
 
 Case III /Solution. 
 
 X. 1150 — $25 = $125 remainder. 
 y. I of $125 = $50 for harness, 
 z. $125 — $50 = $75 money left. 
 
 a. $150 = I, I, f, etc. 
 
 b. l=Tio 
 
 c. $75 = 75 X xl-o = ^, part left. — Ans. 
 
 23. A 63-gallon cask is I- full; 9-1- gallons being drawn oflF, how 
 full will it be ? 
 
 Case III Solution. 
 
 X. I of 63 gal. = 39f gal 
 
 y. 39f gal. — 9i- gal. = 29|- gal. = ^^ gal. remaining. 
 
 a. 63 gal. = |, |, |, etc. 
 
 b. 1 " = J3 
 
 c. ^fS- " = 2 39 X Jg. = 2||. Ml— Ans. 
 
 24. If I of a farm is worth $9000, what is j\ of it worth ? 
 
 Simple- Proportion Solution. 
 
 a. I of farm = $9000 
 
 b. 1 = I X 9000 = 13500 
 
 c. 3^ = ^5_ X 13500 = $5625.— ^?zs. 
 
 Note. — Consult the article "Only Three Cases," page 668, where it is shown that 
 such as the above and the following "simple-proportion" solutions are really two 3- 
 step solutions locked up together in one. Let it be carefully explained to the young 
 learner how from the statement that " | of a farm = $9000," we conclude that " 1 
 (whole) farm = f times $9000;" and so likewise carefully each of the following 
 solutions. 
 
 25. If f of 9 bu. of wheat cost $13^ what will | of a bushel cost ? 
 
gY6 THE SYSTEM METHOD. 
 
 Simple- Pro^iortion Solution. 
 X. f of 9 bu. = 2T. bu. 
 
 a. ^7- bu. = 1131 
 
 b. 1 " = ^ X 13|- = 2 
 
 c. -z- " = I X 2 = $1|.— ^?js. 
 
 26. One-eighth of a dime is what part of 3 cents? 
 
 Simple-Proportion Solution. 
 X. i-oflO/ = |/ 
 a- 3/ = I, I, A etc. 
 b. 1 =1 
 
 27. If I of a mill is worth $2500, what is f of the mill worth ? 
 
 Simple-Proportion Solution. 
 
 a. I of mill = $2500 
 
 b. 1 " = f X 2500 = 4500 
 
 b. I " = f X $4500 = $3750.— ^ws. 
 
 28. If I of a mill is worth $5225, what is f of the remainder 
 worth ? 
 
 Simple- Proportion Solution. 
 X. f of I" (the remainder) = i- 
 
 a. I of mill = $5225 
 
 b. 1 " = f X 5225 = 9405 
 
 c. ^ « = -g- X 9405 = $3135.— ^ns. 
 
 29. What will 15 hhd. of molasses cost, if 281 gal. cost $71? 
 
 X. 15 hhd. @ 63 gal. = 945 gal. 
 
 a. ^ gal. = $^ 
 
 b. 1 « = ^x^ = i 
 
 c. 945 " = 945 X 1 = %2m\.—Ans. 
 
 30. How many men will it take to do a piece of work in 12|- 
 d. which 81 men can do in 6|- d.? 
 
 a. ^- d. = 81 men. 
 
 b. 1 " = ^ X 81 = 540 
 
 c. !L0 u = ^ >^ 540 = 42 men.— ^ws. 
 
SYSTEM ABITHME TIG— GRADE B. 677 
 
 PERCENTAGE. 
 
 1. What is 8^ of $500? 
 
 1. Case I Solution. 
 
 a. 100% = $500 
 
 b. 1 = 5 
 
 c. 8 = 8x5== %4.Q.—Ans. 
 
 2. $40 is 8% of what? 
 
 2. Case II Solution. 
 
 a. 8% = $40 
 
 b. 1 = i X 40 = 5 
 
 c. 100 = $500.— ^«5. 
 
 3. $40 is how man^^ % of $500 ? 
 
 3. Case III Solution. 
 a. $500 = 100% 
 b- 1 = 5-^ X 100 = i 
 
 c. 
 
 40 = 40 X 1- = 8 %.—Ans. 
 
 Note 1. — The important thing for the teacher to do in beginning any new sub- 
 ject in arithmetic, is to make his pupils see that the subject, strictly speaking, is not 
 new; but that it is the same old thing they have been before studying, except it has a 
 new name. For instance, in the three problems above, change "8% " and "how 
 many % " to "xfo" (common fraction) and " how many lOOths " (common fraction) , 
 and these three cases become identical in both their form and solution with the first prob- 
 lems of fractions, page 666. Now, this same old thing that solves all arithmetical 
 problems in the same way, is the 3-step solution ; and the three cases of fractions, 
 of percentage— of all these subjects — are but different positions, or variations, of the 
 3-step solution. (See " The System Method," " Only Three Cases," and "Difference 
 between the Three Cases and Simj^le Proportion," pages 667, 668, 671, respectively.) 
 
 Now, we are not only to learn all arithmetic in learning these three cases above, 
 but we should endeavor to learn the three cases in learning one case alone ; for, as 
 already shown, Case II solution is the same thing as Case I solution turned upside 
 down, and Case III solution is also identical with Case I solution turned end for 
 end. This 3-step solution as much remains the same thing in its three positions, or 
 vai'iations, as a quadruped remains the same thing in three different positions. And 
 mark well that solving a problem is merely finding a missing part of this 3-step-solu- 
 tion organism, — finding a missing leg, if you please, — which missing part is always 
 found in the right-hand member of equation c, and forms the answer to the problem. 
 Indeed, in solving a problem of system arithmetic, the true arithmetician (system- 
 atizer) is as much concerned in finding an organic missing part as is a comparative 
 anatomist in determining from some given animal parts what another part should be 
 to fit such animal whole. ' 
 
gY8 THE 8T8TEM METHOD. 
 
 j^Qte 2. — Young learners beginning at percentage, and not having before become 
 acquainted with the 3-step solution in fractions or proportion or reduction, may 
 meet, at the outset, with some difficulty in determining what quantity to write as the 
 right-hand member (or base term) of the first equation. Therefore the really suc- 
 cessful teacher will never fail in his preliminary drill, on the day previous to the first 
 recitation day, to get before his pupils these two facts: — 
 
 1. That which is to form the right-hand member, or base term, of equation a, 
 will always be of the same denomination as the answer required; for the answer, the 
 part missing, corresponds to this right-hand member of equation a precisely as hind 
 leg corresponds to hind leg, or fore leg to fore leg. 
 
 2. Of the diilerent quantities given in the problems, commonly but one wiU 
 thus be of the same denomination as the answer required. Ordinarily, therefore, his 
 attention having been called to these facts, the student will have but little difficulty 
 in determining what shall be the right-hand member (or base term) of equation a of 
 his solution. (See "Compound Proportion," note 3, page 714; also, "Answer 
 Found in Second Member," 2d note, page 714.) 
 
 Ifote 3. — There are three ways of distinguishing the system, or truly organizing, 
 method; (1.) It is that by which all problems are solved in the same way; (2.) It is 
 that by means of which alone we may dispense with all rules and formulas; or, (3.) 
 It is that which requires the least possible amount of memorizing. Let it be care- 
 fully observed that there is just one device in which these three objects are accom- 
 plished, namely, the 3-step solution ; for this not only solves all problems in the same 
 way and does away with the necessity of memorizing rules and formulas, but it ren- 
 ders all rules and formulas absolutely useless. As soon as the three variations (or 
 cases) of the 3-step solution become known to arithmeticians, we shall then realize 
 that aU rules and formulas are walls between the mind and safe conclusions, and are 
 to be shunned as carrion to the sense, as vermin to be smoked out of the schools. 
 That which is to take the place of rules and formulas is the 3-step solution, in rational 
 arithmetic; in empirical arithmetic, the teacher's own doing (solving) act. Instead 
 of directing the learner to memorize an isolated rule or formula, he shall say rather, 
 to the learner, " Watch me, and then do as I do." " The man may teach by doing, 
 and not otherwise." — Emerson. Precisely as the mother teaches the child to talk, 
 write, sew, sing, etc., by saying, " Watch me, and then do as I do." 
 
 4. What is 35% of 6951b.? 
 
 Case I Solution. 
 
 a. 100% = 6951b. 
 
 b. 1 = 6.95 
 
 c. 35 = 35 X 6.95 = 2^3.2^ Ih.—Ans. 
 
 5. Find 120% of $171.24. 
 
 Case I /Solution. 
 
 a. 100% =$171.24 
 
 b. 1 = 1.7124 
 
 c. 120 = 120 X 1.7124 = $20b.49.—Ans. 
 
SYSTEM ARITHMETIC— OBADE B. 679 
 
 6. 500 is 25^ of what number? 
 
 Case II Solution, 
 
 a. 25^ = 500 
 
 b. 1 = JL X 500 = 20 
 c„ 100 = 2000.— ^ws. 
 
 7. 827 is 120% of what number? 
 
 Case II Solution. 
 
 a. 120% = 828 
 
 b. 1 = ^ X 828 = 6.9 
 
 c. 100 = 690.— ^Ms. 
 
 8. What % of 980 mi. are 49 mi.? 
 
 Case III Solution. 
 
 a. 980 mi. = 100% 
 
 b. 1 =^1^X100=^ 
 
 c. 49 = 49 X ^ = 5%.— ^ws. 
 
 9. A merchant owes $15120, and his assets are $9828. What % 
 of his debts can he pay ? 
 
 Case III Solution. 
 
 a. $15120 = 100% 
 
 b 1 = 1— V 100 = 5 
 
 '-'• ^ 15120'^ -^"^ — TTS 
 
 c. 9828 = 9828 X yf^ = 65%.— ^m-. 
 
 10. 600 is 20% more than what number? 
 
 Case II Solution. 
 
 a. 120% =600 
 
 b. 1 = ^ X 600 = 5 
 
 c. 100 = 500.— ^Ks. 
 
 11. The bread made from a barrel of flour weighs 35% more 
 than the flour. Find the weight of the bread. 
 
 Case I Solution. 
 
 a. 100% = 1961b. 
 
 b. 1 = 1.96 
 
 c. 135 = 135 X 1.96 = 264.61b.— ^«s. 
 
 12. 3f is what % of 18|? 
 
680 TEE SYSTEM METHOD. 
 
 Case III Solution. 
 a. 145 ^ 100% 
 
 I. 1 1 \/100 ^-2^ 
 
 c. -^ = 29 X 11 = 20%.—Ans. 
 
 13. A man receives $1600 per year. He pays 18% for board, 
 81% for clothes, and 16% for incidentals. What amount does he 
 save? 
 
 Case I Solution. 
 
 X. 100% — (18% + 81% + 16%) = 57|% saved. 
 
 a. 100% = $1600 
 
 b. 1 = 16 
 
 c. 57| = 57| X 16 = $922^.— Am. 
 
 14. |i is what % of^s^f^? 
 
 Case III Solution. 
 
 a. ^\ = 100% 
 
 b. 1 = ^0/ X 100 = 1871 
 
 c. H = li X 187.5 = 77^\%.-Ans. 
 
 15. Find | % of if of a hogshead. 
 
 Case I Solution. 
 a. 100% =ifhhd. 
 
 b 1 — -J-^ V 16. = _4_ 
 
 "• ^ — TOTF A 2 5 6 2 5 
 
 c- f = f X ffs = 2^0 lihd.— ^ns. 
 
 16. A farmer sold 3150 bu. and had 30% left. What was his 
 entire crop ? 
 
 Case II Solution. 
 X. 100% —30% = 70% sold. 
 
 a. 70% = 3150 bu. 
 
 b. 1 = J^ X 3150 = 45 
 
 c. 100 = 4500 hn.—A7is. 
 
 17. A man sold a farm for $4563.20, which was 8% less than it 
 cost. Find the cost. 
 
 Case II Solution. 
 
 a. 92% = $4563.20 
 
 b. 1 = ^ X 4563.20 = 49.60 
 
 c. 100 = $4960.-^*15. 
 
SYSTEM ARITHMETIC— GRADE B. 681 
 
 18. A grocei' sold from a hhd. containing 6001b. of sugar, \ at 
 one time, and i of the remainder at another time. What ^ re- 
 mained ? 
 
 Case III Solution. 
 
 X. 6001b. — (150+150) = 3001b. remaining. 
 
 a. 6001b. = 100% 
 
 b. 1 = ^ X 100 = i 
 
 c. 300 = 300 X i = ^0%.—Ans. 
 
 PROFIT AND LOSS. 
 
 1. Having used a carriage for one year, I sold it for $125, which 
 was 25% below cost. What should I have received had I sold it 
 at 10% above cost? 
 
 a. 75% of cost = $125 
 
 b. 1 " " = ^ X 125 = If 
 
 c. 110 " " = 110 X If = $183.331— ^«5. 
 
 2. How must a watch be marked that cost $120, so that 4% 
 may be deducted from the marked piice and still gain 20%? 
 
 a. 100% = $120 
 
 b. 1 = 1.20 
 
 c. 120 = 120 X 1-20 = $144 selling price. 
 
 a. 96% of marked price = $144. 
 
 b. 1 " " " = aV X 144 = 1.5 
 
 c. 100 " " " = $150.— ^ws. 
 
 3. A man bought a span of horses for $450, which was 25% less 
 than their real value, and sold them for 25% more than their real 
 value. Find his gain. 
 
 a. 75% of real value = $450 
 
 b. 1 " " " = ^ X 450 = 6 
 
 c. 125 " " " = 125 X 6 = $750 selling price. 
 X. $750 — $450 = $300 gain.— ^ws. 
 
 4. A merchant sold two coats for $25 each. On one he gained 
 20% ; on the other he lost 20%. Did he gain or lose on the two 
 transactions? 
 
682 THE SYSTEM METHOD. 
 
 a. For 1st coat, 120% = $25 
 
 b. 1 = yfir X 25 = .20831 
 
 c. 100 = $20,831 cost of 1st. 
 
 a. For 2d coat, 80% = $25 
 
 b. 1 = Jg. X 25 = .3125 
 
 c. 100 = $31.25, cost of 2d. 
 
 X. $20,831 + $31.25 = $52,081 cost of both, 
 y. $52,081 — $50 = $2,081 loss.— ^ws. 
 
 5. If 1 of an acre of land is sold for | of the cost of one acre, 
 what is the gain % ? 
 
 X. f s. price — l c. price = i gain. 
 
 a. 1 cost, = 100% 
 
 b. 1 " = 2 X 100 = 200 
 
 c. 1 " = 1 X 200 = 50%.— ^ws. 
 
 COMMISSION. 
 
 1. A Louisiana planter sent a Chicago commission merchant 15 
 tons of sugar. The Chicago merchant pays freight at 75/ per cwt. 
 and $5 for cartage. If the agent sells the sugar at 26f per lb., 
 commission 21%, how much money shall he send the Louisiana 
 planter ? 
 
 X. 30000 lb. @ $.25 = $7500 amt. of sales. 
 
 a. 100% =$7500 
 
 b. 1 = 75 
 
 c. 2i- = 21 X 75 = $187.50 commission. 
 y. 300 cwt. @ $.75 = $225 freight. 
 
 z. $187.50 + $225 + $5 = $417.50 total charges. 
 p. $7500 - $417.50 = $7082.50.-^^65. 
 
 2. A commission merchant receives from his principal 50000 lb. 
 of wool, which he sells at 50/ per lb., commission 21%. If he pays 
 $125 freightage and $50 cartage, what are the net proceeds? 
 
 X. 50000 lb. @ $.50 = $25000 
 
 a. 100% = $25000 
 
 b 1 = 250 
 
 c. 21 = 21 X 250 = $625 commission. 
 
 y. $25000 — ($625 + $125 + $50) = $24200 proceeds.— ^ws. 
 
SYSTEM ARITHMETIC— GRADE B. ggg 
 
 3. A merchant buys, through his agent, 730 yd. of carpet at 
 11.25 per yd., commission |%. If the freight is $7.37, at what 
 price per yd. must he sell the carpet to make a profit of 20%? 
 
 X. 730 yd. @ $1.25 = $912.50 
 
 a. 100% = $912.50 
 
 b. 1 = 9.125 
 
 c. f = I X 9.125 = $6.843f commission. 
 
 y. $912.50 + $7.37 + $6.843f = $926.713f total cost. 
 
 a. 100% = $926,713 
 
 b. 1 = 9.267 
 
 c. 120 = 120 X 9.267 = $1112.04 s. price, 
 z. 730 yd. = $1112.04 
 
 p. 1 " = yi^^X 1112.04= $1.523.— ^?zs. 
 
 4. A merchant sends his agent $6150 with which to buy cotton 
 at 101/ per. lb., commission 2i%. How many pounds of cotton 
 can the agent buy ? 
 
 a. 1021% =$6150 
 
 b. 1 = yJL. 5 X 6150 = 60 
 
 c. 100 = $6000 amt. invested in cotton. 
 
 a. lOi/ = 1 lb. 
 
 b 1 — 1 
 
 c. 600000 = 600000 X yJ^^ = 58536ff lb. cotton.— Ans. 
 
 INSURANCE. 
 
 1, Insured |- of a vessel worth $24000, and |- of its cargo worth 
 $36000, the former at 2i%, the latter at 1^%. What is the pre- 
 mium? 
 
 X. I of $24000 = $15000 amount. 
 
 a. 100% = $15000 
 
 b. 1 = 150 
 
 c. 2i =2^x1 50 = $337.50 premium on the vessel. 
 y. I- of $36000 = $24000 
 
 a. 100% = $24000 
 
 b. 1 = 240 
 
 c. li = n X 240 = $270 premium on the cargo. 
 z. $337.50 4- $270 = $607.50.— ^«s. 
 
gg4 THE SYSTEM METHOD. 
 
 2. An insurance company having a risk of $25000, at -^fo, re- 
 insured $10000, at |-%, with another office, and $5000, at |%, with 
 another. How much premium did it clear above what it paid ? 
 
 a. 100% =$25000 
 
 b. 1 = 250 
 
 c. -2^ = ySg. X 250 = $225 premium rec'd by company. 
 
 a. 100% = $10000 
 
 b. 1 = 100 
 
 c. f = 4 >< 100 = $80. 
 
 a. 100% = $5000 
 
 b. 1 = 50 
 
 c. I = I X 50 = $37.50. 
 
 X. $225 — ($80 + $37.50) =$107.50 premium cleared. —^?^s. 
 
 3. I took a risk of $45000; re-insux-ed at the same rate, $10000 
 each in three offices, and $5000 in another; my share of the pre- 
 mium is $262.50. Wb at was the rate ? 
 
 X. $45000 — $35000, amt. re-insured, = $10000 
 a. $10000 = 100% 
 
 b- 1 = Twoo X 100 = T^o 
 
 c. $262.5 = 262.5 x rk = ^%.—Ans. 
 
 4. Took a risk at 2% ; re-insured $10000 of it at 2J%, and $8000 
 at If %; my share of the premium was $207.50. What sum was 
 insured ? 
 
 X. 2i% of $10000 = $212.50 
 
 y. 1|% of $8000 = $140 
 
 z. $212.50 -f $140 -f $207.50 = $560 prem. on entire risk. 
 
 a. 2% = $560. 
 
 b. 1 = i X 560 = 280 
 
 c. 100 = $28000 amt. insured.— -^ws. 
 
 TAXES. 
 
 1. The taxable property of a county is $486250, and the rate 
 of taxation is 78/ on $100, that is, ■^%. What is the tax to be 
 raised ? 
 
 a. 100% = $486250 
 
 b. 1 = 4862.50 
 
 c- -rr^ = a¥(F X 4862.50 = $3792.75.— ^«s. 
 
SYSTEM ARITHMETIC— GRADE B. 685 
 
 2. A's tax is $50.46; he pays a poll-tax of $1.50, and owns |8704 
 taxable property. What is the rate of taxation ? 
 
 X. $50.46 — $1.50 = $48.96 tax paid on property, 
 a. $8704 = 100% 
 
 h 1 = 1 V 1 no 25 
 
 c. 48.96 = 48.96 X ^^ = ^(^^,—Ans. 
 
 3. A man's income is 16% of his capital; he is taxed 21% of his 
 income, and paj^s $26.04. What is his capital? 
 
 a. 21% =$26.04 
 
 b. 1 = J^ X 26.04 = 10.416 
 
 c. 100 = $1041.6 income. 
 
 a. 16% = $1041.6 
 
 b. 1 = Jig. X 1041.6 = 65.1 
 
 c. 100 = $6510.— ^ws. 
 
 4. Sold a lot for $7599, which covered its cost and 2% paid for 
 tax. What was the cost? 
 
 a. 102% =$7599 
 
 b. 1 = T^ X 
 
 c. 100 = $7450.— ilws. 
 
 b. 1 = -j^ X 7599 = 74.50 
 
 a. 
 
 SIMPLE INTEREST. 
 
 1. What is the interest on $300 for 1 yr. 6 m. @ 6% ? 
 
 Simple Proportion. N'ote i.— But in so far as 
 
 12 m. of int. = 6% time rate. ^^^^ ^"^^^ (simple-proportion) 
 
 1 -. ^^ ^j J 3-step solution has constantly 
 
 2 been employed by the learner 
 C. 18 " " = 9 absolute rate. j^ reduction ascending, pro- 
 Case /. portion, fractions, percentage, 
 
 a. 100% = $300 principal. profit and loss, commission, 
 
 b, \ =z 3 insurance, etc., the pupil may, 
 
 c* 9 = 9 X 3 = $27 interest.— ^Tzs. ^^ *^^^ "'^^' ^^ vr<^^^'^^<^ *" 
 
 be thoroughly familiar with it. 
 It may, therefore, be reduced to an empirical process. (See p. 652.) Thus doing, 
 instead of this double solution above we get the following truly organizing solution, 
 which is the form of the system solution used in this work-book : — 
 X. 6 per cent x 1 8 = 9 ^ absolutc rate (or amt. of interest) . 
 
 a. 100^ = $300 principal. 
 
 b. 1 =.3 
 
 c. 9 = 9 X 3 = 27 interest. — Am. 
 
6g0 THE SYSTEM METHOD. 
 
 2^ote 2. — Since money loaned @ 6% is loaned 12 months for 6%, to reduce this 
 time rate (6 % ) to an absolute rate, as in equation x, the simple operation is this : 
 Divide by 12 to get the amount of the interest for 1 month, and then multiply by 18 
 (or the number of months) to get it for 18 months. We thus change "6% for 
 18 m." into 9% absolute, thus throwing the problem out of interest into simple per- 
 centage. For, having found that "6% for 18 months" is identical with 9% abso- 
 lute, all we have to do to solve the problem, is to find 9% of $300, the principal; 
 and this is a simple problem in simple percentage. It is, in all respects, Uke the first 
 on page 677. 
 
 Note 3. — The three notes beginning on page 677 are as applicable to these three 
 cases of interest as to the three cases of percentage there explained ; for these three 
 and those three, this simple x equation excepted, are identical. 
 
 2. The interest for 1 yr. 6 m. @ &% is $27. What is the prin- 
 cipal ? 
 
 Case II. 
 ^ 6percentxi8 = 9 ^ absolute rate (or amt. of interest). 
 
 a. ^% = $27 interest. 
 
 b. 1 = 3 
 
 c. 100 = $300 principal.— ^TOS. 
 
 3. The interest on $300 @ %% m $27. What is the time ? 
 Case III. jy^fg 4.— It is easily seen that $27, the 
 
 interest, is 9% of $300, the principal. And 
 the explanation of the remaining equation (x) 
 is easy, thus: 6% being the amount of 13 
 months' interest, 1% would be the amount of 
 " (1^ X 13 =:) 3 months' interest, and conse- 
 
 quently 9fo would be the amount of (9 x 3 =) 18 months' interest. The time, 
 therefore, would be 18 m. 
 
 4. The interest on $300 for 1 yr, 6 m. is $27. What is the rate? 
 
 Case 111. jy^^^ 5.— Equation x is thus explained: 
 
 a. $300 principal = 100% since the amount of 18 months' interest is 
 
 b. 1 = ■!■ 9%, one month's interest would be (y\^ X 9) 
 C. 27 interest = 9%. -|%, and then 13 months' interest would be 
 ■^ 9 ptr cent x 1 2 ^= Qo/ J^j^g (13 X i) 6 %, the yearly rate. — Ans. 
 
 5. What is the interest on $300 for 1 yr. 6 m. 18 d. @ 6% ? 
 
 a. 
 
 $300 principal = 
 
 100% 
 
 b. 
 
 1 = 
 
 1 
 
 3 
 
 c. 
 
 27 interest = 
 
 9%. 
 
 X. 
 
 i2m.x9 ^ 18 m.- 
 
 -Ans. 
 
 X. 
 
 6 percent I 18-6 
 12 
 
 9.3% absolute rate. Mte e.— Since 18 
 
 a. 100% = $300 principal. if of a month = j% (or .6) of 
 
 jj 1 __. D a month, 18 days, written as a 
 
 c' 9.3 = 9.3 X 3 = $27.90.-Ans. '''''^''^ °' ^ °^°^*''' *' 'f "^ 
 
 So always divide the days by ^, 
 
 and then write the quotient as tenths (decimal) of a month. 
 
SYSTEM ARITHMETIC— GRADE B. ggT 
 
 6. "What is the interest on $840 for 1 yr. 8 m. 12 d. @ 8«^ ? 
 
 X. s p^^ceny 2 0-4 = i^ Q ^bs. rate. iVb<e 7.— Observe that since all 
 
 a. 100% = $840 principal. the work of this system-method 
 
 b. 1 = 8.40 solution (except only the multi- 
 C. 13.6 = 13.6 X 8.40 = $114.24 Plication below) is easily done 
 
 mentally, the following is all 
 L ^"*- there would be of the "lights 
 ning process" of this system-method solution: 13.6 X $8.40= $114.24.— ^ns. 
 
 7. What is the interest on $1 for 45 d. @ 7% ? 
 
 X 7 per cent x 1 . 5 —- QZ c/ 
 
 12 •"¥/? "■ Lightning Process'' 
 
 a. 100% =$1 [(of the system method). 
 
 b. 1 = .01 $.01 X .81 = $.00875.— 4«5. 
 
 c. .8f = .8f X .01 = 1.00875.— .47^s. 
 
 8. What is the interest on $500 for 1 yr. 7 m. 15 d. @ 3% ? 
 X. 3 peroent^xi9 _5 = 4.8f % abs. rate. 
 
 a. 100/, = »500 principal. ('In^f^S »"::;')'. 
 
 b. 1 = 5 $5 X 4.8| = $24.375.— ^»is. 
 
 c. 4.8f = 4.8f X 5 = $24.375.— ^««. 
 
 9. The interest for 1 yr. 2 m. 21 d. @ 5% is $19.60. What is 
 the principal ? 
 
 X. 5._percentx_i_4.7^ _ QJlo^ '■'■ Lightning Process '' 
 
 a. 6.11% = $19.60 interest. , (of the 3-step solution). 
 
 b 1 = -4 V l'»60-$3'>0 *19.60X,i, = $3 20;hence 
 
 ^' 24-5 X i.'.uu — ^,3..^u the principal would be $320.— 
 
 c. 100 = $320 principal. — Aas. [-^,js. 
 
 10. The interest for 1 yr. 5 m. 12 d. @ 8% is $40.60. What is 
 the principal ? 
 
 ^ 8_J^roent20_7^ = 11.6% 
 
 ^^n^ t^An ^r^ Lightning Process'' 
 
 a. 11.6% =$40.60 (of the system method). 
 
 b. 1 = t|.6-X 40.60 = $3.50 $40.60 X tt.^ = ^3.50; hence 
 
 c. 100 = $350 prin.— ^n*. $350.— ^m. 
 
 11. The interest for 2 yr. 3 m. 2 d. @ 6% is $3,381 What is 
 the principal. 
 
 X. 6percen^tx2 7 .0i£ = 13.51% '^Lightning Process" 
 
 a. 13.51% = $3,381 (of the system method). 
 
 b. 1 = -^^ X 3.381 = .25 ^^-^^^ ^ ^^-^ ^ ^■^^' ^^^''^ 
 c." 100 = $25 prin.~i,z.. ' m.-Ans. 
 
688 THE SYSTEM METHOD, 
 
 12. The interest on $300 @ Q% is $27.90. What is the time ? 
 
 a. $300 = 100^ Note 8. — Of course, if the learner prefers, 
 
 i^ 1 J he may write out equation x into the 3-step- 
 
 ^p, ^^ %p, ^ , ^ „ _y solution form, thus: — 
 c. 27.90 = 27.9 X i = 9.3$^. ' 
 
 iomvQ9 -ion -. a. 6% interest = 12 m. 
 
 X. 12^-^^9.3 = 18.6 m. = 1 yr. ^ / , ^ i >< 12 = 2 
 
 6m. 18d.—Ans. c. 9.3 " =9.3 x 3 = 18.6m.-^«s. 
 
 13. The interest on $300 for 1 yr. 6 m. 18 d. is $27.90. What is 
 the rate? 
 
 Ifote 9. — Or, if the learner prefers, he 
 
 a. $300 =100^ may put this empirical process in equation 
 
 b. 1 = "§■ X in the 3-step-solution form : — 
 C 27.90 = 9.3 a. 18.6 m. interest = 9.3% 
 
 X. 9^3P«:cen^JL2 =g^_ AnS. ^- ^ " " == T¥.6 X 9.3 = J 
 
 ^^'^ ^ c. 13 " " =13Xi=6%.— ^»is. 
 
 14. What principal will amount to $552.60 in 5 m. 6 d. @ 6%? 
 
 X. ■6 J"='^«e°^^5.2 — 2.6^ interest. iVb^e iO.— Since the principal always con- 
 
 tains 100%, and since here the interest 
 a. 10^.6 = $552.60 amt. contains 2.6%, the amount (of interest and 
 
 "•■'■= TCT-e" ^ 5o2.6 = 5.386 principal) wiU contain 102.6% ; hence equa- 
 C. 100 = $538.60.— ^?is. tion a. 
 
 15. What principal will amount to $609.20 in 4 m. 24 d. @ 4%? 
 
 NoU 11. — It will be observed that these 
 last two problems are identical with true- 
 discount problems, the amount being the 
 future debt, the principal the present 
 worth, and the interest the true discount. 
 
 TRUE DISCOUNT. 
 
 16. I have a note of $500 legally due in 3 months, and bearing 
 6^ interest. Find its present worth, money being worth (loaning 
 at)8%. 
 
 X. 6 per cent X 3 := li^ 
 
 a. 100% = $500 principal. 
 
 b. 1 = 5 
 
 c. 1011 ■= $505.50 face of note. 
 
 X. 
 
 4rercen^tx4.8 ^ 1_6% 
 
 a. 
 
 101.6% - $609.20 
 
 b. 
 
 1 - lol 6 X 609.20 -5.996 
 
 c. 
 
 100 = $599.60.— ^?zs. 
 
 y- 
 
 8per^centx3 £% 
 
 a. 
 
 102% = $505.50 face, or amt. 
 
 b. 
 
 1 = 4.95588 
 
 c. 
 
 100 = $495.59 p. worth.— ^ws. 
 
The System Method— No. 23. 
 
 THE STTJIDEIiTT'S 
 
 Work-Book of System Aritlimetic, Grade A, 
 
 rOB THE USB OF 
 
 Public Schools, Normal Schools, Teachers' Institutes, 
 and Colleges, 
 
 AND ESPECIALLY ADAPTED TO 
 
 SoSIOOXj lEjI^IPOSITIOIbTS 
 
 IN WHICH, BY MEANS OF THE 3-STEP SOLUTION, THE ARITH- 
 METICAL TREE TRUNK, ALL PROBLEMS ARE 
 SOLVED IN THE SAME WAY. 
 
 BY ISAAC ELDRIDGE WILSON, 
 
 INVENTOR OP THE LBAENEB'S WOEK-TREB, AUTHOR OP THE SYSTEM METHOD, A SERIES 
 OP TEXT-BOOKS FOR SCHOOLS, A SERIES OF 'WORK-BOOKS FOR SCHOOLS, ETC. 
 
 ' THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE."— EMERSON. 
 
 CHIOAOO, ILL.: 
 
 Leakner's Work-Tree Company 
 
 isse. 
 
 44 
 
COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 
 
 ALL RIGHTS RESERVED. 
 Any infringement will be prosecuted to the full extent of the law. 
 
Sys(em Arithmetic— Grade ^, 
 
 ^-r-i=r«-v®= 
 
 REDUCTION ASCENDING, 
 
 JVbte 1. — For note concerning the importance of becoming familiar with the 3-step 
 solution at the very outset, on beginning the subject of reduction ascending, see Re- 
 duction Ascending, Work-Book No. 23. See the same, also, for the solution of a 
 number of interesting problems, by the system method. 
 
 Note 2. — For when and how to teach reduction descending, see note on page 
 657; see also in "Where Should Fractions be Taught," page 669. 
 
 1. If sound travels 1 120 ft. per second, and there are lOi seconds 
 between the lightning flash and the thunder clap, how far away is 
 the thunder cloud ? 
 
 X. lOi sec @ 1120 ft. = 11760 ft. 
 
 a. 5280 ft. = 1 mi. 
 b 1 " = —J— 
 
 5 2 S 
 
 c. 11760 " = 11760 X 3tVo =^"^*- • • 1200 ft. 
 
 a. 16.5 ft. = lrd. 
 
 b. 1 " =t|.7 
 
 C. 1200 " = 1200 X TT.5 = ^TT ''^• 
 Solved by Lida Oltman. 
 
 2. If 2 bu. 3 pk. of rye are required for sowing ?) acres, how 
 many quarts are needed for sowing a rectangular field 484 ft. by 
 270 ft.? 
 
 X. Field 484ft. X 270ft. = 130680 sq.ft. 
 a. 272.25 sq. ft. = 1 sq. rd. 
 
 '-'• ■*■ 2 7 2-25 
 
 c. 130680 " = 130680 X 2Ti2 5 = ^SOsq.rd. 
 a. "320sq.rd. = 1 a. 
 
 b 1 " = -i- 
 
 "• -^ 3 2 
 
 c. 480 " = 480 X 3^^ = 1.5 a. 
 
 X, 2bu. 3pk. = 88 qt. 
 
 a. 3 a. = 88 qt. 
 
 b. 1 " ^ i X 88 = 291 
 
 c. 1.5 = 1.5 X 291 = 44qt.— ^?is. 
 
 Solved by Hattie Johnston. 
 
 [691] 
 
QQ2 TEE SYSTEM METHOD. 
 
 3. What length must be given to a rectangular lot 20 rd. wide, 
 to make it contain 3 acres ? 
 
 X. 3 a. @ 320 sq. rd. = 960 sq. rd. 
 a. 20 sq. rd. of lot = lot 1 rd. long. 
 
 D. i 2 
 
 c. 960 " " = " 960 X yV = 4S^*^- ^o^g- — ^'^^■ 
 
 Solved by Emma Highley. 
 
 4. A rectangular cistern 4 ft. in length by 3 ft. in width, has a 
 capacity of 8 cubic yards. What is its depth ? 
 
 X. Cistern 4 ft. long x 3 ft. wide X 1 ft. deep = 12 cu. ft. = | 
 
 a. Cistern of | cu. yd. = cistern 1 ft. deep. [eu. yd. 
 
 b. " 1 " = " f " 
 
 c. " 8 " = " 8 X f = 18 ft. deep.— ^ws. 
 
 5. A mill-wheel is turned by a stream of water running 3 ft. 
 per second in a channel 4 ft. wide, 9 in. deep. Find, in tons, the 
 weight of water supplied in 3 hours if 4 cu. ft. of water weigh 
 249 lb. 
 
 X. Stream 3 ft. by 4 ft. by 9 in. = 9 cu. ft. 
 y. 3 hr. @ 60 m. @ 60 s. = 10800 sec. 
 z. 10800 sec. @ 9 cu. ft. = 97200 cu. ft. 
 
 a. 4 cu. ft. = 249 lb. 
 
 b. 1 " - 1 X 249 = 62^ 
 
 c. 97200 " = 97200 x 62i = 6050700 lb. 
 a. 2000 lb. = 1 ton 
 
 c. 6050700 " = 6050700 X -^^^ = 3025^^ tons.— ^ws. 
 
 Solved by Dora Shepherd and Hattie Johnston. 
 
 COMPARATIVE MEASURES. 
 
 Note. — ^For the solution of less difficult problems than those following, see 
 Work-Book No. 22. 
 
 1. I have a bin Hi ft. by 61 ft. by 4f ft. full of wheat. What 
 is it worth at $1,875 per cental, counting 1 bu. equal to .6 centals? 
 X. A bin 111 X 61 X 43 ft. = 34711 cu. ft. = 600210 cu. in. 
 a. 2150.4 cu. in. = 1 bu. 
 
 "• -^ ~ 2 150.1" 
 
 c. 600210 " = 600210 X -^j^.^ 
 
 y. 279.115 bu. @ .6 centals = 167.469 centals. 
 
 z. 167.469 centals @ $1,875 = $314.004.— ^m. 
 
SYSTEM ARITHMETIC— ORABE A. 693 
 
 How many pounds of clover seed will the above bin hold ? of 
 Iowa oats? Iowa flaxseed? dried apples? dried peaches? 
 
 X. 279.115 bu. clover seed @ 60 lb. = 16746.9 \\).—Ans. 
 y. 279.115 bu. Iowa oats @ 35 lb. = 9769.025 \h.—Ans. 
 z. 279.115 bu. flaxseed @ 56 lb. = 15630.44 Vo.—Ans. 
 
 p. 279.115 bu. dried apples @ 24 lb. = 6698.76 \h.—Ans. 
 q. 279.115 bu. dried peaches @ 33 lb. = 9210.795 \h.—Ans. 
 
 Solved by Anna Ilershman and Madge Brundage. 
 
 2. In |- lb. Troy, what fraction of a pound Avoirdupois? 
 
 X. I lb. Troy @ 5760 gr. = 3600 gr. 
 a. 7000 gr. = 1 lb. Avoir. 
 b 1 " = — i— 
 
 "• ^ 7 
 
 c. 3600 " = 3600 X t-Jqo = if ^^- Avoir.— ^ws. 
 
 Solved by Etta Strong and Alonzo Highley. 
 
 3. Reduce .9 lb. Avoir, to the decimal of 5 lb. Troy. 
 
 X. .9 lb. Avoir. @ 7000 gr. = 6300 gr. 
 y. 5 lb. Troy @ 5760 gr. = 28800 gr. 
 a. 28800 gr. = 1.00 
 b 1 « = i 
 
 2 8X00 
 
 c. 6300 " = 6300 X 2Tioo = -21875.— ^ws. 
 
 Solved by Emma Ball and Geo. W. Vibber. 
 
 4. Eeduce 14° 11' 54" to the fraction of a right angle. 
 X. 14° 11' 54" = 51114" 
 
 a. 324000" = 1 right angle. 
 
 "• ^ 32 4 0T 
 
 c. 51114" = 51114 X ^^0^ = ^8^y^9_ right angle.— ^7^s. 
 
 5. What will it cost to carpet a room 131 ft. by 24 ft., with 
 carpet f yd. wide, at $1.60 a yard? 
 
 X. Eoom 131 ft. X 24 ft. = 324 sq. ft. 
 
 a. -2_igq. ft. (3 of 9) = $1.60 
 
 b. 1 " = 2T X 1.60 = §^4_o 
 
 c. 324 " = 324 X Yt^ = $76.80.— ^ws. 
 
 Solved by E. H. Wintermute and Henry Brammier. 
 
 6. Reduce 1 cu. ft. to the decimal fraction of a bushel ; 1 w. 
 gal. to the decimal fraction of a cu. ft. ; 4 lb. distilled water to the 
 decimal fraction of a cu. ft. 
 
 a. 2150.4 cu. in. = 1 bu. 
 
 k 1 " = 1 
 
 "• ^ YTS'O-* 
 
 c. 1728 " = 1728 X 2T5(7.4 = -8035 + bu.— ^ws. 
 
594 THE SYSTEM METHOD. 
 
 a, 1728 cu. in. = 1 cu. ft. 
 kit' = __J . 
 
 ^- ^ 17 2 8 
 
 c. 231 " = 231 X yJ^ = .133+ cu. ft— ^ws. 
 
 a. 62.5 lb. dis. water = 1 q\\. ft. 
 
 c. 4 " " " = 4 X -g4.5 = .004 CU. ft.— J«s. 
 
 Solved by Matie E. Bowers and W. E. Arbingast. 
 
 7. If i of an inch of rain fall, Low many barrels will be caught 
 by a cistern which drains a roof 52 ft. by 38 ft.? 
 
 X. Eainfall 52 X 38 X 4V f*- = ^li cu. ft. = 71136 cu. in. 
 a. 231 cu. in. = 1 gal. 
 
 '-'• •*- — 2 3 1 
 
 c. 71136 " = 71136 X -J-y = 307.948+ gal. 
 a. 30.5 gal. = 1 bbl. 
 
 "• -■- 30-5 
 
 c. 307.948 " = 307.948 x 30.5 = 10.096+ hU.—Ans. 
 
 Solved by Wm. Miller, Wm. Murpby, and Albert Peterson. 
 
 "What depth of water will the above rainfall produce in a cis- 
 tern 4i ft. by 8 ft. ? 
 
 a. 36 cu. ft. rainfall = water 1 ft. deep. 
 
 b. 1 " " = " Jg lAns. 
 e. 411 " '' = " 411 X gV = 1-^'^3 + ft. deep.— 
 
 Solved by Geo. Armentrout and Matie E. Bowers. 
 
 8. y\ of ^ pound of sugar is, in weight, what part of ^ of a pound 
 of gold? 
 
 X. j\ lb. @ 7000 gr. = 1500 gr. 
 y. I lb. @ 5760 gr. = 2304 gr. 
 
 '1 ?3n4- o-r = 230 4 
 a. z,oU'± gi. — 2X0^ 
 
 b 1 " — 1 
 
 '-•• ^ 2 3 f 
 
 c. 1500 " - 1500 X 2-^ = {^.—Ans. 
 
 Solved by J. R. Morehouse, Harry Dawson, and Albert Ehreclie. 
 
 9. A druggist bought 3 lb. 8 oz. Avoir, drugs for $52.50, and 
 made them up in pills of 5 gr. each, which be retailed at 36/ a 
 dozen. What was his gain ? 
 
 X. 31- lb. @ 7000 gr. = 24500 gr. 
 
 a. 5 gr. = 1 pill. 
 
 b. 1 " =i 
 
 c. 24500 " = 24500 X ^ = 4900 pills. 
 y. 4900 pills @ 3/^ each = $147 s. price, 
 z. $147 — $52.50 = $94.50 gaiu.—Ans. 
 
 Solved by John B. Coyne and Ella Taylor. 
 
SYSTEM AEITUMETIC— GRADE A. G'J.j 
 
 10. A clock loses 1 sec. every |- hr. If it is right at 20^^ min. 
 past noon, May 1st, what is the day and hour when it will be 10 
 min. too slow? 
 
 X. 1 second lost = | hr. 
 
 y. 60 sec. lost (or 1 min.) = 60 X f = 90 
 
 z. 10 min. lost = 10 X 90 = 900 
 
 a. 24 hr. = 1 day. 
 
 h 1 « _ 1 
 
 c. 900 " =. 900 X -Jj = 37 d. . . 12 hr. 
 p. 12 M. 201 min., May 1st + 37 d. 12 hr. = 20 min. 20 
 
 [sec. A. M., June 8th. — Ans. 
 
 Solved by Emma Miller and Tanta Mellick. 
 
 11. How far does a man walk in planting a field of corn 285 ft. 
 square, the rows being 3 ft. apart and 3 ft. from the fences ? 
 
 a. 3 ft. wide = 1 row. 
 
 b. 1 " " =i 
 
 c. 285 " " = 285 X i = 95 * 
 
 X. 95 rows @ 279 ft. long = 26505 ft. 
 a. 5280 ft. = 1 mi. 
 b 1 " = 1 
 
 "• -^ 5 2 8 
 
 c. 26505 " = 26505 x yaVo = ^Th mi.— ^ws. 
 
 Solved by W. C. Frampton and Jennie Drake. 
 
 *Note. — There are in reality only 94 rows of corn in the field; but a man in 
 planting the field must waJk from row to row at the ends, and this distance between 
 the rows is equivalent to one row across the field. 
 
 12. If sound travels 1120 ft. per second, in how many seconds 
 after the lightning flash will the thunder-clap be heard from clouds 
 2 mi. 160 rd. distant. 
 
 X. 2 mi. 160 rd. = 13200 ft. 
 a. 1120 ft. = 1 sec. 
 
 k 1 u 1 
 
 0- -L — 1120 
 
 c. 13200 " = 13200 X ttVo = ^m sec— ^W5. 
 
 13. Out of a hhd. of 63 gal. leaked 3 qt. What fraction of the 
 whole was lost ? 
 
 X. 63 gal. @ 4 qt. = 252 qt. 
 a. 252 qt. = ||f of the whole. 
 
 U 1 <( = _1 " " " 
 
 "• ^ 2 5 2 
 
 C. 3 « = 3 X YsT ~ 'ii ^^ ^^® whole. — Ans. 
 
(59(3 TEE SYSTEM METEOD. 
 
 14. A crib 15 ft. X 8 ft. X 7i ft. inside dimensions, is full of corn 
 in the ear. If 2 bu. of ears make 1 bu. of shelled corn, what is the 
 value of the whole at 92^ j^er shelled bu.? 
 
 X. A crib 15 X 8 X 71- = 880 cu. ft. = 1520640 cu. in. 
 a. 2688* cu. in. = 1 bu. (heaped measure). 
 
 "• •*■ 2 6 8 8 
 
 c. 1520640 " = 1520640 X grW = 565.71 bu. in ear. 
 J. 565.71 bu. in ear = 282.85 bu. shelled corn, 
 z. 282.85 biT. @ 92/ = 1260.22.— ^%s. 
 
 Solved by Wm. N. Orris and E. E. Eeynolds. 
 
 * Note. — In measuring corn in the ear, the heaped measure is used, which is one- 
 fourth larger than the stricken, or lever, measure. The heaped bushel therefore con- 
 tains 3150.4 cu. in. -|- M of 2150.4 cu. in. = 2688 cu. in., which number is used in 
 the solution. 
 
 15. If one bushel or 60 lb." of wheat makes 48 lb. of flour, how 
 many barrels of flour can be made from the contents of a bin 10 ft. 
 long, 5 ft. wide, and 4 ft. deep, filled with wheat ? 
 
 X. A bin 10 ft. by 5 ft. by 4 ft. = 200 cu. ft. = 345600 cu. in. 
 a. 2150.4 cu. in. = 1 bu. 
 
 b 1 " — 1 
 
 ^'- -^ — 2 15 0-4 
 
 c. 345600 " = 345600 x ty^-a. = 160.714 bu. 
 
 J. 160.714 bu. wheat @ 48 lb. flour = 7714.27 lb. flour. 
 
 a. 196 lb. = 1 bbl. flour, 
 b 1 " = -JL_ 
 
 "• ^ 19 6 
 
 c. 7714.27 " = 7714.27 X ^ = 39.35-|- bbl. flour.— ^7^s. 
 
 Solved by C. M. Pierce and Cora Cox. 
 
 16. A bin that holds 100.8 bu. is 7 ft. long and 6 ft. deep. How 
 wide is it ? 
 
 X. 100.8 bu. @ 2150.4 cu. in. = 216760.32 cu. in. = 125,44 
 
 a. 42 cu. ft. = bin 1 ft. wide. [cu. ft. 
 
 b. 1 " = « -1- 
 
 c. 125.44 " = 125.44 X ^ = 2.98 ft. wide.— ^ws. 
 
 17. A cistern 5 ft. by 4 ft. by 3 ft. is full of water. If it is 
 emptied by a pipe in 1 hr. 30 min., how many gallons are discharged 
 through the pipe in an hour ? 
 
SYSTEM ARITHMETIG—GBADE A. 697 
 
 X. A cistern 5 ft. by 4 ft. by 3 ft. = 60 en. ft. = 103680 
 
 a. 90 min. = 103680 cu. in. [cu. in. 
 
 b. 1 " =^ X 103680 = 1152 
 
 c. 60 " = 60 X 1152 = 69120 en. in. 
 a. 231 en. in. = 1 gal. 
 
 c. 69120 " = 69120 X ^ = 29915- g-^\.—Ans. 
 
 Solved by Kittie Wilson. 
 
 18. A pile of Avood containing 67i cords, is 90 ft. long and 12 ft 
 wide. How high is it ? 
 
 X. 67i e. @ 128 cu. ft. = 8640 ca. ft. 
 a. 1080 cu. ft. = pile 1 ft. high, 
 b 1 " = " L_ 
 
 "• '- 10 8 
 
 c. 8640 " = " 8640 x ^^ = 8 ft. high.— Ans. 
 
 LONGITUDE AND TIME, 
 
 standard Unit, — The unit of time is the day, which is the time required 
 by the earth to revolve on its axis. SideeejVX, day. — The exact time required by the 
 earth to make one complete revolution on its axis. Solar day. — The exact time re- 
 quired by the earth to bring the same point on its surface twice under the vertical 
 rays of the sun. Asteonomical day. — The solar day beginning and ending at noon. 
 CiTiL DAY. — The solar day beginning and ending at midnight. Sabbath day. — 
 Every seventh solar day beginning and ending at sunset. 
 
 Calendar Time. — In business transactions, 1 year is regarded as 360 days, 
 1 month as 30 days, and 1 day as gJg of a month, or j\-^ of a year. But for other 
 civil purposes, including business transactions with the Government, a year is to be 
 regarded as a calendar year of 365 or 366 days, a month as the calendar month of 28, 
 29, 30, or 31 days, according to the year and month referred to. The calendar 
 months with the number of days they contain are as follows : — 
 
 Winter. Summer. 
 
 12. December 31 days. 6. June 30 days. 
 
 1. January 31 " 7. July 31 " 
 
 2. February I ««^^7;>/«='%28 days. 8. August 31 " 
 
 Spring. Autumn. 
 
 3. March 31 days. 9. September 30 days. 
 
 4. April 30 " 10. October 31 " 
 
 5. May 31 " 11- November 30 " 
 
698 THE SYSTEM METHOD. 
 
 Table showing the number of days from any day of — 
 
 P 
 
 
 
 > 
 
 
 2h 
 
 
 
 ^ 
 ^ 
 
 ^ 
 qq 
 
 J* 
 
 O 
 
 < 
 
 P 
 
 To the 
 
 same day 
 of next 
 
 365 
 
 334 
 
 306 
 
 275 
 
 245 
 
 214 
 
 184 
 
 153 
 
 122 
 
 92 
 
 61 
 
 31 
 
 Jan. 
 
 31 
 59 
 
 365 
 
 28 
 
 337 
 
 306 
 
 276 
 
 245 
 
 215 
 
 184 
 
 153 
 
 123 
 
 92 
 
 62 
 
 Feb. 
 
 365 
 
 334 
 
 304 
 
 273 
 
 243 
 
 212 
 
 181 
 
 151 
 
 120 
 
 90 
 
 Mar. 
 
 90 
 120 
 
 59 
 
 89 
 
 31 
 61 
 
 365 
 30 
 
 335 
 365 
 
 304 
 834 
 
 274 
 304 
 
 243 
 
 273 
 
 212 
 242 
 
 182 
 212 
 
 151 
 181 
 
 121 
 151 
 
 April. 
 May. 
 
 151 
 
 120 
 
 92 
 
 61 
 
 31 
 
 865 
 
 335 
 
 304 
 
 273 
 
 243 
 
 212 
 
 182 
 
 June. 
 
 181 
 
 150 
 
 122 
 
 91 
 
 61 
 
 30 
 
 865 
 
 334 
 
 303 
 
 273 
 
 242 
 
 212 
 
 July. 
 
 312 
 243 
 
 181 
 212 
 
 153 
 
 184 
 
 122 
 153 
 
 92 
 123 
 
 61 
 92 
 
 31 
 62 
 
 365 
 81 
 
 334 
 
 365 
 
 304 
 835 
 
 273 
 304 
 
 243 
 274 
 
 Aug^ 
 Sept 
 
 273 
 
 242 
 
 214 
 
 183 
 
 153 
 
 122 
 
 92 
 
 61 
 
 30 
 
 365 
 
 834 
 
 304 
 
 Oct. 
 
 304 
 834 
 
 273 
 303 
 
 245 
 
 275 
 
 214 
 
 244 
 
 184 
 214 
 
 153 
 183 
 
 123 
 153 
 
 92 
 122 
 
 61 
 91 
 
 31 
 61 
 
 365 
 30 
 
 335 
 865 
 
 Nov. 
 
 Dec. 
 
 Remark. — In leap years, if the last day of February be included in the time, 1 
 day must be added to the number obtained from the table. 
 
 Calendar. — A calendar is a register of the year, giving its divisions into 
 months, weeks, and days, as kept in the common almanac. Of calendars now used 
 there are two, — the Gregorian, established by Pope Gregory XIII. in 1582 and now 
 used by all civilized nations except Russia, and the Julian, established by Julius 
 Csesar b. c. 46, and now used by Russia alone. 
 
 ©id Style and Xew Style. — "Old Style" is the style of counting 
 adopted in the Juhan calendar. " New style " is the style of reckoning adopted in 
 the Gregorian calendar. Between the two, there is now about 12 days' difEerence, 
 which may be explained as follows : — 
 
 By the Julian calendar, the earth was declared to complete its circuit around the 
 sun (passing and returning to "Jan. 1 " in the figure) in 365 days and 6 hours. 
 But the exact length of the year in mean solar time is 365 days, 5 hours, 48 minutes, 
 and 50 seconds = 365 d. 5 hr. 48f noin. That is to say, starting at the posi- 
 tion marked "Jan. 1 " in the figure, the earth passes through Winter, Spring, Sum- 
 mer and Autumn, and returns again to the position "Jan. 1" in 11-J- minutes less 
 than 365 d. 6 hr. Hence to the Romans (who used the Julian calendar) it was Jan. 
 1, of any new or incoming year, for 11^ min. before they recognized it — before they 
 began to count it Jan. 1 of the new or incoming year. That is to say, the earth 
 reached the end of the old year at the position "Jan. 1," and passed 11^ min. into 
 the new year (toward b in the figure) before they counted it a new year — ^before .they 
 called it Jan. 1. But a 2d year, it would be Jan. 1 for (2 XH^) 221 min. before 
 they began to count it Jan. 1. In the 3d year, it was Jan. 1 for (3X11 J) 33J min. 
 before they began to count it Jan. 1. In the 10th year, the earth went beyond the 
 position "Jan. 1" into the new year for (10 X 11|) lUf mil- before they counted 
 Jan. 1. Finally, in 250 years, it was (250 X HJ) 2791| min. = about 2 days be- 
 yond "Jan. 1 " toward b, before they began to count Jan. 1. Now, in 1582, the earth 
 
SYSTEM ARITHMETIC— GRADE A. 
 
 699 
 
 went into January of a new year as much as about 10 whole days before they counted 
 it Jan. 1. That is to say, the earth was out of the old circuit, or year, and far toward 
 b in the new (or next) year, before the people counted January to have begua at all. 
 
 Hence, in order that the count, or reckoning, of the time might correspond to the 
 season, or earth's position in its path around the sun, in 1583 Pope Gregory XIIT. de- 
 creed that October 5th should be counted October 15th. Those using the Old Style, 
 or Julian calendar, are now about 12 days behind the season ; so that when we have 
 July 4, Russia has June 22. 
 
 Common Year, Leap Year. — A common year is any year of 365 days. 
 A leap year is one of 366 days ; that is to say, one in which February is counted as 
 having the extra, or 29th day. By the Gregorian calendar, the 29th day is added to 
 February in such years as are divisible by 4, except such as, being divisible by 100, 
 are not divisible by 400. 
 
 Why Add the Extra Day, Feb. 29, to All Years Divisible 
 by 4, Except iSuch as, Being Divisible by lOO, are not Divis- 
 ible by 400? — The exact length of the solar year is 365 d. 5 hr. 48 1 miu. iu mean 
 solar time. But for three years in succession, we count but 365 days to a year, giving 
 February but 28 days. Thus, in counting it Jan. 1 at the end of 365 days, we begin 
 about 5 hr. 48 1 min. too soon. A 2d year, we count it Jan. 1(2X5 hr. 48 ^. min) 1 1 hr. 
 37| min. too soon. The 3d year, we count it Jan. 1 (3 X 5hr. 48f min.) 17hr. 26i-min. 
 too soon. The 4th year, we count it Jan. 1 (4 X 5 br. 48f min.) 23 hr. 15 i min. too 
 soon. Hence we put in a day (Feb. 29) in this 4th year, in order to make the count 
 or calendar correspond more nearly to the actual season, or the actual position of tlie 
 earth in its path around the sun. Here, then, is the explanation of why we divide 
 by 4 to determine whether a year is a. leap year. 
 
YOO THE SYSTEM METHOD. 
 
 But when we put in a day (Feb. 29), we put in (24 hr. — 23 hr. 15| min.) 44f 
 min. too much. That is to say, we then count it Jan. 1 not till 44| min. after the 
 earth has completed its year, or circuit; or not till the earth has gone 44| min. into 
 the new year. Hence, putting in an extra day once in four years, brings the counting 
 44| min. behind the season — in 4 years. Then in 8 years (2 X 4), the count be- 
 comes (3 X 44|) 89| min. behind the season, or earth's position in its orbit. And 
 in 100 years (25 X 4), the count becomes (25 X 44|) 1116| min. = 18 hr. 36| min. 
 behind the season. Here, then, in the hundredth year, we drop, and do not insert, 
 the extra day of February, by doing which we bring the count up with the season and 
 (24 hr. — 18 hr. 36| min.) 5 hr. 28| min. ahead of it. Here, then, is the reason 
 why the 100th year is made, in the calendar, a common year of 365 days. 
 
 But the count is now, at the end of 100 years, 5 hr. 23^ min. ahead of the season. 
 That is to say, at the end of 100 years we count it Jan. 1 5 hr. 23^ min. too soon. 
 But in 400 years we should count it Jan. 1 (4 X 5 Jir. 231 min.) 21 hr. 33J- min. too 
 soon, about 1 day too soon. Hence in the 400th year we again put in the extra day 
 in order to make the count and the season agree. Here, then, in the 400th year, we 
 insert the extra day again ; that is, we make every 4th centennial year a leap year. 
 Putting in the extra day in the 400th year takes the season 2 hr. 26| min. again 
 ahead of the count, as it was after adding the extra day to the 4th year. Hence it is 
 that we divide years divisible by 100, by 400, to determine whether we add the extra day. 
 By continuing this process of dividing by 4, 100, and 400, we may arrange a calendar 
 correct for any number of years. Thus it is, finally, that the Gregorian calendar in- 
 serts an extra day in such years as are divisible by 4 ; but not in such as are divisible 
 by 100 unless they are also divisible by 400. 
 
 Let it be observed that at the end of 400 years, by the Gregorian calendar, the 
 season is ahead of the count 2 hr. 26| min. = ^-^ hr. Hence the error in the Gre- 
 gorian calendar may be found thus : — 
 
 a. -2^ hr. error = 400 yr. @f calendar. 
 
 b. ^ = ^^2 X 400 = ^^ 
 
 c. 24 hr. (1 d.) = 24 X Ht° = 3927-j-='x jr. of calendar. 
 
 It is thus shown that the error in the Gregorian calendar is small, amounting to 
 but 24 hours, or 1 day, in 3927^^^ years. 
 
 Elementary Truths. — In 24 hours the whole circle of the earth (360°) 
 passes under the rays of the sun. Hence, — 
 
 a. In 24 hours, the earth revolves through 360.° 
 
 b. In 1 hour, the earth revolves through Jj of 360° = 15.° 
 
 c. In 1 min., the earth revolves through -^-^ of 15° = 15.' 
 
 d. In 1 sec, the earth revolves through gL of 15' = 15." 
 
 From these four items of fact matter, the tables for reduction may be made up. 
 
 Different Places East and West Have Different Time.— 
 
 One-haU of the earth is always in darkness, the other half always in the light. But 
 the earth turns on its axis from west to east (causing the sun to appeal* to go fi'om 
 east to west). That is, in the diagram, "W (morning) rotates up to M (noon), thence 
 down to E (evening), thence into the night, and through it again around to morning 
 at W. (The reader's head is supposed here to represent the sun.) Therefore places 
 
SYSTEM ARITHMETIC— GRADE A. 
 
 701 
 
 west of the meridian N S are in the fore- 
 noon, and have earlier time than places 
 east of N S, which are in the afternoon 
 and have the later time. 'Wlien the smi 
 is directly over M, at that point it is noon; 
 at W, 6 o'clock in the morning; at E, 6 
 o'clock in the evening, of the same day. 
 
 Oreenwicli (Eng.) llie 
 
 13ase. — Longitude is reckoned as so 
 
 many degrees (up to 180°), minutes ('), 
 
 and seconds (") east or west of the 
 
 meridian of Greenwich, England. A de- 
 
 gi-ee is 3^g of any circle. Hence 1° of 
 
 the equator = g J-^of 24,899 statute miles 
 
 = 69.16 statute miles. But since the parallels north and south of the equator are 
 
 smaller circles than the equator, 1° of longitude measured on a parallel will be less 
 
 than 1° of longitude at the equator. 
 
 TABLE SHOWING THE CIRCUMFERENCE OF EVERY FIFTH PARAL- 
 LEL, AND THE LENGTH OF ITS DEGREES IN ENGLISH MILES. 
 
 Latitude. 
 
 Circumference 
 of Parallel. 
 
 Length of Deg. 
 of Longitude. 
 
 Latitude. 
 
 Circumference 
 of Parallel. 
 
 Length of Deg. 
 of Longitude. 
 
 Equator 0° 
 
 24,899 
 
 69.164 
 
 45° 
 
 17,636 
 
 48.988 
 
 5 
 
 24,805 
 
 68.903 
 
 50 
 
 16,030 
 
 44.545 
 
 10 
 
 34,538 
 
 68.120 
 
 55 
 
 14,814 
 
 39.760 
 
 15 
 
 24,056 
 
 66.833 
 
 60 
 
 13,481 
 
 34.669 
 
 30 
 
 33,406 
 
 65.018 
 
 65 
 
 10,552 
 
 29.310 
 
 35 
 
 23,580 
 
 63.731 
 
 70 
 
 8,541 
 
 23.726 
 
 30 
 
 21,581 
 
 59.948 
 
 75 
 
 6,465 
 
 17.957 
 
 35 
 
 20,418 
 
 56.718 
 
 80 
 
 4,338 
 
 12.049 
 
 40 
 
 19,100 
 
 53.055 
 
 85 
 
 2,177 
 
 6.048 
 
 45 
 
 17,686 
 
 48.988 
 
 Pole 90 
 
 0,000 
 
 0.000 
 
 While the prime meridian employed by the Enghsh and Americans is that of the 
 National Observatory at Greenwich, the French and German geographers often use the 
 meridian of the observatory at Paris. The Americans sometimes use, likewise, that 
 of the National Observatory at Washington. Paris is 2° 20' east of Greenwich; 
 Washington, 77° 2' 47" west of Greenwich. 
 
 Table of Longitudes. — Since in the equator or any parallel there are but 
 860°, and longitude is reckoned both east and west, a place farther west than 180° 
 west longitude, wiU be in east longitude, and vice versa. Hence longitude is reckoned 
 up to 180° only. In the following table of longitudes, W. = longitude west from 
 Greenwich ; E. = longitude east from Greenwich : — 
 
703 
 
 THE SYSTEM METHOD 
 
 Portland, Me...... ... 
 
 Boston, Mass., 
 
 New Haven, Conn.,. 
 
 New York City, 
 
 Philadelphia, Pa., . . . 
 
 Baltimore, Md., 
 
 Washington, D. C, . . 
 
 Kichmond, Va., 
 
 Charleston, S. C.,. . . . 
 
 Pittsburg, Pa., 
 
 Savannah, Ga., 
 
 Detroit, Mich., 
 
 Cincinnati, O., 
 
 Louisville, Ky., 
 
 Indianapolis, Ind.,. . . 
 
 Nashville, Tenn., 
 
 Chicago, 111 
 
 Mobile, Ala., 
 
 Madison, Vila., 
 
 New Orleans, La., . . . 
 
 St. Louis, Mo., 
 
 Minneapolis, Minn., . 
 Des Moines, Iowa, . . . 
 
 LONGITUDE. 
 
 18 W. 
 50 " 
 
 a:-, " 
 
 U " 
 
 3 " 
 
 !59 " 
 
 13 
 
 Omaha, Neb., 
 
 Austin, Tex., 
 
 Denver, Col., . , 
 
 Salt Lake City, Utah, . . , 
 San Francisco, Cal., — 
 
 Sitka, Alaska, 
 
 St. Helena Island, 
 
 Reykjavik, Iceland,. . . . 
 Kio Janeiro, Brazil, . . . 
 
 St. Johns, N. F., 
 
 Honolulu, Sandwicli Is, 
 
 Greenwich, Eng., 
 
 Pans, France, 
 
 Ptome, Italy, 
 
 Berlin, German Emp.,. 
 
 Yienna, Austria, 
 
 Constantinople, Turkc 
 St. Petersburg, Kussia, 
 
 Bombay, India, 
 
 Canton, China, 
 
 Pekin, China, 
 
 Manila, Philippine Is.,. 
 Sydney, Australia, 
 
 LONGITtTDE. 
 
 O 
 
 ' 
 
 II 
 
 95 
 
 50 
 
 14 V/. 
 
 97 
 
 44 
 
 12 " 
 
 104 
 
 53 
 
 33 " 
 
 111 
 
 53 
 
 47 " 
 
 122 
 
 27 
 
 49 " 
 
 135 
 
 19 
 
 42 '-■ 
 
 5 
 
 42 
 
 " 
 
 22 
 
 
 
 " 
 
 43 
 
 20 
 
 " 
 
 52 
 
 43 
 
 " 
 
 1.57 
 
 52 
 
 " 
 
 
 
 
 
 " 
 
 2 
 
 20 
 
 E 
 
 12 
 
 23 
 
 " 
 
 13 
 
 23 
 
 " 
 
 16 
 
 20 
 
 " 
 
 23 
 
 59 
 
 " 
 
 30 
 
 16 
 
 " 
 
 72 
 
 48 
 
 " 
 
 113 
 
 14 
 
 30 " 
 
 116 
 
 26 
 
 " 
 
 120 
 
 30 
 
 " 
 
 151 
 
 11 
 
 " 
 
 Islaiitlers' I>ate tiine. — ^A, traveling east, and B, traveling west, start 
 from Greenwich with the same time. But at New York, B tm-ns his watch back to 
 agree with New-York time. At San Francisco, lie turns it back again. And, finally, 
 at Manila, Philippine Islands, in longitude about 120° east, he turns his watch back 
 once more to agree with Manila time. But the Spaniards there reckon Manila time 
 from Greenwich west. Now, from Greenwich "west to Manila is (360° — 120°) 240.° 
 And — 
 
 1° of longitude = Jj hr. time. 
 340° " " = 240 X tV = 16 hr. 
 
 Hence, by Spanish count, Manila time is 16 hr. earher than Greenwich time, and B 
 turns his watch back, in aU, 16 hr. 
 
 After the manner of B, at Constantinople, A, who travels east, turns his watch 
 up to agree with Constantinople time. At Calcutta, he again sets his watch forward. 
 And, finally, at Canton, in longitude about 113° east, he turns his watch forward to 
 Canton time. But Canton uses eastern time; that is to say, time reckoned from 
 Greenwich east. Now, from Greenwich east to Canton is about 113.° And — 
 
 113° of longitude = 7 hr. 32min. of time. 
 Hence, Canton time is 7 hr. 33 min. later than Greenwich time, and A turns his watch 
 up, in all, 7 hr. 33 min. Consequently, the difference between A's and B's watches is 
 (16 hr. -|- 7 hr. 33 min.) 33 hr. 33 min. That is to say, when B's watch at Manila is 
 10 min. past 13 Wednesday morning, A's watch at Canton is (10 min. past 13 Wednes- 
 day morning -\- 23 hr. 33 min.) 43 min. past 11 Wednesday night. But 20 min. later, 
 B would have (10 min. past 13 -f 20 min.) 30 min. past 13 Wednesday xsioxTATi%, 
 
SYSTEM ARITHMETIC—GRADE A. 
 
 T03 
 
 while A would have (42 min. past 11 Wednesday night -|- 20 min.) 2 min. past 12 
 Thursday morning. B would date a letter " Wednesday^ Oct. 16 ; " A, " Thursday, 
 Oct. 17." (The day is here assumed to be a "civil day," beginning and ending at 
 midnight, not at sunset, as the Bible would reckon the day to begin and end.) 
 
 Now, after the likeness of the travels of A and B have been the migrations east 
 and west toward the Paciiic Ocean. The inhabitants of eastern Asia, Kamtchatka, the 
 Japan Islands, the larger portion of the East-Indian Archipelago and Australia, hav- 
 ing migrated east from Europe and Asia, use eastern time, that is, time reckoned east 
 from Greenwich. On the other hand, the civilized inhabitants of California, the 
 Sandwich Islands, and Polynesia, having emigrated from the east westward via New 
 
704 THE SYSTEM METHOD. 
 
 York, Cape Horn, and San Francisco, use Western time ; that is to say, they reckon 
 their time from Greenwich west. Those emigrants coming from the west to the east, 
 like A, use Eastern time, which is nearly one day faster than that used by those com- 
 ing to the west from the east. 
 
 Thus the islanders' date line is but an approximate division hue between those 
 peoples using the Western, or earlier, time, and those using the Eastern, or later, 
 time; that is to say, it is merely the general separation line between those peo- 
 ples having migratec! eastward to their new homes and those having migrated 
 westward to theirs. Since this line serves no other purpose than merely to represent 
 to the eye, in a general way, what is the division line between unhistorical islanders 
 using different dates, it is quite improperly called an "International" Date Line. 
 This hne " differs somewhat from the 180th meridian. It may be traced from Chat- 
 ham Islands, lat. 44° S., long. 177° W., and running north and west, keeping on the 
 east of New Zealand, New Guinea, and Borneo, running through the Philippines, ap- 
 proaching the China coast near Canton, and then bearing off to the northwest [north- 
 east] outside the Japanese Islands, passes up through Behring Strait, and terminates 
 in the north pole. On the west of this line the date is, in general, just one day in 
 advance of what it is on the east." — Olney''s Science of Arithmetic. The map on pre- 
 vious page wiU show the location and course of this date line. 
 
 Note.— ^mce it is the prime purpose of this date line to divide the peoples accordingly 
 as they actually reckon their dates by the Eastern or by the Western count, it is to be observed 
 that it is incorrectly drawn ; for both the Alaskans and the Pitcairn Islanders reckon their 
 time by the Eastern (later, or faster) count. Therefore, to be a true line of separ.ition be- 
 tween the peoples using these two different counts, at the nortli it should be so deflected to 
 the east as to bring Alaska on its west side ; and at the south it should likewise be so deflected 
 far back toward the east as to bring Pitcairn Island on its west. See the article, "How Long 
 the Day Lasts on the Globe," farther on. 
 
 International Day Line. — But there is another line, which, running 
 rom pole to pole through Behring Strait, and coinciding with the circle of illumina- 
 tion, marks where each new day takes its start on the earth. This line is truly an 
 interesting one to all nations, as locating the arrival and departure of each of the seven 
 days of the week, — interesting especially as locating where the sabbath begins, and 
 where ship-masters and voyagers are wont to drop or add a day in their reckoning of 
 days and dates, according to which way they are sailing. 
 
 If we should leave Indianapolis at noon on Monday, June 1st, and travel west- 
 ward around the earth, keeping pace with the sun, the day would be to us Monday, 
 June 1st, till we pass entirely around and return to Indianapolis, where the home peo- 
 ple would be calling it Tuesday, June 2d ; and observe that our Monday noon would 
 continue 24 hours, and Monday noon would change to Tuesday noon, when we arrived 
 home, without an intervening night. And in like manner, however long we might be 
 in passing around the earth from east to west, our count after returning, unless we add 
 a day at the Day Line, would be one day behind the home people's count. On the 
 contrary, if we pass around the earth from loest to east., our reckoning of days and dates, 
 unless we subtract a day at the Day Line, comes out one day in advance of the correct 
 count, as kept by our home people. 
 
 Now this error of the voyager's is caused by his failure to make the change in 
 his count when, in his voyage, he reaches the Day Line — caused by his ignorance in 
 not knowing when (because of his sailing out of the old day into the territory of the 
 
SYSTEM ARITHMETIC— GRADE A. 705 
 
 new day) he should change his count. And before he may know where to change his 
 count, he must understand, of course, where and what such Day Line is. "Ship- 
 masters actually change their count at [or about] the 180th meridian from Greenwich, 
 to accord with these facts. Thus, were you going from California to Canton, China, 
 and crossed the 180th meridian on Monday, you would see posted in conspicuous 
 places on the ship an announcement that, having crossed the 180th meridian, the date 
 is changed from Monday to Tuesday. So, likewise. If you were returning from Canton 
 to San Francisco, and should cross this meridian on Monday, you would see a notice 
 of change of date to Sunday." 
 
 Why the true Day Line cannot be identical with the date Une which separates the 
 two different counts of dates used by the eastern Asiatics and some of the islanders 
 of the western Pacific Ocean, it is easy to understand ; for that date line is so far de- 
 flected to the west at the Philippine Islands as to bring it out of coincidence with the 
 circle of illumination. Suppose the circle of illumination (i. e., the Day Line, the 
 circular line that marks the division between the day and the night halves of the globe) 
 coincides for a distance, with this date line, at Chatham Island (see the date line 
 map, page 703) : it could not, then, coincide with it farther north, in the central 
 Pacific ; for this Day Line, dividing, as it does, the illuminated half of the earth 
 from the unlighted half, must run, in general, very nearly directly north and south. 
 (Refer to any astronomy or physical geography, article " Circle of Illumination.") 
 
 Why this international Day Line should be located in the Pacific Ocean, and pass 
 through Behring Strait, near the ISOth meridian from Greenwich, may be under- 
 stood by him who wiU attend carefully to these considerations : — 
 
 Sunset, midnight, sunrise, and midday come from the east and go around the 
 earth fi'om east to west; which fact is well known even to school children. Since 
 these phenomena go on and on, in this order, round and round the earth, in a 
 never-ceasing circuit, — since there can be no question about the fact that sunset, 
 midnight, sunrise, and midday come in this order as to time, and travel thus around 
 the earth from east to west, — the only question is, Where is that " east " from which 
 they start ? Since these phenomena start in and come from the east, the only ques- 
 tion is. Where is that "east" ? Now, there are three weU-known and universally- 
 received facts by which we determine where that " east " is, in which these phenom- 
 ena of each day and night take their start on the earth : — 
 
 1. Sunset, midnight, sunrise, etc., travel on the earth from east to west; for 
 they are things that foUow with the sun. 
 
 2. These phenomena began before the world was discovered to be round, — be- 
 gan when the earth was supposed to be flat, — and when North America and South 
 America were unknown to the civilized world. 
 
 3. Mankind, the reckoners of these phenomena, originated in Asia; for there 
 philology and aU history, sacred, profane, and geological, place the cradle of the race. 
 
 Neither of these three statements needs any argument to establish it as fact. 
 The first is well known even to school children. As to the truth of the second state- 
 ment, it may be remarked that it was not till 1520 after Christ that, by Magellan's 
 circumnavigation, the world was proven to be round. Thus M'e see that sunset, mid- 
 night, sunrise, and midday had been taking their start out of this " east," over and 
 over again, as each new day came upon the earth, for a period of about five thousand 
 45 
 
706 THE SYSTEM METHOD. 
 
 years previous to Magellan, during the whole of which time the earth was supposed 
 by all mankind to be flat. We come, therefore, squarely to the question thus : To 
 this early people living in Asia on aflat earth, what would he that '■^ east ''^ from which 
 the sun comes — rises ? 
 
 Now give heed : this indefinite east could have been nowhere 07i land in eastern 
 Asia ; for, as surely as any of these early Asiatics ever attempted to find the sun on 
 the land by journeying to it, he found naught but that the sun was still farther in 
 the east ; just as men now know that when a man journeys east to find the rainbow, 
 he finds naught but that the rainbow is — wt the east. Thus, since the sun was seen 
 to come from farther east than the land extended, — since sunrise, midday, sunset, etc., 
 came from an east beyond the land, — the only thing that could be known was that 
 they started from somewhere in the watery east. Therefore, the source from which 
 the days and nights came to our early Asiatic forefathers was the watery east of the 
 Pacific Ocean. And mark you, it was because the Creator placed original man in 
 Asia that the days in Asia, on a supposed fiat earth, thus came to man from the 
 watery east, the Pacific Ocean. Had he placed original man in North America instead, 
 these phenomena would have first appeared, not in the Pacific, but in the Atlantic, 
 Ocean. Thus it is that the providence of God has located the beginnings of days 
 pnd nights in the Pacific Ocean, whence they go westward around the earth. 
 
 Therefore sunset, midnight, sunrise, and noon could not take their start west- 
 ward on the earth from any point west of Behring Strait. Plainly, therefore, since 
 they could not have begun their journey on this flat earth from any point west of 
 Behring Strait, and since they go on the earth from east to west, they (and with 
 them the day) came to central and western Asia from extremest eastern Asia ; from 
 western Asia to Europe and western Europe ; and in the same way it was that they 
 crossed the Atlantic Ocean to America; for, started westward, they could jiot go 
 otherwise. 
 
 That this reckoning of days and dates did start in the east of Asia, is as certain 
 and as plain as that mankind, the day reckoners, did start in Asia and see their sun 
 rise in the far and uncertain watery east. Thus it was sabbath in eastern Asia before 
 it was sabbath in western Asia; sabbath in western Asia before it wits sabbath in 
 western Europe ; and in the same way, on this flat earth previous to Magellan, it was 
 sabbath in western Europe before it was sabbath in eastern America ; and similarly 
 stiU, from east to west, it was sabbath in eastern America before it was sabbath in 
 western America. And now mark, since sabbath came from the east to the west, — 
 came on this flat earth from Asia to America, as mankind know,— it could not come 
 from America to Asia. Why could not this sabbath reckoning have come westward 
 from America to Asia? — Answer: Because on the flat earth there was no America 
 east of Asia from which it could come. America was then a thing unknown, and a 
 thing unlmown to mankind is to mankind nothing. (See pages 75-77.) So far as 
 mankind are concerned, the appearances called sunset, midnight, sunrise, etc., each 
 came from where God caused it first to appear to mankind ; namely, from the Pacific 
 Ocean east of Asia. This appearance, called " day," was first seen, — was first an ap- 
 pearance, — not in America, but in Asia; for it was originally brought to America by 
 sailors from Europe, whither it came originally from Asia, as aU history and philology 
 attest. The stalling sabbath did not, therefore, strike the earth at any point east of 
 Behring Strait. But we have already seen that it did not first strike the earth at any 
 
SYSTEM ARITHMETIC— GBADE A. ^QT 
 
 point west of Behring Strait ; it did, therefore, take its start fi-om a circle of illumi- 
 nation running north and south through Behring Strait and the Pacific Ocean. And 
 it may be observed that since the circle of illumination, bringing with it any new day, 
 occurs earliest in the morning and latest in the evening where the days are the long- 
 est, of those people living at the west side of this watery Day Line, they will see and 
 count any new day first who live farthest north and south. There are two periods 
 only, in each year, when the Day Line runs directly north and south — the two 
 equinoxes. 
 
 Where Do the Sabbath, STew Tears, etc., Begin and 
 End ? — The day begins at the west side of the Day Line, and ends at the east side 
 of the Day Line. (See the article " International Day Line " next above.) 
 
 How Far the Day Stretches on the Globe.— It is now Sun- 
 day, say, at Cincinnati : where on the globe does that Sunday begin and end, and 
 what day of the week stretches over the remaining portion of the globe ? Answer : 
 It is Sunday back toward the east from Cincinnati tiU we reach the location where it 
 is midnight ; beyond that point, east to the Day Line, it is Monday, and it is Sunday 
 also from Cincinnati west to the Day Line; for, by the usage of all time-reckoning 
 nations (the Philippine Islands, Pitcairn Island, and Alaska excepted), in reckoning 
 their days and dates from Asia, the cradle of the time reckoners, the time is to be 
 counted later eastward and earlier westward till we reach the watery Day Line. 
 
 How Long the Day Lasts on the Crlobe. — Since the day begins 
 on the west side of the Day Line just twenty-four hours before it ends there, and 
 since on the east side of the Day Line the day does not begin tiU when it ends on the 
 west side, therefore, by the proper reckoning, each of the seven days should linger on 
 the earth for just forty-eight hom's. But because the Pitcairn Islanders and the 
 Alaskans, who came to their homes from west of the Day Line, have been derelict in 
 rightfully dropping a day; and because the Spaniards of the Phihppine Islands, who 
 came to their island home from Spain westward by May of Cape Horn, have been 
 dereUct in rightfully adding a daj', — because of these derelict acts, the day, as counted 
 by them, lingers upon the earth for the space of about 55 hours ; because it ends by 
 their count in Pitcairn Island and Alaska about 31 hours before it begins in Phil- 
 ippine Islands — where, of course, it lasts 34 hours. - 
 
 The Day One and the Date Line in Computations. — We 
 have already seen how each old day ends and each new day begins along a line (the 
 circle of illumination) running north and south through Behring Strait and the Pa- 
 cific Ocean. Therefore the correct method of reckoning the time east and west be- 
 tween difEerent places on the round earth, will be as foUows : — 
 
 a. Longitude is not reckoned for more than 180° either east or west. 
 
 b. The time is later eastward as far as the international Day Line. 
 
 c. The time is earlier westward as far as the international Day Line. 
 
 d. A place immediately east of the international Day Line is 24 hours earlier iu 
 time than a place immediately west of it. 
 
 e. In questions involving places separated by the Day Line, the time must be 
 reckoned the long way around. 
 
 f. In questions involving places not separated by the Day Line, the time must be 
 reckoned the short way around. 
 
Y08 THE 8T8TEM METHOD. 
 
 g. The earth turns from west to east (causing the sun to appear to travel west). 
 
 h. East and west are continuous circles (not straight lines) following the paral- 
 lels and the equator. 
 
 Exception. — But to this providential practice, as here stated and as generally ob- 
 served by the nations of the earth, the Philippine Islanders, the Pitcairn Islanders, 
 and the Alaskans count themselves exceptions; since the last two of these peoples 
 count the day now to begin (or first appear), not where it first appeared (namely, 
 eastward, beyond aU land, in the Pacific) , but with themselves ; and the Philippine 
 Islanders reckon it to begin just westward of themselves, in China. Therefore, while 
 rules a to f above are regularly to be used in aU cases, yet to find the time for these 
 three peoples as actually counted by them, we shall have to remember that while the 
 Philippines use Western time, both the Alaskans and the Pitcairn Islanders use East- 
 ern time. The following problem involves this exception : — 
 
 ProUem. — ^When it is 30 min. 2 sec. past twelve Wednesday morning, October 
 16, at Manila, Philippine Islands, what is the time at Canton? 
 
 Between Canton and Manila the short way, are of longitude (120° 30' — 113*^ 
 14' 30") 7° 15' 30". The long way around is (360° — 1° 15' 30") 352° 44' 30." 
 But- 
 Short way = 7° 15' 30" = 29 min. 2 sec. difE. in time. 
 
 Long way = 352° 44' 30" = 23 hr. 80 min. 58 sec. difE. in time. 
 
 Hence, when it is 30 min. 2 sec. past twelve Wednesday morning at Manila, at 
 Canton — 
 
 a. Counting short way, it is 30 min. 2 sec. past 12 Wednesday morning — 29 
 min. 2 sec. = 1 min. past twelve Wednesday morning. 
 
 b. Counting long way, it is 30 min. 2 sec. past 12 Wednesday morning -\- 23 hr. 
 30 min. 58 sec. = 1 min. past ttvelve Thursday morning. 
 
 The results thus differing 24 hours, it is an important question of fact which is 
 right. Let it be perceived that in determining the time as reckoned by any given 
 place, it must needs be known whether that place reckons its time from Greenwich 
 east, or from Greenwich west; that is, whether it uses "Eastern " or " Western " time. 
 In this problem, since Philippine Islanders use Western time, and the people of China 
 Eastern time, we reckon the greatest difference between Manila and Canton, finding 
 the time at Canton to be properly 1 minute past 12 Thursday morning. 
 
 Let not the student fail to note that Canton, though 7° 15' 30" west of Manila, 
 has nevertheless later time, a truth directly confuting the usual but pernicious doctrine 
 of the arithmetics that, of two places, that has the later time which is farthest east. 
 
 IVaTlgators at Sea. — To determine the longitude at sea, navigators take 
 with them a chronometer (an accurate time-keeper) set to give the time of Greenwich. 
 They first ascertain the time for the point they are at by observing the sun with the 
 sextant. The difference of time between the chronometer and the point of observation, 
 reduced to longitude, gives the distance east or west of Greenwich. 
 
 -^^M^^^ 
 
SYSTEM ARITHMETIC— QB ABE A. T09 
 
 LONGITUDE AND TIME. 
 
 CLASS II PROBLEMS. 
 
 Note 1. — For solutions to a number of class II problems, in longitude and time, 
 see " Class II Problems," page 663, Work Book No. 22. 
 
 Note 2. — For why class I problems (problems in which we are to find the longi- 
 tude) of longitude and time are to be taught before these class II problems are taught, 
 and in the lower grades, as an empirical process, see note under "Longitude and 
 Time," page 661, Work Book No. 22. 
 
 1. The distance from Boston to Chicago is about 843 miles. 
 When it is noon at Boston, what is the time at Chicago, a degree 
 of longitude at Boston containing about 51 miles? 
 
 a. 51 mi. = 1° 
 b 1 " = -1-° 
 
 "• ^ — 5 1 
 
 c. 843 " = 843 X ^ = 16ja^.° 
 a. 15° = 1 hr. 
 b 1° = J- 
 
 ^- ^ 15 
 
 c. 16^° = 16^ X tV = llii'- 6min. TJ^^sec. \—Ans. 
 
 X. 12 m. — ■ 1 hr. 6 min. 7Jy sec. = 10 hr. 53 min. 52l|- sec. a. m. 
 
 Solved by Ella Miller, John Comer, and Alva Van Evera. 
 
 2. How much later does the sun set at San Francisco than at 
 Philadelphia ? 
 
 X. 
 
 122° 27' 49" — 75° 9' 3" = 47° 
 
 a. 
 
 15° = 1 hr. 
 
 b. 
 
 1° = JL 
 
 ^ 15 
 
 c. 
 
 47° = 47 X JL. = 3 hr. 8 min. 
 
 a. 
 
 15' = 1 min. 
 
 b. 
 
 1' — 1 
 
 ^ — 3-5 
 
 c. 
 
 18' = 18 X -jig- = Imin. 12 sec. 
 
 a. 
 
 15" = Isec. 
 
 b. 
 
 1" = J- 
 
 ^ 15 
 
 c. 46" = 46 X jig- = 3J5 sec. [sec. — Ans. 
 
 y. 3hr. 8 min. + Imin. 12 sec. + 3JLsec. = 3hr. 9 min. 15Jg 
 
 Solved by David Kelley, Emma Higliley, and Wm. Miller. 
 
 3. When it is 3 A. m. at Omaha, longitude 95° 56' 14" W., what 
 is the time at Bombay, 72° 48' E.? 
 
 X. 95° 56' 14" + 72° 48' = 168° 44' 14" diflf. of long. 
 
 a. 15° = 1 hr. 
 
 b. 1° = tV 
 
 c. 168° = 168 X tV = 11 ^^- 12 min. 
 
YlO THE SYSTEM METHOD. 
 
 a. 
 
 15' = 1 min. 
 
 b. 
 
 V=-h 
 
 c. 
 
 44' = 4-4 X tV = 2 E 
 
 a. 
 
 15" = Isec. 
 
 b. 
 
 1"=!^ 
 
 c. 
 
 14" = 14 X 3L ^ i4 
 
 sec. [p. M. — Ans. 
 
 J. 3 A. M. + 11 hr. 14 mm. 56^4 sec. ■= 2hr. 14 mm. 56i|^ sec. 
 
 Solved by Henry Peterson, Olive Morris, and J. A. Macy. 
 2;fote. — Since Bombay is east of the starting point, the meridian of Greenwich, 
 and Omaha is west of the same point, the difference of longitude between these two 
 places is the sum of their distances from the common starting point (95° 56' 14" ~\- 
 72° 48' = 168° 44' 14"). The time at Bombay is later than at Omaha, since the 
 day reaches Bombay first, and travels thence westward to Omaha. (See the article, 
 "International Day Line," p. 704.) 
 
 4. When it is five minutes after four o'clock on Sunday morning 
 at Honolulu, 157° 52' minutes W., what is the hour and day of 
 the week at Sydney, Australia, 151° 11' E.? 
 
 X. 157° 52' + 151° 11' = 309° 3' diff. of long, 
 a. 15° = 1 hr. 
 
 20 hr. 36 min. 
 
 = 12 sec. [12 sec. a. m. Mon. — Ans. 
 
 5 min. A. m. Sun. + 20 hr. 36 m.in. 12 sec. = 41 min. 
 
 Solved by Lizzie PeifEer, Henry Peterson, Charles Mason, and Daniel Dwyer. 
 
 5. When it is 6 A. m. Tuesday, at Pekin, China, 116° 26' E., what 
 is the time at San Francisco, 122° 27' 49" W.? 
 
 X. 116° 26' + 122° 27' 29" = 238° 53' 29" diff. of long. 
 
 a. 15° = 1 hr. 
 
 b 1° = -L 
 
 c. 238° = 238 X tr = ^5 hr. 52 min. 
 
 a. 15' = 1 min. 
 
 c. 53' = 53 X tV = 3 rain. 32 sec. 
 a. 15" = 1 sec. 
 
 c. 29" = 29 X Jt^ = Ifl sec. [26 J-^ sec. p. m. non.— Ans. 
 y. 6 A. M. Tues. — 15 hr. 55 min. 33i| sec. = 2 hr. 4 min. 
 
 Solved by Harry Littler, Eugene Albaugh, W. 11. Childs, and Katie Welch. 
 Note. — The time at San Francisco is earUer than at Pekin, because the day 
 reaches Pekin first and travels thence westward to San Francisco. 
 
 b. 
 
 1° = J- 
 
 ^ 15 
 
 c. 
 
 309° = 309 X 3^ 
 
 a. 
 
 15' =1 min. 
 
 b. 
 
 ^ 15 
 
 c. 
 
 3' = 3 X T-V = 
 
 X 
 
 J- 
 
 4 hr. 5 min. A. m. 
 
SYSTEM ARITHMETIC— GRADE A. YH 
 
 DATE-LINE PROBLEMS. 
 
 1. The longitude of Marshall Island is 145° E.; of Tokio, Japan 
 Islands, 141° E. When it is 3 p. m. Wednesday at Marshall Is., 
 what is the time at Tokio? 
 
 X. 360° — (145° — 141°) = 356° ditf. of long. 
 
 a. 15° = 1 hr. 
 
 b 1° = JL 
 
 c. 356° = 356 X -Jg- = 23 hr. 44 min. diff. of time. \—Ans.^ 
 
 J. 3 p. M. Wed. + 23 hr. 44 min. = 2 hr. 44 min. p. m. Thurs. 
 
 Solved by Robert Knott, J. A. Nebergall, and Hattie Johnston. 
 
 Kote. — These two places, though both in east longitude and only 4° apart, 
 have their diiference in time reckoned the long way around, since they are on oppo- 
 site sides of the date line. The distance the long way around is what remains of the 
 circle of 860° after 4° are subtracted. 
 
 2. When it is 6 A. M. Tuesday at Sydney, Australia, longitude 
 151° ir E., what is the time at Mindanao, Philippine Islands, lon- 
 gitude 124° E.? 
 
 X. 360^ + (151° 11' — 124°) = 387° 11' diff. of long, 
 a. 15° = 1 hr. 
 b 1° = J- 
 
 "• ^ 15 
 
 c. 387° = 387 X iV = 25 hr. 48 min. 
 
 a. 15' == 1 min. 
 b 1' = -i- 
 
 "•-^15 
 
 c. 11' = 11 X J^ = 44sec. 
 
 y. 6 A. M. Tues. — 25 hr. 48 min. 44 sec. = 4 hr. 11 min. 16 
 [see. A. M. Mon., time at Mindanao. — Ans. 
 
 Solved by Hattie Dickey, Lulu Nebergall, Fannie Van Bibber, and Cora Cox. 
 
 Note. — If Mindanao were on the same (west) side of the date line as Sydney, the 
 difEerence of longitude between the two places would be 27° 11', and the time at 
 Mindanao would be 1 hr. 48 min- 44 sec. earlier than at Sydney. But Mindanao 
 being on the opposite (east) side of the date line, its time is 24 hr. earlier than if it 
 were in the same longitude on the west side of the date line. Mindanao time is 
 therefore (1 hr. 48 min. 44 see. -j- 24 hr.) 25 hr. 48 min. 44 sec. earlier than Sydney 
 time, and the difference of longitude between the two places is thus seen to be 360° 
 -f 27° 11' = 387 ° 11.' 
 
 3. The longitude of Yeddo, Japan Is., is 140° E. ; of Kalagan, 
 Philippine Is., 126° 30' 50" E. When it is 11 hr. 55 min. p. m. Sun- 
 day at Kalagan, what is the day and hour at Yeddo? 
 
Y12 THE SYSTEM METHOD. 
 
 X. 360° + (140° — 126° 30' 50") = 373° 29' 10" diff. of long, 
 a. 15° = 1 br. 
 b 1° = -J- 
 
 U. 1 J 5 
 
 c. 373° = 373 X yV = 24 br. 52 min. 
 a. 15' = 1 min. 
 
 b. 1' = yV 
 
 c. 29' = 29 X Jg- = 1 niin. 56 sec. 
 
 a. 15" = 1 sec. 
 
 ^- 1" = iV 
 
 c. 10" = 10 X tV = I sec. 
 
 y. 11 br. 55 min. p. m. Sun. + 24 br. 53 min. 56| sec. = 48 
 [min. 56| sec. A. m. Tues. at Yeddo. — Ans. 
 
 Solved by E. A. Holling, Jennie Drake, Wm. C. Frampton, and Emma Vale. 
 Note. — This problem is precisely like the one above it, except that the place at 
 which the time is given is on the east, instead of the west, side of the date line. If 
 Yeddo were on the east side of the date line, the difference of longitude between the 
 places would be 13° 29' 10,'' and the time at Yeddo would be 53 min. 56| sec. later 
 than at Kalagan. But Yeddo is on the west side of the dateline; its time, therefore, 
 is 24 hr. later than if it were in the same longitude on the east side. The time at 
 Yeddo is therefore (53 min. 56| sec. -\- 24 hr.) 24 hr. 53 min. 56 1 sec. later than at 
 Kalagan ; and the difference in longitude between the two places is (360° -\- 13° 29' 
 10") 373° 29' 10". 
 
 4. Tbe longitude of Palawan, Pbilippine Islands, is 118° 40' 
 E.; of Auckland, New Zealand, 174° 17' E. Wben it is 10 
 min. 23 sec. a. m. Tuesday at Auckland, wbat is tbe time at Pala- 
 W^an? 
 
 X. 360° + (174° 17' — 118° 40') = 415° 37' diff. of long, 
 a. 15° = 1 br. 
 
 c. 415° = 415 X ^5 = 27 br. 40 min. 
 a. 15' =1 min. 
 b r = J- 
 
 "• -^ 15 
 
 c. 37' = 37 X -Jg = 2 min. 28 sec. 
 
 y. 10 min. 23 sec. a. m. Tues. — 27 br. 42 min. 28 sec. = 8 
 [br. 27 min. 55 sec. p. m. Sun. at Palawan. — Ans. 
 
 Solved by Amia Brammier, John Miller, and John Comer. 
 See note under problem 2. 
 
 5. Tbe longitude of Yenua Leon, Feejee Is., is 178° 30' E.; of 
 Tananarivo, Madagascar Island, 47° 28' 20" E., Wben it is 4 p. m. 
 Monday at Yenua Leon, wbat is tbe time at Tananarivo? 
 
SYSTEM ARITHMETIC— GRADE A. 713 
 
 X. 
 
 360^ 
 
 — (178° 30' 
 
 — 47° 28' 20") = 
 
 228 
 
 ° 58' 20' 
 
 diff 
 
 of 
 
 a. 
 
 15° 
 
 = 1 hr. 
 
 
 
 
 
 
 [long 
 
 b. 
 c. 
 
 1° 
 
 228° 
 
 _ 1 
 
 — rg" 
 
 = 228 X yL -- 
 
 = 15 hr. 12 
 
 min. 
 
 
 
 
 
 a. 
 
 15' 
 
 = 1 mill. 
 
 
 
 
 
 
 
 b. 
 c. 
 
 1' 
 
 58' 
 
 — 1 
 
 = 58 X xV = 
 
 3 min. 52 sec. 
 
 
 
 
 
 a. 
 
 15" 
 
 = 1 sec. 
 
 
 
 
 
 
 
 b. 
 c. 
 
 1" 
 
 20" 
 
 1 
 
 — T5" 
 
 = 20 X tV = 
 
 1^ sec. 
 
 [53J 
 
 -sec. 
 
 A. M. Tues. 
 
 — Ans 
 
 y- 
 
 4 p. 
 
 M. Mon. + 15 hr. 15 min. 
 
 531^ 
 
 sec. 
 
 = 7hr. 
 
 15 
 
 min. 
 
 
 Solved byE. 0. Burnside 
 
 , W. F. Hoskins 
 
 and Lincoln 
 
 Wright. 
 
 
 
 note under problem 1. 
 
 
 
 
 
 
 
 COMPOUND PROPORTION. 
 
 1. If it requires 13500 bricks to build a wall 200 ft. long, 20 ft. 
 high, 16 in. thick, each brick being 8 in. long, 4 in. wide, and 2 in. 
 thick, how many bricks, each 10 in. long, 5 in. wide, and 3.5 in. 
 thick, will be required to build a wall 600 ft. long, 24 ft. high, and 
 20 ft. thick ? 
 
 a. Wall 200 ft. long, 20 ft. high, 16 in. thick; brick 8 in. long, 4 in. wide, 2 in. thick 
 
 [=13500 bricks. 
 
 b. " 1 u 1 " 1 " " 2 " 1 " 1 " 
 
 r L3.5 0b.x8x4x2 m f; hrint* 
 
 L :i 0X2 0X16" ^"^-^ UllUlb. 
 
 c. " 600 " 24 " 20 ft. " " 10 " 5 " 3.5 " 
 
 |-_ i3_.^|0|x|4„x_2^j. _ 266605f bricks.— Jns. 
 
 Explanation: Reasoning from Many to One. 
 1. If a wall 200 long requires 13500 brk., one 1 long will require fewer; hence divide by 200. 
 
 " " " " 20. 
 
 " " " 16. 
 
 " more; " multiply " 8. 
 " " " " " 4. 
 
 " " " " " 2. 
 
 We now have 13.5 bricks, the number required to build a wall 1 ft. long, 1 ft. high, 1 in. 
 thick, each brick being 1 in. long, 1 in. wide, and 1 in. thick. 
 
 2d step : Reasoning from One to Many. 
 
 7. If a wall 1 long requires 13.5 brk., one 600 long will require more ; hence multiply by 600. 
 
 24 high " " " " " " 24. 
 
 240 thick " " " " " " 240. 
 
 10 long " " fewer; " divide " 10. 
 
 5 wide " " " " " " 5. 
 
 3.5 thick " " " " " " 3.5. 
 
 2. If a " 20 high 
 
 13500 " 
 
 " 1 high 
 
 3. If a " 16 thick 
 
 ' 13500 " 
 
 " 1 thick 
 
 4. If bricks 8 long 
 
 ' 13500 " 
 
 " 1 long 
 
 5. If " 4 wide ' 
 
 13500 " 
 
 " 1 wide 
 
 6. If " 2 thick 
 
 13500 " 
 
 " 1 thick 
 
 8. If a "1 high 
 
 13.5 
 
 9. If a "1 thick 
 
 13.5 
 
 10. If bricks 1 long 
 
 13.5 
 
 11. If " 1 wide 
 
 13.5 
 
 12. If " 1 thick 
 
 13.5 
 
'j'14 THE SYSTEM METHOD. 
 
 Note 1. — For a shorter solution and explanation of this problem, see farther on, 
 page 717. This shorter solution is but the system, or 3-step, solution above shortened. 
 It is, if you please, a method of going through this 3-step solution at a "hop, step, 
 and jump," since by it we jump over the b step, passing directly from "200 ft. long" 
 to "600 ft. long," from " 20 ft. high " to "24 ft. high," from " 16 in. thick" to "20 
 ft. thick," etc., thus omitting the step by which the 3-step solution reasons down to 
 the unit one, the measuring instrument. This hop-step-and-jump process of going 
 through the 3-step solution may be practiced in the school-room or in business, for 
 the sake of obtaining quick results, by those who have already learned to walk steadily 
 through the 3-step solution; but no hop-step-and-jump, or "lightning," process is to 
 be learned except after, and as the result of, a thorough familiarity with the walking 
 process of the system method — because of the very fact that every such quick process 
 is but the same thing as the system method expedited by some hop-step-and-jump 
 device to shorten things. 
 
 Note 2. — Answer 'Found in Second Member. The denomination desired in the 
 result should always be placed in the second, or right-hand, member of the equation ; 
 for, in the 3-step solution, we reason to that which is the denomination of the answer, 
 a.nd from aU other terms. But we think and reason in words, and we read the words 
 from left to right. Therefore, the quantity to which we read and reason (the denom- 
 ination of the answer) must be placed at the right. 
 
 Let it be observed that in every proportion problem there is one, and but one, 
 number which is of the same denomination as is required in the answer; and let it 
 be well known that, in solving any problem in proportion, this number must always 
 be written as the right-hand member of the first equation. Thus, in the problem 
 above, the denomination required in the answer is bricks, and the only number given 
 in the problem of that denomination is 13500 ; which number is, accordingly, writ- 
 ten as the right-hand member of the first equation, as the " base term " from which 
 the solution proceeds. Thus, in solving the problem above, the first thing to do is 
 to find this base-term number which is of the same denomination as the answer re- 
 quired. Having found this number to be 13500 bricks, we then ask which of the 
 two sets of numbers (for there are just two sets in every compound-proportion prob- 
 lem) belongs with the 13500 ; and it is easily seen that it is not the " wall 600 ft. 
 long, 24 ft. high, 20 ft. thick, brick 8 in. long, 4 in. wide, 2 in. thick " that contains 
 the 13500 bricks, but that it is the " wall 200 ft. long, 20 ft. high, 16 in. thick, 
 brick 8 in. long, 4 in. wide, 2 in thick " which contains, or equals, the 13500 bricks. 
 (See equations a and c of the solution above.) 
 
 Note 3. — The all-important thing in beginning any new arithmetical subject is 
 to have the student see how to use what he has already learned; for absolutely all 
 problems belonging to the system of arithmetic are, by the system method, solved in 
 the same way — by the 3-step solution, repeated or unrepeated. See " Complete 
 Scheme of Solutions,' page 644. See also page 650, where it is shown that the prob- 
 lem above may be solved in six 3-step solutions, and that the solution above is but 
 the same thing as the 3-step solution repeated six times. 
 
 2. "What is the weight of a block of granite 8 ft. long, 4 ft. wide, 
 and 10 in. thick, if a similar block 10 ft. long, 5 ft. wide, 16 in. 
 thick, weighs 5200 lbs.? 
 
SYSTEM ARITHMETIC— GRADE A. 715 
 
 a. Block 10 ft. long, 5 ft. wide, 16 in. thick = 5200 lbs. 
 
 b. II 1 " 1 " 1 " = ff^sl-T"? = 6.5 lbs. {Ans. 
 
 c. " 8 " 4 " 10 " = 6.5 lb. X 8 X 4 X 10 = 2080 lbs.— 
 
 Solved by Albert Peterson and Eugene Albaugh. 
 
 3. If a vat 16 ft. long, 7 ft. wide, and 15 ft. deep holds 384 
 bbls., how many bbls. will a vat 17J ft. long, lOJ ft. wide, and 13 
 ft. deep hold? 
 
 a. Vat 16 ft. long, 7 ft. wide, 15 ft. deep = 384 bbls. 
 
 all i — Ts^T'lF — 35 ""^°- 
 
 c. " ITJL " 101^ " 13 " = ■§-^%%5|2jjLi_3 =546 bbls. — Ans. 
 
 Solved by B. E. Reynolds and Minnie Nation. 
 
 4. How many men will be required to dig a cellar 45 ft. long^ 
 34.6 ft. wide, and 12.3 ft. deep in 12 d. of 8.2 hr. each, if 6 men can 
 dig a similar one 22.5 ft. long, 17.3 ft. wide, 10.25 ft. deep in 3 d. 
 of 10.25 hr. each? 
 
 a. CeUar 22.5 ft. long, 17.3 ft. wide, 10.25 ft. deep; 3 d., 10.25 hr. = 6 men. 
 
 1, u 1 il 1 U 1 U 1 U 1 U 6pn.i3il0._2_5 
 
 D- 1 i i J- J- 22-5xl7-3xl0.23^ 
 
 [= ?/.2 5 men. 
 c. " 45 " 34.6 " 12.3 " 12 " 8.2 " ='-°fi\'|*ffi.'^^ 
 
 [= 9 men. — Ans. 
 Solved by Lizzie Peiffer and E. B. Reynolds. 
 
 5. If 27 men, in 28 d. of 10 hr. each, dig a trench 126 yd. long, 
 21 yd. broad, 1^ yd. deep, how long a trench 2% yd. wide. If yd. 
 deep, will 56 men dig in 25 d. of 8i hr. each ? 
 
 a. Trench 2.5 yd. wide, 1.5 yd. deep; 27 men, 28 d., 10 hr. = 126 yd. long. 
 
 b. "1 " 1 " 1 " 1 " 1 " = TJiAf^'^Y^f:^^^LL5. _ 
 
 [.0625 yd. long. 
 
 C. " 2.75 " 1.75 " 56 " 25 " 8.25 " ==.0625y|._...|5|_x^2_5^£8^5_ 
 
 [= 150 yd. long. — Ans. 
 Solved by Wm. H. Covell and R. J. Million. 
 
 6. If 6 men in 4 m., working 26 d. for a month, 12 hr. a day 
 set the type for 24 books of 300 pp., 60 lines to a page, 12 words to 
 a line, 6 letters to a word, in how many months of 24 d., 10 hr. a 
 day, can 8 men and 4 boys set type for 10 books, 240 pp. each, 52 
 lines to a page, 16 words to a line, 8 letters to a word, 2 boys being 
 equal to one man ? 
 
 a. 6 men, 26 d., 12 hr. ; 24 bks., 300 pp., 60 lines, 12 words, 6 letters = 4 m. 
 
 b. 1 " 1 " 1 " 1 " 1 " 1 " 1 " 1 " = 
 
 r 4o>o-X6x2 6Xl 2 13-;^ 
 
 L2?!l3 03i6 0XTZxi' ■^^oO'ff 
 
 c. 10 " 24 » 10 " 10 " 240 " 52 " 16 " 8 " = 
 
 ri 3n>.xl 0x240x5 2X1 6x8, 1 fi_l m ^„„ 
 
 L — 54000X10x24x10 — — i.D-f- m. ^ns. 
 Solved by Minnie Jennings and Lottie James. 
 
Y16 TEE SYSTEM METHOD. 
 
 7. If 18 pipes, each delivering 6 gal. per minute, fill 2 cisterns 
 
 in 2 hr. 16 min., how many pipes, each delivering 20 gal. per minute, 
 
 will fill a cistern 11 times as large as the first cisterns, in 3 hr. 24 
 
 min.? 
 
 a. 3 Cisterns, 136 min., 6 gal. per min. = 18 pipes. 
 
 \) \ (i 1 " 1 " " = i8p.x i3Gxfi — 7344 
 
 c. 7| " 204 " 20 " " = iA^fh^ = 131 pipes.— ^«s. 
 
 Solved by Emma Vale and J. W. Nation. 
 
 8. How many half eagles, each weighing 5 pwt. 9 gr. and made 
 of gold ^ pure, are equivalent to 1000 English sovereigns, each 
 weighing 5 pwt. 3.274gr. and made of gold ii pure? 
 
 a. Coins \\ pure, of 123.274 gr. each = 1000 pieces. 
 
 b. " l(orif)" " 1 " " = jmio.fcx^. x 12 3.274 ^ 1130011. 
 
 „ u 9 u u 1 on u u — 6_7aO_0 7JLLQ — q7Q1076 J„„ 
 
 Solved by Wm. F. Hoskins, Hattie Hurd, and Frank S. Smith. 
 
 Explanation. — A given amount of gold wiU make a less number of coins j| pure 
 than if the coins are made only W pure; hence multiply by 11 and divide by 12. 
 The same gold will make a greater number of coins of 1 gr. each only, than if each 
 coin contains 123.274 gr. : it will make 123.274 times as many coins; hence multiply 
 by 123.274. We thus get, by canceling, the number of coins produced from a given 
 amount of gold when each coin contains 1 gr. only, and is made pure. 
 
 Second Step : This given amount of gold will make a greater number of coins 
 only Y^^ pure than if the coins are made ^| pure — a number of coins ^-^- times greater; 
 hence multiply by -L"-, that is, multiply by 10 and divide by 9. And, finally, this gold 
 will produce a less number of coins of 129 gr. each than if each coin contains only 
 Igr. : it will produce a number of coins 129 times less; hence divide by 129. Thus 
 performing this second cancellation, we get for the correct result 973^||| coins, or 
 half eagles. 
 
 9. If the use of $3750 for 8 m. is worth |68.75, what sum is that 
 whose use for 2 yr. 4 m. is worth $250 ? 
 
 a. 8 months' use, $68.75 interest = $3750 principal. 
 
 \) 1 " "1 " = $3750 P- X 8 __ :i8. 
 
 c. 28 " " 250 " = ^.VtV2¥- = $3896.10. 
 
 Solved by I. C. Gary, A. J. Paden, and D. tV. Cook. 
 
 Explanation. — One month's use only, would require a greater principal to produce 
 a given amount of interest than 8 months' use : it would require a principal 8 times 
 greater; hence multiply by 8. It would require a less principal to produce $1 only, 
 in a given time, than to produce $68.75; hence divide by 68.75. Then, by cancehng, 
 we ascertain that it requires S.ff principal to produce $1 interest in 1 month. 
 
 Second Step : 28 months' use would require but ^\- as great a principal to pro- 
 duce a given interest, as 1 month's use would require; hence divide by 28. And, 
 finally, $250 of interest produced, M'ould require 250 times as great a principal as it 
 requires to produce but $1 interest; hence multiply by 250. 
 
SYSTEM ARITHMETIC— ORADE A. 71 Y 
 
 10. What sum of vaonQj \B ih.aX whose use for 3yr. at 4i^, is 
 worth as much as the use of $540 for 1 yr. Sm., at 7%? 
 
 a. 20 months' use, at 7^ = $540 principal. 
 
 b. 1 " " « 1 = $540 X 20 X 7 
 
 c. 36 " " " ^ = ^4^H^^^ = $4:66M^.—Ans. 
 
 Solved by Kittie Wilson, J. C. Games, and Barney Stecker. 
 
 Explanation. — One month's use would require 20 times as great a principal to 
 produce a given amount of interest as 20 months' use; hence multiply by 20. And 
 one per cent would require 7 times as great a principal to produce a given interest as 
 Ifo would require; hence multiply by 7. 
 
 Second Step : 36 months' use, and at f % , would require 3L and | as great a 
 principal to produce a given interest as 1 month's use and at Ifo ; hence divide by 
 36 and | ; that is, multiply by -j^- and |-. 
 
 11. If 15 men cut 480 sters of wood in 10 d. of 8hr. each, how 
 many boys will it take to cut 1152 sters of wood, only I as hard, in 
 16 d. of 6 hr. each, provided that while working, a boy can do only 
 |- as much as a man, and that -l- of the boys are idle at a time 
 throughout the work? 
 
 a. 480 sters, 10 d., 8 hr., -| hardness, | working capacity, |- acting force = 15 workers. 
 
 ]j 1 " 1 " 1 " i " 1 << « i " » 
 
 [-i5^is2|_i_o x^LiAAA = 6 workers. 
 c. 1152 " 16 " 6 " f " f " " f " " = 
 
 L^f-x-f W-H- = 24 workers.— JLws. 
 Solved by Wm. E. Haskell, Mina Federlin, and Fred Wyman. 
 
 The System Solution Shortened.— In note 1 to solution 1, page 
 714, reference was made to this page, where it was to be shown what the shortened 
 process is by which the system-method process, of reasoning first down to unity and 
 thence again out to many, might be shortened and expedited. Explanation was there 
 given of why this shortened process is not to be presented to the learner before the 
 fuU 3-step solution is learned. This shortened process is a systemless process, except 
 as it is an outgrowth of the 8-step-solution, or truly systematic, process. The reason 
 the 3-step solution is a system-like, that is, a scientific, process, is because it is identical 
 with all other system-like solutions. The reason this shortened process (except as it 
 is an outgrowth of the 3-step solution) is a systerafess process, is because it is out- 
 lawed, or out-systemed, being unlike all other system-like solutions. Thus, while 
 learning the 3-step solution is learning how to solve all arithmetical problems, learning 
 this two-step solution (except as it is the result of the 3-step method) learns naught 
 else except this particular sort of isolated solution. 
 
 Of this shortened form of the system solution, the following are examples supple- 
 mented by explanations : — 
 
 1. If it requires 13500 bricks to build a wall 200 ft. long, 20 ft. high, 16 in. thick, 
 each brick being Sin. long, 4 in. wide, and 2 in. thick, how many bricks, each 10 in. 
 long, 5 in. wide, and 3.5 in. thick, will be required to build a wall 600 ft. long, 24 ft. 
 high, and 20 ft. thick ? 
 
718 
 
 TEE SYSTEM METHOD. 
 
 a. WaU 200 ft. long, 20 ft. high, 16 in. thick; brick 8 in. long, 4 in. wide, 2 in. thick 
 
 [= 13500 bricks. 
 
 b. » 600 " 24 " 30 ft. " " 10 " 5 " 3.5 " " 
 
 r=i3 5aobxjx4xx^6ao X2 4X 240. _ 2666051- bricks. -4ns. 
 
 Explanation.— ^mce a wall 600 ft. long will require more bricks than a wall 200 
 ft. long, multiply by 600 and divide by 200 ; since a waU 24 ft. high wiU require more 
 bricks than a wall 20 ft. high, multiply by 24 and divide by 20 ; since a wall 20 ft., 
 or 240 in., thick will requu-e more bricks than a wall 16 in. thick, multiply by 240 and 
 divide by 16; since when the bricks are 10 in. long it will require a less number 
 than when they are 8 in. long, divide by 10 and multiply by 8 ; etc., etc. 
 
 3. What sum of money is that whose use for 3 yr., at 4i%, is worth as much as 
 the use of $540 for 1 yr. 8 m., at 7% ? 
 
 a. 30 months' use, at 1% = $540 principal. 
 
 b. 86 " " " 41% = I^^HFx-V^-^ = $466.66f.— 4ws. 
 
 Explanation. — 36 months' use would require a less principal to produce a given 
 interest in a given time than would 20 months' use; hence divide by 36 and multiply 
 by 20 ; and a rate of 4^ % would require a larger principal to produce a given interest 
 in a given time than 7 % would require ; hence multiply by 7 and divide by 4i (or 
 multiply by f). See this same problem solved on page 717 as a 3-step solution. 
 
 3. How many half eagles, each weighing 5 pwt. 9 gr., and made of gold -f^ 
 pure, are equivalent to 1000 EngUsh sovereigns each weighing 5 pwt. 3.274 gr. and 
 made of gold \\ pure? 
 
 a. Coins \\ pure, each of 123.274 gr. = 1000 pieces. {—Ans. 
 
 v. II 9 14 U U 1 OQ U 1000PX 11X10X1 2 3-274 Q7Si016. 
 
 D- To' -'•■^y 12"^F'X-T2 9 *''^3 4 8 3* 
 
 Explanation. — A given amount of gold will make a greater number of coins if 
 each is made only j^^ pure than if each coin is made \\ pure; therefore multiply by 
 ■11^ and divide by -f^ [i. e., multiply by -L") ; and if each coin is to contain as many as 
 139 gr., a given amount of gold would produce a less number of coins than if each 
 coin should contain only 133.374 gr. ; hence divide by 139 and multiply by 133.374. 
 
 FRACTIONS. 
 
 Note 1. — For " Where Should Fractions be Taught? " or what is the true order 
 in teaching fractions, proportion, reduction, percentage, etc., see pages 669-671 of 
 of Woi-k-Book No. 33, inclusive. See pages 673-676 for a large number of problems 
 as solved by the 3-step solution of the system method. 
 
 Note 2. — Like the two eyes, the two lungs, the five fingers, and similar manifold 
 organisms in which the parts fit together and answer to each other in such harmoni- 
 ous way that the study of the one part alone, — eye, ear, or finger, as the case may 
 be, — so these three (Case I, Case II, and Case III) 3-step solutions fit together and 
 answer to each other to form one organism whole: so that the study of either learns 
 aU three alike. For how, by means of the three organizing 3-step solutions, the sys- 
 tem method manages to solve aU problems belonging to the system of arithmetic in 
 
SYSTEM ABITHMETIG— GRADE A. 719 
 
 one and the same way, see "Complete Scheme of Solutions," " The System Method 
 EstabUshed," "The System Method," and " Only Three Cases," pp. 644, 647, 667, 
 and 668 respectively. 
 
 Note 3. — ^For what is meant by "Simple-Proportion Solution," as a heading to 
 the following solutions, see " DifEerence Between the Three Cases and Simple Propor- 
 tion," p. 671, Work-Book No. 22. 
 
 1. The owner of -j^ of a mine sold -^ of his share for $40500. 
 What should he who owns f of a mine get for | of his share ? 
 
 Simple-Proportion Solution. 
 
 a. ^2_7_ of mine = 140500 
 
 b. 1 « = iJ-f X 40500 = 165000 
 
 c. i " = i X $165000 = $55000.— ^ws. 
 
 Solved by John Comer. 
 
 2. A merchant's assets are $4672, and his liabilities $5840. 
 What part of his debts can he pay ? 
 
 Case III Solution. 
 
 a $5840 = I, 4, f , etc 
 
 b. 1 --i- 
 
 2' 3' 4' 
 1 
 
 c. $4672 = 4672 x Wto = ^-—^ns. 
 
 Solved by W. H. Childs. 
 
 3. If a man can dig a cellar in 22i- days, how many days would 
 it take him to dig f of it ? 
 
 Case I Solution. 
 
 a. 
 
 f 
 
 of cellar 
 
 = 
 
 22.5 d. 
 
 
 
 b. 
 
 1 
 
 9 
 
 a 
 
 = 
 
 i X 22.5 
 
 
 2.5 
 
 c. 
 
 -I 
 
 ii 
 
 = 
 
 5 X 2.5 
 
 = 
 
 12. i 
 
 12. 5 di.—Ans, 
 
 Solved by Charles Mason. 
 
 4. A man sold |-| of a mill, which was |- of his share. What 
 part of the mill did he own ? 
 
 Case II Solution. 
 
 a. |- of his share = |^ of mill. 
 
 hJL '< l.v3_5 5_ 
 
 "^•9 — 7-^54 — 54 
 
 c. f " = 9 X -5^4 = f of mill. — Ans, 
 
 Solved by S. F. Witmer. 
 
 5. If f of -| of a ship is worth $2540, what is the whole vessel 
 worth ? 
 
Y20 THE SYSTEM METHOD. 
 
 Case II Solution. 
 
 X 3. of 5. = -5_ 
 -^' 4 "^ 9 12- 
 
 a. 3^ of ship = $2540 
 
 b. JL " = i X 2540 = 508 
 
 c. if " = 12 X 508 =$6096.-^745. 
 
 Solved by W. F. Wilson. 
 
 6. What is 3^^ of i^? 
 
 Case I Solution. 
 
 a. i 
 
 10 _ 11 
 10 — 84 
 L =^ _1_ X 1J_ 11 
 
 '-^* 10 10'^"8T^~840 
 
 U y-Q ^ -^ 840 2 8 0- -^«*- 
 
 Solved by Wm. Murpby. 
 
 7. A man bought a cow for $33J, and sold her for |- of what she 
 cost. How much did he lose ? 
 
 
 Case I Solution. 
 
 a. 
 
 f of cow = $33J 
 
 b. 
 
 1 ii — IN/IOO — 100 
 6" 6-^3 18 
 
 c. 
 
 5 u — 5 X \7 — $277 g, price. 
 
 X. 
 
 $33^ — $27|- = $5f \oBB.—Ans. 
 
 
 Solved by Clara Hendricks. 
 
 8. Two persons engage in trade; A furnished -^ of the capital, 
 and B, -j^; if B had furnished $4921 more, their shares would have 
 been equal. What is A's capital ? 
 
 Simple- Proportion Solution. 
 X. -j^ — 1^ ~ A difference of shares. 
 
 a. -^ of capital = $492f 
 
 b. Jl^ " = 1 X 4921 = 246i 
 
 c. ^ " = 7 X 246J = $17241 A's capital.— ^Iws 
 
 Solved by Augusta Chandler. 
 
 9. If |- of a barrel of cider cost ^^j- of a dollar, what will ii of a 
 barrel cost ? 
 
 Simple- Proportion Solution. 
 a. 7 bbl. = %-^ 
 
 U 1 u — 8. V _9_ — 7_2 
 u. i 7-^11 77 
 P 11 a 11 N^ 72 — «36 J^Q 
 
 Solved by Alonzo Hjghley. 
 
 10. If i of a pole stands in the mud, 2 ft. in the water, and -^ 
 above the water, what is the length of the pole? 
 
SYSTEM ARITHMETIC— GRADE A. ^21 
 
 Case II Solution. 
 
 ^* 36 V9 -f- I2y 36 
 
 a. -1-2- of pole = 2 ft. 
 
 h -i- " — 1 V 9 — 2 
 
 c. If '' = 36 X 3^ = 4-A. ft.— ^ws. 
 
 Solved by Carl Hnttig. 
 
 11. What Bumber is such a part of 125 as 16 is of 24? 
 
 Case III. 
 
 a. 
 b. 
 c. 
 
 24 = I f, 1, etc. 
 16 = 16 X Jj = |. 
 
 
 Case /. 
 
 a. 
 
 1 = 125 
 
 b. 
 
 1 = i X 125 = 41| 
 
 c. 
 
 1 = 2 X 41| = 831 
 
 -Ans. 
 
 Solved by I. B. Crawford and George Lindle. 
 
 12. If I of a 3^ard of cloth -J of a yard wide cost $|, what will 
 |- of a yard If yards wide cost ? 
 
 Simple- Proportion Solution. 
 X. Cloth f yd. long by | yd. wide = -|i sq. yd.. 
 
 V Cloth -^ '' " <( 7. a u — 3_5 u 
 
 J- ^^^^^ 8 4 — 3T 
 
 a. 1^ sq. yd. = 6| 
 
 ■-^•32 — 21^5 105 
 
 c. If " = 35 X T-§T == H.—Ans. 
 
 Solved by Daniel Dwyer. 
 
 Inquiry 1st. — If the inquiry arises where the author would teach the proc- 
 ess of dividing one fraction by another, by inverting the divisor and multiplying, he 
 would answer. Nowhere. Francis W. Parker, of Chicago, declares it impossible, as 
 a rational, or legitimate, process to divide one fraction by another. And it is certain 
 that such process is not needed in the doings of life, either in the 3-step solution or 
 in business. Let the reader inspect the solutions of this (No. 23) work-book, and 
 note the entire absence of such fraction-by-inverted-fraction process, and more, even 
 the absence of the sign of division. And let the reader here reflect how the system 
 method (the 3-step solution) not only eliminates all formulas and rules, but all other 
 dogmatic devices, of which the fraction-by-inverted-fraction device is an example. 
 
 Inquiry 2d. — The inquiry wiU also arise where problems of the following 
 sort should be taught: — 
 
 1. In $^3^ how many dollars ? 
 
 2. In I how many 63ds ? 
 
 3. In 13| how many 4ths ? 
 
 4. 8 X I = what ? 
 
 5. I X Hor f of f ) = what ? 
 46 
 
Y22 THE SYSTEM METHOD. 
 
 The answer is : Since problems like these are problems of addition, subtraction, 
 multiplication, division, reduction descending, and simple proportion of whole 
 numbers ; and since empirical fractions are to be learned incidentally in connection 
 with these subjects, such fraction matters are to be taught incidentally in connec- 
 tion with these. (See " Where Should Fractions be Taught? " p. 669.) 
 
 PERCENTAGE. 
 
 I7ote 1. — On beginning an examination, or study, of the following solutions, let 
 the reader first attend carefully and very wakefully to notes 1, 2, and 3, under " Per- 
 centage," Work-Book No. 22. Let him first consider also the simpler solutions there 
 given. 
 
 Note 2. — In connection with his study of the following solutions, the reader 
 should study "Complete Scheme of Solutions," "The System Method," and "Only 
 Three Cases," pp. 644, 667, 668, of Work-Book No. 22. 
 
 1. A man sold two houses at $2500 each ; for one he received 
 20% more than its value, and for the other 20% less. Eequired 
 his loss. 
 
 Case II Solution. 
 
 a. 120% of cost of 1st = $2500 
 
 b. 1 = ^ X 2500 = 20f 
 
 c. 100 = 100 X 20f = $2083. 33i cost of Ist. 
 
 a. 80% of cost of 2d =$2500 
 
 b. 1 = gV X 2500 = 31^ 
 
 c. 100 = 100 X 31i = $3125 cost of 2d. 
 
 X. $5208.331 cost,— $5000, s. price, = $208,331 loss.— ^ns. 
 
 Solved by Eugene Albaugh, Wm. Lenker, and Lewis Filloon. 
 
 2. A man contracts to supply dressed stone for a court-house 
 for $119449, if the rough stone costs him 16/ per cu. ft.; but if he 
 can get it for 15/ a cu. ft., he will deduct 3% from his bill. How 
 many cu. ft. would be needed, and what does he charge for dress- 
 ing a cu. ft.? 
 
 Case I Solution. 
 
 a. 100% = $119449 
 
 b. 1 = 1194.49 
 
 c. 3 = 3 X 1194.49 = $3583.47 amt. to be deducted. 
 
 X. 358347/ deducted @ 1 cu. ft. = 358347 cu. ft.—lst Ans. 
 
 J. 358347 cu. ft. = $119449 [ft. of dr.stone. 
 
 z. 1 " = ^-^ X 119449 = $.331- cost per cu 
 
 p. $.33J — $.16 = $.17i cost of dressing a cu. ii.—2d Ans. 
 
 Solved by J. M. Barclay and S. P. Gary. 
 
SYSTEM ARITHMETIC— OBADE A. ^23 
 
 3. xV brewery is worth 4^ less than a tannery, and the tannery 
 16^ more than a boat. The owner of the boat traded it for 75% 
 of the brewery, thus losing $103. What is the tannery worth ? 
 
 Simple- Proportion Solution. 
 X. 100% = boat ; 116% = tannery, 
 y. 96% of 116% = 111.36% brewery, 
 z. 75% of 111.36% = 83.52% received for the boat, 
 p. 100% — 83.52% = 16.48% loss on the boat, 
 a. 16.48% = $103 
 
 t>- 1 = T6^4¥ X 103 = 6.25 
 
 c. 116 = 116 X 6.25 = $725 value of tannery.— ^W5. 
 
 Solved by Emma Vale, Dora Shepherd, Fred Wyman, and E. A. Holling. 
 
 4. A man sold two horses for the same price. On one be gained 
 25%, on the other he lost 25%, and thereby lost |20. What did 
 each cost, and what did he sell them for ? 
 
 Case II Solution. 
 
 a. 125% of cost of 1st = 100% s. price. 
 
 b. 1 = _i^ X 100 = I 
 
 c. 100 =80% cost of 1st. 
 
 a. 75% of cost of 2d = 100% s. price. 
 
 b. 1 = ^ X 100 = I 
 
 c. 100 = 1331% cost of 2d. 
 X. 213i% — 200% = 131% loss. 
 
 a. 131% =$20 
 
 b. 1 = ^ X 20 = f 
 
 c. 100 = 100 X I = $150 s. ^vicQ.—lst Ans. 
 y. 80% of $150 = $120 cost of Ist.—^d Ans. 
 
 z. 133i% of $150 = $200 cost of 2d.— 3d Ans. 
 
 Solved by S. P. Gary, Minnie Jennings, and Hattie Dickey. 
 
 PROFIT AND LOSS. 
 
 1. Bought land at $60 an acre; how much must I ask an acre 
 that I may deduct 25% from my asking price, and still make 20% 
 on the purchase price ? 
 
 a. 100% = $60 
 
 b. 1 =.6 
 
 c. 120 = 120 X .6 = $72 desired s. price. 
 
7^4: THE SYSTEM METHOD. 
 
 a. 75% = $72 
 
 b. 1 = J^ X72=|| 
 
 c. 100 = 100 X f f = $96 asking price.— ^ws. 
 
 Solved by I. B. Crawford, Daniel Dwyer, Ida Wood, and Anna Sclinier. 
 
 2. Invested $10000 ; sold out at a loss of 20 % . How much must 
 I borrow at 4%, so that, by investing all I have at 18% I may re- 
 trieve my loss? 
 
 X. $10000 — $2000 loss = $8000 amt. left. 
 
 a. 100% = $8000 
 
 b. 1 =80 
 
 c. 18 = 18 X 80 = $1440 gained on amt. left. 
 
 y. $2000 — $1440 =$560 to be gained on what I borrow. 
 
 a. 14% (18 — 4) of amt. borrowed = $560 
 
 b. 1 u u ^ _i^ X 560 =40 
 
 c. 100 " " = $4:000.— Ans. 
 
 Solved by J. S. McFaddin, Mina Pederlin, and Granville Teter. 
 
 3. I sell Sit 8*^ gain, invest the proceeds, and sell at an advance 
 of 121% J invest the proceeds again, and sell at 4% loss, and quit 
 with 11166.40. What did I start with ? 
 
 a. 100% == 108% proceeds 1st sale. 
 
 b. 1 = 1.08 
 
 c. 112i = 112.5 X 1.08 == 121.5% proceeds 2d sale. 
 
 a. 100% = 121.5 
 
 b. 1 = 1.215 
 
 c. 96 = 96 X 1.215 = 116.64% proceeds 3d sale. 
 a. 116.64% = $1166.40 
 
 b- 1 = TxiFT X 1166.40 = 10 
 
 c. 100 = UOOO.—Ans. 
 
 Solved by Joseph Chandler, J. A. Nebergall, and Lewis Filloon. 
 
 4. Bought stock at 10% discount, which rose to 5% premium 
 and sold for cash; paying a debt of $33, I invested the balance in 
 stock at 2% premium, which, at par, left me $11 less than at first. 
 How much money did I first invest ? 
 
 a. 102% of stock = 105% — $33 
 
 b. 
 
 1 
 
 a —10 5 3 3 
 102 102 
 
 c. 
 
 100 
 
 -^IfO $\\«. 
 
 X. 
 
 11 70 
 
 $5_5o_ + $11 — 90%, amt. firs' 
 
 a. 
 
 220 c/ 
 
 n 70 
 
 = $336^ 
 
 b. 
 
 1 
 
 17 N^3 63 — IftF^ 
 
 22 -^ 17 •'•"^ 
 
 c. 
 
 90 
 
 = 90 X 1.65 = $148.50.-^^5. 
 
 
 Solved by Harry Long, Minnie Nation, and A. J. Paden. 
 
SYSTEM ABITHMETIO^ORADE A. 725 
 
 j^ote. — This problem involves the algebraic process of " transposing terms " and 
 " collecting terms." 
 
 5. I sold an article at 20% gain. Had it cost me $300 more, 
 I should have lost 20%. Find the cost. 
 
 X. 120% of real cost = s. price; also, 80% of supposed cost 
 y. 120% " " = 80% of (100% + $300) [= s. price. 
 
 a. 40% of real cost (120% — 80%) = $240 
 
 b. 1 '< " = 4V X 240 = 6 
 
 c. 100 " " = $600. — Ans. 
 
 Solved by U. P. Long, E. O. Burnside, Anna Brammier, and Robert Knott. 
 Note. — See note under problem 4 above. 
 
 6. I paid $125 for a horse, and traded him for another, giving 
 60% additional money. For the 2d horse I received a 3d and $25. 
 I sold the 3d horse for $150. What was my % of gain or loss? 
 
 a. 100% = $125 cost of 1st horse. 
 
 b. 1 = 1.25 
 
 c. 160 = 160 X 1.25 = $200 cost of 2d horse. 
 X. $25 + $150 = $175 s. price of 2d horse. 
 
 y. $200 — $175 = $25 loss on 2d horse. 
 
 a. $200 = 100% 
 
 b. 1 = 1 
 
 c. 25 = 25 X I = 121% loss.— ^ws. 
 
 7. A horse and carriage were sold for $459, the horse at a 
 gain of 20%, and the carriage at a loss of 10%. The horse cost 
 66|% of what the carriage cost. Find the cost of each. 
 
 X. 90% + (120% of 66|%) = 170% s. price of both. 
 
 a. 170% of carriage = $459 
 
 b. 1 " = ^ X 459 = 2.7 
 
 c. 100 " = $270 cost of carriage. — 1st Ans. 
 y. 66|% of $270 = $180 cost of horse.— ^cZ Ans. 
 
 Solved by Wm. N. Orris, Granville Teter, and John Miller. 
 
 COMMISSION. 
 
 1. An agent sells 1100 barrels of flour at $4.50 per barrel, com- 
 mission 2i%. He invests the proceeds in steel at li/ per lb., com- 
 mission 11 %, after deducting $50 freight. What is his entire com- 
 mission, and how many tons (2240 lb.) of steel does he buy? 
 
fj2Q TEE SYSTEM METHOD. 
 
 X. 1100 bbl. @ $4.50 = $4950 s. price of flour. 
 
 a. 100% = $4950 
 
 b. 1 = $49.50 
 
 c. 2-}- = 2i X 49.50 = $123.75 1st commission. 
 
 y. $4950 —($123.75 + $50) = $4776.25 proceeds of flour. 
 
 a. 1011% - $4776.25 
 
 b. 1 = ^L^ X 4776.25 = 47.0566 
 
 c. 100 = $4705.66 amt. invested in steel. 
 z. $4776.25 — 4705.66 = $70.59 2d com. 
 
 p. $123.75 + $70.59 = $194.34 entire com.— isi! Ans. 
 
 a. 1-1-/ = 1 lb. steel. 
 
 b. 1 = I X 1 = I 
 
 c. 470566 = 470566 X | = 31 371 Of lb. steel. 
 
 a. 2240 lb. = 1 ton. 
 
 b. 1 =i^^To 
 
 c. 3137101 = 3137101 X ^^^ = 140+ tons.— ^c? Ans. 
 
 Solved by W. F. Wilson, Fred Wyman, S. F. Witmer, Granville Teter, Harry 
 Littler, and Lida Oltman. 
 
 2. My agent bought 40 horses at $150 each, paid $25 for their 
 keeping, and $80 for their transportation; he drew on me for $6315. 
 What was his rate of commission ? 
 
 X. 40 horses @ $150 = $6000 amt. invested. 
 y. $6315 — ($6000 + $25 + $80) = $210 com. 
 a. $6000 = 100% 
 
 b- 1 = oV 
 
 c. 210 = 210 X yV = 31% rate of com.— Tins. 
 
 Solved by Hattie Micbacls, Delia Bond, Nellie Hickey, and Madge Brundage. 
 
 3. An agent of mine sold coi-n and then bought again at the 
 same price, commission 3% for selling and 3% for buying. His 
 whole commission was $12. What did the corn sell for ? 
 
 a. 103% of corn bought = 97% of corn sold. 
 
 h 1 " " r= _i_ V Q7 = SJ- 
 
 D. i — Yu3 A J< — YWS 
 
 c. 3 " " = 3 X yVa = 2^% com. for buying. 
 
 a. 5yV3% of corn sold (3% + 2^^^%) = ^12 
 
 b. 1 u « ^ _i^03 X 12 = 2.06 
 
 c. 100 " " = $206 s. price of corn.— 
 
 [^Ans. 
 
 Solved by Emma Vale, E. E. Reynolds, Madge Brundage, and Mary McLane. 
 
SYSTEM ARITHMETIC— GRADE A. Y27 
 
 4. Sold flour at ^\% commission. Invested | of its value in 
 coffee at 1|% commission. Eemitted the balance, $432.50. What 
 was the value of the flour, the coffee, and my commissions? 
 
 a. 100^ = I 
 
 b- 1 =^ 
 
 c. 11 = f X yl-g- = 1 % com. for buying coffee. 
 
 X. 331% — {^ + 1) = 2^% remitted. 
 
 a. 2^% = 8432.50 
 
 b. 1 = ^ X 432.5 = 15. 
 
 c. 100 = $1500 value of flour. — 1st Ans. 
 
 y. I of 81500 = 11000 value of coffee.— ^c^ ^TO5. 
 z. ?j\% of $1500 = $52.50 1st com.— ^cZ ^ws. 
 p. 1% of $1500 = $15 2d com.- .^^A Ans. 
 
 Solved by Dora Shepherd, Minnie Jennings, Jennie Drake, and Emma Ball. 
 
 5. Sold a consignment of pork and invested the proceeds in 
 brandy, commissions 4% for selling and 1\% for buying. The 
 brandy cost $2304. What did the pork sell for, and what were my 
 commissions ? 
 
 a. 100% of brandy = $2304 
 
 b. 1 " = 23.04 [—1st Ans. 
 
 c. 1^ " = li X 23.04 = 828.80 com. for buying. 
 X. 82304 + $28.80 = $2332.80 proceeds of pork. 
 
 a. 96% of pork = $2332.80 
 
 b. 1 " = -5^x2332.80 = 24.30 [—Sd Ans. 
 
 c. 4 " = 4 X 24.30 = $97.20 com. for selling. 
 y. 82332.80 + $97.20 = $::430 s. y.rlcc cA']un-k.—Sd Ans. 
 
 Solved by Wm. C. Shafer, Eugene Derby, Anna Brammier, Ida Wood, and W. E. 
 Arbingast. 
 
 6. An agent in Philadelphia sells 1850 bushels of wheat at $1.25 
 per bushel; having deducted $35 for freight, $25 for storage, and 
 his commission, he remits to his principal in Chicago $2171.56i- 
 What was his rate of commission ? 
 
 X. 1850 bu. (a^ $1.25 = $2312.50 amt. of sales. 
 
 y. $2312.50 — ($35 + $25 + $2171.561) = $80.93f com. 
 
 a. 82312.50 = 100% 
 
 b. 1 = Yari.To X 100 = ^2_^ 
 
 c. 80.93f = 80.93f X 4^2^ = s^^^,_Ans. 
 
 Solved by J. A. Nebergall, Lizzie Peiffer, and W. F. Wilson. 
 
728 THE SYSTEM METHOD. 
 
 7. An agent sold wheat at 4^ commission, and invested the 
 proceeds in sugar, at 2^ commission. His whole commission was 
 $63. What was the cost of the sugar? 
 
 X. 100^ — 4% = 96% proceeds of wheat. 
 
 a. 102% of sugar = 96% of wheat. 
 
 b. 1 " = _^ X 96 = If [sugar. 
 
 c. 100 " = 100 X If = 94^% invested in 
 y. 96% — 94^2^% = lif % com. on sugar. 
 
 a. 5lf % (4% + lif %) = $63 
 
 b. 1 JJj^ X 63 = 10.71 [—Ans. 
 
 c. 94^-2^ = 94-j2^ X 10.71 = $1008 cost. 
 
 Solved by Harry Long, Wm. C. Frampton, Eugene Derby, Hattie Michaels, Mary 
 Oxley, and J. S. McFaddin. 
 
 8. An agent sells flour on commission at 2%, and with the pro- 
 ceeds purchases sugar at 3% commission. If he had received 3% 
 for selling and 2% for buying, his whole commission would have 
 been $5 more. Find the cost of the sugar. 
 
 X. 100% — 2% =98% proceeds of flour. 
 
 a. 103% of sugar = 98% of flour. 
 
 b 1 " = 1 V 98 = 9 8 
 
 c. 100 " = 100 X ^-^ = 953iy^% invested in sugar. 
 
 y. 98% - %^^\% = 2j%% com. on sugar. 
 
 z. 2% (on flour) + 2^% (on sugar) = 4.^^ entire com. 
 
 p. 100% — 3% =97% supposed proceeds of flour. 
 
 a. 102% of sugar = 97% of flour. 
 
 b 1 " r= 1 V 97 = 9 7 
 
 c. 2 " = 2 X -^-^j = l|-j-% supposed com. on sugar, 
 
 q. 3% + l|f-% = 4f|-% supposed entire com. 
 
 b. 1 = ^^ X 5 = 105^ IA71S. 
 
 c. 95^0^ = 95J-i,\ X 105^=19996.— 
 
 Solved by Tanta Mellick, Nellie Hickey, Fannie Van Bibber, Sarah Macy, Ida 
 Wood, I. B. Crawford, and Wm. N. Orris. 
 
 9. My agent sold my flour at 4% commission. Increasing the 
 proceeds by $4.20, I ordered the purchase of wheat at 2% commis- 
 sion; after which, the wheat declining 3i% in value, I lose $5. 
 What was the flour worth ? 
 
 a. 102% of wheat = 96% + $4.20 
 
 b 1 " — 16 4- .70 
 
 17 ^ TT 
 
 C. 100 " — 1AQ± I 7.0. 
 
 17 T^ 1 7" 
 
SYSTEM ARITHMETIC—GRADE A. 729 
 
 X. 1^ of wheat = ^% + $Jj- 
 
 y. lA^c/^ + $ii - (W% + $Jr) + $5 = 100% + $4.20 
 
 z. 1-4^% - 1^% - 100% - $4.20 _ $1^ - $5 + $Jr 
 
 a. — 460% of flour = _ $243.80 
 
 b. 1 " = Tk X 243.8 = $.53 
 
 c. 100 " =$53.— i%s. 
 
 Solved by E. O. Burnside, J. M. Barclay, Hattie Dickey, Wm. E. Haskell, and 
 G. T. Oxley. 
 
 Note. — ThXa solution involves some algebraic operations, known in mathematics 
 "transposing terms," " collecting terms, " and " changing signs." 
 
 SIMPLE INTEREST AND TRUE DISCOUNT, 
 
 Note 1. — For a full explanation of how the system method solves all simple, com- 
 pound, and annual interest problems In precisely the same way as other problems are 
 solved (by means of the 3-step solution), see Work-Book No. 22, pp. 685-688 inclu- 
 sive. Consider especially the twelve notes there given in connection with the seven- 
 teen solutions of interest and true-discount problems. 
 
 Note 2. — For how to distinguish the truly organizing method from disorganizing, 
 or systemless, methods, see note 3 under "Percentage," Work-Book No. 22, p. 678, 
 For why the 3-step solution employed below is the truly organizing method, see " The 
 System Method" and "Only Three Cases," pp. 667-668 inclusive, Work-Book No. 22. 
 
 Note S. — For the important thing to be done by teacher on first assigning the 
 subject of interest, or any other new subject, to his pupils, see note 1 under " Per- 
 centage," page 677, Work-Book No. 32. 
 
 1. What is the interest on $1800 at 10% for 6 m. 24 d.? 
 
 X. 10P"f^^6-8 = 5|% 
 
 a. 100% = $1800 principal. 
 
 b. 1 = 18 
 
 c. 5f = 51 X 18 = $102 interest.— ^ws. 
 
 2. The interest for 6 m. 24 d. at 10% is $102. What is the 
 principal ? 
 
 X. 10PY^.x6 8. ^ 51^ 
 
 a. 5|% = $102 interest. 
 
 b. 1 = ^V X 102 = 18 
 
 c. 100 = $1800 principal— ^?^s. 
 
 3. The interest on $1800 at 10% is $102. What is the time? 
 a. $1800 = 100% ^ ,. ^, , . , ^. ..^ . . 
 
 /'^ JSquation X Exiilained. — Smce 10% mter- 
 
 "' -^ ~ TTFu X 100 = Yg (.gj. ig produced in 12 m., 1% would be pro- 
 
 C. 102 = 102 X tV = ^l%- *iuced in J^- of 12 m., and then ^fo in 5| 
 
 X. X'^Yii^^" = 6.8 m. — Ans. times Jg- of 12 m.=6.8 m.—Ans. 
 
fjSQ THE SYSTEM METHOD. 
 
 4. The interest on $1800 for 6 m. 24 d. is $102. What is the 
 rate? 
 
 a. $1800 = 100% Equation x Explained.— ^mce 6.8 m. 
 
 b. 1 
 
 1800^-^ 18 produces 5|% interest, 1 m. would produce 
 
 C. 102 = 102 X y 8 ^ ^l%- o.V of 5|%, and then 12 m. would produce 
 
 ^ 5?^perct.x 12 _. 10^. Ans. 12 times Jg of 5f % = 10%. — Ans. 
 
 5. What principal will amount to $15200 in Syr. 8 m. @ 6^? 
 
 X. 6 perct .^_i_o4 ^52^ (in interest). 
 
 a. 152^ (in amount) = $15200 amount. 
 
 b. 1 = 100 
 
 c. 100 (in principal) = $10000 prin. — Ans. 
 
 6. The amount is $28334, the rate 7, and the time 80 days. Find 
 principal and interest. 
 
 ^ ijp^^2,G% = 1| ^ (in interest). 
 
 a. 101|% = $28334 amount. 
 
 b. 1 = qIt X 28334 = 279 
 
 c. 100 = 127900 principal— ^ws. 
 
 y. 1|% = 1 j X 279 = $434 interest.— ^ws. 
 
 Note 1. — "It should be generally understood that the U. S. courts, and most 
 other courts, hold the common method of reckoning a day as -g\-Q of a year as illegal. 
 Several of the States have statutes making a day g-J-j- of a year. The proper way 
 [theoretically speaking], therefore, to reckon time in computing interest, is to reckon 
 the [years as] calendar years, and the exact number of days as 365ths of a year. At- 
 tempts to collect claims with interest reckoned on the basis of a day as -^^-^ of a year, 
 might endanger the entire claim in some of the States." — Olney''s Science of Arithmetic, 
 p. 134. 
 
 That is to say, in business life, the " common " custom of reckoning one day as 
 ■Jg of a month and -gl^ of a year, difEers from the theory of the U. S. courts as ex- 
 pressed in the statutes. But what is the common custom is the common custom, the 
 statutes to the contrary notwithstanding. A thorough investigation would develop 
 the fact that the practice of counting 360 days to the year is universal among business 
 men in the United States, except in the case of U. S. securities. In U. S. bonds alone 
 a day is to be counted as g-J-j- of a year. 
 
 Ifote 2. — Interest computed by reckoning a day as -^^-^ of a year (a method em- 
 ployed only in computing the interest on U. S. bonds) is called " accurate interest," 
 or "exact interest;" while interest reckoning 1 day as -^\-^ of a year, as in the com- 
 mon custom, is called " ordinary interest." Ordinary interest is y^- of accurate inter- 
 est greater than accurate interest, while accurate interest is -^^ of ordinary interest 
 less than ordinary interest. Therefore, since t^^ is about 1|%, to find the " accurate 
 interest" subtract from ordinary interest ^\%. 
 
SYSTEM ABITEMETIG—QBADE A 731 
 
 7. ^1250 Boston, June 12, 1886. 
 
 iSix months after date I promise to pay Knight, Adams, and Co., or order, Twelve 
 Su7idred and Fifty Dollars, with interest at 6^, value received. 
 
 S. B. Brown. 
 
 Disc. Nov. 15, 1876, at 6^ (true discount.) 
 
 X. 6 Percy 6.1 = 3.05% 
 
 a. 100% = $1250 principal. 
 
 b. 1 = 12.50 
 
 c. 103.05= 103.05 X 12.50 = $1288.125 face. 
 
 a. 100.5% =$1288.125 face. 
 
 b. 1 = ^^ X 1288.125 = 12.81716 
 
 c. 100 = $1281.716 present worth.— ^«s. 
 
 Solved by Kittie Wilson, Harry Littler, Olive Morris, and Orra Barclay. 
 
 Note. — The reason the three days of grace are here added in computing the 
 true discount is because the debt discounted is a grace-bearing debt, a promissory 
 note. Since Mr. Brown may not pay Dec. 12, — not till Dec. 15 (the last day of 
 grace), — the purchaser discounting (purchasing) the note Nov. 15 may have to wait 
 the full 30 days for Mr. Brown to pay. If, therefore, in purchasing the note, the 
 purchaser (discounter) does not discount for the full 30 days, but only for 27 days, 
 he may lose the difference between the interest on such supposed present worth 
 ($1381.74) and the interest on the principal ($1250) for these 3 days. See the next 
 problem below for a similar circumstance, problem, solution, and explanation. See 
 also this same problem as a subject of bank discount, page 735. 
 
 Indianapolis, Ind., September 16, 1886. 
 Three months and 27 days after date, J promise to pay A. J. Smith, or order, 
 Three Thousand Dollars, with interest at B%, value received. J. B. Sloan. 
 
 The above note was purchased, at true discount, November 1, 1886, at 6%. 
 What were the present worth and the true discount? 
 
 „ 3 perct.x 4 -— -\ (y/ 
 
 a. 100% = $3000 principal. 
 
 b. 1 = 30 
 
 c. 101 = $3030 face, or amt. 
 
 y. 6perct.x2.5 =, 1.25% 
 
 a. 101.25% = $3030 flxce of debt. 
 
 ^- 1 = T0T.25 X 3030 = 29.9259 
 
 c. 100 = $2992.59 p. worth.— ^ms. 
 
 z. 1.25% == 1.25 X 29.9250 = $37.41 t. disc— ^ws. 
 
 Solved by Emma Vale, Lincoln Wright, and C. W. Vance. 
 
Y32 THE SYSTEM METHOD. 
 
 j^Qle i_ — The time of notes bought and sold by true discount is reckoned precisely 
 as in simple interest and bank discount. When the time is expressed in months, cal- 
 endar months are used in determining the day of maturity. "When the time is ex- 
 pressed in days, the exact number of days is used. See note 3 under " Bank Discount." 
 
 ]<fote 2. — Whenever true discount has to do with grace-bearing papers, or debts, 
 of which all promissory notes are examples, the three days of grace must be added as ' 
 well in computing the true discount as in finding the face of th.e paper, or debt; for 
 to purchase a note at true discount is to discount from when it is purchased tiU when 
 it is actually 'paid', and the maker (payer) is liable not to pay till the last day of gi-ace. 
 
 9. I apply the true-discount proceeds of a ^'^/gs day note, 
 face $5000 without interest, discounted at 6^, on a debt of $8000. 
 What is the face of a ^''/gs day note, discounted at 6^ true dis- 
 count, which will pay the balance of the debt? 
 
 X. ejzerrt^x^J, ^ 1.05% 
 
 a. 101.05% = $5000 face. 
 
 b. 1 = T(rf.o5 X 5000 = 49.480455 
 
 c. 100 = 14948.0455 proceeds 1st note. 
 
 y. $8000 — $4948.0455 = |305 1.9545 bal. unpaid. 
 
 Z. 6Ji5^'^^3,l = 1.55% 
 
 a. 100% = $3051.95 p. worth unpaid. 
 
 b. 1 = 30.5195 
 
 c. 101.55= 13099.26 face 2d xiQ\,Q.—Ans. 
 
 Solved by Lincoln Wright, Wm. C. Shafer, and J. M. Barclay. 
 
 Note. — For the explanation of a problem and its solution involving the same 
 questions as this one, see the solution of problem 7th above, together with the note. 
 
 ANNUAL AND COMPOUND INTEREST. 
 
 1. What is the annual interest and amount of $8000 for 5 yr. 6 
 m. at 6% ? 
 
 1st Step. 2d /S<ep.— The interest for the first year is 
 
 X 6 per ct. X 6 '\{\of thus found to be $480. This first year's in- 
 
 terest, remaining unpaid, draws interest for 
 
 a. 100% = $8000 prin. the remaining 4 yr. ; that for the 2d year, for 
 
 b, 1 = 80 3 yr. ; that for the 3d year, for 2 yr. ; that for 
 
 (j_ 30 = $2400 int. 5 yrs. ^^"^ **^ ^'^^^' *°^ ^ ^^- ' *^'^* ^°^ *^® ^*^ ^'^^^' 
 
 f dj .on • -. for ^ yr., the sum of which is the interest of 
 
 y. 6 = $480 mt. 1 yr. $480 for (4 yr. + 3 yr. + 2 yr. + 1 yr. + l 
 
 yr. =) lOi yr. ; and the interest of $480 at 6% for 10^ yr. is — 
 
SYSTEM ARITHMETIC— ORADE A. 733 
 
 2_ 6per ct. 1 126 ;= 63 9''* '■'■ Lightning Process.'''' 
 
 -lanl/ dJiQA "^ 1- «80X 30 = 12400 
 
 a. iUU% = iti)4«U 3_ $4.80X63= 302.40 
 
 b. 1 = 4.80 3, $2702.40 int. + $8000 = 
 
 c. 63 = 63 X 4.80 = $302.40. [$i0702.40.-^m. 
 p. $2400 + $302.40 = $2702.40 a. int.— 1st Ans. 
 
 q. $8000 + $2702.40 = $10702.40 amt.—Sd Ans. 
 
 2. A man bought a fai"m for $6000, and agreed to -pay principal 
 and interest in 3 equal annual installments. The interest being 6^, 
 what is the amount of the equal annual payments ? 
 
 17'ote. — See this problem and its solution, pp. 649 and 650. 
 
 3. What is the compound interest of $400 for 1 yr. 5 m. 18 d. 
 at 6^, interest payable quarterly? 
 
 a. 100^ = $418.27 
 
 b. 1 = 4.1827 
 
 c. 101.5 = $424.54. 
 
 a. 100% =$424.54 
 
 b. 1 = 4.2454 
 
 c. 101.5 = $430.91. 
 
 y. 6perct.^x2 ^ ^ |_3 
 
 a. 100% = $430.91 
 
 b. 1 = 4.3091 
 
 c. 101.3.= $436.51. 
 prin. = $36.51 interest. — Ans. 
 
 X, 
 
 6perot^x3 - 1.5^ 
 
 a. 
 
 100% = $400 
 
 b. 
 
 1=4 
 
 c. 
 
 101.5 =$406. 
 
 a. 
 
 100% =$406 
 
 b. 
 
 1 = 4.06 
 
 c. 
 
 101.5 =$412.09. 
 
 a. 
 
 100% =$412.09 
 
 b. 
 
 1 = 4.1209 
 
 c. 
 
 101.5 = $418.27. 
 
 z. 
 
 $436.51 amt. — $■ 
 
 BANK DISCOUNT. 
 
 I^ote 1 : To Be Remembered. — (1.) That bank discount is computed on the face of 
 the note, or paper; (2.) That the face is the amoimt (including interest, if any) due at 
 maturity; (3.) That 3 days of grace are added by bankers in finding either the face of 
 the paper or the bank discount. 
 
 JVote S: Day of Matter ity. — The day a note is legally due. It is the last day of 
 grace. 
 
 Note 3 : Counting the Time. — When the time is expressed in months, calendar 
 months are used to determine the day of maturity. When the time is expressed in 
 days, the exact number of days is used. In reckoning the time of promissory notes, 
 the day of payment is included, the day of date excluded. 
 
 Thus, a note that reads, "payable 'two months' from date," and dated July 20, 
 would mature Sept. 20 -f- 3 d. = Sept. 23. But a note that reads, "payable 'sixty 
 days' from date," and likewise dated July 20, would mature [60 — (11 July -f- 31 
 
w„^ THE SYSTEM METHOD. 
 
 ^^o-.) = IS] Sept. 18 -f 3 d. = Sept. 21. The time' to run in the former would be 
 65 days, iu the latter 63 days. Were these notes discounted at a bank July 21, the 
 discount on the former would be computed for 64 days, on the latter for 62. If dis- 
 counted July 20, the banlc discount would be computed on former for 65 days = 2^ m., 
 on the latter for 68 days = 2.1 m. Bank discount is always computed for the exact 
 number of days between the day of discount and the day of maturity. 
 
 A note' dated Jan. 28, 29, 30, or 31, and drawn for "one month," would be due 
 Feb. 28-1-3 days = Mar. 3. B't if drawn for " thirty days," it would become due 
 Mar. 2, 3, 4, 5. 
 
 1. A note of $840, due (legally) in 6 m., and bearing interest @ 
 10%, is discounted 75 days before legally due, (o^ 8%. What are 
 the proceeds and bank discount? 
 
 X. 
 
 a. 
 b. 
 c. 
 
 y- 
 
 a. 
 b. 
 c. 
 z. 
 
 1 per ct. 
 ] 2 
 
 100% 
 
 1 
 
 105 
 
 8 per ct. X 
 
 ^-6. = 5% '' Lightning Process'' 
 
 = $840 principal. (derived from this solution). 
 
 = 8.40 1. $8.40 X 105 = $882. 
 
 = 1 05 X 8.40 = $882 f. 2. $8.82 X If = $14.70.— ^7^s. 
 
 2.5 = 12«/ 3. $882— $14.70=$867.30.— ^«s. 
 
 12 
 
 100% 
 
 1 
 
 98i 
 
 12 
 
 ^3 — 
 
 3 /t' 
 
 = $882 face. 
 
 = 8.82 
 
 = 98-J X 8.82 = $867.30 proceeds. — 1st. Ans. 
 
 1| X 8.82 = $14.70 b. discount.— ^d Ans. 
 
 Solved by C. H. Barewald, F. A. Dice, and Ella Miller. 
 
 2. For what sum, due ^^/gg days hence, must I give my note 
 that, when discounted at 6%, the bank proceeds will be 1177.21? 
 X. 6P£i«t_3.iaJ = 1.55% ^^ Lightning Process'' 
 
 a. 98.45% = $177.21 proceeds. (derived from this solution). 
 
 b. 1 = _i^ X 177.21 = 1.80 $177.21^98.45 = 1.80; 
 
 c. 100 = $180 face.-- -^?^s. hence $180.— ^%s. 
 
 Solved by Clara Brown, Etta Strong, and J. A. Macy. 
 
 Note. — The term of discount, for a note due in 60 days, is often written ^"/es? 
 for 30 days ^"/sa, etc. The 60 and 30 express the number of days till the note is 
 nominally due, the 63 and 33 the number of days tiU it is legally, or really, due. 
 
 3. I wish to borrow $1500 for 6 m. If I can get it at a bank 
 which is discounting at 6%, for what sum must I give my note? 
 
 X. 6perct^x_6J, = 3.05%. 
 
 a. 96.95% = $1500 
 
 b. 1 = -^igg X 1500 = 15.4719 
 
 c. 100 = $1547.19 face.— ^ws. 
 
 Solved by C. H. Barewald, C. W. Vance, and Orra Barclay. 
 
SYSTEM ARITHMETIG— GRADE A. ^35 
 
 4. %1250. Boston, June 12, 1S76. 
 
 Six months after date I promUc to pay Knight, Adams, and Co., or order. Twelve 
 Hundred and Fifty Dollars, ivith interest at 6fo, value received. 
 
 S. R. Brown. 
 Disc. Nov. 15, 1876, at 6% (bank discount). 
 
 X. 6Perct.x6.1 ^ 3.05% 
 
 a. 100% = $1250 principal. 
 
 b. 1 = 12.50 
 
 c. 103.05 = 103.05 X 12.50 = $1288.125 face. 
 
 yj 6 per ct. X 1 P-c/ 
 
 J • 12 -"^ /O 
 
 a. 100% = $1288.125 face. 
 
 b. 1 = 12.88125 lAns. 
 
 c. 99.5 = 99.5 X 12.88125 = $1281.684 bank proceeds.— 
 
 Solved by W. F. Hoskins, Sarah. Macy, Lincoln Wright, and Mary Oxlcy. 
 
 Note. — For this same note discounted by true discount, see p. 731. By a com- 
 parison of these two problems, it may also be clearly seen that the bank discount 
 (.5% of 11288.12.5, the face, = $6.44) exceeds the simple nlerest (.5% of $1281.716, 
 the p. worth, = $6,408) by the interest on the simple interest for the same time (.5% 
 of $6,408, Sim. int., = $.032). 
 
 5. I apply the bank proceeds of a ^''/gg day note for $5000, with- 
 out interest, discounted at 6%, on a debt of $8000. What is the 
 face of a 9 0/^ g day note discounted at 6%, which will pay the balance 
 of the debt ? 
 
 ^ 6perct.^x _2J, == 105% 
 
 a. 100% = $5000 
 
 b. 1 =50 
 
 c. 98.95 = 98.95 X 50 = $4947.50 b. pro. of 1st note. 
 
 y. $8000 —$4947.50 = $3052.50 bal. unpaid. 
 
 Z. 6per<^xj5^1^ =1.55^ 
 
 a. 98.45% = $3052.50 
 
 b. 1 = gJ^ X 3052.50 = 31.0056 
 
 c. 100 = $3100.56 face.— ^ws. 
 
 Solved by U. P. Long, S. P. Gary, Eugene Derby, Joseph Chandler, and Hattie 
 Michaels. 
 
 Nots. — For this made out in accordance with the principles of true discount, see 
 page 732. 
 
 6. What rate of interest do banks make when they discount 
 6 0/g3 day notes at 24% annually? 
 
 Note. — For this problem and its solution, see pp. 637 and 638. 
 
Y36 TEE SYSTEM METHOD. 
 
 7. What is the rate of interest to banks when a ^ 0/9 3 day note is 
 discounted at 3^ a month ? 
 
 X. 3^ each month for 3.1 m. = 9.3^ interest collected, 
 a. 90.7 proceeds loaned = 100% 
 1-, 1 (t " == 100 
 
 D. 1 9 0-7 
 
 c. 9.3 interest collected = 9.3 i^Oy = ^^%. 
 a. 3.1 m. of interest = ^-^% of principal. 
 
 >, 1 U il — 1_ V 9300 3000 
 
 0.1. 31'^907 — 907 
 
 c. 12 " '' = 12 X 11^^ = 39^1.%.— Ans. 
 
 Solved by W. F. Hoskins, Wm. C. Frampton, Minnie Jennings, J. M. Barclay, 
 John B. Coyne, and Ida Wood. 
 
 8. At Avhat rate does a bank discount when ^ ''/g 3 day notes yield 
 it 2% interest a month ? 
 
 X. 2% each m. for 2.1 =4.2% disc, collected. 
 
 a. 104.2 amt. disc. = 100% principal. 
 
 b. 1 " '' = Tih.2 X 100 = -^0^ 
 
 c. 4.2 disc. col. = 4.2 x T2.1 = ^iir% of principal, 
 a. 2.1 m. of discount =^5^% of iDrincipal. 
 
 Vv 1 a u In/ 210 — 10 00 
 
 '-'• -i — ¥-T -^"521 521 
 
 c. 12 " '' = 12 X Wt =23 JJj-^-— ^'^«- 
 
 Solved by Emma Vale, Olive Morris, Mina Federlin, Robert Knott, Dora Shep- 
 herd, and E. E. Reynolds. 
 
 9. By discounting notes at 20% per annum, a bank gets 22^% 
 per annum interest. How long do the notes run ? 
 
 Remark. — Since bank discount exceeds simple interest by the interest on the inter- 
 est for the time to run, it is plain that while 22 1- would represent the amount of the 
 bank discount, 20 would represent the amount of the simple interest, and the differ- 
 ence (2i) would be the interest on 20 for the time to run. We have then : The prin- 
 cipal 20, the interest 21, the rate 221 to find the time. We proceed thus: — 
 
 a. 20 principal = 100% 
 
 b. 1 " = 5 
 
 c. 2i interest = | X 5 = 2_5%. 
 a.22i% of interest = 12 months. 
 
 l~v 1 " — 2v19 — 8 
 
 D. 1 _ ^g. X i-. — y^ 
 
 C, 2_5 u ^ 2_5 X _8_ = 6| m.—AoiS. 
 
 Solved by Wm . X. Orris, Harry Long, E. O. Burnside, Lincoln Wright, and S. P. 
 Gary. 
 
 10. By discounting a note at 2% a mouth, I get 25^^ interest 
 per annum. How long does the note run ? 
 
 a. 24% principal = 100% 
 
 b. 1 = -2-^ 
 
 0. 1^ interest = 1^ x ^ = VtV^- 
 
1. 
 
 To Find True Discount. 
 
 X. 
 
 12pe^r_ct.x 1-2,% 
 
 a. 
 
 2% = $.40 excess. 
 
 b. 
 
 1 = .20 
 
 c. 
 
 100 == $20 t. discount, 
 
 SYSTEM ARITHMETIG^ORADE A. ■ Y3T 
 
 a. 25^% of interest = 12 months. 
 
 Vi 1 << a — 47 9 N/ 19 ^=: 479 
 
 p 2100 u <i = 2100 X 479 = 2 1 m — Ans. 
 
 Solved by G. T. Oxley, J. S. McFaddin, John B. Coyne, and Jolin Miller. 
 
 11. I had a note, legally due in 60 days, discounted at a bank 
 at 1% a month, and paid 40/ more than true interest. Eequired 
 the face of the note. 
 
 Remark. — Since bank discount exceeds simple, or true, interest, by the interest 
 on the interest (true discount), it is plain that 400 (which is the excess of the bank- 
 discount interest over the true interest) is interest, 2 m. is time, and 12% is rate, 
 from which to find the principal ; and that principal, when found, must be the true 
 interest (or true discount) on the present worth, at 12%, for 3 months. Therefore 
 tlie operation is : — 
 
 2. To Find Present Worth. 
 
 a. 2% = $20 t. discount. 
 
 b. 1 =10 
 
 c. 100 = $1000 p. worth. 
 y. $1000 + $20 = $1020 face.— 
 
 Solved by Wm. C. Shafer, Lincoln Wright, Olive Morris, and Mina Federlin. L^ WS. 
 
 12. I had a note, legally due in 60 days, discounted at a bank 
 at 1 ^ a month, and paid $4.80 more than true interest. Eequired 
 the face of the note. 
 
 Memark. — This problem is precisely like the one next above. See remark un- 
 der that. 
 
 1. To Find True Discount. 2. To Find Present Worth. 
 
 2% = $240 t. discount. 
 1 = 120 
 100 = $12000 pres. worth. 
 X. $12000 + $240 = $12240 face. 
 
 Solved by W. F. Hoskins, U. P. Long, J. M. Barclay, and S. P. Gary. [ — Ans. 
 
 13. To one customer a miller sells a barrel of flour at $10.50, 
 taking his note at 6 m., interest at the current rate, 6^ ; to another 
 a barrel at $11, taking his note at 6 m., without interest. At the 
 end of 3 m., he sells the first note for its true, or present-worth, 
 value, and the second he puts in bank, discount 5^. How much 
 more profitable is the one transaction than the other ? 
 
 X. Jj!£i|^i = 3.05%. 
 
 a. 100% = $10.50 prin. 1st note. 
 
 b. 1 = .105 
 
 c. 103.5 = 103.5 X .105 = $10.8675 face of Ist note. 
 
 47 
 
 X. 
 
 a. 
 
 12perct.x2 9 G/ 
 
 12 ^/O' 
 
 2% = $4.80 excess. 
 
 a. 
 b. 
 
 b. 
 
 1 = i- X 4.80 = 2.40 
 
 c. 
 
 c. 
 
 100 = $240 t. discount. 
 
 X. 
 
738 TEE SYSTEM METHOD. 
 
 J. ^ P^^f^^^i = 1.05% 
 
 a. 101.05% = $10.8675 face 1st note. 
 1^-1 = nrT-oT X 10.8675 = .10754 
 e. 100 = $10,754 pres. worth 1st note. 
 
 „ 5 per ct. X 3 . 1 — '\ 1 o/ 
 Z- 12 — ■'■■24A' 
 
 a 100% = $11 face of 2d note. 
 
 b. 1 = .11 
 
 c. 98i|= 98i| X .11 = $10,856 proceeds 2d note. 
 
 p. $10,856 — $10,754 = $.102 in favor of 2d note.— ^ws. 
 
 14. On a given sum, the bank discount for 10 m. @ 6% exceeds 
 the true discount for 4 m. @ 12%, by $5.55. What is the sum ? 
 x^ ^_perct^2Lio =5% amt. of b. discount. 
 
 ■XT 1 2 per ct. X 4 . AO/ 
 
 J' 12 — ^/O 
 
 a. 104% of p. worth = 100% 
 
 b 1 " " = - 1 . X 100 = -2-5- 
 
 "• ^ 104 '^ ^^^ 2 6 
 
 c. 4 " " = 4 X If = f|% amt. of t. discount. 
 z. 5% b. dis. — ff % t. disc. = \^% diiference. 
 
 a. if% = $5.55 
 
 b. 1 = A| X 5.55 = 4.81 
 
 c. 100 = %4&l.—Ans. 
 
 Solved, by E. O. Bumside, Anna Brammier, Hattie Dickey, and I. C. Gary. 
 
 MONEY EXCHANGE. 
 
 Note 1. — Let it be remembered, (1.) That interest, discount, and premium are 
 computed on the face of the draft ; (2.) That interest and discount are in favor of the 
 buyer., premium against him; (3.) That premium is in favor of the seller, discount and 
 interest against him. 
 
 1. What will a so/^^ day draft on New Orleans for $7000 cost at 
 
 2% premium, interest 6% ? 
 
 X. 
 
 6 per ct. X 1 . 1 
 1 2 
 
 .55% interest off. 
 
 y. 102% —.55% =101.45% 
 
 a. 100% =$7000 face. 
 
 b. 1 =70 
 
 c. 101.45 = 101.45 X 70 = $7101.50 cost.— ^tis. 
 
 Solved by C. H. Barewald, E. E. Reynolds, F. A. Dice, and Lida Oltman. 
 
 2. A grain merchant in Toledo sold 11875 bu. of corn at 40/ a 
 bushel. Deducting 3% commission, ho purchased a <5 oy^ ^ day draft, 
 with the proceeds, at 2% premium^ interest 6%. Ee(][uired the 
 face of the draft. 
 
SYSTEM ARITHMETIG—ORADE A. T39 
 
 X. 11875 bu. @ 40/ = $4750 
 
 a. 100% = $4750 
 
 b. 1 = 47.50 
 
 c. 97 = 97 X 47.50 = $4607.50 proceedg. 
 
 y_ 6,P_ erct^x2.1 ==1.05% 
 
 z. 102% —1.05% = 100.95% 
 
 a. 100.95% = $4607.50 cost. 
 
 b. 1 = ^^ X 4607.50 = 45.6414 
 
 c. 100 = $4564.14 face. —J ?zs. 
 
 Solved by Wm. C. Shafer, Emma Vale, and C. W. Vance. 
 
 3. To pay for goods bought in Boston, a Detroit merchant sends 
 to Boston a Detroit draft for $760, payable at ^^''/las days sight. 
 If Detroit exchange is lOOf, and the legal rate of interest in Mich- 
 igan is 6%, what is the bill purchased ? 
 
 X. 6_pe£c^^a = 2.05% int. off. 
 y. lOOf % — 2.05% = 98.7% 
 
 a. 100% =$760 
 
 b. 1 = 7.60 
 
 c. 98.7 = 98.7 X 7.60 = $750.12 bill.— ^ws. 
 
 Solved by Emma Miller, Emma Ball, Delia Bond, and Mary Osley. 
 
 4. When a ^s/^^ day draft, face $5500, costs $5538.50, what is 
 the rate of exchange, interest 6% ? 
 
 ^ sjerct^^jL^ = .8% int. off. 
 
 a. 100% = $5500 
 
 b. 1 = 55 
 
 c. 99.2 = 99.2 X 55 = $5456 cost at par. 
 y. $5538.50 — $5456 = $82.50 premium. 
 
 a. $5500 = 100% 
 
 b. 1 = Woo- X 100 = Jg. 
 
 c. 82.5 = 82.5 X Jj = 11% rate of premium.— ^/zs. 
 
 Solved by Harry Long, Jennie Drake, Lewis Filloon, and I. B. Crawford. 
 
 5. An agent having sold goods to the amount of $2375, commis- 
 sion 3%, remits to his principal a eo/^^ day draft for $2282.07, in- 
 terest 6 % . What is the rate of exchange ? . 
 
 a. 100% = $2375 amt. of sales. 
 
 b. 1 = 23.75 
 
 c. 97 = 97 X 23.75 = $2303.75 proceeds. 
 
Y40 THE SYSTEM METHOD. 
 
 ^ 6 per cy 2-1 =1.05% Int. Off. 
 
 a. 100% = $2282.07 face. 
 
 b. 1 =- 22.8207 
 
 e. 98.95= 98.95 X 22.8207 = $2258.11 cost at par. 
 
 y. $2303.75 — $2258.11 = $45.64 premium, 
 a. $2282.07 = 100% 
 
 h 1 — 1 
 
 "• ^ ~~ TS"- 8 2 7 
 
 • c. 45.64 = 45.64 X Yi-inwr = 2% rate of premium. — Ans. 
 
 Solved by W. F. Wilson, Etta Strong, and U. P. Long. 
 
 ARBITRATION OF EXCHANGE. 
 
 1. A Natchez merchant wishes to pay $10000 in Boston debts. 
 He transmits through New Orleans and New York. In Natchez, 
 New-Orleans exchange is | % premium. In New Orleans, New- 
 York exchange is |% discount. In New York, Boston exchange is 
 \% discount. By this circular exchange, what amount at Natchez 
 will pay the debt ? 
 
 a. 100% in Boston = $10000 = 100% — i% = 99f % in N. Y. 
 
 b. 1 " <« = 100 
 
 c. 99f (N. Y. value) = 99|- X 100 = $9975 face of N. Y. draft. 
 
 a. 100% in N. Y. = $9975 -: 100% — |% = 99f % in N. O. 
 
 b. 1 '^ " = 99.75 
 
 c. 991 (N. O. value) = 99f x 99.75 = $9912.65 face of N. O. d. 
 
 a. 100% in N. O.. = $9912.65 = 100% + J% = 100^% in N. 
 
 b. 1 « " = 99.1265 
 
 c. lOOJ (N. value) = lOOJ X 99.1265 = $9962.21 cost in N. 
 
 [ — Ans. 
 
 2. A Cincinnati manufacturer receives an account sales, April 
 18, from New Orleans; net proceeds $5284.67, due June ^Z^. He 
 advises his agent in New Oi-leans to discount the debt at 6%, and 
 invest the proceeds in a 7-day bill on New York at ■!-% discount, 
 interest off at 6%, and remit it to Cincinnati. The agent does this 
 April 26. May 3, the bill reaches Cincinnati, and is sold at \% 
 premium. What are the proceeds? How much greater are the 
 proceeds than if a bill had been drawn on New Orleans May 3, due 
 (legally) June 7, and sold at 1% premium, interest off at 6% ? 
 
SYSTEM ABITHMETIG— GRADE A. Y41 
 
 X fi per ct. X 1 . 4 (from April 2 6 to June 7 ) —. Jj O/^ diSCOUIlt Off. 
 
 a. 100% =$5284.67 
 
 b. 1 = 52.8467 
 
 c. 99.3 = 99.3 X 52.8467 = $5247.68 bank proceeds. 
 
 z. 99if^ — i% = 99i% efface = New-Orleans value. 
 
 a. 991% = $5247.68 
 
 b. 1 = ^^ X 5247.68 = 52.829 \_lst Ans. 
 
 c. lOOi = lOfJi X 52.829 = $5296.11 Cincinnati proceeds.— 
 
 „ 6 perct. X 1 . 1 ;^ (from May .3 to Jnne 7) = 7 (^ intCrCSt Off. 
 
 q. 100i% — yV% = 99^1 efface = New-Orleans value. 
 
 a. 100% = $5284.67 
 
 b. 1 = 52.8467 [bill, 
 c 9944 = 9913- X 52.8467 = $5260.45 proceeds of supposed 
 
 r. $5296.11, Gin. bill, — $5260.45, sup. bill, = $35.66 gain. 
 
 [ — 2d Ans. 
 
 Solved by J. M. Barclay, S. P. Gary, U. P. Long, and Lincoln Wright. 
 
 STOCK INVESTMENTS. 
 
 1. What alteration in my income will be made if I sell $10000 
 of 4% stocks (stocks yielding 4% annual dividend) at 891 and buy 
 5% stocks at 105? 
 
 a. 100% = $10000 face of 4% stock. 
 
 b. 1 = 100 
 
 c. 4 = 4 X 100 = $400 income from 4% stocks. 
 
 X. 891 = 891 X 100 = $8925 realized by sale. 
 
 a. 105% =$8925 
 
 b. 1 = TW X 8925 = 85 
 
 c. 5 = 5 X 85 = $425 income from 5% stock. 
 y. $425 — $400 = $25 increase in income. — Ans. 
 
 Solved by Mary McLane, Madge Brundage, and Nellie Hickey. 
 
 2. How much must I invest in IT. S. 10-40's at 105 that I may 
 get $600 income in currency, gold being worth 130? 
 
 a. $130 currency = $100 gold. 
 
 b. 1 " = ^ X 100 = If 
 
 c. 600 " = 600 X -^ = $461.54 gold income. 
 
742 THE SYSTEM METHOD. 
 
 a. *5^ of bonds = $461.54 
 
 b. 1 " = i X 461.54 = 92.31 
 
 c. 100 " = $9231 face of bonds. 
 
 X. $9231 bond @ 105 = $9692.55 cost.— ^ws. 
 
 Solved by Nina Hays, W. H. Childs, and Charles Mason. 
 * Note. — U. S. 10-40 bonds bear interest at 5% in gold. 
 
 3. A banker owns 21% stocks at 90, and 3% stocks at 85. The 
 income from the former is 66|% more than from the latter, and the 
 investment in the latter is $11400 less than in the former. Eequired 
 the whole investment and income. 
 
 X. 20%=-,%- 1\% = J^; 85% =1^; 3% =^ 
 
 a. ^, value former, =100% 
 
 b. 1 = V^ X 100 = J-OgO-O 
 
 c. Jj; income former, = ^ X H^"' = "¥% i^^c. on 21% stocks. 
 
 a. -ij, value latter, =100% 
 
 b. 1 = 1^ X 200 = -2|fo 
 
 c. yfj, income latter, = yfo" X -2-2^ = ff % i^^c. on 3% stocks. 
 a. 2_5 of former = 166|% of |4 of latter = -12^2- of latter, 
 bl " =i_vioo — 4 
 
 c. f " = 9 X /y = f f of latter. 
 
 a. If of latter (fe — ii) = $11400 
 
 b. tV ^ =1^ X 11400 = 600 
 
 c. i^ " = 17 X 600 = $10200 invest, in latter. 
 y. $10200 + $11400 = $21600 investment in former. 
 
 z. $21600 + $10200 = $31800 whole investment.— is^ Ans. 
 
 p. (^% of $21600) + (ff% of $10200) = $960 income.— ^(i^ws. 
 
 4. Suppose 10% state stock 20% better in market than 4% 
 railroad stock; if A's income be $500 from each, how much money 
 has he paid for each, the whole investment bringing 6-^% ? 
 
 ^- ^^% = $1000 income from both. 
 
 ^- 1 = TfTffV X 1000 = 166.5 
 
 c. 100 = $16650 cost of both. 
 
 a. 10% 8. stock = 4% r. stock + 20% of r. stock = \^% r. stock. 
 
 b. 1 " = JL V 2J — 24 
 
 10 ^ 5 ~ To 
 
 c. 100 " = 100 X ff = 48% r. stock. 
 
 a. 148% r. stock = $16650 
 
 b. 1 " = ^ X 16650 = 112.5 
 
 c. 100 " = $11250 r. stock.— isi! Ans. 
 X. $16650 - $11250 = $5400 s. stock.— ^cZ Ans. 
 
SYSTEM ABITEME TIG— GRADE A. ^43 
 
 ARITHMETICAL ALGEBRAIC PROBLEMS. 
 
 Note. — As tests of qualification to teach or to enter college, examiners make 
 frequent use of algebraic problems of two unknown quantities. To solve them, we 
 are to eliminate one unknown quantity by expressing the -|, |, |, etc., of it in terms 
 of the other. 
 
 HORSE-AND-CARRIAGE PROBLEM. 
 
 1. A man sold, a horse and carriage for $597, gaining \ of the 
 cost of the horse, and JL of the cost of the carriage. If | of the 
 cost of the horse equals I of the cost of the carriage, what was the 
 cost of the carriage ? 
 
 a. I of cost of horse = f of cost of carriage. 
 
 h. I " " = i X t = f of cost of carriage. 
 
 P 4 u u 4- V 2 8. II U 
 
 ^•4 — *^9 — 9 
 
 X. f + (^ of f ) = Lo s. price of horse, 
 
 y- f X(JoOff) = H " " carriage, 
 
 a- VV (¥ + H) = $597 
 
 b. -J^ = yi-g X 597 = 3 
 
 c. f ^ = 90 X 3 = $270 cost of carriage.— ^ws. 
 
 CLOCK-DIAL PROBLEMS. 
 
 Table for Clock Problems. 
 
 a. 60 spaces traveled by min. hand = 5 spaces traveled by hr. hand. 
 
 l3_ 12 " " " " " =1 " " " " " 
 
 c. 11 spaces gained by min. hand = 1 space traveled by hr. hand. 
 
 (1 1 u u u a u ^ i_ u u u u u 
 
 2. At what time between 5 and 6 are the hands of u clock to- 
 gether ? 
 
 a. 11 spaces gained by min. hand = 1 space traveled by hr. hand. 
 
 V, -1 u u u u J a a u u 
 
 u. ± . — -^-^ 
 
 c. 25 " " " " = 25 X Tr = ^ii ^^■ 
 
 .-. X. 25 min. -{- 2-^-j- min. = 27^\ min. past 5. — Atis. 
 
 3. At what time between 5 and 6 o'clock is the minute hand 
 midway between 12 and the hour hand? 
 
 Jfote. — Since the space gained by the minute hand is always ^^ of the space it 
 passes over, and since here the space it passes over is -J- of the distance from 12 to 
 the hour hand, therefore the space gained is (ij- of | :^) -|J of the space from 12 to the 
 hour hand. But the space gained by the minute hand is always 11 times the travel 
 of the hour hand, which is here the space from 12 to the hour hand — 25 min.; there- 
 fore, — 
 
744 THE SYSTEM METHOD. 
 
 X. II of space from 12 to hr. hand — 11 times (space from 12 to hr. hand— 25 min.) 
 
 •■•y- H " " " " " =¥? of space from 12 to hr. hand — 275 min. 
 
 .-.a. ^5^3 u a u u u _ 275 min. 
 
 ^- A " " " " " ==^h X 275 = If 
 
 c- M " " " " " =13 X If = ISA-min. after5.-^m. 
 
 4. When I looked at my watch the first time, the hour hand 
 
 was between 7 and 8, and the minute hand between 8 and 9; the 
 
 second time I looked, the hands had changed places. What time 
 
 was it the first time 1 looked ? 
 
 JVote.—Vsmg " one space " to designate the distance from the hour hand to 8, 
 the whole distance of the hour hand around to 12 will be one space -|- 20 minutes; 
 and the minute hand will be, from 12, twelve (12X1) spaces. Therefore the dis- 
 tance between the hour hand and the minute hand will be (1 space -\- 20 minutes — 
 12 spaces =) 20 minutes — 11 spaces, which is the distance the hour hand must 
 pass, since the hands "change places." But since the minute hand always passes 
 over 12 times the distance the hour hand passes over, it must pass 12 times (20 min- 
 utes — 11 spaces =) 240 minutes — 132 spaces. But since the minute hand must 
 pass around to where the hour hand was, the whole distance passed over by the min- 
 ute hand is 12 spaces -f (40 minutes — 1 space =) 40 minutes -f- 11 spaces. 
 Therefore, — 
 
 X. 240 min. — 132 spaces = 40 min. -(-11 spaces. 
 a. 143 spaces = 200 min. 
 b- 1 " =Th X 200 = 1,-V3 
 
 c. 12 '• = 12 X ItVt = 16Hf rai°- before 8.—A71S. 
 Solved by S. P. Gary, Robert Knott, and Harry Long. 
 
Merits of the System Ifethod. 
 
 — °^®^"r^'"^®^" — 
 
 It lias a CrUide. — Method is from nera (after) and odoq (way, or guide), acd 
 means after a way, or hy a guide. System is from avv (together) and laravai (to 
 stand), and refers to parts standing together in such a harmonious way as to form one 
 natural whole. Therefore, by way of introduction to a brief and imperfect review of 
 the merits of the educational method set forth in this work, it may be said properly 
 to be called a "method;" for it proceeds after a way, by a guide — the tree guide. 
 Moreover, it is very properly called a "system" method; for it is ever led by a guide 
 whose parts stand together in such perfectly natural way as not only to form a natural 
 whole (the tree-system whole), but also to render that natural whole the only possible 
 sensible representative of a branch of learning. (See pp. 40-54.) The system 
 method holds, with all educational authority, that a science is a system, and that to 
 learn is to systematize. But a prison of blind systemlessness yet enthralls modern 
 education, from which the system method is, at least, a partial redemption. It is 
 this: modern orthograjDhy, etymology, grammar, botany, zoology, etc., though pro- 
 fessing to be systems, are yet so undeveloped and benighted that not even authors 
 know what kind of systems they are. (See pp. 41 and 42.) 
 
 iVo/e.—" A system is a one or a whole made up of several parts; but yet, the several 
 parts even considered as a whole, do not complete the idea unless in the nature of a whole 
 you include the relations and respects which these parts have to each other." — Bishop Butler. 
 
 Strange as it may seem, while these sciences (etymology, grammar, botany, etc.) 
 profess each to be a " system," a "one," and a "whole," yet each claims not that it 
 is a "system," a "one," or a "whole" of any particular kind! But is it not plain, 
 even to the partially disciplined mind, that a thing cannot be a "system," a "one," 
 or a "whole," unless it is a system, a one, or a whole, of some kind? Is not the cir- 
 culatory system a system of some kind ? Is a river system or a plant system or a 
 digestive system or any system a system of no kind ? 
 
 This is the disadvantage of modern education, that though its grammar, its or- 
 thography, its arithmetic, etc., is each professedly a system, yet each is really a system 
 of no kind! But that grammar, that zoology, etc., which is a system of no Idnd, is 
 no system; precisely as that plan which is a plan of no land is no plan; precisely as 
 that animal which is an animal of no kind is not an animal. Thus it is plain that these 
 so-called systems of orthogi-aphy, grammar, etymology, botany, zoology, and arithme- 
 tic are, if we speak by the stern truth, really not systems. But no argument is neces- 
 sary to establish this fact ; for it is conceded, since modern education does not claim 
 to know what kind of " a one or a whole made up of several parts " these science 
 systems are. We may proceed directly, therefore, to consider how greatly, how incal- 
 culably, superior this system method is to the current educational way, the difference 
 being that the system method, understanding what system it learns (or makes), con- 
 
 [745] 
 
'j4:e THE 8Y8TEM METHOD. 
 
 sequently understands also hoio rationally to learn sucli system; whereas the current 
 way, not knowing {not even claiming to know) what kind of a system the systems it 
 learns are, consequently knows not how rationally to learn such so-called systems. 
 The " system-method " system is a tree-system system : the modern educational system 
 is a no-kind-of-a-system system! Thus it will be plainly perceived by the thinking 
 mind, not only that the system-method system is superior to the modern methods, 
 but that the superiority is very great; the system method being a system in reality (a 
 system of the tree land), current methods being not a system in reality — being a sys- 
 tem of no kind ! 
 
 In these two things aU agree: 1. That a science is a system known; 2. That to 
 learn is to systematize — to make systems. 
 
 Mote. — Not only is there universal agreement upon these plain facts, namely, (1.) that 
 sciences are systems, (2.) that learning is systematizing, or making systems, but so perfect 
 is this agreement that tliere is unity of teaching as to how to make science systems, there 
 heing given tisually three rules as follows: 1. "Select a principle [say tree trunk] that will 
 bring all parts [say branches] of the science system [tree] into unity under one whole 
 [say tree trunk] ; " 2. "See that the parts [branches] are all properly articulated with one an- 
 other, to form a natural whole [tree] ; " 3. " Test the system [tree] thus constructed by the 
 facts [by branching the multitude through it]." 
 
 These two evident truths the system method fuUy indorses. But while tte sys- 
 tematizing of the system (or branching) method results in a system of some kind (in 
 a system of the branch, or tree, kind), the systematizing (?) of the current method 
 results in a system of no kind ! for no modern author of a grammar, an etymology, 
 or other science has known or inquired what kind of a system his so-called systematiz- 
 ing work produces. The system-method systematizing produces a real system (a sys- 
 tem of the tree kind) ; and the first tree once produced, becomes thereafter a guide; 
 whereas the current-method systematizing, producing a system of no kind, has no 
 guide ! Herein it may be plainly perceived how it is that current education has no 
 systematic process of work ; for a systematizing process that produces a system of no 
 kind, is a systematizing process of no systematizing kind. On the other hand, the 
 systematizing process of the system method, since it produces a system of the branch 
 kind, is a systematizing process of the branching kind. And plainly, while systema- 
 tizing work that produces a system of no kind, has such system of no kind as guide, 
 systematizing work that produces a system of the branch kind does have a real guide 
 — that branch-system guide. 
 
 The natural result of the systematizing work of the system method being a 
 branch, its process is of the branching kind, and its guide of the branch kind. The 
 result of the systematizing work of modern education being a system of no kind, its 
 process is a process of no kind, and its guide a guide of no kind. The system 
 method having a definite guide, has a definite process of work; modern methods hav- 
 ing no system guide, have, and can have, no definite process of work ; they are, therefore, 
 forced to the folly of undertaldng to become sldlled in this true branching act (of 
 learning), by reading books or taking a conclusion made by somebody else; precisely 
 what he does who undertakes to become skilled in the •WTitiug, waUving, talking, act 
 by reading books to get peoples' conclusions about wilting, waUdng, talldng ! (If the 
 reader would know how to become skilled in the learning [branching] act by doing 
 that act, he may turn to the tree branches, pp. 26, 202, 274, 494, 573, 642, and 
 study the branching work done in connection therewith under the guidance of these 
 Bcience trees.) 
 
MERITS OF THE SYSTEM METHOD. '747 
 
 It is Hasiterly. — By the system method, the student learns the learning 
 (branching) act by doiny that branching act. By the system method, branching is 
 learned by branching; nor are time and youth wasted in the folly of trying to learn 
 .what is a branching act, by getting others' conclusions. The common practice of try- 
 ing to become skilled in learning orthography, grammar, or any science, by reading 
 books merely, is plainly seen, in the light of the system method, to be the same short- 
 sightedness that tries to become skilled in any other act, as sewing or writing or 
 walking, by reading merely ! Let the reader carefully consider the simple principle 
 that learning is an act. and that, like all other acts, it is a thing ever to be done, not 
 to be read about merely, — not necessarily to be read about at all. (See p. 54.) 
 
 That grammar, botany, zoology, etymology, and orthography are each a tree, has 
 been many times and in many ways demonstrated. Yet mark that so benighted and 
 unthorough is the systematizing (or learning) work of the schools, that learners 
 everywhere finish their study of the tree and all its parts actually not knowing that 
 the system they have studied is a tree system ! It is a remarkable fact that modern 
 education continues to study and struggle to learn zoology, botany, etc. (what itself 
 calls "systems," and "bi-anches" of learning), actually not fancying that they are 
 "systems" and "branches" of any kind. Professing to be engaged in the work of 
 system-making, in the work of learning to systematize, yet modern methods know not 
 that the system wholes made are trees, nor that the parts made into such wholes are 
 branches ! What a lesson of human frailty the humble lover of truth may here learn ! 
 What more fraU than this, that we should study for years the grammar-tree parts, 
 substantive, verb, accessory, preposition, conjunction, etc., and yet not once detect 
 that they are tree parts I I need not point out what will be the earnest surprise and 
 the deep laughter of teachers a generation hence, that we, their forefathers, have act- 
 ually studied the parts of grammar trees and orthograjjliy trees never once detecting 
 that the parts of trees form trees! Whoever studies and pretends to learn the 
 parts of a man, stomach, liver, backbone, radius, femur, ulna, etc., not once detecting 
 that the parts of a man form a man, — we should laugh bis learning to scorn. But it 
 has been shown that we are, in ten thousand schools, and in "great" institutions, 
 claiming to learn what are the parts of trees, neither learners nor teachers ever de- 
 tecting that tree parts together form tree wholes 1 Especially is it ridiculous that 
 "great" branchers, who daily mouth it what "branches" of learning tbey know, 
 should nevertheless be totally ignorant that a branch (of learning) is a branch f 
 
 It has been incontestably proven that sf)nant, subvocal, etc., are parts of a tree — 
 parts of an orthographic tree. (See pp. 46-52 and 160.) But our learners are en- 
 tirely unconscious, after as well as before taking a "complete" and "thorough" 
 course, that these tree parts are parts of an orthographic tree 1 Systcniatizers of let- 
 ters, the makers of trees whose trunks are letter, — what think you that they know not 
 that there is such a thing as this letter tree 1 Again : what think you of our system- 
 atizers (learners) of etymons, words, animals, and plants, who, though having finished 
 a complete course, are yet ignorant that such a thing as an etymon system, a word 
 system, an animal system, or a plant system has any existence I who never fancy that 
 the etymon, word, animal, and plant systems are tree systems 1 
 
 True learning is ever a branching process guided by the branch whole, the tree. 
 And that which is branched through the tree is ever a part of an including (or mir- 
 
Y48 * THE SYSTEM METHOD. 
 
 ror) whole. So that in branching letter through letter's tree (the orthographic tree), 
 we have to study letter as a part mirrored in etymon whole ; so, in branching etymon, 
 we have to study etymon as a part mirrored in word whole ; so, also, in branching 
 word, we have to consider word as a part mirrored in sentence whole; and so, 
 still, in branching animal-organ and plant-organ, the system-method student studies 
 animal-organ and plant-organ as parts to be understood only in the light of the 
 animal whole and the plant whole. And true learning learns part and whole of trees 
 as it learns part and whole of aU other things, — learns parts not as separate things, 
 but necessarily as associated with other parts to form a natural whole ; just as the 
 eye, the hand, and the backbone cannot be learned as things unassociated with head, 
 arm, and body respectively, because of these wholes they are the parts. And the vital- 
 ity of learning is ever to be measured by the vitality of this connection and mirroring 
 of part and whole with and in each other. So that the only possible way we may 
 learn any part, whether tree part or animal part or sentence part or U. S. part, is by 
 means of such tree whole or animal whole, etc., as mirror. So it is that if we remove 
 from about eye or Indiana or any word of a sentence, the system wholes (head. United 
 States, sentence) of which they are parts, we can never rationally know such eye, 
 Indiana, or word. (See pp. 370 and 397.) Ponder that we understand any part, say 
 Indiana, only by means of the system, or whole, of which it is a part. Were Ohio, 
 Michigan, Lake Michigan, Illinois, Kentuclcy, and the Wabash and Ohio rivers un- 
 known to you, every iota of knowledge that you might be supposed to have concerning 
 Indiana would be a fallacy or a hallucination ; for under these circumstances, we could 
 know neither where, when, nor what Indiana is; and so always. 
 
 Since, then, tree whole is the mirror in the light of which the orthographic parts 
 (aspirate, sonant, vocal, subvocal, etc.) and the grammar parts (fundamental, con- 
 nective, conjunction, preposition, verb, substantive, etc.) and the botany parts 
 (cryptogam, phenogam, endogen, exogen, etc.) and the zoology parts (vertebrate, 
 articulate, mammal, bird, bimana, carnivora, etc.), — since the tree whole is the m,irror 
 by which all these science parts are to be learned, and since without the mirror whole 
 the part must be learned falsely, as not being a parti precisely as to learn branch verb 
 and backbone without the mirror wholes (grammar tree and man) is to learn verb and 
 backbone parts as branch and backbone of nothing! judge what is the proficiency — 
 what is not the unproficiency — of modern learning, which is entirely unconscious that 
 such a thing as any science whole (or tree) has an existence. And seeing the 
 ridiculous and systemZess condition of education with no knowledge of the tree as rep- 
 resentative of the system whole, and therefore with no knowledge of the learner's 
 guide, therein we see the masterly character of the work of the system method as il- 
 lustrated throughout this book. 
 
 It has a Process. — It has ah-eady been pointed out that current methods 
 of doing the systematizing work produce a system of no kind; that it is not even 
 claimed that this school-room systematizing, called school learning, produces a real 
 system of any kind. We merely mentioned the plain fact that such so-called systema- 
 tizing process, since it produces a system of no kind, cannot be a systematizing process 
 of a truly systematizing kind; that on the other hand, the system-method process, 
 since it does produce a real system (the branch system), is plainly a process of a 
 truly systematizing kind; that the natural result of learner's (systematizer's) work, by 
 
MERITS OF TEE SYSTEM METHOD. 749 
 
 the system method, being a branch, the working process is branching (as it must be), 
 and the guide a branch ; that the result of current ways being a system of no kind, its 
 working process is plainly a process of fio kind, and its guide a guide of no 
 kind ; that current methods, having no learning (systematizing, or branching) guide, 
 are, by dire necessity, left to the f oUy of trying to branch (learn) without branching ! 
 left to the folly of learning to decide and judge by taking another's (an author's) de- 
 cision and judgment ! left to that same folly that would learn to sew or whistle by 
 "getting what the book says" about sewing and whistling! left, in a word, to the 
 folly that would learn to do without doing ! 
 
 But why left to such laborious, yet profitless and ridiculous, necessity? — Evidently, 
 because there is no system whole of a definite and tangible kind, by which as guide, 
 learner may JcnotV how tO do his work. We have room fm-ther only to 
 mention that between pages 147-744, inclusive, almost every page wiU furnish illus- 
 trations of what this true (branching) working process of the learner's is, as guided 
 by this tree-system, or science-tree, guide, called herein the "Learner's Work-Tree." 
 And we cannot further explain how easy, how delightful, how efiicient, is this system- 
 guided work of learning (branching), as compared with the no-process-of-work doings 
 of the current methods. Let it suffice here to say that there can be no mistake about 
 the fact that the learner's (brancher's) true process of work is branching; for, since 
 learning an act and thing, is doing that act and thing, and since the act and thing to 
 be learned is a branching act and thing, therefore learning these "branches" of 
 learning is a branching act. For if doing a branch is not branching that branch, then 
 what is doing a branch? Doing a copy is copying that copy, doing a building is 
 building that building, doing a plan is planning that plan, doing any act is acting 
 that act, doing any thing is thinging (thinking) that thing (think). (See page 54 and 
 onward.) The insuperable diSiculty in educational matters has not been the question 
 whether "we learn through doing," whether we learn to walk by walking, to read by 
 reading, but what is to be done. This once known, that the thing (branch, or science) 
 learned is a branch (tree), and this question is solved; for there can be but one way 
 of doing a branch, and that way is by branching that branch, as illustrated in this 
 book. Thus knowing that the system is a branch, we easily see that learner's working 
 process is branching. 
 
 Note. — Therefore let these mottoes, "We learn to do by doing," be changed to "We 
 learn by branching;" for branching tells what we are to do, since learning is branching. 
 "We learn to do by doing" is a cowardly evasion of the real diflficulty, which is the question 
 What are lue to do? (See pp. 54-60.) But "branching" solves the great question by telling 
 what we are to do. 
 
 An Advanced (2d) Step. — In rationally learning any system (science), 
 two steps are to be taken, both of which are guided by the tree or some of its parts 
 (branches). (See pp. 29 and 84.) 
 
 The First Step 
 
 1. In orthography distributes letter into its classes and sub-classes. 
 
 3. In etymology distributes etymon into its classes and sub-classes. 
 
 3. In grammar distributes word into its classes and sub-classes. 
 
 4. In botany distributes plant-organ into its classes and sub-classes. 
 
 5. In zoology distributes animal-organ into its classes and sub-classes. 
 
 6. In rational arithmetic distributes S-step solution into its classes and sub-classes. 
 
y50 t's^ system method. 
 
 The Second, or Advanced, Step. 
 
 branches all these classes and sub-classes, formed by the first step, into one " sys- 
 tem," "unit," or "whole," — into the system-unit tree whole, — thus meeting the 
 requirements of the true educational method, as laid down by Aristotle, Anaxagoras, 
 the Platonists, Hamilton, Spencer, and other reformers (see pp. 41, 42, 123, 623, 624; 
 also the preface) ; for Plato's " gathering^up into one," and Anaxagoras's "reducing 
 the many to the one," and Plotinus's " perfect as it is one," and Ueberweg's "true 
 existence only in the system form," and Leibnitz's, Kant's, and Aristotle's "multi- 
 tude in unity," — each of these requirements is fully met by this second step alone, 
 by which the "many'' and the "multitude" of letters, etymons, words, animal-or- 
 gans, or plant-organs, as the case may be, are thus "reduced," or branched, into the 
 "system," the " one," and the " whole" — into the system-unit tree whole. 
 
 Now the system method is the result of this second step. These scientists (or- 
 thographers, grammarians, etymologists, botanists, etc.) had taken the first step 
 only: they had classified the objects, i. e., distributed them into their classes. 
 But with this first step they stopped. Having found what some of 
 the classes of letters, words, plant-organs, etc., are, they did not discover that by 
 taking a second step, to branch these classes and sub-classes into a system-unit 
 whole, they might discover what system a science is. By taking this second step, 
 they would have found that every science system is a tree system (see pp. 72, 84, 
 and 573) ; and thus finding the system whole to be tree, or branch, they would have'' 
 found also much more ; namely, that learner's process of work is branching, and his 
 guide that branch. Hence the vast importance which the system method attaches to 
 this second step ; for it is this advanced step that develops the science tree ; and 
 unless we have the science tree, the learner is left with no process of work; for his process 
 proceeds up the tree (see pp. 97-112) ; and till there is a tree developed, there can be 
 no such thing as an up-the-<ree process. (See pp, 29 and 573.) 
 
 Divers Other Merits. — The merits thus briefly mentioned are the 
 hinge, or main-show, merits. There are many minor advantages justly due this 
 method : — 
 
 1. It trains the judgment by forcing the learner always to decide. It forces 
 the learner to yes or no, to belief or disbelief, thus training him toward decision of 
 character and strength of mind, as well as toward earnest hatred for hypocrisy and 
 dissembUng. (See p. 138.) 
 
 2. It learns the learning (branching) act by doing that act; and by a definite 
 <ree-system guide (see pp. 25, 26, 160, 175, 274, 494, 642), and by a definite progi-am 
 guide (see p. 134), the system classes or system branches into or through which he is 
 to classify or branch (as the case may be) the objects in hand, are so squarely placed 
 before learner as skillfully to guide him in what he is to do — in, what tJie learn- 
 ing act is. And discouragement on his part is thus obviated, and shirking pre- 
 cluded. 
 
 3. It is emphatically thorough, because it has a guide, and therefore, (1.) It has 
 a process of work (see "It is Masterly" above); (2.) Its process mirrors whole in 
 part (see "An Advanced Step" above); (3.) It learns one as one of a class, i. e., 
 learns by system; (4.) It learns by doing (see p. 137) ; (5.) It forces learner to de- 
 
MERITS OF THE SYSTEM METHOD. ^51 
 
 cicle {]}. 138) ; (6.) It presents to the natural eye symbols (tree branches) by which to 
 define and remember ; (7.) It prevents the learner from taking another's conclusion 
 (p. 138), and forces him to work out his own (p. 141), and learns, knows, and remem- 
 bers in system generally (pp. 395, 397) ; (8.) It does all-sided work. 
 
 Note. — ^Whoever will branch, say for illuistration, a word upward through its tree branches 
 (given in the tree, p. 494, as illustrated by Program XXX, pp. 618-631J, will thereby ascertain 
 that, in doing so, he is led and forced, by the tree, to find for himself every characteristic at- 
 tribute and peculiar part-and-whole relation such word has ; and herein he will find more ; 
 namely, that in this exhaustive investigation of attributes, and relations between word part 
 and sentence whole, he is led and forced, by the tree, to look to and from such word from all 
 sides. Narrowness of learning is the product of a defective process of work, and will be 
 eflciently broken up only by the crucial work of the science-system guide. 
 
 4. It is very rapid; (1.) Because it has a guide (see "It has a Guide," p. 745), 
 thereby learning many while studying one alone (seep. 135); and (2.) Because it 
 knows and remembers the multitude hy the system (pp. 395, 397) unit tree whole. 
 
 5. It is manageable in aU grades, because it has a definite guide. For this same 
 reason, it renders both teaching and learning almost incomparably easier, more enjoy- 
 able, and more successful. Wherever used, it has, so far as the author can learn, 
 met with unusual success, even under the management of old-time and untrained 
 teachers. 
 
 6. It precludes extravagant reverence for authority, by leading and forcing the 
 learner himself to do the branching (learning) act (see pp. 137, 138). 
 
 7. It satisfies the laws of the construction of science systems (see any competent 
 work on logic). 
 
 8. It precludes the common but very injurious habit of memorizing, not the system, 
 but the materials to be explained by the system (seep. 397). True memorizing is 
 that which memorizes the system, i. e., branch, by branching through it; false mem- 
 orizing, or "cramming," foolishly strives to memorize the multitude of objects. 
 
 Oive ear : the very object of true education is to relieve the mind from the 
 necessity of memorizing the multitude of letters, etymons, words, animal-organs, 
 plant-organs, etc., and to so relieve it by the system as the means. Hence it is not the 
 multitude, but the system, which is to be held in the memory. 
 
 9. It prevents premature and unwise promotion, by precluding rote learning and 
 mere book-work learning, by which premature and unwise promotions are generally 
 secured. Herein, also, is secured the proper principle of promotion ; namely, sldll in 
 doing that definite act (the branching act) by which alone proficiency is indicated. 
 
 10. It develops the habit of accuracy, becauses it forces the student to yes-and-no 
 decision and thoroughness (see 1 and 3 above). 
 
 11. It previses naturally the correct order of subjects, and detects lack of system 
 in the teacher and learner generally, because it is itself systematic in matter and 
 method (see 399, and 623-744). 
 
 12. It develops the power to define; since to all practical effect the tree pictures 
 a definition to the natural eye. 
 
 Note. — "A logical definition always consists of the class [science-tree branch] above, 
 and the specific difference [between the sub-branch defined and each other co-ordinate sub- 
 branch]."— ZJr. Hopkins. (See page 38,; 
 
Y52 
 
 THE SYSTEM METHOD. 
 
 Suppose, for illustration, we wish to define "conjunction." (See the tree, p. 
 494, branch contiective, of which conjunction is a sub-branch.) Now to define 
 conjunction, we have only (1.) to refer it to its higher class, connective, and then (2.) to 
 give the difference between branch conjunction and branch preposition, thus : Conjunc- 
 tion (1.) is a connective, (3.) which has no governing power. (See p. 523, a-d.) 
 

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