296. Explain the use of may, and conjugate it. (39.) 297. Explain the use of can, and conjugate it. (39, 40.)

298. Explain the use of must, and conjugate it. (40.) 299. Say what other form of expression will indicate the same meaning as must, but in a weaker sense. (40.)

300. Explain the use of have as an auxiliary, and conjugate it without the aid of other auxiliaries. (40.) 301. Conjugate will (as an auxiliary) and shall. (41.)

302. Explain the uses of will and shall, clearly indicating their difference of meaning when used with different persons. (41.)

303. Give another form for expressing nearly the same ideas as shall and will. (41.)

304. Explain the uses of do as an auxiliary, and conjugate it without the aid of other auxiliaries. (41, 42.)

305. Classify the auxiliaries as those of voice, of mood, of tense, of emphasis, and of interrogation. (38-42.)

306. Say which of the auxiliaries are used also as principal verbs; and give examples of them in both functions. (38-50.)

307. Say what parts of the principal verbs follow the different auxiliaries. (C 22.)

308. Write out partially, or wholly* (as your teacher may direct) a full scheme of any verb. (43-45.)

309. Place auxiliaries (according to your teacher's selection) before the proper parts of any of the irregular verbs. (46-50.)

* That is, with only the first person, or with all the persons.

310. In what respect are adverbs like adjectives? (50.)

ON THE STRUCTURE OR DERIVATION OF WORDS.

311. Explain the terms root, primary derivative, secondary derivative, and compound word. (50, 51.)

312. Name the principal basis of the English language, and point out the proportion of words derived from that source. (51.)

313. Say of what race were the original inhabitants of this country; and how the words derived from them are reckoned in the matter of etymology. (51).

314. Say how words from the French language were introduced into English. (51.)

315. During what period of time did pure Latin words become introduced into our language? (51, 52.)

316. At about what time may our language be said to have become settled? (52.)

317. In what form chiefly have words come to us from the Latin? (52.)

318. From what language have science and philosophy drawn their vocabularies ? (52.)

319. From what other sources than those above indicated have we derived words? (52.)

320. How are secondary derivatives generally formed? (52.)

321. Define the terms prefix and affix. (52.)

322. Why are the words called in our language original roots so characterized? (54.)

323. To what part of speech did the pronouns he, she, it, and they originally belong? (60.)

324. From what part of speech are those verbs derived which are formed by modifying the last consonant? and for what purpose is mute e added in such cases? (61.)

325. Give a few illustrations of verbs being formed by various modifications or the addition of letters, or by the combination of some or all of these methods; and say where the modification in each case has been made. (61, 62.)

326. Give some instances of other parts of speech becoming verbs without any change taking place. (62.)

327. Give some illustrations of original Saxon verbs being modified so as to render meanings similar to the original ones, but with different shades of those meanings. (62.)*

328. Say what is the supposed derivation of then, there, thus, and here. (63.)

329. Give some examples of prepositions being used as adverbs. (64.)

330. Give some instances of a part of the verb being used adverbially. (64.)

331. Give some instance of adverbs being formed by uniting other parts of speech. (64.)

332. State from what parts of speech derived prepositions are formed, and give the prefixes used in their formation. (65.)

* Formations of this sort are called by some grammarians collateral forms: such are drop and droop from drip.

333. From what language are verbal prepositions taken ? (65.)

NOTE. For other questions on Derivation, see FIRST COURSE. It is thought undesirable to repeat here what is given there.

SYNTAX.

ON THE STRUCTURE OF SENTENCES.

334. Define a sentence, and say what every thought supposes on the part of the thinker. (66.)

335. State fully what sorts of words only are absolutely necessary to the formation of sentences. (26; C 23.)

336. What are the functions discharged by the words necessary to the formation of sentences? (C 23.)

337. Give the proper grammatical terms for the thing that occupies the mind when thinking, and for that asserted of it. (66.)

338. Show how the mind, in thinking unites at least two ideas. (66.)

339. Define the word copula, and say in how many forms it exists. (66.)

340. Where is the copula contained in a compound tense of the verb? (66.)

341. Name the essential parts of a sentence (both logical and grammatical) and explain the terms. (66.) 342. Explain the difference between a bare and an enlarged sentence. (67.)

343. Write down the names of the principal and of the subordinate elements of the sentence. (67.)

344. Indicate the kinds of words and the parts of speech used in expressing the principal and the subordinate elements of the sentence. (67.)

345. What more is required in a sentence whose predicate is transitive than in one whose predicate is intransitive? (67.)

346. What constitute elements of sentences of the first degree? (67; C 23.)

347. What compound words are reckoned as elements of the first degree? (C 23.)

348. Of what does an element of a sentence of the second degree consist? (67; C 23, 24.)

349. Define the word which supplies the answer to the last question. (67; C 24.)

350. Give a tabulated view of elements of the second degree, showing their forms and functions, with examples. (C 24.)

351. Of what does an element of a sentence of the third degree consist? (69; C 24.)

352. Give a tabulated view of the three kinds of elements of sentences. (C 24.)

353. Exemplify the three kinds of elements from the following sentences, stating what each respectively is :

:

(69.)

a. Truthfulness is a virtue.

b. A truthful boy is a virtuous boy.

c. A virtuous boy speaks truthfully.

354. Write out in a tabulated form a complete view of the component parts of sentences, marking the principal and the subordinate parts of sentences, and the three kinds of elements. (70.)