Professional Documents
Culture Documents
An
BY
LONGMANS,
LONDON
GREEN
NEW YORK
AND
CO.
TORONTO
CODE NUMBER:
76841
PREFATORY NOTE
DURING the course of sorne ten years devoted to the
teaching of English to foreign students, 1 have noticed
that, while there are a large number of fairly good
elementary textbooks for foreigners, there is a real need
for an advanced course which will help pupils to understand and use the more complicated grammatical constructions, the idiomatic expressions, and the compound
verbs. By ce compound" verbs, 1 mean those whosc
meaning is modified or completely changed by the
addition of one or more prepositions or prepositional
adverbs. 1 have found that while, on the one hand,
the' average foreign pupil is often able to express himself
fairlycorr~tly in a kind o ,over-simplified " foreigners'
English," he is, on the other hand, generally quite
incapable of readilg an English novel or play, or of
understanding an ordinary conversation properly. He
wiIl puzzle over a sentence Iike " John dropped in this
evening," quite unaware that " to drop in" is a group
with a meaning quite apart from that of the words taken
separately; and he is completely fioored by idiomatic
expressions like " to bum the candle at both ends," or,
" to come off with fiying colours."
Moreover, no matter how well they have beentaught
at home, 1 have found few foreigners able to express
themselves correctly when they attempt anything more
complicated than the simplest grammatical constructions.
1 feel that this is due to a defect of method in their
teaching. Most grammars begin with the treatment of
the noun, followed in succession by that of the adjective,
VI
PREFATORY NOTE
PREFATORY NOTE
vii
...
V111
PREFATORY NOTE
PREFATORY NOTE
IX
PREFATORY NOTE
xi
xii
TABLE OF .CONTENTS
INTRO-
DUCTtON
AND PItOSE
PASSAGE
GUMMATlCAL
EXPLANATIONS
-------r------~-----PAGES
PREFATORY NOTE
How TO
USE
PAllAGUPHS
PAGES
v-x
nm COURSE
xi-xii
TENSE
1-6
1-2
THB
OF
6-17
INTRODUCTION TO LESSON 2
23
LESSON 2-THE PAST TENSES Ol<' THE ANOMALOUS FINITES (DlRECT AND INDIRE,CT
SPEECH)
INTRODUCTION 'f0 LESSON 3
26-28
.\
Dm
INTRODUCTION '1'0 LESSON
41
47-57
INTRODUCTION TO LESSON 5
nm.
7- THE
63-68
75-76
TENSES
76-82
91-92
OF
LBSSON
8-THE
92-96
106-107
PAS'!'
TENSES
Ol<'
47-5 1
THE
107-112
ORDlNARY VERBS
,
82-87
THE
ORDINARY VERBS
INTRODUC'fION TO LESSON
68-72
SUB-
PRESENT
27-37
112-118
126
126- 1 3
57-60
130-132
137
137-141
61
141-143
xlii
INTRo-
CONTENTS
Dl1CTJON
ANDPROSll
PASSAGI
PAGIS
GaAMMAnCAL
ExPLANAnONS
PARA-
PAGIS
GRAPHS
INTRODUCTION TO LESSON 11
LESSON II-;-THE PASSlVE
145-146
146-148
150-15l
VOleE'
lNTRODUCTION ro LBSSON 12
LBSSON 12-THE INFINITIVE;
OF P!mPosmNS
14-
lNTRODUCTION TO LBSSON 1 S
LESSON 15- THE DEFINlTE AND INDBFINITB
ARTICLJ!S; GENERAL RULES .
INTRODUCTION TO LBSSON 16
16- THE DEFINITE ANO
mIeLES;
SPECIAL
INTRODUCTION TO LESSON 17
LESSON 17 - ARTICLB-LlKE DBTBRMINATIVES:
SOME, OTHER, No, ANY, NONE, ONE
LESSON
18- LESS
TIVBS
66-80
159- 169
180-186
197
81-84
186-190
197-199 85-92
203
199-202
204-214
229-230
214-219
93-96
INDBFINITB
RULES
INTRODUCTION TO LEssoN
152-159
179-180
VER;
LESSON
48- 149
THE POSITlm;
lNTRODUCTION ro LESSON 13
INTRODUCTION ro LESSON
6a-65
18
ARTICLB-LlKE DETERMINA-
INTRODUCTION TO LESSON 19
LESSON 19-THB AoJECTIVE
INTRoDuCTloN TO LBssON 20
LEssoN 20-THB AoJECTIVE-COIltinlled
lNTRODUCTION TO LESSON 21
LBSSON 21-THB COMPARlSON OF ADJECTIVES;
CONJUNCTIONS Of THE COMPARATIVB
INTRODUCTION ro LESSoN 22
LESSON 22-THB NUMBRALS
INTRODUCTION ro LEsSON 23
LBssON 23-AoJECTIVAL AND NOUN CLAUSES;
INTBRROGATIVB ANO PARENTHETICAL SENTENCES; CONJUNCTIVBS; nm PosmON
OF PRBPOSITIONS
xiv
I21-1~6
. 254-257
INT10J)11CTlON
GlAMMIo\'rtCAL
ExPLANAnoNS
ANDPaoSl
PASSAGB
CONTENTS
PAlA-
PAGIS
INTRODUCTION TO LllSSON l4
345 .
. 345-348 236-241
352-353
INTRODt1CTION TO LBSSON 2S
UssoN as-THE CASES OF PRONOUNS;
POSmONS BEFORE PRONOUNS
PAGIS
!llAPHS
348-350
PRE-
INTRODUCTION TO LBSSON a6
INTRODUCTION ro LBSsoN
28
29
417
IN'rRODUCTION ro LBSsoN 30
354-371 417-425
LBSSON 3o-ADVERBS
425-426
INTRODUC1ION ro LBSSON 31
LBSSON 31:""'THB OnDER OF WORDS IN A SENTENCE; THE OMJSSION OF PREPoSITIONS
xv
LESSO~S
B. It is absolutely necessary to have a perfect understanding of the meaning and use of these verbs from the
very beginning, because most sentences require one or
another of them, and it would be impossible to speak
English naturalIy and correctly without them.
.
They are called fundamental verbs, or anomalous
finites.
They are anomalous, because anomalous means not
regular, deviating from the rule; and the rules goveming
.the use of these verbs certainly do deviate very much
from those goveming the use of the ordinary verbs of
the language.
They are finites, because finite is the contrary of
infinitive; and these verbs can only be used as anomalous
finites in their simple present and past tenses. They
have not the characteristics of anomalous finites when
15 (a
(e)
(d)
(e)
(/)
.
They have a special functiQn in replacing previous
. verbs and their complements (pars. 6, 15 (e.
Their subjects can lolloro them, instead of going
before them (pars. 7, 10, 46).
They cannot, as anomalous finites, be infinitives or
participles (pa..--s. 8, 9 (e)., 16, 17).
Whlle a1l may be followed by the present infinitive
in indirect- speech, some must be followed by
the perleet infinitive in direct speech, in the
B.
THE
U SES
AND
FINITES (PART
MEANINGS
OF
THE
ANOMALOUS
l.).
FINITES
Positive.
He may (par.
91 (b.
He can.
He must.
He should.
He ought too
He will.
He
He
He
He
He
had better.
had rather.
had sooner.
dare.
need.
(1)
Meanings.
(2) Permission.
Possibili~y.
Negative.
He may noto
Singular.
1 may
You may
He may
She may
It may
First person
.
Second person..
.
Third person ma&culine
.
Third person feminine
.
.
Third person neuter (par. 24I) .
Anticipatory (verbal or c1ause
subject, par. 7 (h .
.
. It may
Anticipatory (noun subject)
. There may
Plural.
We may
You may
Theymay
They may
They may
There may
bis doctor says that he should not (2). You had better (1)
put on your coat when you go out, or you may (1) catch
cold. If he wants to avoid a hlack eye, he had better
not (2) talk to me in that way again. 1 had rather be a
dog and hay the moon, tban such aRoman. 1 had sooner
he here than in Patagonia. You must not (1) drive 00 the
right in England. If you want a clear head next moming,
you must not (2) mix your drinks. Aman must not (3)
remain seated when a lady enters the room.
3.
INFLECTED PRESENT
POSITIVE.
TENSE ANOMALOUS
NEGATIVE.
Singular.
Plural.
Singular.
(a) Am, is, are (auxiliary, predicative).
1 am
We are
1 aro not
You are
You are
You are not
He is
They are
He is not
(b) Obligation (see also par. 61 (a.
1 am to
W e~are to
1 need not
(e) Prohibition.
FINITES
1 am not to
Plural.
We are not
Youare not
They are not
We need not
We are not to
1 need not
1 have not to
9
have issued an ord~r thatpolitical parties arenot to hold
demonstrations in the East End. Peter has been in
Italy, but James has noto The English have a powerful
navy. Traffic has to obey the orders of the Police. You
have lo travel overland to get to Bohemia; but you need
not pass overland to get to Poland.
4. Verbs are usually made negative by placing not
after an anomalous finite (par. 15 (a. E.g., He is an
Englishman, but he is not fair-haired. Peter cannot
come. .She must not go out alone. She dare not say
what she thinks. We ought not lo jump to conclusions.
They need not stay.
10
,tp.
JI
There (Adverb).
'
in the room.
. lThis construction is sometimes found in literature with intransi-
tive verbs. E.g., There rested on her pale face a quality of repose.
lOra proper noun subject, e.g., Tl)ere is always John to tum to.
12
B.
INFINITIVE, "
ing"
13
fore inflected, i.e., "s" is added in the third person
singular, present' tense (par. 47). E.g., John needs a
new hato Peter dares me to enter the lion' s cage.
(b) When need or dare are used as the principal
verbs in positive affirmations, they are inflected in the
third person singular, present tense, and to is used to
introduce the following infinitive. (By, a positive affirmanon is meant a sentence which is not a question, and is
not made negative by the qe of not.) E.g., Peter needs
to study more~ Mary dares to think differently from
me.
(c) But need and dare have the characteristics of
uninflected anomalous finites (pars. 4-7) :(i) In questions. E.g., Need he do that? Dare he
take such a step? Do you think that he need
do that? Are you sure that h~ dare attempt it ?
(ii) In negative sentences. E.g., He dare not do any
such thing. , 1 am not sure that he dare try.
J Qhn need not be afraid of me .
(iii) In thecase of dare, when replacing a previous
verb (par. 6). E.g., Dare John fight? Ves,
he dare. (With regard to need see par. 6,
note.)
14
Anomalous Finite.
may (1) (Lesson 1)
can (1) (Lesson 1)
must (1) (Lesson 1)
ought (1) (Lessof!. 1)
should (1) (Lesson 1)
will (1) (Lesson 1)
had better (1) (Lesson 1)
had rather (Lesson 1)
had sooner (Lesson 1)
A Substitute
lnfinitive.
to be possible
to be able
to have to
to have the duty to
to have the duty to
to be accustomed to
to be advisable to
to prefer to
to prefer to
being possible
being ~ble
having to
having the duty to
having. the duty to
being accustmed to
being advisab'e to
preferring t
preferring to
1 need not
1 dare not
1 am not
1 have not
not
not
not
not
to
to
to
to
need
dare
be
have
not needing
not daring
not being
not hayi~g
C.
(Part n.).
NOTE.-The study of this section, though absolutely
essential, may De a Httle difficult at this stage, and may
be left over until Iater in the course .
. 10. Besides the rules laid down in par. 7 witt regard
to the placing of the subject of a sentence after the
anomalous finite, the case has to be considered of sentences
introdueed by one of the following adverbs or adverbial
phrases, for purposes of emphasis :under no circumstances by no means
scarcely ever never
hardly ever
very seldom
least of all
nowhere
rarely
hardly
scarcely
still less
not infrequently
seldol'b.
much less
even less
well (with good reason)
especially
on1y just
to such lengths
to such straits
to such a degree
to &uch a point
on1y in that way
only on that account
only by doing that
on1y by flight
only by skill, etc.
nor (when not in combinanon with neither)
neither (when not in combinatmn with nor)
80 (thus, thus also, to such a degree)
(A) SENTENCES WITH Noun OR Pronoun Subjeets, INTRODUCED BY ONE OF THE ABOVE ADVERBS.
16
(par. 7).
(i) " Ing" Subjects.-The anomalous finite may be
followed by the subject or by il. In the latter case,
the subject goes at the end of the .sentence. E.g.,
Never can flying be pleasant. Never can it be pleasant,
flying
(ii) Infinite or Clause Subjects.-The anomalous
finite must be followed by it, and the subject" goes at the
end of the sentence. E.g., Under no circumstances can it
be pleasant to fly. By no means can it he proved that
. John has told a le.
D.
(a) In the following sentences insert suitable anomalous finites in place of the words in italics :John is able to talk French. As it is eight o'clock, the
post is probably here. It is possible that it will rain tomorrow. People are now able to reach England by sea
or by airo To go to America from England, it is necessary
for one to cross the Atlantic. From what you say, he
supposedly knows a11 about the affair. You will be well
advised to ca11 a doctor. He habitually walks to work
everyday. You will be prudent not ,to hit me. Peter
afraid to cross his wife. People are forbidden to walk
2
18
20
(f) 'Insert infinitives in the following sentences :Qne can - from London to Brighton in ap hour.
1 may - her to-morrow. Joe must - home at once.
It should - easy to find the lost purse. Mary ought careful where she puts tbings. J ohn will. - bis time
when he should be studying. You need not - so impolitely to your friends. Dare he - the Police? Must
a gentleman - in the presence of a lady? Have you already? Is Peter - to Madrid at once? Am 1 - your
treatment? Can l - when you are free?
(g) Insert need or dare in the following sentences, usiIig
them as anomalous finites where possible :Aman - not face an angry lion. Jerry - maintain
that there is corruption in high places. 1 do nt think
that you - wait any longer. - he talk so much about his
work? - he undertake the task? Yes he -. 1 think
that he - not wait any longer. He - a new hato Mary
- me to try and get a divorce. Peter - to study more,
if he wants to pass the exam. Mary - lo 100k the worl.d
in the face after what she has done.
E. EXERCISES ON THE USE OF THE ANOMALOUS FINITES
(PART n.) .
.( a) In the following sentences, place the subject after
the verb, if this has not already been done.
(b) Reconstruct the same sentences, placing the adverb
at the beginning.
'l'here must under no circumstances be any attempt at
compromise. There has hardly ever been a sadder end
to aman. There has not been another case like it anywhere in the country. (Not anywhere, Le., nowhere.)
There can seldom be complete happiness in life. And
there cannot be complete misery. (And not, i.e., nor.)
There has scarcely" ever been greater unemployment.
There has very seldom been such a str~nge combination
21
F.
QUESTIONS ON THE
PRos E
PASSAGE.
22
24
2S
26
B.
Presento
He will go
He has to go
He can go
He dare not go
Presento
He maygo
He,must go
"28
. ADVANCED COURSE
IN
ENGLISH
.
.
1 have a hat
You have gone
He has gone
C.
30
ADVANCED COURSE
IN ENGLISH
,
31
does, did, have often no .meaning at all wherr used
as anomalous finites, and are therefore untranslatable,.
the verb to do can also be used as an ordinary verb,.
with a number of meanings of its own.
.
Examples are given of the use of do twice in the same
sentence-once as an anomalous finite, and once as an
ordinary verbo
A.
PROSE PASSAGE.
10,
361.)
Did you ever hear the story of the reaction of the Zulu
children t}:te first time that they saw a four-wheeled
waggon? 1 do. not think that 1 have told it to you before.
Oh, you did hear it befo re, did you I Well, even if you
did, yQur companion did noto So 1 am going to tell it
over again for his benefit, even if you do think that 1
do. not need too You say that repeating funny stories
over and over again is a sign of senile decay, do you ?
WelJo, what if 1 did tell this story last week. 1 cannot tell
it often enough. 1 do so like telling funny stories, so do
.be good and listen. Of course, it is quite true that 1 do
sometimes repeat myself. Nor do 1 doubt that 1 did
tell this story last week, and the week befo re, and perhaps
even the week before that. And if self-repetition does
indicate senile decay,'is it my fault if 1 show signs o it,
with my white locks and doddering walk? You do not
have to remain here, if you do not want too Nor do yob'
32
,have to listen. But since you are here, here is the story.
So do please stop interrupting, and be quieto You taIk
too mucho
The first time that a four-wheeled waggon was seen
in Zululand, the children did not know what to make of it.
Nelther did thcy dare approach the strange monster.
However, after they had mastered their first fears, and
did come out' of their hiding-places, they acted ruher
surpris'lngly. They ran alongside the little front wheels
of the waggon, laughing and clapping and cheering.
The driver did not understand what all the fuss was about.
H~ knew, of course, that the children did not need very
much to amuse them, but he certalnly did not understand
why .a pair of front wheels should have evoked so much
excitenlent and enthusiasm. He did understand their
first ~citement and fear, but not their subsequent
laughter and cheers. So stratlge did their behaviour
appear to him, that he began to make inquiries. And
he did not have to wait long for an explanation. One
of the children's parents told him that the little ones
cheered because they thought that the small front wheels
were awfuUy plucky to be able to run as far and as fast
as the big ones.
But when the outfit stopped for the night, and the
oxen \\Tere given their evening feed, the enthusiasm of
the children was changed to indignation~ They could not
understand why all the wheels did not have supper too.
Mter a11 their hard work they did think, so they said,
it was strange that the wheels did not have a meal as well.
They did think that the driver was unkind, and, even cruel.
" Do make him feed them," they said to their parents,
33
;;;;;t
B.
14.
Do, Does,
DUJ.
PRESENT TENSE.
Singular.
1 do
You do
He does
Plural.
We do
You do
They do
PAST TENSE.
Singular.
1 did
You did
He did
Plural.
We did
You did
They did
34
1 do not speak
You do not speak
He does not speak
We do not speak
They do notspeak
1 spoke
You spoke
He spoke
We spoke
They spoke
35
Do 1 know ?
Do you know ?
Does he know ?
Do we know ?
Do they know ?
1 knew
You knew
He knew
We knew
They knew
Did 1 know ?
Did you know ?
Did he know ?
Did we know ?
Did they know ?
(So also: They did it. Did they do it? They do nothing.
Do they do nothing?)
(d) When another anomalous finite eannot be used
to replace a previous verb and its complements. E.g., He
speaks English. Does he? 1 know how to square the
cirde. 1 am sure you do! He says that he did not do it,
but 1 am sure that he, did. Did you go to the theatre
yesterday. Yes, 1 diJ. John went to Manehester
yesterday. He did not, for 1 saw him here in London.
Last week 1 won thirty thousand pounds. Did you
realIy? (See par. 6.)
(e) To make an affirmation or question more emphatic
(pars. 6a, 79 (a)). E.g., You think that 1 do not love you,
but the faet is that 1 do love you very mueh indeed.
Why did you not go to ehureh to-day? But 1 did go.
What if sorne people do think that ~e earth is flat,
if it makes them happy! He told me that-he' really
did! Who did speak at the meeting, if J ohn did not ?
(f) To give a sentenee a concessive sense. E.g'., John
failed in his examinations, though he did study very
hard. Though it did do its' best, the League of Nations
failed to apply sanetions. 1 do not think that Peter is a
drunkard, though he does take a littl~ too mueh sometimes. He does not think that war is inevitable, though
36
37
No Obligaiion.
1 do not have to (1 need not)
1 do not have to
Prohihition.
1 have not to
1 am not to.
EXERCISES ON
38
39
D.
40
42
43
do not seem a day older than, 1 will not say thirty, but
twenty. And. when you are double your age, 1 am sure
you willlook the same."
" Will you stop~ your nonsense!" cried Mary, in a
tone that was supposed to be indignant, but in reality
hid a smirk of self-satisfaction. "And do not think
.that you will get out of it by trying to flatter me."
44
4S
Half an hour later, they were still in the shop. John
was standing unsteadily under the weight of a huge knap8ack, into which an assistant had obligingly packed a
couple of sleeping;.bags, a portable tent, a ground-sheet,
a couple of pneumatic rubber pillows, and other items
which, so he said, were indispensable.
" Shall he bring you two pneumatic beds, J ohn ? "
8uggested Mary.
"No," said. John, "he shall noto 1 fe el too much
like an overloaded camel as it is. We will sleep on the
groulid."
" Shall 1 adjust the straps for you, then,. sir? " asked
the assistant.
" If you would;" gasped poor John. "The thing will
not fit properly when 1 try to adjust thero myself."
" Shall you go far, sir? " pursued the assistant.
" Not very," said John. "We shall make for Land's
End; and from there \Ve shall walk to John o' Groat's,
and so back to London."
,
"Quite a tour!" observed the assistant. " When
do you think you W1:U get back ? "
"1 shall never live to get back!" responded J ohn
briefly. And then, in answer to the assistant's politelylifted eyebrows, "You do not know my wife !" And,
with that, he staggered toward the lift.
At the door of the shop, whom should they meet hut
James, John's cousin! "Well, well!" grinned James.
" To think that it should have come to this ! "
" 1t is much to be wished," retorted J ohn, " that you
would mind your own business. As for the pack, it
46
47
They will
He would
They would
ce
48
49
1 know that 1 shall never live to see it. (Oracular
8tatement [8].)
(b) Seeond Person.-Old year, you shall not go. You
,hall do no such thing. He cried that she should .do no
8uchthing. He told the old year that it should not go.
(Expresses the speaker' s determination to prevent the
8ubject of " shall " from doing something [6].)
y ou shall have your jamo If you are a good child,
you shall go to the cinema to-night. (A promise on the
part of the speaker [6 (a)].)
He promised that i she behaved herself, she should go
to the cinema that night.
.
If you had rather not stay, you shall go down to
8puth Kensington. (She is able to go only because the
.
speaker WiIl not prevent it [6 (a)].)
You shalllive to regret it. (Oracular statement [8 (a)].)
.He told her tiiat she wOld live to regret it.
(e) Thitd Person.-S~dalous persons sf.all be k~pt
from the Sacramento (Official language: imperanve
l5lb)].) The law laid dO'lJJn . that scandalous persons
should be kept from the Sacramento .
,
She shall go if she wants too (The speaker could
prevent it, but WiIl not [6 (b)].) He told her that Mary
,hould go if she wanted too
,.
She shall come back. 1 will take care of that. (The
sPeaker will force her to retum, whether she consents or
no [6 (b)].) Th nurse WQS determined that Mary should
retum.
He shall get a rise in six months. (A promise on the
part of the speaker [6 (b)].) The Manager promised that
Michael should have bis rise in six months.
He is determined that she shall marry him. They
,hall not pass. Barcelona WQ$ posted With notices expressing the determinatirr that .General Franco' s forces
should not pass [6 (b)].
"
50
51
52
S3
rus
54
55
(/)
56
C.
U SE
Shall, Should, Will,
ExERCISES ON THE
Would.
(a) Rewrite the following passage in the/uture tense :Last night, 1 had a dream. 1 thoughtI was back in
the .sixteenth century. 1 was introduced to Don Juan
Alvarez y Mendoz'a. He was a typical Spanish hidalgo
of his age. . He was fierce, sensitive, and proud. But he
was also brave and kind hearted, as well as deeply
religious. In the dream, we were voyaging together
from ltaly, when the trouble started. Our little galley was
overtaken by a violent storm. For three days and three
nights the crew-Don Juan was in command-battled
with the raging elements, and still the storm showed no
57
signs of abating. Half the crew had been washed overboard, and the rudder was gone. So we made a vow.
If those of us who were left were saved, we cried, we
promised to make a pilgrimage to the shrine of Montserrat.
58
59
that! He - pick a church to pick a quarrel in !" he
remarked, as the Dauphin disappeared among the crowd.
" It was too much to expect that he - show any manners
or :reverence. One - think these chaps owned the earth,
the way they behave. And, of course, 1 - be' too ill
to put him in his place! Well, we - see what h!lppens."
A month later, Don Juan's messenger was in Pars.
Whom - the messenger meet in the street but the
Dau phin himself. So he handed him a message to the
effect that he - await Don Juan's arrival in a few days'
time.
Don Juan claimed an audience with the King, within
a few hours of his arrival.
" Ah," said the King, "then you - be the man my
boy was talking about. Well," he continued indignant1y,
" 1 - see y01,1 in Hades before 1 - let you fight him.
- you have princes fighting all the scum that they kick
out of the ~ay during their journey through life? ~
look too hi~h for an opponent."
," Be that as it _," answered Don Juan calmly, "he
accepted my challenge. From what you say, it - now
seem that someone is showing the white feather. And
1 - suggest that he - have thought of that before he
started insulting grandees of Spain. Why - he have
"ridden the high horse, if he had not intended to ~
good his words? Say what you -, there is now only one
honour~ble course opeo to him. Once he has accepted
a challenge, a good knight - fight, even if he fears defeat.
Of course, if you insist that he - not fight, it must be
as Your Majesty - ! But from the viewpoint of the
60
61
make a {ool of me," he thought. And, aloud: "We 6ght it out with swords, if you do not mind."
" It - seem," grinned Don Juan, "that the lad is
getting distinetly eross. But as. you -." And it was
only a matter of seeonds before th Dauphin was
stretched bleeding on the sward. Don Juan drew his
dagger to administer. the coup de grlce. But the Freneh
King - not allow the laws of ehivalry to drown his
paternal instincts.
" Stop," he eried urgentIy. "Stop, - you ! "
"Why - 1 ? " inquired Don Juan politely.
~' It is not right that you - kill a prinee. You - have .
.any gift you eare to ask, if only you - spare my son's
life ! "
"That, of eourse, makes a differenee," quoth Don
Juan. "As Your Majesty- then! 1 - think the matter
over, and make my request to-morrow. 1 did not realIy
want to kill him. anyway, lest people - aeeuse me of
ehild-murder." And he strode ealmly baek to his tent,
a Httle surprised that the King - have made sueh a
limitless offer. Though, of eourse, under the cireumstanees, it was only natural that he -.
D.
62
THEFIFTH LESSON
64
66
ADVfu~CED
COURSE IN ENGLISH
68
But in fact it's true, what the Zulu said about it being
an old tradition. It is.
B.
POSITIVE.
Z7. 1 amo
I'm
You're
He 's
She's
It's
There's
We're
They're
d. 1 have.
I've
You've
He's
NEGA'TlVE.
1 am
I'm not
You're not
He's not
She's not
It's not
There's not
We're not
They're not
EGATIVE.
noto
I'm not
You aren't
He isn't
She isn't
It isn't .
There isn't
We aren't
Theyaren't
1 have noto
I've not
I haven 't
You 've not
You haven't
. He hasnft :~
He's not
1 would noto
z9- 1 would.
I'd not
I wouldn't
I'd
You'd not
You wouldn't
You'd
He'd not
He wouldn't
He'd
30. 1 hado
I'd
You'd
He'd
31. 1 will.
1'11
You'll
He'll
1 had noto
I'd not
You'd not
He'd not
1 hadn 't
You hadn't
He hadn't
1 will noto
1'11 not
You'll not
He'll not
I won't
won't
He won't
~You
NEGATIVE
INTERROGATIVE.
Am 1 not?
Aren't I ?
Aren't you?
Isn't he ?
Isn't she ?
Isn't it ?
Isn't there ?
Aren't we ?
Aren't they ?
Have 1 not?
Haven't I ?
Haven't you?
Hasn't he?
Would 1 not?
Wouldn't 1 ?
Wouldn't you ?
Wouldn't he?
HOd 1 not ?
Hadn't I ?
Hadn't you?
Hadn't he?
Will 1 not?
Won't I?
Won't you?
. Won't he?
1 daren't
1 can't
1 shouldn't
1 couldn't
1 mustn't
1 needn 't
1 shan't
You weren 't
He doesn't
69
Daren't 1 ?
Can't 1 ?
Shouldn't l'?
Cguld1't 1 ?
Mustntt 1 ?
N eedn tt 1 ?
Shan't 1 ?
Weren 't you ?
Doesn't he ?
70
72
I'm an artist
A.f'IIf,QIW
Oh )lOU r,oon't, r,oon't )lOU ?
Oh you wl, wiU you ?
He must. must he?
I mustn't, mustn't I ?
She can't, can't ahe.?
She can, can ahe ?
They abouldn't, ahouldn't they?
I ahall. ahaU I I
I ahan't. sban't I ?
He ouabtn't. oughtn't he ?
He wasn't. wasn't he?
He hasn't. hun't he ?
He was. waa he ?
You hadn't, hadn't you ?
You haven't. haven't you ?
You daren't, daten't you ?
He needn't. needn't he ?
He ahould, ahould he ?
He ougbt, ouabt he ?
He uaed. uaed he ?
She doea. does ahe ?
They do. do they ?
He did. did he ?
They don't. don't they ?
He doesn't. doean't he ?
They didn't, didn't they ?
So you paint, do you ?
A.lterna';"
Ann.oer.
Won't )lOU ,
Will you ?
Must he?
Mustntt I ?
Can't ahe ?
Can abe ?
Shouldn't they ?
Shall I ?
Sban't I ?
Ourhtn't he ?
Waan't he ?
Hasn't he ?
W.. he ?
Hadn't you ?
Haven't YOu ?
Oaren't you ?
Needn't he ?
Shoulcl he ?
Ought he ?
U,ed he ?
D9.ea ahe ?
Do they ?
Od he ?
Oon't they ?
Ooem't he ?
Oidn't they ?
Ves, 1 do
QUESTIONS ON THE USE OF THE ABBREVIATED ANOMALOUS FINITES IN Confirmative AND IN Commentative
QUESTIONS.
73
ago. 1 am living on practicaIly nothing. She shall die
the death. You will have dinner with me. He would
play jokes on his friends. A soldier needs to be a good
mechanic nowadays. He had better get married. ,Horfield dared to harm my reputation. Naming it seems to
,be dangerous. She had just turned her eyes in bis
dire~on. Peter used to be clever at mathematics. They
are here now. He alleges that John cornmitted the theft.
We wiIl leave that out of consideration. People were
always afraid of him. They know what they are about.
We feel tired. She could speak with certaintr..
(b) Turn the aboye sentences into confirmatif)e
questions expecting the answer No.
(e) Write commentative questions on the sentences
, in ProsePassage 2 (pages 24-26).
(d)Write commentative questlOns on the sentences
,of pages 59-61.
~",
D.
PASSAGE.
The Zulu was acting as guide to' the new Inspector
. of Native Schools, wasn't he? The white man tried to
draw his companion out, didn't he? How did he formulate his inquiry with regard to the Zulu's notions of the
riddle of life? What was the black's rather unexpected
answer? What was the Inspector's rejoinder? Dd he
ask the black to let him in on the secret? The black
answered, "With pleasure," didn't he? At first the
Deity didn't make up his mind what he was going to do
about men' s future, did he? He put off his decision
for sorne time, didn't he? After a while, he couldn't
let the matter stand over any longer, could he? He
called the chameleon, didn't he? The chameleon
didn't mind running a little message for him, did he?
In what words did the chameleon actually answer? The
Deity wanted him to slip along to the men down in the .
valley and tell them that they were not going to die,
didn't he? What. did the chameleon cry? What did he
QUESTIONS ON THE PROSE
74
75
CONDmONAL SENTENCES
When we want to indicate that a future action will
take place only if something else happens, or that an action
would have taken place in the past Qnly if something else
haO, happened, we use a Conditionalsentence. Such
a sentence may, of course, refer either to actions or
states.
A Conditional sentence is divided into two parts:(i) The part which tells us wha.t is or was necessary
for something else to happen. This is calIed
the Condition.
(ii) The part which tells us what the result will be
or wouId have been, if the condition exists or
had existed. This is called the Result.
Condition.
Result.
76
PROSE PASSAGES.
77
78
79
80
'82
B.
84
Or is undesirable.
200.
86
C.
88
D.
4'
90
91
92
93
94
9S
prevail."
"The Japanese are still advancing in China. 800chow has fallen, and the Chinese Government are now
tro:oelling along the thousand miles o the Yangtze,
to take up their quarters at Chung-king. The Japanese,.
as they try to break through, are meeting with stubbom
resistance on several fronts. Nobody knows how long the
war will last, or whether the Chinese resistance will
break down. The Japanese announce that they are trying
to take Nanking before Christmas, for they expect quick
. results from their strategy. Reports from the north
'shoro that the Chinese are .strongly entrenched on the
banks of the Yellow River, and are preparing to fight to
the last mano Fighting is going on under winter conditions. It appears that th~ Japanese are suffeiing a good
deal from the cold. Meanwhile the Nine- Power Conference is fJJondering what to do about it all."
"Everybody in England and America is hotly taking
sides over the question of the civil war that is now being
fought between the contending parties in 8pain. It ii
proceeding at a rather reduced tempo, though the
general impression seems to be that it is the lull before
the storm, as General Franco is concentrating large
masses of troops on the Aragon Front."
" At the moment, everybody is wondering who the
famous ' hooded men ' may be in France; and why they
thought fi.t to accumulate large quantities of arms. The
English conservative papers re/use to take the matter
seriously. One of them goes so far as to say tha,t when
the French take up politics, they get excitedand romantic ;
and that the Govemment are playing on this weakness,.
o
96
B.
47.
HABITU..tL PRESENT.
Singular.
1 waIk
You walk
He walks
Plural.
We walk
You walk . .
They walk
If this is true,
VimB.
PROGRESSIVE PRESENT.
Singular.
1 am waIking
You are walking
He is waIking
Plural.
We are walking
You are waIking
Th~ are waIking
48. The habitual present expresses:(a) Ability, or usual occupation. E.g., He speaks
Spanish. He plays the piano. He works at themill.
(b) Perrnqnent habit, often accornpanied by adverbs
of frequency such as the following :near1y always
always
ever
never
seldom
yearly
once a week
continuously
generally
often
sometimes
hourIy
twice a day
daily
.
how often?
rarely
weekly
annually
every day
hardly ever
mainly
regular1y
scarcely ever
97
Jack spends
98
.
1 want some fried fish and chips.
99
means well.
He wishes
to go at once. Baby refuses to eat beans to-day. 1 forgive
you, but don't do it again. Yqu think that 1 hate you,
but -1 still care for you very mucho 1 adore this picture.
She is angry. The Queen is pleased to accept your
invitation. She is very annoyed at you for asking her
age. It seems that thereis no hope of her recovery. At
the moment, it appears that there is danger of war. This
box contains tea. N othing matters at the moment, except
to get out of the hole that 1 am in. The procession
consists of men and women. Jersey belongs to England.
Peter has to go home at once. He has a house in the
country.
C.
PRo-
100
101
102
103
noon to cook a hot evening meal for him. She (to be) a
wife, not a slave, she always (to say). She (to need) a
certain aqlOunt of free time to see her friends. And on
two aftemoons a week, a girl (to take) the baby out, and
she (to go) to her bridge ~lub, or (to play) badminton.
By seven o'clock she (t9 think) of returning home. If
John (to be back) before her, he (to fend for himself),
with regard to supper. He (to fend for hi.mself) quite
efficiently.
.
Nominally, his work (to finish) at five. But John
generally (to have to) put in overtime. He (to do) the
work of tw men; and his chief (to say) constantly,
. in so many words, that if he (not to like) it, there (to be)
plenty o others who (to be willing) to take his place.
So J ohn hardly ever (to g~t) home befo re eight. As he
(to walk) up the garden path, he (to remember) always
that he. (to have) forgotten to buy something Mary asked
him too But he (to be) happy in the thoug~ that she
always (to remind) him that he has forgotten. Mary
always (to kiss) him when he arrives. If his breath
(to smell) of whisky, she (to tell) him so. If not, she
to gol straight on to the matter of the mess in the kitchen
that moming. She then tells him what a trying time
she has alone at home all c4ty., while he (to chat) with his
friends in the City. She (to wish) that she were aman,
",ith a man's 'freedom. Then there (to follow) a certain
amount of information about what the suburb (to say)
about Mrs. Smith and that horrid commercial' traveller.
However, Mr. Smith, who (to seU) cars, (to smell a rat).
It (to seem) that the parish to be u in arms) against the
Vicar, because he (gradually to ecome) too High. 1t
(to al>pear) a1so from a letter, that Mary's sister Jane's
104
D.
lOS
PASSAGE.
106
ADVANCEDCOURSE IN ENGLISH
108
109
110
JI!
II2
B.
II3
Present Tense.
Preterite Tense.
Present Perfect Tense.
1 bid
1 bade
1 have bidden
lbound
1 bind
1 have bound
1 bite
1 bit
1 have bitten
1 bleed
1 bled
1 have"bled
I blow
1 blew
1 have bloWn
1 broke
1 break
1 have broken.
1 bred
1 breed
1 have.bred
1 brought
1 bring
1 have brought
1 build
1 built
1 havebuilt
1 bumt (bumed)
Ibum
1 have burnt (bumed)
1 burst
1 burst
1 have burst
1 buy
1 bought
1 have bought
1 cast
1 cast
1 have cast
1 catch
1 caught
1 have caught
"1 chide
1 chid (chided)
1 have chidden (chided)
1 choose
1 chose
1 have chosen
1 cleave
1 cleft
1 have cleft
1 clove (c1eaved)
1 cleave
1 have cloven (c1eaved)
1 cling
Iclung
1 have c1ung
1 clothe
1 clad (clothed)
1 have ciad (c1othed)
1 came
1 have come
"1 come 1
1 cost
1 cost
1 have cost
I creep
1 crept
1 have crept
1 crew (crowed)
1 crow
1 have crown (crowed)
1 cut
1 have cut
1 cut
1 deal
1 dealt
1 have dealt
1 dig
1 dug
1 have dug
1 do
1 did
1 have done
Idraw
1 drew
1 have drawn
1 dreamt (dreamed)
1 dream
1 have dreamt (dreamed)
1 drink
1 drank
1 have drunk (drunken, adj.)
1 drive
1 drove
1 have driven
1 dwell
1 dwelt
1 have dwelt
1 ate
1 have eaten
1 eat
1 fall
1 fell
1 have fallen
1 feed
1 have fed
1 fed
1 have felt
1 felt
1 feel
1 have fQught
1 fight
1 fought
1 have found
1 find
1 found
1 have fled
1 flee
1 fled
1 have flung
1 fling
1 flung
1 have flown
1 fly
1 flew
1 have forgotten
1 forgot
1 forget
1 have forgiven
1 forgive
1 forgave
1 have forsaken
1 forsook
1 forsake
1 have frozen
1 freeze
1 froze
1 havegot
1 get
1 got
1 have girt (girded)
1 girt (girded)
Igirt
1 have given
1 gave
1 give
1 have gone
1 went
1 go
1 have ground
1 ground
1 grind
1 The meaning of a verb is sometimes changed by prefixing a
preposition, but without affecting the irregular forms 9f the verb
itself. Not all these compounds appear in the listo E.g., 1 overcome,
1 overeame, 1 have overcome.
114'
PTelent 7'ettse;
~=
Pret"it~
TnlSe.
1 grew
1 bave grown
lbave
1 bad
Ihew
1 hewed
1 bid
1 bit
1 bave had
1 bave heard
1 lu\ve hewn
I bave hidden
1 bave hit
1 bave held
1 have hurt
1 bave kept
1 have knelt
1 have bit
1 bave known
1 bave laid
,1 have led
1 bave leapt
1 bave leamt (learned)
1 har
lbide
1 bit
1 bold
1 hurt
Ikeep
1 kneel
1 bit
Iknow
Ilay
Ilead
11eap
1 leaiu
Ileave
1 lean
Ilend
Ilet
1 lie
1 light
1 lose
1 malee
1 mean
1 lJleet
Imow
loverthrow
1 pay
1. put
1 read
I rend
1 ride
I rid
I ring
Irise
1 run
I saw
1 say
1 see
I seek
1 sen
1 send
Iset
I sew
1 sbake
I shear
1 shed
I sme
I SMe
1 hung
I heard
I held
1 hurt
1 kept
, I knelt
I bit
Iknew
1 laid
Iled
11eapt
1 learnt (learried) ,
I J.eft
1 1eant (teaned)
11ent
Ilet
Ilay
I lit (lighted)
1 t08t
lmade
1 meant
I met
1 mowed
loverthrew
1 paid
1 put
I read
1 rent
1 rode
1 rid
1 rang
I rose
I ran
1 sawed
Isaid
1 saw
180ught
1 sold
I smt
lst
I sewed
I ahook
I shore (sheared)
1 shed
1 sbone (shined)
I9hod
1 havehung
1 have left
1 sling
Islink
1 slit
1 amell
1 smite
180W
1 speak
1 speed
1 spell
1 spend
1 spill
lspin
1 spin
1 spit
1 split
1 spoil
1 spread
1 spring
1 stand
1 steal
1 stick
lsting
1 stink
Istrew
1 stride
1 strike
1 string
1 strive
1 swear
1 sweep
1 swell
Iswim
1 swing
1 take
Iteach
1 tear
1 tell
1 think
1 thrive
Pr~terite
Tense.
1 shot
1 showed
1 shrank
1 shrove
1 shut
1 sang
1 sank
1 sat
1 slew
1 slept
1 slid
1 slung
1 slunk
1 slit
1 smelt (smelled)
1 smote
1 sowed
1 spoke
Isped
1 spelt (spelled)
lspent
1 spilt (spilled)
1 span (thread)
Ispun
1 spat
1 split
1 spoilt (spoiled)
1 spread
1 sprang
1 stood
1 stole
1 stuck
1 stung
1 stank
1 strewed
1 strode
1 struck
1 strung
1 strove
1 swore
1 swept
1 swelled
IsW8Dl
1 swung
1 took
1 taught
1 tore
1 told
1 thought
1 throve (thrived)
lIS
116
Present Teme.
I tMow
1 thrust
I tread
I understand
I upset
1 wake
I wear
I weave
I weep
I win
1 wind
1 work
I wnng
I write
Preterite Tense.
I threw
I thrust
I trod
I understood
I upset
I woke (wakened)
Iwore
I wove (weaved)
Iwept
Iwon
1 wound
1 wrought (worked)
I wrung
I wrote
118
C.
II9
120
121
in their veins, as they (to think.) what their fate might have
be~n, if tl}ey (to be caught) inside. The cat (to Durst)
through the flames, (to spring) into the street, (to shake
off) the burning bandage, and (to rid) itself of the trouble.
But its fur (to be burnt off), and it (to look like) a sheep
that someone (to shear) .. The partners (to catch) and
(to smite) the cat, which (to dig) ita claws into them, and
(to break 100se). They (to fling) stones at jt. It (to steal)
off and (to hide). They (to seek it o.ut) and (to find) it.
They (to slay) it, and (to slingl the carcass on to tbe
nearest rubbish heap, where, after a few days, it (to stink).
Mter they (to slay) the cat, the partners (to remember)
again what they (to lose)~ They (to tear) their hair,
(to rend) their garments, (to beat) their breasts, (to wring)
their hands, (to shed) tears of rage, and (to swear). Mter
they (to strew) the place with tufts of their hair, they (to
become) calmer, ando (to bend) their heads to their fate.
They never (to dream) of the possibility of such a calamity.
Now, they (to understand) their 10ss; and it (to teach)
them the transient nature of earthly things. Gradually,
the first effects of the disaster (to wear off), and they (to
begin) to think of what to do.' Suddenly Peter (to hit on)
the solution of the problem of damages. He (to send)
for Terence. They (to meet) at their club. "1 (to
, forget)," (to say) Peter, "that it (to be) your leg that
(to do) the damage. You must therefore pay us damages."
At this Terence (to grow) paleo Then he (to knit) his
brows, (to stick out) his jaw, (to grind) his teeth, and
(to swing) his stick menacingly, like a scythe. But befo re
he (to mow) Peter down, he (tri change) his mind, (to
lean) on his stick instead, and (to spit) on the ground.
He (to say) nothing; but, though he (not to spill) any
5*
122
123
Terence for his 10ss. At first, when the three (to hear)
this decision, it (to bereave) them of speech. As their
hearts (to sink), Terence's spirits (to rise). His face
(to light up), and his heart (to leap) with joy, as he S.!2
drink in) the judge's words. But while his eyes (to
shine) and his heart (to sing), the plaintiffs (to fly) into
a rage, aIid (to protest) angrily, for the decision (to spell)
ruin to them. But the judge (to sweep) their protests
aside, and (to beseech)' them to be calmo It (to be) those,
he (to say), who (to choose) to litigate, who (to bear) the
consequences. They (to reap) what they (to sow). The
decision (to come) as a shock to the three, and they
. (to slink) out of the courtroom. When they (to get)
outside, they (to cast) aspersions on Tereilce's character,
and (to spit) reproaches at him. Terence (to ctow over)
them joyfully. He (to feel) like a sinner newly (to shrive),
and (to stride) off with a song on his lips. This (to sting)
the others into fresh reproaches. The matter (to breed)
bad blood~ and (to spoil) the friendship, for Terence's
former friends never (to forgive) him, and they (to
forsake) his company entirely. It (to make) them angry
every time they (to remember) the money they (to lose) ;
and they (to weep) with rage when they (to think) of t.
Lacking capital after they (to pay Terence off), they
(to give up) the cotton trade, and (to shoe) horses for a
living instead. They (to leam) the lesson of litigation
too late. Perhaps the reader (to hear) this story
before.
(h) Give the present perfect forms of the preterite tense
verbs in the aboye ex~rcise, and the preterite forms of
the verbs which are in the present perfect tense or the
preterite perfect tenses.
I
124
D.
yest~rday?
125
126
Ia
THE NINTH LES SON
an all-night joumey. He was drawing on bis experiences
in Africa, for their benefit.
"On one occasion," he said, "a certain man 'lOas
riding along a road through the veld, thinking of the
strange stories he had been hearing of hoop - snakes, of
which there were plenty haunting the bush in that,
district. It appeared that they had ,been getting holder
of late, for they had been attacking human beings. The
danger ''lOas getting serious, and was difficult to cope with,
because of the peculiar habits of this particular reptile.
As he WBS thinking about it, he noticed that something
had gone wrong. His horse 'lOas trembling like a leaf,
and it took bim aH his strength to stop it from holting.
He was still trying to calm the animal, when something
made him look back. Then he saw what was troubling
hls mount. ,For, down the road, about thirty yards
behind, a kind of hoop fiJas trundling rapidly after them.
In a flash, the rider realized his danger. One of the
dreaded hoop-snakes was approaching. For it was, as he
knew, the habit of this reptile to place the tip of its tail
in its mouth, for the purpose of speeding up its movements. NaturaHy, the rider gave his hoise its head,;
and it shot forward. As they flew'along, he was 'lOondering
what would happen, if they failed to reach the village
ahead in time. He looked hack again as the village
appeared over the brow of a hill, and saw that the snake
was gaining ground. But he managed, with one last
despairing effort, to reach safety before it could catch up.
11 As he galloped wildly down
the street, the natives
who were idling round rushed to see what 'lOas happening.
It was unusual to see aman galloping at that mad rateo
The hoop-snake, which was stilJ following close behind,
128
found that it 'lOas being su"ounded by a crowd of gesticulating natives, while others 'lOere running to their huts to
fetch sticks. They soon retumed, but rneanwhile the
hoop-Snake had been doing sorne rapid thinking. Delicately
balancing itself in an upright position-no mean feat
for a stationary hoop-it began to swallow its own tail.
Now a snake is, of course, all tail; and the astonished
natives realized that the snake 'lOas swallowing itself alive.
The body of the reptile 'lOas rapidly disappearing down
that cavernous jaw, and everybody 'lOas 'lOondering what
w,ould happen next. And while they were stlll watching,
the last of the snake's body disappeared down its own
throat; and, as there was nothing left of itself to swallow,
it naturallyvanished completely. And while the spectators
were rubbing their astonished eyes the reptile, smiling a
snaky smile, 'lOas calmly unswallowing itself on a hill about
half a mil e away. It is not difficult to gues~ what it 'lOas
thinking. "
"1 don't know what it 'lOas thinking," said Ma:ry,
severely, "but I do know what I amo I am 'lOondering
how I carne to marry such a liar."
"1 wouldn't say that!" protested a young Sdbth
Mricanamong the group, smiling. "Your husband has
been entertaining us delightfully. For one who is not a
native of South Africa, he has been yarning as one to the
manner born."
"A lot of strange things are always happening in
Africa," remarked a young Irishman, pensively. "1
'lOas hunting lions there myself, sorne years ago; and
invented a method of catching them that the natives
have been imitating ever since. 1 'lOas alwdys 'lOondering
how it could be done; and then, one day, while looking
129
of about four inches in diameter made in a board measuring three feet by five. .Each pair of holes was about two
feet apart; and the two pairs were separated by about
three feet. 1 had four little wheels attached, and off we
started to look for a lion. As we were settlng out
the whole village watched us with puzzled expressions;
and even my beaters, who knew me well, 'lOere shwing sorne
doubts about my sanity. After we hlld 6een mllrc:hlng
for some hou rs, vve saw a lion that had been stalking us
almost from the time that we had left the village.
.
"Well, as 1 have already said, the board was fitted
with wheels, and, after having attached a rope to t, we
130
B.
57
Preterite 1
ProgTessive.
1 was speaking.
JDresent-~erJfect
Progressive.
1 have been speaking.
Preterite-PeTJfect
Progressive.
1 had been speaking.
58. The p1feterite progressive is used :(a) To replace the present progressive in reported
speech. E.g., I am studying English. He said that he
'lDas studying English.
.
(b) To implythat a past action is not infrequent. E.g.,
1
13 1
1 In
sentence like this there is often an implication that a certain
intimacy exists between the speaker and the King.
132
60. The preterite-perfeet progressive :(a) Replaces the present-perfeet progressive in reported
speech. E.g., 1 have been talking to Janet. She said that
she had been talking to Janet.
(b) With the implication of already, indicates a
continuous state or action previous to the point or
period of past time indicated by the adverbial. E.g.,
When Rose eame to see me, 1 had been having trouble, with
the servants. [Compare: Before Rose carne to see me, 1
'lOas having a rather trying time with the ,servants (see
also par. 56 (b.]
(e) As in par. 56 (t), pag.e 118. 1
C. EXERCISE ON THE PROGRESSIVE FORMS OF 'CHE PRETERITE, PRESENT PERFECT, AND PRETERITE PERFECT
TENSES. (See aiso par. 55 (ti), page 118; and
par.60 (e).) ,
,
,
Change the bracketed infinitives into suitable finite
"
tenses in' the following passage :John (to traveI) all over the place during the past few
years. Last year, he (to journey) through Italy, on his
way to England, and his train (to stop) at Turin, ~here
he (to have to) change. John (to be glad) of the three
hours' wait, for he (to want) for sorne time to see the
town. His next train already (to wait) at its platform,
so John (to put) one of his suitcases on a seat in o~e of
its compartments, and another under the seat, and
(to go off) to see the sights and have lunch. He (to look
forward) to a good hot lunch for some hours, as it was a
cold J anuary day; and it (to be snowing) for sorne hours.
But wasn't it over-trustful of him to leave his luggage
like that? Perhaps. But he (to travel) about ltaly
long enough to feel confident that nothing would be
touched. It ww? about noon when he (to leave) the
station, and it still (to snow) slightly. So he (to decide)
to have lunch at once. As he (to walk) alOJ,lg the street,
1 This tense tends to place emphasis on the duration of the action
or state. (But see par. so, page 98.)
133
134
it, he. (to l:,eftect) ,thac this (to be) the best five shillings'
worth he (to have) for many a long day. "1 (to have)
meals in all sorts of places during the past few months,"
he thought, "but 1 (to enjoy) this one more tOOn any
of them. And 1 (to choose) only the best places." He
(to be pleased) with the ten per cent. added for" service."
- He (to remark) to himself that one always (to know)
where one (to be) when .one (to live) in Italy. No worries
about how much one ought to tip.. And a sixpenny tip
for a five shilling meal was (not to ask) too much, according to English standards. While he (to think) this, he
(to finish) his coffee. Then he (to get up) to go. He
(to walk) over to the counter, where the proprietor (to
talk) to a friend, and (put) his han~ into his breast-pocket
to get out his wallet, as he (to OOve) no small change.
To his surprise, his breast-pocket (to be) empty. He
(to search) the other pockets. The proprietor, who (to
tum) to attend to him, (to watch) him curiously. A
careful search of all his pockets (to prove) fruitless. He
(to get) dismayed. There (tobe) his ticket to London
and about forty pounds n English, French, and ltalian
notes in tOOt wallet. His heart (to thumg) as he (to tum)
to the proprietor. "1'm awfully sorry," he (to say)
to him, "but 1 seem to have lost all ""nty money. 1
must have dropped my wallet as 1 (to come) here." And
he (to look) at the proprietor nervously. The proprietor
(to look) at him in retum. He evidently (to size) John up.
The result of the scrutiny (to seem) favourable. "WelI,"
he (to say), ~, if you find it again, you might come back
and pay thS bill." John (to look) at the padrone in amazemento He (to expect) him to call a policeman. "Pretty
good sort," he (to think). And then, aloud, "Thanks
135
D.
PASSAGE.
Where were J ohn and Mary traveIling? Why was
J ohn regaling the seminarians with stories? What was
he drawing on? Where was a certain man riding, on
one occasion? What was he thinking of? What were
haunting the bush? What made it appear that they
had been getting bolder, of late? What was getting
serious? Why was the danger difficult to cope with?
When did he notice that something had gone wrong?
QUESTIONS ON THE PROSE
136
What was the horse doing? What took him all his
strength? When did something make him look back?
What did he see? What was happening down the road ?
What did the rider realize? What was approaching?
What was the habit of this reptile? When did the horse
shoot fnvard? What thoughts did he have, as they
flew along? What did he see, as' the village appeared
over the brow of the hill? What did he manage to do ?
When did the natives rush to see what was happening ?
What was unusual? What was the hoop snake doing ?
What did it find? What were others of the natives
doing? What had the hoop snake been doing meanwhile ?
What did it begin to do? Was it easy for it to balance
itSelf ? What did the astonished natives realize?
What was the body o the reptile doing? What was
everybody wondering? When did the last of the snake's
body disappear down its o:wn throat? Why did it variish
completely? What was happening while the spectators
were ruhbing their astonished eyes? What is it not
difficult to guess? What was Mary's severe comment?
What did the young South African protest? How had
John been yaming? What did a young lrishman remark
pensively ? . When did he invent a method of catching
lions alive? What effect has this had on the natives?
What was the Irishman always wondering? When did
the idea come to him? What did he have done to a board
three feet by five? When did the village watch the
expedition with puzzled. expressions? What were the
beaters showing? When did they see the lion? What
had it been doing? Whom did he motion to, not to
bother? What was he doing, meanwhile? When did
the lion hesitate? What did the lrishman suppose was
the reason? What did the natives see the next second ?
When .did the lion land square on the board? What
happened in an instant? Where were the lion's four
feet? What was the lion doing? Why was he roaring
with mingled pain and indignation? Why ought he to
137
have known that it simply wasn't done?' What happened
after they had attached a rope to the board? What made
the Englishman think of the. fox and the rabbit? What
happened after the rabbit had been out dancing? What
was the fox doing? What did the fox do when he saw
the rabbit? What happened in a flash? What was the
rabbit having the greatest difficulty in doing? What
did he do a few feet from his hole.? What was the fox
doing when he had to yawn too ?When did the rabbit
slip into his hole? What did Mary think? Why did
everybody agree ?
INTRODUCTION TO THE TENTH
LESSON
OTHER FUTURE FORMS
The use of the present-habitual and present..progressive
,tenses with a future meaning should not present any
difficulties to the average student, as the same usage is to
be founcl. in most European languages. Such variations
add flexibility to what is already an extremely flexible
language. Of special importance is the footnote to
par. 61 (i), page 143.
THE TENTH LES SON
OTHER FUTURE FORMS
A.
PROSE PASSAGES.
1.
sTREE'',
9 GREAT RUSSELL
LONDON, W.C.1.
3r d December 1940.
DEAR ARCHIE,
138
139
Our itinerary, as I have planned it up to the present,
will be something like this. We sail on the tenth for Cuba,
where we arrive on the twentieth, or thereabouts. There,
we leave the boat for another, and cruise right rou,nd
South America. We continue up the Pacific coast toSan
Francisco, where we land and stay for a couple of weeks.
Of course, we are Visiting the principal ports on the
way.From San Francisco, we sail to Japan, landing
at Honolulu, which will be our stepping-stone to Asia.
From Japan we go to India. From India wepass through
the Red Sea and the Suez Canal to Italy, where we are
staying for several months, visirlng the principal cities.
After tourlng Italy, Germany, France, and Spain, we
shall land in England again, about eighteen months afte r
setting out. So you see, this time next year, I shall be
somewhere in Europe, doing . . . who knows what ?
But I hear certain rattlings in the Inext room which
indicate that my wife is just about to call me into lunch.
I 'lOaS on the point 01 closing anyway.
Let me know when you will be coming. Be good.
Affectionately yours,
PETER PAN.
knowing~
140
142
Br
143
C.
aman might say "In 1980 1 sball have been in London ten years,"
i.e., between 197~ and 1980. (See par. 50, page 98.)
1#
D.
PASSAGES.
What will Archie be glad to hear? What has Peter
Pan just inherited? What will Archie realize ? What
will Peter be able to do from now on? What does
Peter remind Archie about? What used Archie's favourite
remark to be?, What does Peter think about his body?
And about his soul? What will many people who formerly
kept Peter at arm's length be willing to do? What is he
going to see to? What is he not going to do? What
will he do after his passport is fixed up? When wiII he
start getting the necessary outfit together? When is he
going to start? Why may Archie come and see Peter
whenever he feels like it? When wilI Archie be hearing
the definite date of Peter's departure? At what prospect
is Peter not pleased? What is he afraid of? VVhat are
they taking along with them? What happens on the
tenth? What will happen in Cuba? Where does the
voyage continue, after rounding South America? From
San Francisco? From Japan? From India? After
touring Italy, Germany, France, Spain? This time next
year, what will be happening? What does Peter hear ?
What do the .rattlings indicate? What was 'peter on
the point of doing, anyway ?
What did we think when we were fourteen? "Vhat
were we going to do? What were we going to set on fire ?
What do I realize now? What wiIl happen next birthday ?
And in another twenty years at best? At worst? lNhy
am 1 like a certain architect? What has the opportunity
always done? What did somebody once say? "Vhat
.question do 1 ask with ,regard to this statement? What
question do 1 as~ about Cresar in the storm? What question do I ask about Napoleon's state of mind on the eve
of starting for Russia?' What about the soldiers in
1914? What did they think about Christmas? What
QUESTIONS ON THE PROSE
145
did they think about the effects of the war on themselves ?
THE ELEVENTH LESSON
146
147
148
B.
Passive.
to be taught
to have been taught
1 am taught
1 am being taught
1 was taught
1 was being taught
1 have beert taught
1 had been taught
1 shall be taught
1 shall have been taught
1 shall be being taught
149
D.
ISO
THE INFINITIVE
ISI
The infinitive can also replace the verb in :(a) A conditidhal sentence (pars. 66-67).
(b) A noun clause (par. 73a) .
. (c) An adjectival clause (par. 73).
(d) A subjunctive construction (par. 73b (b)-(d.
Moreover, the infinitive can :-,
(a)' Replace an indirect question (par. 70).
(b) Introduce a parenthesis (par. 77).
(c) Reintroduce,a topic'of conversation (par. 76).
In spite of these seeming complications, i~ is usual
to find that students master airly easily those rules whose
correct application is a matter o thought; and that they
usually, in practice, tend to break rules which merely
require an elfort 01 pu~e memory or their mastery. This
is particularly true o the use o those infinitives which
are not introdced by to (pars. 79a-7C)g). These latter
should, thereore, be given special attention.
O special interest, also, is the use o the inlinitive to
~eplace the subjunctive ater verbs or expressions o desire,
command, etc. (par. 73b). The infinitive, in this use,
has almost entirely ousted the true subjunctive in English
(Lesson 14 (B.
Since the terms are used a good deal in this lesson,
it may be as well to explain what is meant by a noun
clame and what is meant by an adjectival clame. Incidentally, clauses can al so be used adverbially. (See
,par. 35'7.)
A noun clause is a sentence which unctions in the
same way as a noun. Such a clause may replace :(a) The subject 01 a verbo For instance, in the sentence
"John died," John is the subject o the verb died. And
in the sentence " Whoever committed the murder died,"
the clause whoever committed the murder is the subject
o the verb died in exactly the same way ,as John is, in
the first sentence.
(b) The direct object 01 a verbo E.g., In the sentence
I52
THE INFINITIVE
(See also pars. 367-368.)
In the old days, it wa's said to be much easier for one
to get into Spain, than to gel out of it. 1 found, this to be
,very much the case on one occasion, when. 1 decided
to arrange for Mary and myself to go on a holiday-trip to
England, to visit our relatives. Of course, I ought to
have had everything fixed up weeks ahead; but this I
had quite neglected to do, and had let everything hang
over to the last minute. It had been imprudent t~
this, and now there was no time to lose. 1 had to spend
A.PROSE PASSAGE.
153
:154
IS5
156
5?proach.
When we changed stations, and though I was unwilling
to, Mary wanted me to carry all the luggage. She is,
to say the least, an unsatisfactory persQn to travel with.
" I won't have yau waste money on tips," she said. "And
inany case, why hove a porter do it, when I have a great
hulking husband to do it for me?" I did not know
whether lo laugh or to be angry. But I am not the man
to work when there is" no necessity for me too So
I answered, "Why not?" There were the porters to
turn to, bigger and more hulking than I was, and able and
willing lo do the work. Indeed, they had pothing to do,
hut caN')' suitcases. And here was 1, struggling unnecessarily under a ridiculously heavy load. I was not a camel,
to have my back broken. If bcks were to be broken at
aH, better let the porters break theirs, than break mine.
I really believe tnat fo have done it myself would "have
meant a hernia. In any case, it is foolish to take risks.
So I went on strike, and in the end she gave way. She
is shrewd enough to see when I have real1y made up my
mind. So up went the baggage on to 'a porter's back.
It took him three trips to transjer it aH. When he "had
finished, he had no breath left to speak oj. And the
beauty of "it is that Mary had us drag all that luggage
al! those weary miles to England, only to leave half ofit
unopened, when we did get there. About the only thing
she forgot to bring was the dining-room tableo Or,
perhaps, she had no suitcase to pack it in.
But to get back to the packing. 1 got home to find
157
my wit's
10r
'-0
158
159
mm
B.
160
161
162
73a. The following verbs can be followed by an accusative and infinitive to replace a noun clause with an indicative
verb :suspect think
believe know suppose take realize
gather
expect see
find
guess
understand
conside~~ feel (think)
imagine
.
,
Exampus.-Because of his accent, they thought him
to be a Pole, i.e., Because of his accent, they thought
that he I'wQS a Poleo Sorne people still believe the world
to be f1at, Le., that tlie world is flato The police knew
the murderer to be hidden in the foresto If you suppose
him to be aliar, why do you consult hirn? 1 did not
realize him to be as sick as he turned ot to be. His mother
understood mm to be preparing for an exam. They
suspected her to be a spy. John saw mm to be cleverer
than he had thought. They found mm to be the man
they had been looking foro 1 should guess her age to be
about forty..
.
73b. The infinitive' is used to indicate an action to
which that of the principal verbo (trnsitive, passive, or
reflexive) is in some way directed. This e1iminates the
necessity for the use' of the subjunctive. The following
verbs are therefore followed by an infinitive.
(a) Verbs followed immediately bx;,an
infinitive :-.
I
hesitate
care
try ,
eI?-deavour
arrange
manage
swear
uildertake
agree
refuse
cdnsent
learn
fail
forbear
attempt
threaten
(b) Verb~ followed by an accusative and an infinitive : beseech instruct
encourage influence request
order
invite
press
advise
tell
oblige
force
compel
permit
cause
teach
show how allow
take (guess)
(e) Verbs followed by an accusative,.and an infinitive
without to. (Par. 81 (b).)
make
Iet
help
have
observe
see
hear
fee!
smelJ
watch
notice
perCel\'e
c.
163
164
(c) I cannot have yau do that. They let him see his
sister. It would be wrong to leave him starve. You
must help him do the work. The police heard him
approach, and observed mm enter the room, where they
heard him open the safe. The thief did not notice them
lollow him. For a few minutes they watched him work,
and then he felt one 01 them tintch him on the shoulder.
(d) England has asked France to take part in the
. negotiations. John asked to go home. France begged
to be excused. I want to see the play, and I want you to see
it too. The Prime Minister wished to make a speech,
but the rest of the assembly wished mm to be silent. I
must prepare her to receive the news. Peter prepared
to go. I love to go to the cinema, and I love yau to come'
with me. Sorne people prefer to go to the theatre. I
prefer cheese to be toasted. Cromwell did not, desire
them to condemn Charles. He desired to escape the
responsibility. I cannot bear to hear people grind their
teeth. I cannot bear people to grind their teeth. 1 hate
to wake with a headache. He hates plays to be too long.
He chose a tractor to do his ploughing. Peter chose to
remain away from the party. Please do not trouble to
get me a cup of tea. May I trouble yau to pass me the
salt? Mary always means to be in time. His mother means
him to be a parson. I expect to be there by six. The
weather-prophets expect it to rain to-m~rrow. 1 cannot
decide to buy it until I have seen it. The cold weather
decided John to remain at home. He is determined to
cross the desert, come what may. A combination of
circumstances determined him to change his course.
165
166
167
as
168
169
170
171
172
173
, 174
175
176
E.
What was said of Sp'ain in: the old days? What did
I find, on one occasion? What did I decide? Whv was
I going to England? What had I quite negle~ted?
Had this been imprudent? How had I to spend. two
days? What for? What was I prepared to do? What
did I have to pay for? How many visits ~had I to pay
to my bank? What did a friend of mine advise me?
What is usually cheaper in Madrid? What did 1 rather
wish with regard to my funds? Why did I go to my
bank? What have few people money for? What did the
bank not want, at first? Why did they agree in the end ?
What kind of man was my friend? Why had I to wait
twenty-four hours for the money? What happened at
first, when I found I had to pay sixty pesetas to the
pound? Why? What was I also lucky enough to get ?
Why did the agent congratulate me? What did 1 not
suspect, at the time? What did he say the boat was
second to none for? Putting it mildly, what kind of
boat was she? What did I not hesitate about? What
would it have been better for him to have remembered
to tell me? Am laman to grumble? What am I the
last person in the world to do? What should I have
liked to write and do? What would have relieved my
feelings? What does not seem like playing the game ?
What is my present attitude towards clerks in travel
agencies? What should I have done, had I known what
177
178
179
have any effect? In what way did the driver misunderstand my orders? Did we get to the station quite safely ?
With what result? What disappointed Mary? Why?
Describe what was behind us as we. drove to the station.
What did the occupants of the police cars do to our taxidriver? Did they seem in 9onversational mood? What
did we leave the driver to do? What did we begin to
do? Why do I hope that the driver. did not get into,
troublc? Had he any defence, if they did arrest hiril?
What do I wish someone would teach me? Why were
some friends of ours waiting for us on the platform?
What had we hardly time for? When did we arrive?
What did I say to Mary? Must one always be ~ntle ?
Where did the luggage go? Where did Mary plump?
What did the train do ?
INTRODUCTION TO THE THIRTEENTH
LESSON
180
A.
PROSE PASSAGE.
181
a shot, for instance, goes to her head like wine. She had
the opportunity 01 pandering to this weakness a good
. dea1 during her stay In Spain, especially In the autumn
of 1934. It was the time-of the rebellion in Asturias,
'when the miners there decided on resisting the new
Government by force of anns. We wereln Madrid at
the time; and the first indication we had 01 the unrest
having spread so far south, occurred one afternoon at
about four o'dock. We were together in our flat-the
sixth floor-when suddenly we heard the sounds of
violent explosions in the street below. ~.21! hearing the
noise, l\Iary rushed to the window, and I with her, with
the idea g[ stopping her. In the street beIow, two Civil
. Guards, a-~!, baving taken cover behind some wine
barreIs ;-front of a' lavem, were firingup the str~et.
The noise reverberated like thundei: I was just on the
point 01 pulling her away,: when she saved me the trouble.
Before seelllg me reality -she had been quite eager. But
now . . . "1 don't like it, I don't like it ! " she wailed ;
and rusheq. back to the bed. It was a: good liaIf-hur
before I succeeded In calmlng her. " But it was just as well,
.her being scared; for the house porter told me a IIttle
. later that the soIdiers had been ordered to fire on seelng
anybody at an open window. He also added, ln passing,
that somebody had shot at the Civil Guards from the
roof of our house. My repeating this to Mary was perhaps
imprudent. But, alter havlng recovered from the initial
shock 01 witnessing her first skirmish, she gave the impression 01 being more interested and excites than ever.
At about six o' dock, firing having ceased, we decided
on go':ng to a place near the Puerta del Sol, for dinner.
On our stepping out of the street door, I was toldin a
~,
-!"
182
'
183
body, that lS, except Mary. 1 shall never forget the sight
of her standing there, shaking with laughter. "You all
look so funny," she gasped, "lying on your tummies
in that silly way. Really, 1 can't help laughing. 1 do so
enjoy looking at you ! "
1 shouted to her to give over playing the idiot, and
that her standing there like that was dangerous. But .she
was deaf to reasoning; so 1 grasped her by the waist,
and pulled 'her forcibly down. 1 did not fancy the idea
of her being wounded or killed by a stray bullet; and
there, were plenty of them flying about. She did not seem
to understand that her joking was out of place, and
wriggled like an eel as 1 held her'. In the end, she succeeded in escaping, saying that. she didn't like my stopping
her fun. Running to the kerb, she took refuge behind a
car drawn up at its edg~; and passed the rest of the
time of the skirmish, in making a running commentary
on it.
After ten minutes or so, the soldiers and the revolutionaries had done firing, and we continued on- our way.
lt was a nightmare progress; for Mary insisted on
darting down every street froro which she heard a shot,
and called me a coward every time I prevented her from
following her impulse. 1 don't mind having a l~ttle fun,
even with a spice of danger attached to it; but 1 do
object to taking my Hfe in my hands, unless it is absolutely
necessary. lt was useless felling her ihat it was madness,
her running her head into danger like that; and that it
was difficult to excuse a woman f her age going on in such
a way. She onlylaughed. "This," she said, " is lt'ving ! "
Alter wsnderlng by devious routes-l was determined
184
185
186
B.
"ing". FORM
OF THE VERB.
prefer
intend
attempt
try
bear
neglect
suspect
dislike
omit
lmagme
hate
cause
propose
187
188
189
190
"ing" FORM.
(a) Where possible, change the infinitives into the
" ing"-form, in the exampIes given in par. 73 (a), (b).
(b) In the following passage, substitute " ing "forms
for the bracketed infinitives, where this m~t be done.
Where either. form can be used, note the fact by bracketing the alternative inftnitive after the " ing ".form.
" Your policemen," said the Polish lady, " are wonderfuI! "
"1 keep (to hear) that," answered John. "But
wouId you mind (to tell) me what makes you (to think)
so ? "
C.
191
" Well," said the Polish lady, " 1 had (to go) to Bow
Street yesterday, about my permit (to reside) here. They
gave me a form (to fin in); but, as 1 do not understand
(to fin in) English forms, 1 asked a policeman there if
he would mind (to help) me. He answered that hewould
enjoy (to do) it; and 1 do not deny (to feel) ~ little shy
as the huge handsome man stood over me with his pencil
poised, and looking as though he wanted (to eat) me.
Even his ugly helmet did not prevent me (to notice) how
very good-Iooking he was.
He began (to ask) me
questions.
" y our name?" he said. 1 told him. ) "Are you
married ?" "Yes." "ls your husband in England ? "
"yes." "ls your married life happy ?" "Why, yes,'"
I said, a Httle disconcerted. 1 could not help (to feel)
.
~
a h.ttle taken aback. But he seemed (to be) perfectly
serious. "1 mean, does your husband treat you
affectionately. Because," he continued stemly, when
he saw that 1 didn't answer, " we couldn't risk (to allow)
him (to stay) here a moment longer if he were unkind toyou. There would be riots in the streets, and his life
would be in danger. We detest (to give) the hospitality
of our shores to unkind husbands ! "
His face was severe, but his eyes'were laughing, soI decided (to put) him in his place. "When you have
done (to joke)," 1 said primly, "perhaps you will finish
(to attend) to my business! "
"Yes," said John, "our policemen have (to have) a
sense of humour. 1 should imagine their study of law
would bring it out, if "nothing else.' For i\nstance, if a
policeman has reason for (to believe) that the dog which
he sees aman carrying away is stolen, he cannot (to
192
193
194
" " Well, just try (to move), that's a11,' was the grim
response from Jones, and Pepito subsided. As he waited,
he thought he heard somebody (to laugh) in the next
room. He felt like anything but (to .laugh) hirnself.
Mter a few rnoments, the sergeant carne back 'with the
inspector. Pepito looked at the inspector anxiously. 'lt
seems,' said the inspector, , that you have taken (to use)
public documents as souvenir albums, and that you have
rendered yourself -Hable, to a heavy fine or six months'
irnprisonrnent. But, as 1 suppose that you don't fancy
(to go) to prison, and that you do not feel up (to face)
your mother with a request for fifty pounds (to pay)
your fine, you will be let off this once, after (to pay) the
sum of one shilling (to defray) the expenses inevitable
in (to issue) a new permito In (to make) this decision,
1 am influenced by the fact of (you to have) made yoursel~ so popular among th~ young female population of
London. Tliese verses testify you ( to have' been)
extremely successful at (to break) hearts. You have taken
(to do) this kind of thing very earIy in 1ife, though, and,
in the interests of my country-women, r must ask you to
exercise a certain amount of moderation. We cannot
have yopo (to scatter) broken hearts all over the '\Vest End.'
"Pepito saw the inspector's eyes (to twink1e) as he
spoke, and the whole police station staff, who had preserved their seriousness up to then, began(to gnn) openly.
And Pepito began (to rea1ize) that the English were not
quite so solemn as he had thought. But he resolved that
in future, V he had to choose between (to offend) an
English girl and (to let) her play with his permit, he would
choose (t offend) her. For he disliked (to bemade) a
fool of, by policernen or by anybody else."
195
196
197
198
199
on,
200
(g.
201
202
C.
203
204
General Rules
PROSE PASSAGE 1. (See par. 360.)
There is a theory-though personally 1 know little
about .it-that external circumstances have exercised are
enormous influence on the development and modification
of animallife. Rightly or wrongly, it is said that heat and
cold, water and ice and sno'lQ and desert sand, have all
had their effects. The snow has made Arctic animals
white; and the cold has made them grow l warm fur.
Camels have flat padded leet, because they walk on the
sand; and -they have a special reservoir 'of water inside
them, so that they can drink the water and conquer thirst
when the sun is blazing like" a disk of bumished copper
aboye them. Fishes have to live in water, so they are
constructed to consume less oxygen. The teeth of sorne
animals took on a certain form, owing to the necessity of
living on grass; and those of others another form, because
they had to live on meato 9n the strength o~ the same
theory one must, 1 suppose, blame modern life-perhaps
machinery is responsible-for a new and strange species,
a puzzling monstrosity, which has appeared in recent
times. The members of the species referred to are called
intellectuals. Intellectuals must not be confused with
intelligent meno 1 once called. an intelligent man an
inteUectual. . Suddenly, and without any warning, he
hit me on the nose. Personally, I thought the indignation
a little overdone. Still, an intelligent man is pyre" gold ;
while an intellectual is simply dross. Of the intelligent
men, fortunately, we still have a good supply.
205
206
207
208
for which they have no qualifications, attacking institutions and countries tbey know nothing abouto Naturally,
when they start talking about physical science, and
especially about evolution, they are apure joy to listen
too One almost expects to hear them say that wine was
evolved under the overwhelming necessity of finding
sorne use for the cork in the neghbourhood; or that
ham and eggs, and liver and bacon, were a necessary
evolution of the restaurants that were dotted about the
world in the stone age; or that lovers like the moon
because they are green, the moon being made, of course,
of green cheese o And most of these jntelIectuals, from
the best seller to the tub..;thumper" / have the qual~ties
that are born of vanity and stupidity and jailureo They
are distingUished by superdliousness, ignorance, inSolence,
intolerance, and priggishnesso Fortunately for th~ir own
peace of mind, they cannot see their own jeet of clay.
They think that their intellectual edifice is a palace of
marble, full of porcelain a~d gold and silver and precious
stoneso But the porcelain is only earthenware; and the
gold and silver are only dross; and the precious stones
are merely paste o As for the marble, it is in reality mud
and wood. In their overweening vanity and pedantry)
they cannot understand the simplicity and .kindliness and
tolerance that come frorn a clear brain and a great hearto
Luckily t however, 'intellectuals are a so urce of more
irritation than harm among uso There are still people
who believe in religion, in spite of dilettante deans. Fortunately t we preserve the political heritage of our fathers,
incotnpetent politicians notwithstandingo Literary civil
servants provide us with a healthy safety valve for our
pent-up ernotionso That is the advantage of our modern
ideas about the liperty of the subject. For when public
209
210
211
to flood the whole edifice with the blaze of the glory that
is truth.
PROSE PASSAGE
2.
212
213
3.
214
him~'
Thomson died
Definite
AND
a bitch
bitches
a horse
horses
1m imp
imps
a cat
cats
a mare
mares
an ox an unde
undes
oxen
aman
men
a hat
hats
an usher
ushers
:us
1 received inlormation on
the matter from severa! difierent people.
(d) Pure abstraet nouns.
These represent sorne
action, quality, or state, considered apart Irom any special
object 1; and insusceptible, in this use, of being counted.
In this use, therefore, they cannot take the plural. E.g.,
liberty, cleverness, humility, sweetness, thought, laughter,
manhood.
94. The indefinite artiele is used :(a) When a noun representing what can be counted
is introduced into the conversation lor the first time, and
is undetermined in the mind of the person spoken to
(par. 104). E.g., 1 live near a bridge. (Bridges can be
count.ed, and th hearer has not heard of this particular
bridge before.) A man carne to see me to-day.
(b) Before a noun representing what can be counted,
in the sense of any. The speaker picks out an example
of a elass at random. E~~., A cow eats grasS.l
NOTE.-In this use, especially in definitions, the
definite artiele can also be used. E.g., A dog is an animal.
The dog is an animal.
(c) In the meaning of any, when a noun is followed
by a descriptive clause implying 01 the kind, 01 the type.
This is the only Icase in which apure abstraet noun can
be preceded by the 'indefinite article. E.g., 1 cannot uphold
an idealism which permits the wholesale destruction of
private property. 1 want aman who can drive a motor caro
948. The indefinite artid~ t'almol be used :(a) Before nouns which represent what we c~nnot
count, but which we can measure phySicaUy. . E.g., This is
good silk. (To say, " This is a good silk " is shop English,
and should not be imitated.) Water consists of Ilydrogen
and oxygen. Coal is a mineral. (Coal cannot be counted,
but. minerals can.)
NOTE.-Money was formerIy weighed, and not counted.
Wecannot therefore say " a mone,y " (see also par. 166).
I
216
217
218
219
220
222
223
called - ' housekeeper, and gave her - ta~ for the good
of her sou!. -. housekeeper was inclined to resent it,
and Mary's eyes were like - flameo She looked'picture of - beauty in - anger. She told - housekeeper that if - cleanliness is next to - godliness, she,
had - poor chance' of - salvation. Had - housekeeper ever heard, she asked, of - soap and - water?
Couldn't .she recognize - dust when she saw it? Had
she no feeling o - house-pride? - china was in disgr8:ce~1 condition. Didn't she know that china
should be washed after - ~se? Had she never heard
that - furniture should be kept bright with - polish?
Here was -' furniture. Where was - polish, or -, s;gn
that - use had been made of it? What was - uSe of
being civilized, if one lived like - Patagonian savage ?
- housekeeper left on ,':- spot, of course. Then Mary
took off her hat and got to - work. In - couple of
hours, you wouldn't have known - place. She certainIy
made - dust fly, or would have, if she ha~n't used vacuum cleaner. Then she started on - clothes which
- housekeeper had - charge of. 'Just look at - way
she looks after them,' she exclaimed, and showed - pile
to me. 'Half your things have - buttons missing; and
you haven't - pair of socks without - holes. - underwear an needs mending; and I can't find - wool or cotton in, - house. You poor man! Fancy having woman like her to take care of - things !' Well, the
next day she sent - new woman round to take - housekeeper's place; and I must say that - life has been good deal more comfortable since. - coal burns longer ;
- tea tastes more like - tea; - butter is never rancid ;
and - milk is never sour. Moreover, 1 find that my
bilIs for - cal, - tea, - sugar, - butter" -' bread.
224
225
226
PASSAGE l.
What influence have extemal cirumstances exercised ?
What do you know about the theory? What have alI had
their effects on animals? What have the snow and the
coId done to Arctic animals? What kind of feet have
camels? Why? What does a camel's reservoir or hump
contain? Why? How does the sun blaze? How are
fishes constructed ?Why? Why did the teeth of sorne
animal s take on a certain form? Why a different form
in others? On the strength of the same theory, what
must one bIame modem life for? What is perhaps
responsible? What are the members of this species
called? Who must notbe confused? What did the
writer once do? What was the intelligent man's reaction?
What did the writer think ?Whaf is an intelligent rnan ?
And an intellectual? What hav:e we a good supply of?
What is the intellectUal's definition of himself? What
kind of .submission does he want of us? If we suhmitted,
what wouId he do? What do people perhaps dislike.?
What don't they seem to want? What suspicion have
they ? Would it? Into whose clutches have sorne
countries fallen? What did the intellectuals cry? What
did the liberty of thought tum out to be? And the freedom
of action? What did one such country go' through ?
What was shed? And wasted? What was shakeil off?
What found its fit end in destruction? Why was it a
failure? What happens when intellectuals rise to power ?
Do their reforms work? What explanatioh do they give
for their failure? What is the basis of the superstition
thy rail against? What is the seIfishness they denounce ?
What has been said about broadness of mind? What is
it accompanied by? What is a serious defect in intellfctual life? What does the writer think is the real
reason for the faiIure of the intelIectuals? How does the
more successful intellectual begin? How ddes he use
this reputation ? . What is the writer's attitude towards
the earlier novel s of H. G. Wells? Which are the best
of his novels? What did Mr. Wells get? How did he
QUESTIONS ON PROSE
227
228
229
230
mined, not by the General Rules laid down in pars. 9396, but gene rally either by fixed custom ot by the necessity
foc giving a difierent meaning or shade of meaning to a
word or to a sentence.
In many of these exceptional cases, nevertheless, the
influence of the General Rules can be felt, if only indirectly.
THE SIXTEENTH LES SON
231
23 2
'
ADVANCED COURSE IN ENGLISH
;re
233
on
234
States.
But: England. France. Germany. ,Spain. Portugal.
Sweden. Norway. Belgium. Holland. Eire. Switzerland. P,?land. Finland. Denmrk. China., Japan.
India. Czechoslovakia. Lithuania. Roumania. J ugoslavia.. Italy. Greeee. Turkey. Arabia. Iraq. Iran.
Egypt. Bulgaria. Albania. Latvia.
NOTE.-Most of the exceptions are the names of
prooinces rather than countries. E.g., The Netherlands.
The Tyrol. The Crimea. The Decean. The Ukraine.
The Transvaal. The Gold Coast. The Holy Land.
99. The names of islands and cities do not take an
article before them, except in the case of groups. E.g.,
Jerser. Cuba. Bermuda. Ceylon. Heligoland. Palma.
Corsica. The Canary Islands. The British !sIes. The
West Indies. The Malay Archipelago. The Isle oi Wight
(par. 95). The Isle of Man. London. c.orunna. Paris.
Liverpool. Berlin. Stockholm. The Cinque Ports. The
Hanseatic Cities. (Exception: The Hague.)
lOO. The names of rivers, seas, oceans, chains of
mountains, bays,l gulfs, and estuaries, are preceded by the
definite article. Kg., The Thames, the Clyde, the Rhine,
the Rhone, the Mediterranean, the Black Sea, the Atlantie,
the Pacific, the lndian Ocean, the Arctic, the Antaretic,
1 This is true only if "bay" is determined by a following phrase.
E.g., The Bay '01 Bengal. But, Durban Bay, Table Bay, Chesapeake
Bay.
235
236
- 17
The definite article can have the force of a demonstrative. E.g., I waS there at the time, i.e., 1 was there
at that time.
loS. The definite article before suitable adjeetives
transforms them mto class nouns, or into abstraet nouns
(see par. 353a). E.g.:(a) Class nouns: None but .the brave deserve the
lair There is. a perpetual conflict between the rich and
the poor. The sick need proper care. 1
(b) Abstraet nouns: Ruskin expatiates on the good,
the beautiful, the powerful, and the true, in archite~ture.
8
Note that the verb is p'lural because the subject, though singular
181, page 301.
237
The points,of the compass used as nouns :(a) Take the definite artic1e when preceded by a
preposition. They also take the definite artic1e when
standing alone to indicat~ recognized geographical. divinons. E.g., He tllmed ro the north. He lives in the
south. He comes lrom the east. They fled towards the
west. The N orth beat the South, in the American
CivilWar. He lives in the Far East ..
. N OTE.-If movement from one point of the compass to
anotlzer is expressly, indicated, the use of the definite
artic1e is not necessary. E.g., The aeroplane flew from
north to south.
(b) In all other cases, the definite artic1e before the
names of the points of the compass may be used or not
at wiIl. E.g~, If you look to the north, (the) south is
behind yo~, (the) east is to your right, and (the) west is
to your left.
111.
238
239
.1
'.
240
U SE
OF THE
oo.
.oo
oo.
oo.
.oo
oo.
241
242
o'
o o o.
o .
243
2#
. ',' anchor in ... harbour, and ,would set ... sail for ... Cuba
that night. So. J ones went on ... board and saw .. .
Captain, who gave him
berth. On ... voyage, .. .
" Grampus" caught .. fire; but
crew got
fire
under
control, and .. ship arrived safely at ... Havana
' ... harbour where ... " M
' " . Am ertcan
.. . 1atter lS
ame,..
war vessel, was sunk at o.. beginning of ... Spanish
American War. . .. Spanish fleet was destroyed ... first
time it gave ... battle. In. .. Havana, ... J ones stayed
friend tl}ere, ... Captain
at ... Yacht Club-he had
Ogilvy. . . . J ones had once stayed with . . . Captain
Ogilvy in ... London. . .. Ogilvy had a house in ... Town.
They had first met at o.. dinner at ... American Ambassador's. In ... Havana, ... Jones wastold that his man
had sailed ... south across ...' Caribbean Sea to ' ...
Venezuela. So ... J ones took ... next boat, ... "Queen
of ... Atlantic," and followed. While he was at
sea,
... violent storm rose, but the boat made ... port in safety.
Jones went to
Caracas,
capital, glad to set
foot on .. . land again. His man had departed for ..
interior ... few days before. o.. Venezuelan Republic
is famous for having produced
Bello-... Bello, ...
Spanish grammarian-and when .. . J ones arrived, ...
General Gomez, ... dictator President, had already taken
... office, ... sword in ... hand, some years before. From
Caracas, ... J ones tumed ... right and followed his man
through ... Venezuela, across ... river Orinoco, and jnto
lovely country, but
Jones
... Columbia. It was
was in no mood to meditate on oo. beautiful and ... aweinspiring. . .. Andes showed themselves before him, like
. . . insurmountable barrier, . . . living symbols of ...
magnjficent and ... powerful. Higher than ... topmost
point of ... Mount Blanc in ... Alps, higher than ... Pico
de Europa in . . . Pyrenees he climbed, until he came
o o
o .
o. o
oo.
oo'
oo.
.oo
oo.
oo.
oo.
oo.
oo'
245
246
ADVANCE COURSE IN ENGLISH
has produced .. . stalemate. Perhaps. .. next. week, 1
shall have ", better luck. And if not ". next week, . ~ .
next week after that. But, in .,. end, 1 shall take one of
dto .... electrIC
' ch'"
" ... en,
you t O oo, gao,
aIr,
1 and , In
Then he invited the two to ... dinner. Mter. .. dinner,
they went to .. cinema together: When ... performance
was over, they found , .. tavern, owned by . . . Seor
Gonzalez, and decided to pass . . . rest of ... evening
chatting, drinking ... ' whisky, and playing . .. cards.
There was plenty of ... material for . . . conversation.
.. . Prince Edward, . .. son of ... King of England-...
King George-was touririg ... South America at .... time,
and .. . whole continerit was exchanging ... anecdotes
about him. Qne of ... two men, who called himself .. ~
Meadows, told ... story of ... cartoon tha~. appeared in
... Washington Post, purporting to represent ... proposed
equestrian statue to ... Prince of Wales. . .. latter was in
Washington at ... time.
cartoon showed ... riderless
horse bucking furiously, with . . . Prince of ... Wales
nowhere ill ... sight. During ... laughter that followed ...
story, Jon~s got up from ... table, and walked over to ...
dog that was sleeping peacefully in ... comer to .... left
of ... door. Without any warning, Jones gave
dog ....
most brutal kick, quite undeserved. . .. dog ran off to
... right, howling. Meadows stared at J ones in ... amazemento "What on ... earth did you do that for?" he
exc1aimed. . .. dog was doing no harm." But ... indignation he showed was nothing to that of ... other man, who
had jestingly called himself ... Q'Donnell, though there
was nothing of ... lrishman or of ... chieftain about him.
This man jumped to his feet with ... blazing eyes, ...
revolver in ... hand. But Meadows was too quick for him.
He sprang at ... angry man from behind, ~md managed
oo.
oo.
247
D.
QUESTIONS
ON
248
249
250
251
are
252
253
254
say, " Let things run their course, " the answer can only
be, " Anything hut that ! "
B.
THE USES OF
255
tM point 01 contempt. E.g., Some man put this advertisement under the door. He is always talking of sotne'
adventure or other of his.
125- "Any" in positive affirmations acts as a kind of
emphatic indejinite. E.g., What will you have to drink ?
Oh, any drink wiIl do 1 That man wiIl steal anything he
can lay hands on.
126. The negative of the indefinite article, and of the
adjective "some," is "no." The negative of the pronoun'
" some " is " none." 1 In English, a double negative makes a
sentence positive. In the construction of a negative'
sentence, therefore, a positive verb must be used in combination with " no " and " none."
Examples.
1 have a dogo
1 have not a dogo
1 have no dogo .
1 want some water. 1 don't want any water. 1 roant no water~
1 want some.
1 don't want any.
1 roant none .
. 127. The determina,tlve "no" and the pronoun
" none" are used emphatically; and, often, to expresS'
indignation. E.g., Of a boy we wiIl say: "He is not a
roan yet." But of a wife-beater: "He is no man!"
Again, a rnoderate drinker might refuse a glass of whisky
with: "Thanks, 1 dan't feel like any. more." But a.
rabid teetotaler would be more likely to exclaim: "1
want none of your poison ! "
128 _ The indefinite article cannot stand alone as a
sort of indefinite-article-pronoun. To the question, "Is
there a woman in the room?" one cannot answer, as
one can, for instance, in some languages, "Yes, there is.
a."
Instead, we use the indefinite-article-pronoun
" one," and say: "Yes, there is one." "No, there isn't
one."
29- That " one" used 'in the aboye manner is not a
numeral, can be seen from the fact that when qualified
by an adjective, it can take the plural formo E.g., What
apples will you have? 1 wiIl have sorne big anes. 1 will
1 When the subject none is the alternative to some representing a
plural noun, the verb should logically be singular; for none tneans
no one. Educated people, however, often make it plural. E.g., 1
wanted apples, but none were on sale.
256
257
13S. " Someone," "somebody," "anybody," and "nobody " always refer to persons, and have no plural form,
except in the special meaning givc:.n below.
136. "Somebody" can have the special meaning of
" a person 01 importance "; and "nobody," that of " a
person 01 no importance." Both can be preceded by an
article, and both can be found in the plural. E.g., His
daughter married a nobody. He thinks he is (a) somebody.
lt is the nobodies who make the world go round. Society
is divided into two classes: the somebodies and the
nobodies.
C.
EXERCISE.
258
259
260
to the ... body - cIass, arid not to the ... body - cIass, the
heJ;l was naturally anxious to prove that she was on the
right side of the line that separated the ... from the ....
When her friends gathered round, the hen would proudly
turn to show them what she had accompijshed. Of
course, there would be ... *ing in the ne~t, and her
riends would begin to cackle with ribald laughter. They
would show her/... merey, because, as 1 have already
hinted, there was ... thing of a rivalry in this matter of
laying eggs. So. .. of them would believe that there had
ever been ... egg in the nest at all. 'Dear me!' the
poor hen would exclaim, '1 could have swom that 1
had laid a lovely ... , but it certainly seems that there
isn't ... there in the nest. 1 must have been mistaken.
1 couldn't have laid ... after al1.' And she would scratch
her head, with her c1aw in a disconcerted sort of way.
Did you ever see ... hen scratching its head? 1 don't
think there is ... thing quite so comical. Anyway, disappointed in her first egg, the hen would sit down and
lay another .. .. This. . . would suffer the same fate.
After she had laid three or four eggs in the same way,
and had called ... of her friends who might be about, to
come and see them on each occasion, her reputation for
veracity would undergo ... thing of a setback. On .. .
days, she would lay as many as six eggs, ... after the ... ,
until she finally became discouraged, decided that she
was off he~ stroke, and gave up for the day. . .. times
my friend would stop the trap working for a day or two,
just to make thero feel that not all their efforts were
wasted. So that they did see ... of the eggs that they
laido If they had found ... at aH, they would have given
it up as abad jobo My friend made ... thousands of
pounds in this way, but his hens suffered a good deal
261
262
263
"D.
26+
ARTICL~LIKE
DETERMINATlVES
265
266
267
268
B.
Pronoun.
Every one
Each (one)
Either
Neither
Neither (excluding both alternatives)
I38. Every can be compounded with " body," " thillg,"
" one," and " where " in the sense of " all (persons, things,
places) without exception." "Every" can also be used to
268
B.
Pronoun.
Every one
Each (one)
Either
Neither
Neither (excluding both altematives)
I38. Every can be compounded with " body," " thing,"
" one," and " where " in the sense of " all (persons, things,
places) without exception." "Every" can also be used to
270
PRONOUN.
Singular.
The same (one)
The very one
Plural.
The same (ones)
The very ones
271
272
145. Other can be preceded by any article or determinative; and can itself be used either as a detepninative
or as a pronoun. E.g., Win you have another drink?
Thanks, another would be one too many. John and
Mary are here. Where are the others? Other people
do not look at it iti the same wa as you do. Sorne people
said one thing; and others sai another. Qne. does this,
and another do es that. 1 did not see any other person
besides AIgy. N o other cheese is good enough. Any
other solution is irnpossible.
Note the following: Every other day, 1 go for a swim,
i.e., 1 go for a swirn every alternate day. 1 saw the
Prince of Piedmont the other day, i.e., 1 saw him a few
.
days ago.
C:
273
274
275
276
277
278
D.
1.79
THE ADJECTIVE
The influence of the type of sentence used-negative,
interr.ogative, or positive-on the use of much and many,
should be stressed in the study of pars. 166-168.
280
A.
281
10.
282
the
284
285
you're the well-off one amongst us; for with that story
you certainly deserve to have to pay for the drinks:"
There was a chorus oi assent from the others; and
Grey took it with a good grace. "In for a penny, in for a
pound ! " h said. "We mayas well have a last round
before -1 set~le up. What'll it be ? "
" 1'11 have a light ale," said Brown.
" 1'11 have a brown," added White.
" The same for me," said Blue.
" AlI right," said Grey good humouredly. He 'was a
good loser, and never backed out. And then, to i:he
barman: "Two light ales and two brown,ifyou don't mind."
And that settled that.
B.
Plural.
These (near me)
Those (further from me)
Examples.-This cat is an Angora, and that is a nondescripto These dogs are spaniels, and those are bloodhounds. (See also pars. 258-259, page 360.)
147. The possessive adjectives agree with the possessor
in number, and, in the third person singular, in gender.
Examples.-One possessor.
la
1
.
. It is my heno
You .
It is your heno
He
. It is his heno
She .
It is her heno
It
It is its heno
One
. It is one's heno
More than one possessor.
We.
It is our heno
You.
. It is your heno
It is their heno
They
286
ADVANCED COURSE IN ENGLISH
The possessive adjective is sometimes used to indicate
personal or specialized knowledge. E.g., Kipling knew his
India. 1 know my Mary, i.e., She being my wife, 1 am
supposed to have specialized personal knowledge of her.
He is beginning to forget his Gehnan, i.e., He is beginning
to lose the knowledge of German which he personally hado
148 . .Possessive adjectives are made emphatic by adding
"own," and more emphatic still by adding "very own."
E.g., This is my ow1t heno That is his very own house.
He wants to have his very own car.
149. AH other adjectives are invariable for getder and
for number.
E.g., It is a w/zite CQW.
They are white cows.
It is a black bullo
They are black btuls.
150. Adjectives usually precede their nouns, even when
such adjectives are themselves tnodified by adverbs.
E.g., He is a nice mano He is a very nice mano He is a
most extraordinarily nice mano
Exceptions: He ofrered the retort courteous. He was
tried by court-martial. The adverb is the knight errant
of the English. sentence. That is a fraud pure and
simple. The nation inakes up the body politic. Only
heirs male can inherit a title. Attentions so unusual
disconcert me.
151. The word "general" often follows its noun in
official titles.
E.g., The States General govemed
Holland. He has been nominated Governor General
of Nigeria. Brigadier General, Major General, and
Lieutenant General, are English military titIes. The
Attorney General and the Solicitor General are the first
and second Iaw officers of the Crown, respectively.
152. A rather literary form is: Peter is interested in
things Polish, i.e., He is interested in everything which
concerns Poland. He is interested in problems intellectual and moral.
153. Cardinals used ,,'nstead of ordinal$ are placed after
287
288
THE NINETEENTHLESSON
289
tum
to look
to
to grow
to seem
to become
to go
The
1
verb "be" meaning "exist" is not a lin.'k verbo E.g., To be
or not to be: that's the question.
290
. il1any.
A large number of
A good number of
l'1uch or 111any.
A 10t of
Heaps of
A great deal of
Plenty of
Examples.- Is there mueh money in the till? There is
not mucho There is a great deal. 1 am not sure if there
is mueh money left. 1 wonder whether many people
heard his speech on the wireless. 1Wueh still remains to
be done. Many think that the economic situation will
improve. Many people think that there is room for
improvement. He drinks too much heer. PIease tell me
how mueh coal 1 will need. He has so mueh money that
he does not know what to do with it. Nlanya mn has
died of fever on the Gold Coast. M y father gave me
1
2 S~
291
C.
292
293
THE ADJECTIVE-contz'nued,
This lesson will be of help to those students who have
.been disconcerted at coming across what seems to be a
number of nouns strung together in an expression 'like,
a London shoe-shop plate-glass windfYW-pane. Until the
construction comes naturally to him, it is a good idea to
attack it in reverse order. E.g., The pane of a windfYW made
of plate-glass belonging to a shop in London where shoes
are soldo
Such long combinations are, however, less usual. It
is more frequent to find them in twos and threes, e.g., a
brick wall, a glass door-handle.
.
In pars. 172-178, the position is taken that, in an
expression like a brick wall, the word brick is a noun
used as an adjective. There has been keen controversy
over this point. Professor Sweet maintained that brick
in this case is not an adjective, because adjectives ha~e
comparative and superlative forms, and one cannot say
bricker, brickest. But there seems to be no doubt, from
294
THE ADJECTIVE-continued
A.
295
296
297
ADVANCED COURSE
IN ENGLISH
,
B.
AD]ECTIVE-continued.
169. Adjectives derived from the names 01 materials
are often used only in. a figurative sense. The following
are a 'ew:ashen.
leaden
flaxen
wa."i:en
silken
brazen
golden
glassy
Wlry
flinty
Examples.-During the air raid the people, in 1eir
terrible fear, turned their ashen faces to the leaden skies.
We say of an impudeIl:t or shameless girl that she is
brazen; and happy husbands, in moments of humour
or of extreme sentimentality,. may be heard referring to
silken bonds of matn.mony. Everybody has heard of the
goMen age, and of the Girl with the Golden Volee. It
is she who gives you \ the time on the telephone, if yOl!
want ita Waxen features and a glq.ssy .stafe are the
charactetistics of a dead person
THE USES OF THE
299
300
301
C.
PASSAGES
l. When did we find ourselves in our new flat? Who
302
303
304
was Spanish, and laboured under the delusion that oatmeal porridge was 'a kind 'Of soup. So she want~d to
flavourit with garlic and olive oil, because, so she said,
this would make it tastier and more wholesome. When we
answered that it was nicer with sugar and milk, she was
more sorrowful than angry at our ignorance. The more
we insisted, the more sorrowful she became. It was even
more difficult for her to understand that tea was not a
medicine. She was most sorry for us at the amount of it
that we had to drink, and expected to see us growing
feebler and feebler every day. If she was told to make it,
the order calIed forth anxious inquiries about our digestion,
for our health was oremost in her mind. 'She had the
idea that tea was a purgative. 1 believe the chemists sold
it as such. 1 really have the impression t~t she thought
the amount of it that we had to drink was a reflection on
her skill as a cook. She could not get it into her head
that we drank it for plea~;mre.
She liked to keep open house for her elder and younger
sisters, and for her friends; but she was more than considerate in the matter. She would invite them only when
she was absolutely sure that we would be out. Sometimes
we would turn up unexpectedly, to her great embarrassment;' and then the party would JlUrriedly break up.
We forgave her a lot, because she was the best of workers.
Her name was Maria Dolores, but she was a good deal
cheerfuller than the name might suggest. In her more
expansive moments, she would even burst forth into song.
It was her way, 1 suppose, of using up her superfluous
energies. The worst of it was that she was always flato
But she meant well, poor thing. When she 'Vas in this
mood, the only thing to do was to beat a hasty retreat
into the street.
30S
306
B. How
307
tender
polite
pleasant
severe
complete
narrow ,bitter
cheerful feeble
minute
simple
clever
Examples.-The Zulujs a nobler type than the Hottentot. It would have been politerro keep silente This
will probably be a severer winter than the lasto He has a
completer understanding :of the problem, than 1 have.
She swept the minuter particles of dust into the dust pan~
Peter is far abler than John. Thls meat is tenderer than
what we had yesterday. The Straits of Gibraltar are
narrower than the Straits of Dover. Some beer is bitterer
than other kinds. It would be simpler to take the underground, if you want to go there quickly. Some people
are crueller to children than to dogs. 1 find it pleasanter
to stay at home with a pipe and a book, than to go to
the cinema .. Charles seems cheerfuller, now that he has
got over his money troubles. His grandmother grows
feebler every day.
(d) AH other adjectives of more than on syllable are
preceded by "more" and followed by ~'than." E.g.,
Brighton is interesting, but Eastbourne is a more delightful
plac. My book is more interesting than yours~
(e) Notice the constructiQn " more than" followed by
an adjective. lt is equivalent to " extremely " or " very.''.
308
E.g., She was more than pleased with the resulto He W;.b
more than considerate. 1 am more than obliged to you.
1&t. The comparison of inferlority takes " less " befo re
the adjective, and " than " after it. E.g., It is less rain)'
in England than in Ireland. It is less hot in London
tban in Tetuan. (In eonversation it is more usual to tum
the eomparison of inequality into a negative comparisoll
of equality. E.g., It is not so rainy in England as in Ireland.
It is not so hot in London as in Tetuan.)
185. The superlative of superiority is used in the comparison of more than two.
(a) Monosyllabic adjectives, except "just," take the
suffix "est." E.g., 1 am the shortest man in the room,
and James is the tallest.
(b) Adjectives of more than one syIlable which eud
in "y" ehatlge this "y" ;into "iest." E.g., This is the
happiest day of my life. You are the loveliest woman 1
have ever n:tet.
(e) The dissyllabie adjectives listed in par. 183 (e) ften
add "est." E.g., He was the noblest Roman of them aH.
Chesterton was Shaw's severest critie, but they were
great personal friends. The minutest grain is larger
than an atom. Cresar was the ablest general of his time.
I have nothlng but the tenderest feelings towards you.
He is the narrowest-minded person I have ever meto
This is the bitterest medicine 1 have ever tasted. The
simplest thlng to do would be to stay here. The cruel/est
judge in English history was Jeffreys. That is about the
feeblest excuse 1 had ever heard.
(d) AH other adjectives of more than one syllable are
preceded by " most," save those to be noted among the
following exceptional forms :aftermost
hindmost uppermost
furthermost
nethermost foremost
topmost
ttermost
inmost
outermost
utmost
Examples.-This was the foremost man of all the
world. Every man for himself, and the devil take the
THE TWENTY-FIRSTLESSON
309
310
. C.
3II
312
313
314
315
316
B.
o Nought, zero.
I One.
2 Two, twain, a couple, a
pair, a braceo
3 Three.
4 Four.
5 Five.
6 Six.
7 Seven.
8 Eight.
9 Nine.
lO Ten.
I I Eleven.
12 Twelve, a (one) dozen.
13 Thirteen.
I~ Fourteen.
317
15
16
17
18
19
318
319
1000
320
321
322
323
1 The omission of the article is American . E.g., December twentyfirst. But we may write .. December 21st!'
324
two inches long, i.e., 5 ft. 7 in. X 6 ft. 2 in. The length
of the room is ten feet nine. lt is ten feet nine inches long,
i.e., 10 ft. 9 in.
C.
325
326
327
NOUN CLAUSES-INTER-
328
329
330
B.
PERSONS
Subject
who
that
ALL NOUNS,
Objett
Possessive
Subject
Object
whom
whose1
which
which
tbat
that
that
Adverbs: where, when, why, as.
Examples .-He is the man 'lOho speaks English. That
is the dogo 'lOhich bit me. He is the man that speaks
331
332
220.
333
to-day," the answer may be, "1 don't know whic~ Mr.
Brown you mean." This when the hearer refers to one
of a limited group of Browns known to h~'mself and the
maker o/ the statement. In the same way, " I don't know
which to think " indicates the existence of a limited group
o/ possible opinions to choose from. Again: 1 couId not
tell which was which, i.e., There was a limited group of
things so alike that it was difficult to distinguish the one
/rom the other.
225. " What," when 'introducing a noun clause, is
not limited to a group rothin a category. I t is limited onIy
by the category itself. E.g., Tell me what the news is,
i.e., The news may be anything. I don't know what to
think, i.e., No Jimited group o/ possible opinions has as yet
336
colours.
. 235. Parenthetical sentences expressing irony, or
indifference, or contempt, are usually placed at the end 01 the
principal sentence. They are introduced by :whoever
whichever
whatever
wherever
whenever
however
t
Examples.-He says that he is a Positivist, whatever
that. means. I am not interested in your story, whatever
it is. Me says that he is going to Equdeni, wherever that is.
John says that after dinner you weigh less than before,
however that can he. Peter says that he will pay his debts
sorne day, 'lOhenever that will he.
C.
EXERCISE ON LESSON
23.
337
338
parts of Mrica ... Europeans have made the most ostentation of moral motives, are the very parts ... the blacks have
been, and still are, the most shamefully oppressed.
" ... ever can this be ? "the reader will exclaim in wondermento ". " is the reason for such a contradiction, and
... fault is it, the code itself, or neglec..t in applying it ? "
For the statement sounds strange to those ... feel that
ethical codes can, as such, be productive of nothing but
... is good. But this need not necessarily be so. . .. is it
that gives value to an ethical code? It is the fundamental
idea-religious, philosophical, or ... ever it may be-on
. .. it is based. And the ethical code of ... we will speak
first had a religious foundation. For it happened that
the first Europeans with ... the Bantu tribes first came
into contact-i~ is unnecessary to say .~. Or ... ~
Europeans . were-believed in predestination. . . . is
predestination, and ... idea was it? It is a religious
dogma ... was once very widely held, and according to
. . . a11 men, ... ever and ... ever they are, are divided,
before they are born, into two classes, of ... one consists
of the elect, ... are predestined to go to heaven when they
die, and the other of the damned, ... are irrevocably condemned to hell. This doctrine, with ... justification is
immaterial, was attributed to St. Augustine.
The only question for the whites ... first came into
permanent contact with the Bantu was, ... had God predestined to heaven, and ... had He condemned eternally
to hell? The question was soon answered. I t was the
easiest thing in the world for the whites, ... , after a11,
were naturally prejudiced in their own favour, to find
convincing reasons ... they themselves should constitute
the band of the elect, and ... it was the blacks to ... the
doubtful privilege had been given of belonging to the
legion of the damned. But, the reader will ask, ... dId
339
this question, ... , after aH, concemed the next world only,
afi'ect the position of the blacks in this. It was very simple.
The whites, ... logic left nothing tobe desired, went
further. Since, so they reasoned, God has condemned
to hell all those to ... He has assigned a black skin, it
must nlean that He does not love them. How could He
love people ... He has condemned to so terrible a tate ?
And if God does not love the blacks, ... ever should we ?
To the people of ... 1 am speaking-I repeat that it is
not necessary to say ... they were-there seemed to be no
reason ... ever ... they should. And from... has just
been said, it will be understood why the blacks were
considered as little more than wild animals, . .. it was
licit to rob and enslave. Though given the category of
human beings, they were regarded as wretches ... had
been outlawed by, the wrath of God, and were denied ...
the Middle Ages had conceded even to the serfs. They
were denied elementary justice. People well might
exclaim, " ... ever could anybody put so great and beautiful
a thing ... religion to so horrible a use?" ... ever were
these whites, anyway? But it is a truism that the more
beautiful a thing is, the more it can be degraded. It i~
also a truism that people ... give a disproportionate value
to any article of a philosophy or creed, are always guilty of
excesses on that point. The Greeks, ... reduced the love
of nature to a cuIt, committed the most unnatural crimes.
And those ... make ethics 3D end in itself always violate
the canons of moraIity die most shamelessly.
To-day, there are few ... accept the dogma of predestination in its original form, even in Africa. Bu t the
conduct of the whites to ... reference is being made has
not changed radically. . . . has changed has been the
basis of the ethical motive ... such people ofi'er as the
reason ... they do not restore the rights of ... the blacks
340
o.
o. o
341
is. At least, so the white men about ... we are talking say.
If you ask them ... ever anlong the great scientists has
advanced such a hypothesis, the consequences of ... are
so far-reaching, or ... it can be proved, they are inclined
to be vague. Or they quote sorne local savant of ... the
rest of the world has never heard. But sarcasm apart ...
is the glandular theory? According to its author, ... ever
he may be, the glands of an African black are different
from those of a white mano ... is more important still,
this difference, ... ever it may be, makes the black definitely
inferior to the white in ,social, political, and economic
capacity. . .. is the consequence for the black man? It
means that the black must never mix in white society;
he can never leam ... to govern himself, and therefore is
unfit for any poltical rights; he is suited only for ... ever
rough or meniai work the whites disdain to do. This
really means that all black men, ... soever they may be,
and ... soever their talents, are really sub-human. In
good ethics, it is only true humn beings of ... it can ;
said that they have any social or political rights at all.
The blacks, being sub-human, hav~ none, ....ever their
intelligence or industry in individual cases. The results
can best be left to the imagination. If a black man were
asked . . . he prefers, predestination or. the glandular
theory, he would assuredly have no hesitation ... ever. He
would answer ... anyone would answer in his placepredestination..... ever cruel and ruthless the doctrine
of predestination was, and ... ever its consequences, it at
least left the black man aman. And even if there were
any proof ... ever for the glandular theory, ... there is not,
its cruel applications in Mrica would still be a disgrace
to the human race, ... ever its scientific justification. In
the parts of Mrica .. : the glandular theory is accepted,
there are legally recognized societies for the prevention of
342
343
.D.
Describe Mary's appearance. Whom was she contemplating? What did Mary's friends call her? Why
344
345
346
little use when there are no crews left to man her. Even
to-day, if you travel on an English tramp, especially in the
East, the chances are that you will find her crew to consist
of Lascars or Chinese.
The fact is that to have a baby in England is to let
yourself in for a lot f expense. 'we do a baby very-;di
in this country. We generously feed it on the fat of the
land. We clothe it warmly and educate it expensively.
lt is, in fact, a standing puzzle how most parents come by
aH the money necessary to do all this. If, as they say,
England won her battles on the playing-fields of Eton,
it only goes to show the price at which victories must be
bought. Children, like wars and wives, run into a lot
of money. Later, if you' are rich, ~hey ron through it.
Some go so far as to say that you get more out of pets ;
and, of course, they do not cost nearly so mucho lt was
Mark Twain who eyn ieally remarked that a dog has this
advantage over a man-and, l suppose, over a babythat the dog is sometimes grateful if you do some Httle
thing for it. Even my car is more satisfactory. At least
she runs weH, and takes me where l want to go, insteaq of
my having to take her. And if l sleepily wake to an
unholy howl in the middle of the night, it is the baby,
not the caro But it is the baby who is monarch of aH it
surveys, in the house. We shamelessly pet it and systematically spoil it. We ineontinently fuss over it and humbly
wait on it, just as though it could never disappint or pain
us, or ungratefully desert us, after we have lovingly reared it.
Why do the modem English not have babies? There
is a real shortage, though t used not to be so. Victorian
mothers would have them by the dozen. One strong
reason why modern wives draw back from having them,
is that they do not feel up to facing the p~in. The modem
English woman will say, in self-justification, that the
347
348
are cheap, and have this merit, that they really do educate.
If parents had no altemative but to send their children
to them, they would not be faced with the unhappy
choice of having either to cut down their personal expenses
to a cruel degree, or cut out babies. As things are, you
let yourself down in the eyes of your friends, if you send
your children to a Council School. Nobody seems to
have the courage to stand out a~inst this convention or
throw off its shackles.
Finally, there is the fact that, in England, most people
marry for love, or try too Such people\ are often almost
piteol!sly afraid of having children. For there is a widespread belief that as children, under existing economic
conditions, almost Invariably bring poverty and drudgery
in their train, they innocently kilI the romance that
sentimental, English couples so ardently long foro "When
poverty," says the proverb, "comes in at the door, love
:fties out at the window." At best, so such people believe,
children are at least liable to come between husband and
wife, because they tend to\tum the affection of the father
and mother fr each other into other channels. This is
a very common opmlOn. It seems to derive from the
fact that in England, people w~lI no longer accept the
propagation of the human race as one of the primary
reasons for the existence of the institution of marriage.
They consciously place the emphasis Ol} what used to be
the secondary considerations of mutual lov~ and companionship; and natu rally look with suspicion on anything and anybody-children included-that may possibly
come between them and the realization of this ideal.
B.
349
350
C.
351
352
353
354
355
In
356
357
B.
358
or
more subjects of the same verb, one of the aboye compounds of " self" is often used. E.g., John, Mary, and
myself were at the dance last night. Peter and yourself
are very much alike.
NOTE.-I am not myself to-day, z'.e., 1 am not in my
usual health. Be yourself, z'.e., Be normal, be natural.
UvO
359
250. When a pronoun is used as a predica te lor purposes 01 identification, the direct-object lorm is often used
imtead 01 the nominative, even by educated people. E.g.,
Who is it? It's me~ (It is l.) lt's him. It's you. lt's
her. It's uS. It's them.
25J:. Possessive pronouns take their number and
gender from the possessor.
One
More than
Possessor.
One Possessor.
First person .
.It is mine
lt is ours
Second person
.
lt is yours
lt is yours
Third person (' masculine ).
1t is his
lt is theirs
1t is thezors
Third person (feminine) .
lt is hers
252. Emphatic possessive : lt is my own.
.
lt is our own.
lt is your own.
lt is your .own.
lt is his own.
lt is the'ir own.
lt is her own.
lt' is their OWll.
lt is its own.
lt is thez'r own.
This form is made more, emphatic by placing " very "
before "own." E.g., lt is my very own. lt is your very
own. It is his very own, etc.
o
01 '\.'ours"
-
and similar'
360
C.
. 361
she say? What did Muriel cry to this? What did she
not wait to do? How did she explain her previous silence ?
How did she announce her fianc's name? What did
Mary begin to do? What did she exclaim? Who would
be surprised? Who was Angela? What did Mary
think everybody would do? Did she care? Why not ?
What did Muriel think they ought to do? What- did she
consider her mother's probable attitude? . And her
father's? What did she remember .him saying years
before? If he repeated this, what was she going to answer ?
What did Mary herself think about the difficulty Muriel
foresaw? Did she think her father stiU had such ideas ?
Why would he b~ glad to get them off his hands? If
he did make a fuss, what would happen? What, in any
case, did Mary believe? How did she convey that both
boys had prospects? What statements did she end' up
with? How did Muriel agree? What did she think of
her father's ultimate attitude to the boys ? Why? So
what did the girls go off to'do? What did they hope ?
Did they want to be cut off with a shilling? What other
considerations influenced them? Is money always usefui? What did they do very diplomatically? N eed they
have worried? What happened to Mary aQd Muriel
in the same church and on the same day? Was the affair
successful? Where was it mentioned? What did the
brides say about this? What is. on record? When did
Muriel have her first confinement? Where? Why?
'Vhat did both safely give birth to? When? Whom
did the' twins look like? How much alike were the
fathers ?Wha.t happened over the question of names ?
What did Muriel say? In what words did Jim express
his opposition? What did Muriel stick firmly to? What
did she answer coldly? Why was she glad? Why was
she ashamed of Jim? How did Jim excuse himself?
What went on in the next room? Why were Bill 's twins
called Margaret and Dorothy? What did Bill sourly
remark, before he gave ip.? What were both men finding ?
What did trouble unhappily aris!! over? When? Why
were Jim and Muriel constantly having arguments? Did
36z
363
364
365
366
MASCULINE,
FEMININE,
AND
COMMON
NAMES
OF
PERSONS.
260.
I
Masculine.
male
man
youth
lad
1, fianc~,
Common
(Singular).
Feminine.
female
woman
maid,
young
girl (1)
\ lals
fiance
adult, grown
up
young person
Common
(Plural,).
!
adults, ... grown I
ups
young people
\
'
...
young folk
:
sweetheart (2) I engaged C9uple,
l. lovers
I
(1) 'r'his use of" maid" is now limited to dialect and to literature.
(2) Used mainly in tenderly intimate language, as between husband
and wife, or two lovers.
Common
(Singular) .
Feminine.
367
Common
(Plural).
...
...
swain (3)
ather
husband,
Benedick (4)
grandfather
(5)
boy (6)
kinsman (7)
wench
mother
wie
parent
spouse
parents
married couple
grandmother
grandparent
grand parents
girl
kinswoman
child
relation
relative
son
daughter
child,
offspring
.. .
unc1e
aunt
.. .
nephew
nlece
cousin
cousin
COUSln
papa, dad,'
mama,
daddy
mummy
father-in-Iaw mother-in-law
(8)
natural son
natural
natural child,
daughter
bastard
(9)
widower
widow
l'
tutor
I govemess
bachelor
spinster,
1 unmarried
I old maid,
I person
unmarried
woman (10)
...
Lord Mayor Lady Mayoress I
children
kindred, relatives
kith and km,
kinsfolk
lssue, progeny,
offspring,
I children
....
...
...
cousins
...
in-laws
...
natural children,
bastards
...
....
....
...
unmarried
people
...
368
Masculine.
Feminine.
gentleman
lady
sir
Sir John
Smith (XI)
Mr. Brown
(13)
Master
Brown(I4)
footman,
Iackey,
valet, man
man servant
butler
madam
Dame EUen
Terry (12)
Mrs. Brown
chef, cook
sloven (17)
earl
knight
king"
lord
Miss Brown
(15)
maid
woman servant
housekeeper
(x6)
cook
slut
countess
dame
queen
lady
Com",on
Common
(Plural).
(Singul~).
...
...
gentlefolk,
mee people_
...
...
...
...
...
...
...
servant
I servants
servant
...
servants
cook
...
cooks
...
...
monarch
aristocrat,
noble
...
...
...
,
...
monarchs
nobles
...
...
artiste (x 8)
artist
...
...
emperor
empress
...
I
...
murderer
murderess
...
I
prinee
prineess
,I
...
...
marquis
marchioness
...
...
duchess
duke
...
.
abbot
abbess
...
nun
friar, monk
mistress
.employer
employers
master
...
...
witch
wizard
...
...
landlady
landlord
... . _-------...
bridegroom
bride
(n) ce Sir" used before a Christian name is the title of knights
and baronets. The Christian name must never be omitted. Sir John
Smith's wife is Lady Smith, or Lady Mary Smith.
(X2) "Dame" is-a title for women, and is more or less equivalent
to that of knight. The Christian name is usually used with it.
(X3) " Mr." is never used without themrname. So aIso with" Mrs."
(14) Used in addressing letters to youths still at school.
.
(15) Used also in addreSsing letters to the eldest unmarried sister
in a fami1y. Younger sisters are addressed by their Christian name
also. In conversation, " Miss Brown " may be used for aH.
(x6) This tenn js used aIso of men in charge of blocks of office
buildings or Bats.
(x7) Both " s/oven " and " s/ut " are tenns of contempt. "Slut"
is particularly strong.
(18) Used in the feminine with reference to women 'perfonners
in variety entertainments, circuses, etc., and often of men in the same
circumstanees.
...
...
..
369
13
370
371
372
PROSE P ASSAGE.
301.
373
374
ADVANCED COURSE IN
~NGLISH
375
376
377
378
379
380
381
382
put the case in all its naked crudeness, and his father
finds the explanation rather fishy (par. 3I1).
From the.. table, it will be guessed that it is dangerous
to call an Englishman a skunk or a jackal (pars. 298-299)'
He would take the law irito his own hands at once.
In the saloon-brawls of the Wild West, when bullets
have been flying about, many a man has saved his life
by playing possum (par. 300).
A man suddenly taken from darkness to strong light,
blinks like an owl. SolemnIy stupid people have owlisk
expressions; and others are as short-sighted as owls. lt
is one thing to be owlish; it is quite another to be as wise
as an O'W[ (par. 31).
Little girls are expected-or used to. be---to be as
quiet as mice. They seldom really at.e. Sometimes th~y
have mouse-coloured hair (par. 302).
Scott says regretful1y of the Ancient Minstrel :
" N o more, on prancing palfrey borne
He carolled, light as lark, at mom."
The Minstrel, of course, was no longer yo'V-ng; and
his digestion was probably defective in consequence. He
therefore no longer felt as cheerful as a lark when he got up
in the moming. Early risers get up with the lark; and
practical jokers get up to larks. When you do something
to get a laugh out of it, you do itfor a lark (par. '305).
Usurers and others who prey on their distressed victims
are vultures (par. 306).
The ideal detectiv~ has, of course, the eye of a hawk
(par. 308); and is as vigilant as one. There is something
of the eagle about him (par. 307), with his piercing eye,
and the way he unexpectedly S'Woops down on the unsuspecting criminal like a bolt from the bIue. Aman who sells
things in the street or from door to door~ is a hawker.
Many would-be prima donnas have the impression
383
384
B.
Male.
26~~)
Boar
:.&66.
Hog
267
Buck,
stag.
hart
Female.
h
I
Commo. ) Collective.
Motion.
Pig,
porker
-(pork)
Wallow
Sound.
Home.
Traits.
268.
Sow
...
Doe
Bull
Cow
...
a6g.
Ox"
27
Bull-ca1f
Heifer
271.
Cock(3)
Hen (4)
Herd or
drove of
swine
...
Grunt,
squeal
...
....
...
Covert
I (pork) I
...
Deer
(venison)
Herd of
deer
Leap
(beef)
Kine;
Herdor
droveof
cattle
Charge ; Bellow ;
rush ;
roar ;
amble
low;
moo
Wild .. ; savage ;
contemptible;
dirty, fato
Sty
...
FIeet; timid;
gentle-eyed .
;
(beeO
...
...
...
Calf (veal)
....
...
...
FowI;
Poultry (S) Strut,
chicken
scuttle
(chicken)
Byre
...
...
Crow,
cluck, Ro<..
cackle
Thi ck n e e k-;
angry .; hates red
r ag s ; mute
patience ; ungraceful.
Strong; easily
driven; dumb.
Immature; plump.
Aggressive ;
domineering ;
motherly ;
fussy.
Male.
FemaJe.
Castrated.
(1) The words in bracItets show the names of the animals' meato (2) Diminutivs: sucking-pig, piglet. (3) Diminutive:
cockerel. (4) Dimioutive: pul1et. (.5) PoulIf"3I abo meaus edible domestie birds of any kind, and their meato Henee
.. poulterer.';
'
:t
Ul
Ul
<J.)
00
V"
<J.)
272.
Colt
Filly
CommJ~~
...
273
Dog
Bitch
Dog(6)
Male.
Female.
COllectiVe./ Motion.
...
Gallop
Pack
Run,
slink
274
Drake
Duck (2)
275
Gander
Goose(3)
276
BullCowelephant elephant
277
Drone
Queenbee
...
...
...
Bee
~w~e
...
Herd of
elepbants
Swarm
Sound.
Waddle
...
I
Flit
Whinny
o
Home.
...
Whine,
Kennel
bark,
whimper,
snarl,
growl,
hay,
howl,
ay
Quack
Quack
Trumpet
~
drone
...
...
...
Traits.
Playful ; longlegged.
Faithfl ; contemptible ; immoral ; pathetic
eyes .; bates cats ;
snaps.
00
0\
8e
~
00
Lovable"; back
impermeable to
water."
Foolish.
Strong; big;
clumsy.
t"l1
z
~
Q
t"'4
1-4
00
::r:
Hve
278
Stallion
Mare
279
Gelding
280.
Ram.
281.
Wether
282.
Stag
...
Ewe
....
Horse
...
Drove of
horses
Prance,
kick,
buck,
waIk,
trot,
canter,
gallop
Neigh,
whinny,
snort
...
...
Bleat
'"
Sheep(4)
(mutton)
Flock
Run .
(niutton)
...
...
Hind
(venison)
283
Billygoat
Nannygoat
Goat(S)
(goat's
" ~eat)
284
Cocksparrow
Hensparrow
Sparrow
z84s
Buckrabbit
Doerabbit
Rabbit
Herd of
stags
"Flock: or
herd of
goats
Spring,
run,
leap
?
...
Flock of Hop,
jump
sparrows
...
Scuttle,
scurry
Stable
Faithful, strong,
intelligent.
1-3
::r::
...
Fold
BeUow
...
...
Bleat
...
...
".
Twitter,
cheep
...
Squeak,
squeal
Warren,
burrow,
hote
...
t21
...
00
poi.nted
Undersized, pert.
'CJl
'CJl
Male.
Female.
Castrated.
(1) See footnote, page 385. (2) Diminutive: dwltll",. (3} Diminutive: gOlliflg. (4) Diminutive: lta1ltb. (5) Diminutive:
Idd. (6) Diminutives: puppy, cubo This latter word js also cQmpounded with lion, "fer, _". flJol/, lo~, to fono their diminutives.
E.f., tig,,.-cub.
Z
w
00
.....
Male.
285
286.
Jack-ass
Tom-cat
Female.
She-ass
She-cat
Common. Collective.
Motion.
Ass,
donkey
Kick,
buck,
waIk,
trot,
canter,
gallop
Bray
Creep,
prowl,
pounce
Mew,
. purr,
squall
caterwaul
...
...
Cat (I)
Herd or
drove of
asses or
donkeys
...
SOllld.
H<BIle.
Stable
.-
287.
Pea-cock
Pea-hen
Pea-fowl
...
Strut,
preen
Cry
z88.
Lion
Lioness
Lion
...
ProwI,
spring,
pounce
Roar,
289
He-bear
Amble,
shufHe
Gruilt,
growl
ago.
Tiger
She-bear
Tigress
Bear
Tiger
...
...
Creep,
prowl,
spring,
pounce
Den
growl
Purr,
growl,
snarl,
roar
...
Lair
<J.)
Trai.. ,
Stupid; long ars;
foolish laugh.
>
t:j
<
~
Q
t:j
Proud, vain.
Ul
c::~
tr.l
1-4
~
c;)
t"'4
1-4
Ul
=r:
291
Dog-fox
Vixen
Fox
292
He-wolf
She-wolf
Wolf
293
Hemonkey
She- .
mOnk:ey
Monkey,
ape
294
Buck-rat
I;>oe-rat
Rat
295
24)6.
Turkeycock
...
...
2.97
Lynx
...
298
Jackal
...
299
Skunk
1)
Parrot
...
Diminutive : 111#...
Pack
...
...
Turkey
Turkeyhen
...
...
'"
...
...
Run,
slink
Bark
Hole
Lope._
slink
Howl
Lair
Treacherous, cruel,
rapid eater, moves
with a pack.
Scramble, . Chatter,
climb,
gibber
swing
...
...
...
...
...
...
...
...
Male.
Slink,
prowl
...
Female.
Squea~,
Stick
Mischievous, ugly,
upsets the works.
Hole
squeal
Gobble
Squawk,
screech
...
Howl,
bark
...
...
'"
...
Sharp-eyed.
...
Coward.
t-3
g;
~Z
t-3
~
00
t'1j
Z
t-3
=r:
00
00
'"
Common.
300
Possum .
3:1 IOwl
Motion.
...
...
Sound.
Home.
...
...
Squeak
Hole
Quiet, timid.
33
Hedgehog
304
Porcupine
35
Lark
Soar
306
Vulture.
Hover, soar,
swoop
307
Eagle
Hover, soar,
swoop
Scream
308
Hawk
Hover, soar,
swoop
...
309
Nightingale
....
3:10.
Hare
Run
3n .
Fish
Swim
...
...
...
.. ,
...
...
...
Eyrie
~~
Warble
...
...
.
...
...
...
Carol, sing
Nest
Mouse .
...
...
'8
Traits.
Screech, hoot
302.
Creep, scurry
finds victim
-
8c::
~
t.r.1
.....
Z
t.r.1
G')
~
.....
00
::t:
312.
Bel
3:13
Herring
3:14
Dove
3:15
Stork
3:15- Weasel .
3:16.
Ferret
3:17
Snake, viper,
serpent
3:18.
Ostrich .
3:19
Gull
320
Wriggle
...
...
...
Flutter
oo.
...
...
Creep
...
Strong smell.
oo.
Hiss
-
...
...
Sharp.
oo.
Good investigatr.
...
...
...
...
Snail
...
...
."
32:1
Sloth
322
Swallow
...
...
I
J2ZB Bat
...
...
oo
oo.
Brings babies.
tongue;
Treacherous ;
forked
tempts; hypnotizes birds.
...
...
...
Cote
Coo
...
~
...
.. .
oo
...
Easily deceived.
Moves slowly. Draws in its horns
and retires into its abell when
disturbed.
1. Lazy.
I Skims
gracefully over the surface of
the water.
I Blind.
t-3
::I:
t.r.1
~
;
t-3
::I:
CIJ
00
ti.)
\O
....
392
C.
Write SENTENCES which contain the following ideas :l. Aman making a gruff exclamation.
2. A dirty
home. 3. A cowardly man crying out in pain. 4. A
man fond of dirt, scandal, sentimental novels. 5. An
unreasonably obstinate mano 6. A p.erson in a small,
over-fumished room. 7. Balll of crude iron. 8. A strong
mano 9. The noise made by an angry' mano 10. An
insignificant mano 11. A thick-necked mano i~ An overimpulsive mano 13. Rising prices on the Stock Exchange.
14. People who cause such rises. 15. ':fhe effect of bringing
someone in contact with his" bete noir." 16. The Chicago
Wheat Exchange. 17. The face of a strong, stupid,
spiritless persono 18. A person whose clumsiness of
movement is destructive. 19. A person who attacks a
difficult situation directlY and resolutely. 20. A person
faced with two altematives, both bad. 21. A plump girl.
22. A young boy in love for the first time. 23. An early
riser. 24. The walk of a vain mano 25. A victor's selfsatisfied, triumphant remarks to his beaten opponent.
26. Aman who dominates in a certain place. 27. Aman
who shows an attitude of superiority. 28. An irritatingly
self-confident mano 29. A fussy old lady. 30. The
shrillloud voice of a fussy old lady. 31. The husband of a
nagging wife. 32. A glaringly untru~ story. 33. An
American drink. 34. A man whose expression is humble,
faithful, and pathetic. 35. A tenacious mano 36. The gruff
noise aman makes if you disturb him reading. 37. The
tone a man uses to tell his children to make less noise.
38. A bad-tempered woman's way of talking to her
husband. 39. The sound a bad-tempered man uses
when he refuses to lend you a fiver. 40. A coward under
punishment or rebuke. 41. Bad singing. 42. A fierce,
merciless mob. 43. The mob in pursuit of somebody.
44. A female dogo 45. A person who has something he
cannot use, but will not give it to someone' to whom it
would be useful. 46. Hot, humid days. 47. Following a
393
394
395
396
A.
PROSE
PASSAGE.
397
398
399
400
B.
401
indexe,.
14
402
See page
291,
footnote.
403
damages' (compensation)
troops (large\body of soldiers)
hangings (curtains)
respects (homage)
sands (beach)
effects (entire property)
airs (affectation)
irons (fetters)
leads (sheets of roofing)
scissors
bellows
clippers
pliers
cloves
means
knickers
reinforcements headquarters
feelings
makings
sweepings
takings
surroundings doings
carryings on
goings on
404
billiards'
civics
politics
and "six-
405
C.
Where did we saH? When? What did we experience? What have many people tried to do? What have
never really satisfied me? How did the buildings stand
1
verbo
406
407
do they think of other people's opinions? What punishment had been meted out to one of the passengers during
the voyage? vVhy? What did we manifest, as we
landed? What officials inspected what? What resulted
from the examination, in the case of sorne people? Who
stared at us? In what way? What is the lay-out of the
streets in Washington? What did we not know about
the capitulation of Bulgaria? What were many and
varied? What were we bursting for? What did we ask
everybody we met? What were we ready to catch at ?
What had the Angel of Death been doing? How had men
fought? How had they fallen? Whom did they leave
widows? And fatherless? What got around, and when ?
How did New York react? What did the people and the
bands do? What did nobody then guess? Who would
reap small consolation? Describe the Peace Conference.
Who had come to meet me? vVhat did they want to
hear? Were they recent arrivals in America? What did
1 tell them about our adventures? "Who had fought,
with what, and why? What did I tell them had been
interesting? What did I try to describe? What had
made me very weary ? Of ' what ? How had the West
Indies appeared to me? .'.And New York? What did
they listen to with exemplary patience ?
l
408
409
410
411
4 12
who lined the rails and looked curiously to see who the
late comer might be.
When 1 got on board, my friends, after chaffing me
to their hearts' content, finished up by helping me to
drink my wine. So the matter ended satisfactorlly for
all concemed. Meanwhile, the island's outline was
receding into the distance; ~md it was not long before
it had fallen below the horizon's edge, and we were well out
to sea again.
413
414
415
35a. The pleonastic genitive. E.g., This is a book 01
John's. He is a friend 01 Peter's (pars. 253-255).
353. Nouns ending in a sibilant and followed by " sake "
take the apostrophe only. E.g., For goodness' sake. For
eonscience' sake.
353a. Adjeetives made into elass nouns or abstraet nouns
THE TWENTY-NINTH LESSON
416
417
4 18
ADVANCED COURSE IN ENGLISH
by B.B.C. announcers in giving news items; but rarely
in conversation 01' in literature.
Examples.-Incorrect position: 1 like very much plum
pudding. 1 saw yesterday J ohn. She made beautijully
the dress. He bought in the shop a book.
Correct position: I very much like plum pudding.
1 like plum pudding very mucho 1 saw John yesterday.
Yesterday 1 saw John. She made the dress beautijully.
He bought a book in the shop.
Compound verbs: The train ran down a lorry. He
did up the pareel with string. They fitted out an expedition
to the N orth Poleo
355. Though an adverb may be plaeed between its
verb and an obje~tive noun-clause,lor between its verb and
an objective infinitive" this should be avoided if there is
anypossibility of the adverb being taken to madi/y the
wrong verbo The adverb, in such cases, should be placed
as far away as possible from the verb it is not intend8d to
madijy. Thus in the sentence: "He prepared rapidly
to climb the hill," it is not made absolutely clear which
was rapid-the preparation or the cllmbing. The sentence
should be: He rapidly prepared to climb the hill. He
prepared to climb the hillrapidly.
Again: "He asked who had brought the news
quickly" is correct only if the news was brought rapidly,
But if the question was asked rapidly, the sentence should
read: "He quickly asked who had brought the news.
356. The split infinitive, i.e., the placing of an adverb
between " to" and the infinitive, is often heard in conversation and in debates, especially among excited
members of the House of Commons. It should never
be used in writing, .and should be avoided in speech.
E.g., To live well is to live happily.
357. The rules laid down below for the position in
the sentence of ordinary adverbs also hold good for
adverbial phrases and clauses. But see par. 354, page 4 1 7,
and par. 335 aboye.
n
1 E.g., "1 heard in church yesterday that Mary was to be married
and .. 1 heard that Mary was to be married in church yesterday" are
both correct but mean different things.
419
naturally (unaffectedly)
fair1y (with justice)
badly (not well)
anyhow (carelessly)
awkwardly (clumsily)
horribly (in a horrible manner)
tidily
happily
uneasily
properly
apart
brightly
indifferently
absurdly
tightly
funnily
comfortably
fluently
wonderfully
equally
very well
420
luckily
fortunately
all at once
unfortunate1y
personally (emphatic)
very likely
suddenly
unluckily
421
the verb, if there is not (see Lesson 3). E.g., 1 have worked
enough for to-day. He has told the story at least a dozen
t'imes. He thinks too mucho 1 know him slightly.
362. The following adverbs of degree, quantity, or
precision are, however, usually placed between the subject
and the verb; or i11Jmediately after the anomalous jinite,
if there is one (se e Lessons 16 and 23) : doubly
rather
hardly
scarcely
practically
almost
fairly
half
only just
quite
merely
just about
about
just
Exa!'lples.-He fairly shocked everybody in the room.
He is doubly entangled in the business. Sometimes 1
hardly know what 1 am doing. Mary rather wants a teaset for Christmas. She scarcely spoke to me the whole
evening. Peter practically called John a liar. She. almost
wept with chagrin. They. fairly shrieked with laughter
at the idea. 1 half believe that what you say is true. 1
merely wish to say that 1 must suspen<;lmy judgement.
They only just managed to reach safety in time. 1 quite
like Mary. They just about murdered him.. 1 am about
tired of it aH. He has just come in.
363. The following adverbs of degree can be placed
after the anomalous jinite, if there is one; between the
subject and the verb, if there is not; or after the noun or
pronoun objects, if .there are any (see Lessons 16, 18, 23) : definitely
deeply
completely
fully
partly
greatly
very much
absolutely
well
particularly strongly
quite
thoroughly
badly (very much)
Examples.-I definitely refuse to have anything to do
with it. He told me definitely that there was nothing
more to be done. 1 deeply regret being unable to go. 1
regret deeply being unable to go. He has completely
finished his work. He has finished his work completely.
1 fully understand the implications of your remarks.
1 understand them fully. 1 partly believe you. 1 believe
you partly. He greatly annoyed his mother-in-law, and
422
366. Other exceptional adverbs of time (Lesson 8) : (a) "Early" and " late" go ajter the object; or, if
423
424
425
INTRODUCTION TO THE
LESSON
THIRTY~FIRST
426
because it places less' of a strain on the powers of concentration of the hearer or reader.
With regard to vocabulary, it is a good rule never to
use a word of foreign derivation, especially Latin or Greek,
'lOhenan A;nglo-Saxon 'lOord will do. It will have been
noticed already that the vocabulary of, the idiomatic
expressions to be found in the Prose Passages is predominantly .of Anglo-Saxon origino To the Englishman,
Anglo-Saxon words are instinct with spirit and life,
whereas Latin and Greek words lack vividness and fire.
Used in excess, Latin and Greek words are the refuge
of the pompous Civil Servant, arid of the pedante
No Prose \Passage has beep. written for this Lesson,
because the student can best practise the 'application of
the rules laid down in translations from bis own language
into English. This will force him to make a positive
effort to shake off whatever influ~nces his own language
'
may still exert on bis English speech.
Subject
.
Verb.
Direct object
Indirect 9bject
Agent
.
.
Peter
gave
a:book
to }ohn
Peter
bought
a book
for John
Peter
was told
a story
Thestory
was told
by John
to Peter
by John
373. A sentence can also be introduced by:(a) An adverb. E.g., Never will he consent to do it
(par. 10). Rightly or wrongly, I feel that I ought to go
(par. 360). Yesterday, he played football (par. 364).
At lasi the news has come (par. 365). In you get (par.
427
428
mm
429
Pre-position or post-position.
Post-position.
at all
indeed
enough
by far
by haIf
Examples.-I am not at all angry with you. Do you
think the work is god enoUgh. She is not clever enough
by half. It was brave of you indeed to do it. It was brave
indeed of you to do it. Peter is braver by far than John.
Peter is by far the bravest man 1 know. Jetta Georgina
is a very pretty girl indeed.