All the other persons are the same, except as to the subject, with the first person singular.

(15) Imperative Emphatic Form.

Singular.

2d Person, Do thou write.

Plural.

Do ye or you write.

(16) When the compound tenses are used interrogatively, the subject is placed after the first auxiliary word; and when used negatively, the nega tive particle is placed after the first auxiliary word. (17) The first auxiliary word in all compound tenses is really the verb-the assertive word, and always to be regarded as such. (18) Hence the subject in interrogation and the negative particle in negation regularly follow it, and have precedence of all the other parts of the combination.(c)

(19) REMARK.—In interrogative propositions generally, the subject fol

(c) In negative interrogation, the negative follows the subject; thus, Do I not write?

(18) Repeat the indefinite tense of the emphatic form. Of the interrogative form. Ol the negative form.

(14) Repeat in like manner the past tense of the same forms.

(15) Repeat the emphatic imperative form.

((16) Where is the subject placed when compound tenses are used interrogatively? And where the negative particle when they are used negatively? (17) Repeat the remark is reference to the first auxiliary word. (18) Repeat the inference.

(19) Repeat the remark about the place of the subject in interrogative propositions,

lows the verb. EXCEPTION: (20) When the subject noun is an interrogative word, or is modified by an interrogative word, it is placed before the verb, like the subject in assertive propositions; (21) and, in this case, the simple indefinite and past tenses, and not the compounds with DO, are employed. (22) Examples: WHO GOES to the post-office this morning? WHICH HORSE RUNS fastest? WHAT HOUSE FELL? We shall consider the interrogative subject nouns in another place,

(24) In the same manner questions are made with the compound tenses (yet to be considered) formed with the help of the verb to be and other auxiliaries. (25) The subject of the interrogative proposition, if not an interrogative word, is placed after the auxiliary; Is he writing? Is he called? Can he go? &c. With an interrogative word for subject, the order of arrangement is, Who is writing? Who is called? Which party can go? &c.

EXERCISES IN INTERROGATIVE, EMPHATIC AND NEGATIVE PROPOSITIONS. EXERCISE I.-Write a given number of interrogative propositions, using the indefinite and past tenses interrogative. This and all the following exercises to be repeated till the pupil is perfectly familiar with the form of the verb employed, and with the use of this kind of proposition.

EXERCISE II.-Write a given number of interrogative propositions, employing verbs in the compound tenses.

EXERCISE III.—A given number of emphatic propositions in the indefinite and past tenses.

EXERCISES IV., V., &c.—Negative propositions in the indefinite and past tenses, and in the compound tenses.

(20) Repeat the exception. (21) What form of the verb is employed in this case? (22) Repeat examples.

(28) Repeat the future tense interrogatively through all the persons. The perfect in like manner. The past perfect. The future. And the 3d persons of each tense with an interrogative word for subject.

(24) What is said in reference to questions made with the compound tenses (yet to be considered) formed with to be and the other auxiliaries? (25) Repeat the illustration, and the examples.]

EXERCISE VI., &c.—Write imperative propositions with the imperative emphatic form.

§ 43. COMPOUND TENSES FORMED BY THE COMBINATION OF INFINITIVES WITH MAY, CAN, MIGHT, COULD, WOULD, SHOULD.— (1) These tenses are usually represented as constituting what is called the POTENTIAL MODE. (2) They are generally used either in the construction of the principal proposition in a conditional assertion, or in expressing the condition on which a conditional assertion depends. (3) The following sentences afford examples of both uses: I would go to the country, if you would go with me. I can follow, if you can lead. I may do it, if you may do it, &c. (4) The first proposition in each of these sentences contains an assertion dependent on a condition expressed in the second. (5) The first proposition in each is declarative, but in a conditional manner; the second performs the function of a subjoined or complementary proposition. (6) But all these com pound tenses, and especially that formed with CAN, are employed sometimes to make unconditional assertions. (7) Examples: The boy CAN WRITE. John MAY PLAY to-morrow. Exercise WOULD greatly IMPROVE his health. Industry SHOULD BE rewarded. The young man MIGHT study more diligently. Socrates coULD govern his temper.

(8) If we call these forms the conditional tenses, or the conditional mode, it is only because they are most frequently employed in connexion with a condition, or to express a condition, not because they are exclusively so employed. (a) (9) We shall now exhibit these tenses as they are commonly

(a) It is not usually by a form of the verb that we indicate, in our language, that an assertion is made conditionally, but by means of the conjunctive word if. We sometimes suppress the conditional conjunctive word, especially with the words had and were, whether used as principal verbs or auxiliaries, and indicate the suppression or the conditional nature

§ 43. (1) What do the tenses formed with may, can, might, &c., constitute? (2) How are they generally used? (3) Repeat the examples. (4) What is said of the first proposition in each of these sentences? (5) What further is said of the first proposition? What of the second? (6) Repeat the remark made in regard to all these compound tenses? (1) Repeat the examples.

[(8) What reason is assigned for calling these the conditional tenses, or conditional node? and what in fact indicates conditional assertion? See note (a).

(9) How are these compound tenses here arranged? What is said of the arrangement in

arranged; but we present in the table § 47, what we consider a more correct arrangement founded on the fact that might, could, would, and should, are generally equally indefinite, as regards time, with may and can.(b) (10) In the common grammars, and in the arrangement below, it is assumed that may and can form present (what we call indefinite) tenses, and might, could, would, and should, past tenses.

CONDITIONAL MODE.

(11) Indefinite Tense.

I, He, We, You, They, may write, or can write.
2d Person Singular, Thou mayst write, or canst write.

(12) Past Tense.

I, &c., might, could, would, or should write.
Thou mightst, couldst, wouldst, or shouldst write.

(13) Perfect Tense.

I, &c., may or can have written.

Thou mayst or canst have written.

of the assertion by a transposition of the subject and verb. For example, Had I a horse, for If I had a horse. Were I as rich as that man, for If I were as rich, &c. Should he arrive in time, for If he should arrive, &c. Still were (used with a singular subject) may with propriety be called conditional, as it is exclusively used in expressing conditions; and the forms under consideration made with may, can, might, &c., may also be called conditional, because they most frequently express either a condition or an assertion which depends on a condition.

We use both if I were (or were I) and if I should be, conditionally, or rather hypothetically, but with this difference, that were implies strongly that the condition does not exist, should be implies contingency. The last is little different from the future with shall. It may be regarded as a kind of softened future, a future with a doubt implied. "I will deliver your mes sage, if I SHOULD ARRIVE in time," expresses, perhaps, more uncertainty of my arrival than if I shall, &c.

Ι

(6) See Gram. Struct. Eng. Lang., § 63.

table § 47? (10) What is assumed in the common grammars and in the arrangement here given ?]

(11) Repeat all the persons in each number of I may write. Of I can write.

(12) Repeat in the same manner, might write, could write, &c.

(18) In the same manner may have written, and can have written, &c.

(14) Past Perfect.

I, &c., might, could, would, or should have written.

Thou mightst, couldst, wouldst, or shouldst have written.

(15) The second person singular is seldom used. The form used with all the other persons is invariably the same. (16) MUST may be united in the conjugation with CAN and MAY, if the teacher pleases. The young learner ought to inflect each form separately; thus, I may write, Thou maysi write, &c. I can write, Thou canst write, &c.

EXERCISES I., II., &c.

EXERCISES ON THE CONDITIONAL OR POTENTIAL MODE. -Write propositions similar to the preceding, with the verbs in the different tenses of the conditional mode.

§ 44. COMPOUND FORMS MADE WITH THE VERB To Be.—(1) The verb to be has the same compound tenses as other verbs, except that it does not admit of the forms compounded with the verb Do; neither the emphatic, the interrogative, nor the negative form. It has besides the simple tenses already exhibited, the perfect tense, I have been; the past perfect, I had been; the future, I shall or will be; the future perfect, I shall have been; the conditional tenses, I may or can be, I may or can have been ; and the hypothetical tenses, I might, could, would, or should be, I might, &c., have been. It is not necessary to exhibit all these tenses at full length, as they will be sufficiently exhibited in the conjugation of the two compound forms, made by uniting the various tenses of this verb with the imperfect and the perfect participles. If it is thought necessary to go through the whole conjugation of the verb to be separately, it can be learnt from these compound conjugations, by omitting the participles.

THE PROGRESSIVE FORM OF THE VERB.-(2) By combining the imperfect or progressive participle (or rather, as we think, the

(14) In the same manner might have written, &c.

[(15) Repeat the remark in reference to the 2d person singular. The remark in reference to the other persons. (16) Repeat the remark in reference to must. And in reference to the mode of inflecting these forms.]

be.

§ 44. (1) Repeat the substance of what is said about the compound tenses of the verb to

(2) Describe the progressive forms of the verb. (8) What is said of the significance of these forms? (4) What does this form in fact amount to?