Present, Being
Past, Been
These examples will suffice to give you an idea of the ease and simplicity of the construction of verbs, and by a comparison with old systems, you can, for yourselves, determine the superiority of the principles we advocate. The above tabular views present every form which the verb assumes, and every position in which it is found. In use, these words are frequently compounded together;[18] but with a knowledge of the above principles, and the meaning of the words—a most essential consideration—you will always be able to analyze any sentence, and parse it correctly. I have not time to enlarge on this point, to show how words are connected together. Nor do I think it necessary to enable you to understand my views. To children such a work would be indispensable, and shall be attended to if we are able to publish a grammar containing the simple principles of language.
The indicative mood is varied four ways. 1st, affirmatively, he writes; 2d, negatively, he writes not; 3d, interrogatively, does he write? or writes he? 4th, suppositively, if he writes, suppose he writes, allow he writes.
The first is a simple affirmation of a fact, and is easily understood. The second is formed by annexing a term to express negation. Not is a contraction from nought or naught, which is a compound of ne, negative, and ought or aught, ne-aught, meaning no-thing. He writes not; he writes nothing. He does not write; he does nothing to write. Neither is a compound of ne and either, not either. He can not read; he can, kens, knows nothing, has no ability to read.
The third is constructed into a question by placing the verb before the agent, or by prefixing another word before the agent, and then placing the former verb as an infinitive after it; as, Does he write? or writes he? When another verb is prefixed, one is always chosen which will best decide the query. Does he any thing to write? Does he make any motions or show any indications to write? When the will or disposition of a person is concerned, we choose a word accordingly. Will he write? Has he the will or disposition to write? Can he write? Is he able—knows he how to write? A little observation will enable you to understand my meaning.
In the fourth place, a supposition is made in the imperative mood, in accordance with which the action is performed. "If ye love me, keep my commandments." Give, grant, allow, suppose this fact—you love me, keep my commandments. I will go if I can. I resolve, will, or determine to go; if, gif, give, grant, allow this fact, I can, ken, know how, or am able to go. But more on this point when we come to the consideration of contractions.
In this mood the verb must have an agent and object, expressed or implied; as, "farmers cultivate the soil." But a whole sentence, that is, an idea written out, may perform this duty; as, "The study of grammar, on false principles, is productive of no good." What is productive of no good? What is the agent of is? "The study," our books and teachers tell us. But does such a construction give the true meaning of the sentence? I think not, for study is indispensable to knowledge and usefulness, and the study of grammar, properly directed, is a most useful branch of literature, which should never be dispensed with. It is the study of grammar on false principles, which is productive of no good. You discover my meaning, and will not question its correctness. You must also see how erroneous it would be to teach children that "to study is productive of no good." The force of the sentence rests on the "false principles" taught. Hence the whole statement is truly the agent of the verb.
The object on which the action terminates is frequently expressed in a similar manner; as, "He wrote to me, that he will adopt the new system of grammar, if he can procure some books to give his scholars to learn." Will you parse wrote? Most grammarians will call it an intransitive verb, and make out that "he wrote" nothing to me, because there is no regular objective word after it. Will you parse that? It is a "conjunction copulative." What does it connect? "He wrote" to the following sentence, according to Rule 18 of Mr. Murray; "conjunctions connect the same moods and tenses of verbs and cases of nouns and pronouns." Unluckily you have two different tenses connected in this case. Will you parse if? It is a copulative conjunction, connecting the two members of the sentence—he will adopt if he can procure: Rule, as above. How exceeding unfortunate! You have two different moods, and too different tenses, connected by a copulative conjunction which the rule says "connects the same moods and tenses! What nonsense! What a falsehood! What a fine thing to be a grammarian! And yet, I venture the opinion, and I judge from what I have seen in myself and others, there is not one teacher in a hundred who will not learn children to parse as above, and apply the same rule to it. "I will go if I can." "I do and will contend." "As it was in the beginning, is now, and ever shall be." "I am here and must remain." "He will do your business if he has time." "I am resolved to expose the errors of grammar, and will do it thoroly if I can."
In these examples you have different moods and tenses, indiscriminately, yet correctly coupled together, despite the rules of syntax which teach us to explain language "with propriety."