* * * * *

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.