_bees_, connected by _and_, have the same predicate; the same action is
asserted of both birds and bees. In the sentence, _Leaves fade and fall_,
two assertions are made of the same things. In the first sentence, _birds_
and _bees_ form the _compound subject_; and, in the second, _fade_ and
_fall_ form the _compound predicate_.
Analyze and parse the following sentences.
+Models+.--_Napoleon rose, reigned, and fell_.
_Frogs, antelopes, and kangaroos can jump_.
rose Frogs
,=,===== ======.=.
/ ' ' \
Napoleon| / X ' reigned antelopes ' X \ | can jump
========|==| '======== ==========' |==|=========
| \and' 'and/ |
\ ' fell kangaroos ' /
`-'====== =========='='
+Explanation of the Diagram+.--The short line following the subject line
represents the entire predicate, and is supposed to be continued in the
three horizontal lines that follow, each of which represents one of the
parts of the _compound predicate_. These three lines are united by dotted
lines, which stand for the connecting words. The +X+ denotes that an _and_
is understood.
Study this explanation carefully, and you will understand the other
diagram.
+Oral Analysis+ of the first sentence.
This is a sentence, because ----; _Napoleon_ is the subject, because ----;
_rose_, _reigned_, and _fell_ form the _compound predicate_, because they
belong in common to the same subject, and say something about Napoleon.
_And_ connects _reigned_ and _fell_.
1. The Rhine and the Rhone rise in Switzerland.
2. Time and tide wait for no man.
3. Washington and Lafayette fought for American Independence.
4. Wild birds shrieked, and fluttered on the ground.
5. The mob raged and roared.
6. The seasons came and went.
7. Pride, poverty, and fashion cannot live in the same house.
8. The tables of stone were cast to the ground and broken.
9. Silver or gold will be received in payment.
10. Days, months, years, and ages will circle away.
REVIEW QUESTIONS.
What is a phrase? A phrase modifying a subject is equivalent to what?
Illustrate. A phrase modifying a predicate is equivalent to what?
Illustrate.
What are prepositions? What do you understand by a compound subject?
Illustrate. What do you understand by a compound predicate? Illustrate.
LESSON 36.
CONJUNCTIONS AND INTERJECTIONS.
The words _and_ and _or_, used in the preceding Lesson to connect the nouns
and the verbs, belong to a class of words called +_Conjunctions_+.
Conjunctions may also connect _words_ used as _modifiers;_ as,
A daring _but_ foolish feat was performed.
They may connect phrases; as,
We shall go to Saratoga _and_ to Niagara.
They may connect _clauses_, that is, expressions that, standing alone,
would be sentences; as,
He must increase, _but_ I must decrease.
+DEFINITION.--A _Conjunction_, is a word used to connect words, phrases, or
clauses+.
The +_Interjection_+ is the eighth and last _part of speech_. Interjections
are mere exclamations, and are without grammatical relation to any other
word in the sentence.
+DEFINITION.--An _Interjection_ is a word used to express strong or sudden
feeling+.
Examples:--
Bravo! hurrah! pish! hush! ha, ha! alas! hail! lo! pshaw!
Analyze and parse the following sentences.
+Model+.--_Hurrah! that cool and fearless fireman has rushed into the house
and up the burning stairs_.
Hurrah
------
fireman | has rushed
===================|=======================
\That\ and \ | \ and \
\.....\ \........\
\ \ \ \up
\cool \fearless \into \stairs
\ ----------
\house \the \burning
------
\the
+Explanation of the Diagram+.--The line representing the interjection is
not connected with the diagram. Notice the dotted lines, one standing for
the _and_ which connects the two _word_ modifiers; the other, for the _and_
connecting the two _phrase_ modifiers.
+Written Parsing+.
N. Pro. Adj. Vb. Adv. Prep. Conj. Int.
| | | | | | |
fireman | | the | has rushed | | into | and | hurrah
house | | that | | | up | and |
stairs | | cool | | | | |
| | fearless | | | | |
| | burning | | | | |
+Oral Parsing+ of the _conjunction_ and the _interjection_.
The two _ands_ are conjunctions, because they _connect_. The first connects
two word modifiers; the second, two phrase modifiers. _Hurrah_ is an
_interjection_, because it expresses a burst of sudden feeling.
1. The small but courageous band was finally overpowered.
2. Lightning and electricity were identified by Franklin.
3. A complete success or an entire failure was anticipated.
4. Good men and bad men are found in all communities.
5. Vapors rise from the ocean and fall upon the land.
6. The Revolutionary war began at Lexington and ended at Yorktown.
7. Alas! all hope has fled.
8. Ah! I am surprised at the news.
9. Oh! we shall certainly drown.
10. Pshaw! you are dreaming.
11. Hurrah! the field is won.
LESSON 37.
PUNCTUATION AND CAPITAL LETTERS.
+COMMA--RULE.--Phrases that are placed out of their natural order
[Footnote: A phrase in its natural order follows the word it modifies.] and
made emphatic, or that are loosely connected with the rest of the sentence,
should be set off by the comma+.
PUNCTUATE THE FOLLOWING SENTENCES.
+Model+.--The cable, _after many failures_, was successfully laid. Upon the
platform 'twixt eleven and twelve I'll visit you. To me this place is
endeared by many associations. Your answers with few exceptions have been
correctly given. In English much depends on the placing of phrases.
+COMMA--RULE.--Words or phrases connected by conjunctions are separated
from each other by the comma unless all the conjunctions are expressed+.
PUNCTUATE THE FOLLOWING SENTENCES.
+Model+.--Caesar _came, saw, and conquered_.
Caesar _came and saw and conquered_.
He travelled in _England, in Scotland, and in Ireland_.
(The comma is used in the first sentence, because a conjunction is omitted;
but not in the second, as all the conjunctions are expressed.)
A brave prudent and honorable man was chosen.
Augustus Tiberius Nero and Vespasian were Roman emperors.
Through rainy weather across a wild country over muddy roads after
a long ride we came to the end of our journey.
+PERIOD and CAPITAL LETTER--RULE.--_Abbreviations_ generally begin with
capital letters and are always followed by the period+.
CORRECT THE FOLLOWING ERRORS.
+Model.--+_Mr., Esq., N. Y., P. M_.
gen, a m, mrs, no, u s a, n e, eng, p o, rev, prof, dr, gram, capt, coi,
co, va, conn.
+EXCLAMATION POINT--RULE.--All _exclamatory expressions_ must be followed
by the exclamation point+.
PUNCTUATE THE FOLLOWING EXPRESSIONS.
+Model.--+_Ah! Oh! Zounds! Stop pinching!_
Pshaw, whew, alas, ho Tom, halloo Sir, good-bye, welcome.
LESSON 38.
SENTENCE-BUILDING.
+To the Teacher.--+Call attention to the agreement of verbs with compound
subjects. Require the pupils to justify the verb-forms in Lesson 36 and
elsewhere. See Notes, pp. 165-167.
Write _predicates_ for the following _compound subjects_.
Snow and hail; leaves and branches; a soldier or a sailor; London and
Paris.
Write _compound predicates_ for the following _subjects_.
The sun; water; fish; steamboats; soap; farmers; fences; clothes.
Write _subjects_ for the following _compound predicates_.
Live, feel, and grow; judges and rewards; owes and pays; inhale and exhale;
expand and contract; flutters and alights; fly, buzz, and sting; restrain
or punish.
Write _compound subjects_ before the following _predicates_.
May be seen; roar; will be appointed; have flown; has been recommended.
_Write compound predicates_ after the following _compound subjects_.
Boys, frogs, and horses; wood, coal, and peat; Maine and New Hampshire;
Concord, Lexington, and Bunker Hill; pins, tacks, and needles.
Write _compound subjects_ before the following _compound predicates_.
Throb and ache; were tried, condemned, and hanged; eat, sleep, and dress.
Choose your own material and write five sentences, each having a _compound
subject_ and a _compound predicate_.
LESSON 39.
COMPLEMENTS.
+Hints for Oral Instruction+.--When we say, _The sun gives_, we express no
complete thought. The subject _sun_ is complete, but the predicate _gives_
does not make a complete assertion. When we say, _The sun gives light_, we
do utter a complete thought. The predicate _gives_ is completed by the word
_light_. Whatever fills out, or _completes_, we call a +Complement+. We
will therefore call _light_ the complement of the predicate. As _light_
completes the predicate by naming the thing acted upon, we call it the
+Object Complement+.
Expressions like the following may be written on the board, and by a series
of questions the pupils may be made to dwell upon these facts till they are
thoroughly understood.
The officer arrested -----;
the boy found -----;
Charles saw -----;
coopers make -----.
Besides these verbs requiring object complements, there are others that do
not make complete sense without the aid of a complement of _another_
kind.
A complete predicate does the asserting and expresses what is asserted. In
the sentence, _Armies march_, _march_ is a complete predicate, for it does
the asserting and expresses what is asserted; viz., _marching_. In the
phrase, _armies marching_, _marching_ expresses the same act as that
denoted by _march_, but it _asserts_ nothing. In the sentence, _Chalk is
white_, _is_ does the asserting, but it does not express what is asserted.
We do not wish to assert merely that chalk _is_ or _exists_. What we wish
to assert of chalk, is the quality expressed by the adjective _white_. As
_white_ expresses a quality or attribute, we may call it an +Attribute
Complement+.
Using expressions like the following, let the facts given above be drawn
from the class by means of questions.
Grass growing; grass grows; green grass; grass is green.
+DEFINITION.--The _Object Complement of a sentence_ completes the
predicate, and names that which receives the act+.
+DEFINITION.--The _Attribute Complement_ of a sentence completes the
predicate and belongs to the subject+.
The complement with all its modifiers is called the +_Modified
Complement_+.
Analysis and Parsing.
+Model+.--_Fulton invented the first steamboat_.
Fulton | invented | steamboat
========|======================
| \ \
\the \first
+Explanation of the Diagram+.--You will see that the line standing for the
_object complement_ is a continuation of the predicate line, and that the
little vertical line only touches this without cutting it.
+Oral Analysis.--+_Fulton_ and _invented_, as before. _Steamboat_ is the
_object complement_, because it completes the predicate, and names that
which receives the act. _The_ and _first_, as before. _The first steamboat_
is the _modified complement_.
1. Caesar crossed the Rubicon.
2. Morse invented the telegraph.
3. Ericsson built the Monitor.
4. Hume wrote a history.
5. Morn purples the east,
6. Antony beheaded Cicero.
+Model+.--_Gold is malleable_.
Gold | is \ malleable
=====|===============
|
In this diagram, the line standing for the _attribute complement_,
like the _object line_, is a continuation of the predicate line; but
notice the difference in the little mark separating the
_incomplete_[Footnote: Hereafter we shall call the _verb_ the
_predicate_, but, when followed by a complement, it must be regarded
as an _incomplete_ predicate.] predicate from the complement.
+Oral Analysis+.---_Gold_ and _is_, as before.
_Malleable_ is the _attribute complement_, because it completes
the predicate, and expresses a quality belonging to gold.
7. Pure water is tasteless.
8. The hare is timid.
9. Fawns are graceful.
10. This peach is delicious.
11. He was extremely prodigal.
12. The valley of the Mississippi is very fertile.
+To the Teacher+--See Notes, pp. 183,184.
* * * * *
LESSON 40.
ERRORS IN THE USE OF MODIFIERS.
+Caution+.--Place _adverbs_ where there can be no doubt as to the
words they modify.
ERRORS TO BE CORRECTED.
I only bring forward a few things.
Hath the Lord only [Footnote: Adverbs sometimes modify phrases.]spoken by
Moses?
We merely speak of numbers.
The Chinese chiefly live upon rice.
+Caution+.--In placing the adverb, regard must be had to the
_sound_ of the sentence.
ERRORS TO BE CORRECTED.
We always should do our duty.
The times have changed surely.
The work will be never finished.
He must have certainly been sick.
+Caution+.--_Adverbs_ must not be used _for adjectives_.
ERRORS TO BE CORRECTED.
I feel badly.
Marble feels coldly.
She looks nicely.
It was sold cheaply.
It appears still more plainly.
That sounds harshly.
I arrived at home safely.
+Caution+.--_Adjectives_ must not be used _for adverbs_.
ERRORS TO BE CORRECTED.
The bells ring merry.
The curtain hangs graceful.
That is a decided weak point.
Speak no coarser than usual.
These are the words nearest connected.
Talk slow and distinct.
She is a remarkable pretty girl.
+To the Teacher+.--For additional exercises in distinguishing adjectives
from adverbs, see Notes, p. 181.
REVIEW QUESTIONS.
What is a conjunction? What is an interjection? Give two rules for the use
of the comma (Lesson 37). What is the rule for writing abbreviations? What
is the rule for the exclamation point? What is an object complement? What
is an attribute complement? Illustrate both. What are the cautions for the
position of the adverb? What are the cautions for the use of the adverb and
the adjective?
+To the Teacher+.--See COMPOSITION EXERCISES in the Supplement-Selection
from Habberton.
* * * * *
LESSON 41.
ERRORS IN THE POSITION AND USE OF MODIFIERS.
+Caution+.--Phrase modifiers should be placed as near as may be to the
words they modify.
+To the Teacher+.--For composition exercises with particular reference
to arrangement, see Notes, pp. 172-176.
ERRORS TO BE CORRECTED.
A fellow was arrested with short hair.
I saw a man digging a well with a Roman nose.
He died and went to his rest in New York.
Wanted--A room by two gentlemen thirty feet long and twenty feet wide.
Some garments were made for the family of thick material.
The vessel was beautifully painted with a tall mast.
I perceived that it had been scoured with half an eye.
A house was built by a mason of brown stone.
A pearl was found by a sailor in a shell.
Punctuate these sentences when corrected.
+Caution+.--Care must be taken to select the right preposition.
+To the Teacher+.--For the preposition to be used, consult the Unabridged
Dictionaries.
ERRORS TO BE CORRECTED.
They halted with the river on their backs.
The cat jumped on the chair.
He fell onto the floor.
He went in the house.
He divides his property between his four sons.
He died for thirst.
This is different to that.
Two thieves divided the booty among themselves.
I am angry at him.
+Caution+.--Do not use two negative, or denying, words so that one shall
contradict the other, unless you wish to affirm.
ERRORS TO BE CORRECTED.
I haven't no umbrella.
Correct by dropping either the adjective _no_ or the adverb _not_; as, I
have _no_ umbrella, or I have _not_ an umbrella.
I didn't say nothing.
I can't do this in no way.
No other emperor was so wise nor powerful.
Nothing can never be annihilated.
LESSON 42.
ANALYSIS AND PARSING.
1. Brutus stabbed Caesar.
2. Man is an animal.
3. Washington captured Cornwallis.
4. Wellington defeated Napoleon at Waterloo.
5. Balboa discovered the Pacific ocean.
6. Vulcan was a blacksmith.
7. The summer has been very rainy.
8. Columbus made four voyages to the New World.
9. The moon reflects the light of the sun.
10. The first vice-president of the United States was John Adams.
11. Roger Williams was the founder of Rhode Island.
12. Harvey discovered the circulation of blood.
13. Diamonds are combustible.
14. Napoleon died a prisoner, at St.. Helena.
15. In 1619 the first ship-load of slaves was landed at Jamestown.
The pupil will notice that _animal_, in sentence No. 2, is an _attribute
complement_, though it is not an adjective expressing a quality belonging
to man, but a noun denoting his class. +_Nouns_+ then may be +_attribute
compliments_+.
The pupil will notice also that some of the _object_ and _attribute
complements_ above have phrase modifiers.
LESSON 43.
SENTENCE-BUILDING.
Using the following predicates, build sentences having subjects,
predicates, and object complements with or without modifiers.
---- climb ----; ---- hunt ----; ---- command ----; ---- attacked
----; ---- pursued ----; ---- shall receive ----; ---- have seen ----;
---- love ----.
Change the following expressions into sentences by _asserting_ the
qualities here _assumed_. Use these verbs for predicates:
Is, were, appears, may be, became, was, have been, should have been, is
becoming, are.
+Model+.--_Heavy_ gold. Gold _is heavy_.
Green fields; sweet oranges; interesting story; brilliant sunrise; severe
punishment; playful kittens; warm weather; pitiful sight; sour grapes;
amusing anecdote.
Prefix to the following nouns several adjectives expressing qualities, and
then make complete sentences by _asserting_ the same qualities.
white | Chalk _is white_.
+Model+.--brittle + chalk. Chalk _is brittle_.
soft | Chalk _is soft_.
Gold, pears, pens, lead, water, moon, vase, rock, lakes, summer, ocean,
valley.
Find your own material, and build two sentences having object complements,
and two having attribute complements.
LESSON 44.
ANALYSIS AND PARSING.
MISCELLANEOUS.
+Models+.--
expands
/===========
Learning | / ' \ | mind
=========|=and' \=======
| \ ' elevates / \the
\============
ran
=========
/ ' \forward
He | / '
=======|=== and'
| \ '
\ ' kissed | him
\================
In the second diagram, one of the predicate lines is followed by a
complement line; but the two predicate lines are not united, for the two
verbs have not a common object.
1. Learning expands and elevates the mind.
2. He ran forward and kissed him.
3. The earth and the moon are planets.
4. The Swiss scenery is picturesque.
5. Jefferson was chosen the third president of the United States.
6. Nathan Hale died a martyr to liberty.
7. The man stood speechless.
8. Labor disgraces no man.
9. Aristotle and Plato were the most distinguished philosophers of
antiquity.
10. Josephus wrote a history of the Jews.
11. This man seems the leader of the whole party.
12. The attribute complement completes the predicate and belongs to the
subject.
13. Lord Cornwallis became governor of Bengal after his disastrous defeat.
14. The multitude ran before him and strewed branches in the way.
15. Peter Minuits traded with the Indians, and bought the whole island of
Manhattan for twenty-four dollars.
LESSON 45.
ANALYSIS AND PARSING.
MISCELLANEOUS.
+Model+.--
wise
/==========
/ ' \in
/ X' \ council
/ ' \---------
Henry IV. | was \ / ' simple
===========|============== '==========
\of | \very \ and' \in
\ House \ ' \ manners
\-------- \ ' \---------
\the \of \ ' chivalric
\ Burbon \============
\------- \in
\ field
\-------
\the
The line standing for the word-modifier is joined to that part of the
complement line which represents the _entire_ attribute complement.
1. Henry IV., of the House of Bourbon, was very wise in council, simple in
manners, and chivalric in the field.
2. Caesar defeated Pompey at Pharsalia.
3. The diamond is the most valuable gem.
4. The Greeks took Troy by stratagem.
5. The submarine cable unites the continent of America and the Old World.
6. The Gauls joined the army of Hannibal.
7. Columbus crossed the Atlantic with ninety men, and landed at San
Salvador.
8. Vulcan made arms for Achilles.
9. Cromwell gained at Naseby a most decisive victory over the Royalists.
10. Columbus was a native of Genoa.
11. God tempers the wind to the shorn lamb.
12. The morning hour has gold in its mouth.
13. The mill of the gods grinds late, but grinds to powder.
14. A young farmer recently bought a yoke of oxen, six cows, and a horse.
15. America has furnished to the world tobacco, the potato, and Indian
corn.
LESSON 46.
ANALYSIS AND PARSING.
MISCELLANEOUS.
Cotton | is raised
===========|===============
| \ Egypt
\ /'-------
\in / '
\ / X'
\ / ' India
\--/ '--------
\ '
\and'
\ '
\ ' United States
\---------------
\the
+Explanation of the Diagram+.--In this diagram the line representing the
principal part of the phrase separates into three lines. This shows that
the principal part of the phrase is compound. _Egypt_, _India_, and _United
States_ are all introduced by the same preposition _in_, and have the same
relation to _is raised_.
1. Cotton is raised in Egypt, India, and the United States.
2. The navy of Hiram brought gold from Ophir.
3. The career of Cromwell was short.
4. Most mountain ranges run parallel with the coast.
5. Now swiftly glides the bonny boat.
6. An able but dishonest judge presided.
7. The queen bee lays eggs in cells of three different sizes.
8. Umbrellas were introduced into England from China.
9. The first permanent English settlement in America was made at Jamestown,
in 1607.
10. The spirit of true religion is social, kind, and cheerful.
11. The summits of the Alps are covered with perpetual snow.
12. The months of July and August were named after Julius Caesar and
Augustus Caesar.
13. All the kings of Egypt are called, in Scripture, Pharaoh.
14. The bamboo furnishes to the natives of China, shade, food, houses,
weapons, and clothing.
LESSON 47.
SENTENCE-BUILDING.
Supply _attribute complements_ to the following expressions. (See Caution,
Lesson 40.)
The marble feels ----. Mary looks ----. The weather continues ----. The
apple tastes ----. That lady appears ----. The sky grows ----. The leaves
of roses are ----. The undertaking was pronounced ----.
Write a subject and a predicate to each of the following nouns taken as
_attribute complements_.
+Model+.--_Soldier_.--That old man has been a _soldier_.
Plant, insect, mineral, vegetable, liquid, gas, solid, historian, poet,
artist, traveler, emperor.
Using the following nouns as subjects, build sentences each having a simple
predicate and two or more _object complements_.
Congress, storm, education, king, tiger, hunter, Arnold, shoemakers,
lawyers, merchant.
Build three sentences on each of the following subjects, two of which shall
contain _object complements_, and the third, an _attribute
complement_.
+Model+.--_Sun_.--
The _sun_ gives _light_.
The _sun_ warms the _earth_.
The _sun_ is a luminous _body_.
Moon, oak, fire, whiskey.
LESSON 48.
SUBJECT OR COMPLEMENT MODIFIED BY A PARTICIPLE.
+Hints for Oral Instruction+.--You have learned, in the preceding Lessons,
that a _quality_ may be _assumed_ as belonging to a thing; as, _white
chalk_, or that it may be _asserted_ of it; as, _Chalk is white_. An
_action_, also, may be _assumed_ as belonging to something; as, _Peter
turning_, or it may be _asserted;_ as, Peter _turned_. In the expression,
_Peter, turning, said_, what word expresses an action as _assumed_, and
which _asserts_ an action? Each pupil may give an example of an action
asserted and of an action assumed; as, Corn _grows_, corn _growing_; geese
_gabble_; geese _gabbling_.
This form of the verb, which merely _assumes_ the act, being, or state, is
called the +Participle+.
When the words _growing_ and _gabbling_ are placed before the nouns, thus:
_growing corn, gabbling geese_, they tell simply the kind of corn and the
kind of geese, and are therefore _adjectives_.
When _the_ or some other adjective is placed before these words, and a
preposition after them, thus: _The growing of the corn, the gabbling of the
geese_, they are simply the _names_ of actions, and are therefore _nouns_.
Let each pupil give an example of a verb asserting an action, and change it
to express:--
1st, An _assumed_ action; 2d, A permanent _quality;_ 3d, The _name_ of an
action.
_Participles_ may be completed by _objects_ and _attributes_.
+Analysis and Parsing+.
+Model+.--_Truth, crushed to earth, will rise again_.
Truth | will rise
==========|=============
\cru | \again
\ shed
--------
\to
\ earth
\-------