principal word of the participial phrase is broken; one part slants, and
the other is horizontal. This shows that the participle _crushed_ is used
like an adjective to modify _Truth_, and yet retains the nature of a verb,
expressing an action received by truth.
+Oral Analysis+.--This is a sentence, because ----; _Truth_ is the subject,
because ----; _will rise_ is the predicate, because ----; the phrase,
_crushed to earth_, is a modifier of the Subj., because ----; _crushed_
introduces the phrase and is the principal word in it; the phrase _to
earth_ is a modifier of _crushed_; _to_ introduces it, and _earth_ is the
principal word in it; _again_ is a modifier of the Pred., because ----.
_Truth crushed to earth_ is the modified subject, _will rise again_ is the
modified predicate.
+Parsing+--_Crushed_ is the form of the verb called _participle_. The
action expressed by it is merely _assumed_.
1. The mirth of Addison is genial, imparting a mild glow of thought.
2. The general, riding to the front, led the attack.
3. The balloon, shooting swiftly into the clouds, was soon lost to sight.
4. Wealth acquired dishonestly will prove a curse.
5. The sun, rising, dispelled the mists.
6. The thief, being detected, surrendered to the officer.
7. They boarded the vessel lying in the harbor.
8. The territory claimed by the Dutch was called New Netherlands.
9. Washington, having crossed the Delaware, attacked the Hessians stationed
at Trenton.
10. Burgoyne, having been surrounded at Saratoga, surrendered to Gen.
Gates.
11. Pocahontas was married to a young Englishman named John Rolfe.
12. A shrug of the shoulders, translated into words, loses much force.
13. The armies of England, mustered for the battles of Europe, do not
awaken sincere admiration.
(Note that the participle, like the predicate verb, may consist of two or
more words.)
(Note, too, that the participle, like the adjective, may belong to a
_noun complement_.)
LESSON 49.
THE INFINITIVE PHRASE.
+Hints for Oral Instruction+.--There is another form of the verb which,
like the participle, cannot be the predicate of a sentence, for it cannot
_assert_; as, She went out _to see_ a friend; _To lie_ is a disgrace. As
this form of the verb expresses the action, being, or state in a general
manner, without limiting it directly to a subject, it is called an
+Infinitive+, which means _without limit_. The infinitive generally follows
_to_; as, _to walk, to sleep_.
Let each pupil give an infinitive.
The infinitive and the preposition _to_ constitute a phrase, which may be
employed in several ways.
+T+.--_I have a duty to perform_. The infinitive phrase modifies what?
+P+.--The noun _duty_. +T+.--It then performs the office of what? +P+.--Of
an adjective modifier.
+T+.--_I come to hear_. The infinitive phrase modifies what? +P+.--The verb
_come_. +T+.--What office then does it perform? +P+.--Of an adverb
modifier.
+T+.--_To lie is base_. _What_ is base? +P+.--To lie. +T+.--_He attempted
to speak_. _What_ did he attempt? +P+.--To speak. +T+.--_To lie_ is a
subject, and _to speak_ is an _object_. What part of speech is used as
subject and object? +P+.--The noun.
+T+.--The +Infinitive+ phrase is used as an +adjective+, an +adverb+, and a
+noun+.
_Infinitives_ may be completed by _objects_ and _attributes_.
+Analysis and Parsing+.
+Model+.--_David hasted to meet Goliath_.
David | hasted
==========|===========
| \to
\ meet | Goliath
\----------------
+Analysis of the Infinitive Phrase+.--_To_ introduces the phrase; _meet_,
completed by the object _Goliath_, is the principal part.
+Parsing of the Phrase+.--_To_ is a preposition, because ----; _meet_ is a
verb, because ----; _Goliath_ is a noun, because ----.
1. I come not here to talk.
2. I rejoice to hear it.
3. A desire to excel leads to eminence.
4. Dr. Franklin was sent to France to solicit aid for the colonies.
5. To retreat was impossible.
(_To_ is here used merely to introduce the infinitive phrase.)
\to
\ retreat
\---------
|
|
/ \ | was \ impossible
==========|======================
|
+Explanation of the Diagram+.--As this _phrase subject_ cannot, in its
proper form, be written on the subject line, it is placed above, and, by
means of a support, the phrase diagram is made to rest on the subject line.
The _phrase complement_ may be diagramed in a similar way, and made to rest
on the complement line.
6. The hands refuse to labor.
7. To live is not all of life.
8. The Puritans desired to obtain religious freedom.
9. The Romans, having conquered the world, were unable to conquer
themselves.
10. Narvaez sailed from Cuba to conquer Florida.
11. Some savages of America and Africa love to wear rings in the nose.
12. Andrew Jackson, elected to succeed J. Q. Adams, was inaugurated in
1829.
LESSON 50.
POSITION AND PUNCTUATION OF THE PARTICIPIAL PHRASE.
ERRORS TO BE CORRECTED. (See Caution 1, Lesson 41.)
Punctuate as you correct. (See Lesson 37.)
A house was built for a clergyman having seven gables.
The old man struck the saucy boy raising a gold-headed cane.
We saw a marble bust of Sir W. Scott entering the vestibule.
Here is news from a neighbor boiled down.
I found a cent walking over the bridge.
Balboa discovered the Pacific ocean climbing to the top of a mountain.
Punctuate the following exercises.
Cradled in the camp Napoleon was the darling of the army.
Having approved of the plan the king put it into execution.
Satan incensed with indignation stood unterrified.
My friend seeing me in need offered his services.
James being weary with his journey sat down on the wall.
The owl hid in the tree hooted through the night.
REVIEW QUESTIONS.
Give the caution relating to the position of the phrase modifier; that
relating to the choice of prepositions; that relating to the double
negative (Lesson 41). Give examples of errors. Can a noun be an attribute
complement? Illustrate. What do you understand by a participle? Into what
may some participles be changed? Illustrate. What offices does the
infinitive phrase perform? Illustrate them.
+To the Teacher+.--See COMPOSITION EXERCISES in the Supplement--Selection
from George Eliot.
LESSON 51.
REVIEW.
MISCELLANEOUS ERRORS FOR CORRECTION. (See Cautions in Lessons 30, 40, and
41.)
There never was such another man.
He was an old venerable patriarch.
John has a cadaverous, hungry, and lean look.
He was a well-proportioned, fine fellow.
Pass me them potatoes.
Put your trust not in money.
We have often occasion for thanksgiving,
Now this is to be done how?
Nothing can justify ever profanity.
To continually study is impossible.
(An adverb is seldom placed between the preposition _to_ and the
infinitive.)
Mary likes to tastefully dress.
Learn to carefully choose your words.
She looks queerly.
Give me a soon and direct answer.
The post stood firmly.
The eagle flies highly.
The orange tastes sweetly.
I feel tolerable well.
The branch breaks easy.
Thistles grow rapid.
The eagle flies swift.
This is a miserable poor pen.
A wealthy gentleman will adopt a little boy with a small family.
A gentleman called from Africa to pay his compliments.
Water consists in oxygen and hydrogen.
He went out attended with a servant.
I have a dislike to such tricksters.
We have no prejudice to foreigners.
She don't know nothing about it.
Father wouldn't give me none.
He hasn't been sick neither.
I won't have no more nohow.
+To the Teacher+.--Let the reason be given for every correction.
LESSON 52.
SENTENCE-BUILDING.
Build sentences in which the following participles shall be used as
modifiers.
Being fatigued; laughing; being amused; having been elected; running;
having been running.
Expand each of the following sentences into three sentences, using the
_participial form_ of the verb as a _participle_, in the first; the same
form as an _adjective_, in the second; and as a _noun_, in the third.
+Model+.--The stream _flows_. The stream, _flowing_ gently, crept through
the meadow. The _flowing_ stream slipped away to the sea. The _flowing_ of
the stream caused a low murmur. The stream flows. The sun rises. Insects
hum. The birds sing. The wind whistles. The bells are ringing. The tide
ebbs.
Form _infinitive phrases_ from the following verbs, and use these phrases
as _adjectives, adverbs_, and _nouns_, in sentences of your own building.
Smoke, dance, burn, eat, lie, try.
+To the Teacher+.--For exercises to distinguish the participle from the
predicate verb, see Notes, pp. 181, 182.
LESSON 53.
NOUNS AND PRONOUNS AS MODIFIERS.
+Hints for Oral Instruction+.--In the sentence, _The robin's eggs are
blue_, the noun _robin's_ does what? +P+.--It tells what or whose eggs are
blue. +T+.--What word names the things owned or possessed? +P+.--_Eggs_.
+T+.--What word names the owner or possessor? +P+.--_Robin's_.
+T+.--The noun _robin's_ is here used as a _modifier_. You see that this
word, which I have written on the board, is the word _robin_ with a little
mark (') called an apostrophe, and the letter _s_ added. These are added to
denote possession.
In the sentence, _Webster, the statesman, was born in New Hampshire_, the
noun _statesman_ modifies the subject _Webster_ by explaining what or which
Webster is meant. Both words name the same person.
Let the pupils give examples of each of these two kinds of +Noun
Modifiers+--the +Possessive+ and the +Explanatory+.
Analysis and Parsing.
+Model+.--_Julia's sister Mary has lost her diamond ring_.
sister (Mary) | has lost | ring
===============|============'=============
\Julia's | \her \diamond
+Explanation of the Diagram+.--_Mary_ is written on the subject line,
because _Mary_ and _sister_ both name the same person, but the word _Mary_
is inclosed within marks of parenthesis to show that _sister_ is the proper
grammatical subject.
In _oral analysis_, call _Julia's_ and _Mary_ modifiers of the subject,
_sister_, because _Julia's_ tells whose sister, and _Mary_ explains sister
by adding another name of the same person. _Her_ is a modifier of the
object, because it tells whose ring is meant.
_Julia's sister Mary_ is the _modified subject_, the predicate is
unmodified, and _her diamond ring_ is the _modified object complement_.
1. The planet Jupiter has four moons.
2. The Emperor Nero was a cruel tyrant.
3. Peter's wife's mother lay sick of a fever.
mother
========
\wife's
\Peter's
4. An ostrich outruns an Arab's horse.
5. His pretty little nephew Arthur had the best claim to the throne.
6. Milton, the great English poet, became blind.
7. Caesar gave his daughter Julia in marriage to Pompey.
8. London, the capital of England, is the largest and richest city in the
world.
9. Joseph, Jacob's favorite son, was sold by his brethren to the
Ishmaelites.
10. Alexander the Great [Footnote: _Alexander the Great_ may be taken as
one name, or _Great_ may be called an explanatory modifier of
_Alexander_.] was educated under the celebrated philosopher Aristotle.
11. Friends tie their purses with a spider's thread.
12. Caesar married Cornelia, the daughter of Cinna.
13. His fate, alas! was deplorable.
14. Love rules his kingdom without a sword.
LESSON 54.
SENTENCE-BUILDING.
Nouns and pronouns denoting possession may generally be changed to
equivalent phrases; as, _Arnold's treason_ = _the treason of Arnold_. Here
the preposition _of_ indicates _possession_, the same relation expressed by
the apostrophe (') and _s_. Change the following possessive nouns to
equivalent phrases, and the phrases indicating possession to possessive
nouns, and then expand the expressions into complete sentences.
+Model+.--The _earth's_ surface. The surface _of the earth_ is made up of
land and water.
The earth's surface: Solomon's temple; England's Queen; Washington's
Farewell Address; Dr. Kane's Explorations; Peter's wife's mother; George's
friend's father; Shakespeare's plays; Noah's dove; the diameter of the
earth; the daughter of Jephthah; the invasion of Burgoyne; the voyage of
Cabot; the Armada of Philip; the attraction of the earth; the light of the
moon.
Find for the things mentioned below, _other_ names which shall describe or
explain them. Add such names to these nouns, and then expand the
expressions into complete sentences.
+Model+.--_Ink_.--_Ink, a dark fluid_, is used in writing.
Observe the following rule.
+COMMA-RULE.--An _Explanatory Modifier_, when it does not restrict the
modified term or combine closely with it, is set off by the comma+.
+To the Teacher+.--See Notes, pp. 176, 177.
New York, rain, paper, the monkey, the robin, tea, Abraham Lincoln,
Alexander Hamilton, world, peninsula, Cuba, Shakespeare.
Write three sentences, each of which shall contain a noun or pronoun
denoting possession, and a noun or pronoun used to explain.
+To the Teacher+.--For additional exercises in the use of possessive
modifiers, see Notes, pp. 182, 183.
LESSON 55.
ANALYSIS AND PARSING.
MISCELLANEOUS EXAMPLES IN REVIEW.
1. The toad spends the winter in a dormant state.
2. Pride in dress or in beauty betrays a weak mind.
3. The city of London is situated on the river Thames.
4. Napoleon Bonaparte was born in 1769, on an island in the Mediterranean.
5. Men's opinions vary with their interests.
6. Ammonia is found in the sap of trees, and in the juices of all
vegetables.
7. Earth sends up her perpetual hymn of praise to the Creator.
8. Having once been deceived by him, I never trusted him again.
9. Aesop, the author of Aesop's Fables, was a slave.
10. Hope comes with smiles to cheer the hour of pain.
11. Clouds are collections of vapors in the air.
12. To relieve the wretched was his pride.
13. Greece, the most noted country of antiquity, scarcely exceeded in size
the half of the state of New York.
LESSON 56.
ANALYSIS AND PARSING.
MISCELLANEOUS EXAMPLES IN REVIEW--CONTINUED.
1. We are never too old to learn.
2. Civility is the result of good nature and good sense.
3. The right of the people to instruct their representatives is generally
admitted.
4. The immense quantity of matter in the Universe presents a most striking
display of Almighty power.
5. Virtue, diligence, and industry, joined with good temper and prudence,
must ever be the surest means of prosperity.
6. The people called Quakers were a source of much trouble to the Puritans.
7. The Mayflower brought to America [Footnote: One hundred and one may be
taken as one adjective.] one hundred and one men, women, and children.
8. Edward Wingfield, an avaricious and unprincipled man, was the first
president of the Jamestown colony.
9. John Cabot and his son Sebastian, sailing under a commission from Henry
VII. of England, discovered the continent of America.
10. True worth is modest and retiring.
11. Jonah, the prophet, preached to the inhabitants of Nineveh.
LESSON 57.
COMPLEX SENTENCES.
THE ADJECTIVE CLAUSE.
+Hints for Oral Instruction+.--A word-modifier may sometimes be expanded
into a phrase or into an expression that asserts.
+T+.--_A wise man will be honored_. Expand _wise_ into a phrase, and give
me the sentence. +P+.--A man _of wisdom_ will be honored. +T+.--Expand
_wise_ into an expression that asserts, join this to _man_, as a modifier,
and then give me the entire sentence. +P+.--A man _who is wise_ will be
honored.
+T+.--You see that the same quality may be expressed in three ways--A
_wise_ man, A man _of wisdom_, A man _who is wise_.
Let the pupils give similar examples.
+T+.--In the sentence, _A man who is wise will be honored_, the word _who_
stands for what? +P+.--For the noun _man_. +T+.--Then what part of speech
is it? +P+.--A pronoun.
+T+.--Put the noun _man_ in the place of the pronoun _who_, and then give
me the sentence. +P+.--_A man, man is wise, will be honored_.
+T+.--I will repeat your sentence, changing the order of the words--_A man
will be honored. Man is wise_. Is the last sentence now joined to the first
as a modifier, or are they two separate sentences? +P+.--They are two
separate sentences.
+T+.--Then you see that the pronoun _who_ not only stands for the noun
_man_, but it connects the modifying expression, _who is wise_, to _man_,
the subject of the sentence, _A man will be honored_, and thus there is
formed what we call a +Complex Sentence+. These two parts we call
+Clauses+. _A man will be honored_ is the +Independent Clause;+ _who is
wise_ is the +Dependent Clause+.
Clauses that modify nouns or pronouns are called +Adjective Clauses+.
+DEFINITION.--A _Clause_ is a part of a sentence containing a subject and
its predicate+.
+DEFINITION.--A _Dependent Clause_ is one used as an adjective, an adverb,
or a noun+.
+DEFINITION.--An _Independent Clause_ is one not dependent on another
clause+.
+DEFINITION.--A _Simple Sentence_ is one that contains but one subject and
one predicate, either or both of which may be compound+.
+DEFINITION.--A _Complex Sentence_ is one composed of an independent clause
and one or more dependent clauses+.
Analysis and Parsing.
+Model+.--
man | will be honored
=========|==================
\A ` |
`
`
who ` | is \ wise
-------|------------
|
+Explanation of the Diagram+.--You will notice that the lines standing for
the subject and predicate of the _independent clause_ are heavier than
those of the _dependent clause_. This pictures to you the relative
importance of the two clauses. You will see that the pronoun _who_ is
written on the subject line of the dependent clause. But this word performs
the office of a conjunction also, and this office is expressed in the
diagram by a dotted line. As all modifiers are joined by _slanting_ lines,
to the words they modify, you learn from this diagram that _who is wise_ is
a modifier of _man_.
+Oral Analysis+.--This is a _complex sentence_, because it consists of an
_independent clause_ and a _dependent clause_. _A man will be honored_ is
_the independent clause_; _who is wise_ is the _dependent clause_. _Man_ is
the subject of the independent clause; _will be honored_ is the predicate.
The word _A_ and the clause, _who is wise_, are modifiers of the subject.
_A_ points out _man_, and _who is wise_ tells the _kind_ of man. _A man who
is wise_ is the modified subject; the predicate is unmodified. _Who_ is the
subject of the dependent clause, _is_ is the predicate, and _wise_ is the
attribute complement. _Who_ connects the two clauses.
1. He that runs may read.
2. Man is the only animal that laughs and weeps.
3. Henry Hudson discovered the river which bears his name.
4. He necessarily remains weak who never tries exertion.
5. The meridians are those lines that extend from pole to pole.
6. He who will not be ruled by the rudder must be ruled by the rock.
7. Animals that have a backbone are called vertebrates.
8. Uneasy lies the head that wears a crown.
9. The thick mists which prevail in the neighborhood of Newfoundland are
caused by the warm waters of the Gulf Stream.
10. The power which brings a pin to the ground holds the earth in its
orbit.
11. Death is the black camel which kneels at every man's gate.
12. Our best friends are they who tell us of our faults, and help us to
mend them.
The pupil will notice that, in some of these sentences, the dependent
clause modifies the subject, and that, in others, it modifies the noun
complement.
+COMMA--RULE.--The _adjective_ or the _adverb clause_, when it does not
closely follow and restrict the word modified, is generally set off by the
comma+.
LESSON 58.
SENTENCE-BUILDING.
ADJECTIVE CLAUSES.
Expand each of the following adjectives into
1. A phrase;
2. A clause;
and then use these three modifiers in three separate sentences of your own
construction.
| _who has energy_,
+Model+.--_Energetic; of energy_; + or
| _who is energetic_.
An _energetic_ man will succeed. A man _of energy_ will succeed. A man who
has _energy_ (or _who is energetic_) will succeed.
Honest, long-eared, beautiful, wealthy.
Expand each of the following _possessive nouns_ into
1. A phrase;
2. A clause;
and then use these three modifiers in three separate sentences.
+Model+.--_Saturn's rings_; the rings _of Saturn_; the rings _which
surround Saturn_.
_Saturn's_ rings can be seen with a telescope. The _rings of Saturn_ can be
seen with a telescope. The rings _which surround Saturn_ can be seen, with
a telescope.
Absalom's hair; the hen's eggs; the elephant's tusks.
Change the following simple sentences into complex sentences by expanding
the participial phrases into clauses.
The vessels carrying the blood from the heart are called arteries. The book
prized above all other books is the Bible. Rivers rising west of the Rocky
Mts. flow into the Pacific ocean. The guns fired at Concord were heard
around the world.
+To the Teacher+.--For additional composition exercises with particular
reference to adjective clauses, see Notes, p. 177.
LESSON 59.
COMPLEX SENTENCES.
THE ADVERB CLAUSE.
+Hints for Oral Instruction+.--You learned in Lesson 83 that an adverb can
be expanded into an equivalent phrase; as, The book was _carefully_ read =
The book was read _with care_.
We shall now learn that a phrase used as an adverb may be expanded into an
+Adverb clause+. In the sentence, _We started at sunrise_, what phrase is
used like an adverb? +P+.--_At sunrise_. +T+.--Expand this phrase into an
equivalent clause, and give me the entire sentence. +P+.--We started _when
the sun rose_.
+T+.--You see that the phrase, _at sunrise_, and the clause, _when the sun
rose_, both modify _started_, telling the time of starting, and are
therefore equivalent to adverbs. We will then call such clauses +Adverb
Clauses+.
Analysis and Parsing.
+Model.--+
We | started
=========|=============
\
` when
sun \ rose
=======|=========
\the
+Explanation of the Diagram+.--The line which connects the two predicate
lines pictures three things. It is made up of three parts. The upper part
shows that _when_ modifies _started_; the lower part, that it modifies
_rose_; and the dotted part shows that it _connects_.
+Oral Analysis+.--This is a complex sentence, because ----; _We started_ is
the independent clause, and _when the sun rose_ is the dependent clause.
_We_ is the subject of the independent clause, and _started_ is the
predicate. The clause, _when the sun rose_, is a modifier of the predicate,
because it tells when we started. _Started when the sun rose_ is the
modified predicate.
_Sun_ is the subject of the dependent clause, and _rose_ is the predicate,
and the is a modifier of _sun_; _the sun_ is the modified subject. _When_
modifies _rose_ and _started_, and connects the clause-modifier to the
predicate _started_.
+Parsing+ of _when_.--_When_ is an adverb modifying the two verbs _started_
and _rose_, thus connecting the two clauses. It modifies these verbs by
showing that the two actions took place at the same time.
1. The dew glitters when the sun shines.
2. Printing was unknown when Homer wrote the Iliad.
3. Where the bee sucks honey, the spider sucks poison.
4. Ah! few shall part where many meet.
5. Where the devil cannot come, he will send.
6. While the bridegroom tarried, they all slumbered and slept.
7. Fools rush in where angels fear to tread.
8. When the tale of bricks is doubled, Moses comes.
9. When I look upon the tombs of the great, every emotion of envy dies
within me.
10. The upright man speaks as he thinks.
11. He died as the fool dieth.
12. The scepter shall not depart from Judah until Shiloh come.
LESSON 60.
SENTENCE-BUILDING.
ADVERB CLAUSES.
Expand each of the following phrases into an adverb clause, and fit this
clause into a sentence of your own building.
+Model+.--_At sunset; when the sun set_. We returned _when the sun set_.
At the hour; on the playground; by moonlight; in youth; among icebergs;
after school; at the forks of the road; during the day; before church; with
my friend.
To each of the following independent clauses, join an adverb clause,
and so make complex sentences.
---- Peter began to sink. The man dies ----. Grass grows ----. Iron ----
can easily be shaped. The rattlesnake shakes his rattle ----. ---- a nation
mourns. Pittsburg stands ----. He dared to lead ----.
+To the Teacher+.--For additional composition exercises with particular
reference to adverb clauses, see Notes, p. 177.