----
wives
========\
'\
' \ | wait
sisters 'x \=====|===========
========' \ \anxious \for
'and/ \
' / \news
mothers ' / -----
========'/ \the
+Explanation+.--The three short horizontal lines represent each a part of
the compound subject. They are connected by dotted lines, which stand for
the connecting word. The x shows that a conjunction is understood. The line
standing for the word modifier is joined to that part of the subject line
which represents the entire subject. Turn this diagram about, and the
connected horizontal lines will stand for the parts of a compound
predicate.
+Oral Analysis+.---_Wives, sisters_, and _mothers_ form the compound
subject; _anxious_ is a modifier of the compound subject; _and_ connects
_sisters_ and _mothers_.
+Parsing+.--_And_ is a conjunction connecting _sisters_ and _mothers_; _ah_
is an interjection, expressing a sudden burst of feeling.
2. In a letter we may advise, exhort, comfort, request, and discuss.
(For diagram see the last sentence of the "Explanation" above.)
3. The mental, moral, and muscular powers are improved by use.
powers came
================= =========
\The \ X \ and \ \ and \of
\...\.....\ \.......\ parentage
\ \ \muscular \ \-----------
\ \moral \from
\mental \ land
\---------
4. The hero of the Book of Job came from a strange land and of a strange
parentage.
5. The optic nerve passes from the brain to the back of the eyeball, and
there spreads out.
6. Between the mind of man and the outer world are interposed the nerves of
the human body.
7. All forms of the lever and all the principal kinds of hinges are found
in the body.
8. By perfection is meant the full and harmonious development of all the
faculties.
9. Ugh! I look forward with dread to to-morrow.
10. From the Mount of Olives, the Dead Sea, dark and misty and solemn, is
seen.
11. Tush! tush! 't will not again appear.
12. A sort of gunpowder was used at an early period in China and in other
parts of Asia.
13. Some men sin deliberately and presumptuously.
14. Feudalism did not and could not exist before the tenth century.
15. The opinions of the New York press are quoted in every port and in
every capital.
16. Both friend and foe applauded.
friend
-------------------\
' \
' \ | applauded
'and.... Both >===|===========
' /
foe ' /
--------'----------/
+Explanation+.--The conjunction _both_ is used to strengthen the real
connective _and_. _Either_ and _neither_ do the same for _or_ and _nor_ in
_either--or_, _neither--nor_.
+Remark.+--A phrase that contains another phrase as a modifier is called a
+Complex Phrase+. Two or more phrases connected by a conjunction form a
+Compound Phrase+.
+Direction.+--_Pick out the simple, the complex, and the compound phrases
in the sentences above._
* * * * *
LESSON 21.
COMPOSITION---CONNECTED TERMS AND INTERJECTIONS.
+COMMA--RULE.--Words or phrases connected by conjunctions are separated
from each other by the comma unless all the conjunctions are expressed.+
+Remark+.--When words and phrases stand in pairs, the pairs are separated
according to the Rule, but the words of each pair are not.
When one of two terms has a modifier that without the comma might be
referred to both, or, when the parts of compound predicates and of other
phrases are long or differently modified, these terms or parts are
separated by the comma though no conjunction is omitted.
When two terms connected by or have the same meaning, the second is
logically explanatory of the first, and is set off by the comma, _i. e._,
when it occurs in the body of a sentence, a comma is placed after the
explanatory word, as well as before the _or_.
+Direction.+--_Justify the punctuation of these sentences:_--
1. Long, pious pilgrimages are made to Mecca.
2. Empires rise, flourish, and decay.
3. Cotton is raised in Egypt, in India, and in the United States.
4. The brain is protected by the skull, or cranium.
5. Nature and art and science were laid under tribute.
6. The room was furnished with a table, and a chair without legs.
7. The old oaken bucket hangs in the well.
+Explanation.+--No comma here, for no conjunction is omitted. _Oaken_
limits _bucket_, _old_ limits _bucket_ modified by _oaken_, and _the_
limits _bucket_ modified by _old_ and _oaken_. See Lesson 13.
8. A Christian spirit should be shown to Jew or Greek, male or female,
friend or foe.
9. We climbed up a mountain for a view.
+Explanation+.--No comma. _Up a mountain_ tells where we climbed, and _for
a view_ tells why we climbed up a mountain.
10. The boy hurries away from home, and enters upon a career of business or
of pleasure.
11. The long procession was closed by the great dignitaries of the realm,
and the brothers and sons of the king.
+Direction+.--_Punctuate such of these sentences as need punctuation, and
give your reasons_:--
1. Men and women and children stare cry out and run.
2. Bright healthful and vigorous poetry was written by Milton.
3. Few honest industrious men fail of success in life.
(Where is the conjunction omitted?)
4. Ireland or the Emerald Isle lies to the west of England.
5. That relates to the names of animals or of things without sex.
6. The Hebrew is closely allied to the Arabic the Phoenician the Syriac and
the Chaldee.
7. We sailed down the river and along the coast and into a little inlet.
8. The horses and the cattle were fastened in the same stables and were fed
with abundance of hay and grain.
9. Spring and summer autumn and winter rush by in quick succession.
10. A few dilapidated old buildings still stand in the deserted village.
+EXCLAMATION POINT--RULE.--All _Exclamatory Expressions_ must be followed
by the exclamation point.+
+Remark+.--Sometimes an interjection alone and sometimes an interjection
and the words following it form the exclamatory expression; as, _Oh! it
hurts. Oh, the beautiful snow!_
_O_ is used in direct address; as, _O father, listen to me. Oh_ is used as
a cry of pain, surprise, delight, fear, or appeal. This distinction,
however desirable, is not strictly observed, _O_ being frequently used in
place of _Oh_.
+CAPITAL LETTERS--RULE.--The words _I_ and _O_ should be written in capital
letters.+
+Direction.+--_Correct these violations of the two rules given above:_--
1. o noble judge o excellent young man.
2. Out of the depths have i cried unto thee.
3. Hurrah the field is won.
4. Pshaw how foolish.
5. Oh oh oh i shall be killed.
6. o life how uncertain o death how inevitable.
* * * * *
LESSON 22.
ANALYSIS AND PARSING.
+Direction+.--_Beginning with the 8th sentence of the first group of
exercises in Lesson_ 21, _analyze thirteen sentences, omitting the_ 4_th of
the second group._
+Model+.--_A Christian spirit should be shown to Jew or Greek, male or
female, friend or foe._
spirit |should be shown / Jew
===============|================ __/'--------
\A \Christian | \ /' \' Greek
\ / ' \--------
\ / '
\to / x ' / male
\--/ '_/'--------
\ ' \' female
\ x ' \--------
\ '
\ ' / friend
\__/'---------
\' foe
\---------
* * * * *
LESSON 23.
COMPOSITION--CONNECTED TERMS.
Direction.+--_Using the nouns below, compose sentences with compound
subjects; compose others in which the verbs shall form compound predicates;
and others in which the adjectives, the adverbs, and the phrases shall form
compound modifiers:_--
In some let there be three or more connected terms. Observe Rule, Lesson
21, for punctuation. Let your sentences mean something.
NOUNS.
Washington, beauty, grace, Jefferson, symmetry, lightning, Lincoln,
electricity, copper, silver, flowers, gold, rose, lily.
VERBS.
Examine, sing, pull, push, report, shout, love, hate, like, scream, loathe,
approve, fear, obey, refine, hop, elevate, skip, disapprove.
ADJECTIVES.
+Direction.+--_See Caution, Lesson_ 13.
Bright, acute, patient, careful, apt, forcible, simple, homely, happy,
short, pithy, deep, jolly, mercurial, precipitous.
ADVERBS.
+Direction.+--_See Caution, Lesson 15._ Neatly, slowly, carefully, sadly,
now, here, never, hereafter.
PHRASES.
On sea; in the city; by day; on land; by night; in the country; by hook;
across the ocean; by crook; over the lands; along the level road; up the
mountains.
* * * * *
LESSON 24.
REVIEW.
CAPITAL LETTERS AND PUNCTUATION.
Direction.+--_Give the reason for every capital letter and for every mark
of punctuation used below:_--
1. The sensitive parts of the body are covered by the cuticle, or skin.
2. The degrees of A.B., A.M., D.D., and LL.D. are conferred by the colleges
and the universities of the country.
3. Oh, I am so happy!
4. Fathers and mothers, sons and daughters rejoice at the news.
5. Plants are nourished by the earth, and the carbon of the air.
6. A tide of American travelers is constantly flooding Europe.
7. The tireless, sleepless sun rises above the horizon, and climbs slowly
and steadily to the zenith.
8. He retired to private life on half pay, and on the income of a large
estate in the South.
+Direction.+--_Write these expressions, using capital letters and marks of
punctuation where they belong:_--
1. a fresh ruddy and beardless french youth replied
2. maj, cal, bu, p m, rev, no, hon, ft, w, e, oz, mr, n y, a b, mon, bbl,
st
3. o father o father i cannot breathe here
4. ha ha that sounds well
5. the edict of nantes was established by henry the great of france
6. mrs, vs, co, esq, yd, pres, u s, prof, o, do, dr
7. hurrah good news good news
8. the largest fortunes grow by the saving of cents and dimes and dollars
9. the baltic sea lies between sweden and russia
10. the mississippi river pours into the gulf of mexico
11. supt, capt, qt, ph d, p, cr, i e, doz
12. benjamin franklin was born in boston in 1706 and died in 1790
+Direction.+--_Correct all these errors in capitalization and punctuation,
and give your reasons:_--
1 Oliver cromwell ruled, over the english People,
2. halloo. I must speak to You!
3. john Milton, went abroad in Early Life, and, stayed, for some time, with
the Scholars of Italy,
4. Most Fuel consists of Coal and Wood from the Forests
5. books are read for Pleasure and the Instruction and improvement of the
Intellect,
6. In rainy weather the feet should be protected by overshoes or galoches
7. hark they are coming!
8. A, neat, simple and manly style is pleasing to Us.
9. alas poor thing alas,
10. i fished on a, dark, and cool, and mossy, trout stream.
* * * * *
LESSON 25.
MISCELLANEOUS EXERCISES IN REVIEW.
ANALYSIS.
1. By the streets of By-and-by, one arrives at the house of
Never.--_Spanish Proverb_ [Footnote: By-and-by has no real streets, the
London journals do not actually thunder, nor were the cheeks of William
the Testy literally scorched by his fiery gray eyes. _Streets, house,
colored, thunder_, and _scorched_ are not, then, used here in their
first and ordinary meaning, but in a secondary and figurative sense.
These words we call +Metaphors+. By what they denote and by what they
only suggest they lend clearness, vividness, and force to the thought
they help to convey, and add beauty to the expression.
For further treatment of metaphors and other figures of speech, see
pages 87, 136, 155, 156, 165, and Lesson 150.]
2. The winds and waves are always on the side of the ablest
navigators.--_Gibbon_.
3. The axis of the earth sticks out visibly through the center of each and
every town or city.--_Holmes_.
4. The arrogant Spartan, with a French-like glorification, boasted forever
of little Thermopylae.--_De Quincey_.
5. The purest act of knowledge is always colored by some feeling of
pleasure or pain.--_Hamilton_.
6. The thunder of the great London journals reverberates through every
clime.--_Marsh_.
7. The cheeks of William the Testy were scorched into a dusky red by two
fiery little gray eyes.--_Irving_.
8. The study of natural science goes hand in hand with the culture of the
imagination.--_Tyndall_. [Footnote: _Hand in hand_ may be treated as one
adverb, or _with_ may be supplied.]
9. The whole substance of the winds is drenched and bathed and washed and
winnowed and sifted through and through by this baptism in the
sea.--_Swain_.
10. The Arabian Empire stretched from the Atlantic to the Chinese Wall, and
from the shores of the Caspian Sea to those of the Indian
Ocean.--_Draper_.
11. One half of all known materials consists of oxygen.--_Cooke_.
12. The range of thirty pyramids, even in the time of Abraham, looked down
on the plain of Memphis.--_Stanley_.
* * * * *
LESSON 26.
WRITTEN PARSING.
+Direction+.--_Parse the sentences of Lesson 25 according to this +Model
for Written Parsing_.
| Nouns. | Pron. | Verbs. | Adj. | Adv. | Prep. | Conj.| Int.|
|--------|-------|--------|--------|------|-------|------|-----|
1st |streets,| | |the,the.| |By,of, | | |
sentence|By-and- | one. |arrives.| | |at,of | | |
| by, | | | | | | | |
|house, | | | | | | | |
|Never. | | | | | | | |
--------|--------|-------|--------|--------|------|-------|------|-----|
| | | | | | | | |
2d | | | | | | | | |
sentence| | | | | | | | |
TO THE TEACHER.--Until the +Subdivisions+ and +Modifications+ of parts of
speech are reached, +Oral and Written Parsing+ can be only a classification
of the words in the sentence. You must judge how frequently a lesson like
this is needed, and how much parsing should be done orally day by day. In
their +Oral Analysis+ let the pupils give at first the reasons for every
statement, but guard against their doing this mechanically and in set
terms; and, when you think it can safely be done, let them drop it. But ask
now and then, whenever you think they have grown careless or are guessing,
for the reason of this, that, or the other step taken.
Here it may be well to emphasize the fact that the part of speech to which
any word belongs is determined by the use of the word, and not from its
form. Such exercises as the following are suggested:--
Use _right_ words.
Act _right_.
_Right_ the wrong.
You are in the _right_.
Pupils will be interested in finding sentences that illustrate the
different uses of the same word. It is hardly necessary for us to make
lists of words that have different uses. Any dictionary will furnish
abundant examples. It is an excellent practice to point out such words in
the regular exercises for analysis.
* * * * *
LESSON 27.
REVIEW.
TO THE TEACHER.--See suggestions, Lesson 16.
+Direction+.--_Review from Lesson_ 17 _to Lesson_ 21, _inclusive_.
Give the substance of the "Introductory Hints" (tell, for example, what
such words as _long_ and _there_ may be expanded into, how these expanded
forms may be modified, how introduced, what the introductory words are
called, and why, etc.). Repeat and illustrate definitions and rules;
illustrate fully what is taught of the position of phrases, and of the
punctuation of phrases, connected terms, and exclamatory expressions. How
many parts of speech are there?
Exercises on the Composition of the Sentence and the Paragraph.
(SEE PAGES 153-156.)
TO THE TEACHER.--See notes to the teacher, pages 30, 150.
* * * * *
LESSON 28.
NOUNS AS OBJECT COMPLEMENTS.
Introductory Hints.+--In saying _Washington captured_, we do not fully
express the act performed by Washington. If we add a noun and say,
_Washington captured Cornwallis_, we complete the predicate by naming that
which receives the act.
Whatever fills out, or completes, is a +Complement+. As _Cornwallis_
completes the expression of the act by naming the thing acted upon--the
object--we call it the +Object Complement+. Connected objects completing
the same verb form a +Compound Object Complement+; as, Washington captured
_Cornwallis_ and his _army_.
+DEFINITION.--The _Object Complement of a Sentence_ completes the
predicate, and names that which receives the act.+
The complement with all its modifiers is called the +Modified Complement.+
+Analysis.+
1. Clear thinking makes clear writing.
thinking | makes | writing
============|=====================
\ clear | \clear
+Oral Analysis+.---_Writing_ is the object complement; _clear writing_ is
the modified complement, and _makes clear writing_ is the entire predicate.
2. Austerlitz killed Pitt.
3. The invention of gunpowder destroyed feudalism.
4. Liars should have good memories.
5. We find the first surnames in the tenth century.
6. God tempers the wind to the shorn lamb.
7. Benjamin Franklin invented the lightning-rod.
8. At the opening of the thirteenth century, Oxford took and held rank with
the greatest schools of Europe.
took
/---------\
Oxford | / ' \ | rank
========|=and' ==========
| \ ' /
\ ' held /
\-------/
revolves
/------------
moon | / '
======|== and'
| \ '
\ ' keeps | side
\---------------
9. The moon revolves, and keeps the same side toward us.
10. Hunger rings the bell, and orders up coals in the shape of bread and
butter, beef and bacon, pies and puddings.
11. The history of the Trojan war rests on the authority of Homer, and
forms the subject of the noblest poem of antiquity.
12. Every stalk, bud, flower, and seed displays a figure, a proportion, a
harmony, beyond the reach of art.
13. The natives of Ceylon build houses of the trunk, and thatch roofs with
the leaves, of the cocoa-nut palm.
14. Richelieu exiled the mother, oppressed the wife, degraded the brother,
and banished the confessor, of the king.
15. James and John study and recite grammar and arithmetic.
James study grammar
=========\ /===========\ /===============
' \ | / ' \ | / '
'and ==|== and' ===== and'
John ' / | \ ' recite / \ ' arithmetic
=========/ \===========/ \===============
* * * * *
LESSON 29.
NOUNS AND ADJECTIVES AS ATTRIBUTE COMPLEMENTS.
+Introductory Hints+.--The subject presents one idea; the predicate
presents another, and asserts it of the first. _Corn is growing_ presents
the idea of the thing, corn, and the idea of the act, growing, and asserts
the act of the thing. _Corn growing_ lacks the asserting word, and _Corn_
is lacks the word denoting the idea to be asserted.
In logic, the asserting word is called the _copula_--it shows that the two
ideas are coupled into a thought--and the word expressing the idea asserted
is called the predicate. But, as one word often performs both offices, e.
g., Corn _grows_, and, as it is disputed whether any word can assert
without expressing something of the idea asserted, we pass this distinction
by as not essential in grammar, and call both that which asserts and that
which expresses the idea asserted, by one name--the predicate. [Footnote:
We may call the verb the predicate; but, when it is followed by a
complement, it is an incomplete predicate.]
The _maple leaves become_. The verb become does not make a complete
predicate; it does not fully express the idea to be asserted. The idea may
be completely expressed by adding the adjective _red_, denoting the quality
we wish to assert of leaves, or attribute to them--_The maple leaves become
red_.
_Lizards are reptiles_. The noun _reptiles_, naming the class of the
animals called lizards, performs a like office for the asserting word are.
_Rolfe's wife was Pocahontas_. _Pocahontas_ completes the predicate by
presenting a second idea, which _was_ asserts to be identical with that of
the subject.
When the completing word expressing the idea to be attributed does not
unite with the asserting word to make a single verb, we distinguish it as
the +Attribute Complement.+ [Footnote: _Subjective Complement_ may, if
preferred, be used instead of Attribute Complement.] Connected attribute
complements of the same verb form a +Compound Attribute Complement+.
Most grammarians call the adjective and the noun, when so used, the
+Predicate Adjective+ and the +Predicate Noun+.
+DEFINITION.--The _Attribute Complement_ of a Sentence completes the
predicate and belongs to the subject.+
Analysis.
1. Slang is vulgar.
Slang | is \ vulgar
==========|=================
|
+Explanation+.--The line standing for the attribute complement is, like the
object line, a continuation of the predicate line; but notice that the line
which separates the incomplete predicate from the complement slants toward
the subject to show that the complement is an attribute of it.
+Oral Analysis+.--_Vulgar_ is the attribute complement, completing the
predicate and expressing a quality of slang; _is vulgar_ is the entire
predicate.
2. The sea is fascinating and treacherous.
3. The mountains are grand, tranquil, and lovable.
4. The Saxon words in English are simple, homely, and substantial.
5. The French and the Latin words in English are elegant, dignified, and
artificial. [Footnote: The assertion in this sentence is true only in
the main.]
6. The ear is the ever-open gateway of the soul.
7. The verb is the life of the sentence.
8. Good-breeding is surface-Christianity.
9. A dainty plant is the ivy green.
+Explanation+.--The subject names that of which the speaker says something.
The terms in which he says it,--the predicate,--he, of course, assumes that
the hearer already understands. Settle, then, which--plant or ivy--Dickens
supposed the reader to know least about, and which, therefore, Dickens was
telling him about; and you settle which word--_plant_ or _ivy_--is the
subject. (Is it not the writer's poetical conception of "the green ivy"
that the reader is supposed not to possess?)
10. The highest outcome of culture is simplicity.
11. Stillness of person and steadiness of features are signal marks of
good-breeding.
12. The north wind is full of courage, and puts the stamina of endurance
into a man.
13. The west wind is hopeful, and has promise and adventure in it.
14. The east wind is peevishness and mental rheumatism and grumbling, and
curls one up in the chimney-corner.
15. The south wind is full of longing and unrest and effeminate suggestions
of luxurious ease.
* * * * *
LESSON 30.
ATTRIBUTE COMPLEMENTS--CONTINUED.
Analysis.
1. He went out as mate and came back captain.
as
---
'
went \ ' mate
/=======================
He | / ' \out
====|=and '
| \ ' came \ captain
\=======================
\back
+Explanation+.--_Mate_, like _captain_, is an attribute complement. Some
would say that the conjunction _as_ connects _mate_ to _he_; but we think
this connection is made through the verb _went_, and that _as_ is simply
introductory. This is indicated in the diagram.
2. The sun shines bright and hot at midday.
3. Velvet feels smooth, and looks rich and glossy.
4. She grew tall, queenly, and beautiful.
5. Plato and Aristotle are called the two head-springs of all philosophy.
6. Under the Roman law, every son was regarded as a slave.
7. He came a foe and returned a friend.
8. I am here. I am present.
+Explanation+.--The office of an adverb sometimes seems to fade into that
of an adjective attribute and is not easily distinguished from it. _Here_,
like an adjective, seems to complete _am_, and, like an adverb to modify
it. From their form and usual function, _here,_ in this example, should be
called an adverb, and _present_ an adjective.
9. This book is presented to you as a token of esteem and gratitude.
10. The warrior fell back upon the bed a lifeless corpse.
11. The apple tastes and smells delicious.
12. Lord Darnley turned out a dissolute and insolent husband.
13. In the fable of the Discontented Pendulum, the weights hung speechless.
14. The brightness and freedom of the New Learning seemed incarnate in the
young and scholarly Sir Thomas More.
15. Sir Philip Sidney lived and died the darling of the Court, and the
gentleman and idol of the time.
* * * * *
LESSON 31.
OBJECTIVE COMPLEMENTS.
+Introductory Hints+.--_He made the wall white._ Here _made_ does not fully
express the act performed upon the wall. We do not mean to say, He _made_
the white _wall_, but, He _made-white_ (_whitened_) the wall. _White_ helps
_made_ to express the act, and at the same time it denotes the quality
attributed to the wall as the result of the act.
_They made Victoria queen_. Here _made_ does not fully express the act
performed upon Victoria. They did not _make_ Victoria, but _made-queen_
(_crowned_) Victoria. _Queen_ helps _made_ to express the act, and at the
same time denotes the office to which the act raised Victoria.