TO THE TEACHER.--See suggestions to the teacher, pages 30,150.
* * * * *
LESSON 46.
SENTENCES CLASSIFIED WITH RESPECT TO MEANING.
+Introductory Hints+.--In the previous Lessons we have considered the
sentence with respect to the words and phrases composing it. Let us now
look at it as a whole.
_The mountains lift up their heads_. This sentence is used simply to
affirm, or to declare a fact, and is called a +Declarative Sentence.+
_Do the mountains lift up their heads?_ This sentence expresses a question,
and is called an +Interrogative Sentence.+
_Lift up your heads_. This sentence expresses a command, and is called an
+Imperative Sentence+. Such expressions as _You must go_, _You shall go_
are equivalent to imperative sentences, though they have not the imperative
form.
_How the mountains lift up their heads!_ In this sentence the thought is
expressed with strong emotion. It is called an +Exclamatory Sentence+.
_How_ and _what_ usually introduce such sentences; but a declarative, an
interrogative, or an imperative sentence may become exclamatory when the
speaker uses it mainly to give vent to his feelings; as, _It is impossible!
How can I endure it! Talk of hypocrisy after this!_
+DEFINITION.--A _Declarative Sentence_ is one that is used to affirm or to
deny.+
+DEFINITION.--An _Interrogative Sentence_ is one that expresses a
question.+
+DEFINITION.--An _Imperative Sentence_ is one that expresses a command or
an entreaty.+
+DEFINITION.--An _Exclamatory Sentence_ is one that expresses sudden
thought or strong feeling.+ [Footnote: For punctuation, see page 42.]
+INTERROGATION POINT--RULE.--Every direct interrogative sentence should be
followed by an interrogation point.+
+Remark.+--When an interrogative sentence is made a part of another
sentence, it may be direct; as, He asked, "_What is the trouble?_" or
indirect; as, He asked _what the trouble was_. (See Lesson 74.)
Analysis.
+Direction.+--_Before analyzing these sentences, classify them, and justify
the terminal marks of punctuation:_--
1. There are no accidents in the providence of God.
2. Why does the very murderer, his victim sleeping before him, and his
glaring eye taking the measure of the blow, strike wide of the mortal
part?
3. Suffer not yourselves to be betrayed with a kiss.
(The subject is _you_ understood.)
4. How wonderful is the advent of spring!
5. Oh! a dainty plant is the ivy green!
6. Six days shalt thou labor and do all thy work.
7. Alexander the Great died at Babylon in the thirty-third year of his age.
8. How sickness enlarges the dimensions of a man's self to himself!
9. Thou shalt not take the name of the Lord thy God in vain.
10. Lend me your ears.
11. What brilliant rings the planet Saturn has!
12. What power shall blanch the sullied snow of character?
13. The laws of nature are the thoughts of God.
14. How beautiful was the snow, falling all day long, all night long, on
the roofs of the living, on the graves of the dead!
15. Who, in the darkest days of our Revolution, carried your flag into the
very chops of the British Channel, bearded the lion in his den, and
woke the echoes of old Albion's hills by the thunders of his cannon and
the shouts of his triumph?
* * * * *
LESSON 47.
MISCELLANEOUS EXERCISES IN REVIEW
Analysis.
1. Poetry is only the eloquence and enthusiasm of religion.--_Wordsworth_.
2. Refusing to bare his head to any earthly potentate, Richelieu would
permit no eminent author to stand bareheaded in his presence.
--_Stephen_.
3. The Queen of England is simply a piece of historic heraldry; a flag,
floating grandly over a Liberal ministry yesterday, over a Tory ministry
to-day.--_Conway_.
4. The vulgar intellectual palate hankers after the titillation of foaming
phrase.--_Lowell_.
5. Two mighty vortices, Pericles and Alexander the Great, drew into strong
eddies about themselves all the glory and the pomp of Greek literature,
Greek eloquence, Greek wisdom, Greek art.--_De Quincey_.
6. Reason's whole pleasure, all the joys of sense, lie in three words--
health, peace, and competence.--_Pope_.
7. Extreme admiration puts out the critic's eye.--_Tyler_. [Footnote:
Weighty thoughts tersely expressed, like (7), (8), and (10) in this
Lesson, are called Epigrams. What quality do you think they impart to
one's style?]
8. The setting of a great hope is like the setting of the sun.--
_Longfellow_.
9. Things mean, the Thistle, the Leek, the Broom of the Plantagenets,
become noble by association.--_F. W. Robertson_.
10. Prayer is the key of the morning and the bolt of the night.--
_Beecher_.
11. In that calm Syrian afternoon, memory, a pensive Ruth, went gleaning
the silent fields of childhood, and found the scattered grain still
golden, and the morning sunlight fresh and fair.--_Curtis_. [Footnote:
In _Ruth_ of this sentence, we have a type of the metaphor called
+Personification+--a figure in which things are raised above their
proper plane, taken up toward or to that of persons. Things take on
dignity and importance as they rise in the scale of being.
Note, moreover, that in this instance of the figure we have an
+Allusion+. All the interest that the Ruth of the Bible awakens in us
this allusion gathers about so common a thing as memory.]
* * * * *
LESSON 48.
MISCELLANEOUS EXERCISES IN REVIEW.
Analysis.
1. By means of steam man realizes the fable of Aeolus's bag, and carries
the two-and-thirty winds in the boiler of his boat.--_Emerson_.
2. The Angel of Life winds our brains up once for all, then closes the
case, and gives the key into the hands of the Angel of
Resurrection.--_Holmes_.
3. I called the New World into existence to redress the balance of the
Old.--_Canning_.
4. The prominent nose of the New Englander is evidence of the constant
linguistic exercise of that organ.--_Warner_.
5. Every Latin word has its function as noun or verb or adverb ticketed
upon it.--_Earle_.
6. The Alps, piled in cold and still sublimity, are an image of
despotism.--_Phillips_.
7. I want my husband to be submissive without looking so.--_Gail Hamilton_.
8. I love to lose myself in other men's minds.--_Lamb_.
9. Cheerfulness banishes all anxious care and discontent, soothes and
composes the passions, and keeps the soul in a perpetual
calm.--_Addison_.
10. To discover the true nature of comets has hitherto proved beyond the
power of science.
+Explanation+.--_Beyond the power of science = impossible_, and is
therefore an attribute complement. The preposition _beyond_ shows the
relation, in sense, of _power_ to the subject phrase.
11. Authors must not, like Chinese soldiers, expect to win victories by
turning somersets in the air.--_Longfellow_.
* * * * *
LESSON 49.
REVIEW OF PUNCTUATION.
+Direction+.--_Give the reasons, so far as you have been taught, for the
marks of punctuation used in Lessons_ 44, 46, 47, _and_ 48.
* * * * *
LESSON 50.
REVIEW.
TO THE TEACHER.--See suggestions, Lesson 16.
+Direction+.--_Review from Lesson_ 37 _to Lesson_ 46, _inclusive_.
Give, in some such way as we have outlined in preceding Review Lessons, the
substance of the "Introductory Hints;" repeat and illustrate definitions
and rules; illustrate the different uses of the participle and the
infinitive, and illustrate the Caution regarding the use of the participle;
illustrate the different ways in which words and phrases may be
grammatically independent, and the punctuation of these independent
elements.
* * * * *
LESSON 51.
ARRANGEMENT--USUAL ORDER.
TO THE TEACHER.--If, from lack of time or from the necessity of conforming
to a prescribed course of study, it is found desirable to abridge these
Lessons on Arrangement and Contraction, the exercises to be written may be
omitted, and the pupil may be required to illustrate the positions of the
different parts, in both the Usual and the Transposed order, and then to
read the examples given, making the required changes orally.
The eight following Lessons may thus be reduced to two or three.
Let us recall the +Usual Order+ of words and phrases in a simple
declarative sentence.
The verb follows the subject, and the object complement follows the verb.
+Example+.--_Drake circumnavigated the globe_.
+Direction+.--_Observing this order, write three sentences each with an
object complement._
An adjective or a possessive modifier precedes its noun, and an explanatory
modifier follows it.
+Examples+.--_Man's life is a brief span. Moses, the lawgiver_, came down
from the Mount.
+Direction+.--_Observing this order, write four sentences, two with
possessive modifiers and two with explanatory, each sentence containing an
adjective._
The attribute complement, whether noun or adjective, follows the verb, the
objective complement follows the object complement, and the indirect object
precedes the direct.
+Examples+.--Egypt _is the valley_ of the Nile. Eastern life _is dreamy_.
They made _Bonaparte consul_. They offered _Caesar a crown_.
+Direction+.--_Observing this order, write four sentences illustrating the
positions of the noun and of the adjective when they perform these
offices_.
If adjectives are of unequal rank, the one most closely modifying the noun
stands nearest to it; if of the same rank, they stand in the order of their
length--the shortest first.
+Examples+.--_Two honest young_ men enlisted. Cassino has a _lean_ and
_hungry_ look. A rock, _huge_ and _precipitous_, stood in our path.
+Direction+.--_Observing this order, write three sentences illustrating the
relative position of adjectives before and after the noun_.
An adverb precedes the adjective, the adverb, or the phrase which it
modifies; precedes or follows (more frequently follows) the simple verb or
the verb with its complement; and follows one or more words of the verb if
the verb is compound.
+Examples+.--The light _far in the distance_ is _so very bright_. I _soon
found him_. I _hurt him badly_. He _had often been there_.
+Direction+.--_Observing this order, write sentences illustrating these
several positions of the adverb_.
Phrases follow the words they modify; if a word has two or more phrases,
those most closely modifying it stand nearest to it.
+Examples+.--_Facts once established_ are facts forever. He _sailed for
Liverpool on Monday_.
+Direction+.--_Observing this order, write sentences illustrating the
positions of participle and prepositional phrases_.
* * * * *
LESSON 52.
ARRANGEMENT--TRANSPOSED ORDER.
+Introductory Hints+.--The usual order of words, spoken of in the preceding
Lesson, is not the only order admissible in an English sentence; on the
contrary, great freedom in the placing of words and phrases is sometimes
allowable. Let the relation of the words be kept obvious and, consequently,
the thought clear, and in poetry, in impassioned oratory, in excited speech
of any kind, one may deviate widely from this order.
A writer's meaning is never distributed evenly among his words; more of it
lies in some words than in others. Under the influence of strong feeling,
one may move words out of their accustomed place, and, by thus attracting
attention to them, give them additional importance to the reader or hearer.
When any word or phrase in the predicate stands out of its usual place,
appearing either at the front of the sentence or at the end, we have what
we may call the +Transposed Order+. _I dare not venture to go down into the
cabin--Venture to go down into the cabin I dare not. You shall die--Die you
shall. Their names will forever live on the lips of the people--Their names
will, on the lips of the people, forever live_.
When the word or phrase moved to the front carries the verb, or the
principal word of it, before the subject, we have the extreme example of
the transposed order; as, _A yeoman had he. Strange is the magic of a
turban._ The whole of a verb is not placed at the beginning of a
declarative sentence except in poetry; as, _Flashed all their sabers bare_.
TO THE TEACHER.----Where, in our directions in these Lessons on Arrangement
and Contraction, we say _change, transpose_, or _restore_, the pupils need
not write the sentences. They should study them and be able to read them.
Require them to show what the sentence has lost or gained in the change.
+Direction+.--_Change these sentences from the usual to the transposed
order by moving words or phrases to the front, and explain the effect_:--
1. He could not avoid it.
2. They were pretty lads.
3. The great Queen died in the year 1603.
4. He would not escape.
5. I must go.
6. She seemed young and sad.
7. He cried, "My son, my son!"
8. He ended his tale here.
9. The moon shone bright.
10. A frozen continent lies beyond the sea.
11. He was a contentious man.
12. It was quoted so.
13. Monmouth had never been accused of cowardice.
+Direction+.--_Change these sentences from the transposed order to the
usual, and explain the effect_:--
1. Him, the Almighty Power hurled headlong.
2. Volatile he was.
3. Victories, indeed, they were.
4. Of noble race the lady came.
5. Slowly and sadly we laid him down.
6. Once again we'll sleep secure.
7. This double office the participle performs.
8. That gale I well remember.
9. Churlish he often seemed.
10. One strong thing I find here below.
11. Overhead I heard a murmur.
12. To their will we must succumb.
13. Him they hanged.
14. Freely ye have received.
+Direction+.--_Write five sentences, each with one of the following nouns
or adjectives as a complement; and five, each with one of the adverbs or
phrases as predicate modifier; then transpose the ten with these same words
moved to the front, and explain the effect_:--
Giant, character, happy, him, serene, often, in the market, long and
deeply, then, under foot.
+Direction+.--_Transpose these sentences by placing the italicized words
last, and note the effect_:--
1. The clouds lowering upon our house are _buried_ in the deep bosom of the
ocean.
2. Aeneas did _bear_ from the flames of Troy upon his shoulder the old
Anchises.
3. Such a heart _beats_ in the breast of my people.
4. The great fire _roared_ up the deep and wide chimney.
+Direction+.--_Change these to the usual order_:--
1. No woman was ever in this wild humor wooed and won.
2. Let a shroud, stripped from some privileged corpse, be, for its proper
price, displayed.
3. An old clock, early one summer's morning, before the stirring of the
family, suddenly stopped.
4. Treasures of gold and of silver are, in the deep bosom of the earth,
concealed.
5. Ease and grace in writing are, of all the acquisitions made in school,
the most difficult and valuable.
+Direction+.--_Write three sentences, each with the following noun or
adjective or phrase in its usual place in the predicate, and then
transpose, placing these words wherever they can properly go_:--
Mountains, glad, by and by.
* * * * *
LESSON 53.
ARRANGEMENT--TRANSPOSED ORDER.
+Direction+.--_Restore these sentences to their usual order by moving the
object complement and the verb to their customary places, and tell what is
lost by the change_:--
1. Thorns and thistles shall the earth bring forth.
2. "Exactly so," replied the pendulum.
3. Me restored he to mine office.
4. A changed France have we.
5. These evils hath sin wrought.
+Direction+.--_Transpose these sentences by moving the object complement
and the verb, and tell what is gained by the change_:--
1. The dial-plate exclaimed, "Lazy wire!"
2. The maiden has such charms.
3. The English character has faults and plenty of them.
4. I will make one effort more to save you.
5. The king does possess great power.
6. You have learned much in this short journey.
+Direction+.--_Write six transposed sentences with these nouns as object
complements, and then restore them to their usual order_:--
Pause, cry, peace, horse, words, gift.
+Direction+.--_Restore these sentences to their usual order by moving the
attribute complement and the verb to their usual places, and tell what is
lost by the change_:--
1. A dainty plant is the ivy green.
2. Feet was I to the lame.
3. A mighty man is he.
4. As a mark of respect was the present given.
5. A giant towered he among men.
+Direction+.--_Transpose these sentences by moving the attribute complement
and the verb, and tell what is gained by the change_:--
1. We are merry brides.
2. Washington is styled the "Father of his Country."
3. He was a stark mosstrooping Scot.
4. The man seemed an incarnate demon.
5. Henry VIII. had become a despot.
+Direction+.--_Using these nouns as attribute complements, write three
sentences in the usual order, and then transpose them_:--
Rock, desert, fortress.
+Direction+.--_Restore these sentences to their usual order by moving the
adjective complement and the verb to their customary places_:--
1. Happy are we to-night, boys.
2. Good and upright is the Lord.
3. Hotter grew the air.
4. Pale looks your Grace.
5. Dark rolled the waves.
6. Louder waxed the applause.
7. Blood-red became the sun.
8. Doubtful seemed the battle.
9. Wise are all his ways.
10. Wide open stood the doors.
11. Weary had he grown.
12. Faithful proved he to the last.
+Direction+.--_Transpose these sentences by moving the adjective complement
and the verb_:--
1. My regrets were bitter and unavailing.
2. The anger of the righteous is weighty.
3. The air seemed deep and dark.
4. She had grown tall and queenly.
5. The peacemakers are blessed.
6. I came into the world helpless.
7. The untrodden snow lay bloodless.
8. The fall of that house was great.
9. The uproar became intolerable.
10. The secretary stood alone.
+Direction+.--_Write five transposed sentences, each with one of these
adjectives as attribute complement, and then restore the sentences to the
usual order_:--
Tempestuous, huge, glorious, lively, fierce.
* * * * *
LESSON 54.
ARRANGEMENT--TRANSPOSED ORDER.
+Direction+.--_Restore these sentences to the usual order by moving the
adverb and the verb to their customary places, and note the loss_:--
1. Then burst his mighty heart.
2. Here stands the man.
3. Crack! went the ropes.
4. Down came the masts.
5. So died the great Columbus of the skies.
6. Tictac! tictac! go the wheels of thought.
7. Away went Gilpin.
8. Off went his bonnet.
9. Well have ye judged.
10. On swept the lines.
11. There dozed the donkeys.
12. Boom! boom! went the guns.
13. Thus waned the afternoon.
14. There thunders the cataract age after age.
+Direction+.--_Transpose these sentences by moving the adverb and the
verb_:--
1. I will never desert Mr. Micawber.
2. The great event occurred soon after.
3. The boy stood there with dizzy brain.
4. The Spaniard's shot went whing! whing!
5. Catiline shall no longer plot her ruin.
6. A sincere word was never utterly lost.
7. It stands written so.
8. Venus was yet the morning star.
9. You must speak thus.
10. Lady Impudence goes up to the maid.
11. Thy proud waves shall be stayed here.
+Direction+.--_Write ten sentences in the transposed order, using these
adverbs_:--
Still, here, now, so, seldom, there, out, yet, thus, never.
+Direction+.--_Restore these sentences to the usual order by moving the
phrase and the verb to their customary places, and note the loss_:--
1. Behind her rode Lalla Rookh.
2. Seven years after the Restoration appeared Paradise Lost.
3. Into the valley of death rode the six hundred.
4. To such straits is a kaiser driven.
5. Upon such a grating hinge opened the door of his daily life.
6. Between them lay a mountain ridge.
7. In purple was she robed.
8. Near the surface are found the implements of bronze.
9. Through the narrow bazaar pressed the demure donkeys.
10. In those days came John the Baptist.
11. On the 17th of June, 1775, was fought the battle of Bunker Hill.
12. Three times were the Romans driven back.
+Direction+.--_Transpose these sentences by moving the phrase and the
verb_:--
1. The disciples came at the same time.
2. The dreamy murmur of insects was heard over our heads.
3. An ancient and stately hall stood near the village.
4. His trusty sword lay by his side.
5. Pepin eventually succeeded to Charles Martel.
6. The house stands somewhat back from the street.
7. Our sphere turns on its axis.
8. The bridle is red with the sign of despair.
9. I have served in twenty campaigns.
10. Touch proper lies in the finger-tips and in the lips.
+Direction+.--_Write ten sentences in the usual order, using these
prepositions to introduce phrases, and then transpose the sentences, and
compare the two orders_:--
Beyond, upon, toward, of, by, into, between, in, at, to.
+Direction+.--_Write six sentences in the transposed order, beginning them
with these words_:--
There (independent), nor, neither.
* * * * *
LESSON 55.
ARRANGEMENT--INTERROGATIVE SENTENCES.
If the interrogative word is subject or a modifier of it, the order is
usual.
+Examples+.--_Who_ came last evening? _What star_ shines brightest?
+Direction+.--_Write five interrogative sentences, using the first word
below as a subject; the second as a subject and then as a modifier of the
subject; the third as a subject and then as a modifier of the subject_:--
Who, which, what.
If the interrogative word is object complement or attribute complement or a
modifier of either, the order is transposed.
+Examples+.--_Whom_ did you see? _What_ are personal consequences? _Which
course_ will you choose?
+Direction+.--_Write an interrogative sentence with the first word below as
object complement, and another with the second word as attribute
complement. Write four with the third and the fourth as_ _complements, and
four with the third and the fourth as modifiers of the complement_:--
Whom, who, which, what.
If the interrogative word is an adverb, the order is transposed.
+Examples+.--_Why_ is the forum crowded? _Where_ are the flowers, the fair
young flowers?
+Direction+.--_Write five interrogative sentences, using these adverbs_:--
How, when, where, whither, why.
If there is no interrogative word, the subject stands after the verb when
this is simple; after the first word of it when it is compound.
+Examples+.--_Have you_ your lesson? _Has the gentleman_ finished?
+Direction+.--_Write six interrogative sentences, using these words_:--
Is, has, can learn, might have gone, could have been found, must see.
+Direction+.--_Change the sentences you have written in this Lesson into
declarative sentences_.
* * * * *
LESSON 56.
ARRANGEMENT--IMPERATIVE AND EXCLAMATORY SENTENCES.
The subject is usually omitted in the imperative sentence; but, when it is
expressed, the sentence is in the transposed order.
+Examples+.--_Praise ye_ the Lord. _Give_ (_thou_) me three grains of corn.
+Direction+.--_Using these verbs, write ten sentences, in five of which the
subject shall be omitted; and in five, expressed_:--
Remember, listen, lend, love, live, choose, use, obey, strive, devote.
Although any sentence may without change of order become exclamatory
(Lesson 46), yet exclamatory sentences ordinarily begin with _how_ or
_what_, and are usually in the transposed order.
+Examples+.--_How quietly_ the child sleeps! _How excellent_ is thy
loving-kindness! _What visions_ have I seen! _What a life_ his was!
+Direction+.--_Write six exclamatory sentences with the word how modifying
(1) an adjective, (2) a verb, and (3) an adverb--in three sentences let the
verb follow, and in three precede, the subject. Write four sentences with
the word what modifying (1) an object complement and (2) an attribute
complement--in two sentences let the verb follow, and in two precede, the
subject_.
* * * * *
LESSON 57.
CONTRACTION OF SENTENCES.
+Direction+.--_Contract these sentences by omitting the repeated modifiers
and prepositions, and all the conjunctions except the last_:--