RELATIONS OF THE PRONOUN.
What is the gender, person, and number of the italicized pronouns in the following sentences?—
A pronoun must agree in gender, number, and person with its antecedent.
Note.—1. The relative pronoun is not always expressed; as, I know the man (that) you admire so much.2. The wordithas sometimes an indefinite use without an antecedent; as,Itrains.Itwill soon be dark.This is called the impersonal use.3. The worditis sometimes used as arepresentativesubject while therealsubject follows the verb; as,Itis certainthat he did it.Itis rightto defend the truth.
Note.—1. The relative pronoun is not always expressed; as, I know the man (that) you admire so much.
2. The wordithas sometimes an indefinite use without an antecedent; as,Itrains.Itwill soon be dark.This is called the impersonal use.
3. The worditis sometimes used as arepresentativesubject while therealsubject follows the verb; as,Itis certainthat he did it.Itis rightto defend the truth.
The pronoun has the same case-relations as the noun.
EXERCISE.
Name the case and state the construction of each noun and pronoun in the following sentences:—
LESSON LVIII.
RELATIONS OF ADJECTIVES.
Name the adjectives in the following sentences, that are used to modify nouns directly, and those that are used to modify nouns as part of the predication or assertion made about them:—
1. An adjective that modifies a noun directly is said to be in theattributiverelation; as, Agrandtree is thestatelyoak.
2. An adjective that modifies a noun as part of the predication or assertion made about it, is called apredicate adjective; as, This apple issweet. I amgladyou succeeded.
3. An adjective that is joined to a noun in a loose and indirect way is said to be used in theappositiverelation; as, All history,ancientormoderncontributes towards my theory.
EXERCISE.
State the relation of each adjective in the following sentences:—
LESSON LIX.
RELATIONS OF THE VERB.
What person and number forms are the verbs in the following sentences, and why?—
The verb agrees with its subject in person and number; as, The teacherhasmy pen.
Note.—In determining the number of the verb we must consider, not theform, but themeaningof the subject.
Note.—In determining the number of the verb we must consider, not theform, but themeaningof the subject.
1. A collective noun requires a verb in the singular when it means the collection as a whole, and a verb in the plural when it means the separate individuals of which it is composed; as, The committee (as a whole)has decidedit. The committee (as individuals)have decidedit.
2. Two or more singular nouns connected byandtake a verb in the plural; as, James and Maryarehere. Music and drawingwere taughtduring the term.
If two or more singular nouns connected byandare preceded byeach,every, orno, the verb is in the singular, because they refer to things considered separately; as, Every man and womanwas lost.
3. When two or more singular subjects are thought of as one thing, the verb is singular; as, Bread and butterissufficient.
4. Two singular subjects connected byeither—or,neither—nortake a verb in the singular, but if the subjects are plural, the verb is plural; as, Either a horse or a cowisin the field. Neither the boys nor the girlsarehere.
EXERCISE.
What is the person and number of the verbs in the following sentences, and give the reason in each case?—
RELATIONS OF ADVERBS.
Point out the use of the italicized adverbs in the following sentences:—
An adverb is used to qualify a verb, an adjective, or another adverb.
An adverb is sometimes used with the value of a predicate adjective; as, The sun isup. We werethere.
An adverb may even qualify a preposition; as, He wentfarbeyond his instructions. The thorn randeepinto his foot.
EXERCISE.
Give the construction of each adverb in the following sentences:—
THE ORDER OF WORDS.
Observe the order of the words in the following sentence:—
The woods tossed their giant branches against a stormy sky.
The logical order of the parts of a sentence is: 1. The subject (with its attributes); 2. The verb; 3. The object (with its attributes) or the complement; 4. The adverbial modifiers.
This order may be changed to secure greateremphasis,clearnessorelegance.
A member of a sentence may be given prominence by taking it out of its logical position and placing it first. This causes the arrangement of the other members to be changed and the sentence thus acquires emphasis by the members being placed out of their ordinary positions.
The subject of the sentence may follow the verb:—
1. In interrogative sentences; as, Areyouthere?
2. In expressing a wish; as, Mayyousucceed.
3. In imperative sentences; as, Seekyenot my face again.
4. In poetry; as,
Then off there flung in smiling joy,And held himself erectBy just his horse’s mane, a boy.—Browning.
Then off there flung in smiling joy,And held himself erectBy just his horse’s mane, a boy.—Browning.
Then off there flung in smiling joy,And held himself erectBy just his horse’s mane, a boy.—Browning.
Then off there flung in smiling joy,
And held himself erect
By just his horse’s mane, a boy.—Browning.
5. In subjunctive clauses withoutif; as, HadIyour advantages I should improve them.
6. In introducing quotations; as, “Pardon!” said theEmperor.
7. In inversion for emphasis; as, Flashed all theirsabresbare.
8. When the real subject is a clause, and the representative subject isit; as, It is well knownthat he received money.
The object may precede the verb that governs it:—
1. When it is an interrogative or relative pronoun; as,Whomdid you see? I saw the manwhomyou want.
2. For emphasis; as,HonorandfameI seek not.
Attributes naturally precede the noun, but they may follow:—
1. When they consist of a phrase or clause; as, I love the songof birds. The bookthat I foundis here.
2. When they consist of two or more adjectives; as, And fast through the midnightdarkanddrear, the vessel swept.
3. In poetry; as,
See how from far upon the eastern roadThe star-led wizards haste with odorssweet!
See how from far upon the eastern roadThe star-led wizards haste with odorssweet!
See how from far upon the eastern roadThe star-led wizards haste with odorssweet!
See how from far upon the eastern road
The star-led wizards haste with odorssweet!
The adjectivesa,anandthealways precede the noun. When the noun is qualified by another adjective, these adjectives generally precede it, but they stand between the following adjectives and the noun to which they refer:—
Therelativeis always the first word in its clause, but when it is governed by a preposition, the preposition generally precedes it; as, I found the knifewhichyou lost. I know the personto whomyou refer.
Theadverbial modifier, when a phrase, generally follows the verb, or the object if the verb be transitive; as, James fellinto the lake. He found an appleon the ground.
Theadverbial modifier, when a single word, generally follows an intransitive verb, and either precedes a transitive verb, or follows its object; as, This river flowsrapidly. He did his workwell.
When there are a number of adverbial modifiers in a sentence, they should be distributed over the sentence; as,At the request of my father, Igladlyleft my studies,to accompany him.
An adverb may stand in any part of the sentence, but its meaning generally varies with its position, hence the adverb should be placed as near as possible to the word or words it modifies.
Observe the following example:—
Certain adverbs and conjunctions are correlative (that is,having a mutual relation) to one another. Be careful to use the proper correlatives; as, He is esteemednot onlyfor his accomplishments,but alsofor his piety.
The following is a list of correlatives:—
The correlatives must be attached to the corresponding words and phrases; as, They gave meneithermoneynorshoes. I assistedonlyin the evening,notin the morning.
The preposition generally stands immediately before the word it governs; as, We liveinToronto.
1. When the noun has attributive adjectives, the preposition precedes the adjective; as, I walkedthrougha beautiful park.
2. When the object of the preposition is a relative, the preposition sometimes stands at the end of the clause; as, My brother owns the building which he livesin, [in which he livesis preferable.]
3. In poetry the preposition often follows its object; as, The heavy night hung dark the hills and waterso’er.
4. When two verbs or adjectives in association are followed by different prepositions, the prepositions must be repeated after each; as, He found him a man whom he agreedwithon a few subjects, and differedfromon many; or, He found him a manwithwhom he agreed on a few subjects,fromwhom he differed on many.
PART FOURTH.ANALYSIS OF SENTENCES.
PART FOURTH.
ANALYSIS OF SENTENCES.
THE SIMPLE SENTENCE.
Model I.—Many brave soldiers lost their lives in that war.
Kind, a simple declarative sentence.Subject, soldiers.Adj. modifiers of subj., many, brave.Predicate, lost.Object, lives.Adj. modifier of obj., their.Adv. modifier of pred., in that war.
Kind, a simple declarative sentence.
Subject, soldiers.
Adj. modifiers of subj., many, brave.
Predicate, lost.
Object, lives.
Adj. modifier of obj., their.
Adv. modifier of pred., in that war.
Model II.—Still in thy right hand carry gentle peace to silence envious tongues.
Kind, a simple imperative sentence.Subject, [you.]Predicate, carry.Object, peace.Adj. modifier of obj., gentle.Adv. modifiers of pred., still, in thy right hand, to silence envious tongues.
Kind, a simple imperative sentence.
Subject, [you.]
Predicate, carry.
Object, peace.
Adj. modifier of obj., gentle.
Adv. modifiers of pred., still, in thy right hand, to silence envious tongues.
Model III.—Having crossed the river, he ran into the adjoining wood.
Kind, a simple declarative sentence.Subject, he.Participial mod. of subj., having crossed the river.Predicate, ran.Adv. mod. of pred., into the adjoining wood.
Kind, a simple declarative sentence.
Subject, he.
Participial mod. of subj., having crossed the river.
Predicate, ran.
Adv. mod. of pred., into the adjoining wood.
Model IV.—My pupils like to write stories.
Kind, a simple declarative sentence.Subject, pupils.Adj. mod. of subj., my.Predicate, like.Object, to write stories.Object ofto write, stories.
Kind, a simple declarative sentence.
Subject, pupils.
Adj. mod. of subj., my.
Predicate, like.
Object, to write stories.
Object ofto write, stories.
Model V.—The scholars gave their teacher a beautiful present.
Kind, a simple declarative sentence.Subject, scholars.Adj. mod. of subj., the.Predicate, gave.Direct object, present.Adj. modifiers of direct obj., a, beautiful.Indirect object, teacher.Adj. mod. of indirect obj., their.
Kind, a simple declarative sentence.
Subject, scholars.
Adj. mod. of subj., the.
Predicate, gave.
Direct object, present.
Adj. modifiers of direct obj., a, beautiful.
Indirect object, teacher.
Adj. mod. of indirect obj., their.
Model VI.—It is wrong to slight your work.
Kind, a simple declarative sentence.Real subject, to slight your work.Representative subject, it.
Kind, a simple declarative sentence.
Real subject, to slight your work.
Representative subject, it.
Predicate, { Verb of incomplete predication,is.{ Adj. complement of predicate,wrong.
Predicate, { Verb of incomplete predication,is.
{ Adj. complement of predicate,wrong.
Note.—When the predicate is completed by an adjunct describing the subject, the completing adjunct is called thecomplement.
Note.—When the predicate is completed by an adjunct describing the subject, the completing adjunct is called thecomplement.
EXERCISES FOR ANALYSIS.