LESSON LXIII.
CLAUSES.
The leading thought of a sentence is called theprincipal clause.
A clause that has the function of a noun, an adjective, or an adverb, is called asubordinate clause.
Select the principal clauses and the subordinate clauses in the following sentences, and state the function of each subordinate clause:—
A clause that has the function of a noun, is called a noun clause; as, He saidhe knew his lesson.How I shall reach my destinationis the question.
A noun clause may be used:—
A clause that has the use or function of an adjective, is called anadjective clause; as, He found the bookwhich he lost.
A clause that has the use or function of an adverb, is called anadverbial clause; as, I shall gowhere they are. He will destroy itunless we hinder him.
A sentence that consists of one principal clause, and one or more subordinate clauses, is called acomplex sentence; as, I have met the person of whom you speak.
A sentence that consists of two or more independent clauses, is called acompound sentence; as, James came home, but John remained there.
A compound sentence that is made up of complex sentences, or simple and complex sentences, is called acompound-complex sentence; as, We entered the building, and a man who was working there, gave us information about it.
EXERCISES.
Name the clauses in the following sentences, and state the kind and relation (if any) of each:—
1. Whilst I was thus musing, I cast my eyes towards the summit of a rock that was not far from me, where I discovered one in the habit of a shepherd, with a musical instrument in his hand.—Addison.
Model.—Whilst . . . . musingis an adv. clause, mod. cast.I cast . . . . a rockis a principal clause.That . . . . . meis an adj. clause, mod.summit of a rock.Where I . . . handis an adj. clause, mod.summit of a rock.
Model.—
Whilst . . . . musingis an adv. clause, mod. cast.I cast . . . . a rockis a principal clause.That . . . . . meis an adj. clause, mod.summit of a rock.Where I . . . handis an adj. clause, mod.summit of a rock.
Whilst . . . . musingis an adv. clause, mod. cast.I cast . . . . a rockis a principal clause.That . . . . . meis an adj. clause, mod.summit of a rock.Where I . . . handis an adj. clause, mod.summit of a rock.
Whilst . . . . musingis an adv. clause, mod. cast.
I cast . . . . a rockis a principal clause.
That . . . . . meis an adj. clause, mod.summit of a rock.
Where I . . . handis an adj. clause, mod.summit of a rock.
2. King Harold had a rebel brother in Flanders, who was a vassal of Harold Hardrada, king of Norway.—Dickens.
3. Those who knew him best affirmed that this Mr. Toil was avery worthy character, and that he had done more good, both to children and grown people, than anybody else in the world.—Hawthorne.
4. Portia, when she returned, was in that happy temper of mind which never fails to attend the consciousness of having performed a good action; her cheerful spirits enjoyed everything she saw: the moon never seemed to shine so brightly before; and when that pleasant moon was hid behind a cloud, then a light which she saw from her house at Belmont as well pleased her charmed fancy.—Lamb.
5. Once upon a time, there lived a very rich man, and a king besides, whose name was Midas; and he had a little daughter, whom nobody but himself ever heard of, and whose name I either never knew, or have entirely forgotten. So, because I love odd names for little girls, I choose to call her Marygold.—Hawthorne.
6. I rose and prepared to leave the Abbey. As I descended the flight of steps which lead into the body of the building, my eye was caught by the shrine of Edward the Confessor, and I ascended the small staircase that conducts to it, to take from thence a general survey of this wilderness of tombs.—Irving.
LESSON LXIV.
ANALYSIS OF COMPLEX AND COMPOUND SENTENCES.
Model I.—Love had he found in huts where poor men lie.
Kind, a complex sentence.
Kind, a complex sentence.
Analysis of (A.)Kind, a principal clause.Subject, he.Predicate, had found.Object, love.Adv. mod. of predicate, in hutswhere poor men lie.
Analysis of (A.)
Kind, a principal clause.
Subject, he.
Predicate, had found.
Object, love.
Adv. mod. of predicate, in hutswhere poor men lie.
Analysis of (B.)Kind, an adj. clause, mod.huts.Subject, men.Adj. mod. of subj., poor.Predicate, lie.Adv. mod. of pred., where.
Analysis of (B.)
Kind, an adj. clause, mod.huts.
Subject, men.
Adj. mod. of subj., poor.
Predicate, lie.
Adv. mod. of pred., where.
Model II.—Tell me who did it.
Kind, a complex sentence.
Kind, a complex sentence.
Analysis of (A.)Kind, a principal clause.Subject, [you.]Predicate, tell.Direct object,who did it.Indirect object, me.
Analysis of (A.)
Kind, a principal clause.
Subject, [you.]
Predicate, tell.
Direct object,who did it.
Indirect object, me.
Analysis of (B.)Kind, a noun clause, direct obj. oftell.Subject, who.Predicate, did.Object, it.
Analysis of (B.)
Kind, a noun clause, direct obj. oftell.
Subject, who.
Predicate, did.
Object, it.
Model III.—He goes home when I return.
Kind, a complex sentence.
Kind, a complex sentence.
Analysis of (A.)Kind, a principal clause.Subject, he.Predicate, goes.Adv. modifiers of pred., home,when I return.
Analysis of (A.)
Kind, a principal clause.
Subject, he.
Predicate, goes.
Adv. modifiers of pred., home,when I return.
Analysis of (B.)Kind, an adv. clause, mod.goes.Subject, I.Predicate, return.Adv. mod. of pred., when.
Analysis of (B.)
Kind, an adv. clause, mod.goes.
Subject, I.
Predicate, return.
Adv. mod. of pred., when.
Model IV.—It doth appear you are a worthy judge.
Kind, a complex sentence.
Kind, a complex sentence.
Analysis of (A.)Kind, a principal clause.Real subject,you are a worthy judge.Representative subject, it.Predicate, doth appear.
Analysis of (A.)
Kind, a principal clause.
Real subject,you are a worthy judge.
Representative subject, it.
Predicate, doth appear.
Analysis of (B.)Kind, a noun clause, real subj. ofdoth appear.Subject, you.Predicate, { verb incomplete predication,are.{ complement of predicate,a worthy judge.
Analysis of (B.)
Kind, a noun clause, real subj. ofdoth appear.
Subject, you.
Predicate, { verb incomplete predication,are.
{ complement of predicate,a worthy judge.
Model V.—The boy does not know this part of the wood, but he runs on.
Kind, a compound sentence.
Kind, a compound sentence.
Analysis of (A.)Kind, a principal clause.Subject, boy.Adj. mod. of subj., the.Predicate, does know.Object, part.Adj. modifiers of obj., this, of the wood.Adv. mod. of pred., not.
Analysis of (A.)
Kind, a principal clause.
Subject, boy.
Adj. mod. of subj., the.
Predicate, does know.
Object, part.
Adj. modifiers of obj., this, of the wood.
Adv. mod. of pred., not.
Analysis of (B.)Kind, a principal clause.Subject, he.Predicate, runs.Adv. mod. of pred., on.
Analysis of (B.)
Kind, a principal clause.
Subject, he.
Predicate, runs.
Adv. mod. of pred., on.
Model VI.—
From yonder ivy-mantled tower
The moping owl does to the moon complain
Of such as, wandering near her secret bower,
Molest her ancient, solitary reign.—Gray.
Kind, a complex sentence.
Kind, a complex sentence.
Analysis of (A.)Kind, a principal clause.Subject, owl.Adj. modifiers of subj., the, moping.Predicate, does complain.Adv. modifiers of pred.,from yonder ivy-mantledtower, to the moon,of suchas, wandering. . . .. . . .reign.
Analysis of (A.)
Kind, a principal clause.
Subject, owl.
Adj. modifiers of subj., the, moping.
Predicate, does complain.
Adv. modifiers of pred.,
from yonder ivy-mantled
tower, to the moon,
of suchas, wandering. . . .
. . . .reign.
Analysis of (B.)Kind, an adj. clause, mod.such.Subject, as.Adj. mod. of subj., wandering near her secret bower.Predicate, molest.Object, reign.Adj. modifies of obj., her, ancient, solitary.
Analysis of (B.)
Kind, an adj. clause, mod.such.
Subject, as.
Adj. mod. of subj., wandering near her secret bower.
Predicate, molest.
Object, reign.
Adj. modifies of obj., her, ancient, solitary.
Model VII.—Train up a child in the way he should go; and when he is old, he will not depart from it.—Bible.
Kind, a compound-complex sentence.
Kind, a compound-complex sentence.
Analysis of (A.)Subject, [you.]Predicate, train.Object, child.Adj. mod. of obj., a.Adv. modifiers of pred., up, in the wayhe should go.
Analysis of (A.)
Subject, [you.]
Predicate, train.
Object, child.
Adj. mod. of obj., a.
Adv. modifiers of pred., up, in the wayhe should go.
Analysis of (B.)Kind, an adj. clause, mod.way.Subject, he.Predicate, the verb-phrase, should go.
Analysis of (B.)
Kind, an adj. clause, mod.way.
Subject, he.
Predicate, the verb-phrase, should go.
Analysis of (C.)Kind, an adv. clause, mod.will depart.Subject, he.Predicate, { verb of incomplete predication,is.{ complement of predicate,old.Adv. of mod. of pred., when.
Analysis of (C.)
Kind, an adv. clause, mod.will depart.
Subject, he.
Predicate, { verb of incomplete predication,is.
{ complement of predicate,old.
Adv. of mod. of pred., when.
Analysis of (D.)Kind, a principal clause.Subject, he.Predicate, will depart.Adv. modifiers of pred., not, from it,when he is old.
Analysis of (D.)
Kind, a principal clause.
Subject, he.
Predicate, will depart.
Adv. modifiers of pred., not, from it,when he is old.
EXERCISES.
1. The evil that men do lives after them.—Shakespeare.
2. An idler is a watch that wants both hands.—Cowper.
3. If sinners entice thee, consent thou not.—Bible.
4. “I have it ready,” said Bassanio; “here it is.”—Lamb.
5. I think of those upon whose rest he tramples.—Bryant.
6. It is a great day when the sled is loaded with the buckets, and the procession starts for the woods.—Warner.
7. Meantime the French had given way, and were flying in all directions.—Warburton.
8. I believe there is no permanent greatness to a nation except it be based upon morality.—Bright.
9. Gilliatt had thrust his arm deep into the opening; the monster had snapped at it.—Hugo.
10. The things we have described occupied only a few minutes.—Hugo.
11. The Turks spread gradually over the battlefield below us, slaughtering as they advanced.—Forbes.
12. There were many boys in the room by whom that little scene was taken to heart before they slept.—Hughes.
13. General Brock, who had risen as usual before day-break, hearing the cannonading, galloped from Niagara to the scene of action.—Miss Machar.
14. In walking one day up the mountain behind Montreal, I leaned over a paling which enclosed the water reservoir of the city.—Argyle.
15. Then was committed that fearful crime, memorable for its singular atrocity, memorable for the tremendous retribution which followed.—Macaulay.
21. Happy is the man whose good intentions have borne fruit in deeds and whose evil thoughts have perished in the blossom.—Scott.
22. There was one tall Norman knight who rode before the Norman army on a prancing horse, throwing up his heavy sword and catching it, and singing of the bravery of his countrymen.—Dickens.
23. This dashed the spirits of the Iroquois, and they sent a canoe to call to their aid five hundred of their warriors, who were mustered near the mouth of the Richelieu.—Parkman.
24. The parent who sends his son into the world uneducated, defrauds the community of a useful citizen and bequeaths to it a nuisance.—Chancellor Kent.
25. The smoke which hung upon the field rolled in slow and heavy masses back upon the French lines, and gradually discovered to our view the entire of the army.—Lever.
31. Columbus tried to pacify them with gentle words and promises of large rewards; but finding that they only increased in clamor, he assumed a decided tone.—Irving.
32. Wolfe and the troops with him leaped on shore; the light infantry, who found themselves borne by the current a little below the intrenched path, clambered up the steep hill, staying themselves by the roots and boughs of the maple and spruce and ash trees that covered the precipitous declivity.—Bancroft.
33. The boys, who were twelve and ten years old, aided by the soldiers, whom her words had inspired with some little courage, began to fire from the loop-holes upon the Iroquois.—Parkman.
34. She had told Tom, however, that she would like him to put the worms on the hook for her, although she accepted his word when he assured her that worms couldn’t feel.—George Eliot.
35. The beadle, who performed it, had filled his left hand with yellow ochre, through which, after every stroke, he drew the lash of his whip, leaving the appearance of a wound upon the skin, but in reality not hurting him at all.—Cowper.
PART FIFTH.COMPOSITION.
PART FIFTH.
COMPOSITION.
CAPITAL LETTERS.
1. The first word of every sentence should begin with a capital letter.
2. The pronounIand the interjectionOshould be written in capitals; as,O father! I hear the church bells ring.
3. A proper noun should begin with a capital letter; as,Toronto is in Ontario.
4. A proper adjective should begin with a capital letter; as,We speak the English language.
5. The first word of every line of poetry should begin with a capital letter; as,
If thou wouldst view fair Melrose aright,Go visit it by the pale moonlight.
If thou wouldst view fair Melrose aright,Go visit it by the pale moonlight.
If thou wouldst view fair Melrose aright,Go visit it by the pale moonlight.
If thou wouldst view fair Melrose aright,
Go visit it by the pale moonlight.
6. The names of the days of the week and the names of the months of the year should begin with capital letters; as,Saturday,August.
7. Titles of individuals, and titles of books and newspapers should begin with capital letters; as,Lord Aberdeen,Governor-General of Canada.Harper’s Round Table.
8. All names of the Deity, and words standing for His name, should begin with capital letters; as,Creator,Supreme Being.
9. Names of peoples and languages should begin with capital letters; as,Italians,Greek.
10. The first word of a direct quotation should begin with a capital letter; as,She answered, “This shall never be.”
In all your reading, note carefully how capital letters are used.
LESSON LXVI.
PUNCTUATION.
1.A declarative or assertive sentence, and an imperative sentence should be followed by a period; as,Your friend gave me a book.Open the door.
2.An interrogative sentence should be followed by the interrogation mark; as,When did you come?
3.An exclamatory word or sentence should be followed by the exclamation mark; as,But hush! hark! A deep sound strikes like a rising knell!
4. Every abbreviated word should be followed by a period; as,Mr.,Rev.
5. The title of a composition, the address and the signature of a person, should be followed by a period.
6.Words that are in the same grammatical relation should be separated by commas; as,He is honest, capable, and sympathetic.
Two words that are in the same grammatical relation and connected byand,or, ornor, should not be separated by a comma; as,She is kind and good.
7. Words or phrases in apposition should be separated from the rest of the sentence by commas; as,Lady Aberdeen, the wife of the Governor of Canada, has gone on an ocean voyage.
8. A transposed phrase or clause, not closely united with the sentence, should be separated from the rest of the sentence by a comma; as,In their large cities, the Egyptians built massive temples.
9. Words or phrases placed between closely related parts of a sentence should be separated from the rest of the sentence by commas; as,Their whole army, in fact, did not exceed thirty thousand men.
10. The name of a person addressed should be separated fromthe rest of the sentence by a comma; as,James, hand me the brush.
11.The clauses of a compound sentence, when short and closely connected, should be separated by a comma; as,I finished my work, and then came home.
12.The clauses of a compound sentence, if they are contracted, or are long, or are not closely connected, should be separated by a semicolon; as,Man counts his life by years; the oak, by centuries. His left hand only was free; his open knife was in this hand.
13.A direct quotation should be enclosed by quotation marks; as,He said, “I shall go.” “He is a tall and stately king,” said Harold; “but his end is near.”
14. If a quotation is short, it should be separated from the preceding part of the sentence by a comma; as,He replied, “I am a Briton born.”
15.If a quotation is long, or if it is formally introduced byas follows,these words,etc., it should be separated from the preceding part of the sentence by a colon; as,He replied in these words: “I am a Briton born, and a Briton I shall die.”
16.When an unexpected break, pause, or turn occurs in a sentence, it should be indicated by a dash; as,
To-night will be a stormy night—You to the town must go.
To-night will be a stormy night—You to the town must go.
To-night will be a stormy night—You to the town must go.
To-night will be a stormy night—
You to the town must go.
17.Explanatory words which are not necessary to the sense of the passage, should be enclosed in marks of parenthesis; as,
Know, then, this truth (enough for man to know),Virtue alone is happiness below.
Know, then, this truth (enough for man to know),Virtue alone is happiness below.
Know, then, this truth (enough for man to know),Virtue alone is happiness below.
Know, then, this truth (enough for man to know),
Virtue alone is happiness below.
18.The parts of a compound word when they have not become united into one word, are connected by a hyphen; as,to-day,wind-organ.
A hyphen is also used at the end of a line when a word is divided into syllables.
LESSON LXVII.
THE USE OF WORDS.
Every one who desires to become a good speaker or writer must acquire a knowledge of words; he must possess a large vocabulary, and be master of the significance and application of the words of which it is composed.
To this end he should read the best authors, converse with the educated, and use the words he thus acquires in his own conversation. The dictionary should be in daily use to learn the exact meaning and force of new words.
1. Select the words that are familiar to the educated, and that are used by good writers.
2. Employ words in the sense they are used by the best writers and speakers. This knowledge is obtained from the dictionary and from observation in reading the best authors.
3. Use the word that expresses the exact meaning intended to be conveyed. A knowledge of the distinction of synonyms is best acquired by keeping a list of words of nearly the same meaning, and carefully studying the sense in which each is used.
EXERCISE.
Distinguish the meaning of the following words, and write sentences in which they are accurately used:—
Sit, set; may, can; think, guess; expect, suspect; lie, lay; hanged, hung; teach, learn; stop, stay; fly, flee; among, between; each other, one another.