Supplyattribute complementsto the following expressions. (See Caution,Lesson 40.)
The marble feels ——. Mary looks ——. The weather continues ——. The apple tastes ——. That lady appears ——. The sky grows ——. The leaves of roses are ——. The undertaking was pronounced ——.
Write a subject and a predicate to each of the following nouns taken asattribute complements.
+Model+.—Soldier.—That old man has been asoldier.
Plant, insect, mineral, vegetable, liquid, gas, solid, historian, poet, artist, traveler, emperor.
Using the following nouns as subjects, build sentences each having a simple predicate and two or moreobject complements.
Congress, storm, education, king, tiger, hunter, Arnold, shoemakers, lawyers, merchant.
Build three sentences on each of the following subjects, two of which shall containobject complements, and the third, anattribute complement.
+Model+.—Sun.—Thesungiveslight.Thesunwarms theearth.Thesunis a luminousbody.
Moon, oak, fire, whiskey.
+Hints for Oral Instruction+.—You have learned, in the preceding Lessons, that aqualitymay beassumedas belonging to a thing; as,white chalk, or that it may beassertedof it; as,Chalk is white. Anaction, also, may beassumedas belonging to something; as,Peter turning, or it may beasserted;as, Peterturned. In the expression,Peter, turning, said, what word expresses an action asassumed, and whichassertsan action? Each pupil may give an example of an action asserted and of an action assumed; as, Corngrows, corngrowing; geesegabble; geesegabbling.
This form of the verb, which merelyassumesthe act, being, or state, is called the +Participle+.
When the wordsgrowingandgabblingare placed before the nouns, thus:growing corn, gabbling geese, they tell simply the kind of corn and the kind of geese, and are thereforeadjectives.
Whentheor some other adjective is placed before these words, and a preposition after them, thus:The growing of the corn, the gabbling of the geese, they are simply thenamesof actions, and are thereforenouns.
Let each pupil give an example of a verb asserting an action, and change it to express:—
1st, Anassumedaction; 2d, A permanentquality;3d, Thenameof an action.
Participlesmay be completed byobjectsandattributes.
+Analysis and Parsing+.
+Model+.—Truth, crushed to earth, will rise again.
Truth | will rise==========|=============\cru | \again\ shed————\to\ earth\———-
+Explanation of the Diagram+.—In this diagram, the line standing for the principal word of the participial phrase is broken; one part slants, and the other is horizontal. This shows that the participlecrushedis used like an adjective to modifyTruth, and yet retains the nature of a verb, expressing an action received by truth.
+Oral Analysis+.—This is a sentence, because ——;Truthis the subject, because ——;will riseis the predicate, because ——; the phrase,crushed to earth, is a modifier of the Subj., because ——;crushedintroduces the phrase and is the principal word in it; the phraseto earthis a modifier ofcrushed;tointroduces it, andearthis the principal word in it;againis a modifier of the Pred., because ——.Truth crushed to earthis the modified subject,will rise againis the modified predicate.
+Parsing+—Crushedis the form of the verb calledparticiple. The action expressed by it is merelyassumed.
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 anoun complement.)
+Hints for Oral Instruction+.—There is another form of the verb which, like the participle, cannot be the predicate of a sentence, for it cannotassert; as, She went outto seea friend;To lieis 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 meanswithout limit. The infinitive generally followsto; as,to walk, to sleep.
Let each pupil give an infinitive.
The infinitive and the prepositiontoconstitute a phrase, which may be employed in several ways.
+T+.—I have a duty to perform. The infinitive phrase modifies what?
+P+.—The nounduty. +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 verbcome. +T+.—What office then does it perform? +P+.—Of an adverb modifier.
+T+.—To lie is base.Whatis base? +P+.—To lie. +T+.—He attempted to speak.Whatdid he attempt? +P+.—To speak. +T+.—To lieis a subject, andto speakis anobject. 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+.
Infinitivesmay be completed byobjectsandattributes.
+Analysis and Parsing+.
+Model+.—David hasted to meet Goliath.
David | hasted==========|===========| \to\ meet | Goliath\————————
+Analysis of the Infinitive Phrase+.—Tointroduces the phrase;meet, completed by the objectGoliath, is the principal part.
+Parsing of the Phrase+.—Tois a preposition, because ——;meetis a verb, because ——;Goliathis 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.
(Tois here used merely to introduce the infinitive phrase.)
\to\ retreat\————-||/ \ | was \ impossible==========|======================|
+Explanation of the Diagram+.—As thisphrase subjectcannot, 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. Thephrase complementmay 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.
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.
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.
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 prepositiontoand 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.
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 theparticipial formof the verb as aparticiple, in the first; the same form as anadjective, in the second; and as anoun, in the third.
+Model+.—The streamflows. The stream,flowinggently, crept through the meadow. Theflowingstream slipped away to the sea. Theflowingof 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.
Forminfinitive phrasesfrom the following verbs, and use these phrases asadjectives, adverbs, andnouns, 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.
+Hints for Oral Instruction+.—In the sentence,The robin's eggs are blue, the nounrobin'sdoes 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 nounrobin'sis here used as amodifier. You see that this word, which I have written on the board, is the wordrobinwith a little mark (') called an apostrophe, and the lettersadded. These are added to denote possession.
In the sentence,Webster, the statesman, was born in New Hampshire, the nounstatesmanmodifies the subjectWebsterby 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 +NounModifiers+—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+.—Maryis written on the subject line, becauseMaryandsisterboth name the same person, but the wordMaryis inclosed within marks of parenthesis to show thatsisteris the proper grammatical subject.
Inoral analysis, callJulia'sandMarymodifiers of the subject,sister, becauseJulia'stells whose sister, andMaryexplains sister by adding another name of the same person.Heris a modifier of the object, because it tells whose ring is meant.
Julia's sister Maryis themodified subject, the predicate is unmodified, andher diamond ringis themodified 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 Greatmay be taken as one name, orGreatmay be called an explanatory modifier ofAlexander.] 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.
Nouns and pronouns denoting possession may generally be changed to equivalent phrases; as,Arnold's treason=the treason of Arnold. Here the prepositionofindicatespossession, the same relation expressed by the apostrophe (') ands. 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+.—Theearth'ssurface. The surfaceof the earthis 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,othernames 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.—AnExplanatory 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.
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.
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.
+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. Expandwiseinto a phrase, and give me the sentence. +P+.—A manof wisdomwill be honored. +T+.—Expandwiseinto an expression that asserts, join this toman, as a modifier, and then give me the entire sentence. +P+.—A manwho is wisewill be honored.
+T+.—You see that the same quality may be expressed in three ways—Awiseman, A manof wisdom, A manwho is wise.
Let the pupils give similar examples.
+T+.—In the sentence,A man who is wise will be honored, the wordwhostands for what? +P+.—For the nounman. +T+.—Then what part of speech is it? +P+.—A pronoun.
+T+.—Put the nounmanin the place of the pronounwho, 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 pronounwhonot only stands for the nounman, but it connects the modifying expression,who is wise, toman, 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 honoredis the +Independent Clause;+who is wiseis the +Dependent Clause+.
Clauses that modify nouns or pronouns are called +Adjective Clauses+.
+DEFINITION.—AClauseis a part of a sentence containing a subject and its predicate+.
+DEFINITION.—ADependent Clauseis one used as an adjective, an adverb, or a noun+.
+DEFINITION.—AnIndependent Clauseis one not dependent on another clause+.
+DEFINITION.—ASimple Sentenceis one that contains but one subject and one predicate, either or both of which may be compound+.
+DEFINITION.—AComplex Sentenceis 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 theindependent clauseare heavier than those of thedependent clause. This pictures to you the relative importance of the two clauses. You will see that the pronounwhois 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 byslantinglines, to the words they modify, you learn from this diagram thatwho is wiseis a modifier ofman.
+Oral Analysis+.—This is acomplex sentence, because it consists of anindependent clauseand adependent clause.A man will be honoredisthe independent clause;who is wiseis thedependent clause.Manis the subject of the independent clause;will be honoredis the predicate. The wordAand the clause,who is wise, are modifiers of the subject.Apoints outman, andwho is wisetells thekindof man.A man who is wiseis the modified subject; the predicate is unmodified.Whois the subject of the dependent clause,isis the predicate, andwiseis the attribute complement.Whoconnects 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.—Theadjectiveor theadverb clause, when it does not closely follow and restrict the word modified, is generally set off by the comma+.
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.
Anenergeticman will succeed. A manof energywill succeed. A man who hasenergy(orwho is energetic) will succeed.
Honest, long-eared, beautiful, wealthy.
Expand each of the followingpossessive nounsinto
1. A phrase; 2. A clause;
and then use these three modifiers in three separate sentences.
+Model+.—Saturn's rings; the ringsof Saturn; the ringswhich surround Saturn.
Saturn'srings can be seen with a telescope. Therings of Saturncan be seen with a telescope. The ringswhich surround Saturncan 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.
+Hints for Oral Instruction+.—You learned in Lesson 83 that an adverb can be expanded into an equivalent phrase; as, The book wascarefullyread = The book was readwith 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 startedwhen the sun rose.
+T+.—You see that the phrase,at sunrise, and the clause,when the sun rose, both modifystarted, 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=========|=============\` whensun \ 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 thatwhenmodifiesstarted; the lower part, that it modifiesrose; and the dotted part shows that itconnects.
+Oral Analysis+.—This is a complex sentence, because ——;We startedis the independent clause, andwhen the sun roseis the dependent clause.Weis the subject of the independent clause, andstartedis the predicate. The clause,when the sun rose, is a modifier of the predicate, because it tells when we started.Started when the sun roseis the modified predicate.
Sunis the subject of the dependent clause, androseis the predicate, and the is a modifier ofsun;the sunis the modified subject.Whenmodifiesroseandstarted, and connects the clause-modifier to the predicatestarted.
+Parsing+ ofwhen.—Whenis an adverb modifying the two verbsstartedandrose, 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.
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 returnedwhen 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.
See COMPOSITION EXERCISES in the Supplement—Selection from the BrothersGrimm.
In what two ways may nouns be used as modifiers? Illustrate. Nouns and pronouns denoting possession may sometimes be changed into what? Illustrate. Give the rule for the punctuation of explanatory modifiers. Into what may an adjective be expanded? Into what may a participial phrase be expanded? Give illustrations. Give an example of a complex sentence. Of a clause. Of an independent clause. Of a dependent clause. Into what may a phrase used as an adverb be expanded? Illustrate.
+Hints for Oral Instruction+.—That stars are suns is taught by astronomers. What is taught by astronomers? +P+.—That stars are suns. +T+.—What then is the subject ofis taught? +P+.—The clause,That stars are suns. +T+.—This clause then performs the office of what part of speech? +P+.—Of a noun.
+T+.—Astronomers teach that stars are suns. What do astronomers teach?+P+.—That stars are suns. +T+.—What is the object complement ofteach?+P+.—The clause,that stars are suns. +T+.—What office then does thisclause perform? +P+.—That of a noun.
+T+.—The teaching of astronomers is, that stars are suns. What doesisassert of teaching? +P+.—That stars are suns. +T+.—What then is the attribute complement? +P+.—That stars are suns. +T+.—Does this complement express the quality of the subject, or does it name the same thing that the subject names? +P+.—It names the same thing that the subject names. +T+.—It is equivalent then to what part of speech? +P+.—To a noun.
+T+.—You see then that a clause, like a noun, may be used as the subject or the complement of a sentence.
Analysis and Parsing.
+Model+.—
That———'stars | are '\suns=======|============| ||/ \ | is taught================|============| \by\ astronomers———————
You will understand this diagram from the explanation of the second diagram in Lesson 49.
+Oral Analysis+.—This is a complex sentence, in which the whole sentence takes the place of the independent clause.That stars are sunsis the dependent clause.That stars are sunsis the subject of the whole sentence, etc. ——.Thatsimply introduces the dependent clause.
Inparsing, callthata conjunction.
1. That the Scotch are an intelligent people is generally acknowledged. 2. That the moon is made of green cheese is believed by some boys and girls. 3. That Julius Caesar invaded Britain is a historic fact. 4. That children should obey their parents is a divine precept. 5. I know that my Redeemer liveth. 6. Plato taught that the soul is immortal. 7. Peter denied that he knew his Lord. 8. Mahomet found that the mountain would not move. 9. The principle maintained by the colonies was, that taxation without representation is unjust. 10. Our intention is, that this work shall be well done. 11. Our hearts' desire and prayer is, that you may be saved. 12. The belief of the Sadducees was, that there is no resurrection of the dead.
* * * * *
+DEFINITION.—ACompound Sentenceis one composed of two or more independent clauses+.
+Model+.—War has ceased, and peace has come.
War | has ceased=======|=============| '' and'…..'peace | has ' come=========|===============|
+Explanation of the Diagram+.—These two clause diagrams are shaded alike to show that the two clauses are of the same rank. The connecting line is not slanting, for one clause is not a modifier of the other. As one entire clause is connected with the other, the connecting line is drawn between the predicates simply for convenience.
+Oral Analysis+.—This is acompound sentence, because it is made up of two independent clauses. The first clause, etc. ——.
1. Morning dawns, and the clouds disperse. 2. Prayer leads the heart to God, and he always listens. 3. A soft answer turneth away wrath, but grievous words stir up anger. 4. Power works easily, but fretting is a perpetual confession of weakness. 5. Many meet the gods, but few salute them. 6. We eat to live, but we do not live to eat. 7. The satellites revolve in orbits around the planets, and the planets move in orbits around the sun. 8. A wise son maketh a glad father, but a foolish son is the heaviness of his mother. 9. Every man desires to live long, but no man would be old. 10. [Footnote: A verb is to be supplied in each of the last three sentences.] Pride goeth before destruction, and a haughty spirit before a fall. 11. Towers are measured by their shadows, and great men, by their calumniators. 12. Worth makes the man, and want of it, the fellow.
+Hints for Oral Instruction+.—You have already become acquainted with three kinds of sentences. Can you name them?
+P+.—The Simple sentence, the Complex, and the Compound.
+T+.—These classes have been made with regard to theformof the sentence. We will now arrange sentences in classes with regard to theirmeaning.
Mary sings. Does Mary sing? Sing, Mary. How Mary sings!Here are four simple sentences. Do they allmeanthe same thing?
+P+.—They do not.
+T+.—Well, you see they differ. Let me tell you wherein. The first one tells a fact, the second asks a question, the third expresses a command, and the fourth expresses sudden thought or strong feeling. We call the first a +Declarative sentence+, the second an +Interrogative sentence+, the third an +Imperative sentence+, and the fourth an +Exclamatory sentence+.
+DEFINITION.—ADeclarative Sentenceis one that is used to affirm or to deny+.
+DEFINITION.—AnInterrogative Sentenceis one that expresses a question+.
+DEFINITION.—AnImperative Sentenceis one that expresses a command or an entreaty+.
+DEFINITION.—AnExclamatory Sentenceis one that expresses sudden thought or strong feeling+.
+INTERROGATION POINT—RULE.—Every direct interrogative sentence should be followed by an interrogation point+. [Footnote: To The Teacher.—See Notes, pp. 178, 179.]
Change each of the following declarative sentences into three interrogative sentences, and tell how the change was made.
+Model+.—Girls can skate. Can girls skate? How can girls skate? What girls can skate?You are happy. Parrots can talk. Low houses were built.
Change each of the following into an imperative sentence. Notice that independent words are set off by the comma.
+Model+.—Carlo eats his dinner. Eat your dinner, Carlo. George plays the flute. Birdie stands on one leg.
Change each of the following into exclamatory sentences.
+Model+.—You are happy. How happy you are! What a happy child you are!You are so happy!
Time flies swiftly. I am glad to see you. A refreshing shower fell. Lapland is a cold country. It is hot between the tropics.
Write a declarative, an interrogative, an imperative, and an exclamatory sentence on each of the following topics.
Weather, lightning, a stage coach.
In the analysis, classify these sentences first with reference to theirform, and then with reference to theirmeaning.
1. Wickedness is often made a substitute for wit. 2. Alfred was a brave, pious, and patriotic prince. 3. The throne of Philip trembles while Demosthenes speaks. 4. That the whole is equal to the sum of its parts is an axiom. 5. The lion belongs to the cat tribe, but he cannot climb a tree. 6. Pride is a flower that grows in the devil's garden. 7. Of all forms of habitation, the simplest is the burrow. 8. When the righteous are in authority, the people rejoice. 9. When the wicked beareth rule, the people mourn. 10. Cassius, be not deceived. [Footnote:Cassiusis independent, and may be diagramed like an interjection. The subject ofbe deceivedisthou, oryou, understood.] 11. How poor, how rich, how abject, how august, how wonderful is man! 12. Which is the largest city in the world?
1. Politeness is the oil which lubricates the wheels of society. 2. 0 liberty! liberty! how many crimes are committed in thy name! 3. The mind is a goodly field, and to sow it with trifles is the worst husbandry in the world. 4. Every day in thy life is a leaf in thy history. 5. Make hay while the sun shines. 6. Columbus did not know that he had discovered a new continent. 7. The subject of inquiry was, Who invented printing? 8. The cat's tongue is covered with thousands of little sharp cones, pointing towards the throat. 9. The fly sat upon the axle of a chariot-wheel and said, "What a dust do I raise!" 10. Sir Humphrey Gilbert, attempting to recross the Atlantic in his little vessel, the Squirrel, went down in mid-ocean. 11. Charity begins at home, but it should not stay there. 12. The morn, in russet mantle clad, walks o'er the dew of yon high eastern hill.
I haven't near so much. I only want one. Draw the string tightly. He writes good. I will prosecute him who sticks bills upon this church or any other nuisance. Noah for his godliness and his family were saved from the flood. We were at Europe this summer. You may rely in that. She lives to home. I can't do no work. He will never be no better. They seemed to be nearly dressed alike. I won't never do so no more. A ivory ball. An hundred head of cattle. george washington, gen dix of n y. o sarah i Saw A pretty Bonnet. are You going home? A young man wrote these verses who has long lain in his grave for his own amusement. This house will be kept by the widow of Mr. B. who died recently on an improved plan.In correcting the position of the adjective clauses in the two examples above, observe the caution for the phrase modifiers, Lesson41. He was an independent small farmer. The mind knows feels and thinks. The urchin was ragged barefooted dirty homeless and friendless. I am some tired. This here road is rough. That there man is homely. pshaw i am so Disgusted. Whoa can't you stand still. James the gardener gave me a white lily. Irving the genial writer lived on the hudson.
Build one sentence out of each group of the sentences which follow.
+Model+.—Anableman was chosen.Aprudentman was chosen.Anhonorableman was chosen.Anable, prudent, andhonorableman was chosen.
Pure water is destitute of color.Pure water is destitute of taste.Pure water is destitute of smell.
Cicero was the greatest orator of his age.Demosthenes was the greatest orator of his age.
Daisies peeped up here.Daisies peeped up there.Daisies peeped up everywhere.
Expand each of the following sentences into three.
The English language is spoken in England, Canada, and the United States.The Missouri, Ohio, and Arkansas rivers are branches of the Mississippi.
Out of the four following sentences, build one sentence having three explanatory modifiers.
+Model+.—Elizabeth wasthe daughter of Henry VIII.Elizabeth wassister of Queen Mary.Elizabeth wasthe patron of literature.Elizabeth defeated the Armada.Elizabeth,the daughter of Henry VIII., sister of Queen Mary, and thepatron of literature, defeated the Armada.
Boston is the capital of Massachusetts.Boston is the Athens of America.Boston is the "Hub of the Universe."Boston has crooked streets.
Expand the following sentence into four sentences.
Daniel Webster, the great jurist, the expounder of the Constitution, and the chief of the "American Triumvirate," died with the words, "I still live," on his lips.
+To the Teacher+.—For additional exercises in composition, see Notes, pp. 176-180.
Change the following simple sentences into complex sentences by expanding the phrases into adjective clauses.
+Model+.—Peopleliving in glass housesshouldn't throw stones.Peoplewho live in glass housesshouldn't throw stones.
Those living in the Arctic regions need much oily food.A house built upon the rock will stand.The boy of studious habits will always have his lesson.Wellington was a man of iron will.
Change the following complex sentences into simple sentences by contracting the adjective clauses into phrases.
Much of the cotton which is raised in the Gulf States is exported.The house which was built upon the sand fell.A thing which is beautiful is a joy forever.Aaron Burr was a man who had fascinating manners.
Change the following simple sentences into complex sentences by expanding the phrases into adverb clauses.
+Model+.—Birds returnin the spring.When spring comes, the birds return.
The dog came at call. In old age our senses fail.
Change the following complex sentences into simple sentences by contracting the adverb clauses into phrases.
The ship started when the tide was at flood.When he reached the middle of his speech, he stopped.
By supplying noun clauses, make complete sentences out of the following expressions.
—— is a well-known fact. The fact was ——. Ben. Franklin said ——.
What is a letter? Give the name and the sound of each of the letters in the three following words:letters, name, sound. Into what classes are letters divided? Define each class. Name the vowels. What is a word? What is artificial language? What is English Grammar? What is a sentence? What is the difference between the two expressions,ripe applesandapples are ripe? What two parts must every sentence have? Define each. What is the analysis of a sentence? What is a diagram? What are parts of speech? How many parts of speech are there? Give an example of each. What is a noun? What is a verb? What must every predicate contain? What is a pronoun? What is a modifier? What is an adjective? What adjectives are sometimes called articles? When isaused? When isanused? Illustrate. Give an example of one modifier joined to another. What is an adverb? What is a phrase? What is a preposition? What is a conjunction? What is an interjection? Give four rules for the use of capital letters (Lessons 8, 15, 19, 87). Give two rules for the use of the period, one for the exclamation point, and one for the interrogation point (Lessons 8, 37, 63).
What is an object complement? What is an attribute complement? How does a participle differ from a predicate verb? Illustrate. What offices does an infinitive phrase perform? Illustrate. How are sentences classified with respect to form? Give an example of each class. What is a simple sentence? What is a clause? What is a dependent clause? What is an independent clause? What is a complex sentence? What is a compound sentence? How are sentences classified with respect to meaning? Give an example of each class. What is a declarative sentence? What is an interrogative sentence? What is an imperative sentence? What is an exclamatory sentence? What different offices may a noun perform? Ans.—A noun may be used as a subject, as an object complement, as an attribute complement, as a possessive modifier, as an explanatory modifier, as the principal word in a prepositional phrase, and it may be used independently. Illustrate each use. What are sometimes substituted for nouns?Ans.—Pronouns, phrases, and clauses. Illustrate. What is the principal office of a verb? What offices may be performed by a phrase? What, by a clause? What, different offices may an adjective perform? What parts of speech may connect clauses?Ans.—Conjunctions, adverbs, and pronouns. (See Lessons 62, 59, and 57.) Give rules for the use of the comma (Lessons 37, 54, 57). Give and illustrate the directions for using adjectives and adverbs, for placing phrases, for using prepositions, and for using negatives (Lessons 40, 41).
+To the Teacher+.—For additional review, see "Scheme," p. 185.
If the early presentation of an outline of technical grammar is not compelled by a prescribed course of study, we should here introduce a series of lessons in the construction of sentences, paragraphs, letters, and general compositions. The pages following Lesson 100 will furnish matter.
See especially COMPOSITION EXERCISES in the Supplement—Selection fromBeecher.
+Hints for Oral Instruction+.—Hereafter, in the "Hints," we shall drop the dialogue form, but we expect the teacher to continue it. A poor teacher does all the talking, a good teacher makes the pupils talk.
The teacher may here refer to his talk about the classification of birds, and show that, after birds have been arranged in great classes, such as robins, sparrows, etc., these classes will need to be subdivided, if the pupil is to be made thoroughly acquainted with this department of the animal kingdom. So, after groupingwordsinto the eight great classes, called Parts of Speech, these classes may be divided into other classes. For instance, take the two nounscityandBrooklyn. The wordcityis thecommonname of all places of a certain class, but the wordBrooklynis theproperor particular name of anindividualof this class. We have here, then, two kinds of nouns which we call +Common+ and +Proper+.
Let the teacher write a number of nouns on the board, and require the pupil to classify them and give the reasons for the classification.
To prepare the pupil thoroughly for this work, the teacher will find it necessary to explain why such words asmusic, mathematics, knowledge, etc., are common nouns.Music, e. g., is not a proper noun, for it is not a name given to an individual thing to distinguish it from other things of the same class. There are no other things of the same class—it forms a class by itself. So we call the nounmusicacommonnoun.
The speaker seldom refers to himself by name, but uses the pronounIinstead. In speakingtoa person, we often use the pronounyouinstead of his name. In speakingofa person or thing that has been mentioned before, we sayheorsheorit. These words that by theirformindicate the speaker, the hearer, or the person or thing spoken of, are called +Personal Pronouns+. See Lesson 19, "Hints."
Give sentences containing nouns repeated, and require the pupils to improve these sentences by substituting pronouns.
When we wish to refer to an object that has been mentioned inanotherclause, and at the same time toconnect the clauses, we use a class of pronouns called +Relative Pronouns+. Let the teacher illustrate by using the pronounswho, which, andthat. See Lesson 57, "Hints for Oral Instruction."
When we wish to ask about anything whosename is unknown, we use a class of pronouns called +Interrogative Pronouns+. The interrogative pronoun stands for the unknown name, and asks for it; as,Whocomes here?Whatis this?
Both men were wrong. Let us omitmenand say,Both were wrong. You see the meaning is not changed—bothis here equivalent toboth men, that is, it performs the office of an adjective and that of a noun. It is therefore an +Adjective Pronoun+. Let the teacher further illustrate the office of the adjective pronoun by using the wordseach, all, many, some, such, etc.
+ACommon Nounis a name which belongs to all things of a class+.
+AProper Nounis the particular name of an individual+.
+APersonal Pronounis a pronoun that by its form denotes the speaker, the one spoken to, or the one spoken of+.
+ARelative Pronounis one that relates to some preceding word or words, and connects clauses+.
+AnInterrogative Pronounis one with which a question is asked+.
+AnAdjective Pronounis one that performs the offices of both an adjective and a noun+.
Build each of the following groups of nouns into a sentence. See Rule,Lesson 15.
webster cares office washington repose home marshfleld.
george washington commander army revolution president united states westmoreland state virginia month february.
san francisco city port pacific trade united states lines steamshipssandwich islands japan china australia.
Write five simple sentences, each containing one of the five personal pronouns:I, thouoryou, he, she, andit.
Write four complex sentences, each containing one of the four relative pronouns:who, which, that, andwhat.
Whatis used as a relative pronoun when the antecedent is omitted. The word for which a pronoun stands is called its antecedent. When we express the antecedent, we usewhichorthat. I shall dowhatis required; I shall do thething whichis required, orthatis required.
Build three interrogative sentences, each containing one of the three interrogative pronouns:who, which, andwhat.
Build eight sentences, each containing one of the following adjective pronouns:few, many, much, some, this, these, that, those.