Series V(Correlative Sentences)
The clauses are here dependent upon each other:
—The flowers were so beautiful that we picked them all.—That day he was so lazy that he did not get his work done.—She sings much better than she plays.—The more one studies, the more one learns.—Either you return your objects to their places or some one else must do it.—Not only was the man very cross, but he actually punished the little boy.
Test Card
Principal ClauseQuestionSubordinate ClauseThe flowers were so beautifulwith what result?that we picked them all.That day he was so lazywith what result?that he did not get his work done.She sings much betterthan what?than she plays.The more one studieswith what result?the more one learns.Either you return your objects to their placeswith what result?or some one else must do it.Not only was the man very crosswith what result?but he actually punished the little boy.
Series VI(The Order of Clauses in Sentences:Sentence Forms in Prose and Verse)
Our material makes it very easy for the children to understand the mutual dependence of the subordinateclauses. We take the commonest cases within easy reach of the children. There are clauses of the first degree of subordination, dependent directly on the principal clause. There are others of the second degree of subordination which depend on a subordinate clause (clause subordinate to a subordinate). We have the same situation in coordinates. We have the first degree of coordination when the clause is parallel with the principal clause, and the second degree when the clause is parallel with a subordinate clause.
Since the slips have as many sections as there are clauses, the clauses may be arranged on the table in the order of their subordination, keeping, for example, the principal clause to the left, and arranging the subordinate clauses downward and downward to the right. Take, for instance, the sentence:
—The old man liked to tell stories; and he would laugh heartily when the women were frightened at the terrible things that he had to relate.
As the different clauses are torn off they are placed on a chart marked into sections by vertically placed arrows: the principal clause to the right of the first arrow; the first subordinate clause to the right of the second; the subordinate to the subordinate to the right of the third, and so on. The above sentence results as follows:
Principal and Coordinate1st subordinatesubordinate to subordinateThe old man liked to tell storiesand he would laugh heartilywhen the women were frightened at the terrible thingsthat he had to tell.
arrowPrincipal and coordinate (incidental)1st subordinate and its coordinatessubordinate to subordinateI shall feel betterarrowif you will let me sit next to the windowarrowwhere there is more air.
Here is another example:
—I often sit and wish that ICould be a kite up in the sky,And ride upon the breeze, and goWhatever way it chanced to blow.
arrowPrincipal and Coordinates1st subordinate and coordinatesubordinate to subordinateI often sitand wisharrowthat I could be a kite up in the skyand ride upon the breezeand go whatever wayarrowit chanced to blow.
Here, finally, is another:
—I was a bad boy, I admit, but no one ever paid any attention to me, unless I was to be blamed for something wrong that I had done, or was accused of doing.
arrowI was a bad boyI admit (incidental)but no one ever paid any attention to mearrowunless I was to be blamedfor something wrongarrowthat I had done, or was accused of doing.(coordinate of second subordinate)
In using this material, the child tears off the clause-slips using the analytical sentence-chart (Chart B). This giveshim the classification of the clauses. The strips are then to be placed on the dependence chart (Chart C) according to the indications of the arrows. This brings out the mutual relation of the clauses.
The preceding exercises have created in the child a notion of sentence construction and of the position of the clauses which make it up. Our material permits, of course, as an exercise supplementary to the analyses, dislocations and translocations of parts just as was true with the simple sentence. To derive the full benefit of this possibility, the teacher should have in mind the general rules for location of clauses:
Adjective clauses (relative, attributive) always follow, and most often directly, the noun they modify.
Subject subordinate clauses may stand either before or after the principal clause. If the subject clause follows, it is usually anticipated before the verb by the pronoun it (just as a following noun subject is anticipated bythere).
(In Italian, if the object clause precedes the main clause, it is usually repeated before the noun by a conjunctive object personal pronoun.)
The position of the other clauses depends on considerations of emphasis.
The direct order for complex sentences is in general similar to that for simple sentences:
subject clauseprincipal clauseobject clauseadverbial clauses.
Coordination is possible with subordinate as well as with principal clauses.
The special exercises on the complex sentence conclude with some practise in turning simple inversions as found in poetry into direct sentence order.
Series VII
The detachable strips are used here also. The exercise should be conducted with reference to the sentence charts.
1
—Just where the tide of battle turns,Erect and lonely stood old John Burns ...And buttoned over his manly breastWas a bright blue coat with a rolling collar.Old John Burns stood, erect and lonely just where the tide of battle turns....A bright blue coat, with a rolling collar, was buttoned over his manly breast.
2
—It was terrible: on the rightRaged for hours the deadly fight,Thundered the battery's double bass,Difficult music for men to face;While on the left, where now the gravesUndulate like the living wavesThat all that day unceasing sweptRound shot ploughed the upland glades.Up to the pits the rebels kept,Bret Harte.—John Burns of Gettysburg.It was terrible: the deadly fight raged for hours on the right; the battery's double bassthundered,—difficult music formen to face; while round shot ploughed the upland glades on the left, where now the graves undulate like the living waves that swept unceasing all that day up to the pits the rebels kept.
It was terrible: the deadly fight raged for hours on the right; the battery's double bassthundered,—difficult music formen to face; while round shot ploughed the upland glades on the left, where now the graves undulate like the living waves that swept unceasing all that day up to the pits the rebels kept.
3
—Merrily rang the bridle reins, and scarf and plume steamed gay,As fast beside her father's gate the riders held their way . . ."Now break your shield asunder and shatter your sign and boss,Unmeet for peasant-wedded warms, your knightly knee across.Whittier.—King Volmer.The bridle reins rang merrily and scarf and plume streamed gay, as the riders, held their way fast by her father's gate.Now break your shield asunder and shatter across your knightly knee your sign and boss unmeet for peasant-wedded arms.
Whittier.—King Volmer.
The bridle reins rang merrily and scarf and plume streamed gay, as the riders, held their way fast by her father's gate.
Now break your shield asunder and shatter across your knightly knee your sign and boss unmeet for peasant-wedded arms.
4
The breaking waves dashed highOn a stern and rock bound coast;And the woods against a stormy skyTheir giant branches tossed.And the heavy night hung darkThe hills and waters o'er,When a band of Pilgrims moored their barkOn the wild New England shore.Not as the conqueror comesThey the true hearted came,Not with the roll of the stirring drumsAnd the trumpet that sings of fame.Mrs. Hemans.The breaking waves dashed high on a stern and rock-bound coast; and the woods tossed their giant branches against a stormy sky.The heavy night hung dark over (o'er) the hills and waters, when a band of Pilgrims moored their bark on the wild New England shore.They, the true hearted, came not as the conqueror comes, not with the roll of the stirring drums and the trumpet that sings of fame.
Mrs. Hemans.
5
My golden spurs now bring to meAnd bring to me my richest mail,For tomorrow I go over land and seaIn search of the Holy Grail.Shall never a bed for me be spread.Nor shall a pillow be under my head,Till I begin my vow to keep;Here on the rushes will I sleep.And perchance there may come a vision trueEre day create the world anew.Lowell.Bring to me now my golden spurs and bring to me my richest mail; for I go in search of the Holy Grail tomorrow over land and sea; a bed shall never be spread for me, nor shall a pillow be under my head till I begin to keep my vow; I will sleep here on the rushes, and perchance a true vision will comebefore(ere) day creates the world anew.
Lowell.
6
Glad tidings of great joy I bringTo you and all mankind:To you, in David's town this dayIs born of David's lineThe Saviour, who is Christ the Lord,And this shall be the sign:The heavenly Babe you there shall findTo human view displayed,All meanly wrapt in swaddling bandsAnd in a manger laid.Tate.—While Shepherds Watched.I bring to you and all mankind glad tidings of great joy. The Saviour, who is Christ the Lord, is born to you this day in David's town, of David's line; and this shall be the sign: you shall find the heavenly Babe there displayed to human view, all meanly wrapt in swaddling clothes and laid in a manger.
Tate.—While Shepherds Watched.
7
The harp that once through Tara's hallsThe soul of music shed,Now hangs on Tara's wallsAs if that soul were fled.So sleeps the pride of former days,So glory's thrill is o'er,And hearts that once beat high for praiseNow feel that pulse no more.No more to chiefs and ladies brightThe harp of Tara swells;The chord alone that breaks at nightIts tale of ruin tells.Thus Freedom now so seldom wakes,The only throb she gives,Is when some heart indignant breaksTo show that still she lives.Thomas Moore.The harp, that once shed the soul of music through Tara's halls, now hangs on Tara's walls, as though that soul were fled. So the pride of former days sleeps, so glory's thrill is over, and hearts that once beat high for praise now feel that pulse no more. The harp of Tara swells no more to chiefs and bright ladies: the chord alone, that breaks at night, tells its tale of ruin. Thus Freedom now wakes so seldom (that) the only throb she gives is when some indignant heart breaks to show that she still lives.
Thomas Moore.
8
Childhood is the bough where slumberedBirds and blossoms many numbered;Age that bough with snow encumbered.Longfellow.Childhood is the bough where many numbered birds and blossoms slumbered; Age encumbered that bough with snow.
Longfellow.
Test Cards
1
Just where the tide of battle turnssubordinate of place (locative)Erect and lonely stood old John BurnsprincipalAnd, buttoned over his manly breast,(verbal attributive phrase)Was a bright blue coat with a rolling collarcoordinate of principal
2
It was terribleprincipalon the rightraged for hours the deadly fightcoordinate of principalthundered the battery's double basscoordinate of principalDifficult music for men to face(verbal attributive phrase in apposition)While on the left (round shot ploughed, etc.)subordinate of time (temporal) begunwhere now the graves(Whilemay be considered as adversative coordinate)Undulate like the living wavessubordinate to subordinate (locative) 2d degreeThat all that day unceasing sweptattributive subordinate (relative adjectival clause modifyingwaves) of 3d degreeup to the pitsthe rebels keptattributive subordinate (relative pronoun omitted) of 4th degreeRound shot ploughed the upland gladessubordinate of time (concluded).
3
Merrily rang the bridle reinsprincipaland scarf and plume streamed gaycoordinateAs fast beside her father's gate theriders held their waysubordinate of timeNow break your shield asunderprincipaland shatteryour sign and bosscoordinateUnmeet for peasant-wedded armsyour knightly knee across
4
The breaking waves dashed highOn a stern and rock-bound coastprincipalAnd the woods against a stormy skyTheir giant branches tossedcoordinateAnd the heavy night hung darkThe hills and waters o'erprincipal (coordinated in paragraph)When a band of pilgrims moored their barkOn a wild New England shoresubordinate temporalNotprincipal begunas the conqueror comessubordinate of manner (modal)They the true hearted cameprincipal concludedNot with the roll of the stirring drumsand the trumpetcoordinate (elipsis of verbthey camecontinued from principal)that sings of fameattributive (relative) subordinate to coordinate.
5
My golden spurs now bring to meprincipalAnd bring to me my richest mailcoordinateFor tomorrow I go over land and seasubordinate of cause (causal): may be considered coordinate ofreasonIn search of the Holy GrailShall never a bed for me be spreadprincipalNor shall a pillow be under my headcoordinateTill I begin my vow to keepsubordinate of time (temporal)Here on the rushes will I sleepprincipalAnd perchance there may come a vision truecoordinateEre day create the world anewsubordinate temporal.
6
Great tidings of great joy I bringTo you and all mankindprincipalTo you in David's town this dayIs born of David's lineThe Saviourprincipalwho is Christ the Lordattributive (relative) subordinateAnd this shall be the signcoordinateThe heavenly Babe you there shall findTo human view displayedAll meanly wrapped in swaddling bandsAnd in a manger laid.simple sentence with three coordinate verbal phrases.
7
The harpprincipal begunthat once throughTara's hallThe soul of music shedattributive subordinate (relative)Now hangs on Tara's wallsprincipal concludedAs if that soul were fledsubordinate of manner (modal)So sleeps the pride of former daysprincipalSo glory's thrill is o'ercoordinateAnd heartscoordinate begunthat once beat high for praiseattributive relative subordinateNow feel that pulse no morecoordinate concluded.No more to chiefs and ladies brightThe harp of Tara swellsprincipalThe chord alonecoordinate begunthat breaks at nightattributive relative subordinateIts tale of ruin tellscoordinate concluded.Thus freedom now so seldom wakesprincipalThe only throbsubordinate result begun (conjunctionthatomitted)she givessubordinate to subordinate (2d degree; relative omitted)Is when some heart indignant breaksTo showsubordinate result concludedthat still she livessubordinate object (noun) clause of 2d degree.
8
Childhood is the boughprincipalwhere slumberedBirds and blossoms many-numberedsubordinate locative (of place)Age that bow with snows encumberedcoordinate.
(Note: the best English poetry makes far less use of inversion than does Italian. Such exercises as the above could be profitably applied to the analysis of the different kinds of phrases (adjective, adverbial, etc.). It should be noted that Dr. Montessori in her own exercises treats verbal phrases (participles and infinitives) as subordinate clauses.—Tr.)
This study of the complex sentence leads the child to a more precise comprehension of the values of certain parts of speech as, notably, the conjunction. We have found, in fact, that little difficulty is experienced in realizing the distinction between the termscoordinatingandsubordinatingas applied to conjunctions whichuniteclauses but in different ways. The following charts serve to cover the vast majority of cases that the child is likely to meet. We may add that at this point it may be found useful to have the child analyze the complex sentences which appeared in the commands and readings already familiar to him (see below underReading).
COORDINATING CONJUNCTIONS
Copulatives:and, also, too, besides, moreover, further, furthermore, nor.
Disjunctives:or else, otherwise, rather.
Adversatives:but, nevertheless, however, notwithstanding, yet, still, while, only, instead.
Declaratives:namely, in other words, that is.
Asseverative:in fact, assuredly, really.
Illative:hence, therefore, then, accordingly, so.
PRINCIPAL AND COORDINATE CLAUSES MAY BEGIN WITH ONE OF THESE CONJUNCTIONS
Chart DTHE CONJUNCTIONS IN THE SUBORDINATE CLAUSE
Principal ClauseIncidental (parenthetical) clauseAdjective (relative, attributive) clausewho, which, that, whose, whomSubordinate subject clausethatSubordinate object clausethatSubordinate clause of time(temporal)when, while, as soon as,before, after, till, untilSubordinate clause of place(locative)where, whence, wherever, whitherSubordinate clause of purpose(final, purpose clause)that, in order that, so thatin as much asSubordinate clause of cause(casual clause)as, because, for, since,Subordinate clause ofmanner and comparison(modal clause)as (manner), than (comparison)Subordinate clause of condition(conditional clause)if, unless, provided,provided thatSubordinate clause ofconcession(concessive clause)though, although, even if,however, notwithstanding thatSubordinate clause ofresult and correlativesthat, so that (result)so ... as, so ... that(correlative, degree)
A special series of exercises on the relations of the subordinate to the principal clause brings out the changes in tense made necessary in the subordinate clause as the tense of the principal clause varies.
Series VIIISequence of TensesGroup A(Causal Clauses)
—Iam writingtoyoubecauseIhavesomeimportantnews."wrote""""had"""
—IshallnotgobecauseImustattendtomywork."did""""had to""""
—Iamgladthatyouhavedonesowell."was"""had"""
—Iwill giveittoyousinceyouinsistonhavingit."gave"""""insisted """
—Hedoesnotanswerbecauseyourletterisinsulting."did"""""was"
Group B(Miscellaneous Clauses)
—Ishall beproudofyouifyoubecomeafinescholar."should"""""became"""
—Ibelievethatonlytherichcanbehappy."believed""""could""
—Iamwaitingheretillmyfatherreturnsfromtown."waited""""returned""
—Theyexpectthatsomethingwillhappenbeforelong."expected""would"""
—Heis doingthatforyou,inorderthatyoumaygotoschool."did"""""""might"""
—Hewill letyouknowwherehehasbeen."let"""" had"
Group C(Object Clauses)
—Theyaretellingmewhattheyhavebeendoing."were""""had""
—IpromiseyouthatIwilldoeverythingpunctually."promised"""would"""
—IthinkhewillnotbebackbeforeWednesday."thought"would"""""
—Doyouknowthatyourfriendhasgoneaway?Did"""""had""
—IassureyouthatIwilltakegoodcareofit."assured"""would"""""
—Irepeatthatyououghttobeashamedofyourself."repeated""""have been"""
Group D(Conditional Sentences)
—Iwouldreadthisbooktoo,ifIcould.""have read"""""had been able.
—IfIseehim,Ishalltellhimwhatyousay.""saw""should""""said.