Part 3
What is the foundation on which every sentence is built? May the subject be modified? What is a modifier? What is the modified subject?
LESSON 21.
SENTENCE-BUILDING.
We have here prepared the foundations of sentences which you are to complete by writing two or more suitable modifiers to each subject. Be careful to choose and arrange your material so as to make a neat and appropriate structure.
+Model+.---------- eminence was reached. _That lofty_ eminence was reached.
1. ---- speaker was applauded. 2. ---- difficulties were overcome. 3. ---- leaf trembles. 4. ---- accident happened. 5. ---- books should be read. 6. ---- houses are built. 7. ---- soldiers perished. 8. ---- opinions prevailed. 9. ---- leader fell. 10. ---- task is completed.
For other subjects and predicates, the teacher is referred to Lessons 7 and 11.
Build sentences by prefixing _modified subjects_ to the following predicates.
1. ---- frolic. 2. ---- crawl. 3. ---- are dashing. 4. ---- was caught. 5. ---- escaped. 6. ---- chatter. 7. ---- flourished. 8. ---- whistles.
Build, on each of the following subjects, three sentences similar to those in the model.
+Model+ ------------- sun ---------------
_The bright_ sun _is shining_. _The glorious_ sun _has risen_. _The unclouded_ sun _is sinking_.
1. ---- snow ----. 2. ---- dew ----. 3. ---- wind ----. 4. ---- landscape ----.
+To the Teacher+.--Please take notice that the next Lesson begins with "Hints for Oral Instruction."
LESSON 22.
ADJECTIVES.
+Hints for Oral Instruction+.--You are now prepared to consider the _fourth part of speech_. Those words that are added to the subject to modify its meaning are called +Adjectives+.
Some grammarians have formed a separate class of the little words _the_, and _an_ or _a_, calling them _articles_.
I will write the word _boys_ on the board, and you may name adjectives that will appropriately modify it. As you give them, _I_ will write these adjectives in a column.
_Adjectives_.
small | large | white | black | straight + boys. crooked | five | some | all |
What words here modify _boys_ by adding the idea of size? What by adding the idea of color? What by adding the idea of form? What by adding the idea of number? What are such words called? Why?
Let the teacher name familiar objects and require the pupils to join appropriate adjectives to the names till their stock is exhausted.
+DEFINITION.--An _Adjective_ is a word used to modify a noun or a pronoun+.
Analysis and Parsing.
+Model+.--_A fearful storm was raging_. Diagram and analyze as in Lesson 20.
+Written Parsing+.
_Nouns_. | _Pronouns_. | _Adjectives_. | _Verbs_. storm | ---- | A fearful | was raging.
+Oral Parsing+.--_A_ is an _adjective_, because it is joined to the noun _storm_, to modify its meaning; _fearful_ is an _adjective_, because ------; _storm_ is a noun, because ------; _was raging_ is a verb, because -----.
1. The rosy morn advances. 2. The humble boon was obtained. 3. An unyielding firmness was displayed. 4. The whole earth smiles. 5. Several subsequent voyages were made. 6. That burly mastiff must be secured. 7. The slender greyhound was released. 8. The cold November rain is falling. 9. That valuable English watch has been sold. 10. I alone have escaped. 11. Both positions can be defended. 12. All such discussions should have been avoided. 13. That dilapidated old wooden building has fallen.
+To the Teacher+.--See Notes, pp. 169, 170.
LESSON 23.
SENTENCE-BUILDING.
Prefix five adjectives to each of the following nouns.
Shrubs, wilderness, beggar, cattle, cloud.
Write ten sentences with modified subjects, using in each two or more of the following adjectives.
A, an, the, heroic, one, all, many, every, either, first, tenth, frugal, great, good, wise, honest, immense, square, circular, oblong, oval, mild, virtuous, universal, sweet, careless, fragrant.
Write five sentences with modified subjects, each of which shall contain one of the following words as a subject.
Chimney, hay, coach, robber, horizon.
_An_ and _a_ are forms of the same word, once spelled _an_, and meaning _one_. After losing something of this force, _an_ was still used before vowels and consonants alike; as, _an eagle, an ball, an hair, an use_. Still later, and for the sake of ease in speaking, the word came to have the two forms mentioned above; and an was retained before letters having vowel sounds, but it dropped its _n_ and became _a_ before letters having consonant sounds. This is the present usage.
CORRECT THESE ERRORS.
A apple; a obedient child; an brickbat; an busy boy.
CORRECT THESE ERRORS.
A heir; a hour; a honor.
Notice, the first letter of these words is _silent_.
CORRECT THESE ERRORS.
An unit; an utensil; an university; an ewe; an ewer; an union; an use; an history; an one.
_Unit_ begins with the sound of the consonant _y_; and _one_, with that of _w_.
+To the Teacher+.--See "Suggestions for COMPOSITION EXERCISES," p. 8, last paragraph.
LESSON 24.
MODIFIED PREDICATES.
+Hints for Oral Instruction+.--I will now show you how the _predicate_ of a sentence may be modified.
_The ship sails gracefully_. What word is here joined to _sails_ to tell the _manner_ of sailing? +P+.--_Gracefully_.
+T+.--_The ship sails immediately_. What word is here joined to _sails_ to tell the _time_ of sailing? +P+.--_Immediately_.
+T+.--_The, ship sails homeward_. What word is here joined to _sails_ to tell the _direction_ of sailing? +P+.--_Homeward_.
+T+.--These words _gracefully, immediately_, and _homeward_ are modifiers of the predicate. In the first sentence, _sails gracefully_ is the +_Modified Predicate_+.
Let the following modifiers be written on the board as the pupil suggests them.
| instantly. | soon. | daily. | hither. The ship sails + hence. | there. | rapidly. | smoothly. | well.
Which words indicate the time of sailing? Which, the place? Which, the manner?
The teacher may suggest predicates, and require the pupils to find as many appropriate modifiers as they can.
The Predicate with its modifiers is called the +_Modified Predicate_+.
Analysis and Parsing.
Analyze and diagram the following sentences, and parse the nouns, pronouns, verbs, and adjectives.
+Model+.--_The letters were rudely carved_.
letters | were carved =========|=============== \The | \rudely
+Written Parsing+.--See _Model_, Lesson 22.
+Oral Analysis+.--This is a sentence, because----; _letters_ is the subject, because----; _were carved_ is the predicate, because----; _The_ is a modifier of the subject, because----; _rudely_ is a modifier of the predicate, because----; _The letters_ is the modified subject, _were rudely carved_ is the _modified predicate_.
1. He spoke eloquently. 2. She chattered incessantly. 3. They searched everywhere. 4. I shall know presently. 5. The bobolink sings joyously. 6. The crowd cheered heartily. 7. A great victory was finally won. 8. Threatening clouds are moving slowly. 9. The deafening waves dash angrily. 10. These questions may be settled peaceably. 11. The wounded soldier fought bravely. 12. The ranks were quickly broken. 13. The south wind blows softly. 14. Times will surely change. 15. An hour stole on.
LESSON 25.
ANALYSIS AND PARSING.
ONE MODIFIER JOINED TO ANOTHER.
Analyze and diagram the following sentences, and parse the nouns, pronouns, adjectives, and verbs.
+Model+.--_The frightened animal fled still more rapidly_.
animal | fled ===================|===================== \The \frightened | \rapidly \more \still
+Explanation of the Diagram+.--Notice that the three lines forming this group all slant the same way to show that each stands for a modifying word. The line standing for the principal word of the group is joined to the predicate line. The end of each of the other two lines is broken, and turned to touch its principal at an angle.
+Oral Analysis+.--This is a sentence, because----; _animal_ is the subject, because----; _fled_ is the predicate, because----; _The_ and _frightened_ are modifiers of the subject, because----; _still more rapidly_ is a modifier of the predicate, because it is a group of words joined to it to limit its meaning; _rapidly_ is the principal word of the group; _more_ modifies _rapidly_, and _still_ modifies _more_, _The frightened animal_ is the modified subject; _fled still more rapidly_ is the modified predicate.
1. The crocus flowers very early. 2. A violet bed is budding near. 3. The Quakers were most shamefully persecuted. 4. Perhaps he will return. 5. We laughed very heartily. 6. The yellow poplar leaves floated down. 7. The wind sighs so mournfully. 8. Few men have ever fought so stubbornly. 9. The debt will probably be paid. 10. The visitor will soon be here. 11. That humane project was quite generously sustained. 12. A perfectly innocent man was very cruelly persecuted.
REVIEW QUESTIONS.
What is an adjective? What are the words _an_ or _a_, and _the_ called by some grammarians? When is _a_ used, and when _an?_ Give examples of their misuse.
What is the modified predicate? Give an example. Give an example of one modifier joined to another.
LESSON 26.
Select your subjects from Lesson 9, and construct twenty sentences having modified subjects and modified predicates.
Impromptu Exercise.
Select sentences from Lessons 6, 7, and 11, and conduct the exercise as directed in Lesson 10. Let the strife be to see who can supply the greatest number of modifiers to the subject and to the predicate. The teacher can vary this exercise.
LESSON 27.
ADVERBS.
+Hints for Oral Instruction+.--You have learned, in the preceding Lessons, that the meaning of the predicate may be limited by modifiers, and that one modifier may be joined to another. Words used to modify the predicate of a sentence and those used to modify modifiers belong to one class, or one _part of speech_, and are called +Adverbs+.
+T+.--_She decided too hastily_. What word tells how she decided? +P+.---_Hastily_. +T+.--What word tells how hastily? +P+.--_Too_. +T+.--What then are the words _too_ and _hastily?_ +P+.--Adverbs.
+T+.--_Too much time has been wasted_. What word modifies _much_ by telling how much? +P+.--_Too_. +T+.--What _part of speech_ is _much?_ +P+.--An adjective. +T+.--What then is _too?_ +P+.--An adverb.
+T+.--Why is _too_ in the first sentence an adverb? Why is _too_ in the second sentence an adverb? Why is _hastily_ an adverb?
Let the teacher use the following and similar examples, and continue the questions. _He thinks so. So much time has been wasted_.
Let the teacher give verbs, adjectives, and adverbs, and require the pupils to modify them by appropriate adverbs.
+DEFINITION.--_An Adverb_ is a word used to modify a verb, an adjective, or an adverb+.
Analysis and Parsing.
Analyze, diagram, and parse the following sentences.
+Model+.--_We have been very agreeably disappointed_. +Diagram+ as in. Lesson 25.
For +Written Parsing+, use _Model_, Lesson 22, adding a column for adverbs.
+Oral Parsing+.--_We_ is a pronoun, because----; _have been disappointed_ is a verb, because----; _very_ is an _adverb_, because it is joined to the adverb _agreeably_ to tell how agreeably; _agreeably_ is an _adverb_, because it is joined to the verb _have been disappointed_ to indicate manner.
1. The plough-boy plods homeward. 2. The water gushed forth. 3. Too much time was wasted. 4. She decided too hastily. 5. You should listen more attentively. 6. More difficult sentences must be built. 7. An intensely painful operation was performed. 8. The patient suffered intensely. 9. That story was peculiarly told. 10. A peculiarly interesting story was told. 11. An extravagantly high price was paid. 12. That lady dresses extravagantly.
The pupil will notice that, in some of the examples above, the same adverb modifies an adjective in one sentence and an adverb in another, and that, in other examples, an adjective and a verb are modified by the same word. You may learn from this why such modifiers are grouped into one class.
LESSON 28.
ANALYSIS AND PARSING.
MISCELLANEOUS EXAMPLES FOR REVIEW.
1. You must diagram neatly. 2. The sheaves are nearly gathered. 3. The wheat is duly garnered. 4. The fairies were called together. 5. The birds chirp merrily. 6. This reckless adventurer has returned. 7. The wild woods rang. 8. White fleecy clouds are floating above. 9. Those severe laws have been repealed. 10. A republican government was established. 11. An unusually large crop had just been harvested. 12. She had been waiting quite patiently. 13. A season so extremely warm had never before been known. 14. So brave a deed [Footnote: _Can be commended_ is the verb, and _not_ is an adverb.] cannot be too warmly commended.
LESSON 29.
SENTENCE-BUILDING.
MISCELLANEOUS EXERCISES FOR REVIEW.
Build sentences containing the following adverbs.
Hurriedly, solemnly, lightly, well, how, somewhere, abroad, forever, seldom, exceedingly.
Using the following subjects and predicates as foundations, build six sentences having modified subjects and modified predicates, two of which shall contain adverbs modifying adjectives; two, adverbs modifying adverbs; and two, adverbs modifying verbs.
1. ------- boat glides -----. 2. ------- cloud is rising -----. 3. ------- breezes are blowing -----. 4. ------- elephant was captured -----. 5. ------- streams flow -----. 6. ------- spring has opened -----.
We here give you, in classes, the material out of which you are to build five sentences with modified subjects and modified predicates.
Select the subject and the predicate first.
_Nouns and Pronouns. Verbs. Adjectives. Adverbs_.
branch | was running | large, that | lustily coach | were played | both, the | downward they | cried | all, an | very we | is growing | several, a | rapidly games | cheered | amusing | not, loudly, then
LESSON 30.
ERRORS FOR CORRECTION.
+To the Teacher+.--We here suggest additional work in composition, with particular reference to the choice and position of adjectives. See Notes, pp. 171,172.
+_Caution_+.--When two or more adjectives are used with a noun, care must be taken in their arrangement. If there is any difference in their relative importance, place nearest the noun the one that is most intimately connected with it.
+To the Teacher+.--We have in mind here those numerous cases where one adjective modifies the noun, and the second modifies the noun as limited by the first. _All ripe apples are picked_. Here _ripe_ modifies _apples_, but _all_ modifies _apples_ limited by _ripe_. Not _all apples_ are _picked_, but only _all_ that are _ripe_.
CORRECT THE FOLLOWING ERRORS OF POSITION.
A wooden pretty bowl stood on the table. The blue beautiful sky is cloudless. A young industrious man was hired. The new marble large house was sold.
+_Caution_+.--When the adjectives are of the _same_ rank, place them where they will sound the best. This will usually be in the order of their length--the longest last.
CORRECT THESE ERRORS.
An entertaining and fluent speaker followed. An enthusiastic, noisy, large crowd was addressed.
+_Caution_+.--Do not use the pronoun +_them_+ for the adjective +_those_+.
CORRECT THESE ERRORS.
Them books are nicely bound. Them two sentences should be corrected.
CORRECT THE FOLLOWING MISCELLANEOUS ERRORS.
arouse, o romans hear, o israel it is i i may be Mistaken you Have frequently been warned some Very savage beasts have been Tamed
REVIEW QUESTIONS.
What is an adverb? Give an example of an adverb modifying an adjective; one modifying a verb; one modifying an adverb. Why are such expressions as _a wooden pretty bowl_ faulty? Why is _an enthusiastic, noisy, large crowd_ faulty? Why is _them books_ wrong? Why is _i may be Mistaken_ wrong? Why is _hear, o israel_, wrong? Study the Review Questions given in previous Lessons.
+To the Teacher+.--See COMPOSITION EXERCISES in the Supplement--Selection from Darwin.
LESSON 31.
PHRASES INTRODUCED BY PREPOSITIONS.
+Hints for Oral Instruction+.--In the preceding Lessons, you have learned that several words may be grouped together and used as one modifier. In the examples given, the principal word is joined directly to the subject or to the predicate, and this word is modified by another word. In this Lesson also groups of words are used as modifiers, but these words are not united with one another, or with the word which the group modifies, just as they are in the preceding Lessons. I will write on the board this sentence: _De Soto marched into Florida_. +T+.--What tells where De Soto marched? +P+.--_Into Florida_. +T+.--What is the principal word of the group? +P+.--_Florida_. +T+.--Is _Florida_ joined directly to the predicate, as rapidly was in Lesson 25? +P+.--No. +T+.--What little word comes in to unite the modifier to _marched?_ +P+.--_Into_. +T+.--Does _Florida_ alone, tell where he marched? +P+.--No. +T+.--Does _into_ alone, tell where he marched? +P+.--No.
+T+.--These groups of related words are called +Phrases+. Let the teacher draw on the board the diagram of the sentence above.
Phrases of the form illustrated in this diagram are the most common, and they perform a very important function in our language.
Let the teacher frequently call attention to the fact that all the words of a phrase are _taken together_ to perform _one distinct office_.
A phrase modifying the subject is equivalent to an adjective, and, frequently, may be changed into one. _The dew of the morning has passed away_. What word may be used for the phrase _of the morning?_ +P+.--_Morning_. +T+.--Yes. The _morning_ dew has passed away.
A phrase modifying the predicate is equivalent to an adverb, and, frequently, may be changed into one. _We shall go to that place_. What word may be used for the phrase, _to that place?_ +P+.--_There_. +T+.--Yes. We shall go _there_.
Change the phrases in these sentences:---
_A citizen of America was insulted.
We walked toward home_.
Let the teacher write on the board the following words, and require the pupils to add to each, one or more words to complete a phrase, and then to construct a sentence in which the phrase may be properly employed: _To, from, by, at, on, with, in, into, over_.
+DEFINITION.--A _Phrase_ is a group of words denoting related ideas but not expressing a thought+.
Analysis and Parsing.
Analyze the following sentences, and parse the nouns, pronouns, adjectives, verbs, and adverbs.
Model.--_The finest trout in the lake are generally caught in the deepest water_.
trout | are caught ================|================ \The \finest \in \generally \in \ \ \ lake \ water ------ ---------- \the \the \deepest
+Explanation of the Diagram+.--You will notice that the diagram of the _phrase_ is made up of a slanting line, standing for the introductory and connecting word, and a horizontal line, representing the principal word. Under the latter, are placed the little slanting lines standing for the modifiers of the principal word. Here and elsewhere all modifiers are joined to their principal words by slanting lines.
+Oral Analysis+.--This is a sentence, because ------; _trout_ is the subject, because -----; _are caught_ is the predicate, because ------; the words _The_ and _finest_, and the phrase, _in the lake_, are modifiers of the subject, because -----; the word _generally_ and the phrase, _in the deepest water_, are modifiers of the predicate, because ------; _in_ introduces the first phrase, and _lake_ is the principal word; _in_ introduces the second phrase, and _water_ is the principal word; _the_ and _deepest_ are modifiers of _water_; _The finest trout in the lake_ is the modified subject, and _are generally caught in the deepest water_ is the modified predicate.
1. The gorilla lives in Africa. 2. It seldom rains in Egypt. 3. The Pilgrims landed at Plymouth. 4. The wet grass sparkled in the light. 5. The little brook ran swiftly under the bridge. 6. Burgoyne surrendered at Saratoga. 7. The steeples of the village pierced through the dense fog. 8. The gloom of winter settled down on everything. 9. A gentle breeze blows from the south. 10. The temple of Solomon was destroyed. 11. The top of the mountain is covered with snow. 12. The second Continental Congress convened at Philadelphia.
LESSON 32.
SENTENCE-BUILDING.
Build sentences, employing the following phrases as modifiers.
To Europe, of oak, from Albany, at the station, through the fields, for vacation, among the Indians, of the United States.
Supply to the following predicates subjects modified by phrases.
---- is situated on the Thames. ---- has arrived. ---- was destroyed by an earthquake. ---- was received. ---- has just been completed. ---- may be enjoyed.
Supply to the following subjects predicates modified by phrases.
Iron ----. The trees ----. Squirrels ----. The Bible ----. Sugar ----. Cheese ----. Paul ----. Strawberries ----. The mountain ----.
Write five sentences, each of which shall contain one or more phrases used as modifiers.
LESSON 33.
SENTENCE-BUILDING.
Re-write the following sentences, changing the italicized words into equivalent phrases.
+Model+.--A _golden_ image was made. An image _of gold_ was made.
You will notice that the adjective _golden_ was placed before the subject, but, when changed to a phrase, it followed the subject.
1. The book was _carefully_ read. 2. The old soldiers fought _courageously_. 3. A group of children were strolling _homeward_. 4. No season of life should be spent _idly_. 5. The _English_ ambassador has just arrived. 6. That _generous_ act was liberally rewarded.
Change the following adjectives and adverbs into equivalent phrases, and employ the phrases in sentences of your own building.
Wooden, penniless, eastward, somewhere, here, evening, everywhere, yonder, joyfully, wintry.
Make a sentence out of the words in each line below.
Boat, waves, glides, the, the, over. He, Sunday, church, goes, the, on, to. Year, night, is dying, the, the, in. Qualities, Charlemagne, vices, were alloyed, the, great, of, with. Indians, America, intemperance, are thinned, the, out, of, by.
LESSON 34.
PREPOSITIONS.
+Hints for Oral Instruction+.--In the preceding Lessons, the little words that were placed before nouns, thus forming phrases, belong to a, class of words called +Prepositions+. You noticed that these words, which you have now learned to call prepositions, served to introduce phrases. The preposition shows the relation of the _idea_ expressed by the principal word of the phrase to that of the word which the phrase modifies. It serves also to connect these words.
In the sentence, _The squirrel ran up a tree_, what word shows the relation of the act of running, to the tree? Ans. _Up_.
Other words may be used to express different relations. Repeat, nine times, the sentence above given, supplying, in the place of _up_, each of the following prepositions: _Around, behind, down, into, over, through, to, under, from_.
Let this exercise be continued, using such sentences as, _The man went into the house; The ship sailed toward the bay_.
+DEFINITION.--A _Preposition_ is a word that introduces a phrase modifier, and shows the relation, in sense, of its principal word to the word modified+.
+Analysis and Parsing+.
+Model+.--_Flowers preach to us_.
For +Analysis+ and +Diagram+, see Lesson 31.
For +Written Parsing+, see Lesson 22. Add the needed columns.