Part 4
+Oral Parsing+.--_Flowers_ is a noun, because----; _preach_ is a verb, because----; _to_ is a _preposition_, because it shows the relation, in sense, between _us_ and _preach;_ _us_ is a pronoun, because it is used instead of the name of the speaker and the names of those for whom he speaks.
1. The golden lines of sunset glow. 2. A smiling landscape lay before us. 3. Columbus was born at Genoa. 4. The forces of Hannibal were routed by Scipio. 5. The capital of New York is on the Hudson. 6. The ships sail over the boisterous sea. 7. All names of the Deity should begin with capital letters. 8. Air is composed chiefly of two invisible gases. 9. The greater portion of South America lies between the tropics. 10. The laurels of the warrior must at all times be dyed in blood. 11. The first word of every entire sentence should begin with a capital letter. 12. The subject of a sentence is generally placed before the predicate.
Impromptu Exercise.
(The teacher may find it profitable to make a separate lesson of this exercise.)
Let the teacher write on the board a subject and a predicate that will admit of many modifiers. The pupils are to expand the sentence into as many separate sentences as possible, each containing one apt phrase modifier. The competition is to see who can build the most and the best sentences in a given time. The teacher gathers up the slates and reads the work aloud, or has the pupils exchange slates and read it themselves.
LESSON 35.
COMPOUND SUBJECT AND COMPOUND PREDICATE.
When two or more subjects united by a connecting word have the same predicate, they form a +_Compound Subject;_+ and, when two or more predicates connected in like manner have the same subject, they form a +_Compound Predicate_+.
In the sentence, _Birds and bees can fly_, the two words _birds_ and _bees_, connected by _and_, have the same predicate; the same action is asserted of both birds and bees. In the sentence, _Leaves fade and fall_, two assertions are made of the same things. In the first sentence, _birds_ and _bees_ form the _compound subject_; and, in the second, _fade_ and _fall_ form the _compound predicate_.
Analyze and parse the following sentences.
+Models+.--_Napoleon rose, reigned, and fell_.
_Frogs, antelopes, and kangaroos can jump_.
rose Frogs ,=,===== ======.=. / ' ' \ Napoleon| / X ' reigned antelopes ' X \ | can jump ========|==| '======== ==========' |==|========= | \and' 'and/ | \ ' fell kangaroos ' / `-'====== =========='='
+Explanation of the Diagram+.--The short line following the subject line represents the entire predicate, and is supposed to be continued in the three horizontal lines that follow, each of which represents one of the parts of the _compound predicate_. These three lines are united by dotted lines, which stand for the connecting words. The +X+ denotes that an _and_ is understood.
Study this explanation carefully, and you will understand the other diagram.
+Oral Analysis+ of the first sentence.
This is a sentence, because ----; _Napoleon_ is the subject, because ----; _rose_, _reigned_, and _fell_ form the _compound predicate_, because they belong in common to the same subject, and say something about Napoleon. _And_ connects _reigned_ and _fell_.
1. The Rhine and the Rhone rise in Switzerland. 2. Time and tide wait for no man. 3. Washington and Lafayette fought for American Independence. 4. Wild birds shrieked, and fluttered on the ground. 5. The mob raged and roared. 6. The seasons came and went. 7. Pride, poverty, and fashion cannot live in the same house. 8. The tables of stone were cast to the ground and broken. 9. Silver or gold will be received in payment. 10. Days, months, years, and ages will circle away.
REVIEW QUESTIONS.
What is a phrase? A phrase modifying a subject is equivalent to what? Illustrate. A phrase modifying a predicate is equivalent to what? Illustrate.
What are prepositions? What do you understand by a compound subject? Illustrate. What do you understand by a compound predicate? Illustrate.
LESSON 36.
CONJUNCTIONS AND INTERJECTIONS.
The words _and_ and _or_, used in the preceding Lesson to connect the nouns and the verbs, belong to a class of words called +_Conjunctions_+.
Conjunctions may also connect _words_ used as _modifiers;_ as,
A daring _but_ foolish feat was performed.
They may connect phrases; as,
We shall go to Saratoga _and_ to Niagara.
They may connect _clauses_, that is, expressions that, standing alone, would be sentences; as,
He must increase, _but_ I must decrease.
+DEFINITION.--A _Conjunction_, is a word used to connect words, phrases, or clauses+.
The +_Interjection_+ is the eighth and last _part of speech_. Interjections are mere exclamations, and are without grammatical relation to any other word in the sentence.
+DEFINITION.--An _Interjection_ is a word used to express strong or sudden feeling+.
Examples:--
Bravo! hurrah! pish! hush! ha, ha! alas! hail! lo! pshaw!
Analyze and parse the following sentences.
+Model+.--_Hurrah! that cool and fearless fireman has rushed into the house and up the burning stairs_.
Hurrah ------
fireman | has rushed ===================|======================= \That\ and \ | \ and \ \.....\ \........\ \ \ \ \up \cool \fearless \into \stairs \ ---------- \house \the \burning ------ \the
+Explanation of the Diagram+.--The line representing the interjection is not connected with the diagram. Notice the dotted lines, one standing for the _and_ which connects the two _word_ modifiers; the other, for the _and_ connecting the two _phrase_ modifiers.
+Written Parsing+.
N. Pro. Adj. Vb. Adv. Prep. Conj. Int. | | | | | | | fireman | | the | has rushed | | into | and | hurrah house | | that | | | up | and | stairs | | cool | | | | | | | fearless | | | | | | | burning | | | | |
+Oral Parsing+ of the _conjunction_ and the _interjection_.
The two _ands_ are conjunctions, because they _connect_. The first connects two word modifiers; the second, two phrase modifiers. _Hurrah_ is an _interjection_, because it expresses a burst of sudden feeling.
1. The small but courageous band was finally overpowered. 2. Lightning and electricity were identified by Franklin. 3. A complete success or an entire failure was anticipated. 4. Good men and bad men are found in all communities. 5. Vapors rise from the ocean and fall upon the land. 6. The Revolutionary war began at Lexington and ended at Yorktown. 7. Alas! all hope has fled. 8. Ah! I am surprised at the news. 9. Oh! we shall certainly drown. 10. Pshaw! you are dreaming. 11. Hurrah! the field is won.
LESSON 37.
PUNCTUATION AND CAPITAL LETTERS.
+COMMA--RULE.--Phrases that are placed out of their natural order [Footnote: A phrase in its natural order follows the word it modifies.] and made emphatic, or that are loosely connected with the rest of the sentence, should be set off by the comma+.
PUNCTUATE THE FOLLOWING SENTENCES.
+Model+.--The cable, _after many failures_, was successfully laid. Upon the platform 'twixt eleven and twelve I'll visit you. To me this place is endeared by many associations. Your answers with few exceptions have been correctly given. In English much depends on the placing of phrases.
+COMMA--RULE.--Words or phrases connected by conjunctions are separated from each other by the comma unless all the conjunctions are expressed+.
PUNCTUATE THE FOLLOWING SENTENCES.
+Model+.--Caesar _came, saw, and conquered_. Caesar _came and saw and conquered_.
He travelled in _England, in Scotland, and in Ireland_.
(The comma is used in the first sentence, because a conjunction is omitted; but not in the second, as all the conjunctions are expressed.)
A brave prudent and honorable man was chosen.
Augustus Tiberius Nero and Vespasian were Roman emperors.
Through rainy weather across a wild country over muddy roads after a long ride we came to the end of our journey.
+PERIOD and CAPITAL LETTER--RULE.--_Abbreviations_ generally begin with capital letters and are always followed by the period+.
CORRECT THE FOLLOWING ERRORS. +Model.--+_Mr., Esq., N. Y., P. M_.
gen, a m, mrs, no, u s a, n e, eng, p o, rev, prof, dr, gram, capt, coi, co, va, conn.
+EXCLAMATION POINT--RULE.--All _exclamatory expressions_ must be followed by the exclamation point+.
PUNCTUATE THE FOLLOWING EXPRESSIONS.
+Model.--+_Ah! Oh! Zounds! Stop pinching!_
Pshaw, whew, alas, ho Tom, halloo Sir, good-bye, welcome.
LESSON 38.
SENTENCE-BUILDING.
+To the Teacher.--+Call attention to the agreement of verbs with compound subjects. Require the pupils to justify the verb-forms in Lesson 36 and elsewhere. See Notes, pp. 165-167.
Write _predicates_ for the following _compound subjects_.
Snow and hail; leaves and branches; a soldier or a sailor; London and Paris.
Write _compound predicates_ for the following _subjects_.
The sun; water; fish; steamboats; soap; farmers; fences; clothes.
Write _subjects_ for the following _compound predicates_.
Live, feel, and grow; judges and rewards; owes and pays; inhale and exhale; expand and contract; flutters and alights; fly, buzz, and sting; restrain or punish.
Write _compound subjects_ before the following _predicates_.
May be seen; roar; will be appointed; have flown; has been recommended.
_Write compound predicates_ after the following _compound subjects_.
Boys, frogs, and horses; wood, coal, and peat; Maine and New Hampshire; Concord, Lexington, and Bunker Hill; pins, tacks, and needles.
Write _compound subjects_ before the following _compound predicates_.
Throb and ache; were tried, condemned, and hanged; eat, sleep, and dress.
Choose your own material and write five sentences, each having a _compound subject_ and a _compound predicate_.
LESSON 39.
COMPLEMENTS.
+Hints for Oral Instruction+.--When we say, _The sun gives_, we express no complete thought. The subject _sun_ is complete, but the predicate _gives_ does not make a complete assertion. When we say, _The sun gives light_, we do utter a complete thought. The predicate _gives_ is completed by the word _light_. Whatever fills out, or _completes_, we call a +Complement+. We will therefore call _light_ the complement of the predicate. As _light_ completes the predicate by naming the thing acted upon, we call it the +Object Complement+.
Expressions like the following may be written on the board, and by a series of questions the pupils may be made to dwell upon these facts till they are thoroughly understood.
The officer arrested -----; the boy found -----; Charles saw -----; coopers make -----.
Besides these verbs requiring object complements, there are others that do not make complete sense without the aid of a complement of _another_ kind.
A complete predicate does the asserting and expresses what is asserted. In the sentence, _Armies march_, _march_ is a complete predicate, for it does the asserting and expresses what is asserted; viz., _marching_. In the phrase, _armies marching_, _marching_ expresses the same act as that denoted by _march_, but it _asserts_ nothing. In the sentence, _Chalk is white_, _is_ does the asserting, but it does not express what is asserted. We do not wish to assert merely that chalk _is_ or _exists_. What we wish to assert of chalk, is the quality expressed by the adjective _white_. As _white_ expresses a quality or attribute, we may call it an +Attribute Complement+.
Using expressions like the following, let the facts given above be drawn from the class by means of questions.
Grass growing; grass grows; green grass; grass is green.
+DEFINITION.--The _Object Complement of a sentence_ completes the predicate, and names that which receives the act+.
+DEFINITION.--The _Attribute Complement_ of a sentence completes the predicate and belongs to the subject+.
The complement with all its modifiers is called the +_Modified Complement_+.
Analysis and Parsing.
+Model+.--_Fulton invented the first steamboat_.
Fulton | invented | steamboat ========|====================== | \ \ \the \first
+Explanation of the Diagram+.--You will see that the line standing for the _object complement_ is a continuation of the predicate line, and that the little vertical line only touches this without cutting it.
+Oral Analysis.--+_Fulton_ and _invented_, as before. _Steamboat_ is the _object complement_, because it completes the predicate, and names that which receives the act. _The_ and _first_, as before. _The first steamboat_ is the _modified complement_.
1. Caesar crossed the Rubicon. 2. Morse invented the telegraph. 3. Ericsson built the Monitor. 4. Hume wrote a history. 5. Morn purples the east, 6. Antony beheaded Cicero.
+Model+.--_Gold is malleable_.
Gold | is \ malleable =====|=============== |
In this diagram, the line standing for the _attribute complement_, like the _object line_, is a continuation of the predicate line; but notice the difference in the little mark separating the _incomplete_[Footnote: Hereafter we shall call the _verb_ the _predicate_, but, when followed by a complement, it must be regarded as an _incomplete_ predicate.] predicate from the complement.
+Oral Analysis+.---_Gold_ and _is_, as before.
_Malleable_ is the _attribute complement_, because it completes the predicate, and expresses a quality belonging to gold.
7. Pure water is tasteless. 8. The hare is timid. 9. Fawns are graceful. 10. This peach is delicious. 11. He was extremely prodigal. 12. The valley of the Mississippi is very fertile.
+To the Teacher+--See Notes, pp. 183,184.
* * * * *
LESSON 40.
ERRORS IN THE USE OF MODIFIERS.
+Caution+.--Place _adverbs_ where there can be no doubt as to the words they modify.
ERRORS TO BE CORRECTED.
I only bring forward a few things.
Hath the Lord only [Footnote: Adverbs sometimes modify phrases.]spoken by Moses?
We merely speak of numbers.
The Chinese chiefly live upon rice.
+Caution+.--In placing the adverb, regard must be had to the _sound_ of the sentence.
ERRORS TO BE CORRECTED.
We always should do our duty. The times have changed surely. The work will be never finished. He must have certainly been sick.
+Caution+.--_Adverbs_ must not be used _for adjectives_.
ERRORS TO BE CORRECTED.
I feel badly. Marble feels coldly. She looks nicely. It was sold cheaply. It appears still more plainly. That sounds harshly. I arrived at home safely.
+Caution+.--_Adjectives_ must not be used _for adverbs_.
ERRORS TO BE CORRECTED.
The bells ring merry. The curtain hangs graceful. That is a decided weak point. Speak no coarser than usual. These are the words nearest connected. Talk slow and distinct. She is a remarkable pretty girl.
+To the Teacher+.--For additional exercises in distinguishing adjectives from adverbs, see Notes, p. 181.
REVIEW QUESTIONS.
What is a conjunction? What is an interjection? Give two rules for the use of the comma (Lesson 37). What is the rule for writing abbreviations? What is the rule for the exclamation point? What is an object complement? What is an attribute complement? Illustrate both. What are the cautions for the position of the adverb? What are the cautions for the use of the adverb and the adjective?
+To the Teacher+.--See COMPOSITION EXERCISES in the Supplement-Selection from Habberton.
* * * * *
LESSON 41.
ERRORS IN THE POSITION AND USE OF MODIFIERS.
+Caution+.--Phrase modifiers should be placed as near as may be to the words they modify.
+To the Teacher+.--For composition exercises with particular reference to arrangement, see Notes, pp. 172-176.
ERRORS TO BE CORRECTED.
A fellow was arrested with short hair. I saw a man digging a well with a Roman nose. He died and went to his rest in New York. Wanted--A room by two gentlemen thirty feet long and twenty feet wide. Some garments were made for the family of thick material. The vessel was beautifully painted with a tall mast. I perceived that it had been scoured with half an eye. A house was built by a mason of brown stone. A pearl was found by a sailor in a shell.
Punctuate these sentences when corrected.
+Caution+.--Care must be taken to select the right preposition.
+To the Teacher+.--For the preposition to be used, consult the Unabridged Dictionaries.
ERRORS TO BE CORRECTED.
They halted with the river on their backs. The cat jumped on the chair. He fell onto the floor. He went in the house. He divides his property between his four sons. He died for thirst. This is different to that. Two thieves divided the booty among themselves. I am angry at him.
+Caution+.--Do not use two negative, or denying, words so that one shall contradict the other, unless you wish to affirm.
ERRORS TO BE CORRECTED.
I haven't no umbrella.
Correct by dropping either the adjective _no_ or the adverb _not_; as, I have _no_ umbrella, or I have _not_ an umbrella.
I didn't say nothing. I can't do this in no way. No other emperor was so wise nor powerful. Nothing can never be annihilated.
LESSON 42.
ANALYSIS AND PARSING.
1. Brutus stabbed Caesar. 2. Man is an animal. 3. Washington captured Cornwallis. 4. Wellington defeated Napoleon at Waterloo. 5. Balboa discovered the Pacific ocean. 6. Vulcan was a blacksmith. 7. The summer has been very rainy. 8. Columbus made four voyages to the New World. 9. The moon reflects the light of the sun. 10. The first vice-president of the United States was John Adams. 11. Roger Williams was the founder of Rhode Island. 12. Harvey discovered the circulation of blood. 13. Diamonds are combustible. 14. Napoleon died a prisoner, at St.. Helena. 15. In 1619 the first ship-load of slaves was landed at Jamestown.
The pupil will notice that _animal_, in sentence No. 2, is an _attribute complement_, though it is not an adjective expressing a quality belonging to man, but a noun denoting his class. +_Nouns_+ then may be +_attribute compliments_+.
The pupil will notice also that some of the _object_ and _attribute complements_ above have phrase modifiers.
LESSON 43.
SENTENCE-BUILDING.
Using the following predicates, build sentences having subjects, predicates, and object complements with or without modifiers.
---- climb ----; ---- hunt ----; ---- command ----; ---- attacked ----; ---- pursued ----; ---- shall receive ----; ---- have seen ----; ---- love ----.
Change the following expressions into sentences by _asserting_ the qualities here _assumed_. Use these verbs for predicates:
Is, were, appears, may be, became, was, have been, should have been, is becoming, are.
+Model+.--_Heavy_ gold. Gold _is heavy_.
Green fields; sweet oranges; interesting story; brilliant sunrise; severe punishment; playful kittens; warm weather; pitiful sight; sour grapes; amusing anecdote.
Prefix to the following nouns several adjectives expressing qualities, and then make complete sentences by _asserting_ the same qualities.
white | Chalk _is white_. +Model+.--brittle + chalk. Chalk _is brittle_. soft | Chalk _is soft_.
Gold, pears, pens, lead, water, moon, vase, rock, lakes, summer, ocean, valley.
Find your own material, and build two sentences having object complements, and two having attribute complements.
LESSON 44.
ANALYSIS AND PARSING.
MISCELLANEOUS.
+Models+.--
expands /=========== Learning | / ' \ | mind =========|=and' \======= | \ ' elevates / \the \============
ran ========= / ' \forward He | / ' =======|=== and' | \ ' \ ' kissed | him \================
In the second diagram, one of the predicate lines is followed by a complement line; but the two predicate lines are not united, for the two verbs have not a common object.
1. Learning expands and elevates the mind. 2. He ran forward and kissed him. 3. The earth and the moon are planets. 4. The Swiss scenery is picturesque. 5. Jefferson was chosen the third president of the United States. 6. Nathan Hale died a martyr to liberty. 7. The man stood speechless. 8. Labor disgraces no man. 9. Aristotle and Plato were the most distinguished philosophers of antiquity. 10. Josephus wrote a history of the Jews. 11. This man seems the leader of the whole party. 12. The attribute complement completes the predicate and belongs to the subject. 13. Lord Cornwallis became governor of Bengal after his disastrous defeat. 14. The multitude ran before him and strewed branches in the way. 15. Peter Minuits traded with the Indians, and bought the whole island of Manhattan for twenty-four dollars.
LESSON 45.
ANALYSIS AND PARSING.
MISCELLANEOUS.
+Model+.--
wise /========== / ' \in / X' \ council / ' \--------- Henry IV. | was \ / ' simple ===========|============== '========== \of | \very \ and' \in \ House \ ' \ manners \-------- \ ' \--------- \the \of \ ' chivalric \ Burbon \============ \------- \in \ field \------- \the
The line standing for the word-modifier is joined to that part of the complement line which represents the _entire_ attribute complement.
1. Henry IV., of the House of Bourbon, was very wise in council, simple in manners, and chivalric in the field. 2. Caesar defeated Pompey at Pharsalia. 3. The diamond is the most valuable gem. 4. The Greeks took Troy by stratagem. 5. The submarine cable unites the continent of America and the Old World. 6. The Gauls joined the army of Hannibal. 7. Columbus crossed the Atlantic with ninety men, and landed at San Salvador. 8. Vulcan made arms for Achilles. 9. Cromwell gained at Naseby a most decisive victory over the Royalists. 10. Columbus was a native of Genoa. 11. God tempers the wind to the shorn lamb. 12. The morning hour has gold in its mouth. 13. The mill of the gods grinds late, but grinds to powder. 14. A young farmer recently bought a yoke of oxen, six cows, and a horse. 15. America has furnished to the world tobacco, the potato, and Indian corn.
LESSON 46.
ANALYSIS AND PARSING.
MISCELLANEOUS.
Cotton | is raised ===========|=============== | \ Egypt \ /'------- \in / ' \ / X' \ / ' India \--/ '-------- \ ' \and' \ ' \ ' United States \--------------- \the
+Explanation of the Diagram+.--In this diagram the line representing the principal part of the phrase separates into three lines. This shows that the principal part of the phrase is compound. _Egypt_, _India_, and _United States_ are all introduced by the same preposition _in_, and have the same relation to _is raised_.