Chapter 5

+Explanation+.--The line standing for the attribute complement is, like the object line, a continuation of the predicate line; but notice that the line which separates the incomplete predicate from the complement slants toward the subject to show that the complement is an attribute of it.

+Oral Analysis+.--_Vulgar_ is the attribute complement, completing the predicate and expressing a quality of slang; _is vulgar_ is the entire predicate.

2. The sea is fascinating and treacherous. 3. The mountains are grand, tranquil, and lovable. 4. The Saxon words in English are simple, homely, and substantial. 5. The French and the Latin words in English are elegant, dignified, and artificial. [Footnote: The assertion in this sentence is true only in the main.] 6. The ear is the ever-open gateway of the soul. 7. The verb is the life of the sentence. 8. Good-breeding is surface-Christianity. 9. A dainty plant is the ivy green.

+Explanation+.--The subject names that of which the speaker says something. The terms in which he says it,--the predicate,--he, of course, assumes that the hearer already understands. Settle, then, which--plant or ivy--Dickens supposed the reader to know least about, and which, therefore, Dickens was telling him about; and you settle which word--_plant_ or _ivy_--is the subject. (Is it not the writer's poetical conception of "the green ivy" that the reader is supposed not to possess?)

10. The highest outcome of culture is simplicity. 11. Stillness of person and steadiness of features are signal marks of good-breeding. 12. The north wind is full of courage, and puts the stamina of endurance into a man. 13. The west wind is hopeful, and has promise and adventure in it. 14. The east wind is peevishness and mental rheumatism and grumbling, and curls one up in the chimney-corner. 15. The south wind is full of longing and unrest and effeminate suggestions of luxurious ease.

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LESSON 30.

ATTRIBUTE COMPLEMENTS--CONTINUED.

Analysis.

1. He went out as mate and came back captain.

as --- ' went \ ' mate /======================= He | / ' \out ====|=and ' | \ ' came \ captain \======================= \back

+Explanation+.--_Mate_, like _captain_, is an attribute complement. Some would say that the conjunction _as_ connects _mate_ to _he_; but we think this connection is made through the verb _went_, and that _as_ is simply introductory. This is indicated in the diagram.

2. The sun shines bright and hot at midday. 3. Velvet feels smooth, and looks rich and glossy. 4. She grew tall, queenly, and beautiful. 5. Plato and Aristotle are called the two head-springs of all philosophy. 6. Under the Roman law, every son was regarded as a slave. 7. He came a foe and returned a friend. 8. I am here. I am present.

+Explanation+.--The office of an adverb sometimes seems to fade into that of an adjective attribute and is not easily distinguished from it. _Here_, like an adjective, seems to complete _am_, and, like an adverb to modify it. From their form and usual function, _here,_ in this example, should be called an adverb, and _present_ an adjective.

9. This book is presented to you as a token of esteem and gratitude. 10. The warrior fell back upon the bed a lifeless corpse. 11. The apple tastes and smells delicious. 12. Lord Darnley turned out a dissolute and insolent husband. 13. In the fable of the Discontented Pendulum, the weights hung speechless. 14. The brightness and freedom of the New Learning seemed incarnate in the young and scholarly Sir Thomas More. 15. Sir Philip Sidney lived and died the darling of the Court, and the gentleman and idol of the time.

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LESSON 31.

OBJECTIVE COMPLEMENTS.

+Introductory Hints+.--_He made the wall white._ Here _made_ does not fully express the act performed upon the wall. We do not mean to say, He _made_ the white _wall_, but, He _made-white_ (_whitened_) the wall. _White_ helps _made_ to express the act, and at the same time it denotes the quality attributed to the wall as the result of the act.

_They made Victoria queen_. Here _made_ does not fully express the act performed upon Victoria. They did not _make_ Victoria, but _made-queen_ (_crowned_) Victoria. _Queen_ helps _made_ to express the act, and at the same time denotes the office to which the act raised Victoria.

A word that, like the adjective _white_ or the noun _queen_, helps to complete the predicate and at the same time belongs to the object complement, differs from an attribute complement by belonging not to the subject but to the object complement, and so is called an +Objective Complement+.

As the objective complement generally denotes what the receiver of the act is made to be, in fact or in thought, it is sometimes called the _factitive complement_ or the _factitive object_ (Lat. _facere_, to make). [Footnote: See Lesson 37, last foot-note.]

Some of the other verbs which are thus completed are _call_, _think_, _choose_, and _name_.

+DEFINITION.--The _Objective Complement_ completes the predicate and belongs to the object complement.+

Analysis.

1. They made Victoria queen.

They | made / queen | Victoria ======|========================= |

+Explanation+.--The line that separates _made_ from _queen_ slants toward the object complement to show that _queen_ belongs to the object.

+Oral Analysis+.--_Queen_ is an objective complement completing _made_ and belonging to _Victoria_; _made Victoria queen_ is the complete predicate.

2. Some one has called the eye the window of the soul. 3. Destiny had made Mr. Churchill a schoolmaster. 4. President Hayes chose the Hon. Wm. M. Evarts Secretary of State. 5. After a break of sixty years in the ducal line of the English nobility, James I. created the worthless Villiers Duke of Buckingham. 6. We should consider time as a sacred trust.

+Explanation+.--_As_ may be used simply to introduce an objective complement.

7. Ophelia and Polonius thought Hamlet really insane. 8. The President and the Senate appoint certain men ministers to foreign courts. 9. Shylock would have struck Jessica dead beside him. 10. Custom renders the feelings blunt and callous. 11. Socrates styled beauty a short-lived tyranny. 12. Madame de Stael calls beautiful architecture frozen music. 13. They named the state New York from the Duke of York. 14. Henry the Great consecrated the Edict of Nantes as the very ark of the constitution.

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LESSON 32.

COMPOSITION--COMPLEMENTS.

+Caution.+--Be careful to distinguish an adjective complement from an adverb modifier.

+Explanation.+--Mary arrived _safe_. We here wish to tell the condition of Mary on her arrival, and not the manner of her arriving. My head feels _bad_ (is in a bad condition, as perceived by the sense of feeling). The sun shines _bright_ (is bright, as perceived by its shining).

When the idea of being is prominent in the verb, as in the examples above, you see that the adjective, and not the adverb, follows.

+Direction.+--_Justify the use of these adjectives and adverbs_:--

1. The boy is running wild. 2. The boy is running wildly about. 3. They all arrived safe and sound. 4. The day opened bright. 5. He felt awkward in the presence of ladies. 6. He felt around awkwardly for his chair. 7. The sun shines bright. 8. The sun shines brightly on the tree-tops. 9. He appeared prompt and willing. 10. He appeared promptly and willingly.

+Direction+.--_Correct these errors and give your reasons_:--

1. My head pains me very bad. 2. My friend has acted very strange in the matter. 3. Don't speak harsh. 4. It can be bought very cheaply. 5. I feel tolerable well. 6. She looks beautifully.

+Direction+.--_Join to each of the nouns below three appropriate adjectives expressing the qualities as assumed, and then make complete sentences by asserting these qualities_:--

+Model.+ Hard | brittle + glass. transparent |

Glass is hard, brittle, and transparent.

Coal, iron, Niagara Falls, flowers, war, ships.

+Direction+.--_Compose sentences containing these nouns as attribute complements_:--

Emperor, mathematician, Longfellow, Richmond.

+Direction+.--_Compose sentences, using these verbs as predicates, and these pronouns as attribute complements_:--

Is, was, might have been; I, we, he, she, they.

+Remark+.--Notice that these forms of the pronouns--_I, we, thou, he, she, ye, they_, and _who_--are never used as object complements or as principal words in prepositional phrases; and that _me, us, thee, him, her, them_, and _whom_ are never used as subjects or as attribute complements of sentences.

+Direction+.--_Compose sentences in which each of the following verbs shall have two complements--the one an object complement, the other an objective complement:_--

Let some object complements be pronouns, and let some objective complements be introduced by _as_.

+Model+.--They call _me chief_. We regard composition _as_ very _important_.

Make, appoint, consider, choose, call.

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LESSON 33.

NOUNS AS ADJECTIVE MODIFIERS.

+Introductory Hints+.--_Solomon's temple was destroyed. Solomon's_ limits _temple_ by telling what or whose temple is spoken of, and is therefore a modifier of _temple_.

The relation of Solomon to the temple is expressed by the apostrophe and _s_ ('_s_) added to the noun _Solomon_. When _s_ has been added to the noun to denote more than one, this relation of possession is expressed by the apostrophe alone ('); as, _boys'_ hats. This same relation of possession may be expressed by the preposition _of_; _Solomon's_ temple = the temple _of Solomon_.

_Dom Pedro, the emperor, was welcomed by the Americans_. The noun _emperor_ modifies _Dom Pedro_ by telling what Dom Pedro is meant. Both words name the same person.

_Solomon's_ and _emperor_, like adjectives, modify nouns; but they are names of things, and are modified by adjectives and not by adverbs; as, _the wise_ Solomon's temple; Dom Pedro, _the Brazilian_ emperor. These are conclusive reasons for calling such words nouns.

They represent two kinds of +Noun Modifiers+--the +Possessive+ and the +Explanatory+.

The Explanatory Modifier is often called an +Appositive+. It identifies or explains by adding another name of the same thing.

Analysis.

1. Elizabeth's favorite, Raleigh, was beheaded by James I.

favorite (Raleigh) | was beheaded ====================|============== \Elizabeth's | \by \ James I \-----------

+Oral Analysts+.--_Elizabeth's_ and _Raleigh_ are modifiers of the subject; the first word telling whose favorite is meant, the second what favorite. _Elizabeth's favorite, Raleigh_ is the modified subject.

2. The best features of King James's translation of the Bible are derived from Tyndale's version. 3. St. Paul, the apostle, was beheaded in the reign of Nero. 4. A fool's bolt is soon shot. 5. The tadpole, or polliwog, becomes a frog. 6. An idle brain is the devil's workshop. 7. Mahomet, or Mohammed, was born in the year 569 and died in 632. 8. They scaled Mount Blanc--a daring feat.

They | scaled | Mount Blanc ( feat ) ======|===================== ======= | \a \daring

+Explanation+.--_Feat_ is explanatory of the sentence, _They scaled Mount Blanc_, and in the diagram it stands, enclosed in curves, on a short line placed after the sentence line.

9. Bees communicate to each other the death of the queen, by a rapid interlacing of the antennae. [Footnote: For uses of _each other_ and _one another_, see Lesson 124.]

+Explanation+.--_Each other_ may be treated as one term, or _each_ may be made explanatory of _bees_.

10. The lamp of a man's life has three wicks--brain, blood, and breath.

+Explanation.+--Several words may together be explanatory of one.

11. The turtle's back-bone and breast-bone--its shell and coat of armor--are on the outside of its body.

back-bone shell =============\ ========\ '\ /' \ | are and' \==========(======/ 'and \=)=|======= ' / \turtle's \its \ ' / | breast-bone '/ \The \' coat / =============/ ========/

12. Cromwell's rule as Protector began in the year 1653 and ended in 1658.

+Explanation+.--_As, namely, to wit, viz., i.e., e.g.,_ and _that is_ may introduce explanatory modifiers, but they do not seem to connect them to the words modified. In the diagram they stand like _as_ in Lesson 30. _Protector_ is explanatory of _Cromwell's_.

13. In the latter half of the eighteenth century, three powerful nations, namely, Russia, Austria, and Prussia, united for the dismemberment of Poland. 14. John, the beloved disciple, lay on his Master's breast. 15. The petals of the daisy, _day's-eye_, close at night and in rainy weather.

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LESSON 34.

COMPOSITION--NOUNS AS ADJECTIVE MODIFIERS.

+COMMA--RULE.--An _Explanatory Modifier_, when it does not restrict the modified term or combine closely with it, is set off by the comma.+ [Footnote: See foot-note, Lesson 18]

+Explanation+.--_The words I and O should be written in capital_ _letters_. The phrase _I and O_ restricts _words_, that is, limits its application, and no comma is needed.

_Jacob's favorite sons, Joseph and Benjamin, were Rachel's children_. The phrase _Joseph and Benjamin_ explains sons without restricting, and therefore should be set off by the comma.

In each of these expressions, _I myself, we boys, William the Conqueror_, the explanatory term combines closely with the word explained, and no comma is needed.

+Direction+.--_Give the reasons for the insertion or the omission of commas in these sentences_:--

1. My brother Henry and my brother George belong to a boat-club. 2. The author of Pilgrim's Progress, John Bunyan, was the son of a tinker. 3. Shakespeare, the great dramatist, was careless of his literary reputation. 4. The conqueror of Mexico, Cortez, was cruel in his treatment of Montezuma. 5. Pizarro, the conqueror of Peru, was a Spaniard. 6. The Emperors Napoleon and Alexander met and became fast friends on a raft at Tilsit.

+Direction+.--_Insert commas below, where they are needed, and give your reasons_:--

1. The Franks a warlike people of Germany gave their name to France. 2. My son Joseph has entered college. 3. You blocks! You stones! 0 you hard hearts! 4. Mecca a city in Arabia is sacred in the eyes of Mohammedans. 5. He himself could not go. 6. The poet Spenser lived in the reign of Elizabeth. 7. Elizabeth Queen of England ruled from 1558 to 1603.

+Direction.+--_Compose sentences containing these expressions as explanatory modifiers_:--

The most useful metal; the capital of Turkey; the Imperial City; the great English poets; the hermit; a distinguished American statesman.

+Direction.+--_Punctuate these expressions, and employ each of them in a sentence_:--

See Remark, Lesson 21. Omit _or_, and note the effect.

1. Palestine or the Holy Land ----. 2. New York or the Empire State ----. 3. New Orleans or the Crescent City ----. 4. The five Books of Moses or the Pentateuch ----.

+Remember+ that (_'s_) and (_'_) are the possessive signs--(_'_) being used when _s_ has been added to denote more than one, and (_'s_) in other cases.

+Direction.+--_Copy the following, and note the use of the possessive sign_:--

The lady's fan; the girl's bonnet; a dollar's worth; Burns's poems; Brown & Co.'s business; a day's work; men's clothing; children's toys; those girls' dresses; ladies' calls; three years' interest; five dollars' worth.

+Direction.+--_Make possessive modifiers of the following words, and join them to appropriate nouns_:--

Woman, women; mouse, mice; buffalo, buffaloes; fairy, fairies; hero, heroes; baby, babies; calf, calves.

+Caution.+--Do not use (_'s_) or (_'_) with the pronouns _its, his, ours, yours, hers, theirs_.

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LESSON 35.

NOUNS AS ADVERB MODIFIERS.

+Introductory Hints.+--_He gave me a book_. Here we have what many grammarians call a _double object_. _Book_, naming the thing acted upon, they call the _direct_ object; and _me_, naming the person toward whom the act is directed, they call the +indirect+, or _dative_, +object+.

You see that _me_ and _book_ do not, like _Cornwallis_ and _army_, in _Washington captured Cornwallis and his army_, form a compound object complement; they cannot be connected by a conjunction, for they do not stand in the same relation to the verb _gave_. The meaning is not, He gave me _and_ the book.

We treat these indirect objects, which generally denote the person to or for whom something is done, as equivalent to phrase modifiers. If we change the order of the words, a preposition must be supplied; as, He gave a book _to me_. He bought _me_ a _book_; He bought a book _for me_. He asked _me_ a _question_; He asked a _question of me_. When the indirect object precedes the direct, no preposition is expressed or understood.

_Teach, tell, send, promise, permit_, and _lend_ are other examples of verbs that take indirect objects.

Besides these indirect objects, +nouns denoting measure+, quantity, weight, time, value, distance, or direction are often used adverbially, being equivalent to phrase modifiers. We walked four _miles_ an _hour_; It weighs one _pound_; It is worth a _dollar_ a _yard_; I went _home_ that _way_; The wall is ten _feet_ six _inches_ high.

The idiom of the language does not often admit a preposition before nouns denoting measure, direction, etc. In your analysis you need not supply one.

+Analysis.+

1. They offered Caesar the crown three times.

They | offered | crown ========|========================== | \ \ times \the \ ------- \ \three \ \ Caesar -----------

+Oral Analysis.+--_Caesar_ and _times_ are nouns used adverbially, being equivalent to adverb phrases modifying the predicate _offered_.

2. We pay the President of the United States $50,000 a year. 3. He sent his daughter home that way. 4. I gave him a dollar a bushel for his wheat, and ten cents a pound for his sugar. 5. Shakespeare was fifty-two years old the very day of his death. 6. Serpents cast their skin once a year. 7. The famous Charter Oak of Hartford, Conn., fell Aug. 21, 1856. 8. Good land should yield its owner seventy-five bushels of corn an acre. 9. On the fatal field of Zutphen, Sept. 22, 1586, his attendants brought the wounded Sir Philip Sidney a cup of cold water. 10. He magnanimously gave a dying soldier the water. 11. The frog lives several weeks as a fish, and breathes by means of gills. 12. Queen Esther asked King Ahasuerus a favor. 13. Aristotle taught Alexander the Great philosophy. 14. The pure attar of roses is worth twenty or thirty dollars an ounce. 15. Puff-balls have grown six inches in diameter in a single night.

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LESSON 36.

REVIEW.

TO THE TEACHER.--See suggestions, Lesson 16.

+Direction.+--_Review from Lesson 28 to Lesson 35, inclusive_.

Give the substance of the "Introductory Hints" (for example, show clearly what two things are essential to a complete predicate; explain what is meant by a complement; distinguish clearly the three kinds of complements; show what parts of speech may be employed for each, and tell what general idea--action, quality, class, or identity--is expressed by each attribute complement or objective complement in your illustrations, etc.). Repeat and illustrate definitions and rules; explain and illustrate fully the distinction between an adjective complement and an adverb modifier; illustrate what is taught of the forms _I, we,_ etc., _me, us,_ etc.; explain and illustrate the use of the possessive sign.

Exercises on the Composition of the Sentence and the Paragraph.

(SEE PAGES 156-159.)

TO THE TEACHER.--See suggestions to the teacher, pages 30, 150.

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LESSON 37.

VERBS AS ADJECTIVES AND AS NOUNS--PARTICIPLES.

+Introductory Hints.+--_Corn grows; Corn growing._ Here _growing_ differs from _grows_ in lacking the power to assert. _Growing_ is a form of the verb that cannot, like _grows_, make a complete predicate because it only assumes or implies that the corn does the act. _Corn_ may be called the assumed subject of _growing_.

_Birds, singing, delight us._ Here _singing_ does duty (1) as an adjective, describing birds by assuming or implying an act, and (2) as a verb by expressing the act of singing as going on at the time birds delight us.

_By singing their songs birds delight us._ Here _singing_ has the nature of a verb and that of a noun. As a verb it has an object complement, _songs_; and as a noun it names the act, and stands as the principal word in a prepositional phrase.

_Their singing so sweetly delights us_. Here, also, _singing_ has the nature of a verb and that of a noun. As a verb it has an adverb modifier, _sweetly_, and as a noun it names an act and takes a possessive modifier.

This form of the verb is called the +Participle+ (Lat. _pars_, a part, and _capere_, to take) because it partakes of two natures and performs two offices--those of a verb and an adjective, or those of a verb and a noun. (For definition see Lesson 131.)

_Singing birds delight us_. Here _singing_ has lost its verbal nature, and expresses a permanent quality of birds--telling what kind of birds,--and consequently is a mere adjective. _The singing of the birds delights us_. Here _singing_ is simply a noun, naming the act and taking adjective modifiers.

There are two kinds of participles; [Footnote: Grammarians are not agreed as to what these words that have the nature of the verb and that of the noun should be called. Some would call the simple forms _doing_, _writing_, and _injuring_, in sentences (1), (6), and (7), Lesson 38, _Infinitives_. They would also call by the same name such compound forms as _being accepted_, _having been shown_, and _having said_ in these expressions: "for the purpose of being accepted;" "is the having been shown over a place;" "I recollect his having said that." But does it not tax even credulity to believe that a simple Anglo-Saxon infinitive in _-an_, only one form of which followed a preposition, and that always _to_, could have developed into many compound forms, used in both voices, following almost any preposition, and modified by _the_ and by nouns and pronouns in the possessive? No wonder the grammarian Mason says, "An infinitive in _-ing_, set down by some as a modification of the simple infinitive in _-an_ or _-en_, is a perfectly unwarranted invention."

Others call these words modernized forms of the Anglo-Saxon _Verbal Nouns_ in _-ung_, _-ing_. But this derivation of them encounters the stubborn fact that those verbal nouns never were compound, and never were or could be followed by objects. These words, on the contrary, are compound, as we have seen, and have objects. That they are from nouns in _-ung_ is otherwise, and almost for the same reasons, as incredible as that they are from infinitives in _-an_.