XlBRARy OF THE UNIVERSITY OF * VlBRARy OF THE UNIVERSITY OF °4iJFOR^ MANUAL AND DIAGRAMS TO ACCOMPANY METCALFS GRAMMARS BY C. L. GARRISON PRINCIPAL PHKLPS SCHOOL, WASHINGTON, D.C. >*K< NEW YORK •:• CINCINNATI •:• CHICAGO AMERICAN BOOK COMPANY Copyright, 1901, by C. L. GARRISON. GARRISON'S MANUAL AND UIAGRAM8. W. P. 2 EDUCATION LIBR. WD PREFACE It is well recognized by most educators that the dia- gramming of sentences is of no value to pupils in enabling them to perceive the relationships of the component words and phrases, its only value being to represent these rela- tionships. But the inclusion of many diagrams in a pupil's text-book is not to be commended for several reasons : they occupy much space that might be devoted more profitably to other matter ; they are mechanical and superficial rather than fundamental ; they tend to empha- size unduly the importance of analysis. To the teacher, however, the diagram is useful, since it enables him to determine at a glance, and without reading every word of an exercise or examination paper, whether a pupil comprehends a sentence and realizes the interrelations of its several parts. The diagram is, there- fore, merely a valuable schoolroom device and a great saver of the teacher's time. The widespread adoption of Metcalfs Grammars has brought them into the hands of many teachers who ap- preciate the true value of the diagram as a teacher's aid and has led to a demand for this teacher's Manual to accompany the Metcalf Series. It contains, besides dia- 3 M5770A9 4 PREFACE grams for all the difficult sentences given in the series as examples for analysis, many suggestions for the teach- ing of grammar, which those teaching any text-book will find valuable. Several systems of diagramming sentences have been devised, — some of them very elaborate and intricate, — though all of them may be considered as expansions of the system developed in Clark's Grammars many years ago. The system given in this manual is so extremely simple that it may be understood and applied at once by any pupil or teacher. SUGGESTIONS TO ACCOMPANY ELEMENTARY ENGLISH LESSON I Sentences. — Let each child write the story, first ask- ing the questions of himself. Insist upon his answers being sentences. Have a few of the stories written on the blackboard and then read by the class to see if the statements are complete. Statements. — You will get more satisfactory results if you tell children what to make statements about, as : — Write a statement about a lion. Write a statement telling where you live. Write a statement about a dog. Write a statement, or sentence, telling one thing you saw on your way to school this morning. LESSON II This lesson being intended to develop the question, it would be as well to let the written part of the exercise consist entirely of questions. Have children ask questions orally until they understand that questions are sentences which demand answers. Afterwards have the children write and then read some of their questions. Let other children answer the questions with statements, and so lead to a comparison of statement with question. 5 6 ELEMENTARY ENGLISH LESSON III At the close of the oral exercise, have a written exercise like the following : — 1. Write a sentence about a little friend, mentioning him by his full name and telling his age. 2. Ask a friend if he has ever been in either of two large cities (mention them by name). 3. Write a statement telling in which state you live. 4. Ask your friend if he has ever been in any other country (mention the country by name). LESSON VI It is a good plan always to have one composition written on the blackboard, that all may see and criticise the sen- tence structure and punctuation. LESSON X It may be well for the teacher to make for the pupils an outline from which to write, as for instance : — 1. Where the monkey and the cat were sitting. 2. Where the chestnuts had been placed. 3. What the monkey said. 4. What the cat did and what happened to her paw. 5. What the cunning monkey then said. 6. How it ended. 7. How the cat felt when she thought it over afterward. LESSON XXII Give an outline like the following, as a guide : — Situation of nest. Description of nest. Contents of nest. What happened one day. What the mother bird did. REPRODUCTION 7 LESSON XXVII ♦ Outline for written story : — Condition of lion. Where he went and what he pretended. Visits of animals — their fate. Visit of fox — conversation with lion. LESSON XXXIV Outline for written story : — Where the mouse was playing. What he saw coming. What he ran into. How the cat followed and was caught. How the mouse escaped. LESSON XLV Outline for the poem : — Grandpapa's hair. Grandpapa's walk. Grandpapa's hand. Grandpapa's eyes. Grandpapa's years. The lesson of grandpapa's life. LESSON LVI Have this poem learned in the early spring when the dandelions are in bloom, and supply each child with a blossom. Then ask such questions as the following, demanding sentences for answers : — What part of the dandelion is his "overcoat of green "? How does he go " tripping o'er the meadow " ? What is meant by the "gypsy fireflies camp around his yellow feather " ? What is a "dell"? 8 ELEMENTARY ENGLISH Why>do the "children love him well "? How does he " doff his dandy coat of yellow " ? When does his hair look "white and flowing"? Have you ever made a dandelion's wig fall off? How did you do it? Why do children sometimes blow the dandelion when it has gone to seed? (To see if their mothers want them, or to see the time of day.) What do we know is coming when we see the dandelions begin to grow? Do you like summer or winter better? Why? LESSON LXI This is a good time to teach children how to make topics for themselves. Let them tell what the first para- graph is about : The quarrel. The second paragraph : The long swim. The third paragraph : The rescue. LESSON LXXVII 1. What is that in your hand ? 2. This is a knife. 3. Have you sharpened those pencils on your desk ? 4. Yes, I have sharpened these and those on the teacher's desk. 5. Do you think this knife is better than that one? 6. Certainly, and these pencils are better than those on your desk. 7. Why are those better than these on my desk ? 8. Those on your desk are not sharpened at all, while these are all ready for use. 9. These will soon be as well sharpened as those. 10. This knife and these pencils will keep you busy for some time. LESSON LXXX Let children make outlines for themselves by taking the chief thought, or thoughts, in a paragraph for a topic or topics. I, ME, HE, HIM, SHE, HER - { The morning ride. < The appearance of smoke. 2 J The cry of the bird. } The situation of the nest. „ J The attempt of the mother bird to save her family. ' ( The death of the birds. LESSON XCIV 4 1. The dog chased Willie and me. 2. Willie and I ran into the house. 3. Between you and me, this is a hard lesson. 4. The trouble all came between her and me. 5. The teacher thought it was he, but both she and / told her that it was not so. 6. Mother told Ned and me to go to the post office. LESSON XCVIII If this story is too long for children to outline by them- selves, give them an outline like the following : — , ( W'ho owned the goose. I What the goose was famous for. 2. What the man did with the eras. 3. His anxiety for the next day to come. 4. How he felt and what he did as the pile of eggs grew higher. ,. K What he thought of all the time. ( What effect it had on him. 6 ^ What he finally did. ( What he found. 7. Concluding thought. LESSON XCIX 1. All of the chickens are out of the coop. 2. Not one of the chickens is out of the coop. 3. Both of the horses are lame. 4. Neither of the horses is lame. 5. John and Mary are going to the party. 10 ELEMENTARY ENGLISH 6. John or Mary is going to the party. 7. All of the girls are at school. 8. Every one of the girls is at school. 9. All of the children are to receive books. 10. Each of the children is to receive a book. 1. All of the chickens were out of the coop. 2. Not one of the chickens was out of the coop. 3. Both of the horses were lame. 4. Neither of the horses was lame. 5. John and Mary were going to the party. 6. John or Mary was going to the party. 7. All of the girls were at school. 8. Every one of the girls was at school. 9. All of the children were to receive books. 10. Each of the children was to receive a book. LESSON CXLVII Outline for Barhara Frietchie : — Description of Frederick : — The clustered spires. The hills. The orchards. The story : — The march of the army toward the town. „, . ., f in the morning. The appearance of the town { [at noon. What Barbara Frietchie did. Who was at the head of the Rebel troops. How he glanced about and what he saw. The order he gave. What happened to the flag. How Barbara Frietchie replied. The second order of Stonewall Jackson. Where the flag stayed all day. Conclusion : — What is thought of her deed. MEMORY EXERCISES H LESSON CXLIX Outline for written lesson : — The time. The sounds above stairs. What Longfellow saw from his study. The children's plot. The raid. What the raiders did. Longfellow's question. What he thought he would do with them. LESSON CLIX 1. Who is coming into the house with father? 2. To whom did you give the knife ? 3. Whom did you see on the platform ? 4. With whom were you playing? 5. From ichom did you receive your new shoes? 6. Who will come with me to the woods? 7. Who came to school with Mary ? 8. For whom did Charles buy the apple? 9. To whom did James lend his pencil? 10. Who saw Henry Maple ? 11. Whom did you hear? 12. Whom does the baby love? 13. Whom is Susie standing by? LESSON CLXXXVII 1. It is / (or he, or she, or we, or they). 2. Is it / that you wish to see ? 3. I know it was he, because I saw him. 4. Do you think it was she ? No, it was they. 5. It is they who were speaking to us. 6. It is only /. You need not be afraid of me. 7. I know it is she. I hear her calling. 8. Yes, Charlie, it was /. Come to me. 9. It was she and / who sang it. 12 ELEMENTARY ENGLISH LESSON CXCIX 1. I set the pointer on the table. It is lying there now. 2. Set the chair on the floor and sit down in it. I am sitting in it and have sat here an hour. 3. Mary lay in bed this morning until eight o'clock. If she had lain there much longer she would have missed her breakfast. 4. Where does the snow lie on the ground all the year? 5. I have sat still five minutes ; I cannot sit still any longer. 6. The dog is sitting near the fire. 7. The baby laid her head on the dog, and there she lies now fast asleep. LESSON CCI Exercise I 1. Where shall we go when school is out? 2. Shall I bring the book to you ? 3. When the work is done, what shall I do? 4. Shall we ever learn to use shall correctly? Exercise 2 1. Mrs. Gray, may I take your pencil for a moment? Certainly, you may. 2. I should like to go home now; may I? 3. I can solve that problem; can you? 4. He may go home but you may not. 5. I can jump across the brook. May I do so, Alice? LESSON CCIII Exercise I 1. It was General Grant who became famous in the Civil War. 2. My friend who spent last winter here is now in New York. 3. This lesson which I am trying to learn is very difficult. 4. I cut down the tree ivhich was harmed by the storm. 5. The dog caught the rabbit which our neighbor owned. 6. The dog which belonged to me caught the rabbit which was owned by my brother. WORDS OFTEN MISUSED 13 Exercise 2 1. My older brother, whom I love dearly, has gone to Cuba. 2. I saw the man to whom I told the story. 3. Do you know who won the prize ? 4. It was he who won the prize. LESSON CCIV Exercise I 1. James's mother expects him to return at 4 p.m. to-morrow. 2. I presume he has returned already, as I saw a valise in the hall. 3. You have not watered the plants lor a week ; I suspect that they are all dead. 4. Was Charles late at school this morning ? Oh ! I suppose so, he is almost always late. 5. I presume that Alice has finished the painting. 6. I expect him to tell me the truth, but I strongly suspect that he has not done so. Exercise 2 1. Have you plenty of money? 2. No, money is never plentiful with me. 3. Strawberries are cheap when they are plentiful. 4. How plentiful the apples are this autumn ! 5. There is a plentiful supply of wheat there, and also plenty of Exercise 3 1. The train will stop at the station, and will stay there two hours. 2. George has been staying at his uncle's nearly all winter. 3. Do not stop on your way east, as you will wish to stay with me a long time in Boston. 4. If you do not stop that noise, I shall not stay here with you. ENGLISH GRAMMAR A few of the most difficult sentences in almost all of the exercises are here analyzed, so that a pupil studying with- out a teacher may be able to master the grammar. III. Page 15 1. Ireland is often called Green Erin. 2. President Jefferson was succeeded by President Madison. 3. The Dutch settled on Manhattan Island. 7. New York, Chicago, and Philadelphia are the three most popu- lous cities in the country. 9. The scenery along the Hudson is very beautiful. 10. The sailors who came with Columbus became discontented. 13. Cyclones are terrible storms. 15. Dr. Oliver Wendell Holmes wrote some beautiful poems. IV. Page 16 1. This sheet of pa per | is spoiled. b a 3. The ribbon | is lost from Mary's hair. b a 6. The white sails of the great ship | hung useless in the still air. 6 a 1 0. A little hard study every day | will accomplish wonders. b a 14 SUBJECT AND PREDICATE 15 V. Page 17 1. (a) Beggars | must not be choosers. subject predicate (b) Who must not be choosers? 6. (a) Birds of a feather | flock together . subject predicate (b) What flock together? 9. (a) A man with out a purpose | is like a ship without a rudder. subject predicate (b) Who is like a ship without a rudder? VI. Exercise 1. (Page 18) 1. The mercury I stands very high to-day. subject predicate 5. The top of the tower | is a hundred feet from the ground. subject predicate 8. Boys with stu dious habits | are sure to succeed. subject predicate VII. Page 19 1. Mary | left these books on the stair. s. p. 5. The messenger] comes with a slow and noiseless footstep. s~. "p. 6. A simple good-natured fellow, by the name of Rip Van Winkle! s. lived in that secure village, and in one of those very houses. J. 16 ENGLISH GRAMMAR, PART I 10. One of those pers ons | would write now and then, s. p. something on a slip of paper. y. 17. The music of the village bell | came with gentle swell, sweetly s. p. o'er the vale, to the echo-giving hills. 19. The blue hills I rose far upward in the mellow light. s. ~p. VIII. Exercise. (Page 21) 1. (a) Is necessity the mother of invention? 2. (a) Must each exercise be well written ? 3. Does the park contain forty-eight acres ? IX. Exercise. (Page 21) 1. The sea and the sky | are equally beautiful. s. p. 2. The Columbia | was not an unsafe steamer. s. p. 8. The c olors of the autumn leaves jwere very brilliant. 8. ¥• " 9. The elm | is not your favorite tree. s. p. X. Exercise. (Page 22) 1. Harry, what answer did your father give? (a) Interrogative sentence. Harry, your father | did give what answer ? co nip. " ~s. "p. ANALYSIS 17 3. Will you stand for your rights, my braves? (a) Interrogative sentence. My braves, you | will stand for your rights. co i up. s. P. 8. Sweet Land of Liberty, of thee I sing. (a) Declarative senteuce. Sweet Land of Liberty, I ] sing of thee. comp. s. P- XI. Exercise. (Page 24) 1. Go to thy rest, fair child. Fair child, (thou) \ go to thy rest. comp. s. p. 2. Touch us gently, Time. • Time, (thou) | touch us gently. comp. i. p> 4. Break, O Sea, on thy cold, gray stones. O Sea, (thou) | Break on thy cold, gray stones. comp. s. p. XII. Exercise. (Page 24) 3. How many miles an hour does light travel? Interrogative sentence. Light I does travel how many miles anhtour? s. p. 4. Strike for your altars and your fires ! Exclamatory imperative sentence. (You) | Strike for your altars and your fires. 8. P. GAR. DIJL. — 2 18 ENGLISH GRAMMAR, PART I 11. Laugh'st thou, Lochiel, my vision to scorn ! Exclamatory interrogative sentence. Lochiel, thou | laugh'st my vision to scorn. comp. s. p 17. Has the verdict of the jury been rendered? Interrogative sentence. The verdict of the jury [lias been rendered . s. p XVI. Collective Nouns. Exercise 1. (Page 30) (a) Consult the dictionary for meanings of words. Exercise 2 1. In the evening at the observatory , the whole class com. com. "£o7T watched the eclipse. com. 2. The family holds a reunion, every Christmas, at the town -hall. col. com. prop. com. 4. The whole nation mourned for the dead president. col. com. XVII. (Page 31) (b) The compilative in the last stanza is "friend." The village smithy I stands under a spreading chestnut tree. An d the muscles of his brawny arms | are strong as iron bands. s. P- Our fortunes | must be wrought Thus at the flaming forge of life. 7. "p. PRONOUNS 19 XVIII. Exercise 1. (Page 32) 1. James enjoys his position. 2. The men have raised their rifles and are about to discharge them. 3. Your opinions are also mine. 6. Messrs. Johnson and Co. are using Mr. Barton's horse, and he is using theirs. Exercise 2 1. Mary will not allow the sun's dazzling light to enter Willie's sick room. 2. The wave struck the ship violently, and nearly swept the passengers off the deck. 3. Land and water form the entire surface of the earth. 6. " The Reapers Lord has need of these flowerets gay," The Reaper said, and smiled ; " Dear tokens of the earth are these flowerets Where the Lord was once a child." XIX. Exercise. (Page 33) his = Marmion's thy = Angus me = Marmion I = Marmion he = Marmion thee = Douglas thy = Douglas thy = Douglas « I = Marmion thy = Douglas thee = Douglas thy = Douglas he = the person your = Douglas who = the person your = Douglas her = England your = Douglas I = Marmion thee = Douglas thou — Douglas XXII. Exercise. (Page 37) (a) 1. It (no antecedent) is written, " My (the Lord's) house is a house of prayer; but ye (the merchants in the temple) have made it (the temple) a den of thieves. 20 ENGLISH GRAMMAR, PART I 2. / (the person speaking; no expressed antecedent), myself (for emphasis) sometimes despise myself (reflexive). 3. Why don't you (John) speak for yourself (John — reflexive), John ? XXIX. Exercise 1. (Page 44) 1- I myself | witnessed the i nauguration. s - P- ap. 2. My son Max | is of age ; his brother John is sixteen. «• p. s. p. ap- ap. 9. "In His Name," a story by Rev. E. E. Hale, very popular. p. ap. Exercise 2. 1. Milton, the blind poet, | is ranked below the poet Homer. s. p. ap. Commas are used to set off the appositive because it consists of several words. 4. You yourself | have sometimes excused her anger. s - P- ap. Commas are not used because the appositive consists of but one word. XXX. Exercise 2. (Page 45) 1. A single ha y-cart | creaks slowly down the dusty road., S ' verb entire predicate 3. Did you hear the moaning of the wind ? you [Did hear the moaning of the wind s- r- entire predicate VERBS 21 XXXI. Exercise. (Page 46) 1. He | sleeps well s. — -- p. v. state 2. Point toward the north. Point | (you) toward the north. p- s. p. v. action 8. Fifty workmen | were in the mill. v. being 26. The time | seemed ripe for acti on. v. being XXXII. Exercise. (Page 48) 1. Should have listened. 6. May hear. 2. Can reach. 7. Can weave. 3. Can see. 8. Has been marked. 4. May be amazed. 9. Do prove. 5. Has retired. 10. Hath seen. 11. Could give. XXXIII. Exercise. (Page 49) 1. The farmer plows his field.— transitive verb 2. The train moves rapidly. — intransitive verb 4. He had done his task well. — transitive verb phrase 6. The storm grows furious.— intransitive verb 12. Sweet lullabies the mother was singing to her babe. — transitive verb phrase 22 ENGLISH GRAMMAR, PART I XXIV. Exercise 2. (Page 50) 1. The bank may break ; the factory (may) burn vb. phrase-intran. vb. phrase-intran. 3. It (mercy) becomes the throned monarch better than his crown. vb.-tran. object 4. The child becomes a man. vb.-intran. 5. When I wake I am still with thee. vb.-intran. vb.-intran. * 7. Watch thou, and wake when others sleep. intran. intran. 8. I watched the early glories of her eyes tran. object As men for daybreak watch the eastern skies. tran. object XXXVII. Exercise. (Page 54) 1. The calling of the locomotive enginee r is hazardous. simple pred. adj. attribute 2. .Alexander Hamilto n was a statesman. simple pred. noun attribute 3. Each house shall be the judge of the election of its simple pred. noun attribute own members. 4. This author's knowledge of his theme is extensive. simple pred. adj. attribute BE AS A COMPLETE VERB 23 XXXVIII. Exercise. (Page 56) 1. I 2. 3. 4. 5. 6. 7. 8. 9. 10. icate verb is will be and is incomplete. was <( " complete. is '« u incomplete is <( M complete. will be (4 " incomplete were U " complete. has been U " incomplete rode it " complete. seems a " incomplete are u " complete. XLI. Exercise. (Page 58) 1. Now comes the sport. Adverb of time modifying verb comes. 3. This boy is doing well, but that one badly. Adverbs of manner modifying verb is doing. 6. Herein lies the difficulty. Adverb of place modifying verb lies. 12. Promptly but sadly the messenger started thither. Promptly and sadly are adverbs of manner. Thither is an adverb of place. All modify the verb started. 20. Does the prisoner still expect pardon ? Adverb of time modifying verb expect. XLII. Exercise. (Page 59) 1. All exercises should be written with eery great care. Adverb modifying the adjective great. 3. You were somewhat late this morning. Adverb modifying the adjective late. 14. Others have been found equally fickle. Adverb modifying the adjective fickle. XLIII. Exercise. (Page 60) 1. The brakeman was very severely injured. Adverb modifying adverb severely. 9. He is nearly always discouraged. Adverb modifying adverb always. 24 ENGLISH GRAMMAR, PART I XLIV. Exercise 1. (Page 60) 1. We shall now see who are ready. 2. Then there went up a mighty shout. 3. The patient will improve now. 4. We should always tell the truth. 6. The fields will soon be plowed. 7. Your letters should be mailed immediately. 8. That thing should never happen. 10. Formerly he wrote often ; now I seldom hear from him Exercise 2. (Page 61) 1. Why do Americans go there for fine scenery ? 6. The storm is drawing near. 7. My duty and my interest both urged me onward. 9. Without were fightings; within were fears. 10. Why seek for that which is beyond? 12. The pendulum swings to and fro. Exercise 3 1. The mother speaks gently. 3. Her fingers moved rapidly. 6. The children will watch eagerly. 8. How carefully they lift the wounded man ! XLV. Exercise. (Page 62) 1. The night was very dark. 3. His strength is almost exhausted. 5. The day was excessively hot. 6. The buds are only -partially open. 8. You drove too rapidly. 10. Most kindly his reproof was given. 16. The ground is barely covered with snow. (b) XLVI. Exercise. (Page 63) 1. As an adjective modifying walls. 2. As an adverb modifying swept. 3. As adverbs modifying lived. PHRASES 25 6. As an adjective modifying fire. 11. From all creatures is used as adverb modifying hides. Of fate is used as adjective modifying book. XLVII. Exercise 1. (Page 64) 1. A courageous act. — Adj. 7. 2. Acted honorably. — Adv. 8. 3. Natural scenes. — Adj. 9. 4. Home joys. — Adj. 10. Uncontrollable emotion. — American history. — Adj. The sun's heat. — Adj. Inexcusable. — Adj. Adj. 5. A/ur-lined coat. — Adv. 11. Working earnestly. — Adv. 6. Fashionable resorts. — Adj. 12. A tmospheric disturbances. — Adj. 13. Told simply. — Adv. 14. Send instantly. — Adv. 15. Mine rightfully. — Adv. 16. Two worked advantageously. — Adv. 17. Excitedly. — Adv. 18. Returned triumphantly. — Adv. 19. It was done hastily. — Adv. 20. A spotless reputation. — Adj. Exercise 2. (Page 65) Fond of life in the open air. The welfare of the people. Moments of sorrow. A place of rest. Joys of home. A spirit of deuoutness. 7. Study of botany. 8. Needs of the human. 9. A gift of royalty. 10. A soul without guilt. 11. Designs of flowers. 12. Color of the locality. 13. Ceased at once or on the instant. 14. Spoke ivith great anger. 15. Flew for a great distance. 16. Hopeful at all limes. 17. Cheered with enthusiasm. 18. A journey taken at small cost. 19. Pure in morals. 20. Withdrew without noise. 21. Were brought in contact with each other. 22. Was done with ease. 23. Of exceeding importance. 24. Inclined to music. 26 ENGLISH GRAMMAR, PART I LIV. Exercise. (Page 73) 1. A strange feeling had been growing upon him while he read. clause Sentence is complex. Clause is adverbial, modifying had been growing. 2. A young man who lived in a cabin on Blue Hill sent out a careful clause report of the year's storms. Sentence is complex. Clause is adjective, modifying man. 3. Enjoyment may afford strength to mind and body. Sentence is simple. 4- That the gate had been left open was quite forgotten. clause Sentence is complex. Clause is noun, subject of sentence. 5. Arts followed where Home's eagle led. clause Subject complex. Clause is adverbial, modifying followed. 6. Four wet and muddy boys walked in at the gate. Sentence is simple. 7. The home of Florence Nightingale is walled about by the prayers that rise for it from a thousand grateful hearts. clause Sentence is complex. Clause is adjective, modifying prayers. 8. Before the physician arrived, the man who had lain unconscious clause clause was restored. Sentence is complex. First clause is adverbial, modifying was restored. Second clause is adjective, modifying man. 9. You will find your books where you left them. clause Sentence is complex. Clause is adverbial, modifying will find. CLAUSAL ANALYSIS 27 10. "You have done me a real service," he said. clause Sentence is complex. Clause is noun, used as object of said. 11. Life is what we make it. clause Sentence is complex. Clause is noun, complement of life. 12. While he slept the enemy came. clause Sentence is complex. Clause is adverbial, modifying verb came. LIY. Exercise. (Pages 73-74) 1. I rank him with men who speak for justice. adj. clause, mod, men 2. Now select the men whom you will have in your company. adj. clause, mod. men^ 3. That he has failed is now admitted. noun clause sub. of sentence 4. The thirsty animal makes a rush when he scents adverbial clause, mod. the water springs. verb makes 5. They must still love the land in which they have left m ^ . . adj. clause the bones of their sires. mod. land. 6. Strike till the last armed foe expires. adv. clause, mod, strike 7. He who is gone, left me in thy care. adj. clause, mod. he_ 28 ENGLISH GRAMMAR, PART I 8. Friends whose memory we cherish so dearly, once trod these p"athl adj. clause, mod, friends 9. You helped m e , when I was in need. adv. clause, mod. helped 10. Let us use our strength hefore we Lose it. adv. cl., mod. verb use 11. Why he delays, perplexes me. noun cl., sub. of sentence 12. Wolves are seldom seen where the population is dense. adv. cl., mod. verb are seen 13. That you have wronged me, doth appear in this. nouncl, sub. of sentence 14. Conscience is a great ledger-book in which all our adj. clause offences are written a nd registered. modifying ledger-book 15. He cometh unto you with a tale which holdeth children adjective clause from play and old men from the chimney corner. modifying noun tale 16. They, while their companions slept, adverbial cl., mod. verb were toiling Were toiling upward in the night. The rose is fairest when 'tis budding new, adv. clause, mod. verb phrase is fairest And hope is brightest when it dawns from fears. adv. clause, mod. adj. brightest And when he played, the atmosphere adv.,mod. verb was filled Was filled with magic, and the ear Caught echoes of that Harp of Gold CLAUSAL ANALYSIS 29 Whose music had so weird a sound. adjective clause, modifying noun harp He_is the man who was so poor or who seemed so poor. clause connective clause LV. Exercise. (Page 75) 1. They who live virtuously help those who come after. clause, modifying they clause, modifying those who ss conjunctive pronoun. who = conjunctive pro. they = antecedent. they ss antecedent. 2. Ventilation is a matter which few understand. clause, modifying matter which = conjunctive pronoun. matter = antecedent. 3. The peasant enjoyed his simple home with her who won his heart. clause, mod. her who = conjunctive pronoun. her = antecedent. 4 Here was a girl who never saw a flower . clause, mod. girl who = conj. pro. girl = antecedent. 5. He knew the arts in which the wise excel . clause, mod. arts which = conj. pro. arts = antecedent. 6. Those whom I reverence, I fear. clause, mod. those whom = conj. pro. those = antecedent. 7. We have lost a neighbor w hose Jieart knew others' woe. clause,mod. nei ghbor whose = conj. pro. neighbor = antecedent. 8. Hold him in esteem whose hand has helped the poor. clause, mod, him whose = conj. pro. him = antecedent. 30 ENGLISH GRAMMAR, PART I 9. Often I think of the beautiful town, That is seated by the sea. clause, mod. town that = conj. pro. town = antecedent. LIV. Exercise. (Page 80) 1. Tom said that he should try to run back into Plymouth, where he lived. 2. Proudly exhibiting his double-eagle, Tom said that here was what he got for his labor. 3. The father said grimly that it was very well no doubt. 4. Priscilla said to John Al.den that by those words she could see how little he prized her. 5. The Puritan maiden said that she had been thinking all day of the hedge-rows of England. 6. The poet cried that now that was after his own heart. 7. The maiden said with gentle look that Hiawatha was welcome. 8. Hypatia said that she had done no wrong and feared no punish- ment. 9. He said that he was a plain man and knew nothing about argu- ment. 10. Mr. Macaulay said that he was so sensible of the kindness with which the House had listened to him that he would detain them no longer. LIX. Exercise 2. (Page 81) 1. Mr. Brougham said to his constituents: "I trust myself once more in your faithful arms ; I fling myself again on your pro- tection; I call aloud to you to bear your own cause in your hearts." 2. Addison wrote in the Spectator : " When I look upon the tombs of the great, every emotion of envy dies in me ; when I read the epitaphs of the beautiful, every inordinate desire goes out; when I meet with the grief of parents upon a tombstone, my heart melts with compassion." 3. The herald advanced and proclaimed, " These are prisoners taken in arms against the Roman senate and people." 4. Mr. Chapin said, " We who dwell upon the land think too little of the privations of those who do business on the sea." ANALYSIS 31 5. He was once heard to say, " The child's grief throbs against the round of its little heart as heavily as the man's sorrow." 6. Jones said, "As I was traveling one evening, and sat, dismal and homesick, in the cold car, I heard two men upon the seat before me talking of lectures." ANALYSIS B. As the authors suggest in their note to teachers on page 84 of their English Grammar, " It is well to have some form of analy- sis that may be used by all the pupils in a class." The following is a method of analysis by diagrams, the essential features of which are explained by means of very simple sentences and notes. The difficult sentences in Metcalf's Grammar are then diagrammed according to the method explained. 1. Unmodified subject and predicate (page 45 of Grammar). Canary birds | sing sweetly. Birds | sing The unmodified subject and unmodified predicate verb are placed on a horizontal line and separated by a short vertical line. 2. The object of the verb (page 52). The woman | spins the yarn. woman I spins ■ — = 1 yarn The object complement of the verb spins is placed on a line con- tinuous with the predicate, because it really completes the predi- cate, but it is placed a little below it because the object also modifies the verb. 3. Predicate nouns (page 54) . Beethoven I was a musician. Beethoven I was musician E The predicate noun musician is placed on the same line as the copu- lative verb toas, because combined with the copulative verb it forms the simple predicate. It is connected with Beethoven to show that it modifies Beethoven. 32 ENGLISH GRAMMAR, PART I 4. Predicate adjectives (page 54) . The pupils | are restless. I 1 pupils | are restless. Predicate adjectives are treated in the same way that predicate nouns are treated, and for the same reason. 5. Word modifiers of subject and predicate. That horse | walks rapidly, horse I walks That rapidly The adjective that which modifies horse is placed below horse on a horizontal line, and is connected with it by a vertical line. The ad- verb rapidly is placed in the same way below the verb walks. All word modifiers except noun and adjective attributes are placed below the words which they modify, and are connected with the words which they modify by vertical lines. 6. Phrase modifiers of subject and predicate . The nest of an oriole | is hung on a slender bough, nest I is hung j<he. jo j oriole bough slender The phrase of an oriole is an adjective phrase (p. 64), and modifies the noun nest. The preposition of connects the phrase of which it forms a part with the word which the phrase modifies (p. 66). We place of on a dotted vertical line. In this system of diagramming dotted lines are used to show con- nections. Wherever the connective has no other use in the sen- tence, it is placed on the dotted line ; when it serves also as another part of speech, the dotted line is connected with it. The adverbial phrase (p. 64) on a slender bough is connected with the predicate verb is hung in the same way that of an oriole is con- nected with nest. ANALYSIS 33 7. Clause modifiers of subject and predicate. (a) Adjective clause. The boy who was ill | has recovered. boy I has recovered — i MThe ■ L who j | was ill The adjective clause who was. ill is diagrammed as a sentence because it consists of subject (who) and predicate (was ill) (p. 71). The dotted line shows that the word who, which is the subject of the clause, is used also as a connective (p. 75). (b) Adverbial clause. I | learned this poem when I was a child. I | learned 1^ 1 poem is [this i j 1 I | w£s child The clause when I was a chill is adverbial because it modifies the verb learned. When, the connective, is placed on the dotted line between the two verbs, both of which it modifies. (c) Noun clause. That he has failed | is now admitted. I he | has j failed I is admitted The clause that he has failed is the subject of the sentence. It is placed above the subject line of the sentence that it may be itself diagrammed, but it is connected by a vertical line with the subject line. That is used to introduce the noun clause. (See note, page 213.) OAR. DIA. — 3 34 ENGLISH GRAMMAR, PART I 8. Compound subjects and compound predicates. John and Mary | attend school. John and Mary | attend J school John | studies lessons and plays games. John | studies and plays games lessons John and Mary, forming the compound subject, are connected by a dotted line, as are the compound predicate verbs studies and plays. 9. Compound phrases. He | went down the road and into the house. He J went 1 2 and j road | the house [the Both the phrases down the road and into the house modify went and they are connected by and. 10. Compound clauses. The house in which Dewey lives and which was given him by the people, is in Washington. house I is lives ! The [m< ;andj ■±\ ; s Washington Dewey j3* i whi£h | was given ! & Iff L !° him people | the Both clauses modify house and are connected by and. SELECTIONS FOR ANALYSIS AND PARSING 35 11. Compound sentences. The wind blew and the rain fell. wind | blew „_ an( l„. I The fell [the The two clauses being of equal rank may be placed on the same level and connected by a dotted line on which is placed the coordinate connective, or Sometimes the clauses of a compound sentence are so many, or the modifiers are so long, that it is more convenient to arrange them one below the other, in which case the use of the coordinate con- junction shows that the sentence is compound. Example. Tigers are often very deceptive and I am a cautious person, but going within arm's length I quietly put a bullet through the beast's eye. m 1 1 Tigers | are deceptive j § 1 often • a ■ {very JL i am person tious 2 la cau i i put net P !ctq !*- | eye going |_bu quietly id lie ncth 1 arm's Ithe beast's When a compound sentence consists of several clauses whose parts are not connected by expressed conjunctions, the clauses may be analyzed as if they were a series of independent sentences. 36 ENGLISH GRAMMAR, PART I Other difficulties of diagramming are explained as they are reached in the sentences given for analysis. LXI. Exercise. (Page 84) Gayly the old man sang to the vibrant sound of his fiddle, And anon with his wooden shoes beat time to the music. [the old sang And Gayly sound |the_ vibrant fiddle beat 1 time shoes his wooden music the Merrily, merrily whirled the wheels of the dizzying dances Under the orchard trees and down the path to the meadows; Old folk and young together, and children mingled among them. This sentence consists of two independent clauses. wh eels whirled io the r — • dances Merrily J^ and j° Ptrees I P ath dizzying [the orchard .[the meadows folk and. (folk) and children loid young mingled ii leg together them SELECTIONS FOR ANALYSIS AND PARSING ! 37 Old folk and young together, and children mingled among them, is explanatory of wheels ; hence is a modifier of wheels. A word which is understood {folk after young) is placed in paren- thesis. Fairest of all the maids was Evangeline, Benedict's daughter ! i 1 Evangeline | was fairest daughter jS, _ ,, , ! maids Benedict's 'i i [all | the Benedict's daughter is used as an appositive of the noun Evangeline ; hence modifies it (page 43). Noblest of all the youths was Gabriel, son of the blacksmith. This sentence resembles the one immediately preceding it. And lo ! with a summons sonorous Sounded the bell from its tower, and over the meadows a drum beat. ft r • bell | lo! sounded and drum beat [the i 3 ! ? | tower • summons is ICt> j meadows [the | its PL sonorous Lo ! being an interjection does not belong to either subject or predi- cate ; hence we place it above the sentence to show that it is not a modifier. And is not used as a connective within this sentence, but to introduce the interjection and to connect the idea conveyed in this sentence with that in the preceding sentence. 38 ENGLISH GRAMMAR, PART I LXII. Exercise. (Page 86) 6. America, our proud and happy home, we love thee. America home | our proud and happy we | love thee The compilative, America, forming no part of either subject or predi- cate (p. 22), is independent of the rest of the sentence; we there- fore place it above the sentence. America is described by our proud and happy home. 8. Whose was the sinewy arm that flung defiance to the ring? i ; 1 arm was Whose [the smewy tha,t | flung " |Pefiance j ring [the LXIV. Exercise. (Page 87) 1. The unwearied sun from day to day Does his Creator's power display, And publishes to every land The work of an Almighty hand. SELECTIONS FOR ANALYSIS AND PARSING 39 sun does display And publishes [The unwearied 1 ° ! day power o land work Creator's day hand an Almighty Unwearied is an adjective modifying the noun sun. Every is an adjective modifying the noun land. Almighty is here an adjective modifying the nouu hand. 2. Woodman, spare that tree 1 Touch not a single bough I In youth it sheltered me, And I'll protect it now. Woodman (You) | spare tree (You) touch bough ngle it sheltered And I I will protect T — Ul I now youth Not is an adverb modifying the verb touch. It is a personal pronoun, subject of the verb sheltered. Now is an adverb of time modifying the verb will protect. 40 ENGLISH GRAMMAR, PART I 3. That old familiar tree Whose glory and renown Are spread o'er land and sea, And wouldst thou hew it down f Woodman, forbear thy stroke ! Cut not its earth-bound ties ; O spare that aged oak Now towering to the skies. i I thou wouldst hew j glory a nd renown | Are spread Whose i L J Woodman (thou) forbear stroke ]thy (thou) Cut |not I ties its earth-bound SELECTIONS FOR ANALYSIS AND PARSING 41 o, (thou) spare i oak lthat aged towering |Now jo » skies |the Whose is a conjunctive pronoun joining the clause, whose glory and renown are spread o'er land and sea, to its antecedent tree. Wouldst hew is a verb phrase — wouldst is an ancient form of would. Down is here an adverb modifying wouldst hew. When down is followed by an object it is a preposition — as, He fell down the stairs. Desire of wealth is characteristic of the civilized man. 6. Desire is characteristic wealth I the 6. Supply is after goodness. I civilized Never is an adverb modifying the adjective fearful. 8. A change came o'er the spirit of my dreams. The boy was sprung to manhood ; in the wilds Of fiery climes he made himself a home, And his soul drank their sunbeams. change came K spirit dreams 42 ENGLISH GRAMMAR, PART I boy was sprung I The o manhood he made • himself home — n wilds soul JO [the i climes drank fiery I his I sunbeams their 9. See page 54 for the verb seem. 10. How is an adverb modifying the adjective poor. That is a conjunctive pronoun connecting the clause that have no patience with they, and forming also the subject of the clause. 15. Stand not upon the order of your going, But go at once. (you) | Stand But go fs 13 at once • order o J the going your Order is a noun object of the preposition upon. At once stands for immediately, now ; hence is an adverb modifying go. SELECTIONS FOR ANALYSIS AND PARSING 43 19. That is no slander, sir, which is a truth, Sir, That slander 4 I no whicjh is truth k 21. Uneasy lies the head that wears a crown. If lies is equivalent to if (Uneasy is the head, etc.), then uneasy is a predicate adjective ; but if lies is equivalent to rests (Uneasy rests the head, etc.), then uneasy is an adverb modifying the verb lies, and stands by poet's license for uneasily. 34. Home-keeping youths have ever homely wits. youths have wits Home-keeping \ ever homely 36. The brightest of all things, the sun, has its spots, brightest has spots things | all 37. Intelligence and courtesy not always are combined; Often in a wooden house a golden room you find. i Intelligence and courtesy are combined always you find Often room house golden wooden 44 ENGLISH GRAMMAR, PART I Not is an adverb modifying the adverb always. 38. In the Acadian land, on the shores of the Basin of Minas, Distant, secluded, still, the little village of Grand Pre Lay in the fruitful valley. village Lay |the little Distant secluded still Grand Pre illey ! land | shores | the ! o_ 1 the Acadian |the fruitful i Basin ! Minas 39. Many an inherited sorrow that has marred a life has been breathed into no human ear. has been breathed inherited . Many an (a) that has marred 1 — < i-i. [no human Many a is used as an adjective modifier, and indicates that the objects represented by the noun which it modifies are considered one at a time. 41. Cover the embers, And put out the light, Toil comes with the morning, And rest with the night. SELECTIONS FOR ANALYSIS AND PARSING 45 (you) | Cover And embers put I light out r~ 1 khe | the Toil comes ; morning And rest (comes) [the 4 if ! night 47. We drink that wine all day, Till the last drop is drained up; And are lighted off to bed By the jewels in the cup. We | drink drop I the last if And wine lighted that fall is drained < jewels bed the cup the 7^a/ is an adjective modifying icmg. -4W is an adjective modifying day (p. 256). Till is a conjunction connecting the clause which follows it with the verb drink. The preposition during is understood before day. PART II LXVI. Exercise. (Page 92) 3. See those luscious peaches and the mammoth clusters of grapes, the reward of care and toil. (You) see / the jo clusters mammoth j grapes Icare and toil The reward, being both the peaches and the clusters of grapes, must be placed as an appositive modifier of both. 4. Has the grocer forgotten us, or does his errand boy loiter on the way? This sentence is equivalent to (p. 21) : The grocer has forgotten us, or the errand boy does loiter on the way. grocer | Has forgotten or boy does loiter [the the errand ; way [the 5. Some lions are exceedingly fierce, and their roar is terrible. ... « i l i i lions | are fierce and roar | is terrible Some exceedingly their Exceedingly is an adverb modifying the adjective fierce. 46 INFLECTION 47 7. Alas ! how soon their race was run ! Alas! race was run 1 their soon how 9. The wind waved the branches, and the sun came out and turned those myriads of beads and drops to flashing prisms. w T ind I waved branches the and turned " 1 myriads prisms flashing those beads and drops 10. I cannot love the man who does not love the song of happy birds. I can love I + | man i|the_ who! I does love son Saline. i J birds LXVI. Exercise 2. (Page 1. Go to the ant, thou sluggard. sluggard happy thou (thou) I Go • ant |the 48 ENGLISH GRAMMAR, PART II 5. So long a train I had never before seen. I | had seen before | train a long 7. My mother, hovered thy spirit o'er thy sorrowing son? The sentence is equivalent to : My mother, thy spirit hovered o'er thy sorrowing son. mother IMF spirit I liovered "1 ^!Z — I thy j ! son [thy sorrowing 9. The world should be thankful when the delicate fibers of the poet and man of genius are freely worked in its service. world should be 1 thankful u The b- • ! ° fibers dre worked 1 i I |the delicate U'| freely j service i [his man 1 [po 3t and j genius CASE 49 LXVII. Exercise 2. (Page 109) he. 1. It was I, not . she. 2. „, and I met , . in Paris. She him him? 3. Was it Jane and , who met her ? ne them? 4. It was . who named you and ,. she J him. 5. To Ralph and , belongs the credit. 6. Was it I or h ® that lost it? she her. 7. I know it was made for Mary and him. me. he 8. Both and I were wrong. her 9. I see that for . . and me there is no excuse. him 10. I ask no favor of her or him. 11. Did you and he meet them there? 12. They spoke rudely to her and me. 13. It was not I. Was it she ? 14. Against him and me they bring no complaint. 15. Will it be you or / that will win? 16. It may be either he or she. LXXVIII. Exercise. (Page 111) 1. The writings of Dr. Holmes. 2. The efforts of Page and Hawley. 8. The experience of the Sixth Regiment. 10. It is not beauty I demand, A crystal brow, the despair of the moon, Nor the daughter of the snow, Nor the yellow pride of hair of the mermaid. GAB. DIA. — 4 50 ENGLISH GRAMMAR, PART II LXXX. Exercise. (Page 114) 1. Professor Morse, the inventor of the electric telegraph, was born in Charlestown, Mass. Inventor, the appositive of Professor Morse, is in the nominative case, to agree with the noun which it represents. 2. This counsel was Washington's — his who is justly styled the Father of his Country. counsel was (counsel) This Washington's his who j | is styled Father justly I S, I the Country 113.) ter. His is an appositive of Washington's. 4. Winn the baker's. (See exception, p. _ 5. Elizabeth's child is the appositive of daught 6. Child is the appositive of daughter. 7. Elizabeth's is the appositive of daughter. LXXXIII. Exercise. (Page 117) 4. A younger brother of this ruined man was an early victim to the same pernicious habit. COMPARISON OF ADJECTIVES 51 5. Numerous rich specimens found ready sale at the first and second stands. specimens found a Numerous jrich Uj, §- J ready stands |the first and second 10. Perkins, an illustrious American inventor, substituted steel for copper in engraving bank-notes. Perkins substituted inventor | an illustrious y l steel o 'copper engraving 3 bank-notes American LXXXIV. Exercise. (Page 119) 1. Rip Van Winkle was one of those happy mortals who take the world easy. Rip Van Winkle was one mortals those happy who ! take Lc. world 1 " [the Easy is here an adverb equivalent to easily. 52 ENGLISH GRAMMAR, PART II 3. He assisted at the sports of the children, made their playthings, and told (to) them long stories of ghosts, witches, and Indians. He | assisted , made and told "" " """ jy | sto ries p!aythings |brfe {ghosts, witches and Indians 5 sports jo |tibe » children |the Them and stories both appear to be the objects of the verb told, but if the sentence is rearranged — he told stories to them — it will be seen that them is the object of the preposition to (p. 243). 4. He said that his farm was^the most pestilent little piece of ground in the whole country. He said farm piece Ue little pestilent ground most i 3 ' J country the whole That is a subordinate conjunction, having no other use in the sentence than to connect. THE PRESENT TENSE, TIME INDEFINITE 53 XC. Exercise 2. (Page 127) 2. I choose a seat by the window. T choose 1 seat ; wind ow [the 11. Our train speeds from city to city, train speeds Iomi L If Scity jcity 15. The enemy throws barriers in the way. enemy throws |The barriers 15* XCI. Exercise. (Page 128) (a) The verb in each of sentences 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17 expresses indefinite time. (b) 2. The waves are dashing against the rocks. 3. The sun is setting behind the hills. 4. My father is using a gold pen. 5. Old Dobbin is feeding on the hillside. 6. The schoolboys are gathering on the ice. 8. Wolves are howling and making night hideous. 9. Rain is falling on the grave of our loved one. 10. Towser is lying in the sun and sleeping. 54 ENGLISH GRAMMAR, PART II 11. Dogs are worrying the sheep. 12. My uncle is straining his ear to catch the notes of my harp. 13. Hearts are now responding to kindred hearts. 14. A high purpose is keeping us happy. 15. Chemists are turning scrap iron into ink. 16. I am lingering on the shore. 17. The lights are twinkling from the rocks. (c) 1. We pared apples. 2. The waves dashed against the rocks. 3. The sun set behind the rocks. 4. My father used a gold pen. 5. Old Dobbin fed on the hillside. 6. The schoolboys gathered on the ice. 7. The President received the foreign ministers. 8. Wolves howled and made night hideous. 9. Rain fell on the grave of our loved one. 10. Towser lay in the sun and slept. 11. Dogs worried the sheep. 12. My uncle strained his ear to catch the notes of my harp. 13. Hearts responded to kindred hearts. 11. A high purpose kept us happy. 15. Chemists turned scrap iron into ink. 16. I lingered on the shore. 17. The lights twinkled from the rocks. XCII. Exercise. (Page 130) (a) 1. My son shall take my answer to you to-morrow. 2. Yes, my son, your request shall be granted. 3. I myself will see that your note is mailed. 4. We will grant you an audience soon. 5. The umbrella shall be returned this evening. 6. You shall have as many coppers as you please. 7. I will give you minute directions. (&) 1. We shall have rain very soon. 2. By what express shall I send the books? 3. I think we shall have letters from Paris to-day. 4. We shall have to go early for tickets. PARTICIPLES, OR VERBAL ADJECTIVES 55 5. Mr. S. will live but a few weeks. 6. I shall hear of his death before I return. 7. We shall regret losing our good neighbor. 8. You will hear from the family daily. 9. When shall we meet again ? XCIII. Exercise. (Page 132) 1. My little family were gathered round a charming fire, telling stories of the past and laying schemes for the future. The participles are : a. gathered — perfect participle. Combined with were, it makes the passive form of the verb. b. charming — imperfect participle, forming verbal adjective modifying Jire. c. telling — imperfect participle. As an adjective it modifies family ; as a verb it has stories for its object. d. laying — imperfect participle. As an adjective it modifies family ; as a verb it has schemes for its object. 2. The great tree, swaying fearfully, soon yielded to the blast, tree yielded [The great swaying fearfully Swaying is an imperfect participle. As an adjective it modifies tree; as a verb it is modified by the adverb fearfully. The camels, loaded with rich goods, picked their way slowly over the desert. Loaded is an imperfect participle. As an adjective it modifies camels ; as an adverb it is modified by the adverbial phrase with rich goods. 56 ENGLISH GRAMMAR, PART II 6. When we visited our trap, we found a poor hedgehog caught by his forepaw. found I? I CD j visited J hedgehog tra-j our poor caught j forepaw his 1 7. 8. The perfect participle caught modifies hedgehog as an adjective. As a verb it is modified by the adverbial phrase, by his forepaw. A penny given willingly is of greater value than a pound given grudgingly. Given in both cases is a perfect participle. Each modifies a noun as an adjective {penny and pound), and each is modified by an adverb {willingly and grudgingly). The penny was given willingly, but the pound grudgingly. In this sentence given is a perfect participle, but as it is combined with was it makes the passive form of the verb. XCIV. Exercise. (Page 134) 1 . You will greatly oblige me by sending those books. You will oblige greatly i sending books those Sending is a verbal noun, object of the preposition by. As a verb it has books for its object. VERBAL NOUNS AND VERBAL ADJECTIVES 57 2. Reading history is a daily exercise in our school. 1 10. Readim history is exercise dailJ (an) school jour As a verbal noun reading is the subject of the sentence. As a verb it has history for its object. 3. The teacher urges our writing a short composition every day. teacher urges writing is- lev "| composition short every As a verbal noun writing is the object of urges. As a verb writing has composition for its object. Seeing is believing. Seeing is a verbal noun, subject of the sentence. Believing is a verbal noun, attribute of seeing. (a) 1. 2. XCV. Exercise. (Page 136) I wished to enter college and hoped to receive aid from my uncle. To enter is a verbal noun. As a noun it is the object of verb wished. As a verb it takes the object, college. To receive is a verbal noun ; object of hoped ; has object aid. To retreat was difficult, to advance impossible. To retreat is a verbal noun, the subject of was difficult. To advance is a verbal noun, subject of was impossible. The pupil wished to study geometry and algebra. To study is a verbal noun, object of verb icished. As a verb it takes the compound object, geometry and algebra. 58 ENGLISH GRAMMAR, PART II 4. To see her is to love her. To see is a verbal noun, subject of sentence. As a verb it has an object, her. To love is a verbal noun, attribute of to see. As a verb it has an object, her. 5. Learn to labor and to wait. To labor and to wait are verbal nouns used as objects of learn. 6. It is your duty to obey the rules. To obey is a verbal noun, the real subject of the sentence. As a verb it takes an object, rules. 7. He consents to anything except surrendering his convictions. Surrendering is a verbal noun, object of the preposition except. As a verb it takes the object, convictions. 8. The Cambria is to sail to-morrow. To sail is a verbal noun used as an attribute of ship understood. As a verb it is modified by the adverb to-morrow, (b) 1. Flee from the wrath to come is equivalent to Flee from the coming wrath. 2. He began to rebuke them is equivalent to He began rebuking them. 3. He was about driving to town is equivalent to He was about to drive to town. 4. The boat was about being driven upon the rocks is equivalent to The boat was about to be driven upon the rocks. 5. They had reason to complain is equivalent to They had reason for complaining. 6. This would allow his going is equivalent to This would allow him to go. XCVI. Exercise. (Page 137) 1. Great events then passing before him were unheeded, events were unheeded Great passing I then io^ lO iCt> • him Passing is a verbal adjective. VERBAL NOUNS AND VERBAL ADJECTIVES 59 3. The clerk has finished counting the money. clerk has finished I counting JThe money Counting is a verbal noun, used as the object of finished. As a verb it takes the object, money. 7. Night was made hideous by the howling of wolves. Night was made hideous J how ling [the S8. 1 «w olves Howling is a verbal noun, object of the preposition by. 8. Here we see a state crumbling and a civilization verging toward decay. W§ see I | state and c ivilization |Here crumbling verging ! decay Crumbling and verging are verbal adjectives modifying state and civilization respectively. 10. Humming all day his breezy note of joy, the bee makes harbor at our perfumed door. bee makes |the Hummin harbor door if [day i note r 1 his breezy lour perfumed 60 ENGLISH GRAMMAR, PART II 12. The man doing most for a cause is not often the man voicing his own praises. man [The doing often [not most |the voicing o cause "| praises F his own Doing and voicing are verbal adjectives modifying in each case the noun man. 14. Have you heard the message the brooklets are bringing? you Have' heard " ] message [the brooklets |the I are bringing (which) The brooklets are bringing is a clause the relation word of which is understood — which the brooklets are bringing. Bringing is a verbal adjective following the verb are, but modify- ing the noun brooklets like a predicate adjective (p. 131). 18. The heroism of the barbarian was a devouring flame, ever black- ening, if not consuming, every other good quality. heroism | was flame I The barbarian Ithe devouring blackening |ever if consuming quality |not quality other good every other every good If, though a subordinate conjunction, is coordinate here, as it stands for and. Blackening and consuming are verbal adjectives. VERBS, COPULATIVE AND ATTRIBUTIVE 61 20. Even if the sculptor has borrowed the grouping from the poet, we still consider him deserving of great praise. consider T him if 1 ■sculptor deserving use 8. pn great has borrowed 5 !poet grouping Ithe Even if is a conjunctive phrase (p. 249). 22. In insisting upon our rights, we are sometimes losing the sense of duty. we are losingr lte< | sometim sense Jmsi • es !2. sting l o ! rights I dut y the |our Insisting is a verbal noun, object of the preposition in. Losing fol- lows the verb are and modifies the subject we like a predicate adjective. XCIX. Exercise. (Page 146) (a) In sentences 1, 2, 3, 5, 6, 9, 11, 12 the verbs are incomplete. (b) In sentences 1 and 5 the verbs are followed by an object. (c) In sentences 2, 3, 6, 9, 11, 12 the verbs are followed by attributes. In sentences 2, 3, 12, the attributes are nouns. In sentences 6, 9, 11 the attributes are adjectives. 62 ENGLISH GRAMMAR, PART II C. Exercise. (Page 147) (b) 2. Wrens were singing sweetly. 4. The clouds are gathering. 6. The sailor boy was dreaming. 8. The sun was shining clear. 9. We are taking the short route. 10. Terror was reigning. 12. The combat is deepening. CI. Exercise, (a). (Page 148) (a) 2. The sun will soon gild the hilltops. Attributive verb. The sun will soon be gilding the hilltops. Be is the copula and gilding is the attribute. 4. Even wise men differ in opinion. Attributive verb. Even wise men are differing in opinion. Are is the copula; differing is the attribute. 10. Silence reigns profound. Attributive verb. Silence is reigning profound. Is is the copula; reigning is the attribute. 13. The fledgelings grew strong. Attributive verb. The fledgelings were growing strong. Were is the copula; growing is the attribute. 14. This granite will one day crumble.^ Attributive verb. This granite will one day be crumbling. Be is the copula; crumbling is the attribute. 16. The sun's rays linger on the hills. Attributive verb. The sun's rays are lingering on the hills. Are is the copula; lingering is the attribute. (/>) 1. The morning light is breaking. 7s is the copula connecting attribute, breaking, with subject, light. 3. Some seeming ills are blessings in disguise. Are is the copula connecting the attribute, blessings, with subject, ills. 5. A shorter call would have been less tiresome. Been is the copula connecting the attribute, tiresome, with the subject, call. THE ACTIVE AND PASSIVE VOICE 63 (b). (Page 148) 6. Our welcome seemed unusually warm. Seemed is the copula connecting the attribute, warm, with subject, welcome. 7. Is your name Shylock ? Is is the copula connecting the attribute, Shylock, with the subject, name. 8. The minority report has been adopted. Been is the copula connecting the attribute, adopted, with the subject, report. % 9. The camel's gait appears awkward. Appears is the copula connecting the attribute, awkward, with the subject, gait. 11. John has become a skilled mechanic. Become is the copula connecting the attribute, mechanic, with the subject, John. 12. Do France and Germany continue unfriendly ? Continue is the copula connecting the attribute, unfriendly, with the subjects, France and Germany. 15. Our petitions have been slighted. Been is the copula connecting the attribute, slighted, with the subject, petitions. CII. Exercise. (Page 150) (a) In sentences 2, 4, 5, 7, 8, 9, 10, 14, 15, the verbs are in the active voice, because in each case the subject names the doer of the action. In sentences 1, 3, 6, 11, 12, 13, the verbs are in the passive voice, because in each case the subject names the receiver of the action. (b) 1. Flowers strewed the way. 2. Thou shalt be praised by one faithful harp. 3. Success crowns our toils. 4. The wild torrent was stemmed by him. 5. A learned race was at length produced by Greece. 6. A beautiful bow spans the eastern sky. 7. A barren waste has been made by winter. 64 ENGLISH GRAMMAR, PART II 8. Ground for quarrels is often afforded by doubtful words. 9. His footsteps have been turned toward home. 10. All objects are gilded by true expression. 11. The crystal stream slaked their thirst. 12. Your success bends my thoughts. 13. Thoughtless children fed rats and mice luxuriously. 14. The trickster's purpose was defeated by us. 15. The garners have been stored by the sun with his gifts. CII. Exercise. (Page 150) (c) 5. Greece did at length a learned race produce. Greece did produce 1 race i — ■ — length learned Mice and rats were luxuriously fed by the thoughtless children. Mice and rats were fed luxuriously children I the thoughtless CIII. Exercise. (Page 151) 1. Good news is expected by me. 2. The heat is felt by the traveler. 3. Escaped is here an intransitive verb ; hence the verb cannot be changed to the passive form. 4. The opportunity was seized by me. 5. Dawned is an intransitive verb ; hence cannot be changed to the passive form. FORMATION OF THE PASSIVE VOICE 65 6. Sails is an intransitive verb; hence cannot be changed to the passive form. 7. Fine crops are looked for by our farmers. 8. Acts is an intransitive verb; hence cannot be changed to the passive form. 9. The young man's ability is recognized by the merchant. 10. Their claims were examined by the general. 11. Rushed is an intransitive verb; hence cannot be changed to the passive form. 12. The arch will be decorated by the artist. 18. His act has been placed by you in a false light. 14. An eloquent plea will be heard by the audience. 15. Young men are incited by such an example to a noble career. 16. The springtime is welcomed by the children. 17. The armchair was sat in all day by the invalid. 18. His son was dealt kindly with by him. 19. The boy was raised in my esteem by every day's experience. 20. The child's foot teas trod on by the horse. 21. The laboring swain was cheered by health and plenty. CIV. Exercisk. (Page 153) (a) 1. The verb shine is intransitive. 2. The verb pass is intransitive. 3. The verb bear is transitive. 4. The verb Hues is intransitive. 5. The verb banishes is transitive. 6. The verb marked is transitive. 7. The verb persevere is intransitive. 8. The verb come is intransitive. 9. The verb walked is intransitive. 10. The verb depart is intransitive. 11. The verb affect is transitive. 12. The verb has risen is intransitive. 13. The verb ivill touch is transitive. 14. The verb mirrored is transitive. 15. The verb has wandered is intransitive. 16. The verb has turned is transitive. GAR. DIA. 5 66 ENGLISH GRAMMAR, PART II 17. The verb increased is transitive. 18. The verb welcomed is transitive. 19. The verb rushed is intransitive. 20. The verb took is transitive. 21. The verb outspeed is transitive. 22. The verb beholds is transitive. 23. The verb gave is transitive. (b) 3. The blame is borne sometimes by the innocent. The passive form is made by joining a form of the verb be (is) to the perfect participle of the verb bear. 5. The reason is banished by drunkenness. 6. Each hour of the day was marked with love by her face. 11. A lofty style is affected by some writers. 13. Sparkling bowl, thou wilt not be touched by me. 14. A million suns were mirrored by the morning dew. 16. The man's gentle nature has been turned into bitterness by jealousy. 17. The anxiety was increased by a false report. 18. His guest was welcomed by him with real warmth. 20. Advantage of his years was taken by my companion. 21. Sometimes the lightning is outsped by a man's thoughts. 22. The farmer's patient toil is beheld by each year. 23. A glad shout was given forth by their voices. CV. Exercise. (Page 155) (b) 1. Be, imperative mode, present tense lies, indicative mode, present tense. will rise, indicative mode, future tense. 2. are bound, indicative mode, present tense. 3. do suffer, indicative mode, present tense. In this sentence do is not used to express the imperative mode, but an auxiliary, to ask a question. 4. love, imperative mode, present tense. bless, imperative mode, present tense. curse, indicative mode, present tense. MODES 67 (rf) take, indicative mode, present tense. Be, imperative mode, present tense. Be, imperative mode, present tense. is, indicative mode, present tense. are, indicative mode, present tense. does send, indicative mode, present tense. was, indicative mode, past tense. be, imperative mode, present tense. Jiow, indicative mode, present tense. Hear, imperative mode, present tense. hates, indicative mode, present tense. shall be, indicative mode, future tense. Think, imperative mode, present tense. must be, indicative mode, present tense. did choose, indicative mode, past tense. say, imperative mode, present tense. are, indicative mode, present tense. 15. pluck, imperative mode, present tense. look, imperative mode, present tense. 16. seem, indicative mode, present tense. 7. What! is the jay more precious than the lark, Because his feathers are more beautiful? 5. 6. 7. 8. 9. 10. 11. 12. 13. 14 This is a complex sentence because it contains two dependent proposi- tions or clauses (p. 73). What! jay is precious to j lark | (is precious) I the feathers | ar]e beautiful his more 68 ENGLISH GRAMMAR, PART II (of) 9. Dryden's genius was of that sort which catches fire by its own motion. I o sort genius Dryden's which! catches i _, j fire |V( i motion This is a complex sentence because it contains a dependent clause. CVII. Exercise 1. (Page 158) 1. These vases are fine, and I am glad to own them. 2. The summons is received and the man is here. 3. You and I are going though he is not. 4. One of the trees is in bloom, but three are dead. 5. You and John are to blame, I am sure. 6. The pen is mislaid, and he is looking for it. 7. The farmer's oats are sold, and he is returning home. 8. There are six in this party, and only two are in that. 9. The woods are filled with the songs of birds. 10. Neither the doctor nor his assistant is present. 11. A flock of sheep is grazing in the field. 12. Our school is usually dismissed at four o'clock, but the pupils are sometimes detained a few minutes. 13. The committee is now in session, but many of the members are anxious to go home. 14. I can now see the men who are in the boat. 15. Neither road is pleasant, both are rugged and hilly. For reasons, study the conjugation of the verb be (p. 157). CIX. Exercise I. (Page 161) 1. it is present tense; subject he is third person, singular number. chastenest is present tense ; subject thou is second person, singular number. ANCIENT OH SOLEMN FORMS 69 2. loveth is present tense; subject Lord is third person, singular number. chasteneth is present tense; subject he is third person, singular number. 3. cursedst is past tense; subject thou is second person, singular number. is is present tense ; subject tree is third person, singular number. 4. deliveredst is past tense; subject thou is second person, singular number. 5. am is present tense ; subject / is first person, singular number. calledst is past tense; subject thou is second person, singular number. 6. changest is present tense; subject thou is second person, singular number. sendest is present tense; subject thou is second person, singular number. CIX. Exercise II. (Page 162) 1. All is dark where you are not. 2. How kind an office has been done ! 3. You did not hearken to the Lord. 4. He that dwells in love, dwells in God. '). I forgave you because you desired me. 6. He that loves his brother abides in the light. 7. I say to this man, " Go," and he goes ; and to another, " Come," and he comes ; and to my servant, " Do this," and he does it. 8. Charity suffers long and is kind ; charity vaunts not itself, is not puffed up, does not behave itself unseemly. 9. Immortal Love, You made life in man — You will not leave him in the dust. 10. Oli, what had you to do with cruel Death, Who were so full of life, or Death with you, That you should die before you had grown old? 11. All that you can call your own Lies in your to-day. 70 ENGLISH GRAMMAR, PART II CXIII. Exercise. (Page 167) 1. She is a mother whom I call both gentle and firm. She is mother ik I | call whom l)oth gentle and firm both and and are correlative conjunctions, both before gentle prepar- ing the mind for the additional adjective firm (see p. 249). 2. Guess who won the prize. who (you) Guess prize I the The clause, who won the prize, is the object of the verb guess. 4. He is one of the best men that I ever knew. He is one men I knew ever the best that (Page 167) 8. Here was one who I thought must be familiar with the ways of the court. was | Here who I must be familiar 1 i^ i 4 | T| thought [g W ays " IS, [the I court I the 10. Whom do you think I saw in Washington ? RULES 71 (that) you do think saw "| Whom 3 "Washington The connective that is understood before the noun clause. PARSING The rules for parsing, as given in various parts of Metcalf's Grammar, are here summarized and numbered. The number or numbers under the word to be parsed corresponds to the number of the rule. Outlines and models for parsing are also here given, which the student will do well to follow in parsing the words of the sentences in Exercises CXXII and CLXXIV. RULES Nouns and Pronouns Rule 1. A noun or pronoun used as the subject of a verb is in the nominative case (pp. 107, 167). Rule 2. A noun or pronoun used as the object of a transitive verb is in the objective case (pp. 107, 167). Rule 3. A noun or pronoun used as the object of a preposition is in the objective case (p. 107). Rule 4. A noun or pronoun expressing ownership or possession and limiting another noun is in the possessive case (p. 107). Rule 5. A noun, or other word, used to call or compel the attention of the person addressed, is independent of the rest of the sentence (p. 22). Rule 6. A noun or pronoun complement of an intransitive verb must be in the same case as the subject of the verb (p. 107). Rule 7. An appositive must be in the same case as the noun or pro- noun which it represents (p. 108). Rule 8. Nouns and pronouns joined with participles to form ad- verbial phrases are .said to be used absolutely (p. 207). 72 ENGLISH GRAMMAR, PART II Rule 9. The indirect object of a verb is in the objective case, object of a preposition expressed or understood (p. 243). Rule 10. A pronoun must agree with its antecedent in gender, person, and number (p. 101). Adjectives Rule 11. An adjective qualifies, modifies, or limits a noun or pronoun (p. 38). Verbs • Rule 12. A verb takes its person and number from its subject (p. 157). Rule 13. A verb must be in the singular number when it has two or more singular subjects joined by and, but denoting only one person or thing (p. 165). Rule 14. A verb must be in the singular number when it has two or more singular subjects connected by or, either — or, neither — nor (p. 165). Rule 15. A verb must be in the plural number when it has two or more singular subjects joined by and and denoting dif- ferent persons or things (p. 166). Rule 16. An infinitive may be used as a noun in the nominative or the objective case (pp. 133, 134). Rule 17. An infinitive may be used as an adjective or as an adverb (p. 229). Adverbs Rule 18. An adverb modifies a verb, an adjective, or an adverb (p. 60). Prepositions Rule 19. A preposition defines the relation which exists between the noun or pronoun which follows it, and the word modified by the phrase (p. 66). Conjunctions Rule 20. Coordinate conjunctions join parts which are alike in rank (p. 248). Rule 21. Subordinate conjunctions join parts which are unlike in rank (p. 252). RULES 73 Interjections Rule 22. An interjection is not related to any other word in the sentence. Classifying the words of a sentence as parts of speech, and naming their grammatical properties, inflections, and relations to other words, is called parsing (p. 94). In parsing words follow the outlines given below. Nouns class number gender person case Pronouns rule for construction kind number gender person case Adjectives rule or rules for con struction kind what it modifies rule degree of comparison if it may be compared V erb or Verb Phrase transitive or intransitive \ attributive copulative tense form voice mood person number rule for construction Adverb kind what it modifies rule degree of comparison if it may be compared Preposition the relation shown rule Conjunction kind parts connected rule Interjection its place in the sentence rule 74 ENGLISH GRAMMAR, PART II MODELS FOR PARSING (Sentence 1. Page 172) No might nor greatness in mortality ~20 I 20 I 19 3 Can censure 'scape ; back-wounding calumny 14 2 n n i The whitest virtue strikes. ~~ n n 2 i2" No stands for neither. Neither — nor, conjunction; kind, coordinate-correlative ; connects might and greatness ; rule, 20. Might, noun ; class, common; number, singular; gender, neuter ; person, third ; case, nominative ; rule, 1. In, preposition; defines relation between noun mortality and nouns might and greatness; rule, 19. Can escape, verb ; verb phrase ; transitive ; tense, present ; form, regular ; voice, active ; mood, potential; person, third; number, singular ; rule, 14. Back-wounding, adjective modifies noun calumny ; rule, 11. escape CXXII. (Page 172) 1. No might nor greatness in mortality Can censure 'scape; back-wounding calumny The whitest virtue strikes. No might nor greatness Can j mortality calumny strikes censure back-wounding T virtue [The whitest ANALYSIS AND PARSING 2. The soul's dark cottage, battered and decayed, 75 Lets in new light through chinks that time has made. "19 19 l(MM>i u cottage |The soul's Lets dark light 3 battered and decayed J chinks time lias made 1 that Battered and decayed are verbal adjectives. That as conjunctive or relative pronoun is governed by rule 20; as pronoun having an antecedent by rule 10, and as object of the verb has made by rule 2. 3. The old house by the lindens "19 Stood silent in the shade, 12 10 And on the graveled pathway The light and shadow played. 1 , 1 house Stood silent IC |_lin [The | J3' » ^ • shade old £• ' — ^t-: aens } [th 8. light | and shadow played lway |The o pat jthe graveled Stood in this sentence means was; hence, silent is a predicate adjective governed by rule 10. 76 ENGLISH GRAMMAR, PART II 4. Hope is the capital on which the world does business. Hope capital world 1 does I the 1 business ' in I which 5. Hope is the bright day-star that leads men from the cradle to the 6 KKMll IS 19 grave. 1 Hope | is day-star that the bright leads hTI men ! © !B cradle grave the 6. I have known eminent men who had not the power to state a fact; 12 ~T~ 10-1-21 i 7^16 the lenses by which they saw their facts were not adjusted I 10-3-21 10-1 10-4 12~ "18~ 12" properly. 18 I 1 have known men eminent who had ] power the ANALYSIS AND PARSING 77 The infinitive to stale is used as a noun in apposition with power, hence is governed by Rules 7 and 16. Not is an adverb, making negative the verb phrase were adjusted. 7. Great victories are for those only who entertain great hopes. VI ctones I are Great — i _♦* Jo ! those k nl y who » I entertain pes [no great Those is a demonstrative adjective pronoun (p. 201). Only is an adjective modifying the pronoun those. 8. A handful of red sand, from the hot clime I Of Arab deserts brought, u Within this glass becomes the spy of Time, The minister of Thought. handful becomes spy, minister sand red brought P | clime _the hot deserts Arab x~3 I £2 • =:. i i glass ■-=-1 — this 2. Ithe time ia l The i J thought Arab is here a proper adjective. This is a pronominal adjective modifying the noun glass. 78 ENGLISH GRAMMAR, PART II 10. Upon is an adverb modifying the verb is breathed. 11. Give every man thine ear, but few thy voice. Il 9 4 2~~ "W 2 (You) but [man 1 thine I every (give) — T5 {(men) I few 12. Our cradle is the starting place ; 11 6 Life is the running of the race ; We reach the goal When, in the mansions of the blest, 18-21 Death leaves to its eternal rest The weary soul. i cradle Our Life is place the 1 . running the |S> [the We | reach tr- ie* l! i Death | } leaves T if* ; rest |its soul eternal mansions T j& [the j blest [the The weary Running is a predicate noun from the verb run ; hence is governed by rules 6-16. In sentence 13, often and mere are adverbs ; often modifying the verb is, and mere modifying the participle idling. ANALYSIS AND PARSING 79 14. His was a faith that could not fail. faith His ~ rn: that I could fail His is a form of the personal pronoun which includes in its mean- ing both the adjective and the noun (p. 112). 15. Some is an adjective limiting the noun discussion. 18. Becomes is an incomplete intransitive verb (copula). 20. Barges with carved and gilded prows and silken awn i ngs fringed II n s 3 n and tasseled richly, all laden w T ith revelry, are gliding up and — 20 n is down the river. Barges are gliding laden [all 1 ! revelry prows and i i — and JQj T river silken carved and gilded fringed and tasseled Richly is an adverb modifying both of the verbal adjectives, fringed and tasseled. 21. And fast through the midnight, dark and drear, IT" ~~n~ Through the whistling sleet and snow, n~ 3~ — 3 Like a sheeted ghost, the vessel swept Towards the reef of Norman's woe. 80 ENGLISH GRAMMAR, PART II And Fast is equivalent to rapidly ; hence is an adverb and modifies the verb swept. Like is here an adjective, and is properly followed by the preposition to (p. 257). And i sound came H sound —i — [a. ! surf i !o |the trampling •rocks and sand hard ANALYSIS AND PARSING 81 22. The one event which never loses its romance is the encounter n with cours e^ 1-21 18 superior persons on te 3. 4 rms allowing the ha 11 I unter 6 Dpiest inter- 3 r ent is enco |The one p t l the persons | never 1 romance terms superior | its allowing 1 interoours [the happiest Allowing is a verbal adjective modifying the noun terms. 23. Childhood is the bough where slumbered 6 18-21 Birds and blossoms many-numbered; I I il Age, that bough with snows encumbered. Childhood is bough 1 — u l§ Birds and blossoms | j slumbered iany\/nu many\/numbered Age (is) bough | that encumbered i £: The predicate verb is must be supplied after age. Where stands for in which or on which; hence may connect an adj. clause to a noun. gar. dia. — 6 82 ENGLISH GRAMMAR, PART II 24. There in the tranquil evenings of summer, when brightly the sunset is ~I5^I 18 Lighted the village street, and gilded the vanes on the chimneys, 12 n 2 12 Matrons and maidens sat in snow-white caps and in kirtles "B* Scarlet and blue and green, with distaffs spinning the golden ' 3 li ii Flax for the gossiping looms, whose noisy shuttles within doors II 10-4-21 Mingled their sound with the whirr of the wheels and the songs of the maidens. an d maidens I sat j i | and"! 3" 3 1 3' leaps 1 — i — cr" fc jThere evenings r, \ Xf | kirtles snow-white £>the Scarlet and blue and greeny i summer tranquil j distaffs spinning sunset j Lighted and gilded Flax I the golden 1 street " 1 vanes brightly I the I village looms the gossiping shuttles | Mingled "l TZ | sound I their noisy whose N !£ * ! whirr and songs B". Ithe |o T — doors I wheels j maidens Ijt jc the | chimneys the Spinning and goissiping are verbal adjectives. Both parts of the compound subject are modified by all that modifies either part. ANALYSIS AND PARSING 83 25. Anon from the belfry Softly the Angelus sounded, and over the roofs of the village 18 Columns of pale blue smoke, like clouds of incense ascending, IT" ii Rose from a hundred hearths, the homes of peace and contentment; u" 7 3 3 Thus dwelt together in love these simple Acadian farmers. Angelus sounded and Columns | Rose j belfry A iion ipftly farmers dwelt these simple [Thus together Acadian love ; smoke blue '2 L? < ! roofs ! hearths i —. I | pale jaithe like ! vi . lla g e ^~ [the o I hundred homes K 1° ! clouds a [the peace ascending [Pi contentment Anon is equivalent to soon, or presently ; hence is an adverb. Homes is an appositive of hearths. 26. Neither locks had they to their doors nor bars to their windows ; 20 2 U~ ~20 2~ But their dwellings were open as day and the hearts of their ~W 11 18 owners : they | had • 5. "I Neither locks dwellings were open I their day and hearts | (were) (open) o | the owners their bars" {windows their 84 ENGLISH GRAMMAR, PART II There the richest were poor and the poorest lived in abundance. 18 1 1 richest were poor [the | ip IP.. i poorest |There lived [the is | abundance As is a conjunctive adverb (p. 203). Richest and poorest are here used to represent the nouns which they would modify and are therefore to be classed as nouns. 28. To kindle is an infinitive used as an adjective and modifying the noun fear. 29. The current was passing rapidly, but with a placidity that re- ~W 3 T^I~ minded me of the old proverb, " Still waters run deep." current was passing but * ra P idl y j placidity i k that | reminded proverb the old waters deep Still The clause "Still waters run deep" is in apposition with proverb; hence modifies it (p. 434). 30. Sparkling like a diamond n i8~ Beams the day-star in the skies ; Nature, loosed from winter's bond, ANALYSIS AND PARSING 85 Smiles as one in sweet surprise ; Is Hawthorns wear their wedding white, 4 Pastures show their greenest guise, — Earth is laughing with delight. day-star | Beams the Sparkling like. ? diamond { skies I the TT Nature Smiles loosed one 1 ; (smiles) bond winter's S3 surprise I sweet Hawthorns w T ear Pastures show white wedding their guise their greenest Earth is laughing a j delight Like is an adverb modifying the adjective sparkling. 86 ENGLISH GRAMMAR, PART II 31. I'll put a girdle round about the earth in forty minutes. 1 2 I 1 will put v n die E ms! i. Leed | i is IS ! i~ S *&. LfcH «o' P !o i S je-t- ! earth Ithe J minutes | forty How far that little candle throws its bea 18 18 11 12 4 So shines a good deed in a naughty worl< 18 12 shines candle throws Ithat |far L beams' lite good \ff\Ss. i world 1 little |How naughty The adverb how modifies the adverb far. That is a demonstrative adjective pronoun. 34. To cherish joyously the largest hope is to see this world in its 1 radiance. 18 2 6 11 2 ; cherish 1 hope Iff ; se is 1 e | world joyc j this >usly Ithe largest 3 radiance lits The infinitive noun phrase to cherish joyously the largest hope is the subject of the sentence, and the infinitive (noun) phrase to see, etc. is the predicate noun. To cherish as a noun is subject of the sentence ; as a verb it has hope for its object. To see is a noun complement of the verb if. ANALYSIS AND PARSING 87 (Page 175) 37. Tis the philosophy of desperate want to face one grief at once. 6 « It j face is philosophy •once grief the {o^ • L want desperate It is used to introduce the predicate, and the phrase to face at once one grief is used as an appositive (p. 210). 38. That is a conjunctive pronoun subject of the verb died. 39. When is a conjunctive adverb connecting the subordinate clause, u When Sumter is fired at, or bondage grasps at new soil" with the verbs feel and start which it also modifies. Stupid is here used as a noun subject of the verb feel. 40. Striking is a verbal adjective modifying portraits understood. 41. There are names that have in them all the sweetness of music; ~~ T~ 2 and when they are spoken they bring peace and comfort and 21-18 beautiful memories. There (expletive), names I are that L_. | have 1 sweetness them _all the music they j bring and comfort and memories they | i are spoken beautiful 88 ENGLISH GRAMMAR, PART II There is an adverb, here used as an expletive (p. 258), but as it has no real meaning in the sentence except as an introductory word, we place it above the sentence and put names in its true place as subject. 44. Act always so that the immediate motive of thy will may 18 18 21 11 1 become a universal rule for all intelligent beings. 12 6 n (You) | Act mot always 1 so Je-t- le i ive ! may 1 become ru • [the immediate I i universal jwi 11 • beings [% lall intelligent That is here a subordinate conjunction showing purpose or end (p. 252). 45. The roses are a regal troop, I IF 6 And modest folk the daisies; I But, Bluebells of New England, 5 3 To you I give my praises, — 1 To you, fair phantoms of the sun, 5 Whom merry Spring discovers, 2 With bluebirds for your laureates 3 And honeybees for lovers. 3 ANALYSIS AND PARSING 89 roses troop The regal daisies | (are) folk I the Bluebells modest 12 New England I I give you praises I my i y ou phantoms IS. I ! sun fair spring [ discovers [merry IWhom; With ! bluebirds And honeybees 11 j laureates o W \ lovers your Bluebells and phantoms are compellatives, hence independent of the rest of the sentence. The south wind breathes and lo! you throng 12 22 This rugged land of ours ; — n I think the pale blue clouds of May I Drop down and turn to flowers. 90 ENGLISH GRAMMAR, PART II breathes 1 land fThii rugged. I think » __ 'clouds !S» l tne {May pale-blue } ours | Drop and turn down o flowers Lo is an interjection. All night your eyes are closed in sleep, u 12 Kept fresh for day's adorning, ~u~ 1 3 Such simple faith as yours can see _____ __ _ _ God's coming in the morning. eyes | a re ' closed T ||your Kept fresh I Ml • o ■ adorning Fresh is an attribute of eyes after kept, so it is connected with eyes. faith | can see j coming tS- 1 God's | (is) yours | morning [the" ANALYSIS AND PARSING 91 As is a conjunctive pronoun when it follows the word such (see p. 192). Its antecedent is the noun faith. Yours is a curious form of the pronoun you, and stands for two ante- cedents, — faith and the name of the person who has the faith. You lead me by your holiness, To pleasant ways of duty ; You set my thoughts to melody, You fill me with your beauty. You | lead o ; holiness jways \o^ | pleasant {duty You set [ thought: my melody You 1 fill IP beauty PART III CXXIV. Exercise. (Page 180) (a) 1. Compound. 8. Simple. 2. Simple. 9. Compound. 3. Complex. 10. Compound. 4. Compound. 11. Compound. 5. Compound. 12. Compound-complex. 6. Compound. 13. Complex. 7. Complex. 1. (c) Knowledge comes, but wisdom lingers. Compound sentence. Knowledge comes but wisdom lingers 3. He that wrestles with us strengthens our nerves and sharpens our skill. Complex sentence. He strengthens and sharpens 1 nerves I S H that ¥ ! us 4. Tis winter now, but spring will blossom soon, And flowers will lean to the embracing air. Compound sentence. 92 ANALYSIS OF SIMPLE SENTENCES 93 It I is winter spring i [now ! will blossom flowers will Li lean >oon lir (Page I the embracing 181) 11. Descending snows the earth o'erspread, Keen blows the northern blast ; Condensing clouds scowl overhead, The tempest gathers fast. Compound sentence. snows Descending o'erspread (and) | earth [the blast blows Keen I the northern clouds scowl (and) tempest gathers Condensing overhead By idea and punctuation this sentence is divided into two coordinated clauses, each of which is compound, the parts being connected by the conjunction and understood. 12. Speak gently ! 'tis a little thing Dropped in the heart's deep well ; The good, the joy, that it may bring, Eternitv shall tell. 94 ENGLISH GRAMMAR, PART III (You) | speak gently i it is i thing [a little Dropped 11 i ! we [the hearts deep Eternity shall tell good (and) joy Fh7"V Y it may bring CXXV. Exercise I. (Page 182) 8. This was once a king and now is clay. that This | was king and is clay 5. Music can noble hints impart and manage all the man. Music can impart and manage | hints noble Tman up. I all [the ANALYSIS OF COMPOUND SENTENCES 7. Snow and hail, fire and vapor, fulfill His word. Snow and hail 95 fire and vapor > fulfill word 12. A statesman of great renown had placed himself at the head of his countrymen, and across the path of tyranny. statesman I had lo |A renown placed and jg i." j3 himself head jojtte | countrymen I his j path o I the tyranny Exercise II The singing of the great wood-fires is yet in our ears, and the blowing of the gusty wind at the casement will be long remembered. singing blowing will "be remembered • wind | the gusty casement I the 5. On the lawn, great shrubs of tropic bloom threw a fragrance on the moonlit air, and one could hear in the distance the odd, oriental cries of the women in their boats. 96 ENGLISH GRAMMAR, PART III shrubs threw and IP S'reat o 'lawn M» L Ithe I* ! air bloom tropic fragrance HI one I cou ld hear 1 ^ the moonlit | distance Ithe The odd oriental j women I? j boats their CXXVI. Exercise I. (Page 184) 1. As I did not know the exact route, I steered by the lay of the land. I steered [lay jland |the II did know oute |not l r l^e. exact 2. Does he fear that he will lose his friend ? that he | Does he | ! will lose fear T friend I his 8. How often have hearts beat in terror Over evils that never occurred ? hearts have How beat often 19 ! B' cr> j terror evils that occurred ANALYSIS OF COMPLEX SENTENCES 97 Exercise II. (Page 185) 1. Those persons from whom came the loudest complaint were the first offenders. l persons were offenders came Those Ithe complaint | | first [the loudest § |3 • whom 2. He that shuns the hives because the bees have stings is not worthy of the honeycomb. He is worthy that _not shuns i honeycomb g* I hives_ the bees 1 have 1 stings 3. The crime of one age has more than once become the glory of the ages which followed. has age_ one become glory ; jo Ithe more than once i ages which the followed More than once is an idiomatic expression meaning often, frequently -, and modifies has become as an adverb. gar. dia. — 7 98 ENGLISH GRAMMAR, PART III 4. Nature is a kind of enchanted castle in which beauty is impris- oned, and her doors are opened only to him who loves that which is within. Nature [ is kind and doors [ are opened is.L&. j castle beauty I is imprisoned i | which enchanted him who 1 1 loves which j 1 is within 6. Bend yourself to the task of showing how much you can do. (You) | Bend i^ 1 yourself { task jo | the you | can do j showing "I much ., how Much is really an adjective or an adverb, but is here used as a noun, object of the verb can do. It retains enough of its adjective nature to be modified by the adverb how. 10. Color blindness, which may mistake drab for scarlet, is better than total blindness, which sees no distinction of coior at all. bli i ndness is better Color i^ 5 1 may blindness | | (is good) total which 1 sees which mistake "1 distinction iS |o [no ab i^al^ i color ! 1 dr o I scarlet PERSONAL PRONOUNS 99 Than is here a conjunction connecting the clause understood, blindness is good, with the predicate adjective better. 11. Courtesy is often sooner found in lowly sheds with smoky rafters than in tapestry halls and courts of princes, where it first was named. Courtesy 1. 2. 3. 4. 5. 6. 7. 8. 0. 10. 11. 12. is found often sooner j rafters | sheds }£, \$. | lowly I (it) | j (is found) smoky halls and courts tapestry princes it 1 was named first whfcre Exercise I. (Page 191) The nouns represented by the possessives in the following sen- tences are used. I took theirs. Object of verb. Mine are coining. Subject of verb. He spoke of yours. Object of preposition. The victory was his. Complement. Yours are better than mine (are good). Subject in each case. Theirs is the glory. Subject. You take mine; I will take yours. Object in each case. Hers is a sweet voice. Subject. Thine is the kingdom. Complement. Ours are later than theirs are. Subject in each case. Against his, no counsel shall prevail. Object of preposition. Mine be a cot beside the hill. Complement. Exercise II. (Page 101) In the following sentences other pronouns representing the same case might be employed. These are given only as examples of the proper case to be used. 100 ENGLISH GRAMMAR, PART III 1. He and / sang a duet. 2. Wait for James and me. 3. I did the work myself. 4. It was they that gave John and me the alarm. 5. They will elect Lucy or me. 6. It was either she or William. 7. I saw the proprietor himself. 8. Neither she nor May can come. 9. The chorister expects Fred or him to sing the solo. 10. You yourself heard it. 11. He prides himself on his skill. 12. He keeps an eye on them and us. 13. Each time it has been he or / that won. 14. The teacher praised my brother John and me. CXXXIII. Exercise. (Page 194) 1. We love those who aid us in gratifying our desires. adj. cl., mod. those 2. A_man who is devoid of gratitude cannot be a good man. adj. clause,modifying man 3. Wisdom is the habit by which we select right means for adj. clause, modifying right ends. habit. 4. Ignorance and error may arise from our want of information that we have no means of obtaining. adj. clause,modifying information 5. All that he does is to complain of those who care for him. adj.cl.,mod.aM adj.cl., mod. those 6 . There stood by me this night the angel of God, whose I am and compound adj. whom I serve. clause, modifying God CONJUNCTIVE PRONOUNS 101 7. The shackles ne'er again shall bind The arm which, now is free. adj. clause, mod. arm 8. That plea was one in which -Mr. Lincoln made an appeal that adjective clause, modifying one quite surpassed his usual efforts. adjective clause, modifying appeal 9. In all communities there are men who are believed to be honest, compound^ adjective clause, yet whose word is never taken as authority. modifying men 10. Never leave that till to-morrow which you should do to-day. adj. clause, modifying that 11. We always like those who admire us ; we do not always like adj. cl.,mod. those those whom we admire. adj. ch, mod. those CXXXrV. Exercise. (Page 195) 1. (a) He speaks in words that burn. The subject that has for its antecedent words, which is plural ; hence the plural verb must be used. 2. The horse that you are driving was one of the finest that were offered at the sale. The antecedent of the subject that is horses understood ; hence the plural verb must be used. 3. Mr. S. is one of those restless men that are always seeking a new home. The antecedent of the subject that is men ; hence the plural verb must be used. 4. Riches that are ill-gotten will be seldom enjoyed. The antecedent of that is riches, which is plural ; hence the plural verb must be . used. 5. He was the father of all such (people) as play on the harp and organ. The antecedent of as is people understood, which is plural ; hence the verb must be plural. 102 ENGLISH GRAMMAR, PART III CXXXVI. Exercise. (Page 190) n 1. (a) Do what is right = (6) Do that which is right. In sentence (a) what is right is the object of do, and what is the subject of is right. In sentence (6) that is the object of do, and which is the subject of is right. 2. (a) They wist not what it was = (b) They wist not that which it was. In sentence (a) what it was is the object of wist, and what is the noun attribute after was. In sentence (b) that is the object of wist, and mjAjcA is the noun attribute after was. 3. Take whichever you prefer. Whichever is equivalent to the one ichich. Take ^e one you prefer which. object object 4. Whatever the council have voted, shall be done. Whatever is equivalent to anything which. The thing shall be done, the council have voted which subject object. 5. Whomsoever you send, I w r ill entertain. Whomsoever is equivalent to any person whom. I will entertain any person whom you send. object object of send. 6. What is approved by the multitude is not always just. The thing is not always just which is approved by the multitude. subject subject. 7. Whatsoever is right, I will give you. I will give you any thing which is right. object subject. 8. They condemn whatever I propose. They condemn, any thing, I propose which object object. 9. Here is an account of what was done. Here is an account of the thing which was done. object subject CONJUNCTIVE ADVERBS 103 CXXXIX. Exercise I. (Page 203) 1. (a) We visited the field on which the great oaks stood. We \ visited field oaks | stood [the great which 2. We visited the field where the great oaks stood. We 1 visited ,. , , ' — • 1 field oaks stood I the great 3. Jason found his glove in the place in which he dropped it. Jason found <■ I gl° ve P place he dropped — — U^, i which 4. Jason found his glove where he dropped it. Jason he dropped fou nd 1 glove I his where ■ L. it 104 ENGLISH GRAMMAR, PART III 5. Foster threw the weight as you would throw a ball. Foster threw you { would throw weight ^the As is equivalent to the two phrases with the ease and with which. 6. The athlete threw the cannon ball with the ease with which you would throw a baseball. athlete threw ease 1 ball |the cannon you | would throw | Z {baseball which E the 7. These immigrants suffered through the time during which the drought continued. immigrants | suffered These drought continued I the i crq , which S time r tthe CONJUNCTIVE ADVERBS 105 (Page 203) 8. They suffered while the drought lasted. They \ suffered drought lasted |the wliile . Go where glory waits you. (you)| Go glory I waits 13 •o I you whjere Exercise II. (Page 205) 1. There is society in which none intrudes. 2. I saw the house in which Shakespeare was born. 3. At the time in which friendships are real, they are not glass threads. 4. Some eyes may see the haven in the place in which others see only the storm. 5. Have you learned of the time at which the steamer will sail ? fi. He communed with him during the time in which he went on his way. 7. During the time in which the scorner is punished, the simple is made wise. 8. We know not of the place toward which thou goest. 9. These immigrants will return to the place from which they came. 10. The colonel led his regiment precisely in the manner in which he was ordered. 11. Can you tell me in what year you planted this elm ? 106 ENGLISH GRAMxUAR, PART III CXLI. Exercise. (Page 208) 1. Unable to use the oars he drifted through the night. a 5 (a) Adverbial phrase, modifying adjective unable, introduced by infinitive to use. (b) Adverbial phrase, modifies verb drifted, introduced by preposi- tion through. 2. A bird in the hand is worth two (birds) in the bush a b Both phrases are adjective, both modify bird, and both are intro- duced by the preposition in. 3. A poet scorns to mend his verse. Noun phrase, object of scorns, introduced by the infinitive to mend. 1. The wall was of jasper. Adjective phrase forming the complement of the copula was, introduced by the preposition of 5. To draw true beauty shows a master hand. Infinitive phrase, subject of the sentence, introduced by the infinitive to draw. 6. In cheapening of goods lies a threat toward the wage earner. a b c (a) Adverbial phrase, modifying verb lies, introduced by preposi- tion in. (b) Adjective phrase, modifying verbal noun cheapening, intro- duced by preposition of. (c) Adjective phrase, modifying noun threat, introduced by prepo- sition toward. 7. Thrice promoted for his bravery, he is now a brigadier. Adjective phrase, modifying he, introduced by the participle promoted. 11. They deserve to perish. Noun phrase, object of the verb deserve, introduced by preposition to. 12. The enemy, routed at all points, gave up the contest. Adjective phrase, modifying enemy, introduced by the perfect participle routed. PHRASES 107 13. The birds singing about me awoke memories of childhood. a I (a) Adjective phrase, modifying noun birds, introduced by present participle singing. (b) Adjective phrase, modifying noun memories, introduced by preposition of. 14. Peace seemed to reign upon earth. b (a) Adjective phrase, complement of seemed, introduced by in- finitive to reign. (b) Adverbial phrase, modifying infinitive to reign, introduced by preposition upon. 19. Giving to the poor is len ding to the Lord. a b (a) Noun phrase, subject of sentence, introduced by present participle giving. (b) Noun phrase, complement of is, introduced by present parti- ciple lending. CXLII. Exercise I. (Page 209) 1. That serious ?nistakes have been made is not doubted. Noun clause, subject of sentence. 2. His neighbors do not believe that he will accept. Noun clause, object of verb do believe. 3. The report that some one has failed does not deter us. Noun clause, appositive of report. 4. The truth is that they were faint-hearted. Noun clause, complement of the copula is. 5. That the earth is round was not then surmised. Noun clause, subject of sentence. 6. Have you heard that the expedition has failed? sub. Noun clause, object of heard. 7. That the ignorant are allowed to vote is a menace to our nation. Noun clause, subject of sentence. 8. That we shall die, we know. Noun clause, object of know. 108 ENGLISH GRAMMAR, PART III 9. Who gives himself with his alms feeds three. sub. Noun clause, subject of feeds. 10. The assertion that some of our immigrants are felons is stoutly maintained. Noun clause, appositive of assertion. 11. The committee believe that this mishap arose from a laudable motive. Noun clause, object of verb believe. 12. Next came the cheering report that ample funds had been pledged. Noun clause, appositive of report. 13. The expectation now is that each harvest will exceed that of the previous year. Noun clause, complement of the copula is. (Page 210) 14. That the finest railway station in the world is in India you will be slow to believe. Noun clause, object of infinitive to believe. CXLIII. Exercise. (Page 210) 1. Do you know who are coming f Noun clause, object of verb know. 5. It does not yet appear where we shall lodge. Noun clause, the real subject of the sentence. It is the apparent subject, and serves merely to introduce the predicate. 8. Whether the rate may be lessened does not now concern us. Noun clause, subject of the sentence. 11. Whither I go, ye know, and the way, ye know. Noun clause, object of the verb know. 12. Thou canst not tell whence it cometh and whither it goeth. Compound noun clause, object of verb canst tell. 13. Archly the maiden smiled, and, with eyes overrunning with laughter, said, in a tremulous tone, " Why don't you speak for yourself John ? " Noun clause, object of the verb said. 14. Priscilla asked John Alden why he did not speak for himself. Noun clause, object of verb asked. NOUN CLAUSES 109 1. James denies CXLIV. (Page 212) the statement, that which Peter affirms. . what Peter affirms. James | denies James | denies statement " [the L that Peter | affirms i i i i which affirms -r 1 J - Peter | James | denies | what i i : i -i ( reputable things. 3. Think on -j things which are reputable. L whatsoever things are of good report. ( you ) | Think (you)l Think things !° things reputable which | I are reputable (you) | Think things | are s 1 ** r eport good whatsoever The clause, whatsoever things are of good report, is the object of the preposition on. 110 ENGLISH GRAMMAR, PART III 6. (Page 212) All I is granted he | asks } 1 tjjttt Whatever (any thing)! is granted he | asks I (that) CXLVIL Exercise. (Page 216) 1. Last evening I heard Patti, whose return to America has been so warmly welcomed. I | heard i-S 1 Patt L 1 j evening return I has been welcomed [Last L whose i America warmlv 2. I have now heard one of the finest vocalists that have ever visited our city. I | have heard one 1 vocalists the finest that I have visited il. . lever I c y lour REVIEW OF CLAUSES 111 4. Yonder structure was built for a barrack, which accounts for its peculiar form. structure f was built Yonder barrack j which | accounts form j its peculiar The first clause is the antecedent of which. (Page 217) 5. Proofs of a Power above us are furnished by man's physical form, which is wrought with a skill that no human power can rival. Proofs | are furnished Power K 'form which I I is physical Li wrought ! skill power I can rival -— | that ! Tl |no human A comma should be placed before the adjective clause which is wrought with not ! close o the year 1800 the The verb phrase is past perfect in tense. 7. The year now closing has been one of almost universal peace. I 1 year | has been one Ik , . i peace closing Lill_ | universal almost The verb phrase is present perfect in tense. 11. Then Time shall have sundered shell from pearl. Time I shall have sundered Then J3» il | pearl The verb phrase is future perfect in tense. CLIV. Exercise. (Page 228) 1. The man runs as if he feared arrest. 1 shell A\ he|| feared | arrest feared is subjunctive in form. gar. dia. — 8 114 ENGLISH GRAMMAR, PART III 2. If an inscription be put upon my tomb, it may be this. .' it may be -i this inscription | 1 be put [an k P ! tomb [my Be put (be placed) is subjunctive in form. 3. Had the chorister been present, we should have had fine singing. we should have ha d singing chorister I Hajd been present the Had been is subjunctive in form and implies denial. 4. Unless we sow we shall not reap. we shall reap — ir we The verbs in the clauses are not subjunctive. 5. If the nominee were assured of your support he would not withdraw. he would withdraw not nominee i assured la i support lyour Were assured is subjunctive in form and expresses denial. SUBJUNCTIVE MODE 115 6. If thy heart fails thee, climb not. (Thou) I climb heart fails |thy thee 7. Beware lest thou be led into temptation, (thou) I Beware i — l& I thou be led Be led is subjunctive in form. a I temptation 8. I will not let thee go, except thou bless me. I | will let [not I H 1 s thee |Sgo thou • bless Bless is subjunctive in form. I me 9. He will not live to my age unless he keep in breath with exercise and in heart with joyf ulness. He | will live he i \ c Id is I" i lO ! a g e keep not and!* 3 1 breath heart joyf ulness Keep is in the subjunctive form. 116 ENGLISH GRAMMAR, PART III 10. If the youth heed his mother's counsel, he may yet become a worthy citizen. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 1 he may become 1 citizen i i i [yet heed worthy I youth J counsel er's Ithe 1 moth jhis Heed is subjunctive in form. 11. Though the mills of God grind slowly, Yet they grind exceeding small. i mills | | grind wly |o |the slo [God * they j j grind small exceeding CLV. Exercise I. (Page 230) To sin is to suffer. Complement of verb is. He forgot to write. Object of verb forgot. We are in haste to begin. Adjective modifying noun haste. The horse is eager to start. Adverb modifying adjective eager. You have a problem to solve. Adjective modifying noun problem. You ought to go. Object of verb ought. I am prepared to hear you. Adverb modifying verb am prepared. He wished to see the end. Object of verb wished. You were kind enough to aid. Adverb modifying adverb enough. She longed to reach the child. Adverb modifying verb longed. They saw the enemy (to) advance. Adjective modifying enemy (see p. 229 for omission of sign to). INFINITIVES 117 12. Leaves have their time to fall. Adjective modifying time. 13. They had the good fortune to escape. Adjective modifying fortune. 14. The student has a license to preach. Adjective modifying license. 15. The cuckoo tried to steal the nest. Noun object of verb tried. 16. They can be trusted to follow. Adverb modifying verb can be trusted. 17. The committee have two plans to offer. Adjective modifying plans. 18. She is sad to see her sister failing. Adverb modifying adjective sad. 19. I have come to hear you (to) sing. To hear is an adverb modifying verb come. To sing is noun object of to hear. 20. Their efforts seem to fail. Adjective complement of verb seem. 21. Thou art glad to find thyself so strong. Adverb modifying adjec- tive glad. 22. It seems sweet to rest upon the clover sod. Noun real subject of verb. Exercise II. (Page 230) 1. Be careful to avoid giving offense. (you) I Be careful . 1 1 ! avoid giving I offence The sign of the infinitive (to) is a preposition, hence may be placed on the dotted line. She has promised to sing in aid of the poor. She I has promised poor [the The infinitive to sing is the object of the verb has promised. 118 ENGLISH GRAMMAR, PART III 3. In that elder day, to be a Roman was greater than to be a king. is ! be Roman ater Is j be Ik 1 was gre jday 3 king | that elder k 4. A quarrel arose from a misunderstanding respecting the true meaning of one term in the contract. quarrel arose |§ i misunderstanding H I*. respecting "| meaning Tthe is L — l 1- * | true J term !~ Tone 13 ■ J contract the 5. You cannot avoid seeing that this doctrine has been gradually superseding the other. Is doctrine You | can avoid 1 1 seeing Ithis not I 1 * has been superseding gradually other the INFINITIVES 119 6. Will men refrain from injuring others unless they have within them a benevolent spirit prompting them to do good? I Will refrain men • c 2 2- !3 they | injuring have others spirit "¥ benevolent j prompting 3* them 7. Who would not give a trifle to prevent What he would give a thousand worlds to cure? Who I would give he would give ) worlds | trifle S - [a. prevent " that I cure which thousand 8. Our leading publishers are endeavoring to supply a demand for choice literature by bringing out the works of the best writers. publishers | are endeavoring { bringing lout 1 works supply demand o [the writers The Ibest ffli literature choice 120 ENGLISH GRAMMAR, PART III CLVI. Exercise. (Page 231) 1. These men were sent to rule a distant province. Adverb modifying verb were sent. 2. The law was framed to prevent injustice. Adverb modifying verb was framed. 3. Commodore Sampson is reported to have destroyed the Spanish fleet. Complement of verb is reported. 4. The sentinel was set to guard the gate. Adverb modifying verb was set. 5. To do a great deed may demand a great sacrifice. Noun subject of verb may demand. 6. Homer is supposed to have been born in Smyrna. Complement of verb is supposed. 7. Sympathy will open doors which all other keys fail to unlock. Adverb modifying verb fail. 8. The wheat crop of 1897 is estimated to have been the largest in the history of the world. Complement of verb is estimated. Note. — The phrases to have destroyed, to have been born, and to have been, in 3, 6, and 8, are sometimes called objects retained in the passive. CLVIII. Exercise I. (Page 240) (Review Lesson CIX., page 161.) 1. You strove against your tempter. 2. Why does this man seek your harm? 3. You renew the kind service I had from you before. 4. The new piece tears away from the old garment. 5. You drove out the heathen ; you planted them ; You afflicted the people. 6. You have not let me know whom you will send. 7. When you were young you girded yourself and walked whither you would. 8. O daughter of Babylon, who are to be destroyed, happy shall he be that rewards you. THE ANCIENT FORMS OF VERBS 121 Exercise II 1. Thine own mouth condemneth thee. 2. Bread strengthened the heart of thy child. 3. The place where thou standest is holy ground. 4. Who art thou that judgest another? 5. The mustard seed shooteth up and throweth out great branches. 6. James, thou hast guided them well, and shalt conduct them to- morrow. 7. My brother, thou knewest this need of thy neighbor, yet didst not open thy hand to aid. CLX. Exercise I. (Page 242) 1. I knew that it was she. 7. I know whom it was for. 2. I knew it to have been her. 8. They knew who it was. 3. You thought it was he. 9. I took it to be him. 4. You thought it was to be he. 10. We were sure that it was she. 5. Whom did you see? 11. Do you suppose it to be them? 6. Was it he or she ? 12. Do you suppose that it is they ? Exercise II. (Page 243) (a) 1. The general orders him to retire. Objective noun phrase. 2. I deem that she is stricken. Objective noun clause. 3. They feigned themselves to be timid. Objective noun phrase. 4. She conceived that he had become a prince. Objective noun clause. 5. Do you imagine the clouds to be islands ? Objective noun phrase. 6. I fancy her to be a countess. Objective noun phrase. 7. You guess that I am sixteen. Objective noun clause. 8. I conjecture him to be in trouble. Objective noun phrase. 9. They hold that we are their debtors. Objective noun clause. (6) 1. The general orders that he retire. 3. They feigned (pretended) that they were timid. 5. Do you imagine that the clouds are islands? 6. I fancy that she is a countess. 8. I conjecture that he is in trouble. 122 ENGLISH GRAMxMAR, PART III CLXI. Exercise. (Page 244) (Italics indicate direct object, capitals indirect) (a) 1. The gatekeeper refused admittance to them. 2. I will ask one question of you. 3. My brother will buy a watch for me. 4. Did the secretary furnish instructions for you ? 5. The merchant left a large estate to his children. 6. The citizens gave a banquet to Minister Lowell. 7. I will teach the fear of the Lord to you. 8. The prisoner's former blameless life will insure an early pardon for him. 9. Varied forms give a charm to language. 10. The orchard yielded an ample return to the farmer. 11. The governor gave the office to him. (6) 1. They were refused admittance by the gatekeeper. Admittance was refused them by the gatekeeper. 2. You will be asked one question by me. One question will be asked of you by me. 3. A watch will be bought for me by my brother. I shall have bought for me a Match by my brother. 4. Were you furnished with instructions by the secretary? Were instructions furnished you by the secretary ? 5. His children were left a large estate by the merchant. A large estate was left by the merchant to his children. 6. Minister Lowell was given a banquet by the citizens. A banquet was given to Minister Lowell by the citizens. 7. You will be taught the fear of the Lord by me. The fear of the Lord will be taught you by me. 8. The prisoner will be insured an early pardon by his former blameless life. An early pardon will be insured the prisoner by his former blameless life. 9. Language is given a charm by varied forms. A charm is given to language by varied forms. 10. The farmer was yielded an ample return for his labor by the orchard. An ample return for his labor was yielded to the farmer by the orchard. OBJECTIVE ATTRIBUTE 123 11. He was given the office by the governor. The office was given him by the governor. 12. Congress was sent a copy of the message by the President. A copy of the message was sent to Congress by the President. CLXII. Exercise. (Page 246) 1. The judges proclaimed him victor. Objective attribute ; noun appositive of him. 2. The club made Ellis chairman. Objective attribute; noun appositive of Ellis. 3. Jack has worn his shoes thin. Objective attribute ; adjective modifying shoes. 4. Some call the boy precocious. Objective attribute ; adjective modifying boy. 9. Constant fear makes the strongest weak. Objective attribute ; adjective modifying strongest. 15. She makes the needy her care. Objective attribute ; noun appositive of care. 19. God called the light day, and the darkness he called night. Objective attributes ; nouns appositives of light and dark- ness, respectively. CLXVI. Exercise. (Page 251) 1. He spoke from the platform and through the press. He | spoke LaaaJf L i§ is m. !3 | press 1 ! platform |the "the The verb spoke is modified by the compound adverbial element consisting of two phrases which are connected by the coordi- nate conjunction and. 124 ENGLISH GRAMMAR, PART III 2. Nature is frugal, and her wants are few. Nature frugal jo- wants are few jher In this sentence independent propositions are coordinated by means of the coordinate conjunction and. 4. The country offers sweet odors and alluring sights. country offers odors and iThe sights sweet alluring In this sentence the parts coordinated are the nouns, odors and sights, both objects of the verb offers. 6. We moved through dark and desert ways. We 1 moved ways dark and desert 8. Bring lilies to altar and shrine. ( you ) I Bring lilies j altar and shrine 9. The bears moved ceaselessly to and fro. bears moved JThe to and fro ceaselessly SUBORDINATE CONNECTIVES 125 13. The moon's veil is both her luster and her shade. E — , 1 1 veil | is both luster and shade Iher moon's her her The Both — and are correlative conjunctions (p. 249). 14. If he is timid, or if he is too bold, we reject him. we reject i^ him hor i I ' ,i he is timid J i ... he | is bold [too CLXVII. Exercise. (Page 254) 1. No one doubts that the senator will be heard. Subordinate conjunction. 2. Unless we sow we shall not reap. Subordinate conjunction. 3. The culprit has been returned to the cell whence he escaped. Subordinate conjunction (conjunctive adverb). 4. Clara and I were writing when father arrived. a b (a) Coordinate conjunction, (b) Conjunctive adverb. 5. I will go whither Truth leads. Conjunctive adverb. 6. We reached a shelter just as the storm broke. Conjunctive adverb. 7. As this treaty consulted the good of the two parties, it was long preserved. Subordinate conjunction. 8. You should help this committee, since the cause is worthy and vou have the meanB. (a) Subordinate conjunction, (b) Coordinate conjunction. 126 ENGLISH GRAMMAR, PART III 9. If you will give me time, I will prove what I said. a b (a) Subordinate conjunction. (6) Conjunctive pronoun. 10. Is thine eye evil because I am good ? a (a) Subordinate conjunction. 11. The seed sprouted where it fell. (a) Conjunctive adverb. a CLXXVI. Exercise. (Page 269) 1. Friends, Romans, countrymen, lend me your ears. 2. Why, Tommy Bancroft, didn't you know it was Sunday morning? 3. One thing alone was wanting — a new set of plumes. 4. In whatever we attempt, attention is of prime importance. 5. We had driven through the village, across the causeway, and up the ascent. 6. On the contrary, the cause of Freedom won. 7. " You wrong me," returned his companion. 8. Paul, the apostle to the Gentiles, stood on Mars Hill. 9. Nature reserves her most dazzling smiles for those who have earned them. 10. We were now at an elevation, from which we had a fine view of the city. 11. Jew, Venetian, Roman, and Spaniard, impelled by an insatiate desire for wealth, were urged on to discovery. 12. The miser grows rich by seeming poor; the extravagant man grows poor by seeming rich. 13. If thine enemy hunger, feed him; if he thirst, give him drink. 14. Some of the honeycomb flakes were of old date and a deep brown color ; others were beautifully white. 15. And all the question (wrangle e'er so long) is this. 16. What is done for effect is seen to be done for effect ; what is done for love is felt to be done for love. 17. Is't death to fall for Freedom's right ? He's dead alone who lacks her light; And murder sullies in Heaven's sight The sword he draws. What can alone ennoble fight? — A noble cause ! ANALYSIS AND PARSING 127 18. They thought, foolish creatures, that it was meant for only those who preyed upon the conquered people. 19. And we miss our friends — Ah sadly enough ! for we have none here. 20. "Come, Jim," said the Doctor (Jim was his servant), "we must ride to the village." 21. " Water, water ! " said the grain, With its yellow head on high ; And the spreading fertile plain, Ripening, joined the swelling cry ; " Water for the grains of gold, — Wealth untold." CLXXIX. (Page 271) 1. The growth of higher feeling within us is like the growth of I 19 T" 12 ~W faculty, bringing with it a sense of added strength. a ii 19 JT li In- growth The feeling is: 13 I I I US bringing it higher T sense |a strength added like j^growth i the faculty Bringing is a verbal adjective. Like is a predicate adjective. 2. It is not ignoble to feel that the fuller life which a sad experi- II 16=7 ~2f~ 2-21 ence has brought us is worth our own personal share of pain. T II 128 ENGLISH GRAMMAR, PART III i ■ It is ignoble jo f feel | not B lite [ ! is worth |the | share fuller i i !© 1 1 |our experience! has brought I own which personal Ll bll sad [S u „ 1 L pain 2 3. Y mat our But ofeel is used as a nou ou may choose to for 12 2 the sorrow they br i expl, sake y ing. ory of the expletive it. duties, and choose not to have 2 12 2 what will you find? Sorrow 2 2 2 without duty, bitter herbs and no bread with them. (The phrase " bitter herbs and no bread with them" is in apposi- tion with " sorrow without duty.") You may c :hoose i md choose 1 will O forsake ° have duties I y° u Inot 1 sorrow you find L r the they | bring T22 ■ - ich) (You) | (will find) [ what id ^o_ hem 1 Sorrow herbs and bre 1 | duty li ritter I g. ANALYSIS AND PARSING 129 4. The beginning of hardship is like the first taste of bitter food, — i "IT" it seems for a moment unbearable; yet, if there is nothing I2 n ~W~ I else to satisfy our hunger, we take another bite, and find it IF ' H a possible to go on. ii is w" (Page 271) "beginning is like The ' hardship jo, taste 1 the r first I food bitter j 1 it | seems unbearable moment ^ a •— take and find it we 1 ,og [on possible bite another (expletive) there • nothing | is else 8 i atisfy r • hunge our GAR. DIA. — I 130 ENGLISH GRAMMAR, PART III 5. Duty has a trick of behaving unexpectedly. Duty | has trick behaving unexpectedly 6. 'Tis a strange truth that only in the agony of parting do we look into the depths of love. It truth strange do look b { agony depths jabJiL a Ithe *- love ! parting 7. To be a poet is to have a soul so quick to discern that no shade of 18 u quality escapes it. iH I Ibe poet o have li soul IT" quick shade o I no quality jS" Lso escapes Poet is in the nominative case after the infinitive to be. ANALYSIS AND PARSING 131 8. Try to care for what is best in thought and action. I a T j° wither breath stars (have) the wind's O Death, (time) north set Thou j hast ■ j own | seasons thine 29. The soul of music slumbers in the shell Till waked and kindled by the master's spell ; 21 144 ENGLISH GRAMMAR, PART III And feeling hearts, touch them but rightly, pour 11 18 18 A thousand melodies unheard before. j soul | slumbers 1 18 Tl The 1 M shpll (it)|(is 3 J music ) waked [_th anc kindled / spell I Pi pour \ "r 1 1 |the master's hearts feeling | melodies touch thousand i u nheard before (you) |but rightly them 30. Just above yon sandy bar ~ Is - As the day grows fainter and dimmer, Lonely and lovely, a single star Lights the air with a dusky glimmer. ANALYSIS AND PARSING 145 -r I I lp I- star | Lights i ;i air iltK \w Lonely and lovely | the glimmer |_bar yon idv_ dusky day grows fainter and dimmer the Although above is here a preposition, it retains something of its adverbial nature, and is modified by the adverb just. 31. Our faculties do not always play us true. faculties | do play not true always 32. One must be poor to know the luxury of giving. One j must be poor know luxury •^ the giving 33. Our minds get tricks and attitudes, as our bodies do. i8^i IT minds get —\ 1 tricks and attitudes Our bodies | j do (get) our (tricks) (and) (attitudes) GAR. DIA. — 10 146 ENGLISH GRAMMAR, PART III (Page 273) 34. Party men always hate a slightly differing friend more than a Is ~~ 15 2i downright enemy. 11 men | hate -iend Party always | fi more la i i differing p slightly (they) (hate) emy | en downright 35. The weeds, you see, have taken the liberty to grow, and I thought it unfair in me to prejudice the soil towards roses and straw- berries. weeds have taken The "I liberty you j see !^ I the !p l_ • grow IB I&. I J thought | it il unfair I I r ! me ejudice 3 I 3. M roses the and strawberries ANALYSIS AND PARSING 147 When a man is tired of what he is, by a natural perversity he sets 6-21 up for what he is not. man | is tire'd he sets \& l u P ! thing j •— the he | is which thing he | is wfjich the What is equivalent to the thing which. 37. Concert fires people to a certain fury of performance they can never reach alone. Concert I fires —i — , peopl( they | can reach 1 alone |(which) fury [a certain performance never 148 ENGLISH GRAMMAR, PART III 38. Tis not new facts that avail, but the heat to dissolve everybody's facts. ~~6 i 1 ^" "20" 17-n — 4" 6 1-21 20 17-11 • It | is facts not new i Ig. that | i i ivail (it) |(is) heat \Z Ithe J dissolve | facts | everybody's 39. Education attempts to change what is into what ought to be. change '■s Education | attempts ; ° that which that ought which \ is So be 40. Those things which are said to be done by Nature are done by Divine Art. things j are done Those * Art Divine which | are said me 1 c+- j o be d( Nature To he done is the present passive infinitive (p. 239) used as object of the passive verb are said. ANALYSIS AND PARSING 41. Let every one be true to himself. 149 (thou) | Let one h t be every true ° himself True is an adjective complement of the infinitive to be. To be merely introduces the complement true. This use of the infinitive is idiomatic. 42. He wanted to live because he wanted to work. 43. 16-2 21 16-2 He 1 wanted r+ i° hve 8 he wanted i work This botched work of thine 3-4 Shows that thy mind is distant from thy task. 183 mind 1 is distant |thy 15 Is ! 3 task work | Shows thy This ^_ lo botched thine Thine denotes possession and has at the same time the construc- tion of a noun in the objective case. 150 ENGLISH GRAMMAR, PART III 44. Some one said to a young author, "Do not pull up your shop curtains until you have something to show.' (you) Do pull one | said [Some jo L • author young not curtains .1 L_ I |£ B Irt- 153 your shop you | have something ! o show 45. I break the chains of slavery to error, that I may become the servant of truth. 21 " 1 c han is to i© the n lavery i° error I may become servant S o | the truth ANALYSIS AND PARSING 151 46. He does me a double wrong That wounds me with the flatteries of his tongue. He | does That fe wrong ! me | wounds a_ double i flatteries the tongue Me is the indirect object of does (p. 243). 47. Victor Hugo declared that he was sure he should live beyond the grave, because he felt his soul to be full of hymns and poems he had not had time to write. -J he | Victor Hugo I declared I was — r— sure i ic ICC 1 CD hefshould live — i — i |he felt 1 soul ! il i *" grave "The his be full he j had had time J hymns and poems lO ! write • " [(which); 152 ENGLISH GRAMMAR, PART III 48. Some questions should be left to the unfettered play of individual 12 enterprise, which is to the community what unconscious vital activities are to man. questions I should be left Some t i I* i the unfettered i enterprise 1 i — individual 1 , 1 Tvhich| is (thing) jo (the) J community |the ..1 •.. . us is counsel it not u _a nere } perfection individual " 1 is law we must conform we 1 would secure institutions and policy social which national the | abundance and peace That is an introductory conjunction, mode. Should do is potential in 154 ENGLISH GRAMMAR, PART III (Page 274) 50. If we are with the right and for it, though all the world have gone over to the other side, the long line of ancestral and glorified men are behind us, — troops of beautiful, tall angels, to enshield 7 Pmi us from all wrong. line are | the long ancestral 1* ff ! K is | enshield k L_ is |° wrong all and glor ified troops angels | tall beautiful we are |_and , o p I I right the world J have gone all the over side jthe other Though is a conjunction used to introduce a clause containing a verb in the subjunctive mode (p. 226). Have gone is present in tense, subjunctive in mode. ANALYSIS AND PARSING 155 51. In the long run, the race is sure to find itself held fast in the grasp 17-18 2 " "Tb~ of eternal truth. race is 1 sure Ithc 1 is? l '.run 1° [find |the long itself held U |fast i° ■ ! grasp io the • truth eternal 52. They who hasten to restrain Rising wrath, in Paradise shall reign. H They shall reign ! Ifc who hasten radise *ath • restrain "1 Wl Rising 156 ENGLISH GRAMMAR, PART III 53. I see, in this world, two heaps, — one of human happiness and 11 7 one of misery ; now, if I can take but the smallest bit from the ~T~ second heap and add it to the first, I carry a point. If, as I go home, a child has dropped a halfpenny, and, by giving it another, I can wipe away its tears, I feel that I have done something. Now, LA see ! world and] U=2. lone i happiness one K i misery human I | carry point i i can n take and bit i 5 jheap j Tthe | second add " [the smallest o first Tthe ANALYSIS AND PARSING 157 1 fe f ] 1 .i have done I ~| something child has dropped u | halfpenny i" 2 la I 1 \go I }p r 1 wipe i? 9 ! home | tears |its tier away | anot] i Now is an adverb used independently. 54. Following a multitude to do evil does not make it right. Following ~\Z ~\ multitude o ' ■ — •do IT evil I I does make [not [right 158 ENGLISH GRAMMAR, PART III 55. Praising what is lost makes the remembrance dear. Praising ] thing ~ \the which is_ lost 1 makes T remembrance I dear |the 56. There is no cure for things that are not to be remedied, is TW i7^n" There cure is £>|no things that | are ! be remedied There is an expletive. Is, here, is equivalent to exists. To be remedied is an adjective complement of the verb are. 57. True hope is swift, and flies with swallow's wings ; Kings it makes gods, and meaner mortals kings. 1 1 hope j is swift and flies True Cings l| i & wings swallow's it | makes and mortals ? L f meaner (be) gods j^be) kings ANALYSIS AND PARSING 159 58. Money may be a beautiful thing : it is we who make it grimy. TW li Money | may be thing: beautiful it | is we who} | make May be is potential in mode. grimy 59. Next to the illusion that money can confer happiness, is the illu- 4 12 U sion that the giving of money is the only form that practical 17^1 21 helpfulness can take. 12 illusion is — I Next i i p the B giving I is form illusion I the money the only money | can conf er happiness helpfulness I can take ,! practical Can confer and can take are in the potential mode. 60. The tree of deepest root is found Least willing still to quit the ground ; n W 'Twas therefore said by ancient sages 20 That love of life increased with years, So much that in our latter stages "T« is in - When pains grow sharp and sickness rages, 18-21 The greatest love of life appears. 160 ENGLISH GRAMMAR, PART III tree J is found willing SL I The root deepest It Least still i ground was said the sages love | increased ancient ! life much j ^ Wl years love I The greatest appears wz — stages life latter pains | grow sharp and sickness | rages 61. They are as sick that surfeit with too much, 1-21 12 As they that starve with nothing. 18=21 I 1 They are sick that j | surfeit !_ they | (are sick) much too that j | starve is nothing ANALYSIS AND PARSING 161 62. Let them obey that know not how to rule. W~ 1-21 IS5 (Thou) | let them obey that ! i know k rule "how To, the sign of the infinitive, is often omitted after the verb let. 63. What fates impose, that men must needs abide; 18 It boots not to resist both wind and tide. 16-7 men | must abide | needs 1 that 1 fates 1 impose s What It | boots 'n- not Jo l ! resist ] both wind and tide Needs is an old possessive form of need, meaning necessarily; hence, is an adverb. To resist both wind and tide explains the expletive it. 64. I dare do all that may become a man. I | dare 'c do all that j may become GAR. DIA. — 11 162 ENGLISH GRAMMAR, PART III 65. There is a tide in the affairs of men, Which, taken at the flood, leads on to fortune Omitted, all the voyage of their life IT Is bound in shallows and in miseries. There, expletive. /*, here, is equivalent to exists. There tide | is :e ' — ' affairs i<he. Which J leads on j fortune i (it)|(is) taken flood voyage Is bound all t he 1 ife their and' g shallows (tide)' (is) Omitted The word omitted stands for the clause if the tide is omitted. ANALYSIS AND PARSING 163 66. His life was gentle ; and the elements So mixed in him, that Nature might stand up And say to all the world, " This was a man." elements | (were) mixed him it? This | was man Nature {might stand And say world This is an adjective pronoun. • 67. To thine own self be true ; And it must follow, as the night the day, Thou canst not then be false to any man. 1 (thou) i be true self L2_ |thi own le it must follow •! J night CO (follows) I the 1 day [the 1 1 Thou J canst be false not I man then any 164 ENGLISH GRAMMAR, PART III (Page 275) We, ignorant of ourselves, Beg often our own harms, which the wise powers Deny us for our good; so find we profit By losing of our prayers. We \ Beg ,, I harms often I i ii ignorant 10 j ourselves powers | Deny ^LIh, wise which good our we I find \£ so losing profit prayers our 69. Pleasure and revenge Have ears more deaf than adders to the voice Of any true decision. Pleasure and revenge | Have I ears deaf more i I 1ST* l- IP r ■ ' |B . jo addersl (are deaf ) voice the jdecision any ANALYSIS AND PARSING 165 70. To persist 111 doing wrong extenuates not wrong, 16-3 2 But makes it much more heavy. 18 persist doing wrong extenuates wrong (it) | makes I heavy T much 71. I confess it is my shame to be so fond ; but T 6 16-7 It is not in my virtue to amend it. 16=7 it | is shame 1 1 confess i° be fond -+ — — 1 ' T^T I so It j is j | not |° amend \ I it; virtue my 166 ENGLISH GRAMMAR, PART III 72. Once or twice in a season I go down the bay, on breezy mornings, 15 ~20 15 and see these fine fellows of the Yacht Club sail their craft ; 16-11 and I do believe that if they were doing it for their own selves, instead of for my enjoyment, they would not exert themselves la more. go and l&> Once or twice ,G I ,- y fellows jp i bay [the { mornings breezy I do believe season these fine Club [the Yacht sail craft p their they | would exert i i i not more themselves they j were doing HZ — LA ! a » P- selves (doing) their ~(it) enjoyment my 73. I sometimes fancy that I enjoy plowing and mowing more when 16=2 16=2 18-21 other people are engaged in them than if I were working myself. a ANALYSIS AND PARSING 167 | fancy sometimes & enjoy ir & B I "] plowing and mowing more iff 6 L | were working myself i people 1 are engaged other 5' them Than if is used as one conjunction. Were is in the subjunctive mode. 74. Little did I suppose that in the wild woods of America 1 was to meet with a man whose eloquence would give to the passion i of our Saviour a new and more sublime pathos than I had ever before witnessed. [[did suppose Little b lET* IP I** "in was! meet la 9 ! 3 A « woods ' America eloquence] would give ~] pathos whose T I* assion '^ the new and sublime j Saviour more I I had witnessed ever before An English Grammar For the Use of High School, Academy, and College Oasses By W. M. BASKERVILL Professor of the English Language and Literature in Vanderbilt University, Nashville, Tenn. and J. W. SEWELL Of the Fogg High School, Nashville, Tenn. Cloth, 12mo, 349 pages 90 cents The work has been prepared to meet the wants of students who already know the rudiments of grammar. For this purpose it is a complete grammar in brief com- pass, with unusually full treatment of its important branches. This is made possible by the exclusion of sub- jects usually treated in grammar, but more properly be- longing to rhetoric or criticism. Among its distinguishing features are the following: i. It encourages the student to investigate and dis- cover for himself the facts and principles of the language as the real basis of the science of grammar. 2. It leads him to deduce for himself grammatical rules and usages from the best examples of construction and style to be found in English literature and to acquire skill and power in their application. 3. It makes plain that use and not for?n determines the grammatical relation of words, and that the usages of good English are flexible and variable. 4. It lays a foundation for the comparative and higher study of English, as a means of mental training and of literary and aesthetic culture. 5. In general, it unites what is good in the old treat- ment of grammar with what is permanently valuable and useful in the new. Copies sent, prepaid, on receipt of price. American Book Company New York ♦ Cincinnati ♦ Chicago (79) Maxwell's English Course By WILLIAM H. MAXWELL, M.A., Ph.D. Superintendent of Schools, City of New York. FIRST BOOK IN ENGLISH For use in Elementary Grades 40 cents INTRODUCTORY LESSONS IN ENGLISH GRAMMAR For use in Intermediate and Grammar Grades . . 40 cents (These two books constitute a complete graded course in English for Elementary and Grammar Grades.) ADVANCED LESSONS IN ENGLISH GRAMMAR For Higher Grammar Classes and High Schools . . 60 cents The "First Book in English" combines lessons, prac- tice, and instruction in the elementary principles in the English language, in such a rational and practical way as to make a text-book for beginners in language study, which avoids the platitudes of modern ' ' language lessons " on one hand, and the difficulties of "technical " grammar on the other. The "Introductory Lessons" presents as much of the science of grammar with its applications as children can understand and appreciate, before taking up an advanced course in English. The book contains in a compact form a well-graded and perspicuous treatment of all the subjects usually taught in English Grammar. It omits no essen- tial principle or definition or example, and is sufficiently complete to meet all the requirements of the usual course of study of Intermediate or Grammar Schools. The "Advanced Lessons in English Grammar" em- braces all the theory and all the practice that are necessary during the last two years of a grammar-school or through- out a high school course. It is intended to serve two purposes : First, that of a text-book, supplying the principles and rules of the science as well as their applica- tion in copious exercises; Second, a book of reference, to be used whenever difficulties are presented either in the student's own compositions or in literature that is sub- jected to critical study. Copies sent to any address, prepaid, on receipt of price. American Book Company New York ♦ Cincinnati • Chicago (78) Harvey's New Language Course HARVEY'S NEW LANGUAGE LESSONS Cloth, 12mo. 168 pages. Price .... 35 cents HARVEY'S NEW ENGLISH GRAMMAR FOR SCHOOLS Cloth, 12mo. 277 pages. Price .... 60 cents The two books of the former Harvey Language Course have been so completely remodeled and thoroughly revised that they are practically new books, and in their present form constitute a "New Language Course." Of the great number and variety of text-books on grammar published during the past twenty-five years Harvey's Grammars have had a more extended use and a more widespread popularity than any other English grammars ever pub- lished in this country; and after the test of many years' successful use in schools they still maintain a high place in the esteem of those who aim to secure the best results in the teaching of English. In these books as remodeled and rewritten, both induc- tive and deductive methods have been applied, and the study of language has been correlated with technical grammar in a perfectly natural and logical manner. Grammar is treated both as a science and as an art. With a vigorous and scientific presentation of the princi- ples of the English language is combined a thorough and complete course of training in the correct use of these principles. The pupil who studies these books will have a firm grasp of the principles of the English language, a sure skill in the expression of his own thoughts, and a keen appreciation of the expressed thoughts of others. They are pre-eminently practical text-books. From the first they set the student to work. They give him the best models for his work, and show him how to avoid errors and how to reach desired results, in short, they teach Grammar in such a way that the knowledge gained can be made of immediate use both in school and in everyday life. Copies of these books will be sent to any address, prepaid, on receipt of the price. Amercican Book Company New York ♦ Cincinnati ♦ Chicago Standard Text-Books in Grammar METCALF'S ELEMENTARY ENGLISH 40 cents METCALF'S ENGLISH GRAMMAR 60 cents Adapted for use in graded or ungraded schools. The lessons in both books are arranged in logical and progressive order, and followed by numerous illustrative models and exercises, MAXWELL'S FIRST BOOK IN ENGLISH .... 40 cents MAXWELL'S INTRODUCTORY LESSONS IN ENGLISH GRAMMAR . 40 cents A complete course for Elementary and Grammar Grades. The First Book provides instruction for three years' study in Language and Composition. The " Introductory Lessons" includes all the grammar necessary before taking up an advanced course in grammar. LYTE'S ELEMENTARY ENGLISH 35 cents LYTE'S ELEMENTS OF GRAMMAR AND COMPOSITION . 50 cents A practical course in language for Primary and Grammar Grades and for Common Schools. In these books Grammar and Composition is made one of the most interesting and most stimulating of the studies pursued in the Elementary Schools. CONKLIN'S PRACTICAL LESSONS IN LANGUAGE . . 35 cents CONKLIN'S ENGLISH GRAMMAR AND COMPOSITION . 60 cents A complete and carefully graded course for Primary, Intermediate, and Grammar Grades, and for Common Schools. HARVEY'S NEW LANGUAGE LESSONS .... 35 cents HARVEY'S NEW ENGLISH GRAMMAR , • . . 60 cents These revised editions combine all the elements which gave the original works their simplicity and strength, with the best features in the modern methods of teaching English. SWINTON'S LANGUAGE LESSONS 38 cents SWINTON'S NEW ENGLISH GRAMMAR .... 56 cents These popular text-books embody new and improved methods of teaching English. Copies will be sent, prepaid, to any address on receipt of the price. American Book Company New York ♦ Cincinnati ♦ Chicago (8i) Elementary English For Beginners in the Study of Language and Composition. LONG'S NEW LANGUAGE EXERCISES. Parti. . . 20 cents LONG'S NEW LANGUAGE EXERCISES. Part II. . . 25 cents LONG'S LESSONS IN ENGLISH (Grammar and Composition) 35 cents A popular and carefully graded series, based on actual schoolroom work. Part I. for first and second years. Part II. for third and fourth year grades. The "Lessons in English" occupies the place of a primary Grammar and Composition. LYrE'S ELEMENTARY ENGLISH 35 cents For primary and lower grammar grades. Divided into three parts, each representing a year's work. MAXWELL'S FIRST BOOK IN ENGLISH .... 40 cents Provides instruction for a three years' course in Language and Com- position. Includes lessons, practice, and instruction in the elementary principles of the English language. METCALFAND BRIGHT'S LANGUAGE LESSONS. Parti. 35 cents METCALFAND BRIGHT'S LANGUAGE LESSONS. Part II. 55 cents A graded series of lessons intended to cover the course in language in primary and intermediate grades. A study of literary examples is a marked feature of the second book. SWINTON'S LANGUAGE PRIMER 28 cents SWINTON'S LANGUAGE LESSONS 38 cents The Primer, or Beginner's Lessons in Speaking and Writing, is designed for use in primary grades. The Language Lessons furnishes material for elementary instruction in Grammar and Composition. Language Tablets and Blanks NATIONAL LANGUAGE TABLETS . . . Per dozen, 90 cents PATTERSON'S COMPOSITION BOOKS No. I. Flexible. 36 pages . No. 2. Boards. 60 pages . No. 3. Cloth. 84 pages . No. 4. Extra. 108 pages . WARD'S GRAMMAR BLANKS. 2 Nos Per dozen, 96 cents Per dozen, $1.80 Per dozen, 2 70 Per dozen, 3 60 Per dozen, 90 cents Copies sent, prepaid, to any address on receipt of price. American Book Company New York ♦ Cincinnati ♦ Chicago (82) Text-Books in Grammar for Advanced Grades BASKERVILL AND SEWELUS ENGLISH GRAMMAR . 90 cents An advanced grammar for use in High School, Academy and College classes. It combines in a remarkable degree a clear and concise statement of the facts of the language, based on its reputable use in literature, with rational methods for teaching and applying the same. The treatment includes Parts of Speech, Analysis, and Syntax, each part separate and distinct, but so articulated into the others as to make a complete, systematic, and harmonious whole. LYTE'S ADVANCED GRAMMAR AND COMPOSITION . 75 cents For use in High Schools, Normal Schools, and other Preparatory Schools. Based on the author's popular " Grammar and Composition" and embodying the improvements suggested by successful class room work. The general plan of the work and the development of the subject are in strict accordance with accepted pedagogical principles. MAXWELL'S ADVANCED LESSONS IN ENGLISH GRAMMAR . 60 cents For use in Higher Grammar Grades and High Schools. It em- braces all the theory and practice necessary during the last two years of a grammar school course or throughout a high school course. It is intended to serve two purposes ; — first, as a text-book, supplying the principles and rules of the science as well as their applications, and second, as a book of reference, to be used whenever difficulties are pre- sented either in the student's own compositions, or in literature that is subjected to critical study. POWELL AND CONNOLLY'S RATIONAL GRAMMAR OF THE ENGLISH LANGUAGE 60 cents This new grammar differs widely in treatment and terminology from other text-books in English. The subject is developed logically, and every point is made simple and clear. The practical side of the study — the correct use of language in speech and writing — is especially emphasized. Copies of any of these books will be sent, prepaid, to any address on receipt of the price. American Book Company New York ♦ Cincinnati ♦ Chicago (83) Composition and Rhetoric HILL'S FOUNDATIONS OF RHETORIC Cloth, i2mo, 346 pages $1.00 For High Schools, Academies, and College Preparatory Schools. Designed to train pupils to say in written language, correctly, clearly and effectively, what they wish to say. It gives a minimum of space to technicalities and a maximum to essentials. In language singularly direct and simple it sets forth the fundamental principles of correct speaking, and accompanies each rule with abundant illustrations and examples drawn from practical sources. HILL'S PRINCIPLES OF RHETORIC Cloth, i2mo, 431 pages $1.20 For Colleges and Advanced Classes. Revised, rewritten, and enlarged by the addition of important new material! This text-book for advanced students is characterized by the soundness of its funda- mental conceptions, the clearness of its arrangement, the lucidity of its definitions, and its combination of scholarship and common-sense. The treatment is based on the principle that the function of rhetoric is not to provide the student of composition with materials for thought, nor yet to lead him to cultivate style for style's sake, but to stimulate and train his powers of expression — to enable him to say what he has to say in appropriate language. QUACKENBOS'S PRACTICAL RHETORIC Cloth, i2mo, 477 pages $1.00 For High Schools and Colleges. A comprehensive text-book in which the laws and principles which underlie rhetorical art are developed in a natural and logical manner, and their practical application in the different processes and kinds of composition are clearly shown. WADDY'S ELEMENTS OF COMPOSITION AND RHETORIC Cloth, i2mo, 416 pages $1.00 Sufficiently elementary for the lower grades of High School classes and complete enough for all Secondary Schools. Inductive in method, orderly in arrangement, and clear and comprehensive in treatment, with copious exercises in both criticism and construction. Copies will be sent, prepaid \ to any address on receipt of the price. American Book Company New York ♦ Cincinnati ♦ Chicago (85) Text-Books in Rhetoric By ADAMS SHERMAN HILL, Boylston Professor of Rhetoric and Oratory in Harvard University. HILL'S FOUNDATIONS OF RHETORIC For High Schools and other Secondary Schools . . . $1.00 The object of this book is to train boys and girls to say in written language, correctly, clearly, and effectively, what they have to say. It takes cognizance of faults such as those who are to use it are likely to commit, either from ignorance or from imitation of bad models, and of merits such as are within their reach. It gives a minimum of space to technicalities and a maximum of space to essentials. It covers the middle ground between the work of the grammar school and the theoretical rhetoric of the college course. In language singularly direct and simple it sets forth fundamental principles of correct speaking, and accompanies each rule with abundant illustrations and examples, drawn from practical sources. It gives precisely the kind of training which young minds need to enable them to discriminate between good and bad forms of English. The work comprises an Introduction, giving a short but remarkably clear outline of English grammar; Part I., on Words; Part II., on Sentences; Part III., on Paragraphs; and an Appendix on Punctuation. HILL'S PRINCIPLES OF RHETORIC For Academies and Colleges $1.20 This popular work has been almost wholly rewritten, and is enlarged by the addition of important new material. The treatment is based on the principle that the function of rhetoric is not to provide the student of composition with materials for thought, nor yet to lead him to cultivate style for style's sake, but to stimulate and train his powers of expres- sion — to enable him to say what he has to say in appropriate language, and that rhetoric should be studied at school and in college, not as a science, but as an art with practical ends in view. By supplying deficiencies that time has disclosed, making rough places smooth, and adopting the treatment of each topic to present needs, the book in its revised form has been made more serviceable for advanced students of English composition. Copies of either of the above books will be sent, prepaid, to any address on receipt of the price. American Book Company New York ♦ Cincinnati ♦ Chicago (8/) Practical Rhetoric A Rational and Comprehensive Text-Book for the use of High Schools and Colleges. By John Duncan Quackenbos, A.M., M.D., Emeritus Professor of Rhetoric in Columbia University. Cloth, i2mo, 477 pages. Price, $1.00 'TpHIS work differs materially from all other text-books of rhetoric both in plan and method of treatment. It first develops, in a perfectly natural manner, the laws and principles which underlie rhetorical art, and then shows their use and practical application in the different processes and kinds of composition. The book is clear, simple, and logical in its treatment, original in its depar- ture from technical rules and traditions, copiously illus- trated with examples, and calculated in every way to awaken interest and enthusiasm in the study. A large part of the book is devoted to instruction and practice in actual composition work in which the pupil is encouraged to follow and apply genuine laboratory methods. The lessons are so arranged that the whole course, including the outside constructive work, may be satisfac- torily completed in a single school year. Copies of Quackenbos s Practical Rhetoric will be sent prepaid to any address, on receipt of the price, by the Publishers. Correspondence relating to terms for introduction is cordially invited. American Book Company New York ♦ Cincinnati ♦ Chicago (88) VB 36450