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Lorsque le document est trop grand pour dtre reproduit en un seul clichd, il est filmd A partir de Tangle supdrieur gauche, de gauche d droite, et do haut en bas, en prenant le nombre d'images ndcessaire. Les diagrammes suivants illustrent la mAthode. ly errata Bd to nt ne pelure, ipon d n 1 2 3 32X 1 2 3 4 5 6 Flu GRAMMATICAL ANALYSIS EXPLAINED AXD ILLUSTRATED, WITH A LARGE NUMBiai OF CAREFULLY SELECTED SENTENCES AND PASSAGES FOR PRACTICE. FOR THE USE OF TEACHERS, AND OF CANDIDATES PREPARING FOR ENTRANCE, PUBLIC SCHOOL LEAVING, AND PRIMARY EXAMINATIONS. BY H. L STRANG, B.A., Principal Goderich Collegiate Institute. TORONTO: THE COI'P, CLARK UUiMPANY, LIMITED. S 7 .5 11 t t e..ht hundr d and n,ne.y-five, by Tun Copp. C.ahk Oompax., Lzmixko. Toronto. Ontario, in the Office of the Minister of Agriculture. V c PREFACE. In preparing this little book I have been encouraged to hope that by its publication I may do something to improve the teaching of analysis in our schools, and at the same time to lighten the burdens of my fellow teachers, by providing a large and carefully selected and graded collection of sentences and passages for analysis, parsing, and general grammatical drill. How far the want of either has been felt, and how far I have suc- ceeded in my aim, will remain to be seen. As to the value of grammatical analysis as a subject of school study, and as to the best terms and modes to be adopted in it, there is room for an honest difference of opinion ; but that it is satisfactorily taught in the majority of our schools, or that there is anything like uniformity in the terms and methods used, I hardly think that any one that has had much experience in examining candidates, from Entrance to Senior Leaving, will venture to affirm. I do not know that I can claim much originality for my treatment of the subject. As a schoolboy my first notions of analysis were got from Bullions' Grammar. As a teacher I used in succession Robertson's, Morell's, Dalgleish's, and Mason's systems, besides consulting Abbott, Bain, and other authors ; and finally, some years ago, I settled down to the methods and terms (with per- haps a very few slight changes) which I now recommend. [iii] iv PREFACE. The two chief dangers that I have noticed as requiring to be guar<]ed against in teaching analysis, are, on the one hand, making it too easy, and letting it degenerate into mere rote instead of tJiougJit work ; and, on the other hand, making it too minute and complicated, and using too elaborate a terminology. Whether I have succeeded in observing the golden mean is for others to siy. That the method, as in Mason, of treating the sentence always as a whole, and then unfolding it, clause by clause, is more logical than that of dealing, as far as possible, with each clause by itself, I am quite ready to admit, but my experience as a teacher has convinced me that it is neither so simple nor so useful. Two things more I wish to say : first, that holding the opinion I do in regard to the value of analysis as a means of training and culture, I regret that after next yej " it will cease to be required for any examination beyond the Primary ; second, that regard for copj^right has prevented me from including in Part II. some excellent selections which I have been in the habit of using in my own classes. Godertck, Dec. ^5, i8g^. f TABLE OF CONTENTS. PART I. PAGE. Sentences and their Classification I Subject and Predicate 2 Simple Sentences, Phrases ^ Attributive Modifiers 8 Verb Phrases 9 Direct Object 10 Adverbial Modifiers 11 Predicative Modifiers 12 Clauses • ^ 5 Compound, Complex, and Mixed Sentences 16 Different Kinds of Co-ordination 17 Noun Clauses 20 Adjective Clauses 23 Adverbial Clauses 27 Phrases, further considered 31 \sfor Co-ordinating or Subordinating 32 Classification of that Clauses 34 Classification of as Clauses 3^ Difficulties from Ellipsis 37 Other Causes of Irregularities 38 Infinitive Phrases in the Predicate 40 Hints to Young Teachers • 45 PART II. Model Exercises I Passages for li^ntrance Candidates 5 Passages for ?. S. Leaving Candidates. 18 Passages for Primary Candidates 32 i GRAMMATICAL ANx\LYSIS. PART I. Sentences, their Classification and Essential Parts. « 1. When we express our thoughts or feelings in speak- ing or writing, we combine our words in groups called Sentences. 2. Grammatical Analysis includes the resolution of sentences into their com^jonent parts, and the considera- tion of the relation which these bear to one another. Its study should, therefore, if properly pursued, not merely afford valuable mental training, but, as leading to a ready and correct grasp of the meaning of a sentence, and of the bearing of each part on the rest, it should also prove helpful in teaching Reading, Composition, and Rhetoric. 3. If we examine sentences with reference to the form in which the thought is expressed, we shall find that they are either statements, questions, requests or excla- mations. We may, therefore, classify sentences on this basis as follows : (i) Assertive : as, The lady smiled. He has caught a squirrel. His sister was not at school to-day. (2) Interrogative : as. Is your father at home ? Has any boy seen my cap ? Did he answer your question ? [1] 2 GRAMMATICAL ANALYSIS. (3) Imperative : as, Be thou my guide. Praise ye the Lord. Don't you touch that ball. (4) Exclamatory : as, How pretty these children look ! Long may he enjoy it ! What pain the poor boy must have suffered ! Notes. — {a) Assertive sentences are also called Declarative, and are sometimes subdivided into affirmative and negative. {b) Imperative sentences include commands and en- treaties as well as requests. {c) The name Optative is sometimes applied to an Exclamatory sentence expressing a wish. 4. Of these four classes. Assertive sentences are the commonest and the most reefular in construction, and are, therefore, generally used as examples. 5. On examining the Assertive sentences in (i), it will be seen that each can be readily divided into two parts, the one of which names or represents some person about whom a statement is made, and the other makes the statement. The former of these is called the Subject, and the latter the Predicate. Thus wc have : Subject. Predicate. The lady smiled. He has caught a squirrel. His sister was not at school to-day 6. Similarly, we may divide each of the Interrogative, Imperative, and Exclamatory sentences into two parts, the one a subject, about whom a question is asked or an exclamation uttered, or to whom a request is addressed, and the other the question, the request, or the exclama- tion, thus : SENTENCES. Subject. Predicate. your father is at home. any hoy has seen my cap. he did answer your question. thou be my guide. ye praise the Lord. you don't touch that ball. these children look how pretty 1 he may long enjoy it ! the poor boy muht have suffered what pain ! 8 Note. — The subject is usually omitted in Imperative sentences, thus : Speak (thou) that we may know who thou art. Call (you) at the office on your way back. 7. The subject generally comes before the predicate. A part of the predicate, however, often stands at the beginning of the sentence, as : In a few moments the male bird returned to the nest. In poetry and some forms of prose the whole predicate sometimes precedes the subject, as : Here comes the master ! Smack went the whip, round went the wheels. No more on life's parade shall meet That brave and fallen few. 8. To divide a sentence into subject and predicate, the pupil should first select the particular word or phrase that makes the statement, asks the question, etc. Then, putting who or what before it and asking a question, he will find that the answer gives him the chief word or phrase of the subject. He will then have the foundation, so to speak, of the sentence, and can proceed to fit the rest of the words and phrases into their proper places in subject or predicate. He will thus be led to see that the predicate must contain a Jiitite verby i.e., a verb in some 4« GRAMMATICAL ANALYSIS. form Other than infinitives and participles, and that the subject must contain a noun, or something that takes the place of a noun. Exercise I. Divide the followi-^ * seni'^nces into Subject and Predicate, in the manner shown in 5 . ad 6 : 1. Our neighbour' ^!' Iren found it in their yard. 2. He may have t n it with him to school. 3. The people living in the house complained of it. 4. One of the girls in our room fainted. 5. At a given signal the whole line advanced. 6. To do that requires considerable patience. 7. Lend me your knife for a moment. 8. Never was any boy worse deceived. 9. How plainly we can hear ihe music ! 10. A lesson taught in this way will be sure to interest them. I r. Great was their curiosity to see it. 12. Correcting the answers will take some time. 13. May the blessing of Providence follow you 1 14. In what year was the battle of Waterloo fought ? 15. On this hill there once stood a strong castle. 9. We have been assuming, so far, that a sentence always consists of a group of vv^ords and can be divided into a subject and a predicate. We shall find, however, that sentences, especially in conversation, often consist of single words, or of groups which cannot, as they stand, be resolved into subject and predicate. Thus, leaving out of consideration mere interjections or interjectional phrases, we find questions, answers, commands and exclamations such as the following : (i) Why? What for.? In which direction ? (2) Certainly. By no means. A few days ago. (3) Seats. This way, boys. Eyes, right. (4) How charming 1 What nonsense 1 Long life to your Honor 1 SENTENCES. 5 he Les the nee dad ver, sist ind, ring )nal and nor I f In nearly all such cases, however, it is not difficult to supply suitable words, so that when the thought is fully expressed the sentences can^ as in other cases, be resolved into subject and predicate. Thus : Why (do you want to go home)? What (did you do that) for.'* Certainly (I will do so). (That will) by no means (suit). (Take your) seats. (Come) this way, boys. How charming (it looks) ! What nonsense (that is) I 10. Accordingly, while we admit that such sentences express the speaker's meaning clearly enough, and in most cases more forcibly and effectively than if the ellipsis were supplied, it is usual to say that the subject and the predicate are essential terms of a sentence, and to require pupils, when analyzing, to supply whatever words seem necessary and suitable to enable the sen- tence to be divided into the usual parts. Exercise II. Divide the following sentences into Subject and Predicate, first supplying whatever words seem needed and suitable : 1. How long ago t 2. Not before Saturday. 3. Still working at it ? 4. Out with it at once. 5. Quite right* too. 6. Somewhere in this neighbourhood. 7. My kingdom for a horse ! 8. What then ? 9. The impudence of the fellow 1 10. O, for another chance at it ! 11. In section 3 we classified sentences according to the form in which the thought is expressed. They may, t GRAMMATICAL ANALYSIS. however, be classified in other ways, e.g , according to their grammatical structure. On this basis, sentences such as we have been considering, that have but one predicate, are called Simple, and we shall, after this, speak of them by this name. 12. The pupil will have noticed that while a simple sentence expresses but one complete thought, and con- tains but one predicate, it may contain one or more groups of related words which express an idea rather than a thought, and which have the value of a single part of speech, and cannot, of course, be resolved into subject and predicate. These groups we call Phrases. Note. — For further remarks see section 41. 13. Phrases, like sentences, may be classified in differ- ent ways. Thus, in the following sentences, (i) He planted it in the garden. (2) They wanted to see the circus. (3) I found them learning the:/ lessons. the italicized phrases, if named from the first and prin- cipal word in each, will be classified as prepositional, infinitive, and participial phrases, respectively. 14. If, however, we classify them according to their grammatical value, they will be classed respectively as advorbial, noun, and adjective phrases. The student will observe that the former classification depends merely on the form of the phrase, without regard to its position or use in the sentence. The latter depends wholly on the function or use of the phrase in the par- ticular sentence under consideration, and, therefore, as SENTENCES. requiring an exercise of thought in each case, is the one commonly asked for. The pupil must be led to see clearly that the same phrase may be used with different values, thus : (i) He put it behind the door — adverbial. The boy behind the door is crying — adjectival. He took it from behi7id the door — noun. (2) He wanted /f? j-t'^ // — noun. He stood up to see it — adverbial. This is the best time to see it — adjectival. (3) \ {oww^ Www reading old letters — adjectival. I \\\it reading old letters — noun. Note. — A difference of opinion exists as to the classification of participial phrases in certain cases. For instance, Abbott classes the italicized phrase in the sentence, ^^ K?towing ihis^ 1 was not surprised at his conduct," as adverbial, on the ground that it is equivalent in logical force to "As (or since) I l.new this." As the grammatical value of the phrase is clearly adjectival, however (Abbott would certainly parse k?wwing as a participle qualifying /), it seems better to treat such phrases as adjectival in analysis. See section 42. • Exercise HI. Select the preposition, infinitive, and participial phrases in the following sentences, classify each according to its grammatical value and give its relation : 1. Heaven from all creatures hides the book of fate. 2. He offered to bear half of the cost of it on that condition. 3. In a few moments not a boy was to be seen there. 4. They were afraid to open the box in the absence of the teacher. 5. Into the yard the farmer goes With grateful heart at the close of day. 6. To frighten him, 1 threatened to tell his father about it. 7. The proper way is to give notice of a motion to rescind it. 8 GRAMMATICAL ANALYSIS. 8. Fearing the effect of this news on the garrison he called a fsAr of the officers together to consider the situation. 9. It is impossible to answer that paper in the time. 10. Around their hearths by night What gladsome looks of household love Meet in the ruddy light. 15. If we examine the following simple sentences : (i) John's dog bit him. (2) Several boys saw it. (3) Brown, the blacksmith, bought it. (4) Flowers of various kinds were growing in the garden. (5) Temptations to do this often occur. (6) Those occupying the front seats have an advantage. (7) The doctor's favourite dog. Prince, seeing the duck, sprang into the water. we see that the subject consists of a noun or pronoun, modified, i,e.y affected in its application, by a possessive, an adjective, an appositive, an adjective phrase, or by two or more of these in combination. We may, therefore, now subdivide the subject into the Bare or Grammatical Subject, which will, in the ma- jority of cases, be a noun or pronoun, and its attributive modifiers, and the sentence may be resolved into three parts ; thus, " Many questions of a similar character had been answered by the pupils." Bare Subject, questions Attributive modifiers of the B.S., many, of a similar character, Predicate, had been answered by the pupil. SENTENCES. Exercise IV. Divide the following sentences into the three parts shown in the example just given : 1. Presently the owner of the mansion made his appearance. 2. My uncle's eldest son, William, works the farm. 3. There goes the last of my chances. , 4. Finding this to be the case, we started for home. 5. Do these boys sitting there belong to the class ? 6. Encouraged by these signs they continued their journey. 7. All bloodless lay the untrodden snow. 8. Writing the names on the board will be a good plan. 9. Within a windowed niche of that high hall sat Brunswick's fated chieftain. 10. Now the bright morning star, day's harbinger, comes dancing from the east. 16. Proceeding now to the consideration of the predi- cate, if we examine the following simple sentences : 1. The string broke. 2. The girl had fainted. 3. The poor boy would have been killed. 4. You will be laughed at. 5. Another method might have been made use of. we see that the predica e consists merely of a simple verb, or of a phrase which is equivalent to a mood and tense form of a verb, and may, therefore, be called a verb phrase. 17. On the other hand, if we examine the following: 1. The boy broke the window. 2. The girls had finished their work. 3. They will want to know the result. 4. That would have prevented any crowding at the door. we see that the predicate contains not merely a verb GRAMMAtlCAt ANALYSIS. or verb phrase, as before, but also a noun or its gram- matical equivalent, which stands as the direct object of the verb, and which may have several words attached to it. We may, therefore, now make four subdivisions in analyzing simple sentences ; thus, " The constant beating of the waves had weakened the strong foundations of the castle." Bare subject, Attributive modifiers, Verb, Direct object with its modifiers, beating. the, constant, of the waves. had weakened. the strong foundations of the castle. Exercise V. Divide the following simple sentences into the four paits shown in the preceding example : 1. A rolling stone gathers no moss. 2. The little girl gave an interesting account of her visit. 3. Wilkie, the painter, loved to travel. 4. Wrapped in their furs they braved the severity of the climate. 5. Did any of the boys get the correct answer to it ? 6. The early frosts of autumn had coloured the leaves of the maples. 7. The poor father, trembling with fear, began to ford the stream. 8. May the generous donor receive an ample reward. 9. Every boy in the room believed him to be guilty. 10. Full many a gem of purest ray serene The dark unfathomed caves of ocean bear. 18. Again, if we examine the following sentences : 1. He copied the inscription carefully with a pencil. 2. The boy walked quietly across the room to his desk. 3. Slowly and sadly we laid him down. . 4. Next morning they were brought before the judge. SSK"TENCES. 11 We find that in addition to the verb we have one or more adverbs or adverbial phrases modifying its mean- ing or apphcation, and that this may occur, either with or without a direct object. We may, therefore, add a fifth subdivision ; thus, "With these weapons the brave fellows defended themselves successfully for a time." Bare subject, Attributive modifiers, Verb, Direct object, Adverbial modifiers ) of the verb, \ fellows the, brave, defended themselves with these weapons, successfully, for a time. Exercise VI. Divide the following sentences, as far as possible, into the five parts shown in the preceding example : 1. Several of the girls answered all the questions correctly. 2. Probably the rest of the boys did not hear the bell. 3. One of the canoes was suddenly capsized by a log. 4. Fearing this, he sent a few soldiers to guard it. S- A number of them had assembled to escort him home. 6. O'er the peaceful lake the silent moon shed her silver light. 7. Some of the worst may usually be got rid of in this way. 8. Pleasantly rose next morn the sun on the village of Grand Pre. 9. How oft, pursuing fancies holy. My moonlit way o'er flowering weeds I wound. 10. Around the fire, one wintry night, The farmer's rosy children sat. 19. Lastly, if we examine the following sentences, 1. These children seem perfectly happy. 2. His intention was undoubtedly to deceive them. 3. He soon grew tired of hearing the same story. !! 1^ GRAMMATICAL ANALYSIS. 4. Lincoln had been elected President of the United States. 5. This book will be of no use. 6. The children were nowhere to be seen. 7. He appeared to understand the lesson. 8. The experiment proved a total failure. 9. The land was not considered suitable for that purpose. we find that after certain intransitive verbs, and also after certain passive yerbs, we may have a word or a phrase describing the subject, but differing from the attributive modifiers in that it evidently forms part of the predicate. Such words or phrases may, therefore, be called predicative modifiers of the subject. Note. — They are sometimes called subjecthie complements. We may, therefore, provide a sixth and final subdivi- sion for the analysis of simple sentences, and we may agree to arrange the different parts always, where they occur, in the following order, and designate them by the following numbers : i. Bare Subject. ii. Attributive Modifiers of the Bare Subject, iii. Verb, or Verb Phrase, iv. Predicative Modifiers of the Subject. V. Direct Object with its Modifiers, vi. Adverbial Modifiers of the Verb. Note. — The pupil will observe that (i) Of the six subdivisions here provided, Nos. i. and iii. are the only ones that must always be represented. , (2) Nos. iv. and v. will never be represented in the same sentence. The same verb may, however, according to its use, be followed in one sentence by a direct object, and in ai:other by a predicative modifier ; thus, • " - ■ SENTENCES. 13 (a) He proved the truth of the statement. The entertainment proved a failure. (d) He continued his lecture. The weather continued very disagreeable. Exercise VII. Divide the follo'ving sentences into as many as possible of the subdi.'isions shown in the preceding list : 1. Th«=! little robbers seemed loath to leave it behind. 2. Fortunately the weather proved very suitable on Saturday. 3. How fresh everything looks after the rain ! 4. My proposal was to divide it equally between them. 5. Are any of his injuries of a serious nature.? 6. Such impertinence is not to be borne any longer. 7. Presently the notes rang out loud and clear. 8. He remained a silent spectator for several minutes. 9. In another moment he lay helpless on the ground. Your brother Harry will probably be made captain. Two or three horses came galloping down the lane. The doctor appeared to feel anxious about her. That boy may turn out a clever fellow yet. He stood leaning against the post. The bridge will hardly stand another shock like that. 10. II. 12. 13. 14. 15. 20. We have now finished what we believe to be at once the simplest and the most useful mode of dealing with the analysis of simple sentences. It will be noticed that we have not used the terms copula, grammatical predicate, verbs of complete (or incomplete) pre- dication. These may, and, in fact should all be ex- plained and illustrated in class, but we have not found them either necessary or helpful in teaching analysis. It is not claimed that the employment of the foregoing method does away with all difficulties, or that every part of a simple sentence can be fitted unerringly into one or 14 GRAMMATICAL ANALYSIS. another of the six compartments provided. In particular, we may note that (i) Words or phrases of address, as. Come here, boys. Green be the turf above th^Q^ friend of v" better days ! have no place provided for them, and are best ^/osed of by an explanatory note. (2) Absolute phrases are generally classed as adverbial modi- fiers, on the ground that they modify the statement by mentioning some cause or attendant circumstance ; thus, The day bei7ig fiiie a large crowd had assembled. They marched towards the wharf, the crowd growing larger every ininute. They may, however, if preferred, be disposed of like phrases of address. (3) It is sometimes difficult, especially in poetry, to decide positively whether a word or a phrase should be placed in ii. or in iv., or again in iv. or in vi. (4) In some cases, owing to the freedom with which we turn active constructions into passive, it is difficult to de- termine satisfactorily the function of the infinitive after passive forms. For some further remarks on this point, see section 60. (5) Lastly, as co-ordinating conjunctions, especially and, some- times connect words or phrases merely, we may have simple sentences with, A compound subject, e.g. : Crackers and cheese was his usual lunch. A compound object, e.g. : They occupy both the house and the store. A compound predicative modifier, e.g. : He was both a painter and a sculptor. CLAUSES. 15 Clauses. 21. So far, we have confined our attention to sentences containing but one predicate, and for that reason called Simple. The pupil will have noticed, however, tliat many sentences, probably the majority, contain more than one finite verb, and can consequently be resolved into two or more simple sentences. We shall, therefore, proceed to consider the classification of such sentences. If we consider the following groups : (a) I. I drew his attention to it and he promised to alter it. 2. He offered her the money, but she would not take it. 3. He was not at home or I would have asked him. (d) I. None of them will believe that he wrote it. 2. She showed me the letter which she had received. 3. The boys ran away when they heard that. {c) I. We left it to the judge, and he decided that each should pay half. 2, The boys did their best, but none of them could solve the problem which I gave them. 3. They called for me, or I would have waited till you came. we find that each sentence consists of two or three simple sentences connected by a conjunction, a relative pronoun, or a conjunctive adverb. These smaller sen- tences we call Clauses, and we may, therefore, define a clause as a sentence which forms part of a larger sentence. 22. In the case of group (a) we see that the clauses are of equal rank, and virtually independent of each other, and that they are connected by what are known as Co-ordinating Conjunctions. Such sentences are called Compound, and we may, therefore, define a compound sentence as one that consists of two or more 16 GRAMMATICAL ANALYSIS. {independent or principal) clauses, usually connected by co-ordinating conjunctions. 23. In group (F) we see that the first clause in each sentence makes the principal statement, and that the others have the value, respectively, of a noun, an adjec- tive, and an adverb, completing or restricting the mean- ing of some word in the principal clause, and may, therefore, be spoken of as dependent or stibordinate clauses. Such sentences are called Complex, and we may, accordingly, define a complex sentence as one that consists of one principal clause and one or more sub- ordinate ones. 24. Lastly, we see that in {c) the sentences combine the characteristics of those in {a) and {U) and may, there- fore be called Compound- Complex, or, more briefly, Mixed Sentences. We shall, accordingly, define a mixed sentence as one tha contains two principal and one or more subordinate ones. Compound Sentences. 25. Returning to compound sentences, which, as we have seen, consist wholly of principal clauses, usually connected by co-ordinating conjunctions, we find that there are at least three kinds of co-ordination. : T'lus we have such compound sentences as, (i) He forgot his book, and the teacher sent him back for it. (2) I refused his offer then, nor would I {and I would not) ac- cept it now. (3) Ye shall not eat of it, neither shall ye {and ye shall not) touch it. COMPOUND SENTENCES. IT in which the second clause is simply coupled or added to th'^ first as a kind of natural sequence. Tl is is called Copulative co-ordination, of which and may be called the typical conjunct'on. Again, we have such compound sentences as, (i) I ofifered to help him, but he would not allow me. (2) The statement seems incredible, yet it is made on good authority. (3) You may have my bat, only don't forget to return it. in which the second clause contains something un- expected, as it were, and in opposition or contrast to what precedes. This is called Adversative or Anti- thetical co-ordination, and has but for its typical con- junction. Lastly, in such compound sentences as, (i) I will go myself, or I will send a substitute. (2) He would neither do it himself, nor would he let us do it. (3) You will have to return it, else there will be trouble. (4) Her name was on it, otherwise we should not have known. we have two statements, one of which excludes the other, or presents an alternative. This may, therefore, be called Alternative co-ordination, and or may be taken as the typical conjunction. 26. In addition to these three kinds of co-ordination some make a fourth, which they call Oausal co-ordina- tion, and of which they give therefore and for as the typical conjunctions, as for instance : (i) " Thou hast not left the value of a cord ; Therefore, thou must be hanged at the state's charge." (2) " Neither a borrower nor a lender be ; For loan oft loses both itself and friend." 18 GRAMMATICAL ANALYSIS. The former of these, however, may fairly be classed as an example of copulative co-ordination, therefore being equivalent to and for that reason. With regard to the second there is a good deal to be said in favour of the separate classification, but we prefer on the whole to follow Mason and class the for clause as subordinate causal. For some further remarks on this point see sec- tion 43. Notes. — (i) There may be two or more kinds of co-ordination in one sentence, as : " Men may come, and men may go, * But I go on forever." (2) It sometimes happens in compound sentences that the first clause is the only one fully expressed, and that the subject or part of the predicate may have to be supplied in the others, as : "He had broken open the desk and (he had) taken out several papers, but fortunately (he) had not noticed the cheque." (3) Subordinate clauses may be co-ordinate to one an- other in the same way as principal ones, as : I. I know that he was present and (that he) heard it. . 2. Here is a boy that knows all about it, but (that) will not tell us anything. 3. I should not have cared so much if I had another copy of it, or if I could buy one here. Exercise VIH. Divide the following compound sentences into clauses, supplying whatever words seem necessary, and tell the kind of co-ordination : " Gather up all these papers and fasten them together, or some of them will soon be lost." (i) Clause — "Gather (you) up all these papers." Kind and Relation — Principal imperative. COMPLEX SENTENCES. 19 (2) Clause — "Fasten (you) them together." Kind and Relation — Principal imperative copulatively co- ordinate to ( I ). (3) Clause — "Some of them will soon be lost." Kind and Relation — Principal assertive, alternatively co- ordinate to (i) and (2). 1. He must certainly have intended to come, otherwise he would have sent us word. 2. He is but a landscape painter, And a village maiden she. . 3. I have never been at one, nor have I the slightest desire to see one. 4. I would have lent it to you, only I was afraid of her seeing it. 5. Stone walls do not a prison make, Nor iron bars a cage. 6. Men's evil manners live in brass ; Their virtues we write in water. 7. And much he wished, yet feared, to try The long-forgotten melody. 8. A little learning is a dangerous thing ; Drink deep, or taste not, the Pierian spring. 9. A thing of beauty is a joy forever ; Its loveliness increases : it will never Pass into nothingness. - 10. And o'er him bent his sire, and never raised His eyes from off his face, but wiped the foam From his pale lips, and ever on him gazed. Complex Sentences. 27. In section 23 we defined a complex sentence to be one which consists of one principal clause and one or more subordinate ones. These subordinate clauses are naturally divided into three classes, according as they are grammatically equivalent to nouns, adjectives, or adverbs, and wc shall, therefore, consider them in that order. 20 GRAMMATICAL ANALYSIS. Noun (or Substantive) Clauses. 28. If we examine the different relations in which a noun may stand to the rest of a simple sentence, we shall find that there are at least thirteen, viz.: (i) Subject nominative : as, The statement is true. (2) Predicative nominative : as, That was my object. (3) Appositive nominative : as, My friend, the doctor^ owns it. (4) Nominative of address : as. Don't forget that, boys. (5) Nominative absolute : as. That fact being admitted, what follows 1 (6) Anacoluthic nominative: s. He that hath ears to hear, let him hear. (7) Possessive : as. His uncles horse ran away. (8) Object of a verb : as. He denied the charge. (9) Object of a preposition : as, The truth of his statement is evident. (10) Objective in apposition : as, He introduced his friend, Brown, to me. (11) Objective subject of an infinitive : as, I believe that state- inent to be false. (12) Predicate objective after an infinitive : as, I know him to be the owner. (13) Adverbial objective : as. He doesn't care a cent. He seemed a great deal better. Note. — Under adverbial objective we include, as is now gener- ally done (See H. S. Grammar, pp. 308-9), what in the older grammars are often classed as objectives of time, value, weight, measure, direction, degree, etc. 29. If now we examine the following complex senten- ces, which, for convenience, we have numbered to corres- pond with the simple ones in section 28, (i) That he took it is quite true. (2) That was what 1 intended to do. (3) The statement that he took it is quite true. (5) That he wrote it being admitted, what follows? (8) He denied that he had ivritien it. V c NOUN CLAUSES. 21 (9) The truth of what he said is evident. (10) He contradicted the report that the man had died. (12) I believe the truth to be that he did it himself. (13) I am confident that he will succeed. we shall see that noun clauses may stand in the majority of these thirteen relations, though of course they are much more common in some than in others. Notes. — (i) A noun clause may even be used (colloquially) in the possessive case ; as, They have rented old what do you call hitn^s house. Mr. whats his natne's horse ran away yesterday. (2) Noun clauses in the adverbial objective may occur {a) After adjectives ; as, " I am glad (afraid) (sure) (disappointed, etc.) that he has done so." (J?) After some intransitive verbs ; as, " I grieve (rejoice) that he has done so." " I don't care how (why) (when) (where) {from whotn^ etc.) he got it:' {c) After some nouns ; as, "You have no proof M^/ he took it:'' "Bear witness that I have done my duty.''' ^''liisiirciQ that we were starting.'' 30. It will be noticed that while noun clauses in the majority of instances begin with that (often omitted, es- pecially in conversation), which is for that reason some- times called the substantive conjunction, they may begin with a variety of interrogative words ; as, It makes no matter who (which) (what) did it, I want to know how (why) (when) (where) (whether) (if) it was done. Note. — The that at the beginning of noun clauses was originally a demonstrative pronoun, and the clause was in appo- sition, explanatory of it ; thus, {a) I said so ; that is quite true. That (viz.) I said so is quite true. (Jb) I had seen it ; he forgot that. He forgot that (viz.) I had seen it. 22 GRAMMATICAL ANALYSIS. Exercise IX. Write out in full each noun clause in the following sentences and give its relation ; thus, " I think it is probable that he had seen the letter on the desk and was aware that there was money in it." (i) Clause— " (that) it is probable." , Kind and Relation — Sub. noun, obj. of thmk. (2) Clause — " that he had seen the letter on the desk." Kind and Relation — Sub. noun, nom. in appos. to it. (3) Clause — " (that he) was aware." Kind and Relation — Sub. noun co-ordinate to (2). (4) Clause — "that there was money in it." Kind and Relation — Sub. noun in adv. obj. after aware. 1. I have no doubt he believed it to be his duty to refuse to tell where he got it. 2. I know it to be a fact that some of them were quite annoyed at what you said. 3. It is certain that he was never seen in public again, but what became of him none of us ever heard. 4. His excuse >vas that he could not remember from whom he had borrowed it. 5. He seem.ed surprised that any one should believe the report that he was going to leave town. 6. It appears that he wrote home and told his father what he had heard. 7. What you say is quite true, but I have no fear that any of them will fail. 8. I warned him that mu h depended on who the judges were. 9. You miy do what you wish with the rest, provided that you give me a third of it. 10. How we are to decide which of them has the better claim to it is what puzzles me. ' t c I ADJECTIVE CLAUGRS. Adjective Clauses. 23 31. Let us now examine the following complex sen- tences containing adjective clauses. (a) Any boy who does that deserves to be jiunished. The house in which we hve belongs to him. Pick up the papers that are lying on the floor. (/;) His father, who was sitting in the next room, heard it. My dog, which was lying under the table, began to growl. (6-) I sent word to Mr. Brown, who promised to attend to it. He did not come home that night, which alarmed his parents. (d) I pity the secretary, who will have to bear all the blame. In his anger he kicked the poor dog, which had never done him any harm. In the first set (a), we see that the relative clauses serve, like distinguishing ^idjectives, to limit or restrict the application of the antecedent to one or more of a class. Such clauses are, therefore, often spoken of as restrictive relative clauses. Notes. — (i) The relative is very frequently, especially in conver- sation, omitted from restrictive clauses when it is in the objective case, and occasionally when in the nominative ; as, Who is that girl (whom) we passed just now .? Here is the book (that) you lent me. Bring me the paper (which) you saw it in. Here's a boy (who) can tell us all about it. There wasn't one ol them (that) knew the lesson. It is that (that) makes me suspect him. (2) The preposition governing the relative that is regu- larly omitted (and sometimes the relative also) after certain words, such as tinie^ ivay^ reason; thus, I remember the first day that he wore it (on). This is the way that he did it (in). ) ' M GRAMMATICAL ANALYSIS. What's the reason that you did not finish it (for). The moment (in which) you open the door the flames will burst out. 32. In the second group (d), it will be seen that the relative clauses do not, as in (a), restrict the antecedent, but merely add an explanatory or descriptive circum- stance in regard to the person or thing spoken of. Such clauses may, therefore, be spoken of as descriptive (or explanatory) relative clauses. 33. In the third group (c), the relative clauses are logically co-ordinate to what precedes ; they, as it were, continue the narrative by coupling an additional and subsequent fact, and the relative might be replaced by a co-ordinating conjunction and a demonstrative pronoun ; as, "ana he," "and this." These may, therefore, be called co-ordinate or (continuative) relative clauses. 34. Lastly, in the fourth group (d), the relative clauses are logically adverbial (of cause and concession), the w/io and zvhich having the force of since he and though it^ respectively. Such clauses, which, however, are not common, may accordingly be called adverbial relative clauses. 35. Adjective clauses may also begin, (i) With as when it has the value of a relative pronoun ; as, f. He took the same view of it as I did. 2. Bring such books as you have. 3. If the gate is locked, as sometimes happens, he climbs the fence. 4. The secretary was late as usual ( = which is usual). (2) With when^ where^ why, wherein, etc., when these are equivalent to which and a preposition ; as, I can't remember the year when it was built. That's the very reason why he would not do it. ADJECTIVE CLAUSES. Note. — These clauses may have different uses ; as, Restrictive — That's the spot where it stood. ^descriptive — In Toronto, where we live^ people are not allowed to do such things. Co-ordinating — He came to the gctte, where he turned and went back. 36. In such sentences as the following, (i) There is scarcely a boy in town but has one. (2j There is no fireside, howsoe'er defended, But has one vacant chair. but is by some grammarians called a negative relative {zvho or which not\ and the clause is consequently treated as adjectival. Others prefer to regard the but as a preposition governing either the clause, as, " but that he Jias onel' or a pronoun understood, as, " but him that has one." Others, again, regard the but in such cases as having the value of a subordinating conjunction (unless or except^), and would, therefore, treat the clause as adverbial of condition. 37. Pupils sometimes make mistakes or find a diffi- culty in determining the relation of an adjective clause when the antecedent of the relative is a possessive ; as, Can I believe his love will lasting prove Who has no reverence for the God I love } Happy their end Who vanish down life's evening stream. My shame is greater who remain, Nor let thy wisdom make me wise. In such cases (found chiefly in poetry) the his, their, my^ etc., which are usually mere pronominal adjectives, are real pronouns in the possessive case, corresponding to the Latin ejus, eorum, etc. Ml 26 GRAMMATICAL ANALYSIS. Exercise X. Write out each adjective clause in full and give its relation ; also tell whether it has a restrictive, descriptive, co-ordinating, or adver- bial force ; thus, " Mr. Allan, who is considered a good judge of fruit, says they are the finest pears he has seen this year." ( 1 ) Clause — who is' considered a good judge of fruit. Kind and Relation — Sub. adj. desc, qualifying Mr. Allan, (2) Clause — (that) he has seen this year. Kind and Relation — Sub. adj. restr., limiting ^(?<^rj'. 1. I heard the story from my cousin, who was there at the time that he did it. 2. One of the men that were working with him ran for Dr. A., who fortunately came at once. 3. Why should I, who had nothing to do with it, have to pay any part of the loss which he has incurred .? 4. All I want is to see the way he does it. ^ 5. Such books as the one he was reading do much harm. 6. Ill fares the land, to hastening ills a prey, Where wealth accumulates and men decay. 7. One of the men, who had a rib broken, and was otherwise injured, was taken to the hospital, where he was carefully attended to. 8. There isn't a girl in the class but remembers the first morning that she came to school. 9. The time had come when their uncle, whose leave of absence had nearly expired, must return to his regiment. 10. All hearts grew warmer in the presence Of one who, seeking not his own, Gave freely for the love of giving, Nor reaped for self the harvest sown. (( ADVERBIAL CLAUSES. 27 Adverbial Clauses. 38. These, as we have stated in section 27, are gram- matically equivalent to adverbs, and as the latter express different ideas, so adverbial clauses may be of different kinds. Thus, we may have adverbial clauses of (i) Time : as, He did that when (till) (after) (before) you came. That happened as (while) I was coming to school. (2) Place : as, I left them where (wherever) I found them. (3) Manner : as, He always does as he is told. (4) Cause : as, As (since) (because) it was the only one I did not like to take it. It could not have been he, for he wasn't here. Ill fared it then with Roderick Dhu That on the ground his targe he threw. Seeing it was so late they were allowed to go. (5) Purpose : as, Hold it up that all may see it. Take heed lest ye fall into temptation. (6) Consequence : as. It was so large (of such a size) that no one could carry it. Where were your eyes that you did not see it? (7) Condition : as, If (unless) he did that the string would break. I must go whether you come or not. In older English except and so are used to introduce conditional clauses ; as, Except ye repent ye shall all likewise perish. What is death, so it be but glorious "i ' In recent English, by the omission of tJiat, " in case," "suppose," and "provided" are coming to be regarded as conjunctions introducing conditional clauses ; as, In case you don't see him leave this note. Suppose I do what will happen.? . I will go provided you come too. 28 GRAMAIATICAL ANALYSIS. Compare a similar use of seeing in the last example of 4. (8) Concession : as, He insisted on starting, though it was raining. Gather them up, however small they may be. Whoever did that, it was cleverly done. (9) Comparison : as, He is not so tall as you are. She is older than he is. The higher you go the colder it gets. Observe that in the last example there is no conjunc- tion, and nothing in the form of the sentence to indicate which is the subordinate clause. 39. Ellipsis is of very common occurrence in sub- ordinate clauses, and especially in adverbial ones. In addition to the instances already mentioned in the notes to section 31, the pupil should observe in particular that, (i) When two or more subordinate clauses are con- nected by a co-ordinating conjunction, the intro- ductory pronoun or subordinating conjunction is, as a rule, expressed only with the first clause and omitted (generally with the subject, and often with part of the verb) with the rest ; as. He complained that you had gone away and (that you had) left him to finish it. Give it to Mr. A., who will take it to town and (who will) have it repaired for you. We can't do anything till he has visited the place and (till he has) made his report. (2) The though of concessive clauses is omitted in such sentences as the following : (Though it was as) Cold as it was he would not wear it. (Though we did) Do what we liked we could not get rid of it. There is no place like home be it ever so humble. ADVERBIAL CLAUSES. The if of conditional clauses is frequently omitted with had, zvere, should, could, did, would ; as, Were it possible I would do so. Should it happen again let me know. You're better off now did you only realize it. (3) After if, though, as, and than, a part of a clause (sometimes, indeed, a whole clause after as and than) may be omitted ; as, I shall do so if (it be) possible. The samples, though (they were) not so numerous as (they were) last year, were of excellent quality. He looks stouter than (he did) when I saw him last. He acted as (he would act) if he were drunk. Observe that as is sometimes used for as if ; as, And half I felt as they were come To tear me from a second home. Exercise XI. Write out the adverbial clauses in full, and tell the kind and rela- tion of each ; thus, ^ " Were that to happen, we should be worse off than before." (i) Clause — (if) that were to happen. Kind and Relation — Sub. adv. of condition modg. should be. (2) Clause — than (we were) before. Kind and Relation — Sub. adv. of comparison modg. worse. 1. You were very foolish that you did not take the chance when you had it. 2. They started early that they might, \i possible, reach the camp before the others left. 3. The sooner you put that back where you got it the better it will be for you. m GRAMMATICAL ANALYSIS. i I m . i 4. What were you thinking of that you did not call as you were . passing ? 5. Strange as it may seem he would not give the name until ordered by the judge to do so. 6. Had I known that I should have been as willing to go as the rest. 7. As I have no authority to alter it I shall leave it as it stands. 8. I shall try it again as soon as I am able, whatever the con- sequences may be. 9. Could these few pleasant hours again appear, Might one wish bring them, would I wish them here.? 10. Men must work and women must weep, Though storms be sudden, and waters deep, And the harbour bar be moaning. 40. As mixed sentences present no additional types of clauses or peculiarities of construction they do not call for any special treatment. We have, therefore, now taken up in succession all that is required for the analysis of ordinary English sentences, whether of poetry or of prose. Now and then, of course, especially in authors like Carlyle and Browning, sentences may be mrt with which, though clear enough in meaning and forcible in expres- sion, cannot, even by re-arranging words and supplying ellipses, be fully and satisfactorily resolved into clauses such as we have described. If such a sentence is given at an examination, the best thing a candidate can do is to dispose of it, as far as possible, in the usual way, and then in a note point out the irregularity and endeavour to account for it. Before closing, however, we shall revert to some points already touched on that we may, if possible, by treating PHRASES. 31 them a little more fully, meet some objections and remove some difficulties. 41. In speaking of simple sentences, it was stated (see section 1 2) that a phrase does not contain a finite verb. Now that we have dealt with complex sentences, however, it will be evident that in a wider sense a phrase may contain a clause. Thus, in the sentences, I wanted to see {what he would do with it). Hoping (that he would change his mind) they waited. You cannot depend on {what he says). if we regard the sentences as wholes, it is clear that the italicized parts have the value of a noun phrase, an adjective phrase, and an adverbial phrase, respectively. The student will observe, however, that it is still true that the phrase cannot be divided into subject and predicate. 42. In section 14 we referred to the difference of opinion whether participial phrases in certain cases should be classed as adjectival or adverbial. The answer depends on whether we are to go by the logical or the grammatical value of the phrase. It must be remembered that wordsy as well as phrases and clauses, may have a logical value different from their gramma- tical value. If in the sentence referred to, " Knowing this" is to be classed as an adverbial modifier on the ground that it is equal to " Because I knew this," con- sistency requires that in the sentences : The suspicious tyrant ordered him to be searched. And yet that easy paper plucked him. A careful scholar would have noticed that. jf0^- GRAMMATICAL ANALYSIS. we shall class suspicions^ easy and careful ^s adverbial modifiers, on the ground that they are logically equal to " because he was suspicious," " though it was easy," and '' if he had been careful." We have thought it best in grammatical analysis to be guided by grammatical relations and values, and have, therefore, classed all relative clauses as adjectival, calling attention, however (see section 34), to their logi- cal value in certain cases. 43. In section 26 we expressed the opinion that it is better to make but three classes of co-ordinating con- junctions, and to regard for as subordinating. Dalgleish, who is, so far as we have noticed, the only author that really discusses the matter, reasons as follows : "Causative co-ordination expressed hy for must be distinguished from causative subordination expressed by because. The difference between them is this : Because implies the cause of the previously- mentioned action; for implies the ground of the preceding state- ment. Because introduces a reason, not for its own sake, but as an integral part of another predication. For introduces a reason for its own sake, as an independent addition to a previous predication; (?.^., * His subjects despised him because he was a bad man.' His badness was the cause of their hatred. ' His subjects must have despised him ; fo-^- he was a bad man.' His badness is the ground of the infere ice. That for is not a subordinating conjunction is evident from the fact that i?; often introduces a complete sentence ; e.g.^ ' For unto every one that hath shall be given.' " To us this reasoning does not seem conclusive. That in careful usage there is a distinction between because and . DIFFICULT CLAUSES. for^ such as the writer points out, we readily admit, but that for is sometimes used for because he acknowledges in a subsequent sentence, and we think it would not be hard to show that because is often used where for would be better. Moreover, if we condense the second clause in each sentence into a phrase ; thus, " His subjects despised him for that reason.''^ ''''For that reason his subjects must have despised him." it will be seen that the phrase is adverbial in each case, modifying despised and must respectively. With regard to his statement that for often introduces a complete sentence, we think that such instances are comparatively rare, and that it is always easy to supply a principal clause, such as " This I say, for," etc. In fact some such clause is naturally suggested to the mind, just as in such sentences ; as, " The gentleman — if I can call him one — has seen fit to insult me." "The captain — for such he proved to be — answered our ques- tions civilly." We have to supply mentally some such clause as, " I use this word." We think it simpler, then, to follow the great majority of grammarians, in regarding for as subordinating. 44. Of all subordinate clauses those beginning with that^ as and ihatiy present the greatest difficulty ; in the case of tJiat and as because of the great variety of ways in which they may be used, and in the case of than and also of as because of the frequency of ellipsis in the clause following. We shall, therefore, group examples of the more difficult uses of each, 34 GRAMMATICAL ANALYSIS. 1'^ 45. 77^., "Wait another, etc.," with "Another step and he would have been over." "Another moment and he would have been too late." Here, too, the blending with another form is seen ; thus, " If he had taken another step he would, etc," Special coNStRtrcTloifs. 39 i (3) The tendency to treat a group of words as one part of speech and even to inflect it as such ; thus, ,1. Who forgets Or can forget the more than Homer of his age. 2. It will need a jnore than human wisdom. 3. I more than half suspected him of taking it. 4. He as much as promised it to me. 5. In spite oi such a man as Blake's support it failed. 6. This fact has been lost sight of by the writer. 7. You did not succeed for all that ( = although) you .ried so hard. 8. It was all but gone when I caught it. (4) Attraction ; thus, " It is I that am to blame," for " It is I that is to blame." the antecedent of that being in reality it not /. This, however, does not cause any difficulty in the analysis of the sentence. 55. In sentences such as the following : Due notice will, it is understood, be given to all concerned. The secretary has, I believe, already recorded it. the simplest method seems to be to regard " it is under- stood " and " I believe " as parenthetical principal clauses. It is quite legitimate, however, to treat the sentences as complex ; thus. It is understood that, etc. I believe that the secretary, etc. So, too, in sentences such as the following : Here is a book which, it is said, belonged to him. That is the boy who, we all thought, would win it. it is simplest to treat " it is said " and " we all thought " as parenthetical clauses. 40 GttAMMAl'iCAt ANAf.VSlS. fl . Sometimes, however, when the relative is in the objec- tive case, a difficulty occurs, owing to the unnecessary insertion of that; thus, Here is a book which it is said that he once owned. That is the boy to whom we all thought that you would give it. In such cases we shall have first to regard " which . . . owned " and " to whom . . . it " as single clauses, and then to treat the that clauses separately as noun clauses. 55. Two other peculiarities in the use of clauses may be noticed. One is the coupling of an interrogative clause with an assertive one. This may occur with either principal or subordinate clauses ; thus, " I opened the drawer and what should I see but my purse." "We had hardly begun dinner when the door opened and who should enter but our old friend Dr. A." The other peculiarity is well illustrated in the follow- ing sentence : " With the noisy shouters for the new because it is the new, and with the sullen sticklers for the old because it is the old, these pages have little to do." in which we have two examples of an adverbial clause attached to a noun because the verb idea of action is prominent in it, " the noisy shouters " being equal to " those who shout noisily," and so with " sticklers." 56. The last point we shall attempt to deal with — and we do so with some hesitation — is the proper disposal of infinitive phrases in the predicate. According to the method of analysing clauses which we recommended I INFINITIVE PHRASES. ♦t such phrases are to be placed in one or other of three divisions, according as we consider them to be : (a) Predicative modifiers of the subject, t.e. , having the value of predicate nouns or adjectives relating to the subject. (if) Direct objects of the verb. (c) Adverbial modifiers of the verb. 57. Thus we should certainly class the following under (a) : (i) His object was to deceive them (noun). Not a boy was to be seen (adj.=rTrz!si^Z?). He appeared to understand it (adj.). He proved to be a swindler. Also the following, we think, though Mason classes them as adverbial : (2) These amounts are to be entered in this column. He is not to be required to do such things. The house is to be sold to-morrow. 58. Again, we should without hesitation class the following under (/^) : (i) He wanted to go home. ' He evidently likes to do that. She refused to open it. You ought to return it. I have to copy this letter. so, too, the following, in which the infinitive phrase is the direct object : (2) He taught me to do that. I asked her to shut the door. She told him to take it home. I forbade him to leave the room. f 42 GRAMMATICAL ANALYSIS. likewise the following, in which the phrase, including the subject objective should be treated as a whole ; (3) I believe him to be honest. She wanted me to accompany her. I feel it to be an honour. We suspected him to be the writer. I have known him to do that. We expected her to win it. 59. Lastly, we should class the following, without any hesitation, under (c) : (i) He stopped to speak to me. He was sent to look for it. She failed to satisfy them. We all rejoice to hear that. You would never guess to look at him. He sank to rise no more. The shelf was made to fit that corner. What weic you thinking of to make such a mistake? How did you come to be chosen captain .'' He proceeded to arrange them. so, probably, the following, in which the infinitive phrase may be regarded as an indirect or adverbial objective : (2) He aided us to make our escape. I encouraged him to make the attempt. I forced him to accept it. He tempted her to eat it. They induced him to sign his name. We challenged them to make the attempt. The following are more doubtful : (3) He agreed to accept it. They resolved to make the attempt. They are to start to-morrow. He continued to visit them. They used to live there. INPINITIVK PHRASES. 43 but probably most teachers would class the first three as adverbial, and the last two as direct objects. In the case of " continue," bearing in mind that it may be used either transitively, as, " He continued his lecture," or intransitively, as, " The weather continued stormy, we might draw a corresponding distinction in the case of infinitive phrases ; thus, " He continued to visit them," (trans, direct obj.). " It continued to be an eyesore," (intrans. pred. mod.). 60. The greatest difficulty occurs with passive verbs, owing to the freedom with which in English we turn verbs from active to passive, using not merely direct objects, but indirect objects and parts of objects as the subjects of the passive forms. (i) If the sentences in 58, (2) are turned into the passive ; , , , thus I was taught to do that. He was forbidden to leave the room. the infinitive phrase may, we think, be still classed under the head of direct object, with the appended remark, "retained after a passive verb," • . or simply "retained object." (2) In the case of the passive of those in 58,(3); thus, - He has been known to do that. It is felt to be a great honour. *-■'■','■" " ■ it is proper, we think, to class the phrase as a predicative modifier of the subject. 44 GRAMMATICAL ANALYSIS. (3) Lastly, in the case of the passive of those in 59, (2); thus, t He was encouraged to make the attempt. He was induced to sign it. we think the phrases should undoubtedly be still classed as adverbial modifiers. 61. To prevent any misunderstanding it may be as well to add that under the term infinitiveSy I include only the forms with /(?, e.g., 'to see/ 'to have seen/ 'to be seen/ 'to have been seen.' While, perhaps, not prepared to put the case as strongly as Mason, who says that " An infinitive in -ing is a perfectly needless and unwarranted invention," I am satisfied that it is simpler and better to use the term gerunds^ instead of creating a new class of infinitives. A better plan still, I think, would be to extend the scope of the word participle^ and then speak of 'participles used with the value of adjectives/ and ' participles used with the value of nouns.* As I have been repeatedly asked by teachers how to parse infinitives, gerunds, and verb phrases, I venture to submit a few specimens. Parse the italicized words and phrases in the following: (^) I could r\o\. help feeling a strong temptation to tell him that it would have been better to wait till everything was \^?Ay to be moved. ' (3) The hope of beitig elected President ought to have made him more cautious. could help — potential verb phrase, act. trans, indie, past, 1st sing, to agree with its subj. /. feeling — verb trans, new conj. act. gerund, obj. of trans, verb could help. HINTS AND NOTES. 45 be to tell — verb trans, new conj. pres. inf. act. forming? part of an adj. phrase mod, temptation. would have been — conditional verb phrase, intr. subj. plup. 3rd sing, to agree with its subj. //. to wait — verb intr. new conj. pres. inf. act. used with the value of a noun, nom. in app. to //. to be moved — verb trans, new conj. pres. inf. pass, used with the value of an adv. modg. ready. being elected— verb trans, new conj. pass, gerund, obj. of prep. of. • to have made — verb trans, new conj. perf. inf. act. forming part of a noun phrase, the direct object of ought. 62. In conclusion, we take the liberty of adding the following : made :. past, trans. Hints and Notes for Young Teachers. Teach your pupils — (f) To distinguish clearly between (a) phrases and clauses; (d) between Finite (Indicative, Subjunctive, and Imperative,) and indejijiite (Infinitives and Participles) forms of the verb, and to see that there must be as many clauses as there are finite verbs expressed or necessarily understood. (2) To see that if they can arrange the words in their natural prose order and express the thoughts fully, supplying ellipses where necessary, most of the difficulties in analysis and parsing will disappear. ' (3) To look out for ellipsis after certain words, such as than, as^ though, duty andy and to remember that the words supplied should {a) make good English, (d) not displace any of the words in the passage, (c) make the best possible meaning to be got from the passage, (d) be put in a parenthesis, to show that they have been supplied. (4) To read the questions on an examination paper carefully and thoughtfully, and then to answer them as definitely and methodi- 46 GRAMMATICAL ANALYSIS. cally as possible. Many candidates fail in grammar not from want of knowledge, but because they^do not take pains to answer clearly and fully what is asked. Subordinating conjunctions should be written with their clauses ; co-ordinating conjunctions, wh^n connecting clauses, do not form part of either. Don't waste time and destroy interest by letting analysis and parsing degenerate into mere rote work. In most passages there are only a few clauses, phrases, and words that should present difficulty to a properly trained class. Devote your attention to these, and tiy to get pupils to see as quickly as possible what are the words, which, if properly disposed of, will give the key to the proper construction and meaning of the whole passage. It is better for students to think out the whole passage before they answer on paper a single question on it. They will be less likely then to give inconsistent and absurd answers, or to have to go back and correct mistakes. I' ' V I GRAMMATICAL ANALYSIS. PART II. GRAMMATICAL ANALYSIS. PART II. Sentences and Passages for Analysis, Parsing, and general Grammatical Questions. Models. I. Analyse the following simple sentences, using the subdivisions given in section (19) : {a) In a few years t/iaf orphan lad thus thrown on his own resources, had, by his industry ad thrift, become the proud possessor of a small farm. (Jf) From that bleak tenement He, many an evenings to his distant home In solitude returning^ saw the hills grow larger in the darkness. (c) O, happy /<7^/, by no critic vext ! How must thy listening spirit now rejoice To be interpreted hy SMch 2i voxcQ \ (a) i. lad ii. that, orphan, thus thrown on his own resources, iii. had become iv. the proud possessor of a small farm. V. vi. In a few years, by his industry and thrift {b) i. he ii. returning in solitudd from that bleak tenement to his distant home [1] i l^iwiiii iiitiiir H' ! 111. saw iv. V. the hilis grow larger in the darkness, vi. (c) i. spirit ii. thy, listening iii. must rejoice . * iv. V. vi. how, now, to be interpreted by such a voice. Note. — The first line is merely a phrase of address, and there- fore does not form a part of the sentence proper. II. Parse the italicized words in (a), (d) and (c). . {a) that — demons, adj., limiting laci. thrown— vrrb, tians., old conj. (throw, threw, thrown), per, participle, mod. / 32. Alas for him who never sees The stars shine through his cypress trees ! Who hopeless lays his dead away, Nor looks to see the breaking day Across the mournful marbles play ! Who hath not learned, in hours of faith, That Life is ever lord of Death And Love can never lose its own ! 33. Though thoughts deep rooted in my heart, Like pine trees dark and high, Subdue the light of noon and breathe, A low and ceaseless sigh ; This memory brightens o'er the past As when the sun, concealed Behind some cloud that near us hangs. Shines on a distant field. 34. Beneath, in the churchyard, lay the dead In their night-encampment on the hill, Wrapped in silence so deep and still That he could hear, like a sentinel's tread, The watchful night wind as it went Creeping along from tent to tent, And seeming to whisper, " All is well ! " 35. Standing on what too long we bore. With shoulders bent and downcast eyes, We may discern — unseen before — A path to higher destinies. Nor deem the irrevocable past As wholly wasted, wholly vain, If, rising on its wrecks, at last To something nobler we attain. 3; 3S 39 40. POn PtiBLiC SCHOOL LEAVING CANDIDATES. S5 36. Oh ! could I worship aught beneath the skies, That earth has seen or fancy can devise, Thine altar, sacred Liberty, should stand, Built by no mercenary vulgar hand. With fragrant turf, and flowers as wild and fair As ever dressed a bank or scented summer air. 37. The sable warrior, frantic with regret Of her he loves and never can forget. Loses in tears the far receding shore, But not the thought that they must meet no more ; Deprived of her and freedom at a blow What has he left that he can yet forego ? 38. Meet welcome to her guest she made. And every courteous rite was paid. That hospitality could claim. Though all unasked his birth and name. Such then the reverence to a guest That fellest foe might join the feast, And from his deadliest foeman's door Unquestioned turn, the banquet o'er. 39. Such dupes are men to custom, and so prone To reverence what is ancient, and can plead A course of long observance for its use, That even servitude, the worst of ills, Because delivered down from sire to son. Is kep*- and guarded as a sacred thing. 40. Should God again. As once in Gibeon, interrupt the race Of the undeviating and punctual sun. How would the world admire ! but speaks it less 26 GRAMMATICAL ANALYSIS. An agency divine to make him know His moment when to sink and when to rise, Age after age, than to arrest his course ? 41. Each climate needs what other climes produce, And offrrs something to the general use ; No land but listens to the common call, And in return receives supply from all. This genial intercourse and mutual aid. Cheers what were else a universal shade, Calls Nature) from her ivy-mantled den. And softens human rock- work into men. 42. And would the noble duchess deign To listen to an old man's strain. Though stiff his hand, his voice though weak, He thought even yet, the sooth to speak. That if she loved the harp to hear. He could make music to her ear. 43. Ill fared it then with Roderick Dhu, That on the ground his targe he threw. Whose brazen studs and tough bull hide Had death so often dashed aside ; For, trained abroad his arms to wield, ^^'itz James's blade was sword and shield. 44. Rut yet, though thick the shafts as snow. Though charging knights like whirlwinds go. Though bill-men ply the ghastly blow, Unbroken was the ring ; The stubborn spearmen still made good Their dark impenetrable wood. Each stepping where his comrade stood, The instant that he fell ft. i '< il* :; FOR PtJBLIO SCHOOt. I.KAVi?;0 CANDIDATES. ^1 45. Like one who, from some desert shore, Doth home's green isles descry And, vainly longing, gazes o'er The waste of wave and sky ; So from the desert of my fate I gaze across the past. 46. Of little use the man, you may suppose, Who says in verse what others say in prose. Yet let me show a poet's of some weight, And though no soldier, useful to the state. 47. Blest he, though undistinguished from the crowd ]]y wrath or dignity, who dwells secure. Where man, by nature fierce, has laid aside His fierceness, having learnt, though slow to learn, The manners and the arts of civil life. 48. And yet, perhaps, if countries we compare And estimate the blessings which they share. Though patriots flatter still shall wisdom find An equal portion dealt to all mankind ; As different good, by Art or Nature given. To different nations makes their blessings even. 49. For just experience tells, in every soil, That those who think must govern those that toil ; And all that Freedom's highest aims can reach Is but to lay proportionate loads on each. Hence should one order disproportioned i;row. Its double weight must ruin all below. 50. No, dear as Freedom is, and in my heart's Just estimation prized above all price, I had much rather be myself the slave, And wear the bonds than fasten them on him. p**" I ^8 (iilAMMAtlCAL ANALYSIS. 51. 'Twere long to tell what cause I have To know his face that met me there, Called by his hatred from the grave To cumber upper air ; Dead or alive, good cause had he To be my mortal enemy. 52. But me, not destined such delights to share, My prime of life in wandering spent and care, Impelled with steps unceasing to pursue Some fleeting good that mocks me with the view, That, like the circle bounding earth and skies, Allures from far, yet, as I follow, flies ; My fortune leads to traverse realms alone, And find no spot of all the world my own. 53. I et's dry our eyes ; and thus far hear me, Cromwell, And when I am forgotten, as I shall be, And sleep in dull cold marble, where no mention Of me more must be heard of, say I taught thee ; Say, Wolsey, that once trod the ways of glory, And sounded all the depths and shoals of honour, Found thee a way out of his wreck to rise in ; A sure and safe one, though thy master missed it. 54. But arc not wholesome airs though unperfumed By roses, and clear suns though scarcely felt, And groves, if unharmonious yet secure From clamor, and whose very silence charms, To be preferred to smoke, to the eclipse That metropolitan volcanoes make. Whose Stygian throats breathe darkness all day long. well, n » Mr, it. long. FOR PUBLIC SCHOOL LKAVINO CANDIDATES. ^^ 55. She judges of refinement by the eye, He by the test of conscience, and a heart Not soon deceived, aware that what is base No polish can make sterling. 56. As one who walking in the twilight gloom, Hears round about him voices as it darkens, And seeing not the forms from which they come, Pauses from time to time, and turns and hearkens, So, walking here, in twilight, O my friends ! I hear your voices, softened by the distance, And pause and turn to listen, as each sends His words of friendship, comfort and a<=-sistance. 57. As the tall ship whose lofty prore Shall never stem the billows more, Deserted by her gallant band, Amid the breakers lies astrand, So on his couch lay Roderick Dhu ; And oft his fevered limbs he threw In toss abrupt, as when her sides Lie rockiiK; in the advancing tides That shake her frame with ceaseless beat Yet cannot heave her from her seat. 58. Not thine own land alone doth grieve for thee, Not there alone doth lasting sorrow bide, Her island-mother, far across the sea. Doth weep for thee as 'twere her son that died. Safe rest, for jealous guardians of thy fame. Two mighty natic is from old England sprung, Shall ever watch o'er thcc and keep thy name Immortal as their own good Saxon tongue. 30 riKAMMATICAL ANALYSIS. 59. Hadst thou but lived, though stripped of power, A watchman on t^e lonely tower. Thy Lnrillij«f^ trurnp liad -oused the land When fraud or danger were at hand ; By thee as by the beacon liglit, Our pilotS had kept course aright ; As some proud column, though alone, Thy strength had propped the tottering throne. 60. The moon above the eastern wood Shone at its full : the hill range stood Transfigured in the silver flood, Its blown snows flashing cold and keen, Dead white, save where some sharp ravine Took shadow, or the sombre green Of hemlocks turned to pitchy black Against the whiteness at their back. For such a world and such a night Most fitting that unwarming light, Which only seemed where'er it fell To make the coldness visible. 61. So live that when thy summons cornt- to join The innumerable caravan that moves To that mysterious realm where each shall take His chamber in tbe silent halls of death, Thou go not, like the quarry slave at night, Scourged to his dungeon, but sustained and soothed By 3n unfaltering trust approach thy grave. Like one that draws the drapery of his couch About him, and lies down to pleasant dreams. FOII PIBLin SCHOOL LRAVINr, CANDIDATES. 31 :hed 62. Once when the sunset splendours died, And, trampHng up the sloping sand, In Hnes outreach ;ng far and wide, The white nianed billows swept lO land, Dim seen across the gathering shade, A vast and ghostly cavalcade. They sat around their lighted kerosene, Hearing the deep bass roar their every pause between. 63. The chill weight of the winter snow For months upon her grave has lain ; And now, when summer south-winds blow And brier and harebell bloom again, I tread the pleasant paths we trod, I see the violet-sprinkled sod Whereon she leaned, too frail and weak The hillside flowers she loved to seek, Yet following me where'er I went With dark eyes full of love's content. 64. Thine arms have left thee. Winds have rent them c f^ Long since, and rovers of the forest wild With bow and shaft have burnt them. Some have icfr A splintered stump bleached to a snowy white ; And some memorial none where once they grew. Yet life still lingers in thee and puts forth Proof not contemptible of what she can Even where Death predominates. The spring Finds thee not less alive to her sweet fora-* Than yonder upstarts of the neighbouring wood, So much thy juniors, who their birth received Half a millennium since the date of thine, M ; I 32 GRAMMATirAL AXALYJlTS. 65. Conqueror and captive of the earth art thou ! She trembles at thee still, and thy wild name Was ne'er more bruited in men's minds than now That thou art nothing, save the jest of Fame, Who wooed thee once, thy vassal, and became The flatterer of thy fierceness, till thou wcrt A god unto thyself ; nor less the same To the astounded kingdoms all inert. Who deemed thee for a time whate'er thou didst assert. ! I M III.— FOR PRIMARY CANDIDATES. 1. I have come to the conclusion that such an event is less likely than ever to take place. 2. You had better make sure that you are rii(ht before you take any further steps. 3. It is doubtful whether any one of them has any con- fidence in what he says. 4. I feel confident that the oftcner you use it the better you will like it. ' 5. That such was the case any one may see that will take the trouble to read the evidence. 6. Much as I siK uld liVc to see it there are several reasons why I don r think it advisable that I should go. 7. Alas that v/e should have been foolish enough to believe tlio story he told us ! 8. I wonds^r if any of you can tell me how it is made. FOR PRIMARY CANDIDATES. 33 9. Are you tired of us that you can't wait till he comes for you ? 10. What does it matter to you what I am ^oing to do with it as long as I pay you for it ? 11. It is not dying for a faith that he will find so hard, but living as if it were a reality to him. 12. We shall start to-morrow, no matter what the weather may be like. 13. It is my firm belief that but for that he would have been elected. 14. Now that we are all here let us see if vvc cannot settle this dispute. 15. I am told that he has not decided yet whether to be a candidate or not. 16. There can be no doubt that his fortune, if not his life, is at stake. 17. So far from objecting to our going he even offered to accompany us. 18. The truth is that we did nothing but talk the whole time you were away. 19. What if it should be proved that he wrote it? 20. He expressed his surprise that none of them seemed to care a straw what became of it. 21. Cooped up as they were, in this tossing coffin, with no means of determining whither they were drift- ing, or at what moment a sudden shock would hurl them into a watery grave, it would have been no surprise if a panic had taken possession of the V men and driven them up inio the open air, where they could see, at least, what was before them, •■M imiMi bit 34 GRAMMATICAL ANALYSIS. 22. We cannot help saying these things because, under- lying all our pleasure and interest in this beneficent organization whose operations we had been study- ing, was the secret consciousness that all the evils, it was combating were being for ever fed from below, and that the hearts of the best workers must well nigh fail them in the struggle, while the very legislation which "takes up" the drunkard when he lies prone with empty pockets, and seizes his starving children for street-selling, treats the drink traffic only as a valuable contributory to the national revenue, 23. During this long period, however, I have not escaped the fate of other public men, nor failed to incur censure and detraction of the bitterest and most unrelenting character ; and though not always insensible to the pain it was meant to inflict, I have borne it, in general, with composure and without disturbance, waiting, as I have done, in perfect and undoi.bting confidence for the ultimate triumph of justice and of truth, and in the entire persuasion that time would settle all things as they should be, and that, whatever wrong or injus- tice I might experience at the hands of men, He to whom all hearts are open and fully known, would, by the inscrutable dispensations of his Providence, rectify all error, and cause ample jus- tice to be done. 24. Firmly as he believed that a time of trial was inevit- able, he believed no less firmly that it might be passed at public schools sooner than under other FOR PKIMARV CANDIDATES. as circumstances ; and in proportion as he disliked the assumption of a false manliness in boys, was his desire to cultivate in them true manliness as the only step to something higher, and to dwell on earnest principle as the great and distinguishing mark between good and evil. Hence his wish that as much as possible should be done by the boys, and nothing for them ; hence arose his practice of treating the boys as gentlemen and reasonable beings, of making them respect them- selves by the mere respect he showed to them. 25. But if there was a pleasure in all this while snugly cuddling in the chimney comer of a chamber that was all of a ruddy glow from the crackling wood fire, and where, of course, no spectre dared to show its face, it was dearly purchased by the terrors of his subsequent walk homeward. . . . How often did he shrink with curdling awe at the sound of his own steps on the frosty crust beneath his feet ; and dread to look over his shoulder lest he should behold some uncouth being trampling close behind him ! and how often was he thrown into complete dismay by some rushing blast, howling among the trees, in the idea that it was the galloping Hessian on one of his nightly scourings ! 26. A man who, having left England when a boy, returns to it after thirty or forty years passed in India, will find, be his talents what they may, that he has much both to learn and to unlearn before he can take a place among ICnglish statesmen, )) ' f 36 GRAMMATICAL ANALYSIS. Surrounded on every side by new machines and new tactics, he is as much bewildered as Hannibal would have been at Waterloo, or Themistocles at Trafalgar. The more correct his maxims when applied to the state of society to which he is accustomed, the more certain they are to lead him astray. 27. This has given me occasion to reflect upon the ill effects of a vicious modesty, and to remember the saying of Brutus, as it is quoted by Plutarch, that the person has had but an ill education who has not been taught to deny anything. This false kind of modesty has, perhaps, betrayed both sexes into as many vices as the most abandoned impu- dence, and is the more inexcusable to reason, because it acts to gratify others rather than itself, and is punished with a kind of remorse, not only like other vicious habits when the crime is over, but even at the very time it is committed. 28. Whether it was right in Impey to demand or to accept a price for powers which, if they really belonged to him, he could not abdicate, which, if they did not belong to him, he ought never to have usurped, and which in neither case he could honestly sell, is one question. It is quite another question whether it was not right in Hastings to give any sum, however large, to any man, however woithless, rather than either surrender millions of human beings to pillage, or rescue them by civil war. FOR PRIMARY CANDIDATES. 37 29. Rip Van Winkle, however, was one of those happy mortals, of foolish, well-oiled dispositions, who take the world easy, eat white bread or brown, whichever can be got with least thought or trouble, and would rather starve on a penny than work for a pound. If left to himself he would have whistled life away in perfect contentment ; but his wife kept continu- ally dinning in his ears about his idleness, his carelessness, and the ruin he was bringing on his family. 30. From the moment Ichabod laid his eyes upon these regions of delight, the peace of his mind was at an end, and his only study was how to gain the affec- tions of the peerless daughter of Van Tassel. In this enterprise, however, he had more real difficul- ties than generally fell to the lot of a knight-errant of yore, who seldom had anything but giants, en- chanters, fiery dragons, and such like adversaries to contend with ; and had to make his way merely through gates of iron and brass, and walls of ada- mant to the castle-keep where the lady of his heart was confined; all which he achieved as easily as a man would carve his way to the centre of a Christmas pie, and then the lady gave him her hand as a matter of course. 31. There's a divinity that shapes our ends. Rough-hew them how we will. 32. War's a game which, were their subjects wise. Kings should not play at. 33. If it were done when 'tis done, then 'twere well It were done quickly, ,%. ^o. IMAGE EVALUATION TEST TARGET (MT-S) A &c /. Ki i z 1.0 I.I 11.25 1^121 US !^ 1^ 12.0 1^ I : IMS oSi *5V^ A /. 'V^- ■^ Hiotographic Sdeices Corporation •^ ^^ i\ O S' 4^ ^\^\ 23 WKT MAIN STRUT WIBSTH.N.Y. 14SM (71«) •72-4S03 38 GRAMMATICAL ANALYSIS. I iP I I 34. Alas for Love ! if thou wert all, And naught beyond, O Earth ! 35. But Reason still, ualess divinely taught, Whate'er she learns, learns nothing as she ought. 36. Far from the madding crowd's ignoble strife, Their sober wishes never learned to stray. 37. Like the leaves of the forest when summer is green That host with their banners at sunset were seen. 38. 'Tis the heart's current lends the cup its glow, Whate'er the fountain whence the draught may flow. 39. Yes, child of suffering, thou mayst well be sure He who ordained the Sabbath loves the poor. 40. 'Tis education forms the common mind ; Just as the twig is bent the tree's incHned. 41. Know from the bounteous heaven all riches flow ; And what man gives the gods by man bestow. 42. Envy will merit as its shade pursue, But like a shadow proves the substance true. 43. Men must be taught as if you taught them not, And things unknown proposed as things forgot. 44. These are slanders ; never yet Was noble man but made ignoble talk, He makes no friend who never made a foe. 45. Mark how the blood of Caesar followed it, As rushing out of doors to be resolved If Brutus GO unkindly knocked or no. 46. What matter how the north wind raved ? Blow high, blow low, not all its snow Could quench our hearth-fire's ruddy glow, 5 5 5 5 FOR PRIMARY CANDlt)AT£S. 39 47. Here much I ruminate, as much I ma}-, With other views of men and manners now Than once, and others of a life to come. 48. It is the little rift within the lute That by and by will make the music mute, And ever widening slowly silence all. 49. Be noble ! and the nobleness that lies In other men, sleeping but never dead, Will rise in majesty to meet thine own. 50. It is not strength, but art obtains the prize, And to be swift is less than to be wise. 'Tis more by art than force of numerous strokes. 51. In words, as fashions, the same rule will hold, Alike fantastic if too new or old ; Be not the first by whom the new are tried. Nor yet the last to lay the old as-'dco 52. Thus he read : And ever in the reading, lords and dames Wept, looking often from his face who read To hers which lay so silent. 53. True ease in writing comes from art, not chance. As those move easiest who have learned to dance. 'Tis not enough no harshness gives offence, — The sound must seem an echo to the sense. 54. Star that bringest home tlie bee. And sett'st the weary labourer free ! If any star shed peace, 'tis Thou That send'st it from above Appearing when Heaven's breath and brow Are sweet as hers we love. 40 GRAMMATICAL ANALYSIS. 'I li It 55. So, dearest, now thy jrows are cold, I see thee what thou art, and know Thy likeness to the wise below, Thy kindred with the great of old. 56. For other things mild Heav'n a time ordains, And disapproves that care, though wise in sho\v, That with superfluous burden loads the day, AnU when God sends a cheerful hour refrains. 57. The sense of death is most in apprehension ; And the poor beetle, that we tread upon. In corporal sufferance fihds a pang as great As when a giant dies. 58. For it so falls out That what we have we prize not to the worth While we enjoy it, but being lacked and lost. Why, then we rack the value ; then we find The virtue that possession would not show us While it was ours. 59. Nothing in his life Became him like the leaving it ; he died As one that had been studied in his death To throw away the dearest thing he owed, As 'twere a careless trifle. 60. Are these not proofs That man immured in cities still retains His inborn, inextinguishable thirst Of rural scenes, compensating his loss By supplemental shifts the best he may. POR t»RlMARY CANDIDATES. 6i. The man whose virtues are more felt than seen Must drop, indeed, the hope of public praise ; But he may boast, what few that win it can, That if his country stand not by his skill. At least his follies have not wrought her fall. 62. 'Twere some excuse Did pity of their sufferings warp aside His principle, and tempt him into sin For their support, so destitute ; but they Neglected pine at home, themselves as more Exposed than others, with less scruple made His victims, robbed of their defenceless all. 63. The heart is hard in nature, and unfit For human fellowship as being void Of sympathy, and therefore dead alike To love and friendship both, that is not pleased With sight of animals enjoying life, Nor feels their happiness augment his own. 64. In such a world, so thorny, and where none Finds happiness unblighted, or if found. Without some thistly sorrow at its side. It seems the part of wisdom, and no sin Against the law of love, to measure lots With less distinguished than ourselves, that thus We may with patience bear our moderate ills. And sympathize with others suffering more. 65. Ah ! what would the world be to us, If the children were no more ? We should dread the desert behind us Worse than the dark before. 41 42 GRAMMATICAL ANALYSIS, What the leaves are to the forest, With h'ght and air for food, Ere their sweet and tender juices Have been hardened into wood, That to the world are children ; Through them it feels the glow Of a brighter and sunnier climate Than reaches the trunks below. 66. The love of Nature's works Is an ingredient in the compound, man, Infused at the creation of the kind ; And though the Almighty Maker has throughout Discriminated each from each, by strokes And touches of his hand, with so much art Diversified that two were never found Twins at all points, yet this obtains in all. That all discern a beauty in his works, And all can taste them ; minds that have been formed And tutored, with a relish more exact. But none without some relish, none unmoved. 6y. They thirst With such a zeal to be what they approve, That no restraints can circumscribe them more Than they themselves by choice, what they see Of vice in others but enhancing more The charms of virtue in their just esteem. 68. And when the summer winds shall sweep With their light wings my place of sleep, And mosses round my head stone creep, — It still, as Freedom's rallying sign, t'OR PRIMARY CANDIDATES. 40 Upon the young heart's altars shine The very fires they caught from mine, — If words my lips once uttered still In the calm faith and steadfast will Of other hearts their work fulfil, — Perchance with joy the soul may learn These tokens, and its eye discern The fires which on these altars burn, — A marvellous joy that even then, The spirit hath its life again, In the strong hearts of mortal men. 69. He recalls the day When in my praise he led the lay O'er the arched gate of Both well proud, While many a minstrel answered loud, When Percy's Norman pennon, won In bloody field before me shone. And twice ten knights, the least a name As mighty as yon chief may claim. Gracing my pomp behind me came. Yet trust me, Malcolm, not so proud Was I of all that marshalled crowd Though the waned crescent owned my might, And in my train trooped lord and knight, As when this old man's silent tear. And this poor maid's affection dear, A welcome give more kind and true Than aught my better fortunes knew. 70. Man views it and admires, but rests content With what he views. The landscape has his praise. But not its author. Unconcerned who formed 44 GRAMMATICAL ANALYSIS. ! I Ml! ' I ' i The paradise he sees, he finds it such, And such well pleased to find it, asks no more. Not so the mind that has been touched from heaven, And in the school of sacred wisdom taught To read his wonders in whose thought the world, Fair as it is, existed ere it was. Not for his own sake merely, but for his Much more who fashioned it, he gives it praise 71, O for a world in principle as chaste As this is gross and selfish ! over which Custom and prejudice shall bear no sway. That poison all things here, shouldering aside The meek and modest truth, and forcing her To seek a refuge from the tongue of strife In nooks obscure, far from the ways of men ; Where violence shall never lift the sword, i\or cunning justify the proud man's wrong, i^>eaving the poor no remedy but tears ; Where he that fills an office shall esteem The occasion it presents of doing good More than the perquisite ; where law shall speak Seldom but as wisdom prompts. And equity ; not jealous more to guard A worthless form than to decide aright. 72. There's not a nook within this solemn pass, But were an apt confessional for one Taught by his summer spent, his autumn gone, That life is but a tale of morning grass Withered at eve. From scenes of art which chase That thought away, turn and with watchful eyes Feed it 'mid Nature's old felicities, rOE PRIMARY CANDIDATES. 45 ren, ak e, :hase yes Rocks, rivers, and smooth lakes more clear than j^lass Untouched, unbreathed upon. Thrice happy quest, If from a golden perch of aspen spray (October's workmanship to rival May) The pensive warbler of the ruddy breast. That moral sweeten by a heaven-taught lay, Lulling the year, with all its cares, to rest ! 73. There never yet was flower fair in vain. Let classic poets rhyme it as they will ; The seasons toil that it may blow again. And summer's heart doth feel its every ill ; Nor is a true soul ever born for naught ; Wherever any such hath lived and died. There hath been something for true freedom wrought, Some bulwark levelled on the evil side ; Toil on, then, Greatness ! thou art in the right, However narrow souls may call thee wrong ; Be as thou wouldst be in thine own clear sight, And so thou wilt in all the wood's ere long ; For wordlings cannot, struggle as they may From man's great soul one great thought hide away 74. Old friends ! The writing of these words has borne My fancy backward to the gracious past. The generous past, when all was possible, For all was then untried ; the years between Have taught some sweet, some bitter lessons, none Wiser than this, — to spend in all things else, But of old friends to be most miserly. Each year to ancient friendships adds a ring, As to an oak, and precious more and more, Without deocrvingnei's or help of ours, 46 fiRAMMATICAL ANALYSIS. I' ' f? ! m They grow, and, silent, wider spread, each year, Their unbought ring of shelter or of shade. 'Tis good to set them early, for our faith Pines as we age, and after wrinkles come, Few plant, but water dead ones with vain tears. 75. We see but half the causes of our deeds, Seeking them wholly in the ou1:er life, And heedless of the encircling spirit-world Which, though unseen, is felt, and sows in us All germs of pure and world-wide purposes. From one stage of our being to the next We pass unconscious o'er a slender bridge, 1 he momentary work of unseen hands, Which crumbles down behind us ; looking back. We see the other shore, the gulf between, And, marvelling how we won to where we stand, Content ourselves to call the builder Chance. y6. My native nook of earth ! thy clime is rude. Replete with vapors, and disposes much All hearts to sadness, and none more than mine, Yet being free I love thee. For the sake Of that one feature can be well content. Disgraced as thou hast been, poor as thou art. To seek no sublunary rest beside. But, once enslaved, farewell ! I could endure Chains nowhere patiently ; and chains at home, Where I am free by birthright, not at all. Then what were left of roughness in the grain Of British natures, wanting its excuse That it belongs to freemen, would disgust And shock me. f e, FOR PRIMARY CANDIDATES. 47 77. To arrest the fleeting images that fill The mirror of the mind, and hold them fast, And force them sit till he has pencilled off A faithful likeness of the form he views ; Then to dispose his copies with such art That each may find its most propitious light, And shine by situation, hardly less Than by the labour and the skill it cost, Are occupations of the poet's mind So pleasing, and that steal away the thought With such address from themes of sad import, That, lost in his own musings, happy man. He feels the anxieties of life, denied Their wonted entertainment, all retire. 78. Earlier than wont along the sky. Mixed with the rack the snow mists fly ; The shepherd who, in summer sun, Had something of our envy won, As thou with pencil, I with pen. The features traced of hill and glen; — He who, outstretched the livelong day, At ease among the heath flowers lay. Viewed the light clouds with vacant look Or slumbered o'er his tattered book. Or idly busied him to guide His angle o'er the lessened tide ; — At midnight now, the snowy plain Finds sterner labour for the swain. 79. But above all reflect, how cheap so'er Those rights that millions envy thee ap[)ear, And though resolved to risk them, and swim down ILm, 48 GRAMMATICAL ANALYSIS. 1 1 )) 1 I II '"ill The tide of pleasure, heedless of his frown, That blessings truly sacred, and, when given, Marked with the signature and stamp of Heaven, The word of prophecy, those truths divine. Which make that heaven, if thou desire it, thine Are never long vouchsafed, if pushed aside With cold disgust or philosophic pride, And that, judicially withdrawn, disgrace, Error, and darkness occupy their place. 80. This Life, which seems so fair. Is like a bubble blown up in the air By sporting children's breath. Who chase it everywhere And strive who can most motion it bequeath. And though it sometimes seems of its own might Like to an eye of gold to be fixed there, And firm to hover in that empty height, That only is because it is so light. But in that pomp it doth not long appear ; For when 'tis most admired, in a thought, Because it erst was nought, it turns to nought. 8 1. There is a bondage worse, far worse, to bear Than his who breathes, by roof and floor, and wall Pent in, a tyrant's solitary thrall ; Tis his who walks about in the open air. One of a nation who henceforth must wear Their fetters in their souls. For who could be, Who, even the best, in such condition free From self-reproach, reproach that he must share With human nature. Never be it ours To see the sun how brightly it will shine, And know that noble feelings, manly powers, Instead of gathering strength niust droop and pine. h vail pine. FOR PRIMARY CANDIDATES. 82. Farewell ! a little time, and we Who knew thee well, and loved thee here, One after one shall follow thee As pilgrims through the gate of fear, Which opens on eternity. Yet shall we cherish not the less All that is left our hearts meanwhile ; The memory of thy loveliness Shall round our weary pathway smile, Like moonlight when the sun has set, — A sweet and tender radiance > et. 83. And yet, dear heart, remembering thee, Am I not richer than of old ? Safe in thy immortality What change can reach the wealth I hold? What chance can mar the pearl and gold Thy love hath left in trust with me ? And while in life's late afternoon, Where cool and long the shadows grow, I walk to meet the night that soon Shall shape and shadow overflow, I cannot feel that thou art far. Since near at need the angels are ; And when the sunset gates unbar, Shall I not see thee waiting stand, And, white against the evening star, The welcome of thy beckoning hand ? 84. As a fond mother, when the day is o'er, Leads by the hand her little child to bed, Half willing, half reluctant to be led. And leave his broken playthings on the floor, 4i) ilffT^ l! '•a^'^ssasMnssB-iiss : I i I h; 50 GRAMMATICAL ANALYSIS. Still gazing at them through the open door, Not wholly reassured, or comforted By promises of others in their stead, Which, though more splendid, may not please him more ; So Nature dealr vith i s, and takes away Our playthings, o c K ' one, and by the hand Leads us to rest s ently that we go, Scarce knowing if we wish to go or stay, Being too full of sleep to understand How far the unknown transcends the what we know 85. Some hand that never meant to do thee hurt, Has crushed thee here between these pages pent ; Hut thou hast left thine own fair monument, — Thy wings gleam out and tell me what thou wert. O that the memories which survive us here Were half as lovely as those wings of thine ; Pure relics of a blameless life, that shine Now that thou art gone. Our doom is ever near ; The peril is beside us day by day; The book will close upon us, it may be, Just as we lift ourselves to soar away Upon the summer airs. But, unlike thee, The closing book may stop our vital breath, Yet leave no lustre on the page of death. S6. But now, become oppressors in their turn. Frenchmen had changed a war of self-defence For one of conquest, losing sight of all Which they had struggled for ; up mounted now. Openly in the eye of earth and heaven The scale of liberty. I read her doom, FOR PUIMARY CANDIDATES. 51 n lOW -t. ir; With anger vexed, with disappointment sore, But not dismayed, nor taking to*the shame Of a false prophet. While resentment rose, Striving to hide, what none could heal, the wounds Of mortified presumption, I adhered More firmly to old tenets, and, to prove Their temper strained them more; and thus, in heat Of contest, did opinions every day Grow into consequence, till round my mind They clung, as if they were its life, nay more, The very being of the immortal soul. 87. What is this life to me ? Not worth a thought, Or if it be esteemed 'tis that I lose it To win a better : Even thy malice serves To me but as a ladder to mount up To such a height of happiness where I shall Look down with scorn on thee and on the world ; Where circled with true pleasure, placed above The reach of death or time 'twill be my glory To think at what an easy price I bought it. w, 88. Yet not for those, Nor what the potent Victor in his rage Can else inflict, do I repent or change, Though changed in outward lustre, that fixed mind, And high disdain from sense of injured merit, That with the Mightiest raised me to contend, And to the fierce contention brought along Innumerable force of spirits armed That durst dislike his reign, and, me preferring, His utmost power with adverse power opposed fci-^wipw" **«*.*.-, m , I m\ GRAMMATICAL ANALYSIS. In dubious battle on the plains of heaven, And shook his throne. What though the field be lost? All is not lost. 89. Powers and Dominions ! Deities of Heaven ! — For since no deep within her gulf can hold Immortal vigour, though oppressed and fallen, I give not Heaven for lost : from this descent Celestial virtue rising, will appear More glorious and more dread than from no fall, And trust themselves to fear no second fate : — Me though just right, and the fixed laws of Heaven, Did first create your leader ; next, free choice. With what besides, in counsel or in fight, Hath been achieved of merit ; yet this loss, Thus far at least recovered, hath much more Established in a safe, unenvied throne, Yielded with full consent. 90. For, born in a poor district, and which yet Retaineth more of ancient homeliness Than any other nook of English ground. It was my fortune scarcely to have seen. Through the whole tenor of my school-day time, The face of one, who, whether boy or man, Was vested with attention or respect Through claims of wealth or blood ; nor was it least Of many benefits in later years Derived from academic institutes And rules, that they held something up to view Of a Republic, where all stood thus far Upon equal ground ; that we were brothers all In honour, as in one community, \ ost? FOR PRIMARY CANDIDATES. Scholars and gentlemen ; where, furthermore, Distinction open lay to all that came, And wealth and titles were in less esteem Than talents, worth, and prosperous industry. 53 iven, It could not be But that one tutored thus should look with awe Upon the faculties of man, receive Gladly the highest promises, and hail As best, the government of equal rights And individual worth. And hence, O Friend ! If at the first great outbreak I rejoiced Less than might well befit my youth, the cause In part lay here, that unto me the events Seemed nothing out of nature's certain course, A gift that was come rather late than soon. le. t least AT If f ' GRAMMATICAL ANALYSIS EXPLAINED AND ILLUSTRATED BY H. I. Btrang, B.A. Collegiate Institute, Goderich. Parts I. and II. in One Volume, Cloth Part II. in Separate Form, Paper . . 40 cents. 25 cents. Part I. deals in succession with simple, compound and com- plex sentences, each successive step being illustrated by examples and models, and followed by a short but carefully prepared exercise, several pages being devoted to the consideration of special difficulties and irregularities, and concludes with some practical hints and cautions to young teachers. Part II., published separately for the use of classes, con- sists of a few answers given a models, followed by about 250 carefully selected sentences and passages, graded in three divi- sions, for Entrance, P. S. Leaving and Primary Candidates respectively. While these passages have been selected primarily with reference to their suitableness for analysis, parsing and gen- eral grammatical questions, regard has also been had, especially in the poetical selections, to their merit either from a literary or an ethical point of view, so that many of them may be found useful for other purposes. [55] •^^Wft»