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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.

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.

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]

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^.

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

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.

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.

did answer your question.

thou

be my guide.

praise the Lord.

you

don't touch that ball.

these children

look how pretty 1

may long enjoy it !

the poor boy

muht have suffered what pain !

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.

he
Les

the

nee

dad
ver,
sist
ind,
ring
)nal
and

nor I

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,

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.

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.

(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

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.

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

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.

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."

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.

(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.

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.

NOUN CLAUSES.

(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.

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.

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.

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.

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.

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.

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.

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,

GRAMMATICAL ANALYSIS.

1'^

45. 77^<a:/ beginning noun clauses :

1. I would have bought it but that it was too heavy to carry.
Object of prep. but.

2. I know it to be a fact that he wrote it.
Objective in app. to //.

3. I believe the truth to be that he was ashamed.
Predic. obj. after to be.

4. O that we had known that.

Objective after some verb, such as wish, understood.

5. Granted that he did say so, what does it matter 1
Nom. abs. with graftted.

6. His proposal, that all should share equally, was rejected.
Nom. in app. to proposal. - \

7. I have a suspicion that he could tell us about it.
Adv. obj. after suspicion.

8. I feel disappointed that she did not come.
Adv. obj. after disappointed.

9. It was here that I saw it last.

Nom. in app. to //, equal to " My last sight of it was here."

10. I was taught that it was dishonourable to do so.

Objective, retained obj. after passive verb, was taught.

46. That beginning adjective clauses :

1. He left the very day that you came.
Mod. day.

2. He has not been here that I know of.

Mod. an antecedent implied in the preceding clause, such
as "a being here."

3. He never sees me that he does not remind me of it.

Mod. an antecedent implied in ?tever^ such as, " at no time
at which."

4. Their sorrows shall be multiplied that hasten after other gods.
Mod. their^ which has here a true pronominal value,

DIFFICULT CLAUSES.

Is.

. 47. T/iat beginning adverbial clauses :

1 . Let us go early that we may get good seats.
Adv. of purpose, mod. £-0 early.

2. It was so heavy that I could not carry it.
Adv. of result mod. so.

3. What were you thinking of that you did not stop him?
Adv. of consequence mod. {so).

4. Now that we are alone tell me all about it.

Adv. of cause mod. tell. That representing the older " for
that."

5. I shall accept the offer, not that I think it satisfactory, but

because, etc.

Adv. of cause mod. shall accept^ that representing " for that."

48. In some cases more than one way of classifying
and relating the subordinate clause may suggest them-
selves as reasonable, and therefore defensible; e.g.^

1. The thought that he might have taken it never occurred to me.
Noun, nom. in app. to thought^ or noun in adv. obj. after

thoui^ht.

2. He took unusual precautions that none should escape.
Adv. of purpose mod. took.

Noun in adv. obj. after precautions.

3. The Egyptians beheld the woman that she was very fair.

Noun clause in restrictive app. (see H. S. Gr., p. 327) to
woman.

Noun clause, forming a secondary and abstract object of
beheld^ woman being the primary and conciete object ;
that is, " they beheld the woman (and beheld) that she
was fair."

Noun clause in adv. obj. after beheld.

4. Once that they hear that they will give us no peace.
Adv. mod. will give ^ once that being cc[ual to when once.

GRAMMATICAL ANALYSIS.

It seems more likely, however, that the sentence is
elliptical, perhaps for

" If it once happens that, etc."
5. You had better make sure that you are right.

Noun obj. gov'd by make, /.^., make something sure.

Noun in adv. obj. after sure^ i.e., make sure as to something.

In some cases the that is clearly redundant ; as.
When that the poor have cried, Caesar hath wept.

and similarly after while, if, etc.

49. As clauses :

1. I overtook them as they were returning.
Adv. of time mod. overtook.

2. As it was past the time I let them go.
Adv. of cause mod. let.

3. He would not do as I told him.
h^w. oivcizxiXi^x vs\o^. would not do.

4. It is not quite so cold as it was.
Adv. of comparison correlative to so.

5. He took the same view as I did.
Adj. mod. view correlative to same.

6. These boys, as we all know, are rivals.

Adj. as having the value of a relative with the fact stated in
the princ. clause for its antecedent.

50, Sometimes it is difficult, if not impossible, especially
without the context, to decide whether an as clause should
be classed as adverbial or adjectival ; thus in

" The chairman, as we have shown, had been elected on the
understanding that, etc."

it is impossible with the bare sentence before us to decide
whether " as we have shown " is intended to mean " in
the manner in which we, etc.," (adv.) or simply " v^hich
(and this) we have shown " (adj.).

ELLIPSIS.

51. Difficulties arising from ellipsis in as clauses :

1. He acts as (he would act) if he were frightened.

2. It is almost as deep as (it was deep) when I crossed it.

3. And half I felt as (I should have felt if) they were come to

tear me from a second home.

4. He acted so as (one would act) to leave that impression.

5. I waited as long as (it was) possible (to wait).

6. You as (you are) chairman have the right to do that.

7. This will serve as a warning (would serve).

8. (Though he was as) old as he was he was a match for them.

9. (Considered) as a lawyer (is considered) he does not amount

to much.

10. They are not so late this morning as (it is) usual (for them to

be late).

11. His reputation (considered) as a scholar (is considered) stands

very high — cojtsidered niodifiying his^ which is here a pro-
noun.

J 2. This is not so strong as what you got (is strong).

52. 77/<3:« clauses :

1. He looks better than (he looked) when I saw him last.

2. He behaved worse than (he would have done) if you had

been here.

3. He behaved worse than (it is) usual (for him to behave).

4. 1 le is older than you would think (him to be old).

5. He knows better than (he knows) to do that.

6. I have seen him do it more (times) than a dozen times (are

many times).

7. He felt more than (he felt) satisfied.

8. This is stronger than what he showed us (is strong).

9. That is more easily said than (it is easily) done.

10. There were more present than (those were many who) were

able to find seats.

" Than whom " can, of course, not be expanded into a
clause. All we can do is to say that it is as an incorrect
expression sanctioned by usaj^e, and to class it as an
adverbial phrase.

GRAMMATICAL ANALYSIS.

53. Miscellaneous examples of ellipsis.

1. (I am) so far from envying you. (that) I am willing to help you.

2. I scarcely know where (I ough';) to look for it.

3. I have not a box in which (it \s possible) to keep them.

4. You must attend to it and (you must do) that without delay.

5. He would not (do) so much as (to) look at it (is much).

6. We shall start to-morrow (and it will make) no matter what

the weather may be like. '

7. What (does it matter) if I did say so.-*

8. They all need it, (and) especially (does) this one (need it).

9. (The chances are) ten to one (that) he will forget it.
10. (What was) worse still (was that) he cheated me.

54. In addition to ellipsis other causes of irregular
constructions may be pointed out ; viz.,

(i) Blending of two constructions ; thus,

"As he was likely to know all jout it he was sent for."

" Being likely to know, etc."

" He was sent for, as being likely, etc."

And so in the following passage :

. " For dear to Arthur was that hall of ours,
As having there so oft with all his knights
Feasted, and as the stateliest under heaven."

The use oi as though for as if is probably due
to this cause.

(2) False analogy ; compare,

"Another step and you will be over," i.e.^ **Take an-
other, etc," or " Another moment and you will be too
late," !>., "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.

(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.

GttAMMAl'iCAt ANAf.VSlS.

. 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

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.

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.

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.

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.

GRAMMATICAL ANALYSIS.

(3) Lastly, in the case of the passive of those in 59,
(2); thus,

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.

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-

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.

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.

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<liii7ii T'- ii

GBAMMATICAL ANALYSIS.

I) >

H' !

111. saw
iv.

V. the hilis grow larger in the darkness,
vi.

ii. thy, listening
iii. must rejoice . *

iv.

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. /<a:^.

possessor — noun, com. mas. sing., and predic. nom. after
had becojne,

{b) from — prep. gov. tenement in the obj.^ and joining it to
returning.

evening — noun, com. sing, and adv. obj. after saw.

returning — verb, intrans., new conj., imper. participle,
mod. he.

saw — verb, trans., old conj. (see, saw, seen), indie, past 3rd
sing, to agree with its subj. he.

larger — adj., comparative deg. in predic. relation after
grow to hills.

if) poet — noun, com. masc. sing., nom. of address.

how — adv. of manner, mod. must rejoice.

must rejoice — obligative verb phrase, indie, pres. 3rd sing,
to agree with its sub. spirit.

, tobeinterpreted— verb, trans., new conj., pass, infin. pres.,
forming part of an adv. phrase, mod. must rejoice.

SENTENCES AND PASSAGES

III. Divide the following passages into clauses, write
out each clause in full, classify it, and give its relation.

{a) That he has seen it is quite evident from the way that he is
acting.

{b) As one who, long detained on foreign shores,
Pants to return, and when he sees afar
His country's weather-bleached and battered rocks
From the green wave emerging, darts an eye
Radiant with joy towards the happy land ;
So I with animated hopes behold,
And many an aching wish, your beamy fires,
That show like beacons in the blue abyss,
Ordained to guide the embodied spirits ho?ne
From toilsome life to never ending rest.

{a) (i) Clause — that he has seen it.

Kind and Relation — Sub. noun, nom. subj. of is in (2).

(2) Clause — (that he has seen it) is quite evident from the

way.

Kind and Relation — Princ. assert.

(3) Clause — that he is acting (in).

Kind and Relation — Sub. adj. mod. way in (2).

{b) (i) Claui,c —As one (beholds).

Kind and Relation — Sub. adv. of manner mod. so in (5).

(2) Clause — who long detained on foreign shores pints to

return.

Kindand Relation — Sub. adj. mod. one in (i).

(3) Clause — (who) darts an eye radiant with joy towards

the happy land.

Kind and Relation — Sub. adj. co-ord. to (2).

(4) Clause — when he sees afar his country's weather-

bleached and battered rocks from the green wave
emerging.

Kind and Relation — Sub. adv. of time mod. darts in (3).

' I

4 GRAMMATICAL ANALYSIS.

(5) Clause — So I with animated hopes and many an aching

wish behold your beamy fires.

Kind and Relation — Princ. assert.

(6) Clause — that show like beacons in the blue abyss

ordained to guide the embodied spirits home from
toilsome life to never-ending rest.

Kind and Relation — Sub. adj. mod. ^r^j in (5).

IV. Parse the italicized words in III. (a) {b).

that — subord. conj., introducing a noun clause.

evident — adj. in pred. relation to the noun clause " that he
has seen it."

that— rel. pron. having way for its antec, neu. sing, and
obj. goVd by {in).

is acting — verb intr. new conj. indie . pres. prog, form and
3rd sing, to agree with its subj. he.

one — indef. pron. sing. nom. subj. to {beholds).

when — conj. adv. mod. sees, and connecting the sub. clause
with the clause of which darts is the verb.

and — co-ord. conj. connecting the two phrases "with
animated hopes " and "(with) many an aching wish."

like — adj. in predic. relation to that. •

beacons — noun, com. pi. obj. gov'd by to

(or obj. after ///^^, representing the A. S. dative).

home — usually a noun, used here with the value of an adv.
mod. to guide.

V. Classify the preposition phrases in 111.(3) according
to their grammatical value and give the relation of each;

1. Phrase — on foreign shores.

Kind and Relation — Adv. of place mod. detained.

2. Phrase — from the green wave.

Kind and Relation — Adv. of place mod. emerging.

FOR ENTRANCE CANDIDATES.

3. Phrase — with joy.

Kind and Relation — Adv. of cause mod. radiant,

4. Phrase— towards the happy land.

Kind and Relation — Adv. of place mod. darts.

5. Phrase — with animated hopes.
Kind and Relation — Adj. mod. /.

6. Phrase — (with) many an aching wish.
Kind and Relation — Adj. mod. /.

7. Phrase — in the blue abyss.

Kind and Relation — adj. mod. beacons.

8. Phrase — from toilsome life.

Kind and Relation — Adv. of place mod. to guide.

9. Phrase — to never ending rest.

Kind and Relation — Adv. of place mod. to guide.

I.— FOR ENTRANCE CANDIDATES.

Simple Sentences.

1. Sometimes a distant sail, gliding along the edge of

the ocean, would be another theme of idle specula-
tion. •

2. The temporary absence of worldly scenes and em-

ployments produces a state of mind peculiarly
fitted to receive new and vivid impressions.

3. From that time until the moment of arrival a feverish

excitement prevailed among the passengers.

4. In that same village, and in one of these very houses,

there lived many years since a simple, good-
natured fellov/, of the name of Rip Van Winkle.

GRAMMATICAL ANALYSIS.

5. Panting and fatigued, Rip threw himself, late in the
' afternoon, on a green knoll covered with mountain

herbage.

6. Lying here, he could see in the distance, through an

opening between the trees, the lordly Hudson, far
below him, moving in its silent but majestic
course.

7. All preliminary steps having been duly taken, Burke,

in the beginning of June, brought forward the
charge relating to the Rohilla war.

8. The greater part of his savings he left in Bengal,

hoping probably to obtain the high usury of India.

9. In a few years that great and powerful empire had,

by the most senseless misgovern men t, been brought
to tlfe verge of ruin.

10. Having made these arrangements, the Governor-

General, with calm confidence, pronounced his
presidency secure from all attacks by his adver-
saries.

11. In addition to this extraordinary talent for devising

expedients, Hastings possessed, in a very high
degree, another talent scarcely less necessary to a
man in his situation.

12. On that very spot, probably, fourscore years before,

the little Warren, meanly clad and scantily fed, had
played with the children of ploughmen.

13. But the favourite pastime, one engaged in with pecu-

liar delight by all classes and ages, and both sexes,
is swimming in the surf.

«
*

FOR ENTRANCE CAKDIDATES.

tore,
had

xes,

14. Behind this ever clean window, and at some distance

from it, hangs the beautiful circular curtain forming
the coloured part of the eye, and named the iris.

15. On emerging from this dark and deadly plain, and

beginning to ascend the lower mountain-stages,
the traveller is at once introduced to a much more
pleasing scene.

16. At the same time, in the colder season, on elevated

peaks, the plants of Europe and other temperate
climates are seen growing side by side with those
of the tropics.

17. Naturally enough the task of the committee was

rendered much more difficult by this unfortunate
misunderstanding.

18. Not far distant are to be seen noisy gangs of people,

evidently engaged in gambling, and showing by
their excited looks and clamour, the intensity of
their interest in the issue.

19. Unfortunately the information received from these

stragglers proved, in the majority of instances,
wholly unreliable.

20. Down the perpendicular faces of these stupendous

avenues descend almost continual showers of stony
fragments, broken off from the hills above.

21. The sun that brief December day

Rose cheerless over hills of gray. . .;

22. There, too, our elder sister plied
Her evening task the stand beside.

GRAMMATICAL ANALYSIS.

II .'

) 1

23. The service past, around the pious man
With ready zeal each honest rustic ran.

24. Well had the boding tremblers learned to trace
The day's disasters in his morning face.

25. From peak to peak the rattling crags among
Leaps the live thunder.

26. But she, with sick and scornful looks averse,
To her full height her stately stature draws.

27. All day the gusty north-wind bore
The loosening drift its breath before.

28. Shut in from all the world without
We sat the clean-winged hearth about.

29. Beneath the palm trees on the plain
Once more a king he strode.

30. Another guest, that winter night.
Flashed back from lustrous eyes the light.

31. Meanwhile, impatient to mount and ride,
Booted and spurred, with a heavy stride
On the opposite shore walked Paul Revere.

32. In fields with bean or clover gay,
The woodchuck, like a hermit gray,
Peered from the doorway of his cell.

33. And something of myself in thee,
A shadow from the past, I see.
Lingering, even yet, thy way about.

34. Like swans upon the water lie
The yachts with folded sails,
Dreaming beneath a cloudless sky
Of long delaying gales.

FOR ENTRANCE CANDIDATES.

35. We buried him darkly at dead of night,
The sods with our bayonets turning,

By the struggling moonbeam's misty light,
And our lanterns dimly burning.

36. The goodman sat beside his door
One sultry afternoon,

With his young wife singing at his side
An old and goodly tune.

37. And through the broken clouds, the sun
Looked out serene and warm.
Painting its holy symbol-light

Upon the passing storm.

38. Up from the south, at break of day,
Bringing to Winchester fresh dismay,
The affrighted air with a shudder bore
The terrible grumble and rumble and roar.

39. Now by great marshes wrapt in mist,
Or past some river's mouth,
Throughout the long still autumn day
Wild birds are flying south.

40. From off yon ash limb sere
Out thrust amid green branches.
Keen like an azure spear

A kingfisher down launches.

41. In that hour of deep contrition,
He beheld with clearer vision,
Through all outward show and fashion,
Justice, the Avenger, rise.

•

ORAMMATIOaL ANALYStd.

l! H

I! i

42. I turning saw, throned on a flowery rise,
One sitting on a crimson scarf unrolled,

A queen, with swarthy cheeks and bold black eyes.
Brow bound with burning gold.

43. Four long years of mingled feeling,
Half in rest and half in strife,

I have seen thy waters stealing
Onward, like the stream of life.

■

44. F'ast through the midnight dark and drear,
Through the whistling sleet and snow,
Like a sheeted ghost the vessel swept
Towards the reef of Norman's woe.

45. Forth looking from the castle tower.
Beyond the hills with almonds dark.
The straining eye could scarce discern
The chapel of the good St. Mark.

46.^ And freely from the cherry-bough
Above the casement swinging.
With golden bosom to the sun,
The oriole was singing.

47. Through Orient seas, o'er Afric's plain
And Asian mountains borne.

The vigor of the Northern brain
Shall nerve the world outworn.

48. No more, surveying with an eye impartial
The long line of the coast.

Shall the gaunt figure of the old Field Marshal
Be seen upon his post !

FOR ENTIlANrR (^ANDIDATKS.

49. In the night, unseen, a single warrior,
In sombre harness mailed,

Dreaded of man, and surnamed the Destroyer,
The rampart wall has scaled.

50. A traveller, by the faithful hound,
Half-buried in the snow was found.
Still grasping in his hand of ice

That banner with the strange device, Excelsior !

51. Once into a quiet village,
Without haste and without heed.
In the golden prime of morning.
Strayed the poet's winged steed.

52. Hearing his imperial name
Coupled with those words of malice.
Half in anger, half in shame,
Forth the great campaigner came,
Slowly from his canvas palace.

53. One autumn night, in Sudbury town.
Across the meadows bare and brown.
The windows of the wayside inn

Gleamed red with firelight through the leaves
Of woodbine, hanging from the eaves
Their crimson curtains rent and thin.

Complex and Mixed.

54. As he stood there, lamp in hand, gazing at the door

he had just closed, and thinking of the destinies
of those within, any one that knew him would
have marvelled at the change, even in his very
appearance.

i::

OKAMMATICAL ANALYSIS.

55. The cathedral is said to have owed its immunity to

the shrewd advice of the chief magistrate of the
city, who, like a canny Scot, urged upon the people
that it would be better to build a new church
according to their own ideas before they proceeded
to pull down the old one.

56. And then the same sun that had warmed his little

heart at home came glowing down on him here,
and he gave music back for it more and more, till
at last, amidst breathless silence and glistening
eyes of the rough diggers hanging on his voice,
out burst in that distant land his English song.

57. The British government is beginning to understand

this, and if by firmness those acting under its
instructions can once for all convince the Chinese
officials that, whatever it may cost, the guilty shall
be made to pay the penalty, a great step will have
been taken.

58. Thus we have seen that in tracing out the many

links in the long chain of events which are in-
volved in the simplest transaction over a grocer's
counter, more true romance and more real wonders
are disclosed than in the wildest narrative of fairy
love.

59. Ere the Christian could avail himself of this mishap,

his nimble foeman sprang from the ground, and
calling on his steed, which instantly returned to
his side, he leaped into his seat without touching
the stirrup, and regained all the advantage of
which the Knight of the Leopard hoped to deprive
him.

FOR ENTRANCE CANDIDATES.

60. It almost invariably happens that in these reefs

openings occur, which, though sometimes so nar-
row and intricate that they will scarcely allow the
passage of a native canoe, are not unfrequently of
sufficient width and depth to permit the free in-
gress of large ships.

61. A striking geological fact connected with the marshes

is the presence beneath them of stumps; of trees
still rooted in the soil, and other indications which
prove that much, if not the whole of this marine
deposit, rests on what was once upland soil sup-
porting forest trees.

62. When the Yule log is laid on the blazing hearth of

the baron's hall, and the fagots are piled on the
peasant's fire, they shed upon the radiant faces of
the festive circle light and heat which were bor-
rowed from the sun while the seed sprang into
a sapling, and at length became a goodly tree, a
century or two old.

63. When I consider the advance of the country in edu-

cation and in other important elements of great-
ness and of prosperity, I must say that I feel but
little sympathy with those who indulge in mourn-
ful recollections of what they have left, or queru-
lous complaints of their present position, instead
of acknowledging the advantages they enjoy, or
looking forward to Ihe bright future before them.

64. Not a step can we take in any direction without

perceiving traces of design, and the skill that is
everywhere shown is calculated in so vast a pro-

11 ■'

14 GRAMMATICAL ANALYSIS.

portion of instances to promote the happiness of
living creatures, that we cannot help coming to
. ' the conclusion that if we knew the whole scheme
of Providence every part would appear to be in
harmony with a plan of absolute benevolence.

65. Hence we find on splitting open a slab an inch or

■ two thick, on the upper surface of which the marks
of recent rains occur, that a lower layer, deposited
perhaps ten or fourteen tides previously, exhibits
on its under surface perfect casts of rain-prints
which stand out in relief, the moulds of the same
being seen in the layer below.

66. On she came with a cloud of canvas,
Right against the wind that blew,
Until the eye could distinguish
The faces of the crew.

6y. Not a drum was heard, not a funeral note,
As his corse to the rampart we hurried ;
Not a soldier discharged his farewell shot
O'er the grave where our hero we buried.

6S. He who from zone to zone

Guides through the boundless sky thy certain flight
In the long way that I must tread alone
Will lead my steps aright.

69. On Linden when the sun was low, . .

All bloodless lay the untrodden snow ;
And dark as winter was the flow
Of Iser rolling rapidly.

1 or
irks
ited
bits
ints
ame

ght

FOR ENTRANCE CANDIDATES.

70. Lightly they'll talk of the spirit that's gone,
And o'er his cold ashes upbraid him ;

But little he'll reck if they let him sleep on
In the grave where a Briton has laid him.

71. Alone unto our Father's will
One thought hath reconciled,
That He whose love exceedeth ours
Hath taken home his child.

72. O'er his face of moody sadness
For an instant shone
Something like a gleam of gladness,
As he stooped him down

To the fountain's grassy side
And his eager thirst supplied.

73. Between the dark and the daylight,
When the night is beginning to lower.
Comes a pause in the day's occupations
That is known as the Children's Hour.

74. The distant mountains that uprear
Their solid bastions to the skies,
Are crossed by pathways that appear
As we to higher levels rise.

75. A feeling of sadness comes o'er me
That is not akin to pain,

And resembles sorrow only
As the mist resembles the rain.

76. Read from some humbler poet
Whose songs gushed from his heart,
As showers from the clouds of summer,
Or tears from the eyelids start,

: if"

GRAMMATICAL ANALYSIS.

I ;

it '

77. From mom till night he followed their flight
O'er plains where the tamarind grew,
Till he saw the roof of the Caffre huts
And the ocean rose to view.

yS. We spoke of many a vanished scene,
Of what had been, and might have been,
And all that fills the hearts of friends,
When first they feel with secret pain,
Their lives thenceforth have separate ends.
And never can be one again.

79. I know not what the future hath
Of marvel or surprise,
Assured alone that life and death
His mercy underlies.

80. I know, indeed, that wealth is good ;
But lowly roof and simple food
With love that hath no doubt,

Are more than gold without.

81. We only know that thou hast gone
And that the same returnless tide
Which bore thee from us still glides on.
And we who mourn thee with it glide.

82. 'Tis something to a heart like mine
To think of thee as living yet ;

To feel that such a light as thine
Could not in utter darkness set.

83. He felt that wrong with wrong partakes,
That nothing stands alone,

That whoso gives the motive makes
His brother's sin his own.

FOR ENTRANCE CANDIDATES.

84. The tissue of the life to be

We weave with colours all our own,
And in the field of destiny
We reap as we have sown.

85. And she who taught him love not less
From him she loved in turn
Caught in her sweet unconsciousness
What love is quick to learn.

86. When through life unblest we rove,
Loosing all that made life dear
Should some notes . e used to love
In days of boyhood meet our ear,

Oh ! how welcome breathes the strain !
Wakening thoughts that long have slept,
Kindling former smiles again
In fading eyes that long have wept.

87. And who shall deem the spot unblest,
Where Nature's younger children rest,
Lulled on their sorrowing mother's breast ?
Deem ye that mother loveth less

Those bronzed forms of the wilderness

She foldeth in her long caress ?

As sweet o'er them her wild flowers blow

As if with fairer hair and brow

The blue-eyed Saxon slept below.

88. And if it be the King's decree,
That I must find no sanctuary,
In that inviolable dome,

Where even a homicide might come.

18 GRAMMATICAL ANALYSIS.

And safely rest his head,
Though at its open portals stood,
Thirsting to pour forth blood for blood,
The kinsmen of the dead ;
Yet one asylum is my own,
Against the dreaded hour, ,

A low, a silent, and a lone,
Where kings have little power.

II.— FOR PUBLIC SCHOOL LEAVING CANDIDATES.

1. As he approached the village he met a number of

people, but none whom ne knew, which somewhat
surprised him, for he had thought himself ac-
quainted with every one in the country round.

2. Any judicious adviser would have told him that the

best thing he could do would be to make an elo-
quent, forcible and affecting oration at the bar of
the House ; but that if he could not trust hims«^lf
to speak, and found it necessary to read, he ought
to be as concise as possible.

3. There can be no doubt that this was a result which,

if it had been obtained by honest means, would
have entitled him to the warmest gratitude of his
country ; and which, by whatever means it was
obtained, proved that he possessed great talents
for administration.

FOR PUBLIC SCHOOL LEAVING CANDIDATES.

4. As they had no fire-arms the only defence they could

make was to throw back the stones which happened
to lodge in the boat, but in this mode of warfare
the savages were naturally much more expert, and
it is probable that the Europeans would have been
murdered had they not hit upon the ruse of throw-
ing part of their clothing into the sea.

5. The brain of an African elephant rests upon a plate

of bone exactly above the roots of the upper
grinders, and is thus wonderfully protected from a
front shot, as it lies so low that the ball passes
above it when the elephant raises his head, which
he invariably does when in anger, until close to the
object of his attack.

6. So terrible was the slaughter caused by the fire of

the British artillery that the victorious troops felt
for the sufferers, and would have recoiled from
continuing it, had not the recollection of the cruelty
with which the Sikhs had, in the commencement
of the action, slaughtered the wounded British who
fell into their hands, steeled every heart of the
conquerors against pity.

7. You may find the nest once, if your course chances

to lead you across it and your eye is quick enough
to note the silent brown bird as she darts quickly
away, but unless you mark the spot it is altogether
probable that your search for it next day will be
fruitless,

8. When I arrived at the house I found my host in a

less sceptical mood than at our first meeting, and

GRAMMATICAL ANALYSIS.

the consequence was that it was soon arranged
that I should set out for Africa early the following
month, fully equipped for an expedition of two
years' duration, if necessary.

9. Nevertheless, as is often the case, especially when we
reason about the affairs of another world, it seemed
better to encounter the uncertain danger, than to
face the immediate one.

10. The vast mountai p -: which had at one time been

the bed of a lake t/^-tched away in endless dis-
tance, with a southern boic'er fringed by a chain of
snowy peaks that glinted and receded in alternat-
ing sunlight and shadow, until the eye was left in
doubt whether it were reality or veritable fairy
land.

11. They told me that if I would speak slowly and

distinctly it might be possible to dispense with
the services of an interpreter, as all the members
of the board had studied my language, though
none of them had ever heard it spoken by an
Englishman.

12. I go from this place in the hope that we shall mutu-

ally consign to perpetual oblivion whatever per-
sonal collisions may have occurred between us, and
that our recollections shall dwell in future only on
those intellectual struggles, honourable to the
senate and to the nation, in which each has con-
tended for what he deemed the best mode of
accomplishing one common object, the welfare and
happiness of our beloved country.

POB PUBLIC SCHOOL LEAVING CANDIDATES.

per-
and

y on
the
con-
e of

2 and

13. The costermonger as he puffs his pipe, and the old

charwoman as she sips her cup of tea, may reflect
with pride that they are waited on by more ser-
vants than compose a royal retinue ; and that
every time they rap on the counter for their ounce
of tobacco or tea, they are issuing commands to
thousands of their fellow-creatures, which will not
fail to be as implicitly obeyed as if they fell from
the lips of a monarch.

14. At a later period, when, with the progress of time,

the love of adventure or the needs of commerce
had drawn navigators from the JTediterranean
through the Pillars of Hercules into me Atlantic ;
and when some conception of the immensity of
the water had forced itself upon minds dwarfed by
the contracted limits of the ii and sea, then the
ocean became in good earnest a receptacle of
gloomy and appalling horrors, and the marvels
narrated by those fortunate enough to return, told
how deeply the imagination had been stirred by
the new scenes opened to their vision.

15. But probably all have seen the movement I am de-

scribing in the eyes of a cat, where the change is
more conspicuous than in our own eyes; and have
noticed the broad iris spread out in twilight, till
the look, usually so suspicious softened into a mild
glance ; whilst when pussy is basking in the sun,
as she dearly loves to do, she shows between her
frequent winkings only a narrow slit for a pupil,
like the chink of a shutter, or the space between
the spars of a lattice blind.

GRAMMATICAL ANALYSIS.

h I

p i

1 6. And all the air a solemn stillness holds

Save where the beetle wheels his droning flight
And drowsy tinklings lull the distant folds.

17. Thrice is he armed who hath his quarrel just,
And he but naked, though locked up in steel,
Whose conscience with injustice is corrupted.

18. Though justice be thy plea consider this,
That in the course of justice none of us
Should see salvation.

19. And if my standard bearer fall, as fall full well he may,
For never saw I yet promise of such a bloody fray,
Press where ye see my white plume shine.

20. If only queens are to be counted fair,

Rash were my judgment then, who deem this maid
Might wear as fair a jewel as is on earth.

21. What good should follow this, if this were done?
What harm, undone ? Deep harm to disobey,
Seeing obedience is the bond of rule.

22. For contemplation he and valor formed,
F'or softness she and sweet attractive grace ;
He for God only, she for God in him.

23. They say, best men are moulded out of faults ;
And, for the most, become much more the better
For being a little bad.

24. O gentle sleep,

Nature's soft nurse ! How have I frighted thee.
That thou no more wilt weigh my eyelids down
And steep my senses in forgetfulness ?

S'OR Public school leaving candidates.

nay,

aid

25. But if he lost, the scenes behind,
Somewhat of reverence va^ue and blind,
Finding the actors human at the best,

No readier lips than his the good he saw confessed.

26. The more we live more brief appear
Our life's succeeding stages;

A day to childhood seems a year,
And years like passing ages.

27. Our life is but a passing day,

No lip can tell how brief its span ;
Then, oh, the little time we stay
Let's speak of all the best we can.

28. Henceforward, listen as we will,
The voices of that hearth are still ;
Look where we may, the wide earth o'er,
Those lighted faces smile no more.

29. What here we call our life is such,

So little to be loved and thou so much,
That I should ill requite thee to constrain
Thy unbound spirit into bonds again.

30. In the brave records of our earlier time
A hero's deed thy generous soul inspired,
And many a legend told in ringing rhyme.
The youthful soul with high resolve has fired.

31. To friends, to fortune, to mankind a shame.
Think how posterity will treat thy name ;
And buy a rope that future times may tell
Thou hast at least bestowed one penny well.

ii.

i-^

GRAMMATICAL ANALYSIS.

li- >

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.

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

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**"

(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,

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.

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.

: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

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

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