oea,a.3r, prepaid to any address on receipt of price. Address the Autlior, *. "V. X ZS X S ZE3T, INSTITUTE INSTRUCTOR, IMA, (Allen County,) OHIO. \ IBRARY NIYSRSITY OF I CALIFORNIA J /J GRAMMAR AND ANALYSIS MADE EAST AND ATTEACTIYE BY DIAGRAMS CONTAINING ALL THE DIFFICULT SENTENCES OF HARVEY'S GRAMMAR DIAGRAMMED; ALSO, MANY DIFFICULT SENTENCES FROM OTHER GRAMMARS; DESIGNED FOR BOTH TEACHERS AND PUPILS BY FBANK Y. IEISH, A.M. Lecturer and Instructor in Teachers' Institutes. Formerly Teacher of Grammar, Analysis, Orthography, and History in the North-western Ohio Normal School That which strikes the eye lives long upon the mind ; The faithful sight engraves the knowledge with a beam of light " S. Gtil & Mechanical Engineer. SAN FRANCISCO, CAL. VAN ANTWERP, BRAGG & CO. CINCINNATI NEW YORK ECLECTIC EDUCATIONAL SERIES. Valuable books especially recommended for Teachers' Libraries ; for use at Institutes ; and by Reading Circles. 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Complete Descriptive Catalogue and Price List of the Eclectic Educational Series sent free on application to the Publishers. COPYRIGHT, 1884, BY F. V. IRISH. (ii) ECLECTIC PRESS: VAN ANTWERP, BRAGG & CO. It* If Q PREFACE. TO diagram a few easy sentences, as our grammars do, does not satisfy the needs of either the teacher or the pupil. A more complete work on diagramming is demanded: one that presents a great variety of construction, and grapples the difficulties and intricacies of the " English Sentence." Again, many systems of diagrams now in use are either too complicated for practical purposes, or do not truthfully picture the offices and relation of the different elements in a sentence. Whether the element is co-ordinate with or subordinate to another element should be clearly shown by the diagram. If an element is a modifier, the diagram should be so drawn that it shows just what it modifies. If an element modifies a part of the predicate, or a part of a phrase, the lines should be so drawn as to indicate that it modifies a certain word or group of words, and not the entire predicate or phrase. Finally, the diagram should picture with great clearness the office of connectives, especially the double office of con- junctive and relative adverbs, and relative pronouns. By permission, I have used Prof. W. F. L. Sanders's system of diagrams, with the following changes, which I think to be improvements : A different use of the dash ; first, to separate the copula and attribute ; second, to sep- arate the preposition and its object ; but never to separate a verb and its auxiliary. A different position of the introductory conjunction, expletive adverb, and an adverb modifying a sep- arable phrase. The parsing of difficult words is indicated by the use of Arabic figures, placed under or over the words, and referring to the rules in Harvey's Grammar. The very favorable reception of the author's small work, published some time ago, and the large number of flattering notices and testimonials from State Superintendents and other prominent educators, and from leading educational journals, are unmistakable evidences of the popularity of this system. The utility of diagrams in teaching grammar and analysis is shown by the same process of reasoning by which we show the utility of Geometrical Diagrams in teaching Geometry ; Maps, in teaching Geography; or Figures, in teaching Arithmetic. By diagrams an abstract truth is made tangible ; the eye is permitted to assist the mind ; and, in the language of the poet, " Things that address the ear are lost and die in one short hour, But that which strikes the eye lives long upon the mind: The faithful sight engraves the knowledge with a beam of light." The study of grammar can be made just as interesting as the study of arithmetic if the same means are employed. The child loves to see and do. In this respect more advanced pupils, and even teachers themselves, are but children a little older grown. The improved straight-line system of diagrams presented in this work is eminently natural and practical ; it is peculiarly simple in its elements and laws ; it gives the clearest view of a sentence as a whole ; it saves time in teaching grammar and analysis, and makes these branches the delight of pupils ; it adapts the study of grammar and analysis to the taste and capacity of the pupil. Hon. A. J. Russell, Superintendent of Public Instruction of the State of Florida, sums it up thus: "I consider it of great help to the teacher and positive good to the pupil, in that it relieves the study of grammar of that which makes it so universally repul- sive to young pupils, and creates an interest novel and pleasing, while it gives a knowledge of the use of language the old methods are slow to impart." (iii) TO TEACHERS. YOU will do me the greatest kindness by communicating directly to me any errors you notice in this work, or any criticisms or suggestions you may desire to offer concerning it. This book is not to take the place of the books on grammar and analysis, but is to be used with them, and even before they are needed in the class- room. If possible, put it into the hands of every pupil who studies these branches. By the skillful use of blackboard and slates or paper, the study of grammar and analysis may be made interesting and attractive to the dullest pupils. Too much technical and not enough practical grammar has been taught in our schools. Practical grammar, in the form of correct speech, should be taught even before the child enters the school-room. Language lessons follow as soon as the pupil can read and write. In these lessons in sentence-building, punctuation and the use of capitals are to form an important feature. The analysis of simple sentences, using diagrams to interest and please, as well as to teach accuracy of thought, should be introduced at an early age; certainly, before technical grammar is taught. For, "Parsing without a preceding analysis can lead but to a very imperfect knowledge of the organical struct- ure of sentences." Gems of thought and sentences from the best authors should be selected for these exercises in analysis; thus leading the children by delightful paths up to an appreciation and even a love for our standard literature, the real gram- mar of the language. The acknowledgments of the author are due for much encouragement and many valuable suggestions from former pupils, friendly teachers and superintendents, as well as from leading educators and authors. These highly esteemed favors are appreciated, and will not be forgotten. Actuated by a desire to make the labor of the teacher and student of grammar and analysis a " delightful task," the author humbly sends this work forth on its mission. F. V. I. LIMA, 0., March 9, 1885. (iv) INDEX PAGE Outline, .... . 6 Nouns, ... . ... 9 Adjectives, .......... 9-11 Pronouns, . . . . 11-17 Nouns, Pronouns, and Adjectives, ...... 17-20 Participles 21,22 Verbs, . . . . 23-25 Nouns, Pronouns, Adjectives, and Verbs, , 26-28 Adverbs, . 29, 30 Prepositions, ... 30, 31 Conjunctions, .... ... Interjections, .... 34,35 Miscellaneous Sentences for Parsing, . 35-44 Syntax, showing all kinds of Elements, . 45-69 Abridged Sentences, ?> 71 Miscellaneous Sentences to be Analyzed, . Sentences illustrating Rules for Parsing, 85-102 Infinitives, . . . 93 ~ 97 Subordinate Connectives, . 00> ^ Miscellaneous and Difficult Sentences, Difficult Sentences from other Grammars, ..... 113-118 r I. Definition. II. Kinds, III. Elements, r i. As to rank, 2. As to form, 3. As to use, IV. Connectives, . V. Synthesis. VI. Analysis, . . - 1. Simple. 2. Complex. 3. Compound. 1. Declarative. 2. Interrogative. 3. Imperative. [_ 4. Exclamatory. 1. Principal, - 1. As to rank, [ 2. Subordinate 2. As to form, f 1. Simple. "| 2. Complex. ^ 3. Compound. 3. - 4. As to class, Attendant. {1. First class,- 2. Second class 3. Third class,- f 1. Pure. 1. Copula, . . j 2. Impure. [ 3. Complex. 2. Attribute. 1. Co-ordinate, (conj.) . 2. Subordinate, 1. Copulative. 2. Adversative. 3. Alternative. 4. Illative. 1. Subordinate Conjunctions. 2. Relative Pronouns. 3. Conjunctive and Relative Adverbs. 1. Kinds, U Diagram. . Oral. Written. . 2. Steps, (vi) 1. Read the sentence. 2. Describe the sen- tence, . . . . 1. As to form, 2. As to use, 1. Simple. 2. Complex. 3. Compound. 1. Declarative. 2. Interrogative. 3. Imperative. 4. Exclamatory. 3. If complex, point out the principal and subordi- nate clauses. 4. Name the complex subject. 5. Name the simple subject. fl. Simple. '1. As to form, < 2. Complex. 1,3. Compound. 11. Adjective. 2. Objective. 3. Adverbial. {1. First class. 2. Sec'd class. 3. Third class. 7. Name the complex predicate. 8. Name the simple predicate. 9. If necessary, name copula and attribute. 10. Point out the modifiers of the simple predicate and describe them. 11. Name and describe the attendant elements and the pure connectives. 6. Point out the mod- ifiers and de- scribe them, . . DIAGRAMS AND EXPLANATIONS. A diagram is a picture showing the offices and relations of the different parts of a sentence. The five elements of a Sentence are shown thus : Subject Predicate Object. EXPLANATION. The principal elements, the subject and predicate, are placed on a heavy line to show their importance in the sentence. They are placed on the same horizontal line to show that they are equal in rank. The adjective, objective, and adverbial elements are placed on light lines to show that they are modifiers of the principal elements, and below, to show that they are subordinate. 1. Men think. 2. Truth is mighty. 3. Whittier is a poet. 1, .2. 3. Men I tJiink. Truth I is mighty. "Jf^hittier \ 'is poet. EXPLANATION. These three sentences are given to show the three kinds of predicates. The first tells what the subject does; the second tells what quality it possesses; the third tells what It is. In the first sentence, the predicate may be modified by an objective or adverbial element, or both. In the second sentence, "is" and "mighty" may each be modified by an adverbial element. In the third sentence, the verb, or copula, may be modified by an adverbial element, and the noun, or attribute, may be modified by an adjective element. 4. Liberty is sweet. 5. We feel happy. 6. The lake appears to be deep. 4. 5 . liberty is-siveet. TFe \feel-happy. laKe appears tolie- deep. - ^ - TheJ I EXPLANATION. These three sentences are given to show the three kinds of copulas; "is" is a pure copula; "feel" is an impure copula, and "appears to be" is a complex copula. "Sweet," "happy," and "deep" are predicate adjectives. (vii) GRAMMAR AND ANALYSIS 7. John, the beloved disciple, reclined on the Master's breast. EXPLANATION. Sentence 7 is given to show the four kinds of adjective elements: definitive, descriptive, apposi- tion, and possession. The first two kinds are always ad- jectives; the second two, apposition and possession, are always nouns or pronouns. In sentence 7, "the" is defini- tive, "beloved" is descriptive, "disciple" denotes apposition, and "Master's" is an adjective element of possession. 8. Give me liberty. Cyou ) Give liberty; 9. They appointed Webster, the great statesman, chairman of the committee. 9. {They \ appointed Webster , chairjnan i^ statesman , [ of co mn&ftee great] loud J 1 no] which 25. My opening eyes with rapture see The dawn of this returning day. dawn The} [of - day, returning J this I with - rapture ' MADE EASY AND ATTRACTIVE BY DIAGRAMS. 11 23. Strong Creator, Savior mild, Humbled to a little child, Captive, beaten, bound, reviled Jesus! hear and save. NOTE. Sentence 23 is a simple imperative sentence with a compound predicate. This sentence is preceded by three attendant elements. In sentence 26, "maw/" and "a" may be parsed as separate adjectives. 26. With many a weary step, and many a groan, Up the high hill he heaves a huge round stone. Pope. 26. 18. Silver and gold have I none. lie I heaves stone, round iif/e a > With step, nnfl (withy groan , weari/l many a \ have Silver gold -and- none. ~\2 niffhj the 1. He and I attend the same school. 1. Harvey's Grammar, page 62. (Old edition, page 55.) 5. You, yourself, told me so. He I and* attend Ton NOTE. Some gram- marians would parse "me" as the direct object of "told." GRAMMAR AND ANALYSIS 6. The wicked is snared in the work of his own hands. .wicked I is snared 7. I bought the book, and read it. 7. read 9. I see them on their winding way. NOTE. If "his" and "own" are parsed together, they should be placed on the same line. ANALYSIS. Sentence 7 is a simple declarative sentence with a compound predicate. " I" is the simple subject, unmodified; "bought the book and read it" is the complex compound predicate; "bought and read" is the simple compound predicate; "bought," the first member, is modified by "the book," a complex objective element of the first class; "book" is the basis modified by "the," a simple adjective element of the first class. "Read," the second member of the sinple compound predicate, is modified by "it," a simple objective element of the first class. "And" connects "bought" and "read" 10. For we dare not make ourselves of the number, or compare ourselves with some that commend themselves ; but they, measuring themselves by themselves, and comparing them- selves among themselves, are not wise. themselves^ by themselves, \amona themselves , 11. My country, 'tis of thee, Sweet land of liberty, Of thee I sing. 12. Thou great Instructor, lest I stray, Teach thou my erring feet thy way. 5 Thou (.Instructor, 12. -thou I Teach way. thy feet NOTE. Sentences 2, 3, 4, and 8 are very simple, and are not diagrammed. In sentence 2, " book" is the direct and "sister" the indirect object of the verb "gave." I prefer to call the indirect object the' object of the prep- osition "to," understood. In sentence 3, "to-day" is a 'I stray, noun in the objective case without a governing word, of an adverb modifymg' "have seen" In sentence 10, "for" is an introductory conjunction; "that" is a relative pronoun. In sentence 11, "my country, sweet land of liberty" is a complex attendant element; ( 'land " is in MADE EASY AND ATTRACTIVE BY DIAGRAMS. IS apposition with " country" "It" is an expletive, and "(that) I sing" is the subject of the sentence; or make "it" the subject, and put "(that) I sing" in apposition with it. The second "of thee" is an attendant element. Harvey's Grammar, page 64. (Old edition, page 57.) 1. The farm is neither his nor theirs. neither 2 farm \ is his _] - T - " theirs. neither farm \ is (farm) The] NOTE. In the first diagram, "his" and "theirs" are possessive pronouns, nominative case in the predicate ; in the second, they are personal pronouns in the possessive case. In both diagrams, "neither" and "nor" are correlative or corresponding conjunctions, "neither" in- troducing the sentence and "nor" connecting "his" and "theirs." Many authors consider "neither nor" the connective, and place both between the words connected. 2. Is that horse of yours lame yet? 2- horse \ .Is lame 3. I did not hear that lecture of yours last evening. o. that of yours did hear NOTE. "Yet" may be considered a modifier of "is." ( ^-evening . last] 4. He is an old friend of ours. fc He | is friend \ of- ours. 5. This book is not mine ; it must be his or hers. 5. book | is anine-; 'Xhisj [not f.ancQ It wiu's t be His hers .. 6. That carriage of theirs is a very fine one. 7. Friend of mine, why so sad ? flniend (you are) sad ? so\ I why] Harvey's Grammar, page 68. (Old edition, page 61.) 1. Those who sow will reap. 2. He that hateth, dissembleth with his lips. 1. He I dissembleth Those rea:p that who \ sow hateth , with lips<* Tils GRAMMAR AND ANALYSIS 3. They that forsake the law, praise the wicked; but such as keep the law, contend with them. 3. 4. There is no class of persons that I dislike so much as those who slander their neighbors. 4. There They praise \ [that { tficfc the forsake 5. The house which you admire so much belongs to the man whom we see yonder. 5. house I belongs 6. Whatever is, is right. 6. That I is right. T li rhifh NOTE. In sentence 4, "there" is an expletive adverb; it is an attendant element. In sentence 6, " whatever is " may be considered the subject of the sentence, and "whatever" may be parsed without being separated into " that which." 7. Whatsoever ye shall ask in my name, that will I do. 5 That ye shall a 7. in mme, will do.} NOTE. In sentence 7, "that" is in the absolute case by pleo- nasm; and "that which ye shall ask in my name" is a complex attendant element. 8. He will do what is right. He will do] that which is right MADE EASY AND ATTRACTIVE BY DIAGRAMS. 15 9. This is the dog that worried the cat that killed the rat that ate the malt that lay in the house that Jack built. 9. .This | is dog the\ 10. A kind boy avoids doing whatever injures others. 10. boy I avoids kind (tvhich Harvey's Grammar, page 7O. (Old edition, page 63.) 1. Who saw the horse run? . Who I saw 4. For whom did he inquire ? 4. lie | di'd inquire? horse (to~) run 9 the I For whom 3. Whom did he call? James. 3 he | did call? (He called J 2. Whose house is that on the hill yonder? 9 house I is that on hill the) (i/onder? 5. Which will you have, the large or the small book? you I will have , 5. Whom did you take me to be ? you I did take be? Whom 7. What shall I do? Wait. 7. I I shall do 7. 7. Wait.\ (is that or (you \ shall) Wait. you shall do) which 16 GRAMMAR AND ANALYSIS NOTE. In sentence 1, by ,first diagram, "(to) run" is an adjective element modifying "horse;" by the second diagram "(to) run' 1 is the attributive object. By either diagram, "horse" may be considered the subject of the infinitive. In sentence 6, "whom" is in the objective case with the infinitive "to be." 8. "What can be more beautiful than that landscape ? 8. What \canbe more beautiful 9. Which is the lesson ? Q lesson?} is Which the than, landscape? that beautiful) 10. Who told you how to parse " what?" 1. Who is in the garden ? My father. 10. 1. 1. Who I toUl} Who | is father. [in garden) 2. I do not know who is in the garden. 2.. I do know not who I is ~ garden . the 3. Tell me what I should do. 3 ^_ (you) \Tell 4. What vessel is that? 4. that?] is vessel What i * 12 5. Always seek for what you need the most. 5. C you ) I seek for that you I need u'liich most 6. Whose house was burned last night? Mr. Hubbard's. 6. 6. house \ tvas burned ( house \ was burned Whosej 8 - night? Mr.HuN>ard>*.) last] [Q night) last] MADE EASY AND ATTRACTIVE BY DIAGRAMS. 17 7. The boy closed the shutters, which dark- ened the room. which darkened 8. What is his name? 8. name ? his) is _ What 9. Whoever enters here should have a pure heart. 9. He I should have IP ho enters here 10. I gave all that I had. NOTE. In sentences 2 and 3, "who is in the garden," and "what I should do" are substan- tive clauses. I do not consider "who" and "what" connectives; they are indefinite inter- rogative pronouns. Some authors consider "what" a double relative, in sentence 3. Harvey's Grammar, page 71. (Old edition, page 64.) 4. One ounce of gold is worth sixteen ounces of silver. 5. The prayers of David, the son of Jesse, are ended. 5. prayers I are ended. The \j>f silver. of David , theTT ' I of Jesse j NOTE. "Worth" is a predicate adjective, and "ounces" is in the objective case without a governing word. In the sentence not diagrammed, "condition" and "light" are predicate nouns, and "is made" is a passive verb. Dia. 2. 18 GRAMMAR AND ANALYSIS 8. Be of the same mind one toward another. tye) | Be | of mind 9. He sacrificed every thing he had in the world : what could we ask more ? 9. He 4 ' one the toward another. NOTE. Some prefer to make "one" the subject of sentence 8. 10. Who's here so base that would be a bondman ? 10. Who I is 12. Liberty was theirs as men: without it they did not esteem themselves men. 12. here base *~_ so that (he) would be bondman? Liberty ^vas(riffht) ^ they their(n)j id} as ^ \^ men I did esteetn} notj \ (^ themselves men . \ivithont it 11. I speak as to wise men : judge ye what I say. 13. The death of Socrates, peacefully philoso- phizing with his friends, is the most pleasant that could be desired. 13. death (death) The] most pleasant^ I the] ^>/ Socrates , that could be desired . [^philosophizing peacefully \ U (tvith friends. his] NOTE. In sentence 8, "of the same mind" is an adjective element of the second class used as the attribute; it equals the adjective "like-minded." In sentence 12, the first "men" is in the possessive case in apposition with "their;" "as" is a subordinate conjunction used as an index of apposition. The second "men" is an attributive object. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 19 *H * w a o> 2 II -a T3 _, O> C o g f anes, dicative ; "were" is subjunctive, and parallel} wmt id purchase" potential; "will ttv J go" is indicative ; "do let" is imper- ative, and "(to) see" infinitive; " must be" and "should have told" are potential. the] 1 If of intersection ^ plane intersect "| 3 ~~b MADE EASY AND ATTRACTIVE BY DIAGRAMS. 19. Could he have kept his spirit to that flight, he had been happy. Byron. 19. he | had beenhappy^ .1 I he Could have kept spirit /till to flighty thai 20. Reign thou in hell, thy king- dom ; let me serve In heaven, God ever blest. Milton. Thou 19. (Old edition.) Such a man were one for whom a woman's heart should beat constant while he breathes, and break when he dies. T man I were one heart should beat [constant (ly) 18 breathes ? and C should) break for whon* NOTE. In 19, "such a" may be parsed as an adjec- tive ; "for whom" modifies "should beat" and "(should) break." In 20, "king- dom" is in apposi- tion with "hell." In 21, "Save" is a sub- ordinate conjunc- tion; "waves" and "7" are in the nominative case to "may hear" understood; "where" is relative adverb connecting the complex subordinate proposition to the noun "steep," and modifying "may hear." Some authors parse " save" as a preposi- tion, and "waves" and "7" in the ob- jective case. 21. Place me on Sunium's marble steep, Where nothing, save the waves and I, May hear our mutual murmurs sweep ; There, swan-like, let me sing and die. Byron. In heaven y 2 f you > 1. Place c (you ) me ,rf> [on steep ,w,-bl4) no thinq, May hear] Sunnun's) ^^ j ( murniurs J0f} mutual \\ ' {(to) sweep! ( me "p -^L) [^ reaves an(J JT, (may hear) (to) sing (to) die . and the GRAMMAR AND ANALYSIS Hsftrvey's Grammar, page 112. (Old edition, page 102.) 1. They commenced plowing yes- 2. I seldom write 3. My father brought me some pine- terday. letters. apples when he came from the city. 1. 2. 3. 1 1 write father broucjht\ Mijj lie came n > -ci til- { phte-apples some) ^(~to ) me { Win from - the 4. She had gone to walk. 4. She I had gone 5. When do you intend to return my umbrella? 5. NOTE. In 4, "to walk" is an infinitive having the construction of a*h adverb; it denotes purpose, and modifies "had yone" 6. The workmen should have been more careful. G. I l2 workmen I should have been more careful . The] 7. Hallowed be thy name. 7. name.l be Hallowed 8. Respect the aged. 9. I could not learn to do it. 10. The weather was unpleasant. ft. 9. 10. (you) | Hespeci\ J\ could learnt iveathet\wa$ unpleasant. aged. ' not the it. 11. He should have been more industrious. 11. I l2 He\ should have been more industrious. 12. Shall I assist you ? 11!. I\ Shall assist yon ? 13. How many regiments were mustered out? 13. regim ents \ were mustered 14. Have all the gifts of healing? 14. I all\Have^ ~ ~ts the ' ' /_ healing? MADE EASY AND ATTRACTIVE BY DIAGRAMS. 18. Hear, father, hear our prayer ! Long hath thy goodness our footsteps attended. father-, -,r> (thou) | Hear, ~hear 15. Remember thy Creator in the days of thy youth. 15. 18. goodness \ hath attended* Lonf/J V. footsteps is 17. We were speedily convinced that his professions were insincere. 16. The poor must work in their grief. 17. 16. ~We I were convinced poor \ must ivork 'of fact) (this)] j that professions were insincere . in grief, their NOTE. To my mind, " that his professions were insincere," is a substantive clause, and is in apposition with "fact" or some other word understood. 7. (Old edition.) This lake is said to be one hundred feet deep. 19. (Old edition.) The very law that molds a tear, And bids it trickle from its source, That law preserves the earth a sphere, And guides the planets in their course. Rogers. NOTE. In 19, "That very law that molds a tear, and bids it trickle from its source," is a complex at- tendant element ; " law " is in the absolute case by pleonasm ; "the earth a sphere" is a complex ob- jective element of the first class ; it is a double object; "earth" is the primary, and "sphere" the attribu- tive object of the verb "preserves." Some authors consider "sphere" in apposition with "earth,"- and others make it the ob- jective case after "to be" understood. In 7, " is said to be" is a complex copula. Parse "is said " the same as other passive verbs; "to be" is a verb; neuter; copulative; irregular; infinitive mode; present absolute tense; common form; has no voice; here used with "is said" to form the complex copula. "Deep" is a predicate adjective, and belongs to "lake;" "feet" is in the objective case with- out a governing word. Cto) trickle \frotn source, -- GRAMMAR AND ANALYSIS 21. If parts alluje thee, think how Bacon slimed, The wisest, brightest, meanest of mankind. Pope. The urfsef. brightest, ) o/ mankind. meanest NOTE. " JFisesZ," "brighest" "meanest," may be parsed as nouns in apposition with "Bacon." 20. Why restless, why cast down, my soul ? Hope still, and thou shalt sing The praise of Him who is thy God, Thy Savior, and thy King. ~ 20. C thou) I (art) restless, I H7?/j Cand) Cthou) I Cart) cast trhyj \down r d tit on) I Hope still a nd thou 22. If goodness lead him not, yet weariness May toss him to my heart. Geo. Herbert. weariness I May toss\ and Harvey's Grammar, page 12O. (Old edition, page 109.) 1. They lived very 2. Why do you look so sad ? 3. When spring comes, the flowers will happily. bloom. 1. 2. 3. They \ lived ?/ 7he~ ni (i n if 4. 1 1 am satisfied not) [as to affair . that 3. We went over the river, through 5. All came but 6. The Rhone flows out from arnonj the corn-fields, into the woods yonder. Mary. the Alps. 3. 5. 6. We I tvent All I came Rhone flows ^ into woods 1 .9 \1nii 7 The) Mary. [out from among Alps. t he] {yonder. through corn- fields, the) the] 19 over rtver , 7. He went from St. Louis, across the plains, to California. 7.. He I ivent [to California. across plains ; from St. Louis, 8. Light moves in straight lines, and in all directions from the point of emission. 8. Lif/Jit I moves MADE EASY AND ATTRACTIVE BY DIAGRAMS. 10. Night, sable goddess ! from her ebon throne, In rayless majesty, now stretches forth Her leaden scepter o'er a slumbering world. Young. 10. 9. They went aboard the ship. 9. They \ivent 19 (aboard ship t thel NOTE. In 2, "are" is not copulative. In 4, "as to" is a complex preposition, and is equal to "con- cerning" In 5, "All" is a noun, and "but" is a preposition. In 6, "from among" is a complex prep- osition. In 8, "in straight lines and in all directions" is a complex compound adverbial element of the second class. Harvey's Grammar, page ISO. (Old edition, page 119.) 2. He'd sooner die than ask you, or any man, for a shilling. 1. I am a poor man, and argue with you, and convince you. 1. I am man, poorj | ai (i) fid 20 a) argue convince] 20 (you {tvith you, 2. He \ would die sooner would) ask 2O man, or any for shilling. 3. Talent is something, but tact is every thing. 4. Neither military nor civil pomp was wanting. Talent I is something^ bilt2G tact \ is thing. 4. Neither I2 pomp \ iv as iv anting. military 20 civil NOTE. " Neither " and "nor" are correlative conjunctions; "neither" introduces the sen- tence, and "nor" connects "military" and "civil." Rule 20. GRAMMAR AND ANALYSIS 5. The truth is, that I am tired of ticking. 5. that truthl is, I I The. ant tired (of ticking , NOTE. " That I am tired of ticking" is a sub- stantive clause used as the attribute of the prop- osition; "that" is a subordinate conjunction, in- troducing the predicate clause. 6. I remember a mass of things, but nothing distinctly. 6. 7. I alone was solitary and idle. 7. j I was solitary 20 idle . ' and 8. Both the ties of nature and the dictates of policy demand this. 8. Both ties the dictates demand atone and the j of nature of policy NOTE. "Both" and "and" are correlative conjunctions ; "both" introduces the sentence, and "and" connects "ties" and "dictates." 9. There was no reply, for a slight 10. No man more highly esteems or honors the British fear was upon every man. troops than I do. 9. There 10 ^ veply, I was /oral (fear \ was slight j JLJ man \ esteems honors IS more highly [upon man. every] than 21 11. The soldier marches on and on, inflicting and suffering, as before. 11. s'oldier \ marches 12 and on f inflicting 20 suffering, and- 12. There may be wisdom without knowledge, and there may be knowledge without wisdom. 12. Chere wisdom I may be "Rnojuftedge ^ without knowledge , there may be without wisdom , NOTE. "As before" may be parsed as an adverbial phrase. In 12, the two "theres" are expletive adverbs; they are attendant elements. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 13. Not a having and resting, but a growing and becoming, is the true character of per- fection as culture conceives it, 13. "having and resting, 20 growing and becoming, \ is character a \2 15. Essex had neither the virtues nor the vices which enable men to retain greatness long. Macaulay. 15. Essex | had Neither rtues JZ. vices 14. Men must be taught as if you taught them not. 14. Men\ must be taught greatness long . 'vices." To my mind, "neither" could be diagrammed as introducing the NOTE. "Neither" introduces and " nor" connects "virtues" and sentence. 17. Vice is a monster of so frightful mien, As to be hated needs but to be seen ; But seen too oft, familiar with her face, We first endure, then pity, then embrace. Pope. 16. How long didst thou think that his silence was slumber? 16. tliow \ didst think was slunibe*9 NOTE. In 16, "that" is an in- troductory conjunction introduc- ing the object clause. In 17, some authors parse "as" as a relative pronoun instead of a conjunctive adverb. In 13, " having and rest- ing," and " growing and becoming," are verbal nouns; "but" connects the two subjects. Some authors parse "not a" as an adjective in this sentence; in my judgment, "not" is an adverb, and modifies the verbal noun "having and rest- As culture conceives it" may be considered a modifier of the adjective "true." Dia. 3. GRAMMAR AND ANALYSIS 1. Ha! laughest thou? 2. Heigh ! sirs, what a noise 3. Huzza! huzza! long live Lord you make here. Robin ! -i 22 5 2. 1 JSeighJ sirs , thou?\ laughest 22 Ha/ 22 22 Huzzal huzz you I make here. noise a) what Lord Robin! \live long] 4. Ha! it is a sight to freeze one. 22 Haf 4. it I is sight 5. Let them be desolate for a reward of their shame which say unto me, Aha ! aha ! 5. (yoti) I Let 6. Oh, that the salvation of Israel were come out of Zion! 22 6. Oh, (I I wish) 7. Alas ! all earthly good still blends itself with home ! 8. Tush ! tush ! man, I made no refer- ence to you. 22 22 5 Tush f tushf man, 9. Hark ! what nearer war-drum shakes the gale? 22 Hark/ 9. war- drum \ shakes nearer J what NOTE. In 3, "Lord Robin" is a proper noun in the nominative case to the imperative "live." In 5, the two "ahas" are used as an objective element modifying "say;" they are used like a direct quotation following a transitive verb. I would parse " aha, aha" as a noun in the objective case, governed by the transitive verb "say." Interjections are attendant or independent elements. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 85 11. What! old acquaintance! could not all this flesh 10. Soft! I Keep in a little life? Poor Jack, farewell ! I could have better spared a better man. Shakespeare. 22 5 .22 '1 Wliatf acquaintance! Soft! ' did but dream I did dream/ old] flesh 11. could Keep] btitj this] F all J 5 22 Jack, farewell f ToorJ j- not) 1 [Tf/e? [in littleJT 18 " oj could have spared] better 18 \nian. betterj] '2 a Harvey's Grammar, page 133. (Old edition, page 121.) 1. A mercenary informer knows no distinction. 1. informer \knoivs" 2. I send you here a sort of allegory. 2. I I send mercenary distinction . mo j 3. Our island home is far beyond the sea. 3. Jiome I is island} 2 Our beyond sea. far) the) 4. Love took up the harp of life, and smote on all the chords with might. 4.. Love | took up \ * ftar/TT Ton chords NOTE. In 3, "jfar" is an adverb, and modifies "beyond sea," the basis of the phrase. In 4, "up" may be diagrammed and parsed as an adverb. 5. Your If is the only peace-maker: 6. He is very prodigal of his ohs and ahs. much virtue in If. 5. 6. I2 If | is peace*- maker: He is prodigal only) ofoTis , (of)-ahs. and- GRAMMAR AND ANALYSIS 8. He possessed that rare union of reason, simplicity, and vehemence, which formed the prince of orators. He possessed union rare that of reason , Cof) simplicity , ("o/^-ve/i emence, (ana) and" which prince the) [of orators 7. He looked upward at the rugged heights that towered above him in the gloom. 7. JLe looked at towered I upward! [at heights rugged } 1 the) [th (^ above ^in gloom. 10. The jingling of the guinea helps the hurt that honor feels. Tennyson. 10. jingling \ helps the 9. Mark well my fall, and that that ruined me. Shakespeare. 9,. Cyou) I Mark 12. There is no joy but calm. There 12. joy but calm. NOTE. In 12, "there" is an expletive adverb. "But" is a preposition; it may be consid- ered a conjunction, making "calm" the subject of a verb understood. 11. His qualities were so happily blended that the result was a great and perfect whole. 11. qualities I were blended His J that result I teas .whole 13, I must be cruel, only to be kind. 13. 1 | must be cruel, to be Otlljf 18 ^~] NOTE. In 13, "kind" is a predicate "great perfect] adjective in the abridged expression; ^and 'aj "kind" and "cruel" belong to "/." MADE EASY AND ATTRACTIVE BY DIAGRAMS. 37 14. Why are you weighed upon with heaviness? 14. you I are ^veighed upon Why with --heaviness? NOTE. In 14, "are weighed upon 11 is a compound verb, or "upon " may be parsed 15. Now blessings light on him that first invented sleep : it covers a man all over, thoughts and all, like a cloak. Cervantes. Now I thoiiffhts all . and ~ 16. Many a morning on the moor- land did we hear the copses ring. Tennyson. ^ve I did hear copses the \ \(~to) ring. on moorlands the () ntornin g 17. He stretched out his right hand at these words, and laid it gently on the boy's head. Dickens. 17. He 18. He acted ever as if his country's wel- fare, and that alone, was the moving spirit. 18. He I acted -and l that was spirit 21. As his authority was undisputed, so it required no jealous precautions, no rigorous severity. 21. 20 2( J . I will work in my own sphere, nor wish it it required} ). soj \jprecautioms} severity* jealous] 1 1 I no \ 9Q) n J L authority I taccs undisputed., will work (will) wish} A in sphere , ^ it own J I \other my] U than i 1 it \ is. his) \ 38 GRAMMAR AND ANALYSIS 19. The great contention of criticism is to find the faults of the moderns and the beauty of the ancients. Whilst an author is yet living, we estimate his powers by his worst per- formance ; and when he is dead, we estimate them by his best. Johnson. 19. contention \ is to find great beauties of criticism ive estimate ^ a we author is living, | [^ poicers his) ^ by performance} an) I [WhilstJ [yet id worst J his] estimate _L Tie if Head , I them ^ by ^performance) \when best.) 1 his \ 22. Like all men of genius, he delighted to take refuge in poetry. 22, lie delighted Like to take [(To) men all refuge in poetry . of genius , NOTE. In 15, "all over" is an adverbial phrase, and equals "entirely." In 18, in parsing "was," see Harvey's Grammar, page 209, remark 1st under rule 14. In 21, "as," in my judg- ment, is a subordinate conjunction, and equals "since" or "because." In 15 and 22, "like 1 ' is an adverb; many excellent teachers, and some standard authors, parse it as a preposition in such cases. 23. To know how to say what other people only think is what makes men poets and sages; and to dare to say what others only dare to think, makes men martyrs or reformers, or both. that men martyrs. reformers, nv both, NOTE. "Poets," "sages," "martyrs," "reformers," and "both" are attributive objects. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 39 24. That done, she turned to the old man with a lovely smile upon her face such, they said, as they had never seen, and never could forget and clung with both her arms about his neck. Dickens. 24. she turned 25. To live in hearts we leave behind, Is not to die. Campbell. 26. But war's a game which, were their subjects wise, Kings would not play at. Cowper. 26. But ivar | is f/ame Kinf/s would piny \^at. which^ NOTE. In 24, all between the dashes, to my mind, is a complex attendant element; "that done" is an abridged proposition, and modifies "turned" and "clung;" "that" is in the absolute case with the participle "done." "As" is a relative pronoun. In 26, "but" is a co-ordinate introductory conjunction. !I 55 ^ II GRAMMAR AND ANALYSIS 27. Whoever thinks a faultless piece to see, Thinks what ne'er was, nor is, nor e'er shall be. Pope. 27. He which \teaS) tS) shall be, F T- nor. '- nor | 30. Forth from his dark and lonely hiding-place (Portentous sight!) the owlet Atheism, Sailing on obscure wings athwart the noon, Drops his blue-fringed lids and holds them close, And hooting at the glorious sun in heaven, Cries out, "Where is it?" Coleridge. ("Portentous the [from hiding-place dark , loneJ,y\ ., ana -L) TtAs) C he > Cries out , ~hooting \at sun in heaven*j NOTE. In 28, " Niobe" is in the absolute case by pleonasm; "whose 11 is a relative pro- noun in the possessive case; "long ago 11 may be considered an inseparable adverbial phrase. In 30, "sight" is in the absolute case by exclamation; "out" may be parsed as an adverb; "where is it?" is the object of "cries out;" if "close" equals "closed," it should be parsed as an adjective belonging to "them." MADE EASY AND ATTRACTIVE BY DIAGRAMS. 31. A thing of beauty is a joy forever; 29. Can storied urn or animated bust T j i i _ _ j in __ . ~r> i- j. ; j-~ _ _,-.: ~ n K ~ i-\ ,. .. Its loveliness increases ; it will never Pass into nothingness. Keats. Back to its mansion call the fleeting breath ? Can Honor's voice provoke the sleeping dust, Or Flattery soothe the dull, cold ear of death IGray. 29. 81, thing of-beauty is joy forever; is Cand) loveliness Its increases; Cand) it will 3>ass I neverj [fnto nothingness. 32. Dry clank' d his harness in the icy caves And barren chasms, and all to left and right The bare black cliff clang' d round him, as he based His feet on jets of slippery crags that rang Sharp-smitten with the dint of armed heels. Tennyson. 32. harness clank/ 1 a dull, . eo'ld (and \of-death? Cliff Dry) in caves fin} chasms, and and icy) clang ' d all [ round him-) he I based His) on jets to left (to)-right NOTE. Some authors consider "all" the subject of the second clause of the compound sentence. Others prefer to parse " all " as an adverb modifying " to left and right." [ o/_ crags slipper "yj that I rang Sharp - smitten dint the) [of heels, armed I GRAMMAR AND ANALYSIS s o ^ rS 03 M - MADE EASY AND ATTRACTIVE BY DIAGRAMS. 34. There are things of which I may not speak: There are dreams that can not die : There are thoughts that make the strong heart weak, And bring a pallor upon the cheek, And a mist before the eye. And the words of that fatal song Come over me like a chill: "A boy's will is the wind's will, And the thoughts of youth are long, long thoughts." Longfellow. 4. There f noughts are ^that make bring ' Lnd Cbrin( heart pallor mist stront/j 1 [ rveak , the] ZT ^ upon cheek , :-r before eye. And the] words Come of song over me Cto) chili: a j tvill tvill, And thoitf/hts wind's the - are - tliouf/hts " ' youth NOTE. In 34, "there" at the beginning of each of the first three lines is an expletive adverb. The "and" after the period is an introductory conjunction. "A boy's will is the wind's will, and the thoughts of youth are long, long thoughts" is a compound sentence; it is an adjective element of the third class, and is in apposition with "words." GRAMMAR AND ANALYSIS E IES a o Q i I ill ijlifiiij w jg " .. * ^ S 3 l|l|| b1^-ls^2^ n^Hjii s s s.s ^-s c ^ a| 8 S o^^l -I 5 MADE EASY AND ATTRACTIVE BY DIAGRAMS. Harvey's Grammar, pages 141, 142, and 145. (Revised edition.) 2. Mrs. Elkins, the milliner, found Sarah's book. 2. Mrs.'Elk'ins found} ^milliner the] 12. Mr. Mason is a truly good man. 12. Mr. "Mason \ is man. 2. How many quarts are there in a gallon ? 2 1 there quarts I are many [in gallon? ~ 8. O, how careless you are ! you I are! careless how 6. And the fellow calls himself a painter I 6. 7. He deserved punishment rather than pity. 7. A fellow [ calls} He deserved } [rather [ punishment the] [ himself painter! than [("he deserved^ Js) [pity. 9. What was the Rubicon? 11. Alas for the man who has not learned to work! 9, Alas HubiconA was What ) the] [for man the] \ ^ [who has learned not \ to ivork! 13. I had a dream which was not all a dream. Byron. 13. 14. A plague of all cowards, still say I. Shakespeare. 14. J.l say ivhich was dream. plague of cowards , [not aj all GRAMMAR AND ANALYSTS 15. Attend to the duties I have assigned you. 15. (you) I Attend 16. Many fell by thy arm : they were consumed in the flame of thy wrath. 16. 'Many \ fell they F by -arm*. thy] were consumed \jn flame the thy] 17. When shall it be morn in the grave, to bid the slumberer awake? it I shall "be morn tlve] (Cto) awake? 18. The Commons, faithful to their system, remained in a wise and masterly inactivity. Mackintosh. T8. Coinmons, rmnained \4n inactivity* faitjififl wise masterly] to system. / thcir\ NOTE. Many of the sentences on these pages are so simple that I have not diagrammed them. In 6, "and" is an introductory conjunction, and "painter" is an attributive object. In 9, "what" is an interrogative pronoun. In 11, "(das" is an interjection. Harvey's Grammar, page 147. (Old edition, page 134.) 1. Thy feet are fetterless. 2. Level spread the lake before him. 3. He waved his broad felt hat for silence. 1. 2. 3. feet I are -fetterless. lake \ spread Level Jle \ waved Thy \ the before him. 4. A soldier of the Legion lay 5. It sank from sight before 7. None will natter the poor, dying in Algiers. it set. Whittier. .4. 5. 7. soldier lay dying It sank None will flatter} _A\ J \of-l [inAl ff ir . [ from sight ( poor, thej >f/Vm it \ set. '' [before the) MADE EASY AND ATTRACTIVE BY DIAGRAMS. 6. Ye softening dews, ye tender showers, descend ! dews , shower* , soften in ffj tenderj Ye ye \ descend! 8. Ye are the things that tower. 8. Ye \are things that 9. The house was wrapped in flames. 9. house I was ivrapped .The flames , 10. Hope and fear are the bane of human life. 10. Hope fear I are bane 11. The village all declared how much he knew. Goldsmith. 12. He that refuseth instruc- tion despiseth his own soul. 12. He \ despiseth] [soul. oivn\ I his] that refuseth , in struct lot), 13. Is it for thee the lark ascends and sings? (that) lark the ascends and 13. sings? Is 14. How dreadful is this place, for God is here ! 14. place, I is dreadful for thee this Hoiv for God is here! 15. He dares not touch a hair of Catiline. 16. What can compensate for the loss of char- acter ? 15.. He I dares 16. What lean compensate not [(to) touch of Catiline . [for loss the] I ' I of character? GRAMMAR AND ANALYSIS 17. Lead us not into temptation, but deliver 20. God, we are but leaves on thy stream, us from evil. clouds in thy sky. 0_ God, 20. we \ are leaves [but (ana) clouds on stream, in sky< thy) 18. Time slept on flowers, and lent his 21. Talk to the point, and stop when you have glass to Hope. reached it. 18. .Time \ slept lent 21. (you) \ Talk stop 1 and, you I have readied when it. 19. All were sealed with the seal which is never 23. I know thou art gone where the weary are blest, to be broken till the great day. And the mourner looks up and is glad. 19. All \ivere sealed [tvith seal which I is to be broleen never till day. great) I 24. What matter how the night behaved? What matter how the north wind raved? Whittier. night [ behaved.? the] I howl 54. (did) matter wind north\ the raved ? iM H , 7h7] \What ' night wind 24. behaved? \ (was) matter how What north (did) matter t n)\ the) raved? \ (ivas) matter ho^v What What MADE EASY AND ATTRACTIVE BY DIAGRAMS. 22. It was now the Sabbath-day, and a small congregation, of about a hundred souls, had met for divine service in a place more magnificent than any temple that human hands had ever built to Deity. Wilson. 22, It I was Sabbath-day, and Congregation had met service. than I temple (is magnificent) Bird of wing 25. Bird of the broad and sweeping wing, Thy home is high in heaven, Where the wide storms their banners fling, And the tempest clouds are driven. Percival. NOTE. In 4, "lay" is a copulative verb, and "dying" is a present active participle, and as a predicate adjective belongs to "soldier." In 13, "(that) the 25, lark ascends and sings" is the subject ; or, make "it" the subject, and put "(that) the lark ascends and sings" in apposition with it. In 14, some authors consider "here" a predicate adjective. Sentence 17 may be considered compound, if pre- ferred. In 19, " to be broken" is a second class attribute, and is a predicate adjec- tive. In 20, "but" is a modal adverb, and equals "merely." In 22, the expres- sion " a hundred" is a numeral adjective ; "about" is an adverb, and modifies "a hundred." In 23, "is glad" may be used as the predicate of another subordinate sentence if preferred. I have given two diagrams for 24; in one, "matter" is a noun in the predicate; in the other, "(did) matter" is a verb. Some consider 24 a compound sentence, and some think the two sentences are independent of each other. In my judgment, it is a compound sentence, but it is a loose sentence, and a connective need not be supplied in such sentences. Dia. 4. 50 GRAMMAR AND ANALYSIS Harvey's Grammar, page 157. (Old edition, page 143.) S. Man's necessity is God's opportunity. 6. necessity \ is opportunity. Man's 7. Mr. Hodge, the farmer, hired Mr. Olds, the mason. 7. Mr. Hodge, \ hired God's farmer , the] Mr. Olds, mason the NOTE. On page 155, "director," "monitor," "day," and "leader" are attributive objects. On page 159, "amidships" is an adverb and modifies "struck;" "just" is an adverb and mod- ifies " amidships . ' ' Harvey's Grammar, page 163. (Old edition, page 150.) 6. A disposition so amiable will secure universal regard. 6. disposition \ ivill secure] amiable [ regard, universal 7. His brother's offense will not condemn him. 7. offense \ will condemn "brother's \ Mis I \~hin*. 1. Black crags behind thee pierce the clear blue sky. crags | pierce behind -thee clear thel 2. Vicissitudes of good and evil fill up the life of man. of good (of)- evil [of man * 3. He had a remarkably good view 4. He shakes the woods on 5. The fate of gods may well of their features. the mountain side. be thine. 3. . 4. 5. He I had MADE EASY AND ATTRACTIVE BY DIAGRAMS. 7. His architecture has become a mere framework for the setting of delicate sculpture. Ruskin. 7. architecture \ has become framework mere " a for setting the] I ' \of sculpttire. Harvey's Grammar, page 164. (Old edition, page 150.) 3. The panther's track is fresh in the snow. 3. track I is fresh panther's] The) in snow . the] 4. His home lay low in the valley. 4. home I lay low in valley . the) 5. We one day descried some shapless object floating at a distance. 5. We descried^ [ object shapeless] some j f) dav floating \at distance* 6. The horses ran two miles without stopping. 6. horses I ran without stopping.. two 8. See what a grace is seated on his brow. Shakespeare. 8. Cyou) | See] grace is seated on broto>. his) 11. Heaven first taught letters for some wretch's aid. Pope. IK "Heaven \ taught first) | letters for aid. ifretch'4 NOTE. In 4, "%" is a copulative verb; "low" is a predicate adjective. In 5, "day" is in the objective case without a governing word. In sentence 9, page 164, "life" is the sub- ject; "there" is an expletive adverb. GRAMMAR AND ANALYSIS 1. To doubt the promise of a friend is a sin. To is- -sin. promise the) of friend 2. He has gone to his office to write a letter. -2- Jle 1 Has gone 3. How pleasant it is to see the sun. is pleasant How 4. Not to know me argues yourself unknown. Milton. 4. to know JSot argues yourself unknown* 5. 'Tis not in mortals to command success. 6. Music hath charms to soothe the savage breast. Addison Congreve. JL 6. 7. I was not hardened enough to venture a 8. A thousand years scarce serve to found a quarrel with him. Cowley. state. Byron. 7. 8. I I was hardened years \ serve A. tlimisand] 'to found NOTE. " To doubt,'" "to see," "to know," and "to command" are infinitives having the construction of nouns. "To write," "to venture," and "to found" have the construction of adverbs. "A thousand" is a numeral adjective. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 53 Harvey's Grammar, page 166. (Old edition, page 155.) 1. Soon rested those who 4. It was now a matter of curiosity who the old gentleman was. fought. fhose I rested w"ho Sffon fought. Jt gentleman old J .'the 1-was. who I was | L noiv of '.curiosity 2. All said that love had suffered wrong. 3. He builds a palace of ice where the torrents fall. 9 3 said \ _Jfe] Guilds 5. The fires of the bivouac complete 6. Towards night, the schoolmaster walked over to what the fires kindled by the battle the cottage where his little friend lay sick. have not consumed. 5 fires I complete The that of bivouac the) fires I have constimed. the] not. which Hindled by battle the] s choolm aster walked the [ over Towards* night. to cottage the * friend little] his lay sick. where 7. Until you become lost to all feeling of your true interest and your natural dignity, freedom they can have from none but you. Burke. 7, they I can Tvave you become lost Until freedom from* none to feeling but you. all of interest (of) dignity. GRAMMAR AND ANALYSIS 8. The sound of the wind among the leaves 9. These are follies on which it would was no longer the sound of the wind, but of the be greater folly to remark. Landor. sea. Longfellow. was sound 9. These I are follies it the. among leaves to remark. \ would be folly at -sound the of sea. thel In 4, the clause "who the old gentleman was,'' is the subject. In 6, "lay" is a copulative verb; "sick" is a predicate adjective and belongs to "friend;" "where" is a relative adverb, connecting the adjective clause to "cottage," and modifying "sick." In 7, "become" is also a copulative verb; "lost" is a predicate adjective and belongs to "you." 10. I am now at liberty to confess that much which I have heard objected to my late friend's writings, was well founded. 10. I am 1 at liberty OTOtoJ to confess that 'muc/i \ VMS Jounfisjcl. to writing's , friend's ] late_ my NOTE. In 10, "at liberty" is an adjective element of the second class; it equals "free." "Now," and "to (xmfess," etc., are adverbial elements modifying the adjective phrase " JTu tchins I rode 12. He never has a lesson because he is too lazy to study. 12. He I has 14. Even by means of our sorrows, we belong to the eternal plan. 14. we I belong Even to plan. by means of sorrows, our] throng ft Tillage ( ) morning* this) 12. Do not forget to write when you reach home. 13. (you) | Do fornet not\ to n< rite you reach ic hen ( ) home. 17. The man that blushes is not quite a brute. Young. man The Fis brute. [not ^oj guite that blnsJies MADE EASY AND ATTRACTIVE BY DIAGRAMS. 59 15. The gentleman who was dressed in brown-once-black, had a sort of medico-theological exterior, which we afterward found to be representative of the inward man. to be- ^representative of man. inward J the) NOTE. In 4, " losing" is a parti- ciple with the con- struction of a noun ; as a noun, it is the object of the prepo- sition " by ;" as a verb, it governs its object " grossness." In 5, " There 11 is an expletive adverb ; "virtue" is nomi- native case in the predicate after the complex copula "ceases to be;" "at which" modifies " ceases to be." In 8, the clause "unless he reforms soon" can modify the adjective "ruined." In 11, to my mind, " that Mr. Hutchins rode through 18. My soul is an enchanted boat, Which, like a sleeping swan, doth float Upon the silver waves of thy sweet singing. Shelley, 18. soul I is boat, Jfyj enchanted \ WKich 'do?Ji< float an } [ like [ (to) swan^_ sleeping] Upon waves -JLJ silver } the , of singing. thy 16. Every art was practised to make them pleased with their own condition. Johnson. art \ was practiced to^make the village this morning" is a substantive clause, and is an adjective element of ap- position modifying some word understood, as indicated by the diagram. In 13, "home" is a noun, and is in the objective case without a governing word. In 14, "even" is an adverb, and is used in the sense of "as is not to be expected; " it modi- fies "belong." In 15, " brown-once-black" is a noun; it is the object of the preposition "in;" "representative" is a predicate ad- jective in the abridged expression "to be representative of the inward man." " To be" is a verb ; neuter ; copulative ; irregular ; infinitive mode; present absolute tense; has no voice ; and is here used to intro- duce the adjective phrase "to be repre- sentative," etc. In 17, "quite" is an adverb; equals "completely" or "entirely." thenv> pleased tinth condition* their GRAMMAR AND ANALYSIS fi II In 3 2 s s l 5ffl III p ** II _,, o> o> ^ fl II 1! 60 o c li 1.1, H J; fc'S . MADE EASY AND ATTRACTIVE BY DIAGRAMS. 61 Harvey's Grammar, page 174. (Old edition, page 158.) 5. They wash, iron, cook, eat, and sleep in the same room. 5. They \ ivash,, .iron,. t cook, , eat, sleep I 'fand) ^ (and) \ (and) ; and in room . same. 7. The book which I loaned you, and which you lost, was a present j~ from my father. ~- 6. I want to be quiet, and to be let alone. want to be quiet, to be let 'alone. and, 7. book I was present loaned and rvhicJi (to) you I lost, which NOTE. In sentence 1," and " connects the compound sub- ject "exercise" and "temper- fromfamer. ^" In *> " "*" m- nects the predicate adjectives "bright" and "lovely." In 3, "Neither" introduces the sen- tence, and "nor" connects "old" and "infirm." In 4, (l but" connects the predicate adjectives "angry" and "ex- cited." In 6, "quiet" and "alone" are adjectives, and belong to "I." 10. There was another tap at the door a smart, potential tap, which seemed to say, "Here I am, and in I'm coming." There Here] and X | am coming? in\ GRAMMAR AND ANALYSIS 8. To live in a fine house and drive fast horses is the height of his ambition. 8. To live ^(to) drive is height in house hf Jthe] rses of ambition. ft] \ f**\ Ms J 9. All the girls were in tears and white muslins, except a select two or three, who were being honored with a private view of the bride and bridesmaids, upstairs. ffirls I were Jhej ALL tears (in) wnslins. ^i^^ I ' white except (ffirls) two who tcere 'beinq honored tip stairs* with view of bride (of) bridesmaids, the 11. Not a truth has to art or to science been given, But brows have ached for it, and souls toiled and striven. Lytton. 11. trutJt 11 .hatt been given, "But 'brows liave ached and for M, ton Is (have) toiled jj];J (have') striven.^ NOTE. In 9, "and" connects the predicate phrases, "in tears 11 and "(in) white muslins. 1 ' I consider "were" a copulative verb, and "being honored 11 a compound participle having the construction of a predicate adjective. " Up stairs 11 may be considered a modifier of "view. 11 In 11, in my judgment, "a" is an adjective, equals "one, 11 and "not 11 is an adverb modifying the adjective "a." Some grammarians parse " not a 11 as an adjective belonging to "truth. 11 In this sentence, "but 11 is a subordinate conjunction, equals "unless 11 or "except. 11 MADE EASY AND ATTRACTIVE BY DIAGRAMS. Harvey's Grammar, page 177. (Old edition, page 160.) 2. He were no lion, were not Romans hinds. 3. I would that ye all spake with tongues. ffe I were lion, no I ^Romans 3. J I would that ye I spake [all with tongues* 4. Thou shalt love thy neighbor as thyself. 4. {Thou I shalt- love neighbor thy (thou I lovest) thyself. 5. Launch thy bark, Mariner! fariner! K (thou) I Launch barfc, thy 6. He made them give up their spoils. He I made them (to) give [ p spoils* 7. Go quickly, that you may meet them. (you) I Go [ quickly, that you may meet them. 8. 8. Voltaire, who might have seen him, 9. The French, a mighty people, combined for the speaks repeatedly of his majestic stature. regeneration of Europe. 9. French, \ combined I repeatedly *fj | [ for _ regeneration^ [ people, mighty] Voltaire, \ speaks of stature. the. majestic] his who I might have seen of Europe. him f GRAMMAR AND ANALYSIS 10. Not many generations ago, where you now sit, circled with all that exalts and em- bellishes civilized life, the rank thistle nodded in the wind, and the wild fox dug his hole unscared. Sprague. that exalts embellishes -and 11. Very few men, properly speaking, live at present: most are preparing to live another time. ( ) NOTE. In 10, the phrase, ~^ "not many generations ago, 11 speaking, modifies " nodded 11 and " dug ; " or "ago 11 may be considered an adverb modifying "nodded" and "dug," and "not many gen- erations 11 would then modify " ago. 11 " Where " connects the subordinate proposition t o " nodded " and " dug ; " " gener- ations 11 is in the objective case without a governing word. In 11, "properly speaking 11 is a complex attendant element. 'operly men, \ live few \ ^Very\ (b (men') [ at' present: .are preparing most \ to. live ) Mme. 12. I lisped in numbers, for the numbers came. 13. While the bridegroom tarried, they all slumbered and slept. ll'spefl I 13. they \ slumbered in - 'numbers, slept 1 numbers, fKe MADE EASY AND ATTRACTIVE BY DIAGRAMS. 65 17. Some say, that ever 'gainst that season comes Wherein our Savior's birth is celebrated, This bird of warning singeth all night long: And then no spirit dares stir abroad ; The nights are wholesome: then no planets strike, No fairy takes, nor witch hath power to charm, So hallowed and so gracious is the time. Shakespeare. 17. Some say, hat bird singeth This] ^of-tvarning (()- night ^ er_ all] I long? season comes that J Against; spirit (an nights (a .planets TrirtJi is" celebrated, Wherein dares f to) stir are wholesome; idj strike, - .2 = it* s 2 1 a) -1 a time. I Is* hallowed t ^jT ^j jffracious so] Dia.-5. 66 GRAMMAR AND ANALYSTS 16. At ten o'clock, my task being finished, I went down to the river. I- went o/ tnfk -my) being finished, NOTE. In 14, "whose" is a rel- ative pronoun limiting "laws" and "phenomena," and connecting the subordinate proposition to "na- ture." "All " is an adjective, and be- longs to "laws" and "phenomena." Sentence 15 may be considered compound, if preferred. In 16, "my task being finished" is an abridged proposition modifying "went;" " task" is in the absolute case with the participle "being finished." " O'clock" equals "of the clock." Harvey's Grammar, pages ISO and 181. (Old edition, page 162.) 17. Multitudes of little floating clouds, Ere we, who saw, of change were conscious, pierced Through their ethereal texture, had become Vivid as fire. Wordsworth. 17. Multitudes \ had become Vivid of clouds, floating \ little pierced Through texture, were conscious, who fire. (is vivid) [ Ere of change saw, NOTE. In 13, "there" is an ex- pletive adverb ; "hope" is the subject of the second sentence; "than (hope) of him (is)" is an adverbial ele- ment of the third class modifying the adjective "more." In 14, "somewhat" is an adverb and mod- ifies the adjective "fond" under- stood. In 15 , " than I (am old)" modifies the pred- icate adjective "older." In 17, " had become" is a copulative vprb. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 67 18. Then here 's to our boyhood, its gold and its gray ! The stars of its winter, the dews of its May ! And when we have done with our life-lasting toys, Dear Father, take care of thy children, THE BOYS! 0. W. Holmes. 18. toast) (a\ , > (at liere J id} T1l < to boijhood and (*<>) 29. That the climate of the northern hemisphere has changed, and that its mean temper- ature nearly resembled that of the tropics, is the opinion of many naturalists.^^. That climate \ has changed, the] of Itentiftphere northern] and (temperature resembled / mean } its nearly J that \ is opinion the of naturalists. of tropics, thel NOTE. In 19, " wisdom, judgment, prudence, and firmness" is the compound subject. In 20, " natural, amusing, and healthy " is the compound attribute ; they are predicate adjectives. In 21, " mind, judgment, and imagination," with the modifiers, is a compound complex objective element. In 22, " good,faithful,and generous " is a compound adjective element; it modifies " boy." In 23, "fearfully and wonderfully" is a compound adverbial element; it modifies "is made." In 24, " to love God and to do good to men " is the complex compound subject, it is a second class element. In 25, " expands and elevates " is the simple compound predicate. In 26, " to labor and to wait" is a compound objective element of the second class. In 27, " of indolence and (of) improvidence " is a compound objective element of the second class, and modifies "advocate." In 28, "in reading, in writing a journal, and in studying navigation " is a compound complex adverbial element of the second class, of manner. In 29, we have a compound sentence used as the subject of the proposition. 68 GRAMMAR AND ANALYSIS 3. (Old edition.) His excuse was, that the roads were very bad, that the supply train could not be brought up, and that the army was not well enough equipped for offensive operations. excuse that I roads \ were the that (and} - / \ train \ could be brougJit up, supply} not] llM ^ and \ army I ivas equipped the] [ well [ enough for operations. 30. The writings of the sages show that the best empire is self-government, and that sub- duing our passions is the noblest of conquests. 30. ivritings \ show of sages the that subduing is self -government, and is noblest the passions of conquests. NOTE. In 3, the compound sentence is used as the attribute of the proposition. In 30, the compound sentence is the subject. In each of these sentences, "that" is an introductory conjunction. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 69 31. chastity I is pone . of honor t 'hich felt like (at which -ID d) (to) woimd, _nJ ingpired (ai wJiicJi courage lt j ) it mitigated ^t'1lile ( /croci ennobled a tit fit nd it touched, ivhich" vice which' lost i [ itself n i evil ifgj half by losing \ ider which 1 nr 32. notJiina grossness, "its! is valuable 31. The chastity of honor, which felt a stain like a wound, which inspired courage while it mitigated ferocity, which enno- bled whatever it touched, and under which vice itself lost half its evil by losing its grossness, is gone. Burke. 32. When public bodies are to be addressed on momentous occa- sions, when great interests are at stake and strong passions excited, nothing is valuable in speech further than it is connected with high intellectual and moral en- dowments. Webster. NOTE. In 31, "chastity" is modified by a compound adjective element of the third class. In 32, the adjective "valuable" is modi- fied by a compound adverbial ele- ment of the third class, of time. bodies are to be addressed in speecTi further than it is connected public] (a, interests { When id) on occasions, momentoiis] are great] ai .passions [ wnen wWi endotvment. Intellectiial nnd moral ] _, at stake high (are) excited, strong] (when) 70 GRAMMAR AND ANALYSIS Harvey's Grammar, page 184. (Old edition, page 165.) 1, Caesar having crossed the Rubicon, Pompey pre- 2. Having accumulated a large for- pared for battle. tune, he retired from business. 1. Pompey \ prepared 2. he I retired for battle. Caesai having crossed from "business. Having accumiilated Rubicon, fortune, the large NOTE. " Csesar having crossed the Rubicon 11 is an abridged proposition; it modifies "pre- pared. 11 3. Being but dust, be humble and wise. 4. Judging from his dress, I should pronounce him an artisan. 3. 4. (you) | be humble f wise. I \ should pronounce Being dust, liint Judging from dress, (to be) artisan 5. I believe him to be an honest man. 5. 1 I believe him to be man. honest} an 6. There is no hope of his recover- ing his health. hope There is of recovering his\ health. his) MADE EASY AND ATTRACTIVE BY DIAGRAMS. 71 7. There is no prospect of the storm's abating. 8. Having been detained by this accident, he lost the opportunity of seeing them. There prospect no\ he of abating. storm's the lost opportunity the JSavinff been detained of seeing them. by accident, 9. Having annoyed us thus for a time, they began to form themselves into close columns, six or eight abreast. Jane Taylor. 9. they began to form Having annoyed themselves into columns, (having) for time, abreast. 10. My story being done, She gave me for my pains a world of sighs. Shakespeare. 10. She gave -world of sighs. (to) me for pains NOTE. Notice that the abridged expression in sentences 2, 3, 4, 8, and 9 becomes an adverbial element when expanded. The reason that these adverbial clauses, when abridged, become adjec- tive elements, is that the subjects of the principal and subordinate clauses denote the same person or thing; and when the subject of the subordi- nate clause is dropped, by abridgment, the abridged expression modifies the subject of the principal clause denoting the same person or thing. In sentence 3, "but" is a modal adverb modifying "being;" "dust" is a noun in the nominative case after "being." In 4 and 5, partisan" and "man" are in the objective case. (See Harvey's Practical Grammar, page 182, Revised Edition.) In 10, " My story being done" is an abridged proposition; it is an adverbial element of the first class and modifies "gave." "Story" is in the absolute case with the par- ticiple "being done." story My] [ being done, GRAMMAR AND ANALYSIS Harvey's Grammar, page 187. (Old edition, page 168.) 1. Hypocrisy is a sort of homage that vice pays to virtue. 1. Hypocrisy is sort vice _aj of 7totn pays that to virtue. 2. The gods have set a price on every real and noble pleasure. 2. The f/ods I have set on pleasure. real and every 3. He was a very young boy; quite a little child. 3. Jle was young very ytt _2J I child. little quite 5. " Well, what is it?" said my lady Brook. 6. lady said SrooTt. it?" Well, is u-hat 7. He saw a star shoot from heaven, and glittering in its fall, vanish upon the earth. 7. He I saiv star JL) (to) shoot , (to) vanish i '-ana I front heaven, upon earth. the glittering in fall, NOTE. Make sentence 7 compound and make "and" connect the two clauses, if pre- ferred. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 73 belt old there 'unto him, 'JStjJahf thov dost What 11. And behold there came a voice unto him, and said, What dost thou here, Elijah? Bible. NOTE. In 4, "without the (inspiration" modifies "has.'' came , said, lr \ \" U ." is * Colloquial adverb ; it is an attendant ele- ment with the object clause. In 6, " A sail ahead " is a noun ; it is the object of the preposi- tion "o/." In 8, "stream" is in the absolute case by excla- mation ; " sweet " is a predicate adjective; sentence 9 is com- pound. In 10, " day" is in the objective case without a governing word, or the object of a preposition understood. In 11, "arid", at the beginning of the sentence is an introductory conjunction; "behold" is an in- terjection; or by our lexicographers, a verb in the imperative mode. "Elijah" is in the absolute case. 13. He wore an ample cloak of black sheep's wool, which, having faded into a dull brown, had been refreshed by an enormous patch of the original color. His countenance was that of the faded part of his cloak. Bryant. 13 He I ivore here 1 cloak atnplej anj 13. znance was that of wool, had been refreshed sheep's) black\ which, D hav ng faded [ & "by patch .of part enormous) an of color. of -cloak. his NOTE. Sentence 13 is not compound; the two sentences are connected only in thought. 15. He is so good, he is good for nothing. 15. .. He | is .good, (that) 'he is good for nothing* GRAMMAR AND ANALYSIS o & it 111 ill - 1 2 ^ 53 g c-a S >rH K; O O DO S { . il to ^ Ss -a p O C O S -< 6 g, J op 'o tO'O bl g S i)| ^ t III x O -JS C .^ o II! ! H 73 O g -2 .2 " ,0 MADE EASY AND ATTRACTIVE BY DIAGRAMS. 75 18. In the awful mystery of human life, it is a consolation sometimes to believe that our mistakes, perhaps even our sins, are permitted to be instruments of our education for im- mortality. it is consolation are permitted to be instrtiments fare permitted to be instruments) for Immortality. NOTE. In 18, "instruments" is in the nominative case in the predicate with the complex copula " are permitted to be." "Perhaps" and "even" modify the entire copula "(are permitted to be)" Some grammarians would diagram "In the awful mystery of human life" as a modifier 19. Even if his criticisms had been uniformly indulgent, the position of the nobles and leading citizens, thus subjected to a constant but secret superintendence, would have been too galling to be tolerated. Motley. 19. position I 'would have been galling the of nobles (of) citizens, ana to be tolerated. criticisms had been indulgent, to superintendence, constant, , . secret NOTE. Some would parse "even," in sentence 19, as an adverb modifying "would have been galling." " To be tolerated" has the construction of an adverb and modifies "galling." In 21, to my mind, "like" is an adverb; many teachers consider it a preposition in this sen- tence. "Around a sinking empire and (around) falling monarch" is a compound complex adjec- tive element of the second class, and modifies "misfortunes" and "disasters." 76 GRAMMAR AND ANALYSIS . Is II ll (U 2 "5 o g II O> ,G t3 H^ - j MADE EASY AND ATTRACTIVE BY DIAGRAMS. 77 20. No ax had lev- eled the giant prog- eny of the crowded groves, in which the fantastic forms of withered limbs, that had been blasted and riven by lightning, contrasted strangely with the verdant freshness of a younger growth of branches. Bancroft. 0. had leveled progeny giant} the. of groves, forms fantastic the contrasted of limbs, withered \ strangely in -- ii'/iich u-ith freshness of growth younger} of branches. that had been blasted (had been) riven 22. It is, therefore, a certain and a very curious fact, that the representative, at this time, of any great whig family, who probably imagines that he is treading in the footsteps of his forefathers, in reality, while adhering to their party names, is acting against almost every one of their party principles. Lord Mahon. fact, 78 GRAMMAR AND ANALYSIS 23. Rivers will always have one shingly shore to play over, where they may be shallow and foolish, and childlike ; and another steep shore, under which they can pause, and purify themselves, and get their strength of waves fully together for due occasion. Ruskin. they may be. they can, pa\ together fully for occasion. 26. The twilight deepened round us. Still and black The great woods climbed the mountain at our back. 26. twilight I deepened round us. Still and 2 woods R cl-hnbed great] The mountain the] \ at back. ^ black our} NOTE. In 22, "it" maybe used as the subject of the principal proposition, and the sub- ject clause put in apposition with it. In 23, "where" is a relative adverb connecting the adjective claus^e to "shore," and modifying the predicate adjectives "shallow," "foolish," and "childlike." "Under which" is an adverbial element of the second class modifying "can pause," " (can) purify " and "(can) get." "Which" is the connective. Sentence 26 consists of two independent propositions. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 79 II s a o fcc =3 '- 3 > 'O ** g ' * e 03 Ji X 1 o o 2 5 c . > S >i ^J "p c i s l ft 'O ^ -g 63 e | ~2^ g I 5 S a - 8 : J ^ 80 GRAMMAR AND ANALYSIS 27. May God forgive the child of dust Who seeks to know where Faith should trust. Whittier. God \ May forgive child the of dust Who 'Faith seeks shon'Jd NOTE. In 27, the clause "where Faith should trust" is an adverbial element, modifying "seeks." Read the sentence, making "know" and "trust" emphatic, as indicated by the italics, and you will get the meaning. to know 28. Honor and shame from no condition rise; Act well your part, there all the honor lies. Pope. 28. Honor __ . shame \ rise; (but) front condition (you) n Act .well part, your] {for) nonor lies. the tfierr.) 29. Better far Pursue a frivolous trade by serious means, Than a sublime art frivolously. 29. (to) Pursue 1(1 vl 7i letter I tt>j jj frivol trade { far an ous\ \ Th a J by means, fto nurs (is good) art MADE EASY AND ATTRACTIVE BY DIAGRAMS. 81 30. With grave o Aspect he rose, and in his rising seemed A pillar of state; deep on his front fie rose, _, seemed pillar engraven, Deliberation sat, and public care ; And princely counsel in his face yet shone, Majestic, though in ruin. Milton. "~iT With Aspect of state; grave\ in rising hii>\ as a copulative public] ve r b ; " en- . graven" is a predicate ad- jective; "ma- iestic" is an counsel deep id on front his] sJione, adjective, and prince^ belongs to ' "On in face "face;" "in ruin " is a second class adjective ele- ment in the predicate with though J^] [ Majestic, (it was} | in ruin. " (was)." 30 (Old ed.) Summer's dun cloud, that, slowly rising, holds The sweeping tempest in its rising folds, Though o'er the ridges of its thundering breast, The King of Terrors lifts his lightning crest, Pleased we behold, when those dark folds we find Fringed with the golden light that glows behind. Pierpont. 30. we I behold, cloud, Pleased dun] Summer's that, Jiolds rising, tempest Though we find slowly] in fc The iv hen folds, >lds, *ff dark] tliose rising] Fringed ~ ^ with light lifts goldenU _ ~ the] that glows Of Terrors light crest^ ning] hal o'er ridges the. of breast, thunderingl ingjl _itsj Dia.-6. GRAMMAR AND ANALYSIS rrt O^S M m rS c 'S'il^-fS^ 8 iilllfl^l f illllwl r^ G I 8 " MADE EASY AND ATTRACTIVE BY DIAGRAMS. 83 33. When Freedom, from her mountain height, Unfurled her standard to the air, She tore the azure robe of night And set the stars of glory there. She mingled with its gorgeous dyes The milky baldric of the skies, And striped its pure, celestial white, With streakings of the morning light. Drake. She tore set ai robe [ there. stars mre}] the) of nif/ht the] of glory / Harvey's Grammar, page 198. (Old edition, page 178.) 4. They have left unstained what there 9. His disciples said, Who, then, can be saved? they found. 4. 9. They \ have left disciples \ said, that His they found, there I which Who, unstained can be saved? then, GRAMMAR AND ANALYSIS Harvey's Grammar, page 19O. (Old edition, page 170.) 31. Near yonder copse, where once the garden smiled. And still where many a garden flower grows wild, There, where a few torn shrubs the place disclose, The village preacher's modest mansion rose. A man he was to all the country dear, And passing rich with forty pounds a year, Goldsmith. 31. mansion I rose. modest] \ [ There, preacher's Near (to) copse, village] The garden yonder 1 smiled, shrubs disclose, torn] 1 P lace the} A flower once] where y few *J*J d grows wild, a I nfeepfe J garden] many a still] [ti'here 31. lie I was man rich tvith pounds forty \ ( ) year. Harvey's Grammar, page 198. (Old edition, page 178.) 12. Peterkin. I Quoth "But good | came of it at last?" 12. he; I said can'tell? that it teas victory' 1 12. " But what good came of it at last?" Quoth little Peterkin. "Why, that I can not tell," said he; " But 'twas a famous victory." Southey. NOTE. In 3, the clause " that at sea all is vacancy" is the object of "sard;" "at sea" modifies- "aW." Sentence 7 is com- pound, consisting of three co-ordinate clauses. Sentence 8 is compound, consist- ing of two clauses connected by the con- junction "but" In 9, "then" is not an adverb of time ; it is equivalent to "in that case." Some teachers parse it as a con- junction. In 10 and 11, "premises" and "privileges" are nouns in the objective case without a governing word, or objects of prepositions understood. Some prefer to parse such words as the direct object of the passive verb. In 12, "but" in the first sentence, is an introductory conjunction introducing the object clause ; "why" is a colloquial or expletive adverb. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 85 Harvey's Grammar, pages 2OO and 2O1. (Old edition, pages 179 and 180.) ). The tower is two hundred and fifty feet high. 9. NOTE. In 6 and 7, "like" is an adverb. In 11, "without tower I ishic/h. The a sun" is a second class attribute; it equals the adjective "sunless." "Mile," "straw," "million," "years," " cloak- ( ) feet fashion," "times," "knots," "hour," and "remembering" are two hundred'and fifty \ in the objective case without a governing word. 10. How many square yards of plastering in a room twenty-one feet long, fifteen feet wide, and ten feet high? 10. square yards \ (are) many \ in rooom of plastering ^'^ wiAe. h h? * (and) a ( )feet ()f< ? e ( ' )feet twenty-one] fifteen Jen) Harvey's Grammar, page 204. (Old edition, page 192.) 1. The hand that governs in April, governed in January. 1. hand \ governed The 2. I perish by this people which I made. 2. J I perish in January. t people that governs this in April, made. which 1. Men are like birds that build their nests in trees that hang over rivers. 7. Men I are like (to} birds that build nests their] in trees that hang over rivers. 86 GRAMMAR AND ANALYSIS bo ft * w < B J^r | g ^.2 * g S2 T3 r- - ~ W ^ ^ ^ * fl "g | o vlf ! C rc S .S O P 'o O c o ^ ^ S G 4J O c ^5 .- S 5 g S ^ S,, > e ^ 05 * * g S a> g P. ^ ^ ^_ . MADE EASY AND ATTRACTIVE BY DIAGRAMS. 87 * s i a 1 1 * all* Harvey's Grammar, page 2O6. (Old edition, page 184.) 2. If thy hand or thy foot offend thee, cut it off, and cast it from thee. hand foot or thy I thy offend , thee, 88 GRAMMAR AND ANALYSTS 5. Even a rugged rock, or a barren heath, though in itself disagreeable, contributes by contrast to the beauty of the whole. NOTE. In these sen- tences, ' ' neither ' ' and ' 'nor, ' ' and con tributes and "either" and "or "-are correlative conjunctions; ' ' neither ' ' and ' ' either ' ' in- troduce, and "nor" and "or "connect. In 5," Even" is an adverb, and modifies " contributes; " it is used in the sense of "as is not to be expected." in itself Harvey's Grammar, page 2O7. (Old edition, page 185.) 2. Dim, cheerless, is the scene my path around. (and) 7. 'Tis impious in a good man to be sad. it scene is Dim, , j cheerless, fo be _ S(((L \ is _ -in man around. path my] 9. Time wasted is existence ; used, is life. 9. Time I is existence; (but) (time) I is life. i/ood \ J 11. Tell me not in mournful numbers, Life is but an empty dream. 11. usedf 1 [not (to) (that) is dream. Life -me empty] a,n } but n numbers, 10. Thoughts shut up, want air, And spoil like bales unopened to the sun. Young. 10. Thoughts \ want } .spoil MADE EASY AND ATTRACTIVE BY DIAGRAMS. +3 G 3 ~ S G^ ^ ti S a . C , G< >. H 1 S 8 *r I ! G g - * ^ j[S S O fe G & H * K w S ^ ^ 90 GRAMMAR AND ANALYSIS 15. Sometimes her narrow kitchen walls Stretched away into stat'ely halls. 15. walls I Stretched narrow her Sometimes "she." In 14, "earliest gree and modifies "earliest." to ' ' streams. ' ' Whittier. NOTE. In 7, "sad" is an adjective in the predi- cate of the abridged proposition ; " to be sad" is the subject. In 11, " but" is an adverb, equals "merely." Some authors parse " but an" as an adjective. In 12, " Between right and wrong" is a simple adjective ele- ment of the second class ; it has a compound noun- base. "And" connects "right" and "wrong." In stately J ^ "petulant" is an adjective ; or an adverb, equals "petulantly." "Rose-bud" is in apposition with is an adverb and modifies "have climbed;" "the" is an adverb of de- halls-. Most sweet" is an adjective in the superlative degree; it belongs Harvey's Grammar, page 2O9. (Old edition, page 187.) 12. Every age Bequeaths the next for heritage, No lazy luxury or delight. 12 age \ Bequeaths 13. There 's not a beggar in the street Makes such a sorry sight. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 91 15. Between Nose and Eyes a strange contest arose. The spectacles set them unhappily wrong; The point in dispute was, as all the world knows, To which the said spectacles ought to belong. Cowper. 15. contest I arose. Between Nose , Eyes ana To tchich X NOTE." To which the said spectacles ought to belong" is a predicate clause; "which" is an interrogative pronoun; it is not a connective; "spectacles" is in the nominative case, subject of the predicate clause. " Unhappily" may be considered a modifier of "set." Harvey's Grammar, page 21O. (Old edition, page 188.) c . >> w^ r *i > osS c^ ifi - 1 s o 1 11 tw '" i \ f-l JQ ae 1 O A T G o ^ l rfl -i in s > go I D t3 ^-i ii e i A ^ 6 "^1 o ^ i s v <1 1 c^' ^ 3 M ^ ~o 1^ 1 I h > .S-8c2 t5S!iI"= L 5 t:>.i- Wfltfl gift III! s !?ISiIS GRAMMAR AND ANALYSIS Harvey's Grammar, page 212. (Old edition, page 100.) 1. To give an affront, or to take one tamely, is no mark of a great mind. To give to take is mark affront, ^ ot no] le ^ of mind. an. 2. Neither he nor she has spoken to him. he 2. Neither she | has spoken to him. NOTE. In 4, "wanting" is a predicate ad- jective. In 6, "neither" 1 introduces the sentence and "nor" connects "poverty" and "riches;" or make the sentence compound. In 7, "of some inert" is an adjective element, and belongs to "vanity," "ambition," and "pride." 9. The breezy call of incense-breathing morn, The swallow twittering from the straw-built shed, The cock's shrill clarion, or the echoing horn, No more shall rouse them from their lowly bed. Gray. 9. breezy \ The] The ] \ op morn, shrill] coctfs echoing] the more] [^ th em Thel twittering incense-breathing \ lou'ly\ their str from shed, aw-built] the 10. From the high host Of stars to the lulled lake, and mountain coast, All is concentered in a life intense, Where not a beam, nor air, nor leaf is lost. Byron. 10. All concentered "F,rom host in life the Of stars to lake (to) coast, mountain] > intense, is lost. Whero NOTE. In 10, "a" is an adjective, equals "one;" "not" is an adverb modifying "a." "Not a" may be parsed as an adjective, if preferred. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 11. Time, nor Eternity, hath seen A repetition of delight In all its phases ; ne'er hath been For men or angels that which is. 11. (neither) Tdme, Eterniti/,\ hath seen repetition (and) that Jtath been \ O f delight In pJiases; tvlticJ I ne'er \ is. ^For its] all men _ or (f r > angels Harvey's Grammar, page 214. (Old edition, pages 191-2.) 1. To do right, is to do that which is ordered to be done. 1. , To do to do that right, ^vhich is ordered to be done. To do justice and judgment is more acceptable to the Lord than sacrifice. 3. is more acceptable To do justice judgment to Lord t1ie\ than sacrifice. (is^ acceptable) 4. It is our duty to try, and our determina- 5. He had dared to think for himself. tion to succeed. 4, to try, I is duty our\ and to succeed. \ (is) - determination ourl He I had dared to think for himself* GRAMMAR AND ANALYSIS o o 'E a ^ 2 .S - 44 J3 SMH^H co HI e ^ 111 1 o o iQ H rH t>C W 60 g } a -s td Bl O -5 .i: o 6. He lived to die, and died to live. He \ lived died ^ and to die, to live. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 95 Harvey's Grammar, page 214. (Old edition, pages 192-3.) 7. Have ye brave sons ? Look in the next fierce brawl To see them die. Have ye fair daughters ? Look To see them live, torn from your arms, distained, Dishonored, and if ye dare call for justice, Be answered by the lash. Mitford. Harvey's Grammar, page 215. (Old edition, page 193.) 8. It is better to fight for the good than to rail at the ill. (ye) 7. it Have 8. to fiffht\ is better sons? for good 7. than Look to rail To see them (is .good) at ill. in bratvl fierce \ next the (to) die. the Have daughters? 7. f u e) \ Look and (ye \ Look ) \(to)Be answered^ for justice, NOTE -In 1, -to be done" has the construction of a predicate adjective after the passive & onforat" In 6, (old edition,) to my mind, "to come" is used as an adje belongs to "time." In 6, -to break- and -to understand" are used as adjectives; and witl their modifiers, make a complex compound adjective element of the second class Sen ence 7 consists of four independent clauses; the last is compound. Torn- "di***d> and honored," are perfect participles, and as adjectives belong to " 96 GRAMMAR AND ANALYSIS 9. Let us be content in work To do the thing we can, and not presume To fret because it's little. (you) I J JKet (to) be content , (to) presume i i and 1 not) | TO fret in ivorTc To do thing the can, (do which) because it I is little. 10. One day with life and heart, Is more than time enough to find a world. day 10. Is (time) One unth life (with) heart and 11. Needful auxiliars are our friends, to give To social man true relish of himself. 11. friends, I are auxiliars heedful] to give relish trtte of himself. To man social I MADE EASY AND ATTRACTIVE BY DIAGRAMS. 97 12. Learn well to know how much need not be known, And what that knowledge which impairs your sense. 12. (you) I Learn much how] (does) need And (to) be hnou'n, knowledge (is) wJiat which impairs 13. Let him not violate kind nature's laws, But own man born to live as well as die. 13. (yon) \ Let him (to) violate laws, 14. The blood more stirs To rouse a lion than to start a hare. I (to be) born as ivell as 15. He that lacks time to mourn, lacks time to mend. Eternity mourns that. Henry Taylor. 15. He I lacks time that than lacks to mend. time to motirn, to start f stirs 15. it) Eternity \ mourns hare. that. NOTE. In 1, "here," "not," and "to talk" are adverbial elements modifying "come." In 2, "to spin" is an adverbial element modifying "can see." In 3, "gay" is an adjective; it belongs to "mortal." In 4, "(to) pour" is an adjective element modifying "column;" to my mind, "along" shows the relation of "snow" to "(to) pour." In 9, "content" is a predicate adjective in the abridged proposition; it belongs to "us." In 10, "enough" is an adjective and " to find" is an adverbial element. In 11, "to give" is an adverbial element. In 12, all that follows "to. know" is a compound objective element; "how" is an adverb, and modifies "much" as an adjective. In 13, "as well as" is a co-ordinate conjunction; it connects the second class adverbial elements "to live" and "to die." Sentence 15 consists of two inde- pendent propositions; the first is complex. GRAMMAR AND ANALYSIS Harvey's Grammar, page 217. (Old edition, page 195.) 7. Man desires not only to be loved, but to be lovely. 7. Man I desires not to be loved, but to be lovely. 11. Man by man, and foot by foot, did the soldiers proceed over the Alps. 11. soldiers \ did proceed over Alps. (with) Man and the\ (ivitK) foot by man, by foot, 12. Finally, the war is already begun, and we must either conquer or perish. Finally, war I is begun, 14. Night's candles are burnt out, and jocund Day Stands tiptoe on the misty mountain's top. Shakespeare. 14. candles \ are burnt and Day Stands ^ve tnust conquer (must) perish. tiptoe -top. mountain' s\ the 15. I'll look no more, Lest my brain turn, and the deficient sight Topple down headlong. 15. NOTE. In 3, "(to) sweep" is an adjective element JT I ^vill look modifying "Rhine;" "along" is an adverb ; it modi- fies "(to) sweep." In 4, "over against" is a complex preposition; "right" is an adverb, and modifies "over against homes," the base of the phrase. In 7, "only" is an adverb ; it modifies " to be loved; " " lovely" is an adjective; it belongs to "man." In 8, "westward" is an adverb modifying "takes." In 10, "dimly" is an adverb; it modifies "sees;" "but" is an adverb, and modifies "dimly." In 11, "(with) man by man, and (with) foot by foot" is a compound complex adverbial element of the second class; it modifies "did pro- ceed." In 12, "finally" is an adverb used independ- ently ; or it modifies some verb understood. "Either" introduces the second clause, and "or" connects "must conquer" and "(must) perish." In 13, "but" connects "heaped" and "passed." In 17, "whereon" is a relative adverb, equals "on which." Sentence 18 consists of three distinct propositions: the first is a complex declarative sentence; the second is compound; the third is a complex imperative sentence. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 99 16. Not a word to each other ; we kept the great pace 17. Their breath is agitation, and Neck by neck, stride by stride, never changing our place. their life Browning. A storm whereon they ride to sink at last. Byron. 17. breath I is agitation, and life \ (is) storm (we \ did speak) '! ' "I""" 2 [ earth S Not\ (to) otht tvord ^3 we their they ride whereon to sink 18. Who does the best his circumstance allows, Does well, acts nobly, angels could no more. Our outward act indeed admits restraint; 'T is not in things o'er thought to domineer. Guard well thy thought, our thoughts are heard in heaven. Young. 18. (he) | does 18. act I outivardj I Our\ ^ admits restraint; 18. it to domineer. is o'er thought, { not in things (thou) | Guard well | thought, thy (for) thoughts are heard in heaven* 100 GRAMMAR AND ANALYSIS Harvey's Grammar, page 22O. (Old edition, page 198.) 1. Come as the winds come, when navies are stranded. 1. (you) \ Come 3. He locks the door after the horse is stolen. 3. winds He lochs Ji orse the is stolen. after door tfie navies \ are stranded. \vhen 2. thought 2. I never thought that it could be so. 2. . that or thought that could be could be SUGGESTION. If the pupil is confused by the position of the conjunction introducing the object clause, the line may be drawn across the clause line. This will distinguish the conjunction from a direct object. 4 I \ know 4. I now know why you deceived me. 4 I | know or yoii deceived why\ you deceived ^chy 6. I could distinguish the merchant to whom the ship had been consigned. 6. could distinguish 7. However stern he may seem, he is a good man. is wan. merchant the ship was consigned. to whom tjood Jie \ may seem, stern Hoirever) 8. While there is life, there is hope. 9. Blessed are the merciful : for they shall obtain mercy. there 9. m erciful: \ are Blessed hope, \ is the life, in While they .xli all obtain mercy. MADE EASY AND ATTRACTIVE BY DIAGRAMS. 101 10. He rushes to the fray as if he were sum- moned to a banquet. 10. He I rushes 14. There was so much noise that I could not sleep. 14> There noise \ was that to _ banquet- could sleep. 11. Whether the planets are inhabited, was discussed last evening. Whether [planets are inhabited^ \ was discussed evening. 12. I consent to the constitution, because I 15. We meet in joy, though we part in sorrow; expect no better, and because I am not sure it We part to-night, but we meet to-morrow, is not the best. 12. I \ consent 15. We I meet to constitution. in joy, because though (and} because expect and better, We no am sure part in sorrow J part but ( ) to-night, fact) we I meet I ( ) to-morrow. REMARK. To my mind, interrpg- it [ is best, ative pronouns and interrogative ~~~ T adverbs are not connectives. A sub- !*lj stantive clause does not need a con- nective. NOTE. In 1, OTE. In 1, "as" and "when" are conjunctive adverbs. In 2, by the first diagram, "that" introductory conjunction ; it introduces the object clause; by the second diagram, " that" pronoun ; it connects the adjective clause to "merchant." In 7, "however" could be considered a subordinate conjunction. In 8, the two "theres" are expletive adverbs. In 9, "are blessed" may be parsed as a passive verb ; but, in my judgment, "blessed" is a predicate adjective, equals happy. In 10, I prefer to parse "as if" as a subordinate conjunction. In 11, "whether the planets are inhabited" is a subject clause ; it is introduced by "whether." In 12, "(that) it is not the best, ' to my mind, is a noun clause, and is in apposition with "(fact)" or some other word understood. Many teachers consider it an adverbial element modifyin the adjective "sure." 102 GRAMMAR AND ANALYSIS Harvey's Grammar, page 221. (Old edition, page 198.) 13. Hark! they whisper: angels say, Sister spirit, come away. 13. they I whisper: (and) angels \ sat/, I spirit, Sister} (you) come NOTE. " What," "ha," "ho," "oh," "ah," "hark," "halloo," "pshaw," "hem," "aha," "alas," and "adieu" are interjections; they are attendant or independent elements. " Lochiel," "warden," "woe," "boys," "Yorick," "land," and "spirit" are nouns in the absolute case. In 8, "there" is an expletive adverb. In 13, "sister spirit, cQme away" is an objective element of the third class ; " sister spirit " is a complex attendant element with the object clause. Harvey's Grammar, page 228. (Old edition, page 222.) 7. This boy is full ten years old. 7. boy I is old. This ( ) years ten] _f^T 8. I never saw a saw saw a saw as that saw saws a saw. 8.. J I StIW (to) sail' that, 9. What with the bread, and what with the 10. Give me such as I bargained for, and water, he sustained himself for several weeks. much as I bargained for. 9. he sustained 1 until bread, ^^ H himself with irater, H7tafj the j what \ "or ireeks. the] 6 6 - such , much aiirf bargained MADE EASY AND ATTRACTIVE BY DIAGRAMS. 103 16. Whether is greater, the gold or the temple ? 16. Whether \ is greater, qoltl temple? Or- 21. One came, inethought, and whispered in my ear. 21. and NOTE. " Methought " equals " 7 thought , " or "it seemed to me." 22. He that catches at more than belongs to him, justly deserves to lose what he has. 22. He I deserves to lose that lie that ca tcli eft Jias. at more NOTE. In 1, "since November" is a second class adverbial element, modify- ing the predicate adjective "ill." In 2, "provided" is a subordinate conjunc- tion ; it connects the adverbial clause to " will go." In 3, " still" is a verb. In 4, "still" is an adverb. In 6, "anywhere" is an adverb modifying " does live; " " in Ohio" modifies "anywhere." In 9, "and" connects the phrases; "what" is an adverb, each one modifying its phrase. Some authors consider "what and ivhat" the compound basis of the adverbial element. In 10, "as" is a rel- ative pronoun. In 11, in my judgment, "then" is an introductory conjunction. In 12, "round" is an adverb. In 13, "round" is a noun. In 15, "out" is a predicate adjective. In 16, "ivhether" is an obsolete interrogative pronoun, equals "which." In 18, "ye" is in the absolute case by address, and "saints" is in apposition with "ye." "His" is a possessive pronoun, object of "of;" or it is a personal pronoun in the possessive case some noun understood. In 18, "expect" is a subordinate conjunction - than (that (which) belongs to him. clause to " car*come." In 18, "to lie" is a second class adjective element modifying "me. In 20, "yet" is a co-ordinate conjunction connecting the clauses; or supply the conjunction, and Darse " vet" as an adverb modifying "do perform." 24. Dreaming, she knew it was a dream. parse "yet 23. All this I heard as one half dead ; but answer had I none to words so true, save tears for my sins. 23. / | heard, he \ Knew n-as dream. 1 Dream in f/ f it a\ 25. I have told what, and how true thou art. 25. 1 I \ have told [for shis^ tny (than) I (art) and thou art. true 104 GRAMMAR AND ANALYSIS 27. The paths of glory lead but to 28. Kings will be tyrants from policy when subjects are the grave. 27. paths I lead rebels from principle. 28. Kings \ will be tyrants The of glory to grave. {j-rorn policy subjects I are rebels tv hen from principle. 26. He thought only of his subject. 26. He \ thought f -subject. on/?/ his 29. Angling is somewhat like poetry: men are apt to be born so. Walton. 29. Anc/ling \ is like | sonieii'hat]{ (to) poetry: (and) men \ ctre apt I to be born 30. And the final event to himself has been that, as he rose like a rocket, he fell like the stick. NOTE. In 26, " only " is an ad- verb; it modifies " of subject," the basis of the phrase. In 27, " but And 30. event \ has been 1 he fell is an adverb modifying " to grave," /*"<**, the basis of the phrase. In 29, tht " like" and "apt" are predicate adjectives. In 30, "And" is a conjunction introducing the prin- cipal proposition; "that" intro- duces the predicate clause ; " like " and " like" are adverbs. *-, 03 tiiat, > himself he like stick. tlie like (to) rocket, ~ ^ > > ^ p 5 f ~~ l r o C ? i> M-i ft . >> J^ rH r^ Q \ " 4 ~* o ^ /} ^ ? i " | " 4 ^ ^. %a ? l 2 1 >> "~ ^ * ~t-, * , - S CO; T| BO II I 8 S 11 i i 1* S ( j ^ C 1 * -1 "1 | *3 g- --v i _ ^ fl- A co'" g 2 -^ Ss= ^ ,3 V '-3 ^ ^ H g ; o-" 1 c nay. j on lake, 1 St.Mary's ) still) When swan shadow. 'ana 51. He was not even invited to be present. 57. For what is worth in anything But so much money as 'twill bring? Butler. 51. 12 For 57. He \ was invited to he present. i wort h i i 8 \ even J 710* 1 19 But monei 54. How long was it be three qua fore the man came to? About in f / t1 - n ff much] t'lei's of an hour. - ' i 54. it was lonfj so J it will brinff? tnan catne to? Hole] as IZi^J before 54. z (it was) quarters three \ About \ ' l of hour. i8 an] MADE EASY AND ATTRACTIVE BY DIAGRAMS. 109 59. Here lies what once was Matthew Prior : The son of Adam and Eve : Can Bourbon or Nassau claim higher? Matthew Prior. 59. that I lies which was Matthew Prior: 59. Bourbon _ Nassau \ Can claim higher? of Adam ,( of) Eve: and ^ ^^~ 60. I can not tell what you and other men Think of this life ; but for my single self, I had as lief not be as live to be In awe of such a thing as I myself. Shakespeare. 60. tell that you "but Think which of life; had be for self, lief would) live NOTE. In 46, "yet" may be considered an adverb, modifying "is born." In 47, "Madam, you are in error," is the object of "said;' 1 "Madam" is an attendant element with the object clause. In 48, "how feeble were the at- tempts at planting towns " is a substantive clause; it is the subject of the proposition. "Near" may be considered a preposition if preferred. In 49, "what" is an attributive object. In 48, (old edition,) to my mind, "but" and "only" are adverbs, modifying "one" as an adjective. In 50, "even" is an index of apposition; or an adverb if the sentence is made compound. In 51, "present" is a predicate adjective after the complex copula "was invited to be ; " " not " and "even" are adverbs modifying "was invited to be," or " was invited." In 52, " good " and "so" are predicate adjectives; " now " modifies "good." In 53, "what not" is a noun. In 54, "came to" equals "re- vived / " " before " is a rel- ative adverb. In 55, in my judgment, "wow" is an expletive adverb. Some of thinff authors consider it a mod- ifier of "(give)." In 56, "He that will not when he may" is a complex atten- dant element; "he" is the basis, and is in the absolute case by pleo- nasm. In 56, (old edi- tion,) "somewhat" is an adverb ; it modifies the predicate adjective "fond" understood. In 57, "as" is a relative pronoun; some authors consider it a conjunctive adverb. "For" is an introductory conjunction, and "worth" is a noun. In 58, the context shows that "swan" is the object of "let;" "double" is a predicate adjective after " (to) float." In 59, " higher " is an adjective used as a noun ; or supply " lineage." Sentence 59 (old edition) is incorrect ; " such " should be "very." In 60, " had " equals " would," and " be " equals " exist; " " at " is a relative pronoun, nominative case in the predicate. In 61, "a thousand" is an adjective used as a noun; or supply "ideas." to be In awe (am) as in if self. 110 GRAMMAR AND ANALYSIS 61. (tlioii) [ Think Think for thyself one good idea, But known to be thine own, Is better than a thousand gleaned From fields by others sown. Wilson. 62. So we were left galloping, Joris and I, Past Looz and past Tongres, no cloud in the sky : The broad sun above laughed a pitiless laugh ; 'Neath our feet broke the brittle bright stubble like chaff; Till over by Dalhem a dome-spire sprang white, And "Gallop," gasped Joris, "for Aix is in sight." Browning. 62. we I were left galloping, Jc cloud (teas) Past ~Looz M ^ pastTongres, dome-spire iprang Is no] sun (when) SJ [tvhite, And Till d) ij * * k V : IB over by Dalhent, tlte\ laughed Joris, { ) asped broad] The lauahf (yo^l) "Gallop," ' abi (an stubble d} pittiless] 4, [ Aix broke Galloping " is a present active p on of a predicate adjective a ft." "Past Looz and past Ton ial element of the second clas parsed separately, if preferre in sightl" brittle] bright (trlienj >Neattfeet articiple ; it has fter the passive gres" is a com- s. "Over 11 and d. the) our\ like ISOTE. ' the construct] verb "were le pound adverb "by" may be ftojchafi MADE EASY AND ATTRACTIVE BY DIAGRAMS. Ill 63. This well may be The Day of Judgment which the world awaits; But, be it so or not, I only know My present duty, and my Lord's command To occupy till he come. So at the post Where he hath set me in his providence, I choose for one to meet him face to face, No faithless servant frightened from my task, But ready when the Lord of the harvest calls. Whitti&r. 63. This I may be Day of Judf/ment 63. I I choose 112 GRAMMAR AND ANALYSIS S3 * ^ i~ i ^ OB a j*~ 1 1 ^^ = O o '^ 1-3 HH W ..ft c s 1* 2 ^ HS 55- Sfs ~*^ si 1 W|l g^, IL si ^ 1 - -S^T 5^ <* 1JH ! If ^ |?l ^^ n i J fe i -o *: i J w ^ i 81 "S "i. \ c ^ s f 5! d ^ S 1 5 6 -*J~ 02 s 12 . Ili i: yi i 4 L = J t j 11 TTi CO | l ., I a ^c ^ v aSfl, ITI aT gl 1 I i :is f) | s I % I 'ir% -v "n 3 ~ * S N - r< ^" | I- *\ N 5 ' s^: -*s e k 1 nunt 1 t a v S all - s l 1 ta ^^ HGQ ?i 51 ^> II *l *\ Is5 '-Z 1 T3 < e * 2- 1 % ^v s * 'v e 5 *! 5^' d a 03 "^ s a a llj. 0^ s s- 5 III 1 ^ *|1 S N- ^^ =g^ MADE EASY AND ATTRACTIVE BY DIAGRAMS. 113 SENTENCES FROM OTHER GRAMMARS. 1. He appeared as agent. 2. I shall go myself or send some one. 1. <** 2. He I appeared I agent. shall ffo (shall) sevtcl _______ or _______ myself the complex compoun _ icate; "shall go or (shall) send" is the simple compound predicate; ''shall go," the first member, is unmodified; "(shall send)" the second member, is modified by "some one,' 1 a complex objective element of the first class; "one" is the basis modified by "some," a simple adjective element of the first class. " Or" connects "shall go" and "(shall) send." 3. The Spartan youth were accustomed to go barefoot. 3. youth | were accustomed to go Spartan The barefoot. NOTE. 'Ms" is a subordinate in- troductory conjunction; it introduces the predicate noun "agent" as the attribute of the proposition. If agent is put in apposition with " he," " as " is an index of apposition. 4. Hampden placed himself at the head of his countrymen, and across the path of tyranny. Hamwden \ placed at _ head nna himself across path the the of countrymen, his of tyranny. 5. Recounting the dark catalogue of abuses already suffered, and appealing to the Supreme Judge of the world for the rectitude of their intentions, they shook off forever their allegiance to the British crown and pronounced the United Colonies an independent nation. 5. they | shook off and /pronounced allegiance United Colonies - nation . the independent to crown , Recounting - and catalogue appealing for rectitude the \ to Supreme Judge of Intentions, of of abuses [ suffered, already ) Dia. 8. 114 GRAMMAR AND ANALYSIS 6. Alfred the Great was not only the King, but the father, of his people. 6. Alfred \ tvas King, father, * r bu't- only the J great the] the] of -people. NOTE. In 3, "to go," in my judgment, is an infinitive used as a noun in the predicate after the passive verb " were accustomed." "Barefoot" is an adverb, and modifies "to go" as a verb. In 4, " at the head of his countrymen, and across the path of tyranny" is a complex compound adverbial element of the second * class of place, and modifies "placed." In 5, "shook off" is a compound verb; "United Colonies" is the primary ob- ject, and "nation" is the attributive object of "pronounced." 7. To attempt to work upon the vulgar with fine sense, is like attempting to hew blocks of marble with a razor. To attempt 7. is like to work (to) attempting with fine upon vtilgar the to hew blocks of ^marble with razor. 8. Does the bright sun grow dim in the heavens? 10. The moment the boat touched the shore, he was on " terra firnia." 8- 10. sun I Does grow dim he was bright] 1 the J T in h eaven s? on terra firma." the] boat touched the\ The moment shore, l 9. " King of Morven," Carthon said, "I fall in the midst of my course." 9 Carthon I said, 'King of Morven," fall in midst the] 12. I neither knew what I was, where I was, nor from whence I came. 12 I I knew neither J I was, what (nor} T was, where of course. from tchence MADE EASY AND ATTRACTIVE BY DIAGRAMS. 115 11. The more eminent men are, so much the more condescending they should be to the humble. 11- ,2 they I should be more condescending so much the 12 are, more eminent to humble. 13. Whom the shoe fits, let him put it on. 14. He had more money than he knew what to do with. 14.. He (you) \ let shoe \ him fits, 1 (to) put the] Whom [on. it 15. Burns' centenary dinner occurred on the same day as my birthday. 15. dinner \ occurred than he Tenetv to do centenary] Burns' on day I with. ii'hat NOTE. In 7, " to attempt," " to work," and " to hew" are infinitives having the construction of nouns; " like " is a predicate adjective. In 8, " does grow" is an impure cop- ula ; " dim " is a predicate adjective. In 9, " King of Mor- ven" is an attendant element with the object clause. In 10, "the moment" is a conjunctive adverb. In 11, ''the" and " so much the " are correlatives; "so much the" is an adverbial phrase, equals "exceedingly; 11 it modifies the adjective " more condescending." " The" is a conjunctive adverb, equals "as;" it modifies "more eminent," and connects the adverbial clause to " more condescending." 16. The men whom men respect, the women whom women approve are the men and women who bless their species. Parton. 16. birthday, (occurred) (on) as men _. women (and) . respect) whom women approve whom are men women and i 17. We wondered whether the saltness of the Dead Sea was not Lot's wife in solution. Curtis. 17. We I wondered 18. Is that, that that, that that boy parsed ? 18. that, I Is thatj ether saltness was ivife boy not parsed? that in solution. of Dead Sea the] 116 GRAMMAR AND ANALYSTS 19. Socrates, than whom there was no wiser philosopher, said religion is a reality. 19. g Socrates, said 1 . > (tvonld be doing} t^ 1 <>tj t seem to be agitated. 22. He that glorieth, let him glory in the Lord. Bible. 24. How could she but be sad? He that 1 glorteth, 00 Of? (you) 1 *." In 20, "to seem to be agitated" is an abridged expression, and is the object of "did wish;" "to be agitated" has the construction of a predicate adjective; it belongs to "he." In 22, " he that glorieth " is a complex attendant element ; " he " is in the absolute case by pleonasm. In 23, "but" is an adverb, equals "not." In 24, "author" is in the nominative case in the pred- icate, after the complex copula "is supposed to be." In 25, "namely" is a subordinate conjunc- tion, used as an index of apposition; "Jim," "Rock," and " Selim" are in apposition with "horses." In 26, "what" is a double relative, equals "that which;" "that," the antecedent part, is a pronominal adjective used as a noun ; it is in the nominative case in the predicate of the principal proposition. "Which" the relative part, is a relative pronoun in the nominative case in the predicate of the subordinate proposition, after the complex copula "appears to be;" "which" is also the connective, connecting the adjective clause to " that." In 27, " ah me" is a phrase used as an interjection; it is an attendant element. In 28, "inventor" is in the objective case in apposition with "him;" "Tubal" is in the objective case in the predicate of the abridged proposition, after the participle "named;" " Vulcan" is in the objective case, in appo- sition with " Tubal." In 29, " to be poet," the basis of the phrase, is used as a noun, subject of the proposition; " to be" is a verb, etc.; it is here "used to introduce the substantive or noun phrase "to be a poet," etc.; "poet" is in the nominative case in the predicate of the abridged proposition, "to be a poet in despite of nature." "In despite of nature" is a complex adverbial element of the second class modifying "to be." In 30, "being true," the basis of the phrase, is used as a noun, subject of the proposition; "being" is a present participle, etc.; it is here used to introduce the substantive phrase " being true," etc.; "true" is an adjective in the predicate of the abridged proposition. " To his friends" is an adverbial element modifying "true;" "his" is an adjective element of possession, and modifies "being true." " To be praised" is used as a predicate adjective, equals "praiseworthy." 118 GRAMMAR AND ANALYSIS MADE EASY BY DIAGRAMS. SENTENCES TO BE DIAGRAMMED, ANALYZED, AND PARSED. 1. "Truth is the highest ornament of youth." 2. " One to-day is worth two to-morrows." 3. "Sunday is the golden clasp that binds the volume of the week." 4. "Deeds are fruits; words are but leaves." 5. "He who resolves to do right has God on his side." 6. "Sands form the mountain; moments make the year." 7. "Spare moments are the gold-dust of time." 8. "The gloomiest mountain never casts a shadow on both sides at once." 9. "Let your life be like a snow-flake, which leaves a mark, but not a stain." 10. "Thou must be true thyself, if thou the truth wouldst teach; It needs the overflow of heart to give the lips full speech." 11. It is better to inspire the heart with a noble sentiment than to teach the mind a truth of science. Edward Brooks. 12. Lost, yesterday, somewhere between sunrise and sunset, two golden hours, each set with sixty diamond minutes. No reward is offered, for they are gone forever. Horace Mann. 13. " Count that day lost whose low-descending sun Views from thy hand no worthy action done." 14. Moderation is the silken string running through the pearl of all virtues. Bishop Hall. 15. Little minds are tamed and subdued by misfortune, but great minds rise above it. Washington Irving. 16. " Your character can not be essentially injured, except by your own acts." 17. A good book is the precious life-blood of a master-spirit, embalmed and treasured up on purpose to a life beyond life. John Milton. 18. Recollect that trifles make perfection, and perfection is no trifle. Michael Angelo. 19. "This life is only the portico of existence." 20. "Live truly, and thy life shall be A great and noble creed." 21. "Oh! gold is great, but greater far Is heavenly sympathy." 22. More things are wrought by prayer Than this world dreams of. Wherefore Let thy voice rise like a fountain for me night and day. Tennyson. 23. The diminutive chains of habits are seldom strong enough to be felt until they are too strong to be broken. Dr. Johnson. 24. If you can not on the ocean 25. "How sweet 'twill be at evening Sail among the swiftest fleet, If you and I can say, Rocking on the highest billows, ' Good Shepherd, we 've been seeking Laughing at the storms you meet; The lambs that went astray; You can stand among the sailors, Heart-sore and faint with hunger Anchored yet within the bay, We heard them making moan, You can lend a hand to help them, And lo! we come at night-fall As they launch the boats away. Mrs. Gates. Bearing them safely home.' " REVISED READERS AND SPELLER, THE POPULAR STANDARD. CHARACTERISTIC FEATURES: 1. Adaptation to Modern Methods. 2. Careful gradation of the Series, and of each book of the Series. 3. Introduction of carefully engraved Script Lessons. 4. The most familiar system of Diacritical Marks is brought into consistent use. 5. Greater variety of the best Heading Matter than is found in any other series. More than 2OO Authors are represented. 6. Superior Illustrations. 'pography, printing, and binding of the test and most durable style. PROF. DAVID SWING'S OPINION OF MCGUFFEY'S READERS, Extract from a sermon by Prof. Swing at Chicago Central Church, Chicago, reported for the Chicago Tribune : " The world is always changing its courses of education. Once its studies were three Greek, Latin and Mathematics. Of late years it has said: ' Let us have less of dead language, and more of the living tongues ; let us have more of chemistry and the applied sciences.' If, therefore, there are no prescribed branches of absolutely unavoidable quality, why not enlarge the study of human life, and lead the young minds all over that kind of action and thought which have made man great and good ? When any of you old persons look back at the early education of life, you perceive at once that your best notions did not come by way of the arith- metic or the geography, but from what books of moral and of high purpose may have fallen into your young hands. " Much as you may have studied the languages or the sciences, that which most affected you was the moral lessons in the series of McGuffey. And yet the reading class was filed out only once a day to read for a few moments, and then we were all sent to our seats to spend two hours in learning how to bound New Hampshire or Connecticut, or how long it would take a grey- hound to overtake a fox or a hare if the spring of each was so and so, and the poor fugitive has such and such a start. That was perhaps well, but we have forgotten how to bound Con- necticut, and how to solve the equation of the field and thicket ; but up out of the far-off years come all the blessed lessons in virtue and righteousness which those reading books taught ; and when we now remember how even these moral memories have faded, I can not but wish the teachers had made us bound the States less, and solve fewer puzzles in 'position' and the ' cube root,' and have made us commit to memory all the whole series of the McGuffey Eclectic Readers. "The memory that does come up from those far away pages is full of the best wisdom of time or of the timeless land. In those books we were indeed led by a schoolmaster from beautiful maxims for children up to the best thoughts of a long line of sages, and poets, and naturalists. There we all first learned the awful weakness of the duel that took away a Ham- ilton ; there we saw the grandeur of the ' Blind Preacher ' of William Wirt ; there we saw the emptiness of the ambition of Alexander, and there we heard even the infidel say, 'Socrates died like a philosopher, but Jesus Christ like a God.' " Prof. Swing wrote to the publishers concerning the above tribute to McGuffey 1 s Readers: " I am willing that any words of mine upon education shall be used anywhere, for the edu- cation of the children is the chief end of man. " All of us older men, who no longer assemble at the school-house, can not but see that the children of this generation are having better buildings, and better teachers, and better books than we enjoyed. " This Revised Series of McGuffey's Readers is one of the moral wonders and beauties of the age." VAN ANTWERP, BRAGG & Co., PUBS., CINCINNATI & NEW YORK. KCLECTIC SYSTEM mm. IDDSTEIAL, Al PERSPECTIVE DMING. This system has been arranged with reference to the following points: 1. Best methods of teaching. 2. Capabilities of the pupils at different ages. 3. Logical order of the exercises. 4. Best educational interests of the pupils. The special features and advantages of the Eclectic System of Drawing are: 1. The practical and utilitarian character of the work recommends it as an excellent common school system of drawing. 2. The series contains an abundance and variety of material. a. Suggestions and rules for design. b. Explanations and suggestions for object drawing. c. Problems and explanations in mechanical drawing. d. Problems and explanations in perspective drawing. 3. Drawing taught by this series is not merely ornamental but positively useful. 4. The Eclectic System meets the real wants of the common schools, and is not technical. It is intended to furnish the necessary basis for special training. 5. No separate guide books accompany this system. All necessary explanations are given on the covers of the drawing and practice books. 6. The explanations accompanying the Eclectic Drawing Books enable any competent teacher to teach the system effectively. 7. Practice Books are an important feature of this system. a. The best work is secured by a few moments' practice on the lesson before exe- cuting the same in the drawing book. b. In preparing an original design, it is desirable to make trial sketches in the practice book. c. In mechanical, object, and perspective drawing, it is desirable to make the drawings in the practice book first. 8. a. The Eclectic System of Drawing is inexpensive. b. The books are well made. c. The paper has a tint grateful to the eye, takes the pencil well, and is of the best quality. The lines in the drawings are a fine imitation of lead pencil. DESCRIPTION OP ECLECTIC DRAWING BOOKS. The Eclectic System of Drawing is complete in nine numbers. No. 1 is preceded by a three months' course in Slate Exercises, which are intended to give the pupil some idea of size and form, and some command over the muscles of the hand before commencing the exercises in the book. Book /.Twenty Pages. First School Year. Location of Points, Connection of Points by Vertical, Horizontal, and Oblique Lines. Division of Lines into two equal Parts. Book II. Twenty Pages. Second School Year. Location of Points and Divisions of Lines into two equal Parts. First Lessons in Tinting with Lines. Book III. Twenty Pages. Third School Year. Further Practice on the Divisions given in Book II. First Lessons in Curved Lines. Book IF. Twenty Pages. Fourth School Year. Compound Curves. Leaf Forms Con- ventionalized. Book V. Twenty-four Pages. Fifth School Year. Freehand Construction of the Octagon and Hexagon. Use of Flower and Leaf Forms. Book VI. Twenty-four Pages. Sixth School Year. Exercises in Original Designs for Surface Decoration. First Lessons in Mechanical Drawing. First Lessons in Perspective. Book VII. Twenty-four Pages. Seventh School Year. Exercises in Design, Mechanical Drawing and Perspective continued. First Lessons in Drawing from the Object. Book VIII. Twenty-four Pages. Eighth School Year. Exercises in Design, Mechanical Drawing, Perspective and Object Drawing continued. Selections from the Grammar of Orna- ment of Designs for Surface Decoration. Book IX. Twenty-four Pages. Ninth School Year. Exercises in Design, Mechanical Drawing, Perspective and Object Drawing continued. Historic ornament. For Higher Grades a selected course may be supplemented, based on the training given in these numbers. VAN ANTWERP, BRAGG & Co,, PUBLISHERS, CINCINNATI & NEW YORK,