In

REM.-1. With the exception of the last two, the above Diagrams are adapted to the Principal Elements of a Sentence or of a Phrase. the exercises which follow, these Elements are variously modified oy Adjunct Words, Phrases, and Sentences.

2. The whole Predicate-consisting of one, two, three, four, and sometimes five words, is placed in one Diagram-as exhibited on the following pages.

May Intransitive Sentences be either Simple or Compound?..See Obs.
Make Intransitive Sentences,

.Simple.
.Compound.

.See Def. 44.

..Simple.

.Compound.

.See Def. 45.

.Intransitive.

.Transitive.

.See Def. 46.

.Intransitive.

Transitive.

40.-What are Clauses of a Sentence?..

.See Def. 46 (b).·

What Elements in a Sentence may be compounded?..See Obs. (1-7).

Make Sentences having compound

Subjects.
Predicates.
Objects.

.See Def. 46 (c).

How numerous may be the Clauses of a Sentence?

What is a Mixed Sentence?

Make Mixed Sentences-1st Clause Transitive.
Make 66

..See Rem.

Make Compound Sentences.

42.—What are the offices of Auxiliary Sentences?....

By their offices, how are Auxiliary Sentences distinguished?..See Prin. 43.-What is a Substantive Sentence?

. See Def. 49.

Make a Substantive Sentence that shall be Subject of a Prin

cipal Sentence.

Make a Substantive Sentence that shall be Object of a Prin

cipal Sentence.

What is an Adjective Sentence?

Make Adjective Sentences.

44-What is an Adverbial Sentence?.

Make Adverbial Sentences.

.See Def. 50.

See Def. 51.

EXERCISES IN ANALYSIS.

REM.-1. In the following Exercises, will be found Sentences of every grade-from the most simple to the most complex. The Teacher will find exercise for his judgment and discretion in assigning the Ser tences to his pupils (for analysis) according to their several capacities

2. The Teacher will find it interesting and profitable to his Pupils, to assign to each, at least one Sentence, to be placed in its appropriate Diagram-drawn on the black-board ex tempore, or on paper by appointment at a previous recitation.

SIMPLE SENTENCES.- -Intransitive.

1. "Now fades the glimmering landscape on the sight.”

PRINCIPAL ELEMENTS.

the

A Simple Sentence-Intransitive, . . . . . . . . See Def.

Other EXAMPLES applicable to the same Diagram.

2. The studious pupil seldom fails in his recitation.

3. The arrogant pedant was quickly banished from the company. 4. Such bright examples seldom fail, ultimately, to please.

5. That bright meteor flashed brilliantly athwart the heavens. 6. The young aspirant never succeeded in his effort.

7. Our brightest students are also foremost in their sports.

Let each Pupil make a Sentence adapted to the same Diagram.
ADDITIONAL EXAMPLES.

Principal Elements similar-Adjuncts dissimilar.

8. "The big tear then startled from his eye."

9. "Morni's face brightened with gladness."

10. "His aged eyes look faintly through tears of joy." 11. "We came to the halls of Selma."

12. "We sat around the feasts of shells."

13. "Fingal rose in his place."

14. "The sword of Trenmor shook by his side."

17. "The song of the wood-dove has died on our shore."

66

18. And on the stranger's dim and dying eye

The soft, sweet pictures of his childhood lie."

19. "His hair falls round his blushing cheek, in the wreaths of waving light."

20. "A flood of glory bursts from all the skies."

21. "

'The long, bright days of summer quickly passed." 22. "The dry leaves whirled in Autumn's rising blast." 23. "The garden rose may richly bloom,

In cultured soil and genial air,

To cloud the light of Fashion's room,

Or droop in Beauty's midnight hair." 24. "On Horeb's rock the prophet stood,The Lord before him passed;

25.

SIMPLE SENTENCES.-Transitive.

1. "The king of shadows loves a shining mark."

Shining,
Mark,

to tell what "mark,"

to tell who "loves mark,"

to tell what "king,"

to tell what the king does,

to tell what "mark,"

Class.

an Adjective.

a Noun.

an Adjective.

a Verb.

an Adjective

an Adjective

a Noua

to tell what the king "loves," Other EXAMPLES applicable to the same Diagram. 2. The science of Geology illustrates many astonishing facts. 3. A love for study secures our intellectual improvement. 4. The habit of intemperance produces much lasting misery. 5. A desire for improvement should possess all our hearts. 6. The use of tobacco degrades many good men.

7. A house on fire presents a melancholy spectacle.

8. A man of refinement will adopt no disgusting habits.

Let each Pupil make a Sentence for the same Diagram. ADDITIONAL EXAMPLES, containing one Subject, one Predicate, and ore Object with or without Adjuncts.

9. "He mixes his words with his echoing shield.”

10. “He seized my hand in silence.”

11. "In his youth he may have displayed a different character."