d the addition of other ideas to express the full and specific thought inHed; as, "Landscape fades" (incomplete). "Now fades the glimmering iscape on the sight" (complete and inverted).

. Although in the practical processes of construction the mind is chiefly upied with the ideas which compose the thought, with little regard to mmatical forms, or the relative rank of the elements as they succeed each er, or the particular order of their collocation, yet, for elementary pures, the pupil should begin with the principal elements, and show how all ers arrange themselves around these.

189. Models for Construction.

Take the simple, but incomplete assertion,—

KING LED.

Add a word to the subject to show that a particular king is meant,

The KING LED.

Add an expression to show what king. Thus,

The KING of Prussia LED.

Add an expression to the predicate to show what he led. Thus,The KING of Prussia LED three charges.

Add still another expression to the predicate, to show how he led Thus,

em.

The KING of Prussia LED three charges in person.

Thus we have one of Macaulay's complete simple sentences. It may è exhibited thus,

The RETREAT of Mr Pitt HAD DEPRIVED Prussia of her only friend. Intimate, by an addition to the predicate, that some event is to follow zlmost immediately, and show what that event is,—

Scarcely HAD the RETREAT of Mr. Pitt DEPRIVED Prussia of her only

Models.

friend, when the death of Elizabeth produced an entire revolution in the poli tics of the north.-Macaulay.

Here we have a complete complex sentence.

It may be exhibited

(1.) Prussia

(2.) of her only friend
(3.) Scarcely

(4.) when the death of
Elizabeth, &c.

190. Exercise.

1. Add to the following incomplete sentences any ideas which will convert them into complete sentences:

1. Analysis consists in resolving a sentence into its elements, and in pointing out the offices and relations of each.

2. To analyze a sentence, we should first point out the leading ideas which compose the thought (147, 3, 4), taking together as elements all the words which are required to express a full idea. We thus obtain the subject, the predicate, and the additions to each. We should then separate every group of words into its simple elements, and, finally, every simple element of the second or third class, into the words which compose it. We thus reduce the sentence to the parts of speech.

3. Parsing consists in naming the parts of speech into which a sentence is resolved by analysis, giving their modifications, relations, agreement, or government, and the rules for their construction.

Analysis. Leading ideas, the subject, predicate, and additions to each. Parsing.

192. Directions for general Analysis of Sentences,

Read the sentence, and determine by its meaning, whether it is declara、

2, interrogative, imperative, or exclamatory.

2. Determine the leading assertion, and point out the subject and predicate. 3. If any of the parts are inverted, arrange them in the natural order.

. If necessary, supply ellipses.

5. Find all the separate words or groups of words which express distinct as added to the subject, and show in what way they modify it.

6. In the same manner dispose of all the additions to the predicate.

7. If neither the subject, nor the predicate, nor any of the additions to her contains a proposition, the sentence is simple.

8. But if either contains a proposition, the sentence is complex.

9. If the sentence contains two or more independent assertions, it is com›und, and should first be separated into its component parts, each of which ould be analyzed as a simple or a complex sentence.

10. If the subject, predicate, or any of the additions to these should conin two coördinate parts, the sentence is a partial compound, and should be alyzed like a simple sentence, with the exception of the compound part; is should be named as a compound element, and then resolved into its comnent parts.

11. If the subject, predicate, or any of the additions to either should conin a participle, or an infinitive equivalent in its use to a dependent proposion, the sentence is a contracted complex, and should be analyzed like a mple sentence. Yet the part derived by abridging a dependent clause 82, 6) should be named, and its equivalent proposition given.

193. Models for general Analysis.

NOTE. In this kind of analysis, the learner is to find all the leading ideas hich compose the thought (188, 2), and to point out the words or groups of ords employed to express them, as well as the office and relation of each. [aving thus found the subject, the predicate, and all the additions to each, e then determines the character of the sentence, and is prepared for the nalysis of each group considered as an element. Take the following passage -om Macaulay's Miscellanies :

(1.) "In 1789, the Regency Bill occupied the Upper House till the sesion was far advanced. (2.) When the king recovered, the circuits were eginning. (3.) The judges left town; the lords waited for the return f the oracles of jurisprudence; and the consequence was, that during he whole year only seventeen days were given to the case of Hastings. 4.) It was clear that the matter would be protracted to a length unprecedented in the annals of criminal law."

No. (1.) is a declarative sentence (148, 3). The indefinite or unmodiied assertion, is "bill occupied;" of this "bill" is the subject and

Directions for analysis. Models.

**the

"occupied" the predicate (150, 3, 4). To the subject is added “the” to show that the writer had in mind some specific bill; also "regency" ta show what specific bill was meant. To the predicate is added "t Upper House to show which branch of parliament it occupied, also " 1789," which is inverted (186, 5), and comes, in the natural order, after "the Upper House." It is added to show in what year the event o curred, and finally, the expression "till the session was far advanced." is added to show how long the bill occupied the House; and as this last expression is a proposition, the sentence is complex. It may be exhi

bited thus:

(1.) The

(2.) Regency

((1.) The Upper House

BILL-OCCUPIED (2.) in 1789

(3.) till the session was far advanced. No. (2.) is also a declarative sentence. The simple assertion is "Circuits were beginning." It may be exhibited thus:

The-CIRCUITS WERE BEGINNING-when the king recovered.

Here the last element is placed in its natural position, and as it is proposition, the sentence is complex. Let the learner explain the use of each element as in No. 1.

No. (3.) contains three independent assertions, each declarative, and the whole forming a compound sentence. The component parts are,-—

(a.) The judges left town;

(b.) The lords waited for the return of the oracles of jurisprudence; (c.) And the consequence was, that during the whole year, only seventeen days were given to the case of Hastings.

The first and second parts are simple sentences, joined by “and” understood, and standing thus:

The-JUDGES-LEFT-town.

The LORDS—WAITED-for the return of the oracles of jurisprudence. The third part is a complex sentence, connected to the preceding by "and," and is thus exhibited :

:

The-CONSEQUENCE-WAS, THAT-&c., to the end.

194. Directions for the Analysis of Elements.

NOTE. This analysis gives the office and relation of all the subordinate ideas, and of all the words in the sentence; that in 193 gives the relation of all the prominent ideas.

1. Resolve the sentence as in 193; and then, regarding each part as an element, classify it as in (153, 2, 3, &c.).

2. If any element contains but one word, it is completely reduced, and may then be parsed (191, 3).

Directions for analyzing elements.

If an element containing more than one word is simple (167, 168) must be a phrase or a clause, and is to be still further analyzed by ting out

.) The connective, showing what part it joins.

-.) The part which expresses the idea,-in case of the phrase, the object; ase of the clause, the subject and predicate.

If an element is complex or compound, reduce it to its simple elets, and then proceed as in 2 or 3 above.

In case of a complex element, point out and dispose of the principal ent or basis (172, 4, 5); then each of the others in the order of their (159).

- In case of a compound element, separate it into its component ple elements, point out and classify the coördinate conjunction which s them, and then dispose of each as in 2 or 3 above.

-Thus the sentence is reduced by simple and methodical steps to parts of speech which enter into it. These all, or a part, may now parsed in the order of their rank in construction, or in any other

er.

5. Models for the Analysis of Sentences and their Elements. WOTE.-In these examples, the learner is expected to point out the subject the predicate, and, if necessary, reduce each to the single words which pose it; next, each of the additions to the subject, reducing it as directed 194, 3) above, and then each addition to the predicate.

It is a simple sentence, because it contains but one proposition; declarative, ause it declares something; George is the subject, because it is that of ich the action "writes" is affirmed; writes is the predicate, because it is t which is affirmed of "George."

Et may be exhibited thus:

GEORGE WRITES.

2. "The summer shower falls gently."

It is a simple sentence, because it contains but one proposition ; declarative, ause it declares something; shower is the simple or grammatical subject; it simply that of which something is affirmed; falls is the simple or gramtical predicate, because it is that which is affirmned of "showers." The bject is limited by summer, a simple adjective element of the first class; jective, because it is used to limit a noun; of the first class, because it is a gle word joined directly to the subject, without a connective; it limits by swering the question "What kind of?" it excludes the idea of all showers ling at any other time than summer; it is a simple element, because nothing added to it. The subject is also limited by the, a simple adjective element the first class; it limits by showing that some particular shower is meant.

Models.