Miscellaneous Examples to be Corrected. 404. Correct the following examples, He not only ought, but must, see his folly. I always have, and I always shall be, of this opinion. The work was executed with rapidity and promptly. His fortune has not only suffered by his folly, but his health. He neither was successful or happy. He continued ringing the bell, and to wait at the door. He both was proud and poor. See through this air this ocean and this earth All matter quick and bursting into birth. He neither likes town or ccuntry. The Russian prince had many slaves or serfs. Seed-time and harvest cold and heat summer and winter day and night shall not cease. Thence to the land where flows Ganges and Indus. Every tree and every shrub were loaded with blossoms. Neither history nor tradition furnish the information. Neither men nor money were lacking. Neither Robert nor I arę capable of such meanness. The Elements in their Various Forms. 405. A sentence may have several elements of the same name. Ex.-The good old times are coming = 3 a S P. Observe that these three are not co-ordinate with one another, though they are alike subordinate to "times." In, "A very high mountain rose before us," the subject has three added words, but the form is va-S, not 3 a S. 406. Any of the subordinate elements may be thus multiplied. Ex. The sun is always eclipsed twice, annually. Observe, that while these, unlike complex or compound elements, are independent of one another, they are alike dependent upon eclipsed. 407. The subject or the predicate may be itself simple, complex, or compound. Ex-SP, a SPo,-(S+S) P,—S (P+P),—or (S+S) (P+P). (a.) The modifiers of either may also be simple, complex, or compound, or they may be multiplied, as above. Ex-a SP (a+a) SP,-(a+a) SP (+)-3 a S P,-2 a S P39. General Exercise for Analysis and Parsing. 408. Analyze and parse the following miscellaneous examples. Tell the office of each word. We have learned our lessons. Joseph was sold. You might have crossed the stream. He will sell some figs. She should have been studying her lesson. The earl is our guest. Be sober. Live contentedly. Break not your promise. Be thou a scholar. Be firm. Do be quiet. The soldiers must have been drilled. The ship ploughs the The emperor Antoninus wrote an excellent book. Edward the Confessor abused his mother. Queen Christina resigned her crown. Will you bring me pen, ink, and paper? The king and queen approved and ratified the measure. sea. Whence come wars and fightings? I am, dear sir, your affectionate friend. My son, give me thy heart. The earth and the moon are planets. The creation demonstrates God's power and wisdom. Anarchy and confusion, poverty and distress, follow a civil war. Avoid arro gance and servility. The verdant lawn, the shady grove, the variegated landscape, the boundless ocean and the starry firmament are beautiful and magnificent objects. True religion gives our behavior a native and unaffected ease. Plain, honest truth wants no artificial coloring. Wise and good men are frequently unsuccessful. True worth is modest and retiring. Ulysses was a wise, eloquent, cautious and intrepid hero. Good nature mends and beautifies all objects. The liberal arts soften and harmonize the temper. A philosopher should examine everything coolly, impartially, accurately and rationally. I shall go myself, or send some one. He is not sick, but discouraged. She sings, as well as plays. He has caught a pike or a perch. Oh how cold it is! His fate, alas! was deplorable. Coming events cast their shadows before. Ring out a slowly dying cause, And ancient forms of party strife, For Romans in Rome's quarrel spared neither land nor gold, CHAPTER III. (SIMPLE SENTENCES.) ELEMENTS OF THE SECOND CLASS-PHRASES. SECTION I. NATURE AND FORM OF ELEMENTS OF THE SECOND CLASS. The Phrase in its General and Restricted Sense. 409. A phrase, in the most general sense, is two or more words so united as to make sense and form any kind of combination except the predicative. Ex.-Upright men. Reaching a conclusion. Contending bravely. To see the sun. In the morning of life. But, "Trees grow," Stars shine," are not regarded as phrases. (a.) Two or more words joined predicatively form a proposition, and this is always to be distinguished from a phrase. In phrases there is to be noticed this fundamental difference: the two words, first, may form the two terms of any one of the subordinate combinations, as those of the attributive "ancient cities," the objective, "watering the earth," or the adverbial, "gliding gently;" or, secondly, they may both together form but one term, and by means of a distinct verbal exponent express its relation to the other term. Thus "in the city" is a phrase, expressing the second term and its relation to "dwelling" in the combination, "dwelling in the city. 410. A phrase, in this restricted sense, is a single term, having its relation expressed by a connective or an auxiliary. Ex. In the morning. To grow. Without exception. Will write. (a.) The facilities which the phrase affords for variety and definiteness of expression are to be specially observed. We can say, "The laborer rose early," and thereby express a general thought. But when we say, "He rose at five o'clock," the thought is expressed with far greater definiteness. When great emphasis is to be given to an element, it should take that form which will give it the greatest definiteness. Compare "freely " and "with freedom;" "anxiously" and "with anxiety." 411. An element of the second class is a phrase in the restricted sense, having one word to represent the idea or thought, and another to show its relation. Ex.-In conclusion. Of Boston. To ride. By reading. May come. 412. The idea or thought may be expressed by a substantive or an attributive, and the relation by a preposition for the former and an auxiliary for the latter. Ex-In truth. At Rome. Shall sing. Can walk. Is deceitful. (a.) When the substantive and the attributive in their uses interchange with each other, the relation-word is made to correspond. Thus, read, as an attributive in the verbal form, may take as auxiliary do, have, may, can, etc. But when used substantively in this form, it takes the preposition to, and becomes a consolidated substantive phrase, to read, to have read. In the participial form it must first take the copula is, was, etc., to place it in the predicative combination, and then the copula may take, besides, any of the auxiliaries. When used substantively in the participial form, it takes a preposition; as, in reading, for writing, by advancing. When an adjective or a substantive is to be used predicatively, it must always take the copula; and then, as in case of the participle, the copula may take any of the auxiliaries: as, He was successful, may be successful, etc.; He was a scholar. might have been a scholar, etc. Whenever these predicates are used substantively, the participle or the infinitive of the copula must be retained; as, By his being successful, in being a scholar; To be successful, to be a scholar. : (b.) It will be seen that an element of the second class differs from an element of the first in respect to the relation In the former the relation is expressed explicitly in the latter it is either implied by the position of the terms, or indicated by the inflection of the subordinate term. An element of the second class may be regarded as an expansion of a corresponding element of the first. The use of second class elements characterizes a language in its tendency to become analytic (39). Thus, "Solomon's temple"= the temple of Solomon; scripsit. in Latin, he has written. (c.) By changing an element of the first class to one of the second, or the apposite, we can often give a more effective or a more agreeable turn to a sentence. Thus, "If we cannot see the manner of sin's poison, no wonder if we cannot perceive the method of grace's antidote," would be improved by using phrases for the possessives: "If we cannot see the manner of the poison of sin, no wonder if we cannot perceive the method of the antidote of grace." On account of the recurrence of the preposition of, it would be better to give still another turn to the sentence: "If we cannot see the manner in which sin poisons, no wonder if we cannot perceive the method by which grace heals, or furnishes the antidote. Formation of Words and Phrases. 413. Researches in the field of comparative philology have shown that words in their origin were a species of phrase consisting of monosyllabic roots. (a.) Thus, the word am in its remotest history was as mi being of me; later, it became as-mi = be-I; still later, asmi = I am, thus becoming a word, first in what now would be called the hyphen-stage, and then in the consolidated form. After suffering various phonetic changes in its transmission from age to age, becoming first asm', then a' m', it assumed its present form am. Complete words, in turn, began to show a similar tendency. Thus, various words came naturally to show a special affinity for other words, such as like, full, leas (loose or free), resulting in such combinations as man-like, beast-like; good-like, fearfull, hope-full, shame-full; shape-leas, fear-leas, hope-leas. Each of these parts was pronounced, at first, with a conscious regard to its full meaning, like man, full of hope, free from fear. (b.) In process of time the common element, full, like, leas, being often repeated, and producing a uniform effect upon the other, gradually lost its prominence, sank into a subordinate rank, united permanently with the first element as its principal, and suffered phonetic change. Thus, man-like became manly; 'fear-leas, fearless; hope-full, hopeful. 414. Whenever any element in a word or a phrase becomes subordinate, and serves only to restrict or otherwise modify the meaning or application of the other, it is called a formative element. (a.) Thus, among primitive roots, which are divided into predicative and pronominal, the latter became formatives. The roots mi, me; si, thee; ti, him, her, it, became appendages to all others. serving the common purpose of attributing the vague meaning of such roots as vac, or voc, a calling, ag, a struggling, to some person or thing. Thus, voc-mi, voc-si, voc-ti, would be calling of me, thee, him, I call, thou callest, he calls. These combinations at length were consolidated, and finally suffered various changes. chiefly in the formative element, sometimes, in both the substantiul and the formative, as in the case of a' m' am. From = |