Graded Lessons in English by Alonzo Reed and Brainerd Kellogg (ebook reader with highlight function .txt) 📕

wears a crown. 9. The thick mists which prevail in the neighborhood of Newfoundland are caused by the warm waters of the Gulf Stream. 10. The power which brings a pin to the ground holds the earth in its orbit. 11. Death is the black camel which kneels at every man’s gate. 12. Our best friends are they who tell us of our faults, and help us to mend them.

The pupil will notice that, in some of these sentences, the dependent clause modifies the subject, and that, in others, it modifies the noun complement.

+COMMA—RULE.—The adjective or the adverb clause, when it does not closely follow and restrict the word modified, is generally set off by the comma+.

 

LESSON 58.

SENTENCE-BUILDING.

ADJECTIVE CLAUSES.

Expand each of the following adjectives into

1. A phrase; 2. A clause;

and then use these three modifiers in three separate sentences of your own construction.

| who has energy, +Model+.—_Energetic; of energy_; + or | who is energetic.

 

An energetic man will succeed. A man of energy will succeed. A man who has energy (or who is energetic) will succeed.

Honest, long-eared, beautiful, wealthy.

Expand each of the following possessive nouns into

1. A phrase; 2. A clause;

and then use these three modifiers in three separate sentences.

+Model+.—_Saturn’s rings_; the rings of Saturn; the rings which surround Saturn.

Saturn’s rings can be seen with a telescope. The rings of Saturn can be seen with a telescope. The rings which surround Saturn can be seen, with a telescope.

Absalom’s hair; the hen’s eggs; the elephant’s tusks.

Change the following simple sentences into complex sentences by expanding the participial phrases into clauses.

The vessels carrying the blood from the heart are called arteries. The book prized above all other books is the Bible. Rivers rising west of the Rocky Mts. flow into the Pacific ocean. The guns fired at Concord were heard around the world.

+To the Teacher+.—For additional composition exercises with particular reference to adjective clauses, see Notes, p. 177.

 

LESSON 59.

COMPLEX SENTENCES.

THE ADVERB CLAUSE.

+Hints for Oral Instruction+.—You learned in Lesson 83 that an adverb can be expanded into an equivalent phrase; as, The book was carefully read = The book was read with care.

We shall now learn that a phrase used as an adverb may be expanded into an +Adverb clause+. In the sentence, We started at sunrise, what phrase is used like an adverb? +P+.—_At sunrise_. +T+.—Expand this phrase into an equivalent clause, and give me the entire sentence. +P+.—We started when the sun rose.

+T+.—You see that the phrase, at sunrise, and the clause, when the sun rose, both modify started, telling the time of starting, and are therefore equivalent to adverbs. We will then call such clauses +Adverb Clauses+.

 

Analysis and Parsing.

+Model.—+

We | started =========|============= ` when sun rose =======|========= the

+Explanation of the Diagram+.—The line which connects the two predicate lines pictures three things. It is made up of three parts. The upper part shows that when modifies started; the lower part, that it modifies rose; and the dotted part shows that it connects.

+Oral Analysis+.—This is a complex sentence, because –-; We started is the independent clause, and when the sun rose is the dependent clause. We is the subject of the independent clause, and started is the predicate. The clause, when the sun rose, is a modifier of the predicate, because it tells when we started. Started when the sun rose is the modified predicate.

Sun is the subject of the dependent clause, and rose is the predicate, and the is a modifier of sun; the sun is the modified subject. When modifies rose and started, and connects the clause-modifier to the predicate started.

+Parsing+ of when.—When is an adverb modifying the two verbs started and rose, thus connecting the two clauses. It modifies these verbs by showing that the two actions took place at the same time.

1. The dew glitters when the sun shines. 2. Printing was unknown when Homer wrote the Iliad. 3. Where the bee sucks honey, the spider sucks poison. 4. Ah! few shall part where many meet. 5. Where the devil cannot come, he will send. 6. While the bridegroom tarried, they all slumbered and slept. 7. Fools rush in where angels fear to tread. 8. When the tale of bricks is doubled, Moses comes. 9. When I look upon the tombs of the great, every emotion of envy dies within me. 10. The upright man speaks as he thinks. 11. He died as the fool dieth. 12. The scepter shall not depart from Judah until Shiloh come.

 

LESSON 60.

SENTENCE-BUILDING.

ADVERB CLAUSES.

Expand each of the following phrases into an adverb clause, and fit this clause into a sentence of your own building.

+Model+.—_At sunset; when the sun set_. We returned when the sun set.

At the hour; on the playground; by moonlight; in youth; among icebergs; after school; at the forks of the road; during the day; before church; with my friend.

To each of the following independent clauses, join an adverb clause, and so make complex sentences.

–- Peter began to sink. The man dies –-. Grass grows –-. Iron –- can easily be shaped. The rattlesnake shakes his rattle –-. –- a nation mourns. Pittsburg stands –-. He dared to lead –-.

+To the Teacher+.—For additional composition exercises with particular reference to adverb clauses, see Notes, p. 177.

See COMPOSITION EXERCISES in the Supplement—Selection from the Brothers Grimm.

REVIEW QUESTIONS.

In what two ways may nouns be used as modifiers? Illustrate. Nouns and pronouns denoting possession may sometimes be changed into what? Illustrate. Give the rule for the punctuation of explanatory modifiers. Into what may an adjective be expanded? Into what may a participial phrase be expanded? Give illustrations. Give an example of a complex sentence. Of a clause. Of an independent clause. Of a dependent clause. Into what may a phrase used as an adverb be expanded? Illustrate.

 

LESSON 61.

THE NOUN CLAUSE.

+Hints for Oral Instruction+.—_That stars are suns is taught by astronomers_. What is taught by astronomers? +P+.—That stars are suns. +T+.—What then is the subject of is taught? +P+.—The clause, That stars are suns. +T+.—This clause then performs the office of what part of speech? +P+.—Of a noun.

+T+.—_Astronomers teach that stars are suns_. What do astronomers teach? +P+.—That stars are suns. +T+.—What is the object complement of teach? +P+.—The clause, that stars are suns. +T+.—What office then does this clause perform? +P+.—That of a noun.

+T+.—_The teaching of astronomers is, that stars are suns_. What does is assert of teaching? +P+.—That stars are suns. +T+.—What then is the attribute complement? +P+.—That stars are suns. +T+.—Does this complement express the quality of the subject, or does it name the same thing that the subject names? +P+.—It names the same thing that the subject names. +T+.—It is equivalent then to what part of speech? +P+.—To a noun.

+T+.—You see then that a clause, like a noun, may be used as the subject or the complement of a sentence.

 

Analysis and Parsing.

+Model+.—

That

–– ‘

stars | are ‘suns =======|============ | | | / | is taught ================|============ | by astronomers

––––—

You will understand this diagram from the explanation of the second diagram in Lesson 49.

+Oral Analysis+.—This is a complex sentence, in which the whole sentence takes the place of the independent clause. That stars are suns is the dependent clause. That stars are suns is the subject of the whole sentence, etc. –-. That simply introduces the dependent clause.

In parsing, call that a conjunction.

1. That the Scotch are an intelligent people is generally acknowledged. 2. That the moon is made of green cheese is believed by some boys and girls. 3. That Julius Caesar invaded Britain is a historic fact. 4. That children should obey their parents is a divine precept. 5. I know that my Redeemer liveth. 6. Plato taught that the soul is immortal. 7. Peter denied that he knew his Lord. 8. Mahomet found that the mountain would not move. 9. The principle maintained by the colonies was, that taxation without representation is unjust. 10. Our intention is, that this work shall be well done. 11. Our hearts’ desire and prayer is, that you may be saved. 12. The belief of the Sadducees was, that there is no resurrection of the dead.

 

*

 

LESSON 62.

COMPOUND SENTENCES.

ANALYSIS AND PARSING.

+DEFINITION.—A Compound Sentence is one composed of two or more independent clauses+.

+Model+.—_War has ceased, and peace has come_.

War | has ceased =======|============= | ‘ ‘ and

‘….. ‘

peace | has ‘ come =========|=============== |

+Explanation of the Diagram+.—These two clause diagrams are shaded alike to show that the two clauses are of the same rank. The connecting line is not slanting, for one clause is not a modifier of the other. As one entire clause is connected with the other, the connecting line is drawn between the predicates simply for convenience.

+Oral Analysis+.—This is a compound sentence, because it is made up of two independent clauses. The first clause, etc. –-.

1. Morning dawns, and the clouds disperse. 2. Prayer leads the heart to God, and he always listens. 3. A soft answer turneth away wrath, but grievous words stir up anger. 4. Power works easily, but fretting is a perpetual confession of weakness. 5. Many meet the gods, but few salute them. 6. We eat to live, but we do not live to eat. 7. The satellites revolve in orbits around the planets, and the planets move in orbits around the sun. 8. A wise son maketh a glad father, but a foolish son is the heaviness of his mother. 9. Every man desires to live long, but no man would be old. 10. [Footnote: A verb is to be supplied in each of the last three sentences.] Pride goeth before destruction, and a haughty spirit before a fall. 11. Towers are measured by their shadows, and great men, by their calumniators. 12. Worth makes the man, and want of it, the fellow.

 

LESSON 63.

SENTENCES CLASSIFIED WITH RESPECT TO THEIR MEANING.

+Hints for Oral Instruction+.—You have already become acquainted with three kinds of sentences. Can you name them?

+P+.—The Simple sentence, the Complex, and the Compound.

+T+.—These classes have been made with regard to the form of the sentence. We will now arrange sentences in classes with regard to their meaning.

Mary sings. Does Mary sing? Sing, Mary. How Mary sings! Here are four simple sentences. Do they all mean the same thing?

+P+.—They do not.

+T+.—Well, you see they differ. Let me tell you wherein. The first one tells a fact, the second asks a question, the third expresses a command, and the fourth expresses sudden thought or strong feeling. We call the first a +Declarative sentence+, the second an +Interrogative sentence+, the third an +Imperative sentence+, and the fourth an +Exclamatory sentence+.

 

+DEFINITION.—A Declarative Sentence is one that is used to affirm or to deny+.

+DEFINITION.—An Interrogative Sentence is one that expresses a question+.

+DEFINITION.—An Imperative Sentence is one that expresses a command or an entreaty+.

+DEFINITION.—An Exclamatory Sentence is one that expresses sudden thought or strong feeling+.

+INTERROGATION POINT—RULE.—Every direct interrogative sentence should be followed by an interrogation point+. [Footnote: To The Teacher.—See Notes, pp. 178, 179.]

 

SENTENCE-BUILDING.

Change each of the following declarative sentences into three interrogative sentences, and tell how the