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tification to behold his irreparable loss. But with his usual self-possession he only exclaimed. "Oh, Diamond! Diamond' thou little knowest the mischief thou hast done."*

SECTION VII.

WORDS SUGGESTED TO FORM SENTENCES.

Let one pupil name a subject, and each of the others, at the suggestion of the teacher, successively give a word or phrase.

Let the words and phrases be written down as they are suggested, and afterward re-written so as to make

sense:

EXAMPLE.

Name a subject. The horse. A noun common to the horse and all other animals of the same kind? Quadruped. An adjective descriptive of some property in the horse? Beautiful. An adverb to increase the signification of beautiful. Most. Is the horse the most beautiful of quadrupeds? He appears to be so.

The horse, quadruped, beautiful, most, appears.

A noun which refers to the largeness or smallness of the horse? Size. A noun applicable to his skin? Smoothness. A noun applicable to his motions? Ease. A noun applicable to his shape? Symmetry. Adjectives descriptive of the horse, to qualify these nouns? Fine, glossy, graceful, exact. What do all these properties entitle the horse to? Distinction.

Size, skin, smoothness, motions, ease, shape, symmetry, fine, glossy, graceful, exact, entitle, distinction.

Of all quadrupeds, the horse appears to be the most beautiful. His fine size, the glossy smoothness of his skin, the graceful ease of his motions and the exact symmetry of his shape, entitle him to this distinction.†

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IV. STRUCTURE OF SENTENCES.

A SENTENCE is any number of words joined together in such a manner as to form a complete proposition. Every complete proposition or sentence contains a subject, or thing spoken of, and a predicate, or what is said of the subject.

Pupils may be exercised, according to the two preceding sections, an their daily reading-lessons.

In answer to his suggestions and questions the teacher will get a variety of words, in selecting the most appropriate of which he may exercise the judgment and taste of his pupils. He may also make them vary the expression according to Sections V. and VI. The exercises in this section may be extended to any length.

When the affirmation is not limited to the subject, a complete proposition or sentence also contains an object.

The subject of a sentence is always a noun, or two or more nouns joined together; a pronoun, or pronouns; the infinitive of a verb; or a part of a sen

tence.

The predicate is always a verb, or a clause containing a verb.

The object is always a noun, a pronoun, the infinitive or present participle of a verb, or a part of a sentence. The principal rules to be observed in joining words together in sentences, must be sought in the grammar.

SECTION I.

VARIETY OF CONSTRUCTION.

Vary the construction in the following sentences by changing the subjects, the predicates, or the objects:

EXAMPLE.

Temperance in eating and drinking is the best preservative of health. To be temperate in eating and drinking is the best preservative of health To eat and drink temperately is the best preservative of health. The best preservative of health is temperance in eating and drinking. The best way to preserve health is to eat and drink temperately. Temperance in eating and drinking best preserves health. Health is best preserved by temperance in eating and drinking. To eat and drink temperately is the best way to preserve health. Temperance in eating and drinking promotes health. Health depends upon temperance in eating and drinking. Health is promoted by temperance in eating and drinking. Health is promoted by eating and drinking temperately. We must eat and drink temperately to preserve health.

EXERCISES.

1. To live soberly, righteously, and piously, is required of all men. 2. To grieve immoderately shows weakness.

3. Timid men fear to die.

4. That it is our duty to be just and kind to our fellow-creatures, admits not of any doubt in a rational and well-informed mind.

5. To cultivate piety toward God, to exercise benevolence toward others, and to be of a pure and humble mind, are the sure means of becoming peaceful and happy.

6. By observing truth you will command esteem.

SECTION II.

SIMPLE SENTENCES.

Sentences are either simple or complex.

A simple sentence contains only one proposition. A complex sentence consists of two or more simple sentences so combined as to make but one complete proposition.

Divide the following complex into simple sen

tences:

EXAMPLE.

Friendship improves happiness, and abates misery, by doubling our joy and dividing our grief.

Friendship improves happiness. Friendship abates misery. Friendship doubles our joy. Friendship divides our grief.

EXERCISES.

1. Modesty is not properly a virtue, but it is a very good sign of a tract able disposition, and a great preservative against vice.

2. Thousands, whom indolence has sunk into contemptible obscurity, might have attained the highest distinctions, if idleness had not frustrated the effect of all their powers.

3. At our first setting out in life, when yet unacquainted with the world and its snares, when every pleasure enchants with its smile, and every object shines with the gloss of novelty, let us beware of the seducing appearances which surround us, and recollect what others have suffered from the power of headstrong desire.

SECTION III.

ABRIDGMENT OF COMPLEX SENTENCES.

The clauses of a complex sentence are either principal or secondary.

The principal clause is that which contains the leading proposition; and it must express a complete idea, even when separated from the rest of the sen

tence.

A secondary clause is a simple sentence, or part of a sentence, modifying the principal clause.

Secondary clauses may be divided into Adjective, Relative, Participial, Adverbial, Connective or Conjunc tive, Absolute, Apposition, Parenthetical, &c.

An adjective clause is introduced by an adjective. A relative clause is introduced by a relative pro

noun.

A participial clause is introduced by a participle which describes some other word in the sentence.

An adverbial clause is introduced by an adverb. A connective or conjunctive clause is introduced by > conjunction.

An absolute clause is not dependent upon any other word or words in the sentence.

An apposition clause contains a noun placed in apposition with the word or clause going before.

A parenthetical clause is enclosed by a parenthesis. Abridge the following passages by writing only the principal clauses, making each a separate sentence:

EXAMPLE,

Socrates, though primarily attentive to the culture of his mind, was not negligent of his external appearance. His cleanliness resulted from those ideas of order and decency which governed all his actions.

Socrates was not negligent of his external appearance. His cleanliness resulted from his ideas of order and decency.* **

SECTION IV.

ABRIDGMENT OF COMPLEX SENTENCES (continued). Abridge the following passages by writing in each sentence the principal clause, and such secondary clauses only as the sense may require :†

EXAMPLE.

Sir Philip Sidney, at the battle near Zutphen, was wounded by a mugket-ball, which broke the bone of his thigh. He was carried about a mile and a half to the camp; and being faint with the loss of blood, and probably parched with thirst, through the heat of the weather, he called for drink. It was immediately brought to him; but as he was putting the vessel to his mouth, a poor wounded soldier, who happened at that instant to be carried past him, looked up to it with wistful eyes. The gallant and generous Sidney took the bottle from his mouth, and delivered it to the soldier, saying, "Thy necessity is yet greater than mine."

Sir Philip Sidney was wounded by a musket-ball, which broke the bone of his thigh. He was carried to the camp; and being faint with the loss of blood, he called for drink. As he was putting the vessel to his mouth, a poor wounded soldier looked up at it with wistful eyes. The gallant and generous Sidney delivered him the bottle, saying, "Thy necessity is yet greater than mine."

SECTION V.

VARIETY OF STRUCTURE.

Vary the structure of the following sentences by changing the form of the clauses:

The teacher may select exercises from any reading book, for this and the following sections.

In exercises like this, the teacher may suggest whether the secondary clauses should be adjective, relative, participial, adverbial, connective, absolute, apposition, or parenthetical.

EXAMPLF

The boy, attentive to his studies, is sure to excel. The boy, who is at tentive to his studies, is sure to excel. The boy, being attentive to his studies, is sure to excel. The boy is sure to excel, as he is attentive to his studies. The boy is sure to excel, if he be attentive to his studies. By being attentive to his studies, the boy is sure to excel.

EXERCISES.

1. Shame being lost, all virtue is lost.

2. The king, who had never before committed an unjust action, dismiss ed his minister without inquiry.

3. He descended from his throne, and ascended the scaffold, and said, "Live, incomparable pair."

4. She was deprived of all but her innocence, and lived in a retired cottage with her widowed mother, and was concealed more by her modesty than by solitude.

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VARIETY OF STRUCTURE AND EXPRESSION.

Vary both the structure and the expression of the following sentences:

EXAMPLE.

A wolf let into the sheepfold, will devour the sheep. A wolf being let into the sheepfold, the sheep will be devoured. If we let a wolf into the fold, the sheep will be devoured. The wolf will devour the sheep, if the sheepfold be left open. If the fold be not shut, the wolf will devour the sheep. Slaughter will be made among the sheep, if the wolf get into the fold.

EXERCISES.

1. Gentleness corrects whatever is offensive in our manners.

2. All mankind must taste the bitter cup which destiny has mixed

3. The places of those who refused to come were soon filled with a mul titude of delighted guests.

4. He who lives always in the bustle of the world, lives in a perpetual

*warfare

SECTION VII.

COMPLEX SENTENCES.

Combine the following simple into complex sentences, making the secondary clauses adjective, relative, participial, adverbial, connective, absolute, apposition, or parenthetical, as the sense may require :

EXAMPLE.

The wall of China is evidence of a rich nation. The wall of China is evidence of a populous nation. The wall of China is evidence of an effeminate nation. Men of courage defend themselves by the sword. Men of courage do not defend themselves by bulwarks.

The wall of China is evidence of a rich and populous nation; but it is also evidence of an effeminate nation: men of courage defend themselves by the sword, not by bulwarks.

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