It may, therefore, either be the subject or the object of the principal sentence. Exs.: "That I have ta'en away this old man's daughter is most true" (Subject). "I said in my haste, all men are liars" (Object).

(2.) An adjective sentence is one which, in reference to the principal sentence, occupies the place of an adjective. It may qualify either the subject or the object of the principal sentence. Exs. "A man, who has patiently been kicked, cannot pretend to much courage" (qualifying the subject). "He added another epithet, which I would not repeat for the world" (qualifying the object).

(3.) An adverbial sentence is one which modifies the principal predicate like an adverb. Like the adverbial adjunct it may relate to time, place, manner, or causality.

Time: (6

When I look upon the tombs of the great, every emotion of envy dies within me." Place: The hero died where he fell.

Manner: "Speak the speech as I pronounced it to you."

Causality: "Angels are happier than man, because they are better" (reason); "He will do it, if you ask him (condition); Listen, that you may hear (purpose); “Although he was rich, yet for our sakes he became poor (concession).

COMPOUND SENTENCES.-If a sentence contains two or more assertions of equal rank, so that one does not depend upon another in any of the ways above specified, these assertions are said to be co-ordinate. A compound sentence is one which contains two or more principal

co-ordinate sentences, with or without subordinate members. Such sentences may be connected with each other in four different ways.

1. The copulative relation, in which one assertion is, as it were, merely added on to another, without in any way affecting it. Exs.: Prosperity gains friends, and adversity tries them. He neither helped his friends nor injured his enemies "he did not help his friends, and he did not injure his enemies. "Industry is not only the instrument of improvement, but the foundation of pleasure"=Industry is the instrument of improvement, and, what's more, it is the foundation of pleasure. In the first and second examples equal stress is laid upon both parts; in the third, greater prominence is given to the second member.

2. The disjunctive relation, in which two assertions are joined together, but only one is to be taken. Ex.: Either you are wrong, or I am greatly mistaken. We have here two coordinate statements- "You are wrong," and "I am mistaken "—but they are so combined as to imply that if one of them holds, the other will not. In this lies the essential difference between the copulative relation and the disjunctive.

3. The adversative relation, in which the second member opposes the first, either altogether or in part. Exs.: "Be thou familiar, but by no means vulgar." "The virtuous man dies, but virtue is eternal." He is an excellent man, but he has some faults.

4. The causative relation, in which one member gives a cause or reason, and the other a consequence or inference. Exs. This farm is well cultivated; therefore, it is productive. I have spoken, because I believed. In the first example, the second clause states a consequence from the fact mentioned in the first; in the second example, the second statement contains the reason of the first. It must be observed that the parts of the compound sentences just given are not precisely co-ordinate. In point of fact, an example similar to them has been given under the head of subordinate sentences, viz., "Angels are better than man, because they are better." The reason for this confusion is, that the relation in which the two parts of such compound sentences stand is really intermediate between the relation of principal and subordinate, and of co-ordinate clauses, so that either may be selected according to the view which is taken. Since the second clause states a reason for the first, or a consequence from it, it modifies the first-that is, it is subordinate to it; but, then, they may change places, so that what was subordinate becomes principal. We may say either, "I have spoken, because I believed," or, "I believed; therefore, I have spoken." That the relation in question is very nearly that of co-ordinate propositions is, moreover, evident from the fact that we can unite the two members by the copulative and, without affecting their relation to each other, or injuring the sense: "I believed, and therefore I have spoken."

CONTRACTED SENTENCES.-We do not say, "John is here, and James is here," but "John and James are here," making one predicate do for two subjects. Again, instead of, "The men sat down, and the men discussed the matter," we write, "The men sat down and discussed the matter," in which two predicates have a common subject. Compound sentences, which are thus shortened by the suppression of a recurring part, are said to be contracted. Contraction takes place when there are—

1. Two or more subjects to one predicate. Exs. Industry and integrity deserve success. "Not a drum was heard, not a funeral note."

2. Two or more predicates and one subject. Exs. The allied forces soon landed and marched on to the town. The sun rises in the east, and sets in the west.

3. Two or more objects to one predicate. Exs. He took off his coat and waistcoat. The wise man knows when to speak and when to keep silence.

4. Two or more extensions of one predicate. Exs. A great orator must speak fluently, forcibly, and persuasively. He reproved vice at all times, and with the utmost freedom.

5. Connectives, relatives, &c., are often omitted. Exs. I know thou believest. "The friends thou hast, and their adoption tried, grapple to thy soul with hooks of steel."

CONCLUDING REMARKS.-It has not been thought necessary to give any exercises on this subject here. Almost every page of this Grammar, or of the reading-book used in the

school, will supply material enough for the teacher to select from. In the first stage, simple propositions must be taken, and submitted to analysis, As soon as the pupil has thus been taught to distinguish readily between subject and predicate, sentences of more and more complexity must be introduced in due gradation, until he can point out at once the various component parts of a simple sentence-the subject and object with their enlargements, and the predicate with its different extensions. He must be able to divest any sentence of its adjuncts, and give it in its bare outline; and then to name, in order, the different enlargements and assign them to their respective classes. In connexion with this process of analysis, the converse synthetical method will prove very useful. This consists in giving the pupil a sentence with simple subject, predicate, and object, and requiring him to amplify it by introducing adjuncts of specified kind. In the first exercise the complete body is given, divested of its flesh, and the skeleton laid bare; in the second the skeleton is clothed with flesh, and presented in graceful form. In the last stage complex and compound sentences are analyzed, and reduced to their principal and subordinate clauses. The different parts of grammatical instruction may be profitably combined, and the same passage taken to test the pupil's skill in parsing, in the application of the rules of Syntax, and in analysis. We shall now give a few illustrative examples :