{"1": {"fulltext": "PE\\nMM\\nANALYSIS\\nEnglish Sentence\\nBEEMAN", "height": "4105", "width": "2753", "jp2-path": "analysisofengli00beem_0001.jp2"}, "2": {"fulltext": "LIBRARY OF CONGRESS.\\n*?TWY\\nChap Copyright M\\n8helf3_4fc\\\\5\\n-ma\\nUNITED STATES OF AMERICA.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0002.jp2"}, "3": {"fulltext": "JUL 23 1900", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0003.jp2"}, "4": {"fulltext": "", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0004.jp2"}, "5": {"fulltext": "", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0005.jp2"}, "6": {"fulltext": "", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0006.jp2"}, "7": {"fulltext": "THE\\nAnalysis of The\\nENGLISH SENTENCE\\nWITH\\nSupplement\\nBY\\nMarion N. Beeman.\\nMOORE LANQEN PRINTING CO.\\nTERRE HAUTE. IND", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0007.jp2"}, "8": {"fulltext": "2B252\\nLibrary of Cor,\\nTwo .Copies Receives!\\nJUL 23 1900\\nCopyright entry\\nN ,..AvT./. b\\nSECOND COPY.\\nDelivered to\\nORDER DIVISION,\\nCopyrighted, 1899, by Marion N. Beeman.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0008.jp2"}, "9": {"fulltext": "DEDICATION.\\nTo the many boys and girls who have been my pupils,\\nand are now my loving friends, this book is most affec-\\ntionately inscribed.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0009.jp2"}, "10": {"fulltext": "PREFACE.\\nThis is not the only grammar. The author sends it\\nforth with some diffidence. Through many years of\\nconstant teaching, he has not ceased to feel a want in\\nthe study of our language in the common schools.\\nNor does he claim that this work is a panacea for every\\nill, or a complete reformation in the methods of the\\nstudy of our language. The effort has been to sup-\\nplant interest-destroying formalities, and to look into\\nthe meaning of the various forms that our language\\nhas assumed, with the hope that the real content may\\nbe found to live and breathe in the form, and that\\nthe study of the language may so furnish its own\\ninspiration.\\nThe author believes that there are few other fields\\nof study so productive of real culture as are those of\\nlanguage and literature. With the hope of arousing\\nthe boys and girls to a living love for the splendid\\narray of associations among which they may live in\\nliterature, he has sought, by this method of treat-\\nment, to lead them to a deeper appreciation of the\\nlanguage that they see and hear that glorious vehicle\\nof thought excelled by none other by touching upon\\nthe realm of the origin of its various peculiarities,\\nwhere mind struggled with, and mastered form, and\\nmade it its means of expression.\\nIf these lessons serve to lead boys and girls to love\\ngood literature for the good and wholesome company\\nit will furnish them, by pointing the way to good\\nliterature through the study of the language that is so\\nrichly laden with it, the author s highest hope will\\nhave been realized.\\nRobinson, Illinois,\\nApril 27, 1900.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0010.jp2"}, "11": {"fulltext": "CONTENTS.\\nPart First.\\nI. Definitions and Comments 7\\nII. Subject and Predicate 8\\nIII. Complex Subject and Complex Predi-\\ncate 10\\nIV. Analysis and the Diagram 13\\nV. The Nominative Attribute 14\\nVI. The Nominative Attribute continued.. 16\\nVII. The Nominative Attribute continued.. 17\\nVIII. The Attributive Verb in Predicate. 19\\nIX. The Attributive Verb continued 21\\nX. The Objective Attribute 23\\nXI. The Objective Attribute continued. 26\\nXII. The Nominative Attribute 28\\nXIII. The Double Object 30\\nXIV. The Indirect Object 31\\nXV. The Adverbial Object 34\\nXVI. The Appositive Element 36\\nXVII. Exercises in Syntax 38\\nXVIII. Exercises in Analysis 39\\nXIX. Subordinate Elements 40\\nXX. Subordinate Elements continued 41\\nXXI. Subordinate Elements continued 43\\nXXII. Subordinate Elements continued 45\\nXXIII. Exercises in Syntax and Analysis 46\\nXXIV. Infinitives 47\\nXXV. Infinitives Participial 49\\nXXVI. Infinitives Participial continued 51\\nXXVII. Infinitives\u00e2\u0080\u0094 Substantive 51\\nXXVIII. Infinitives\u00e2\u0080\u0094 Attributive 53", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0011.jp2"}, "12": {"fulltext": "6 Analysis of the English Sentence.\\nXXIX. Infinitives Analysis 54\\nXXX. Infinitives Analysis 55\\nXXXI. Infinitives Analysis 55\\nXXXII. The Sentence\u00e2\u0080\u0094 Classification 56\\nXXXIII. The Sentence Classification contin-\\nued 59\\nXXXIV. Connectives 60\\nXXXV. Analysis\u00e2\u0080\u0094 Directions 62\\nXXXVI. Some Fragments 64\\nXXXVII. Exercises in Analysis 66\\nXXXVIII. Exercises in Analysis 67\\nXXXIX. Exercises in Analysis 68\\nXL. Exercises in Analysis 69\\nXLI. Exercises in Analysis 70\\nPart Second.\\nI. The Noun 85\\nII. The Pronoun 88\\nIII. The Verb 91\\nIV. The Infinitive 97\\nV. The Adjective 98\\nVI. The Adverb 99\\nVII. Connectives 100\\nVIII. Exclamatives 102\\nSupplement.\\nI. Kules for spelling Plurals of Nouns. 103\\nII. Uses of Capital Letters Punctuation. 104\\nIII. Conjugation 105", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0012.jp2"}, "13": {"fulltext": "THE ANALYSIS OF THF ENGLISH SENTENCE.\\nLESSON I.\\nDefinitions and Comments.\\nTo the Teacher. To undertake to teach this course\\nin analysis without first provoking thought on the\\npart of the pupil, will be next to fruitless. The\\nteacher is left to his own resources in the matter of\\ndevices, as he ought to be but the definitions that\\nfollow must be preceded by a clear understanding of\\ntheir meaning, in the mind of every pupil. Some\\ntime therefore must be given to the first lessons, as in\\nthese lies the foundation of good work to follow.\\nEach successive lesson is built upon the lessons that\\nprecede it. Hence not clearly to possess the first two\\nlessons, is to lack a good foundation. Let the teacher\\nselect his own device, but let him understand that\\nthese lessons must be known by the pupil.\\n1. A word is the expression of an idea.\\n2. An idea is a mind-consciousness or an image of\\na thing, an action, or a relation.\\nIdeas of actions and of things are either funda-\\nmental elements of thought, or they are ideas related\\nto fundamental ideas. Related ideas used in that\\nmind-action called thought, or thinking, we may call\\nattributive ideas.\\na. An idea is fundamental w T hen it constitutes the\\nbasic element of a thought.\\nb. An idea is attributive when it constitutes the\\nsecondary element of a thought.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0013.jp2"}, "14": {"fulltext": "8 Analysis of the English Sentence.\\n3. Thought is that mind-activity which compares\\nfundamental and attributive ideas, and notes that\\nthey agree or disagree.\\n4. Judgment is the result of that mind-activity\\ncalled thought. It is the mind-decision as to whether\\nthe ideas compared agree or disagree.\\na. Every judgment consists of two principal parts,\\nnamely\\n1. A fundamental idea the subject of the thought,\\nand,\\n2. A related, or attributive idea some attribute of\\nof the subject of the thought, together with the mind-\\ndecision of agreement (or disagreement) between\\nthese two elements, or parts.\\nNote. These two elements or parts of a judgment may be\\nsimple, or they may he complex to almost any degree. However\\ncomplex they may he, they are always traceable to the form\u00e2\u0080\u0094 1,\\nfundamental idea\u00e2\u0080\u0094 subject of the thought, and 2, attributive\\nidea some attribute of the subject of the thought, together with\\nthe agreement, that is, the mind-decision of agreement, between\\nthese two ideas.\\nLESSON II.\\nSubject and Predicate.\\nA judgment consists of two parts, namely: 1.\\nFundamental idea the subject of the thought, and, 2.\\nAttributive idea some attribute of the subject of the\\nthought, together with the mind-decision of agreement\\nbetween these two ideas.\\n1. A sentence is the expression of a judgment.\\nSince a sentence is the expression of a judgment, it\\nmust be the expression of the fundamental idea, and\\nthe attributive idea together with the expression of the\\nmind-decision of agreement between these two ideas.\\nIn order to be the expression of a judgment, there-", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0014.jp2"}, "15": {"fulltext": "Subject and Predicate. 9\\nlore, a sentence must consist of two principal parts,\\nwhich we may call\\n1. Subject, Latin sub, under, and jecto, throw, hurl,\\netc., here meaning, to place under the action of the\\nmind.\\n2. Prodicate, Latin prae, before, and dico, speak,\\nsay, declare, assert, here meaning, assert agreement.\\nDefinitions\\n1. Subject. The subject of a sentence is the expres-\\nsion of the- fundamental element of a judgment.\\n2. Predicate. The predicate of a sentence is the\\nexpression of the attributive element of a judgment\\ntogether with the mind-decision of agreement between\\nthe related idea and the fundamental idea.\\nThe word that is the expression of the mind -decision\\nasserts the agreement betw r een the attributive idea\\nand the fundamental idea.\\nIllustration. In the sentence, Sugar is sw^eet,\\nsugar is the expression of the fundamental idea,\\nand sweet is the expression of the attributive idea,\\nand is is the expression of the mind-decision of\\nagreement between those ideas.\\nSugar is the subject. It is the expression of the\\nfundamental idea.\\nIs sweet is the predicate. It is the expression of\\nthe attributive idea, and the assertion of agreement\\nbetween these two ideas.\\nExercise I. Discuss as above the thoughts ex-\\npressed by the following sentences\\n1. Summer is passing. 6. I am old.\\n2. Man is human. 7. John is young.\\n3. Truth is divine. 8. Mary is beautiful.\\n4. Music is pleasing. 9. Skating is delightful.\\n5. Silence is golden. 10. Seeing is believing.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0015.jp2"}, "16": {"fulltext": "10 Analysis of the English Sentence.\\nExercise II. Write simple sentences like the above,\\nusing am, is, was, are, were the various forms of the\\nverb be with the following words as subjects:\\nmemory, platinum, fire, glass, Hercules, Socrates, ap-\\npearances, writing, stealing, trying.\\nNote.\u00e2\u0080\u0094 In the nature of our language, the sole power to assert\\nlies within the province of the verb be, that is, in the force of\\nthat verb, with its various forms\u00e2\u0080\u0094 am, is, are, was, were. With-\\nout the form or the force of this verb, no assertion can be made.\\nThis verb is not an essential element of thought, but it is im-\\npossible, owing to the nature of our language, to make an asser-\\ntion without it.\\nNote.\u00e2\u0080\u0094 Some of the words here chosen to be used as subjects\\nmay require that the pupil search the reference books, etc. The\\nexercise that requires no effort on the pupil s part is valueless.\\nLESSON III.\\nThe Complex Subject and the Complex Predicate.\\nYou will observe that in Lesson II., we had given\\nonly the simplest forms of the sentence. These sen-\\ntences contain only the simple subject and the simple\\npredicate. Every sentence in the English language\\nmust have a subject and a predicate, either expressed\\nor implied Every sentence however long or involved\\nis resolvable into these two parts.\\nThe beautiful roses are opening.\\nNotice that in the above sentence we have more than\\nthe simple form, Eoses are opening. We have used\\nthe to point out particular roses, and beautiful\\nto express the idea of a quality of roses. The one\\nmain, or principal, or primary idea is expressed by\\nroses, while two other subordinate related ideas are\\nexpressed by the and beautiful, respectively.\\nWe now have the expression not of a single idea alone,\\nbut of a complex idea. Hence", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0016.jp2"}, "17": {"fulltext": "Complex Subject and Complex Predicate. 11\\nThe beautiful roses is the complex subject. It\\nis the expression of the complex fundamental idea.\\nEoses is the simple subject. It is the expression\\nof the simple fundamental idea. The idea expressed\\nby roses is limited by the idea expressed by the\\nand qualified by the idea expressed by beautiful.\\nWashington was then commanding there.\\nIn the foregoing sentence, notice that we have more\\nthan the simple form, Washington was command-\\ning. We have used the words there and then\\nto tell where Washington was commanding and when\\nWashington was commanding. We now have more\\nthan is told by the simple form, was commanding.\\nWe have the two related subordinated ideas expressed\\nby there and then added to the simple idea of\\naction expressed by commanding. Hence, in the\\nexpression, was then commanding there, we\\nhave more than a simple idea predicated we have a\\ncomplex idea predicated. Hence, was then command-\\ning there is the complex predicate. Was command-\\ning is the simple predicate. It is the expression of\\nthe simple attributive idea and the assertion of agree-\\nment. The idea of action expressed by command-\\ning is limited by the idea expressed by there, de-\\nnoting the place, and also by the idea expressed by\\nthen, denoting the time.\\nDefinitions:\\n1. The Simple Subject of a sentence is the ex-\\npression of the simple fundamental idea.\\n2. The Complex Subject of a sentence is the ex-\\npression of the simple fundamental idea together with\\none or more related subordinated ideas that limit or\\nqualify it.\\n3 The Simple Predicate is that part of the", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0017.jp2"}, "18": {"fulltext": "12 Analysis of the English Sentence,\\nsentence which expresses the single attributive idea\\nand asserts the agreement existing between this and\\nthe fundamental idea.\\n4. The Complex Predicate is that part of the\\nsentence which expresses the single attributive idea\\ntogether with one or more ideas related and subordi-\\nnated to the attributive idea, and also asserts the\\nagreement that exists between this attributive group\\nof ideas and the fundamental idea.\\nIn the sentence, The beautiful roses are opening,\\nThe beautiful roses is the complex subject; it is\\nthe expression of the complex fundamental idea. The\\nidea expressed by roses is limited by the idea ex-\\npressed by the, and qualified by the idea expressed\\nby beautiful. Are opening is the simple predi-\\ncate it is the expression of the single attributive idea\\nan attribute of action and the assertion of agreement\\nbetween this attribute and its subject.\\nIn the sentence, Washington was then command-\\ning there, Washington is the simple subject; it is\\nthe expression of the simple fundamental idea. Was\\nthen commanding there is the complex predicate. It\\nis the expression of the single attributive idea (com-\\nmanding) together with two ideas related and subor-\\ndinate to this attributive idea, and the assertion of\\nthe agreement that exists between this attributive\\ngroup of ideas and the fundamental idea expressed by\\nWashington.\\nExercise I. Compose like the above models\\n1. Five sentences having complex subjects.\\n2. Five sentences having complex predicates.\\nNote Let the teacher assure himself that all directions for\\nexercises such as the above are thoroughly understood by each\\npupil, and then require each pupil to follow the directions ex-\\nactly.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0018.jp2"}, "19": {"fulltext": "Analysis and the Diagram. 13\\nLESSON IV.\\nAnalysis and the Diagram.\\nDirections. First read the sentence, then read the\\nsubject, and then the predicate of each one, of the fol-\\nlowing list\\n1. The green ivy is a dainty plant.\\n2. The blue heavens are smiling today.\\n3. Ants are the busiest little animals.\\n4. The Holy Bible is the Christian s guide.\\n5. The joyous springtime is coming again.\\n6. Is the procession coming now\\n7. Lincoln was our mightiest chieftain.\\n8. Hope is the good man s inspiration.\\n9. Bright fleecy clouds are floating northward.\\n10. Is the Jesson very difficult today\\nDefinitions:\\n1. Analysis in grammar is the study of the meaning\\nof words, and of the relations existing between the\\ndifferent parts of the sentence.\\nThe word, analysis, comes from two Greek words,\\nnamely, ana, meaning again, and luso, mean-\\ning to set free, to unbind, or to separate.\\nHence the definition Analysis is the separation of\\na sentence into its parts.\\nThis literal definition is faulty, to say the least, for\\nhardly is there, in any sense, a separation of the sen-\\ntence into its parts. True analysis is merely and only\\na study of the meaning of the words, and of the rela-\\ntions existing between the different parts of the sen-\\ntence.\\n2. A diagram is a picture by which we may hold\\nbefore the eye the groups of words in a sentence which\\nexpress related ideas.\\nNote 1.\u00e2\u0080\u0094 Some grammarians have abandoned and pronounced", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0019.jp2"}, "20": {"fulltext": "14 Analysis of the English Sentence.\\nagainst the use of the diagram. We, however, regard it as a\\nmere device by which the pupil may be assisted in seeing rela-\\ntions. The diagram is like the figure used in demonstrating a\\ndifficult problem in arithmetic it is merely a device.\\nNote 2.\u00e2\u0080\u0094 Analysis and the diagram are not an end, but a\\nmeans, in the study of language. Both are subservient to the\\none purpose\u00e2\u0080\u0094 to enable the student to secure a complete pos-\\nsession of the author s thought as expressed in the sentence,\\nthrough a clear perception of the exact relations of the parts of\\nthe sentence.\\nNote 3.\u00e2\u0080\u0094 In every exercise in analysis, let it not be forgotten\\nthat the thought lies couched in the sentence, and that the\\nanalysis, and the diagram, if used, are both simply a means of\\nreaching and possessing the thought. Many teachers fail to\\ninspire within the pupil a love for the study of grammar, because\\nthey fail to realize this truth.\\nLESSON V.\\nThe Nominative Attribute.*\\nAn attribute (Latin, ad, to, or toward, and tribuo,\\ngive, assign, pay) is that which may be assigned to,\\nor which belongs to a thing.\\nNominative (Latin, nomen, name, or nomino, I\\nname) means pertaining to that which names. In\\ngrammar, the term nominative is used with refer-\\nence to the noun, or substantive substitute, used to\\nexpress the fundamental element of a judgment.\\nThe Nominative Attribute is, therefore, some at-\\ntribute of the person or thing named by the subject,\\nbetween which and the subject the predicate verb\\nasserts agreement.\\nIn the sentence, Henry is a shoemaker, shoe-\\nmaker, is the complement of the predicate and\\nsince it is the expression of an attribute of the\\nperson named by the subject word (Henry), it is a\\nnominative attribute.\\nIn the sentence, The day is beautiful, beauti-", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0020.jp2"}, "21": {"fulltext": "The Nominative Attribute. 15\\nful is the complement of the predicate and since it\\nis the expression of an attribute of the thing named\\nby the subject (day), it is a nominative attribute.\\nIn the sentence, Summer is passing, passing is\\nthe complement of the predicate and since it is an at-\\ntribute of the thing named by the subject (summer)\\nit is a nominative attribute/\\nHence, from the nature of the attribute as above\\nillustrated, we observe that there are three kinds,\\nnamely\\n1. Substantive Attribute, the use of a noun as\\nnominative attribute, to tell what the thing named by\\nthe subject is, or is supposed to be.\\n2. Attribute of Quality, the use of an adjective as\\nnominative attribute, to express some quality of the\\nperson or thing named by the subject.\\n3. Attribute of Action, the use of an infinitive as\\nnominative attribute, to express the idea of some ac-\\ntion of or upon the person or thing named by the sub-\\nject.\\nNote 1. Of the above, the first is called, by most grammarians,\\nthe predicate noun, and the second, the predicate adjective.\\nThe third must be called the predicate infinitive; because it\\nmust have a name in the same category.\\nNote 2.\u00e2\u0080\u0094 The word passing is an infinitive. It is the ex-\\npression of an idea of action without a governing word.\\nIn the predicate of the sentence, The summer is\\npassing, passing is the expression of the idea of\\nan action without the limitation of the person and\\nnumber of its subject. Hence, passing is an infini-\\ntive. In the same sentence, is (a form of the verb\\nbe is limited by the person and number of\\nits subject, and is therefore, the verb of the predicate.\\nExercise I. Write four sentences using nouns as\\nAttribute Complements. Write four sentences using", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0021.jp2"}, "22": {"fulltext": "16 Analysis of the English Sentence.\\nadjectives as Attribute Complements. Write four\\nsentences using ing-infinitives as Attribute Comple-\\nments.\\nExercise II. Analyze the following sentences\\n1. The November rain is quietly falling.\\n2. Springtime sunshine is always very welcome.\\n3. The Great Sahara is a vast sandy desert.\\n4. The enemy s hosts are swiftly approaching.\\n5. Are you going away today\\nExercise III. Write similar sentences, using the\\nfollowing words as attribute complements singing,\\nentrancing, musician, philosopher, radiant, pictur-\\nesque.\\nNote. Let the sentences be the expression of true and worthy-\\nthought.\\nLESSON VI.\\nThe Nominative Attribute Continued.\\nThere is another class of verbs that have the power,\\nin a certain use, to assert the agreement between the\\nfundamental, and the attributive elements of a judg-\\nment. These verbs, however, assert with the power of\\nthe verb be. But instead of asserting the agreement\\nas a positive fact, they rest the degree of certainty of\\nagreement upon the determining power of one or more\\nof the special senses.\\nThe special senses are the avenues by which the soul\\nwithin us receives ideas of sight, sound, taste, smell,\\nand touch from the outer world. The verbs looks,\\nsounds, smells, tastes, and feels are used to\\nassert attributes depending for their certainty as such,\\nupon the senses, respectively.\\nIn the sentence, The elephant looks unwieldy,\\nlooks asserts the agreement between the ideas ex-", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0022.jp2"}, "23": {"fulltext": "The Nominative Attribute. 17\\npressed by elephant and unwieldy, not as a posi-\\ntive fact, but as a fact depending for its degree of cer-\\ntainty upon the sense of sight.\\nSuch is the real nature of the assertions made by all\\nof the foregoing verbs of sense, or sense verbs.\\nThese same verbs are sometimes used with the full\\nforce of attributive verbs. Then they are treated\\nas other transitive or intransitive verbs. (The verb\\nwill be treated more fully in succeeding lessons.)\\nExercise. I. Analyze the following sentences, and\\ngive a full and close discussion of the nature and\\npower of the verbs used\\n1. The Bengal tiger looks very ferocious.\\n2. That young man s voice sounds very familiar.\\n3. Those rosy apples taste delicious.\\n4. The Lily of the Valley smells fragrant.\\n5. New silken velvet feels quite smooth.\\nStudy out the nature and use of the words very\\nand quite in the above sentences.\\nExercise II. Compose five sentences using the same\\nverbs, but selecting other subjects and attributes.\\nThe sentences above are similar in structure to\\nthose given in Lesson IV. They differ mainly in the\\nnature of the thought found in the peculiarity of the\\nverb that is, in the nature of the assertion,\\nLESSON VII.\\nThe Nominative Attribute. Continued.\\nThe words seems and appears are used also\\nto assert agreement between the fundamental and the\\nattributive elements of a judgment. They differ in\\nnature from the list in the preceding lesson, in that\\nthey seem to depend for the certainty of the agree-\\nment they assert, not on any one special sense, but\\n\u00e2\u0080\u00942\u00e2\u0080\u0094", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0023.jp2"}, "24": {"fulltext": "18 Analysis of the English Sentence.\\nupon a partial conclusion resulting from the exercise\\nof several or all of the senses. Possibly appears is\\nrelated in meaning to the verb looks in the list\\ngiven in Lesson VI.\\nThere are many attributive verbs (See Outlines of\\nthe Verb) that are also used to assert agreement.\\nThese are verbs that are usually intransitive. When\\nused in this assertive, or copulative way, they may\\nat the same time retain much of their force as at-\\ntributive verbs. Yet their special value in this use is\\nto assert the agreement between the attribute and its\\nsubject. Many verbs used in this way signify con-\\ntinuance or progress.\\nIn the sentence, u The boy becomes a man/ be-\\ncomes indicates the progress of the person named\\nby the subject (boy) toward or into identity with the\\ncondition or state expressed by the attribute,\\nman. In structure, the above sentence is like the\\nsentence, The boy is a man. This latter sentence\\nis not true, in the nature of things, as the funda-\\nmental idea expressed by boy cannot be identical\\nwith the attributive idea expressed by man, except\\nin the exercise of poetic license. The two sen-\\ntences differ in real meaning. In the first sentence,\\nthe verb becomes denotes the progress of the fun-\\ndamental idea expressed by boy toward or into\\nidentity with the attributive idea expressed by\\nman.\\nExercise I. Compose four sentences using the\\nverbs seems and appears in the sense above\\ndescribed.\\nExercise II.\u00e2\u0080\u0094 Analyze the following sentences, and\\nclosely discuss the meaning of the verbs, and their\\nforce, in this use", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0024.jp2"}, "25": {"fulltext": "Attributive Verb in Predicate. 19\\n1. They departed yesterday fast friends.\\n2. They returned today mortal enemies.\\n3. Raleigh became Elizabeth s favorite.\\n4. That pupil remains standing.\\n5. Her name continues spotless.\\n6. He lives beloved.\\n7. Sir Philip Sidney died a hero.\\n8. Christ was a mighty CDnqueror.\\n9. My beloved mother grows feeble.\\n10. Washington became a great general.\\nNote.\u00e2\u0080\u0094 Still another phase of the Nominative Attribute will be\\nconsidered hereafter in connection with the passive voice of cer-\\ntain transitive verbs.\\nLESSON VIII.\\nThe Attributive Verb in Predicate.\\nThe Attributive Verb is of a two-fold nature.\\nBy it we may express an attribute of action, and also\\nassert the agreement existing between this attribute\\nand the subject or the subjective recipient of the\\naction.\\nAttributive Verbs are of two kinds by nature\\n1. Intransitive, expressing an attribute of action\\nthat is not received by some object, and asserting the\\nagreement between this attribute and the subject\\nand,\\n2. Transitive, expressing an attribute of action\\nthat is received by some object, and asserting the\\nagreement.\\nIn the sentence, The pupils study, study\\nequals are studying, in force of expression, the ing-\\ninfinitive expressing the attributive idea (action) and\\nthe verb are (a form of the verb be asserting\\nthe agreement between this attribute and its subject.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0025.jp2"}, "26": {"fulltext": "20 Analysis of the English Sentence,\\nNote 1. In stating that the verb study equals the expres-\\nsion are studying, we mean merely to show the force of the\\nverb study. Such verbs have the power to express ideas of ac-\\ntion as attributes of the subject, and to assert the agreement be-\\ntween these attributes and the subject.\\nNote 2. Every attributive verb has this double nature, or\\npower\u00e2\u0080\u0094 that of expressing an idea of action as an attribute of its\\nsubject, and of asserting the agreement between this attribute\\nand its subject.\\nIn this lesson we shall discuss only the intransitive\\nverbs.\\nNote 3. All such verbs as runs, flies, swims, etc., are\\nof this two-fold nature, thus; runs equals is running,\\nflies equals is flying, swims equals is swimming,\\netc. each having the power to express an idea of action by the\\ning-inflnitive, and to assert the agreement between this attribute\\nof action and the subject, by the power of the verb be.\\nExercise I. Write twenty attributive verbs that\\nare intransitive.\\nExercise II. Analyze the following sentences, ac-\\ncording to the subjoined model.\\nThe beautiful humming-bird flies swiftly.\\nThe beautiful humming-bird is the complex sub-\\nject it is the expression of the complex fundamental\\nidea.\\nHumming-bird is the simple subject it is the ex-\\npression of the simple fundamental idea.\\nThe idea expressed by humming-bird is limited\\nby the idea expressed by the, and qualified by the\\nidea expressed by beautiful.\\nFlies swiftly is the complex predicate it is the\\nexpression of the complex attributive idea together\\nwith the expression of the mind-decision of agree-\\nment.\\nFlies is the simple predicate.\\nThe idea of action expressed by flies (flying) is", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0026.jp2"}, "27": {"fulltext": "Attributive Verb in Predicate. 21\\nqualified by the idea expressed by swiftly, denoting\\nthe manner of the flying.\\n1. The beautiful humming-bird flies swiftly.\\n2. The loud-mouthed cannon boom defiantly.\\n3. The ocean waves dash tumultuously.\\n4. The stately ship sails gallantly away.\\n5. The defeated army retires reluctantly.\\n6. The winter wind howls dismally.\\nExercise III. Compose five sentences using in-\\ntransitive verbs, with only simple word modifiers.\\nLESSON IX.\\nThe Attributive Verb Continued.\\nThe Transitive Attributive Verb expresses an\\nidea of action that is received by some person or thing,\\nand asserts the agreement between this idea of action,\\nas an attribute, and its subject.\\nThe Transitive Attributive Verb expresses an\\nidea of some action of its subject that is shown to be\\nreceived by some object, or it expresses the idea of an\\naction of some other agent which has been received\\nby its subject.\\nHence, a Transitive Attributive Verb is\\n1. Active/ 7 when it expresses the idea of some ac-\\ntion of its subject that is received by some object or\\n2. Passive/ when its perfect infinitive expresses\\nan idea of action that has been received by its subject\\nfrom some other agency.\\nIn the sentence, The wind shook the trees/\\nshook (was shaking) expresses an idea of action of\\nits subject, that is seen to be received by the object,\\ntrees shook is therefore, a transitive attribu-\\ntive verb in the active voice.\\nIn the sentence, The trees were shaken by the", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0027.jp2"}, "28": {"fulltext": "22 Analysis of the English Sentence.\\nwind, were asserts the action expressed by sha-\\nken as received by the subject, trees, from the\\nagent, wind. Were shaken, therefore consti-\\ntutes a transitive attributive verb in the passive voice.\\nExercise I. Write a list of twenty transitive attri-\\nbutive verbs.\\nExercise II. Write ten sentences using the transi-\\ntive attributive verb in the active voice.\\nExercise III. Write the same sentences again with\\nthe verb in the passive voice. Note what becomes\\nof the former object that received the act, and of the\\nformer subject.\\nExercise IV. Analyze the following sentences ac-\\ncording to the subjoined model\\n1. John writes letters.\\n2. The good boy loves his mother.\\n3. The careless maid spilled the milk.\\n4. British soldiers burned Washington City.\\n5. The Americans defeated the Hessians.\\n6. The sun softens the snow.\\nModel\\nJohn is the subject; it is the expression of the\\nfundamental idea.\\nWrites letters is the complex predicate it is the\\nexpression of the complex attributive idea, and the\\nassertion of agreement between this complex idea and\\nthe fundamental idea.\\nWrites is the simple predicate.\\nThe idea of action expressed by writes (writing)\\nis limited by the idea expressed by letters, denoting\\nthe direct recipient of the action. It is a direct object\\nit receives the action directly from the subject.\\nNote. In truth, the activity or the passivity, in the real\\nsense, is in the subject\u00e2\u0080\u0094 is in the fundamental element of the", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0028.jp2"}, "29": {"fulltext": "The Objective Attribute. 23\\njudgment, and not in the verb at all The verb, however, is\\nchanged in form when the idea of the objective recipient of the\\naction is made to be the fundamental element of the judgment,\\nand vice versa. And, because the verb undergoes this change in\\nform, grammarians see fit to discuss the Active Voice and the\\nPassive Voice of the Verb.\\nLESSON X.\\nThe Objective Attribute.\\nIn the sentence, AVe made her happy happy\\nis a basic element of the direct object it expresses\\nan attribute of the person named hy her an attri-\\nbute of quality. At the same time, happy is the\\nexpression of an essential part of what is predicated.\\nIt is an attribute not of the subject, we, but of\\nher, the objective recipient of the action. There-\\nfore, it is an objective attribute, and this objective at-\\ntribute is the result of the action of the persons desig-\\nnated by the subject, we, upon the person named\\nby the word her.\\nIn the sentence, They made him write, write\\nis a basic element of the direct object. It is the ex-\\npression of an attribute of action. At the same time,\\nthe idea expressed by write is an essential part of\\nwhat is predicated. It is an attribute not of the sub-\\nject, they, but of the objective recipient of the ac-\\ntion him. It is therefore an objective attribute,\\nand this objective attribute is the result of the action\\nof the persons named by the subject, they, upon\\nthe person named by the object him.\\nIn the sentence, They elected McKinley Presi-\\ndent, President is a basic element of the direct\\nobject. It is the expression of an attribute of the\\nperson named by McKinley, a substantive attribute.\\nAt the same time, President is the expression of", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0029.jp2"}, "30": {"fulltext": "24 Analysis of the English Sentence.\\nan essential part of the thing predicated. It is an at-\\ntribute not of the subject, they/ 7 but of McKin-\\nley, the objective recipient of the action. It is the\\nresult of the action of the persons designated by\\nthey/ upon the person named by McKinley.\\nIn the above sentences we have observed that the\\nobjective attributes may be\\n1. An Adjective, We made her happy\\n2. An Infinitive, They made him write.\\n3. A Noun, They elected McKinley President.\\nExercise I. Write ten sentences to illustrate the\\nobjective attribute.\\nExercise II. Analyze the following sentences ac-\\ncording to the model given below\\n1. They named him John.\\n2. I called him father.\\n3. The king dubbed him knight.\\n4. The grass made the field green.\\n5. They appointed her uncle guardian.\\nModel\\nThey chose her queen.\\nThey is the subject it is the expression of the\\nfundamental idea.\\nChose her queen is the complex predicate; it is\\nthe expression of the complex attributive idea, and of\\nthe mind-decision of agreement between these two\\nideas.\\nChose is the simple incomplete predicate; it is\\ncompleted and limited by the double idea expressed\\nby her queen, the double object. Her desig-\\nnates the direct recipient of the action, and queen\\nis the expression of the idea of the new attribute of\\nher, as a result of the action.\\nNote.\u00e2\u0080\u0094 The double object is a simple element, yet it is of a double", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0030.jp2"}, "31": {"fulltext": "The Objective Attribute. 25\\nnature. It is not double in the sense of being compound, but in\\nconstituting a complete objective element only in the use of the\\ntwo parts together. It is properly called double object, as it\\nis a distinct element of neither a complex nor a compound na-\\nture. Complex element implies a basic element qualified or\\nlimited by an element or elements subordinate in rank to the\\nbasic element. Compound element implies two or more\\nelements of the same rank used co-ordinately and co-joined.\\nThe element under consideration is unlike either of these. It is\\nsimply double in its nature, though a simple element. Hence\\nit is properly called double object.\\nIn the sentences given above such verbs as make,\\ncall, choose, elect, etc., are used. Such verbs\\nin the active voice, are usually followed by the double\\nobject; that is, the direct object and some attribute\\nof the direct object used together as one element.\\nIn each of the foregoing sentences, the objective\\nattribute is the result of some action of the person\\nnamed by the subject upon the person named as re-\\nceiving the action. On this account, some gram-\\nmarians have called the objective attribute the\\nresultant object. Others, because the objective\\nattribute is an essential part of the thing predicated,\\nand is therefore a complement of the predicate, have\\ncalled it the objective complement. Still others,\\nbecause this element follows verbs of making, calling,\\nchoosing, electing, etc., have called it the factative\\nobject, from the Latin verb, facio, to make.\\nHowever, none of these names properly designate\\nthe element under consideration for these names\\napply to only one of the two inseparable parts of the\\nelement. We should call it the double object as it\\nconsists of the direct object and the objective attri-\\nbute.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0031.jp2"}, "32": {"fulltext": "26 Analysis of the English Sentence.\\nLESSON XI.\\nThe Objective Attribute\u00e2\u0080\u0094 Continued.\\nThere are various kinds of verbs used in predicate\\nwhich take the double object. In the case of the\\nnominative attribute, not only are the pure copula-\\ntive verbs used to make the assertions of agreement,\\nbut a long list of verbs more or less removed from the\\nnature of the pure copulative verbs are used, also as,\\nfor instance, the verbs of sense.\\nIn the study of the English language we frequently\\nencounter such expressions as these: We thought\\nhim wise/ We considered it a safe venture. They\\nsaw him fall, etc., etc. We see in these expressions\\nsome likeness in use to the verbs appears, seems,\\netc. that is, we note a strong similarity between the\\nnature of verbs used to assert agreement where we\\ngave special notice to the nominative attribute and\\nthat of the verb used to make assertions in sentences\\nin which the objective attribute occurs. In the latter\\ncase, we note that not only are pure factative verbs\\nused to predicate, but also a long list of impure facta-\\ntive verbs that is, of verbs of mental action.\\nThe verbs, consider, saw, thought, etc., are\\nproperly called verbs of mental action, by Latin\\ngrammarians. We may then make the statement\\nthat factative verbs and verbs of mental action\\nexpress ideas that maybe limited by the double object.\\nWe have seen that there are, from their nature, three\\nkinds of nominative attributes, namely (1) Substan-\\ntive, (2) Adjective, and (3) Infinitive.\\nWhen we examine the objective attribute, we note\\nthat, from their nature, there are likewise three kinds r\\nnamely: (1) Substantive, (2) Adjective, and (3) In-\\nfinitive.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0032.jp2"}, "33": {"fulltext": "The Objective Attribute. 27\\nNote Some authors regard the objective attribute as a con-\\ntracted clause, objective. It is true that this element may be ex-\\npanded, generally, into a clause; still we prefer to regard it as a\\ndistinct element. Expansion may indeed assist in making the\\nmeaning clearer, yet such expansions usually result, at best, in\\na bulky, clumsy form of expression.\\nExercise I. Write ten sentences in which the\\ndouble object occurs, using the following verbs Call,\\nelect, choose, appoint, consider, suppose, believe, think,\\nsee, hear.\\nExercise II. Analyze the following sentences ac-\\ncording to the subjoined model\\n1. Santa Claus makes the children happy.\\n2. The setting sun makes the sky crimson.\\n3. David struck Goliath dead.\\n4. He baked the bread brown.\\n5. We supposed him a thief.\\n6. Our forefathers elected Washington the first\\nPresident.\\n7. They painted the shutters green.\\n8. The teacher made the boy study.\\n9. Eene thought the young sultan an Arabian story-\\nteller.\\n10. We pronounced his course wisely chosen.\\nModel\\nWe elected Mary queen.\\nWe is the subject; it is the expression of the\\nfundamental idea.\\nElected Mary queen is the complex predicate it\\nis the expression of the complex attributive idea to-\\ngether with the expression of the mind-decision of\\nagreement between this attributive idea and the\\nfundamental idea.\\nElected is the simple predicate; the idea of ac-\\ntion expressed in elected is limited by the double", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0033.jp2"}, "34": {"fulltext": "28 Analysis of the English Sentence.\\nidea expressed by Mary queen, a double object.\\nMary denotes the direct recipient of the action of\\nelecting, and queen denotes the result of the act of\\nelecting.\\nLESSON XII.\\nThe Nominative Attribute.\\nIn the preceding lesson, you will note that the verb\\nis used only in the active voice, the verb in each sen-\\ntence being transactive. In this lesson, we shall ex-\\namine the same verbs in the passive voice, and as well\\nthe consequence of the change from the active voice\\nto the passive voice on the objective attribute and also\\non the entire double object.\\nIn the sentence, We elected Mary queen, let us\\nput the verb in the passive voice. As explained in the\\ndiscussion of the transitive attributive verb, in a for-\\nmer lesson, the former objective recipient of the ac-\\ntion now becomes the subject of the verb, thus\\nMary was elected queen (by us)\\nNote that the former subject is now, as before, the\\nagent of the action of electing, but not the subject of\\nthe verb. Mary is the expression of the funda-\\nmental idea, and queen, now, as before, is the ex-\\npression of an attribute of the person named by\\nMary. But, as Mary is now the subject of the\\nverb, that is, nominative, queen is no longer the\\nexpression of the objective attribute, but of an attri-\\nbute of the subject nominative that is, a nominative\\nattribute. (See Lesson V. on the Nominative Attri-\\nbute)\\nThe verb was elected not only asserts the agree-\\nment of this attribute and its subject, by the power of\\nthe verb was (form of the verb be but desig-", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0034.jp2"}, "35": {"fulltext": "The Nominative Attribvte. 29\\nnates by elected, the process by which Mary\\nbecame possessed of the new attribute expressed by\\nqueen.\\nExercise I. Write ten sentences using those verbs\\nthat take the double object, in the active voice, but\\nchanging the sentences so that the verb is in the pas-\\nsive voice.\\nExercise II. Analyze the following sentences ac-\\ncording to the model given below\\n1. Hamlet was considered insane.\\n2. Washington Irving was chosen ambassador.\\n3. Captivity was led captive.\\n4. His enemy was struck dead.\\n5. The idle pupil w r as made work.\\n6. Julius Csesar was hailed emperor.\\n7. Victoria was crowned queen.\\n8. I was summoned a witness.\\n9. The Jews were carried away captive.\\n10. The ship was anchored safe.\\nModel\\nJohn was chosen captain.\\nJohn is the subject; it is the expression of the\\nfundamental idea.\\nWas chosen captain is the simple predicate it is\\nthe expression of the simple attributive idea (captain)\\nand the assertion of agreement. Was is the ex-\\npression of the mind-decision of agreement. Chos-\\nen is the expression of the idea of the process by\\nwhich John became possessed of the new attribute\\nexpressed by captain.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0035.jp2"}, "36": {"fulltext": "30 Analysis of the English Sentence.\\nLESSON XIII.\\nThe Double Object.\\nIn connection with this subject, we wish to consider\\nsuch expression as the following\\nWe supposed him to be scholarly.\\nIn this sentence, to be is an infinitive a frag-\\nment resulting from the contraction, or abridgement,\\nof the objective clause. In the entire list of sentences\\ngiven in Lesson XL, the objective attribute is the\\nfinal fragment resulting from this contraction, or\\nabridgement, of the objective clause, and each maybe\\nconsidered the complement of the Infinitive with\\nsubject accusative, which occurs so frequently in the\\nLatin oratio obliqua indirect discourse. In all\\nsuch cases, frequently occurring in the English, also,\\nthe attribute, whether substantive, adjective, or in-\\nfinitive, is the essential result of the contraction, and\\nthis part especially deserves consideration.\\nWhether this infinitive expression be short or long,\\nit, taken with the real attribute of the object, forms\\nessentially, the attributive part of the double object.\\nExercise I. Study and analyze the following sen-\\ntences according to the models given in Lesson XL,\\nand XII\\n1. The teacher thought the idea to be foolish.\\n2. The soldiers thought retreating to be surrender-\\ning.\\n3. Napoleon thought to retreat to be to surrender.\\n4. Imagination makes a mole-hill a mountain.\\n5. The boy s fancy makes the broomstick a real pony.\\n6. Many stars are supposed to be suns.\\n7. The lesson was thought to be difficult.\\n8. The lazy pupil believed the lesson to be difficult.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0036.jp2"}, "37": {"fulltext": "The Indirect Object 31\\n9. Too great prosperity makes a strong nation weak.\\n10. Americans call New York the Empire State.\\nLESSON XIV.\\nThe Indirect Object.\\nVerbs of giving may take two objects, one a di-\\nrect object, and the other an indirect object. The\\nperson or thing to which, and sometimes for which, a\\nthing is given, or done, is the indirect recipient of the\\nact of doing, or giving, and is on that account\\nan indirect object.\\nIn the sentence, Mary gave her mother a book,\\nMary did not give her mother, but Mary gave a\\nbook to her mother. Book is the name of the\\ndirect recipient of the act of giving the direct object\\nwhile mother is the name of the indirect recipient\\nof the action the indirect object.\\nIn the sentence, Mary works for the society, so-\\nciety is the name of the indirect recipient of the\\naction expressed by works.\\nThe indirect object is called by some gramma-\\nrians the dative objective, from the fact that the\\nverbs of giving in the Latin language, take the\\ndative case meaning the person to or for which\\na thing is given or done. The dative case of the\\nLatin corresponds to the indirect object, or the\\ndative object of the English language.\\nNote.\u00e2\u0080\u0094 Much difficulty is encountered by young students in\\ndiscriminating between the indirect object and the adverb\\nof purpose when for is used to show the relation between the\\nrelated idea and the idea of action which the indirect object\\nlimits.\\nIn the sentence, I wrote a message for my sister.\\nsister is the indirect object when it means I", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0037.jp2"}, "38": {"fulltext": "32 Analysis of the English Sentence.\\nwrote a letter instead of my sister that she might\\nnot have to write it. In another meaning, the phrase\\nfor my sister is an adjective element.\\nIn the sentence, I wrote a letter to my sister, to\\nmy sister is an ad jective phrase element resulting\\nfrom the contraction of the clause which was ad-\\ndressed to my sister.\\nIn the sentence, I sent a letter to my sister, to\\nmy sister is a pure adverb of place, telling where I\\nsent my letter.\\nIn the sentence, I gave my sister a letter, sis-\\nter is a purely dative or indirect object it is\\nthe name of the indirect recipient of the act of giving.\\nNote. The shades of meaning expressed in the above sentences\\nare not easily discerned by the average young student. Hence,\\nsome grammarians prefer to class all forms of the indirect ob-\\nject, except those that follow the pure verbs of giving as adver-\\nbial elements. Nevertheless they are not purely adverbial, and\\ncareful discrimination here will conduce to greater ability on\\nthe student s part to penetrate into and grasp the meaning of\\nthe subtle expressions of our abler writers.\\nExercise I. Analyze according to the model, the\\nfollowing sentences\\n1. He giveth rain to the parched ground.\\n2. They offered Caesar the crown.\\n3. John spoke to me.\\n4. He giveth his beloved sleep.\\n5. The children gave me a beautiful bouquet.\\n6. The three witches gave Macbeth a delusive an-\\nswer.\\n7. They paid the man his wages.\\n8. Dorcas gave clothing to the poor.\\n9. Will he give him a stone\\n10. I gave the beggar some bread.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0038.jp2"}, "39": {"fulltext": "The Appositive Element. 33\\nModel\\nYou gave him a dollar.\\nYou is the subject; it is the expression of the\\nfundamental idea of the judgment.\\nGave him a dollar is the complex predicate it is\\nthe expression of the complex attributive idea and the\\nassertion of agreement between this complex idea and\\nthe fundamental idea.\\nGave is the simple predicate the idea of action\\nin gave -(giving) is limited by the idea expressed by\\nhim, denoting the indirect recipient of the action\u00e2\u0080\u0094\\nindirect object. The idea of action in gave is\\nfurther limited by the idea expressed by dollar, de-\\nnoting the direct recipient of the action direct ob-\\nject. The idea expressed by dollar is limited by the\\nidea expressed by a, denoting, in a general way, one.\\nIn analysis, no word can limit another word. The\\nrelations to be studied exist betw r een the ideas ex-\\npressed by the w T ords, and not between the words.\\nThe word is a form complete in itself. The idea is a\\nmind-impulse, or impression that may be limited, qual-\\nified, or intensified by the close relation of other mind-\\nimpulses.\\nTeachers as well as students are prone to deal alone\\nwith the word, the form, and suffer themselves to lose\\nsight of the meaning, the content and therefore our\\nwork in analysis, which should be a study of relations\\nexisting between ideas, resolves itself into a mere\\nformality, and speedily becomes mechanical, and is\\nthus robbed of the magnificent possibility of culture\\nit presents, by losing sight of the content, in an idle\\nstruggle with the forms of our language.\\nSome verbs otherwise intransitive may take the in-\\ndirect object.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0039.jp2"}, "40": {"fulltext": "34 Analysis of the English Sentence.\\nExercise II. Write ten sentences to illustrate the\\nindirect object, selecting for part of the list some\\nother verbs than the pure verbs of giving dative\\nverbs.\\nLESSON XV.\\nThe Adverbial Object.\\nStill another kind of element in the English\\nlanguage deserves special attention. This element\\nmay be called the objective adverb, or the ad-\\nverbial object.\\nThis element has to the idea of action, which it\\nlimits, scarcely the relation of a real object. It is\\nclosely allied to the ordinary adverbial element. Still\\nit has a peculiar form and significance. Probably the\\nbest reason for calling it objective at all is, that it\\ncorresponds to that use of the accusative case\\n(objective) in the Latin, to denote duration of\\ntime and extent of space.\\nIn the sentence, He walked a mile, a mile is\\nthe expression of the idea of distance extent of\\nspace he walked. Mile may, in a very doubtful\\nsense, denote the recipient of the action expressed in\\nwalked (walking), and thus lay claim to the\\nobjective case.\\nIn the sentence, The President receives fifty\\nthousand dollars a year, a year is the expression\\nof the idea of the duration of time of the service\\nfor which the President receives fifty thousand dol-\\nlars. The idea of an objective in any sense, is\\nstill less easily discernable in this sentence. Yet it is\\nof that group of elements that are called, and should\\nbe called, the adverbial object.\\nIn the sentence, I gave him a dollar a bushel for", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0040.jp2"}, "41": {"fulltext": "Exercises in Analysis, 35\\nhis wheat, a bushel is the expression of the idea\\nof extent of space the measure of a dollar s worth\\nof wheats This element is called the adverbial\\nobject.\\nThe foregoing examples, however, are not purely\\nadverbial, nor are they purely objective. They occupy\\nthe middle ground between the indirect object and\\nthe purely adverbial element. The old Latin writers\\ngave the basic noun of such elements the accusative\\ncase form. And this may be the best reason for using\\nthe term objective to designate them. They form\\na peculiar group, and therefore should have a designa-\\ntion separate from the pure objectives, as well as also\\nfrom the pure adverbials. We believe that this notion\\njustifies the name adverbial object.\\nExercise I. Analyze according to the model, the\\nfollowing sentences\\n1. Raleigh was a prisoner twelve years.\\n2. Congressmen receive five thousand dollars a year.\\n3. I paid the seamstress a dollar a spool.\\n4. The wheat cost a dollar a bushel.\\n5. James receives a dollar a day.\\nModel\\nJacob served Laban seven years.\\nJacob is the subject it is the expression of the\\nfundamental idea.\\nServed Laban seven years is the complex predi-\\ncate it is the expression of the complex attributive\\nidea, together with the mind-decision of agreement\\nbetween this complex idea and the fundamental idea.\\nServed is the simple predicate; the idea of ac-\\ntion expressed by served (serving) is limited by the\\nidea expressed by Laban, denoting the person who\\nwas the direct recipient of the action direct object.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0041.jp2"}, "42": {"fulltext": "36 Analysis of the English Sentence.\\nThe idea of action expressed by served- is further\\nlimited by the^ idea expressed by seven years, de-\\nnoting the duration of time of the service\u00e2\u0080\u0094 ad-\\nverbial object.\\nExercise II. Illustrate the Adverbial Object with\\nten original sentences.\\nLESSON XVI.\\nThe Appositive Element.\\nThe word appositive (Latin ad, to, and pono, to\\nplace, or put), means applied to, or placed near\\nby. This name has been given to those nouns that\\nare used to designate definitely the person or thing\\nnamed, by telling the trade, calling, or profession, or\\nsome well known peculiarity, trait, or characteristic\\nof the person or thing named.\\nSome grammarians happily call this element an\\nexplanatory modifier.\\nIn the sentence, Peter the hermit resembles Peter\\nthe Apostle, hermit and Apostle clearly desig-\\nnate the two persons named by expressing the idea of\\nthe peculiar habit of the one, and the special endow-\\nment of the other. The appositive element simply\\nexpresses in a specific way what person or thing is\\nmeant by the noun to which it is apposed.\\nTo call the appositive an explanatory modifier\\nwould necessitate giving it a special class name as a-\\nsubordinate element in sentence-construction. Then\\nit will not be by apposition in the same case, as\\nthat would rank a subordinate element with an ele-\\nment to which it is subordinate.\\nThe appositive noun is purely descriptive in its use.\\nThe expression, John the blacksmith, unquestiona-", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0042.jp2"}, "43": {"fulltext": "Exercises in Analysis. 37\\nbly means the blacksmith John, and no other\\nJohn.\\nThe appositive lies, as an element, between the noun,\\nin its plain use as a noun, and the descriptive adject-\\nive. The case of the appositive may or may not be\\nnoted, as the case does not designate the real rela-\\ntion of such nouns to the nouns to which they are ap-\\nposed. If the case be noted at all, it is just as well\\nto call it the appositive case, for the relation is the\\nreally significant thing.\\nEnglish grammarians speak of the appositive as\\nbeing by apposition in the same case as the noun\\nto which it is apposed. This, so far as we are able\\nto determine, is based on no better foundation than\\nthat in the Latin, such nouns agree in case-form with\\nthe nouns with which they are so used. This means\\nsimply a subjection to form. Every Latin student\\nknows, that we might call the Latin adjectives appos-\\nitives, and place them, by apposition in the same\\ncase for the same reason.\\nExekcise I. Analyze the following sentences ac-\\ncording to the model\\n1. Whittier, the Quaker Poet, wrote Snow-bound.\\n2. Americans revere the name, Washington.\\n3. Mohammed the prince became Mohammed the\\nsultan.\\n4. Dickens, the novelist, visited America.\\n5. Raleigh, the courtier, became Elizabeth s favorite.\\nModel\\nLincoln, the martyred President, was once a rail-\\nsplitter.\\nLincoln, the martyred President, is the complex\\nsubject it is the expression of the complex funda-\\nmental idea.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0043.jp2"}, "44": {"fulltext": "38 Analysis of the English Sentence,\\nLincoln is the simple subject. The idea ex-\\npressed by Lincoln is limited by the complex ap-\\npositive idea expressed by the martyred President,\\ndenoting what Lincoln is meant. President is the\\nexpression of the basic appositive idea. The idea ex-\\npressed by President is limited by the idea ex-\\npressed by the, and qualified by the idea expressed\\nby martyred.\\n(The analysis of the remaining part of the sentence\\nhas already been learned in connection with the study\\nof the Nominative Attribute.)\\nExercise II. Illustrate the Appositive Element\\nwith ten original sentences.\\nLESSON XVII.\\nExercises in Syntax.\\nThe word syntax comes from two Greek words\\nsyn, together, and tasso, to arrange.\\nThe word composition comes from two Latin\\nwords com, from cum, through con, together, and\\npono, to place.\\nExercise I. Write ten sentences to illustrate the\\nnominative attribute.\\nExercise II. Write ten sentences to illustrate the\\ndirect object.\\nExercise III. Write ten sentences to illustrate the\\ndouble object.\\nExercise IV. Write ten sentences to illustrate the\\nindirect object.\\nExercise V. Write ten sentences to illustrate the\\nadverbial object.\\nExercise VI. Write ten sentences to illustrate the\\nappositive element.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0044.jp2"}, "45": {"fulltext": "The Adverbial Object 39\\nNote.\u00e2\u0080\u0094 Try in the above exercises to make your sentences the\\nexpression of more than a trifling thought. Try to call up from\\nyour knowledge of history or literature some thought worth\\nexpressing, to illustrate your point. Thus the exercise may be\\nmade more valuable.\\nLESSON XVIII.\\nExercises in Analysis.\\nThe word analysis comes from two Greek words\\nana, again, and lyso, or luso, to unbind, to loose,\\nto set free. Hence the old definition, Analysis is the\\nseparation of a sentence into its parts. However,\\nthe name analysis but poorly designates the real\\nprocess of analysis in the best sense.\\nThe study of the meaning of words and their rela-\\ntions to each other in the sentence, is what should be\\ncomprehended in the term. Scarcely can we see how\\nin any way, we separate the sentence into its parts.\\nAnalyze the following sentences according to the\\nmodels already learned\\n1. They pronounce him a traitor.\\n2. The house was neatly furnished.\\n3. This bud will become a beautiful flower.\\n4. The spring freshets were very disastrous.\\n5. Summer brings us many pleasures.\\n6. Evil communications corrupt good manners.\\n7. The soldier considered himself a good marksman.\\n8. The pupils obeyed the teacher s directions.\\n9. Eobert Burns, the poet, was a Scotchman.\\n10. Each morning sees some task begin.\\n11. The news-boy sold me a paper.\\n12. Gladly the martyr laid down his life.\\n13. The December snows hide the fallen leaves.\\n14. The bitter blasts chill the delicate flowers.\\n15. A noble purpose keeps us happy.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0045.jp2"}, "46": {"fulltext": "40 Analysis of the English Sentenc j\\n16. They made the battlefield gory.\\n17. Seeing is believing.\\n18. To see is to believe.\\n19. Man is human.\\n20. To forgive is divine.\\nNote. In the third sentence, will is a tense auxiliary. It\\nis used to assist in expressing the time, with reference to the\\npresent, of the development of the idea expressed by the subject\\nnoun into the condition expressed by the nominative attribute.\\nNote. The infinitives in the 17th, 18th, and 20th sentences are\\npure nouns so far as their relation to the other parts of the sen-\\ntence is concerned. They should be disposed of as mere nouns,\\nand only the peculiarity of the ideas expressed by them needs\\nspecial notice. This is the key to the disposition of all infinitives\\nwhen used as pure nouns.\\nLESSON XIX.\\nSubordinate Elements.\\nthe adjective word-element.\\nThe Adjective Word-element has already received\\nsome attention. The nature of the relations of the\\nidea it expresses to the nouns with which it is used is\\nso close that no intervening word is necessary by which\\nto express it.\\nThe structure of these word-elements, and the na-\\nture of the ideas expressed by them, we wish now to\\nnotice briefly.\\nWhen the idea expressed by a noun is qualified, or\\nlimited, or intensified by the idea expressed by a\\nsingle adjective, we call that adjective a Simple Ad-\\njective Word-element/ because it is the expres-\\nsion of a simple, or single qualifying, limiting, or in-\\ntensifying idea; as sweet apples, other men,\\nheavy thunder, etc. When the qualifying, limit-\\ning, or intensifying idea expressed by an adjective is", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0046.jp2"}, "47": {"fulltext": "Subordinate Elements. 41\\nitself limited or intensified by some other idea sub-\\nordinate to it, we call the expression of this complex\\nidea a Complex Adjective Word-element. The basic\\nidea is modified by another idea, or other ideas, sub-\\nordinate to the basic idea as very cold weather, a\\npurely American production, etc.\\nWhen two or more ideas are used co-relatively and\\nco-joined to qualify or limit or intensify the idea ex-\\npressed by the noun, the words used to express such\\nco- joined ideas form a Compound Adjective Word-\\nelement, because they are the expression of a com-\\npound qualifying, limiting, or intensifying idea; as,\\na sad and lonely hour, a drunken and savage\\ncrew.\\nExercise I. Illustrate the Complex Adjective\\nWord-element with five original sentences.\\nExercise II. Illustrate the Compound Adjective\\nWord-element with five original sentences.\\nExercise III. Analyze the following sentences\\n1. A fearfully destructive storm visited our city\\nrecently.\\n2. His masterly effort was very highly praised.\\n3. The dismasted and storm-tossed bark drifted\\nslowly shore-ward.\\n4. That young man is a very poor student.\\n5. Very highly enjoyable entertainment was pro-\\nvided.\\nLESSON XX.\\nSubordinate Elements Continued\\nTHE ADVEBIAL WORD-ELEMENT.\\nAs in the case of the adjective, the Adverbial Word-\\nelement is simple, when it is the expression of a\\nsimple, or single qualifying, limiting, or intensifying", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0047.jp2"}, "48": {"fulltext": "42 Analysis of the English Stntence.\\nidea; as, singing sweetly. It is complex, when it\\nis the expression of an idea that is limited or intensi-\\nfied by an idea or ideas subordinate to it, as expressed\\nby another word, or words; as singing very sweet-\\nly. It is compound, when it is the expression of\\ntwo or more correlative and co- joined ideas as,\\nsinging softly and sweetly.\\nIn the first case, the element is a Simple Adverbial\\nWord-element in the second case, the element is a\\nComplex Adverbial Word-element in the third case\\ncase, the element is a Compound Adverbial Word-\\nelement.\\nThe Objective and also the Appositive elements are,\\nfrom their structure, named in the same way.\\nObjective Word -elements are\\n1. Simple Objective Word -elements.\\n2. Complex Objective Word-elements.\\n3. Compound Objective Word-elements.\\nAppositive Word -elements are\\n1. Simple Appositive Word-elements.\\n2. Complex Appositive Word-elements.\\n3. Compound Appositive Word-elements.\\nOn the whole, any word-element is\\n1. Simple, when standing alone.\\n2. Complex, when the idea it expresses is limited,\\nqualified, or intensified, by an idea, or ideas, or\\nthoughts, expressed by a word or words, phrase, or\\nclause, subordinate and subjoined, and\\n3. Compound, when such words are the expression\\nof two or more ideas used co-ordinately and co- joined.\\nExercise I. Illustrate the Complex Adverbial\\nWord -element by five original sentences.\\nExercise II. Illustrate the Compound Adverbial\\nWord-element by five original sentences.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0048.jp2"}, "49": {"fulltext": "Subordinate Elements. 43\\nExercise III. Analyze the following sentences\\n1. Slowly and sadly they laid him down.\\n2. A very beautiful day followed the defeat.\\n3. Mary sings very sweetly.\\n4. The brakeman was very severely hurt.\\n5. His pulse was beating rather feebly.\\n6. You eat entirely too rapidly.\\n7. You are entirely too careless.\\n8. Others are found quite equally fickle.\\n9. Peaches so large and luscious are quite rare.\\n10. The winter was extremely cold.\\nLESSON XXI.\\nSubordinate Elements. Continued.\\nTHE PHRASE ELEMENT ITS NATURE.\\nIn the study of the English language, it is cus-\\ntomary to call the preposition and its object (why\\nits object ice cannot tell) a Phrase Element. In\\nthis discussion, we shall notice the nature and the\\nstructure of the Phrase Element/\\nIn the expression, The verdure of spring, the idea\\nexpressed by spring limits the idea expressed by\\nverdure, by designating the season. Spring ver-\\ndure shows this limitation better. Spring is the\\nexpression of the limiting idea, in the first expression,\\nand of is, supposedly, the expression of the rela-\\ntion of the idea expressed by spring to the idea\\nexpressed by verdure. This relation is somewhat\\nlike the relation of possession a genitive relation.\\nIn the expression, The clock on the shelf, a rela-\\ntion exists between the idea expressed by shelf and\\nthat expressed by clock. While on is the ex-\\npression of that relation, a relation of place.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0049.jp2"}, "50": {"fulltext": "44 Analysis of the English Sentence.\\nThe Prepositoins (Latin pre, before, and pono, to\\nplace) on, in, into, by, up, upon, from, under, etc., are\\nused to express the idea of the relation of place, etc.,\\nexisting between ideas of actions and things.\\nIn adjective-phrase elements, the preposition of\\nis generally used to express the idea of the relation ex-\\nisting between the limiting idea and the idea limited.\\nOf is usually the expression of a genitive relation,\\nthough the relation is sometimes far-fetched.\\nIn adverbial phrase elements, the prepositions al-\\nready adduced along with others, are used to express\\nthe relation existing between the limiting idea, and\\nthe idea so limited. The expression of this limiting\\nidea together with the expression of the relation of\\nthis limiting idea to the idea so limited, constitutes a\\nphrase element, either adjective or adverbial.\\nDefinition. A Phrase is the expression of a related\\nidea (simple, complex, or compound) together with\\nthe expression of the relation or implication of the re-\\nlation of this idea to some other element of the\\nthought.\\nIn the expression, Standing by the river, by the\\nriver is a simple adverbial phrase element, the\\nriver is the expression of the complex related idea,\\nand by is the expression of the relation of this idea\\nto the idea expressed by standing a relation of\\nplace\\nExercise I. Write ten sentences using all the prep-\\nositions given above, and others, and study the rela-\\ntions expressed.\\nExercise II. Analyze the following sentences, dis-\\nposing of the phrase elements as suggested above\\n1. Far nobler fields of triumph lie before us.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0050.jp2"}, "51": {"fulltext": "Subordinate Elements. 45\\n2. David, the sweet singer of Israel, was mighty in\\nbattle.\\n3. The Angel of Death spread his wings to the\\nblast.\\n4. Virginia, the martyr, was the daughter of Vir-\\nginius, the soldier.\\n5. The army rushed into the town at daybreak.\\n6. Many bloody battles were fought in 1863.\\n7. My friend attended school at Harvard during\\nthe last year.\\n8. I walked with my friends along the shore.\\n9. King Canute sat by the seaside.\\n10. The Temple of the Jews was first built by King\\nSolomon, at Jerusalem.\\nLESSON XXII.\\nSubordinate Elements Continued\\nTHE PHRASE-ELEMENT ITS STRUCTURE.\\nWe have seen that the structure of the word-ele-\\nment may be simple, or complex, or compound.\\nIn structure Phrase-elements are likewise\\n1. Simple when no idea expressed in the phrase is\\nlimited or qualified by an idea or ideas expressed in\\nthe form of another phrase, or by a subordinate re-\\nlated thought expressed by a clause element.\\n2. Complex, when some one or more of the ideas ex-\\npressed by the phrase is limited or qualified by an\\nidea or ideas expressed in the form of another phrase,\\nor by a subordinate related thought expressed by a\\nclause element.\\n3. Compound, when the same element of the thought\\nis limited or qualified by two or more co-ordinate and", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0051.jp2"}, "52": {"fulltext": "46 Analysis of the English Sentence.\\nco-joined ideas expressed in the form of phrases\\nthus\\na. Simple Phrase Element in the sunshine.\\nb. Complex Phrase Element by the side of\\nthe river.\\nc. Compound Phrase Element down the\\nriver and over the falls.\\nNote 1.\u00e2\u0080\u0094 The foregoing classification of Phrase-elements is made\\nwith reference to the structure. All authorities on structural\\ngrammar are agreed that a word-element is complex if the idea\\nexpressed by it is limited or qualified by an idea expressed by\\nsome other word, or by a phrase, or a subordinate related thought\\nexpressed by a clause element.\\nLikewise they agree that a sentence is complex if some one or\\nmore ideas expressed in it is qualified, limited, or intensified by\\nsubordinate related thought expressed by a clause element.\\nNow, the structure of a phrase is complex if some one or more of\\nthe ideas expressed in that phrase is limited or qualified by a\\nsubordinate related idea or ideas expressed in the form of an-\\nother phrase, or by a subordinate related thought expressed by a\\nclause.\\nNote 2. A word-element is complex when the idea of which\\nit is the expression is modified by the thought matter ex-\\npressed in the form of a word-element, a phrase-element, or a\\nclause-element.\\nA phrase-element is complex when any of the ideas expressed\\nby it is modified by the thought-matter expressed in the form of\\na phrase-element, or a clause-element.\\nA clause-element is complex when any of the ideas expressed\\nin it is modified by the thought matter expressed in the form\\nof another clause-element.\\nThus we see that any element is complex when it, or any part\\nof it, is modified by the thought matter expressed in the form of\\nan element of its own rank, in structure, or in the form of an\\nelement of a higher rank.\\nLESSON XXIII.\\nExercise in Composition and Analysis.\\nExercise I. Write five original sentences to illus-\\ntrate the simple phrase-element.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0052.jp2"}, "53": {"fulltext": "Exercises in Composition and Analysis. 47\\nExercise II. Write five original sentences to illus-\\ntrate the complex phrase-element.\\nExercise III. Write five sentences to illustrate the\\ncompound phrase-element.\\nExercise IV. Study and analyze the following sen-\\ntences\\n1. Slowly and sadly they climb the distant moun-\\ntain.\\n2. They read their doom in the setting sun.\\n3. We came at last to the bank of a beautiful\\nstream.\\n4. The toad, ugly and venomous,\\nWears yet a precious jewel in his head.\\n5. Childhood lives in the days of sunshine and of\\nsong.\\n6. Evening, a dusky damsel, walked the paths of\\nthe forest.\\n7. The roses diffuse their fragrance through the\\nhall.\\n8. From the icebergs of the North comes a wintry\\nblast.\\n9. The enemy of our souls throws many barriers\\ninto our way.\\n10. Every little incident of that joyous day was\\ntreasured in the memory of that poor child.\\nLESSON XXIV.\\nInfinitives.\\nAn Infinitive is a word that is used to express an\\nidea of action, being, or state. In its nature, it has\\nnot the power to make an assertion. The Infinitive\\nexpresses action without the limitation of the per-\\nson or number of its subject.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0053.jp2"}, "54": {"fulltext": "48 Analysis of the English Sentence.\\nAccording to their uses, Infinitives are classified as\\nfollows\\n1. Participial when used to express an idea of ac-\\ntion, being, or state, that qualifies some other idea ex-\\npressed in the sentence; as, the howling wind, a\\nscorched desert, etc.\\n2. Substantive, when used to name the idea of ac-\\ntion, being or state, in an abstract sense, or to express\\nan idea of action, being, or state, as a thing; as, To\\nsteal is wrong, Swimming is a good exercise, etc.\\n3. Attributive, when used to express a predicate at-\\ntribute of its subject, whether its subject be nominat-\\nive or objective; as, Lying is stealing, We saw\\nhim fall We heard her singing, etc.\\nSuch words as are used to express the attributive\\nnature of the verb are infinitives.\\nAccording to their forms, infinitives are classified as\\nfollows\\n1. Progressive, the ing-forms, to express the\\nidea of continuance of action, being, or state as, run-\\nning, singing, thinking, etc.\\n2. Perfect the ed-forms, and the irregular\\nforms, to express the idea of completed action, be-\\ning, or state as, buried, enslaved, sung, hanged, etc.\\n3. Present, the root-forms, to express the mere\\nidea of action, being, or state, by the present indicat-\\nive form of the verb, which has at the same time no\\npower to make an assertion as, to hear, to see, to\\nread, etc.\\nNote. This disposition of the infinitive necessitates a change\\nin the naming of the principal parts of the verb in conjuga-\\ntion. The old way is incorrect, to say the least. Every word in\\nthe English language that expresses ideas of action, being, or\\nstate, without the limitation of the person and number of its\\nsubject, is in reality an infinitive. There is no such thing as a", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0054.jp2"}, "55": {"fulltext": "Infinitives. 40\\n11 perfect participle as one of the principle parts of the verb..\\nSuch words as are usually so-called, are made participles, only\\nby their use as an adjective or an adverb. In naming the prin-\\ncipal parts of verbs, these forms should be called Infinitives; as v\\nPerfect Infinitives, Root Infinitives, and lug-Infinitives.\\nWhen the idea of this attributive nature of the verb is used to\\nqualify some other idea expressed, the expression of such quali-\\nfying idea is a participle.\\nLESSON XXY,\\nInfinitives Participles.\\nA Participle (Latin, pars, part, and capio, to take)\\nis the expression of the idea of the attributive nature\\nof the verb, which idea is used to qualify the meaning\\nof some other idea expressed.\\nIn the sentence, Standing water becomes stag-\\nnant/ standing is the expression of the attributive\\nnature of the verb stand, and at the same time, it\\nis the expression of an idea that qualifies the idea ex-\\npressed by water. In this sentence, standing\\nis a participal used as a pure qualifying adjective,\\nhaving a weak participial construction.\\nIn the sentence, The water standing in the pond\\nis stagnant, standing is still a pure qualifying\\nadjective, but now it has a much stronger participial\\nconstruction, to the extent that the idea of action it\\nexpresses is limited as it might be in the attributive\\nverb.\\nIn both of these sentences, we have considered the\\nnature and use of the ing-infinitive used as a par-\\nticipial. We have also to study the root-infinitive\\nin its nature and use as a participial. This is usually\\ncalled infinitive whatever may be its use.\\nIn the sentence, The way to Jearn is to study,\\nto learn is the expression of an idea of action that\\n\u00e2\u0080\u00944\u00e2\u0080\u0094", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0055.jp2"}, "56": {"fulltext": "50 Analysis of the English Sentence.\\nqualifies the idea expressed by way. At the same\\ntime, it expresses the idea of action by the root-form\\nof the verb learn. In this sentence, to learn is\\na pure qualifying adjective in use, while in nature, it\\nis a root-participle having a weak participial con-\\nstruction.\\nIn the sentence, The way to learn rapidly is to\\nthktk deeply, to learn is the expression of an idea\\nof action that qualifies the idea expressed by way.\\nAt the same time, to learn partakes so strongly of\\nthe verbal nature as to be modified as a verb. It is\\nin this case, a pure qualifying adjective having a\\nstrong participial construction.\\nAs to structure, participial elements are\\n1. Simple Participial Elements, when the basic ele-\\nment is unmodified.\\n2. Complex Participial Elements, when the basic\\nelement is modified.\\n3. Compound Participial Elements, when two or\\nmore such elements are used co-ordinately and co-\\njoined.\\nNote.\u00e2\u0080\u0094 When disposing of participial elements in analysis,\\nwhether they are the ing-forms, the root-forms, or the ed-, or the\\nirregular-forms, with relation to the nouns or the verbs with\\nwhich they occur, they are studied precisely as any other adject-\\nives or adverbs. When on account of their stronger verbal nature,\\nthey are modified as verbs, their modifiers should be studied pre-\\ncisely as the modifiers of verbs are studied.\\nExercise I. Write ten sentences illustrating the\\nuse of the in^-infinitive and the rooMnfinitive as pure\\nqualifying adjectives, having a weak participial con-\\nstruction.\\nExercise II. Write ten sentences illustrating the\\nuse of the mpr-infinitive and the rooi-infinitive as pure", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0056.jp2"}, "57": {"fulltext": "Infinitives. 51\\nqualifying adjectives having a strong participial con-\\nstruction.\\nLESSON XXVI.\\nInfinitives Pakticipial Continued.\\nEXERCISES IN ANALYSIS.\\nAnalyze the following sentences according to former\\nmodels and the foregoing suggestions, noting careful-\\nly the significance of the infinitive expressions\\n1. The great swaying balloon, ascending higher and\\nhigher, was lost in the clouds.\\n2. The nightingale, singing sweetly, entertained\\nthe benighted strangers.\\n3. Hearing an approaching footfall, I turned.\\n4. Quickly ascending to the top of the hill, we be-\\nheld the rising moon.\\n5. Resolutely facing the angry crowd, he quelled\\nthe rising tumult.\\n6. Some ragged children diligently gathering the\\ncigar-stumps from the streets attracted our attention.\\n7. They were hungering waifs earning a bit of\\nbread.\\n8. Singing merrily, the milk-maid tripped lightly\\nacross the greening meadows.\\n9. A million diamonds sparkling and glittering in\\nthe dazzling sunlight, bedecked the treetops on that\\nwinter morning.\\n10. The sun, arising quickly over the eastern ridge,\\nchased the darkness before it pell-mell.\\nLESSON XXVII.\\nInfinitives Substantive\\nThe name gerund is used by some grammarians\\nto designate the Substantive Infinitive gerund", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0057.jp2"}, "58": {"fulltext": "52 Analysis of the English Sentence.\\nbeing the Latin name for verbal nouns in some\\nconstructions in the Latin language.\\nIt is our purpose in these lessons, to keep ourselves\\nanchored always in the safe harbor of simplicity.\\nHence we give to the infinitive expressions used as\\nnouns the name, Substantive Infinitive. We be-\\nlieve that this name will not be in any way misleading.\\nThe Substantive Infinitive may, in the English\\nlanguage, take the position of a noun in almost any of\\nits several constructions. It is used to express an\\nidea of action by merely naming it, so far as the other\\nparts of the sentence are concerned.\\nWith reference to\\n1. The relation of the Substantive Infinitive to the\\nother elements of the sentence, it is a pure noun, hav-\\ning the construction of a pure noun.\\n2. The relation of elements subordinate to itself,\\nthe Substantive Infinitive has a strong substantive\\nconstruction, and may be modified as a noun, or it\\nmay be strong in its verbal nature, and so be modified\\nas a verb.\\nThe Infinitive is not a verb, as it has not the power\\nto assert. It may be called, in a broad sense, a\\nverbal, but that is a useless designation when the\\nreal significance of it is known. It has the attributive\\nnature, but not the assertive power, of the verb.\\n1. Forms of the Substantive Infinitive. The Substantive\\nInfinitives, like the Participial Infinitives, are of three,\\nmay be of four, forms, namely\\na. The informs.\\nb. The root- forms.\\nc. The ed-forms.\\nd. The irregular- forms.\\n2. Uses of the Substantive Infinitive. Substantive Infini-", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0058.jp2"}, "59": {"fulltext": "Infinitives. 53\\nfives are used in almost all the constructions in which\\nnouns are used.\\na. As Subject of a sentence\\n1. Erring is human.\\n2. To forgive is divine.\\nb. As Nominative Attribute\\n1. Seeing is believing.\\n2. To see is to believe.\\nc. As Direct Object\\n1. I desire to learn.\\n2. Boys enjoy cycling.\\nd. As the expression of the related idea in a\\nPhrase-element\\n1. What went ye out (for) to see\\n2. He strives for learning.\\ne. As an Appositive Element\\n1. It is easy to master the lesson.\\n2. It is wise to study diligently.\\nNote.\u00e2\u0080\u0094 The above is not exhaustive, but it will serve as a start-\\ning-point froni which teacher and pupil may work out further\\ndetails of the subject.\\nLESSOX XXVHI.\\nInfinitives Attributive.\\nThe Attributive Infinitive is an infinitive used to ex-\\npress some attribute of action, being, or state, of its\\nsubject.\\nThere are two uses of the Attributive Infinitive,\\nnamely\\n1. To express the simple attributive element of a\\njudgment as\\na. Mary is reciting.\\nb. To retreat is to surrender.\\nc. Learning is growing intellectually.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0059.jp2"}, "60": {"fulltext": "54 Analysis of the English Sentence.\\n2. To express attributes of action, being, or state, of\\nthe subject objective, as in the case of the Infinitive\\nAttribute in the double object already studied;\\nas\\na. We heard her singing.\\nb. The teacher compelled him to study.\\nc. The fox thought the lion sleeping.\\nExercise I. Write ten sentences to illustrate the\\nuse of the Attributive Infinitive as Nominative At-\\ntribute.\\nExercise II. Write ten sentences to illustrate the\\nuse of the Attributive Infinitive as Objective At-\\ntribute.\\nLESSON XXIX.\\nInfinitives Analysis.\\nAnalyze the following sentences, giving special at-\\ntention to the Infinitives, noting whether they be Par-\\nticipial, Substantive, or Attributive:\\n1. The falling rain was drenching the belated\\ntravelers.\\n2. To deceive in the means is to be shamed in the\\nend.\\n3. They drank their flagons of home-brewed ale.\\n4. We saw the drunken wretch reeling into the\\ngutter.\\n5. The way to meet the demands of the age is to\\neducate the hand, the head and the heart of the\\nmasses.\\n6. Trained nurses tenderly attended the wounded\\nand dying soldiers.\\n7. Is this Christian civilization destined to die at\\nthe hand of criminal sloth\\n8. They sank before the murderous foe, fighting to\\nthe last.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0060.jp2"}, "61": {"fulltext": "Miscellaneous Exercises in Analysis, 55\\n9. Singing is a very pleasing and refining exercise.\\n10. The sceptered and mitred Pope wielded almost\\nuniversal sway.\\nLESSON XXX.\\nInfinitives Analysis.\\nAnalyze the following sentences, making a careful\\nstudy of the peculiar infinitive expressions used\\n1. Standing on the bridge, we saw the trembling\\nshadows in the water below us.\\n2. For me to decide the question is impossible.\\n3. It is impossible for me to decide the question.\\n4. The children longed for father to come home.\\n5. Streaks of flame seemed to shoot across the sky.\\n6. The soldier saw the ship s guns battering and\\ncrumbling the forts guarding the harbor.\\n7. A glancing shell struck the mutilated ship.\\n8. They thought to retreat to be to surrender.\\n9. The soldiers thought retreating disgraceful.\\n10. For me to do willingly what you ask, is in every\\nway impossible.\\nLESSON XXXI.\\nMiscellaneous Exekcises in Analysis.\\n1. She promised to sing at our coming concert.\\n2. Many students attending the seminary were\\nf rdained to preach the Gospel.\\n3. Doing a great deal often demands a great sacri-\\nfice.\\n4. We have the following plan to offer.\\n5. Busily engaged in pluming its feathers, the bird\\ndid not see the approaching danger.\\n6. The horse is eager to start.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0061.jp2"}, "62": {"fulltext": "56 Analysis of the English Sentence.\\n7. The traveler threw himself upon the grass to\\nrest.\\n8. To act is to live.\\n9. To cease to act is to die.\\n10. Hope is a cable anchoring us to Heaven.\\n11. Hope deferred maketh the heart sick.\\n12. April, a weeping maiden, came drenching the\\nearth with her tears.\\n13. The tears of weeping April awoke the sleeping\\nflowers.\\n14. By diving many fathoms deep, they recovered\\nthe sunken treasure.\\n15. Having crossed the Rubicon, Caesar hastened to\\nreach Rome.\\n16. He came walking and leaping and praising God.\\n17. To give just credit always, is to exercise just\\njudgment.\\n18. Loving God is obeying His whole will.\\n19. We prove our love by obeying His command-\\nments.\\n20. The sounding of the trumpet was the signal for\\nattacking the enemy.\\nLESSON XXXII.\\nThe Sentence Classification.\\nAccording to their nature, sentences are classified\\nas follows\\n1. Declarative, when the sentence is the expression\\nof positive agreement or disagreement between the\\nfundamental and the attributive ideas, or elements of\\nthe thought.\\n2. Interrogative, when the sentence is the expression\\nof an inquiry concerning the agreement or the disagree-", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0062.jp2"}, "63": {"fulltext": "The Sentence. 57\\nment existing between the fundamental and the at-\\ntributive elements of the thought.\\n3.- Imperative, when the sentence is the expression\\nof a desire, or a determination of the speaker to secure\\nthe performance of an act.\\n4. Exclamative, when the sentence is the expression\\nof enthusiastic appreciation of the agreement between\\nthe fundamental and the attributive elements of the\\nthought.\\nNote. It is difficult indeed to discover a parallel between the\\nnature of the Imperative sentence, and that of the Declarative\\nsentence. Hidden away among the relics of centuries past, per-\\nhaps lies the parallel. But at this day, the Imperative Sentence\\nstands alone in our language, a distinct monument of what ages\\nof growth and change may produce. Our discussions of the na-\\nture of thought and expression shrink before this monument,\\nand we approach it now only in conjecture.\\nMay it not be that the peculiar form and nature of the Impera-\\ntive Sentence had its origin somewhat as follows\\nIn the sentence, You sing sweetly to me, we un-\\nderstand that the words are mildly uttered, a mere\\nstatement of a fact. Now emphasize the subject\\nyou, slightly. Note that the desire that you\\nsing is now becoming manifest. Now omit the ten-\\nder word, sweetly, and at the same time retain the\\nformer emphasis on the subject you. Note now\\nthe greater growth of the desire. Now, growing more\\nvehement in the wish, drop the courteous you, the\\nsubject, and the tender word sweetly, and note the\\neffect the expression is now robbed of the tenderness\\nand the courtesy, and has resolved itself into an impe-\\nrious request. Now drop to me, the softening fall\\nin the original expression. Note now, that the former\\ncourteous and tender expression of a mere wish has\\nbeen transformed by the gradually increasing degree", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0063.jp2"}, "64": {"fulltext": "58 Analysis of the English Sentence.\\nof urgency into an unqualified command, and that,\\ninstead of the sentence, You sing sweetly to me,\\nthere now stands only the naked verb, Sing.\\nSuch is the nature of the Imperative Sentence, and\\nsuch is the probable process through which it has\\npassed since the beginning of language. And such is\\nthe nature of the verb in the Imperative Mode.\\nIn the form, You sing sweetly to me, it is quite\\neasy to see that the nature of the Imperative Sentence\\nwas originally identical with that of the sentences of\\nthe other three classes. The Imperative Mode of the\\nverb, and the Imperative Sentence are probably\\ngrowths that are the outcome of the multitudinous\\nnecessities that have confronted man in all the various\\nstages of his intellectual and linguistic development.\\nIn the English language, the Imperative Verb is used\\nin only one Person the second person. It is\\neasy and correct, then, to assume that the subject is\\nalways the personal pronoun, singular or plural\\nye, or you, or thou, or possibly, sometimes,\\nthe antecedent of thou, or you when denoting\\na single individual.\\nExercise I. Compose five Declarative Sentences.\\nExercise II. Compose five Interrogative Sentences.\\nExercise III. Compose five Imperative Sentences.\\nExercise IV. Compose five Exclamative Sentences.\\nSuggestion. Let the pupil so thoroughly familiarize\\nhimself with the above discussion of the Imperative\\nSentence, that he may describe easily and correctly\\nthe probable process by which the command was\\nevolved. Let other verbs and other sentences be used\\nto illustrate.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0064.jp2"}, "65": {"fulltext": "The Sentence. 59\\nLESSON XXXIII.\\nThe Sentence Classification Continued\\nAccording to their structure, sentences are classified\\nas follows\\n1. Simple, when the sentence is the expression of a\\nsingle judgment, no element of which is qualified or\\nlimited by a subordinate related judgment.\\n2. Complex, when the sentence is the expression of\\na judgment some element of which is qualified or\\nlimited by one or more subordinate related judgments.\\n3. Compound, when the sentence is the expression\\nof two or more associated judgments used corrective-\\nly and co- joined.\\nThere is some difference of opinion as to the proper\\ndisposition of a sentence, in this classification, which\\ncontains the substantive clause, as the expression of\\nthe fundamental or the attributive element of the\\njudgment. On this point, we have this to say With\\nreference to the relation existing between the noun\\nclause used as Subject or as Attribute Complement,\\nand the other basic element of the sentence, the\\nclause is a pure substantive a mere noun, a unit in\\nmeaning. It requires the whole clause to constitute\\nthis unit of the element. Hence, the noun clause\\nused as Subject, or as Nominative Attribute, is a mere\\nnoun, and does not justify us in calling the sentence\\ncontaining it a Complex Sentence/ 7\\nThe Direct Object is a limiting element. Hence,\\nwhen the noun clause is used as Direct Object, the\\nsentence is complex.\\nThe Appositive is a limiting element. Hence,\\nwhen the noun clause is used as an Appositive, the\\nsentence is complex.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0065.jp2"}, "66": {"fulltext": "60 Analysis of the English Sentence.\\nAdjectives and adverbs are qualifying or limiting\\nelements. Hence, when a clause is used as an adject-\\nive or as an adverb, the sentence is complex.\\nExercise I. Write five sentences containing the\\nnoun clause, and state whether they are simple or com-\\nplex.\\nExercise II. Write five Complex Sentences,\\nExercise III. Write five Compound Sentences.\\nNote.\u00e2\u0080\u0094 Study the words you have used to express the relation\\nbetween the principal and the related clauses in the second list.\\nNote. Study the words you used to join the members of the\\ncompound sentences in the third list.\\nLESSON XXXIV.\\nConnectives.\\nConnectives are those words used to express the re-\\nlations existing between different ideas, between ideas\\nand judgments, or between related judgments.\\nConnectives are classified as follows\\n1. Co-ordinate Connectives, when they are such as\\nexpress relations between elements of equal rank in\\nthe structure of the sentence. Examples: and, or,\\nnor, etc.\\nCo-ordinate Connectives are sub-classed as follows\\na. Copulative, when used to express the idea of\\nthe aggregation of ideas or judgments of\\nequal rank in structure, and co-ordinately\\nused.\\nExamples: and, also, etc.\\nb. Adversative, when used to express the idea\\nthat contrary conditions exist between the\\nco-ordinately-used ideas or judgments.\\nExamples but, except, etc.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0066.jp2"}, "67": {"fulltext": "Connectives. 61\\nc. Comparative, when used to express the idea\\nof a comparison between the co-ordinately-\\nused ideas or judgments.\\nExamples as many as, as far as, as long as, etc.\\nd. Alternative, when used to express the idea\\nof a choice or preference between the co-\\nordinately-used ideas or judgments used dis-\\njunctively.\\nExamples or, nor, etc.\\nAlternative Connectives may be sub-classed as fol-\\nlows\\na. As to form\\n1. Simple, as or, nor.\\n2. Compound, as u either or, neither\\nnor.\\nb. As to nature\\n1. Positive, as or, either or.\\n2. Negative, as nor, neither nor.\\n2. Subordinate Connectives, when they are such as\\nare used to express relations between elements of un-\\nequal rank in structure.\\nSubordinate Connectives may be sub-classed as fol-\\nlows\\na. Conditional, when used to express the rela-\\ntion between a subordinate related judg-\\nment and the idea that this subordinate re-\\nlated judgment limits, when this related\\njudgment is made the condition upon which\\nthe principal judgment becomes a fixed fact.\\nExamples if, tho, unless, etc.\\nb. Relative Pronouns, which are used to ex-\\npress the relation of the subordinate judg-\\nment expressed by the adjective clause to the\\nidea limited or qualified by this related\\njudgment.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0067.jp2"}, "68": {"fulltext": "62 Analysis of the English Sentence,\\nExamples who, which, etc.\\nc. Relative Adverbs, which are adverbs used\\nto express the relation existing between a\\nsubordinate related judgment and the idea\\nexpressed by a noun, which idea the subor-\\ndinate judgment limits.\\nExamples: when, where, etc.\\nd. Conjunctive Adverbs, which are used to\\nexpress the relation existing between a sub-\\nordinate related judgment, and some idea of\\naction, being, or state, which the subordin-\\nate judgment limits by denoting the time,\\nplace, etc., of the action, etc.\\nExamples then, when, where, while, etc.\\ne. Prepositions, which are used to express the\\nrelation existing between a subordinate re-\\nlated idea and the idea which this subordin-\\nate idea limits.\\nExamples: by, from, upon, in, within, into, etc.\\nExercise I. Write three sentences using Co-ordin-\\nate Connectives. Note the nature of the relation they\\nexpress.\\nExercise II. Write three Complex Sentences using\\nConditional Connectives.\\nExercise III. Write three Complex Sentences us-\\ning Eelative Pronouns.\\nExercise IV. Write three Complex Sentences us-\\ning Eelative Adverbs.\\nExercise V. Write three sentences using Preposi-\\ntions.\\nLESSON XXXV.\\nDirections for Analysis.\\nIn the preceding lessons, the simple sentence has\\nbeen analyzed, essentially in all its various forms.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0068.jp2"}, "69": {"fulltext": "Directions for Analysis. 63\\n1. The sentence must first be read, and then classi-\\nfied, first as to structure, and second, as to nature;\\nthus\\nThe young man who wills to mount the heights\\nwill always find a way.\\nThis is a complex declarative sentence.\\n2. Next, read the subject part, and then the predi-\\ncate part of the sentence thus\\nThe young man who wills to mount the heights\\nis the complex subject it is the expression of the com-\\nplex fundamental idea.\\n3. Next read the simple subject, then dispose of its\\nmodifiers.\\n4. Next read the complex predicate. Then read the\\nsimple predicate, and then dispose of its modifiers.\\n5. Modifiers of a noun, or any substantive, are always\\nsimple, complex, or compound, in structure and they\\nare always adjective or appositive in nature and\\nthey are always a word, or a phrase, or a clause, in\\nform. So, as elements, they may be disposed of as\\nsimple, complex, or compound, adjective or appositive\\nword, phrase, or clause elements. They modify by\\nqualifying or limiting.\\n6. Modifiers of verbs are simple, complex, or com-\\npound, adverbial or objective, word, phrase, or clause\\nelements.\\na. Objective elements limit by denoting the\\ndirect, or the indirect, recipient of the action,\\nor by denoting either duration of time or\\nextent of space.\\nb. Adverbial elements qualify by denoting the\\nmanner of the action, or they limit the action\\nby denoting the time, place, cause, etc., of\\nthe action, or they intensify by denoting a", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0069.jp2"}, "70": {"fulltext": "64 Analysis of the English S ntence.\\ngreater or a lesser degree of the quality of a\\nsubstance or an action.\\n7. In the analysis of compound sentences, let the\\nsentence be read and classified. Then let the co-\\nordinate members of the compound sentence be\\nanalyzed separately.\\n8. Study the exact relations expressed by all con-\\nnectives.\\nNote. Before beginning the general exercises in analysis to\\nfollow, let all the foregoing directions he carefully committed\\nand understood.\\nLESSON XXXVI.\\nSome Fragments.\\nThe student may encounter some difficulty in dis-\\nposing of certain elements not yet more than merely\\ntouched upon in our course in analysis. We deem it\\nwell to call attention to a few of these elements.\\n1. Tense Auxiliaries.\\nIn the sentence, Charles had recited, had is\\nan auxiliary word introduced as a means of assisting\\nin the fixing of the time of the action with reference\\nto the present time; had is. therefore, a tense\\nauxiliary.\\nIn the sentence, I shall discharge my duty,\\nshall is an auxiliary word, introduced as a means\\nof assisting in the fixing of the time of the action, with\\nreference to the present time; shall is, therefore,\\na tense auxiliary.\\nAnd so shall and will are used with the per-\\nfect infinitive to denote the future perfect tense;\\nhave, has, or hast with the perfect infinitive\\nto denote the present perfect tense; and had\\nor hadst with the perfect infinitive to denote the\\npast-perfect or plu-perfect, tense.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0070.jp2"}, "71": {"fulltext": "Some Fragments. 65\\n2. Mode Auxiliaries.\\nIn the sentence, You may return, may is used\\nto indicate permission granted by the speaker to the\\nperson addressed. Such a word introduced into the\\nsentence modifies the usual mode of assertion, and\\nhence is called a Mode Auxiliary.\\nSuch words as can, could, way, might, ought, (owe),\\nshould, and would, used to express power, possibility,\\nwill, permission, probability, or obligation to perform\\ncertain actions, are called mode auxiliaries.\\nIt is difficult to determine why such words as those\\nof the above list should be called verbs. There is\\nlittle of the nature of a verb in them. They are\\nmerely auxiliaries. They modify the assertion, and\\nrob the verb of the power of direct assertion, but they\\nare in a doubtful sense verbs. In fact they are more\\nnearly related to adverbs for they do express some\\nnotion of the time, etc., of the action.\\n3. Introductory words.\\nThe sentence, There are no idlers here might be,\\nHere are no idlers. But usage, reflective, or acci-\\ndental, has come to prefer the first form, and so we\\nhave a peculiar use of the word there. This use\\nwas probably purely adverbial. Now it has weakened\\ninto an intrcductory expression, enabling us to put\\nthe subject after the verb, and such is its synthetic\\nconnection with the sentence.\\nIn the sentence, That he is right, is plainly evi-\\ndent, that, naturally endowed with a strong\\ndemonstrative significance, has faded into a weak in-\\ntroductory word. He is right, is plainly evident is\\nthe expression of the same thought stript of the intro-\\nductory formality. But usage, sovereign of his time,\\nprefers the former.expression.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0071.jp2"}, "72": {"fulltext": "66 Analysis of the English Sentence.\\n4. Exclamatives.\\nIn the sentence, Hurrah we have won hurrah\\nsignifies an explosion of enthusiasm on the part of the\\nspeaker. Such expressions are properly called Ex-\\nclamatives.\\nSuch words as hurrah, pooh, alas, avaunt, etc., are\\nfull of significance, and deserve a close study. They\\nhavp no synthetic connection with the rest of the sen-\\ntence with which they occur, tho they accompany it\\nwith much meaning. In analysis, they may be called\\nExclamatives. They do not enter as elements into\\nthe sentence.\\nIn the sentence, He is taller than I, than I\\nconstitutes the introduction of the fundamental idea\\nof the second member of the compound sentence ex-\\npressing a comparison. It may be well, in such cases,\\nto complete the expression of the second member,\\nthus than I am tall, as the real standard of com-\\nparison lies in the second member. How r ever, let this\\nbe done only that the standard and the comparison\\nmay be discerned.\\nNote.\u00e2\u0080\u0094 In the foregoing remarks, we have sought to stir up the\\nmind of the student, to arouse him and cause him to look upon\\nthe language that he studies. This treatment of fragments is\\nnot in any sense exhaustive, yet it is hoped that the above may\\nserve to put the student upon the lookout for the many peculiari-\\nties and irregularities found in the body of the English tongue.\\nLESSON XXXVII.\\nExercises in Analysis.\\n1. Big words do not smite like war-clubs.\\n2. Boastful breath is not a bow-string/ 7\\n3. Taunts are not so sharp as arrows.\\n4. Deeds are better things than words are.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0072.jp2"}, "73": {"fulltext": "Exercises in Analysis 67\\n5. In the land of the Dakotahs\\nLives the arrow-maker s daughter/\\n6. At the feet of Laughing Water\\nHiawatha laid his burden.\\n7. Through their thoughts they heard a footstep,\\nHeard a rustling in the branches,\\nAnd with glowing cheeks and forehead,\\nWith the deer on his shoulders,\\nSuddenly from out the woodlands,\\nHiawatha stood before them.\\n8. All around the happy village\\nStood the maize fields, green and shining,\\nWaved the green plumes of Mondamin,\\nWaved his soft and sunny tresses,\\nFilling all the land with plenty.\\nLESSON XXXVIII.\\nExercises in Analysis.\\n1. In the old colony days, in Plymouth, the land of\\nthe Pilgrims,\\nTo and fro in a room of his simple and primitive\\ndwelling,\\nClad in doublet and hose, and boots of Cordovan\\nleather,\\nStrode with a martial air, Miles Standish, the Puritan\\nCaptain.\\n2. Long at the window he stood, and wistfully\\nlooked at the landscape.\\n3. Let not him that putteth his hand to the plow\\nlook backwards,\\nThough the ploughshare cut through the flowers of\\nlife to the fountains.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0073.jp2"}, "74": {"fulltext": "68 Analysis of the English Sentence.\\n4. If the great Captain of Plymouth is so very eager\\nto wed me,\\nWhy does he not come himself, and take the trouble\\nto woo me\\n5. Forth from the curtain of clouds, from the tent of\\npurple and scarlet,\\nIssued the sun, the great High-Priest, in his garments\\nresplendent.\\n6. Over his clouded eyes there had passed at times an\\nexpression\\nSoftening the gloom and revealing the warm heart\\nhidden beneath them,\\nAs when across the sky the driving rack of the rain-\\ncloud\\nGrows for a moment thin, and reveals the sun by its\\nbrightness.\\n7. Then he said with a smile, I should have remem-\\nbered the adage\\nIf you would be well served, you must serve your-\\nself.\\nLESSON XXXIX.\\nExercise in Analysis.\\n1. All his thoughts were congealed into lines on his\\nface, as the vapors\\nFreeze in fantastic shapes on the window-panes in\\nwinter.\\n2. Silently one by one, in the infinite meadows of\\nheaven,\\nBlossomed the lovely stars, the forget-me-nots of the\\nAngels.\\n3. Life had long been astir in the village, and clam-\\norous labor", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0074.jp2"}, "75": {"fulltext": "Exercises in Analysis. 69\\nKnocked with its hundred hands at the golden gate of\\nthe morning.\\n4. Plaintive at first were the tones and sad, then\\nsoaring to madness\\nSeemed they to follow or guide the revels of frenzied\\nBacchantes.\\n5. Single notes were then heard, in sorrowful, low\\nlamentation\\nTill, having gathered them all, he flung them abroad\\nin derision,\\nAs when, after a storm, a gust of wind, through the\\ntree-tops,\\nShakes down the rattling rain in a crystal shower on\\nthe branches.\\n6. But on Evangeline s heart fell his words as in\\nwinter the snowflakes\\nFall into some lone nest from which the birds have\\ndeparted.\\n7. Gleams of celestial light encircle her forehead\\nwith splendor,\\nSuch as the artists paint o er the brows of saints and\\napostles,\\nOr such as hang by night o er a city seen at a dis-\\ntance.\\nLESSON XL.\\nExercises in Analysis.\\n1. England yielded to the Danes and Northmen\\nin the tenth and eleventh centuries, and was the re-\\nceptacle into which all the mettle of that strenuous\\npopulation was poured.\\n2. There shall come a time, in later ages, when\\nOcean shall relax his claims, and a vast continent ap-", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0075.jp2"}, "76": {"fulltext": "70 Analysis of the English Sentence.\\npear, and a pilot shall find new worlds, and Thule\\nshall be no more earth s bounds.\\n3. The discovery of America by Christopher Co-\\nlumbus is the greatest event in secular history.\\n4. The splendid empire of Charles Y. was erected\\nupon the grave of liberty. The ancient stream of na-\\ntional freedom and human progress, through many of\\nthe fairest regions of the world, were emptied and lost\\nin that enormous gulf.\\n5. The Spaniards of the sixteenth century were in-\\ndisputably the noblest nation of Europe yet they had\\nthe Inquisition and Philip II.\\n6. All the sober men that I was acquainted with,\\nwho were against the Parliament, used to say, The\\nking had the better cause, but Parliament had the\\nbettar men.\\nLESSON XLI.\\nExercises in Analysis.\\nThe Crusades of the Christian nations, intended to\\ndislodge the Infidel out of Jerusalem, tho they\\nfailed in that object, had awakened Europe to new\\nlife. East and West were brought nearer together.\\nKnights and soldiers and pilgrims brought home from\\nnew lands new thoughts and wider notions. Com-\\nmerce with the East was extended. Maritime enter-\\nprise was stimulated. There was improvement in\\nships. The mariner s compass was discovered, and\\nunder its guidance longer voyages could safely be\\nmade. The invention of gunpowder had changed the\\ncharacter of war, and enlarged the scale on which it\\nwas waged. The recent conquests of the Turks were\\nindirectly the cause of new life to Christendom. The\\nFall of Constantinople resulted in a great revival of", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0076.jp2"}, "77": {"fulltext": "Exercises in Analysis. 71\\nlearning in Europe. Driven from the East, learned\\nGreeks and Jews came to settle in Italy. Greek and\\nHebrew were again studied in Europe. The litera-\\nture, the history, the poetry, the philosophy and arts,\\nof old Greece and Rome were revived. And the re-\\nsult was, that a succession of poets, painters, sculp-\\ntors, and historians sprang up in Christendom such as\\nhad not been known for centuries. Above all, the in-\\nvention of printing had come just in time to spread\\nwhatever iuew ideas were afloat, with a rapidity never\\nknown before. Seebohm.\\nGENERAL EXERCISES IN ANALYSIS.\\nA Suggestion. With the various exercises in an-\\nalysis already passed over, the pupil is probably pre-\\npared to proceed with the following without discuss-\\ning all the minute details of the analysis of each selec-\\ntion. Time would so be wasted. The separation of\\nthe clauses and a careful study of their relations, and\\nof the parts with which the pupil is less familiar, will,\\nin our opinion, save much time, and yet, in no wise\\ndiminish the value of the exercise.\\n1. We sped the time with stories old,\\nWrought puzzle out, or riddles told.\\n2. Who has not learned in hours of faith\\nThe truth to flesh and sense unknown,\\nThat Life is ever lord of Death,\\nAnd Love can never lose its own\\n3. W\u00c2\u00ab turn to pages that they read,\\nTheir written words we linger o er,\\nBut in the sun they cast no shade,\\nNo voice is heard, no sign is made\\nNo step is on the conscious floor", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0077.jp2"}, "78": {"fulltext": "72 Analysis of the English Sentence.\\nYet Love will dream, and Faith will trust,\\nSince He who knows oar needs is just,\\nThat somehow, somewhere, meet we must.\\n4. The cat s dark silhouette on the wall\\nA couchant tiger s seemed to fall.\\n5. What matter how the night behaved\\nWhat matter how the north-wind raved\\nBlow high, blow low, not all its snow\\nCould quench our hearth-fire s ruddy glow.\\n6. Build thee more stately mansions, O my soul,\\nAs the swift seasons roll\\nLeave thy low-vaulted past\\nLet each new temple, nobler than the last,\\nShut thee from heaven with a dome more vast,\\nTill thou at length art free,\\nLeaving thy out-grown shell by life s unresting sea.\\n7. Wither, mid falling dew,\\nWhile glow the heavens with the last steps of\\nday\\nFar in the rosy depths dost thou pursue\\nThy solitary way?\\n8. Musing beneath this legendary tree,\\nThe years between furl off.\\n9. There he stood, softly we repeat,\\nAnd lo the statue shrined and still\\nIn that gray minsterfront we call the Past,\\nFeels in its frozen veins the pulses thrill.\\n10. Then it came to pass that pestilence fell on\\nthe city,\\nPresaged by wondrous signs, and mostly by\\nflocks of wild pigeons,\\nDark ning the sun in their flight, with naught\\nin their craws but an acorn", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0078.jp2"}, "79": {"fulltext": "Exercises in Analysis. 73\\nAnd, as the tides of the sea arise in the month\\nof September,\\nFlooding some silvery stream, till it spreads to\\na lake in the meadow,\\nSo death flooded life, and, overflowing its nat-\\nural margin,\\nSpread to a brackish lake, the silver stream of\\nexistence.\\n11. Her lively looks a sprightly mind disclose,\\nQuick as her eyes, and as unfixed as those,\\nFavors to none, to all she smiles extends\\nOft she regrets, but never once offends.\\n12. Yet graceful ease, and sweetness void of pride,\\nMight hide her faults, if belles had faults to\\nhide\\nIf to her share some female errors fall,\\nLook on her face and you ll forget them all.\\n13. This world was once a fluid haze of light,\\nTill toward the centre set the starry tides,\\nAnd eddied into suns, that wheeling, cast the\\nplanets.\\n14. Knowledge is now no more a fountain sealed\\nDrink deep until the habits of the slave,\\nThe sins of emptiness, gossip, and spite and\\nslander die.\\n15. Better not be at all\\nThan not be noble.\\n16. This is the very painting of your fear\\nThis is the air-drawn dagger which, you said,\\nLed you to Duncan. O, these flaws and starts,\\nImposters to true fear, would well become\\nA woman s story at a Winter s fire,\\nAuthorized by her grandam.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0079.jp2"}, "80": {"fulltext": "74 Analysis of the English Sentence.\\n17. I have lived long enough my way of life\\nIs fallen into the sere, the yellow leaf\\nAnd that which should accompany old age,\\nAs honor, love, obedience, troops of friends\\nI must not look to have.\\n18. l Canst thou not minister to a mind diseased\\nPluck from the memory a rooted sorrow\\nEaze out the written troubles of the brain\\nAnd with some sweet-oblivious antidote,\\nCleanse the stuffed bosom of that perilous stuff\\nWhich weighs upon the heart?\\n19. Frailty, thy name is woman.\\n20. The friends thou hast, and their adoption tried,\\nGrapple them to thy soul with hoops of steel.\\n21. What a piece of work is man how noble in rea-\\nson how infinite in faculties in form and moving\\nhow express and admirable in action, how like an\\nangel in apprehension, how like a god\\n22. Give me that man\\nThat is not passion s slave, and I will wear him\\nIn my heart s core, ay, in my heart of hearts,\\nAs I do thee.\\n23. Must I relinquish it all, he cried with a wild\\nlamentation.\\nMust I relinquish it all, the joy, the hope, the\\nillusion?\\nWas it for this I have loved, and waited, and\\nworshipped in silence?\\nWas it for this I have followed the flying feet\\nand the shadow\\nOver the wintry sea, to the desolate shores of\\nNew England?\\nLongfellow Courtship of Miles Standish.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0080.jp2"}, "81": {"fulltext": "Exercises in Analysis, 75\\n24. But as he warmed and glowed, in his simple\\nand eloquent language,\\nQuite forgetful of self, and full of the praise\\nof his rival,\\nArchly the maiden smiled, and, with eyes over-\\nrunning with laughter,\\nSaid in a tremulous voice, Why don t you\\nspeak for yourself, John\\nLongfellow Courtship of Miles Standish.\\n25. Then the Master,\\nWith a gesture of command,\\nWaved his hand\\nAnd at the word,\\nLoud and sudden there was heard,\\nAll around them and below,\\nThe sound of hammer, blow on blow,\\nKnocking away the shores and spurs\\nAnd see she stirs\\nShe starts she moves she seems to feel\\nThe thrill of life along her keel,\\nAnd, spurning with her foot the ground,\\nWith one exulting joyous bound,\\nShe leaps into the ocean s arms.\\nLongfellow Building of the Ship.\\n26. Thou, too, sail on, Ship of State\\nSail on, Union, strong and great\\nHumanity with all its fears,\\nWith all the hopes of future years,\\nIs hanging breathless on thy fate\\nWe know what Master laid thy keel,\\nWhat Workman wrought thy ribs of steel,\\nWho made each mast and sail and rope,\\nWhat anvils rang, what hammers beat,", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0081.jp2"}, "82": {"fulltext": "76 Analysis of the English Sentence.\\nIn what a forge and what a heat\\nWere shaped the anchors of thy hope\\nLongfellow The Building of the Ship.\\n27. I dare your pity or your scorn,\\nWith pride your own exceeding\\nI fling my heart into your lap\\nWithout one word of pleading.\\nShe looked up in his face of pain\\nSo archly, yet so tender\\nAnd if I lend you mine/ she said,\\nWill you forgive the lender?\\nWhittier Among the Hills.\\n28. A strange delight,\\nBlent with a thrill of fear, o er mastered me,\\nAnd, ere I knew, my flashing steps were set\\nWithin the rivulet s pebbly bed, and I\\nWas rushing down the current. By my side\\nTripped one as beautiful as ever looked\\nFrom white clouds in a dream and, as I ran,\\nShe talked with musical voice and sweetly\\nlaughed.\\n\u00e2\u0080\u0094Bryant\u00e2\u0080\u0094 Sella.\\n29. Eva looked,\\nAnd lo a glorious hall, from whose high vault,\\nStripes of soft light, ruddy, and delicate green,\\nAnd tender blue, flowed downward to the floor\\nAnd far around, as if the serial hosts\\nThat march on high by night, with beamy spears,\\nAnd streaming banners, to that place had brought\\nTheir radiant flags to grace a festival.\\nBryant Little People of the Snow.\\n30. So Eva slept,\\nBut slept in death for when the power of frost\\nLocks up the motions of the living form,", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0082.jp2"}, "83": {"fulltext": "Exercises in Analysis. 77\\nThe victim passes to the realm of Death\\nThrough the dim porch of sleep.\\nBryant k Little People of the Snow.\\n31. The stag at eve had drunk his fill,\\nWhere danced the moon on Monan s rill,\\nAnd deep his midnight lair had made\\nIn lone Glenartney s hazel shade\\nBut when the sun, his beacon red\\nHad kindled on Benvoirlick s head,\\nThe deep-mouthed blood-hound s heavy bay\\nKesounded up the rocky way,\\nAnd faint, from farther distance borne,\\nWe heard the clanging hoof and horn.\\nScott\u00e2\u0080\u0094 u The Lady of the Lake.\\n32. As chief, w T ho hears his warders call,\\nTo arms the foemen storm the wall\\nThe antlered monarch of the waste\\nSprung from his heathery couch in haste\\nBut, ere his fleet career he took,\\nThe dewdrops from his flanks he shook\\nLike crested leader proud and high,\\nTossed his beamed frontlet to the sky,\\nA moment gazed adown the dale,\\nA moment snuffed the tainted gale,\\nA moment listened to the cry,\\nThat thickened as the chase drew nigh\\nThen, as the headmost foes appeared,\\nWith one brave bound the copse he cleared,\\nAnd stretching forward full and far,\\nSought the wild heaths of Uam-Yar.\\n\u00e2\u0080\u0094Scott\u00e2\u0080\u0094 The Lady of the Lake.\\n33. Soldier, rest thy warfare o er,\\nSleep the sleep that knows not breaking\\nDream of battle-fields no more,", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0083.jp2"}, "84": {"fulltext": "7 S Analysis of the English Sentence.\\nDays of danger, nights of waking.\\nIn our isle s enchanted hall,\\nHands unseen thy couch are strewing,\\nFairy strains of music fall.\\nSoldier, rest thy warfare o er,\\nDream of fighting fields no more\\nSleep the sleep that knows not breaking,\\nMorn of toil, nor night of waking.\\n\u00e2\u0080\u0094Scott\u00e2\u0080\u0094 The Lady of the Lake.\\n34. At length, with Ellen in a grove\\nHe seemed to walk and speak of love\\nShe listened with a blush and sigh,\\nHis suit was warm, his hopes were high.\\nHe sought her yielded hand to clasp\\nAnd a cold gauntlet met his grasp\\nThe phantom s sex was changed and gone,\\nUpon its head a helmet shone\\nSlowly enlarged to giant size,\\nWith darkened cheek and threatening eyes,\\nThe grisly visage, stern and hoar,\\nTo Ellen still a likeness bore\\nHe woke, and, panting with affright,\\nEecalled the vision of the night.\\nScott\u00e2\u0080\u0094 u The Lady of the Lake.\\n35. The bride kissed the goblet the knight took it\\nup,\\nHe quaffed off the wine, and he threw down the\\ncup,\\nShe looked down to blush, and she looked up to\\nsigh,\\nWith a smile on her lips, and a tear in her eye.\\nHe took her soft hand, ere her mother could bar\\nNow tread we a measure, said young Lochin-\\nvar. Scott Lochinvar in Marmion.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0084.jp2"}, "85": {"fulltext": "Exercises in Analysis, 79\\n36. One touch to her hand, and one word in her ear,\\nAs they reached the hall door, and the charger\\nstood near\\nSo light to the croup the fair lady he swung,\\nSo light to the saddle before her he sprung.\\nShe is won! We are gone, over bank, bush,\\nand scaur\\nThey ll have fleet steeds that follow, quoth\\nyoung Lochinvar.\\nScott Lochinvar in Marmion.\\n37. The train from out the castle drew,\\nBut Marmion stopped to bid adieu\\nThough something I might plain, he said,\\nOf cold respect to stranger guest,\\nSent hither by your king s behest,\\nWhile in Tantallon s towers I staid,\\nPart we in friendship from your land,\\nAnd, noble earl, receive my hand.\\nBut Douglas round him drew his cloak,\\nFolded his arms, and thus he spoke\\nMy manors, halls, and bowers shall still\\nBe open at my sovereign s will,\\nTo each one whom he lists, howe er\\nUnmeet to be the owner s peer.\\nMy castles are my king s alone,\\nFrom turret to foundation-stone\\nThe hand of Douglas is his own,\\nAnd never shall in friendship grasp\\nThe hand of such as Marmion clasp.\\n\u00e2\u0080\u0094Scott\u00e2\u0080\u0094 Marmion\\n38. Burned Marmion s swarthy cheek like fire,\\nAnd shook his very frame for ire,\\nAnd\u00e2\u0080\u0094 This to me? he said\u00e2\u0080\u0094\\nAn twere not for thy hoary beard,", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0085.jp2"}, "86": {"fulltext": "80 Analysis of the English Sentence.\\nSuch hand as Marmion s had not spared\\nTo cleave the Douglas head.\\nAnd first I tell thee, haughty peer,\\nHe who does England s message here,\\nAlthough the meanest in her state,\\nMay well, proud Angus, be thy mate\\nAnd Douglas, more I tell thee here,\\nEven in thy pitch of pride,\\nHere in thy hold, thy vassals near,\\n(Nay, never look upon your lord,\\nAnd lay your hands upon your sword),\\nI tell thee, thou art befied\\n4nd if thou saidst I am not peer,\\nTo any lord in Scotland here,\\nLowland or Highland, far or near,\\nLord Angus, thou hast lied\\n\u00e2\u0080\u0094Scott\u00e2\u0080\u0094 Marmion.\\n39. From the neighboring school\\nCome the boys,\\nWith more than their wonted noise\\nAnd commotion\\nAnd down the wet streets,\\nSail their mimic fleets,\\nTill the treacherous pool\\nIngulfs them in its whirling\\nAnd turbulent ocean.\\nLongfellow Rain in Summer.\\n40. They climb up into my turret,\\nO er the arms and back of my chair,\\nIf I try to escape, they surround me\\nThey seem to be everywhere.\\nThey almost devour me with kisses,\\nTheir arms about me entwine,", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0086.jp2"}, "87": {"fulltext": "Exercises in Analysis. 81\\nTill I think of the Bishop of Bingen,\\nIn his Mouse-tower on the Ehine\\nDo you think, O blue-eyed banditti,\\nBecause you have scaled the wall,\\nSuch an old mustache as I am\\nIs not a match for you all\\nI have you fast in my fortress,\\nAnd will not let you depart,\\nBut put you down into the dungeon\\nIn the round-tower of my heart.\\nLongfellow Children s Hour.\\n41. The world was all before them where to choose\\nTheir place of rest, and Providence their guide.\\nThey, hand in hand, with wandering steps and\\nslow,\\nThrough Eden took their solitary way.\\n\u00e2\u0080\u0094Milton\u00e2\u0080\u0094 Paradise Lost.\\n42. Milton, thou shouldst be living at this hour.\\nEngland hath need of thee. She is a fen\\nOf stagnant waters altar, sword, and pen,\\nFireside, the heroic wealth of hall and bower,\\nHave forfeited their ancient English dower\\nOf inward happiness. We are selfish men\\nOh raise us up, return to us again\\nAnd give us manners, virtue, freedom, power.\\nThy soul was like a star, and dwelt apart\\nThou hadst a voice whose sound was like the sea,\\nPure as the naked heavens majestic, free\\nSo didst thou travel on life s common way\\nIn cheerful godliness and yet thy heart\\nThe lowliest duties on herself didst lay.\\nWordsworth Sonnet to Milton.\\n\u00e2\u0080\u00946\u00e2\u0080\u0094", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0087.jp2"}, "88": {"fulltext": "82 Analysis of the English Sentence.\\n43. Ae fond kiss and then we sever\\nAe farewell, alas, forever.\\nHad we never loved sae kindly,\\nHad we never loved sae blindly,\\nNever met, or never parted,\\nWe had ne er been broken-hearted.\\nBurns To Nancy.\\n44. We look before and after,\\nAnd pine for what is not\\nOur sincerest laughter\\nWith some pain is fraught\\nOur sweetest songs are those that tell of saddest\\nthought.\u00e2\u0080\u0094 Shelley\u00e2\u0080\u0094 The Skylark.\\n45. One day, nigh weary of the irksome way,\\nFrom her unhastie beast she did alight,\\nAnd on the grass her dainty limbs did lay\\nIn secret shadow, far from all men s sight\\nFrom her fayre head her fillet she uhdight,\\nAnd laid her stole aside. Her angel s face,\\nAs the great eye of heaven shyned bright,\\nAnd made a sunshine in the shady place\\nDid ever mortal eye behold such heavenly grace?\\nSpenser Faery Queene.\\n46. Last noon beheld them full of lusty life\\nLast eve, in beauty s circle proudly gay\\nThe midriight brought the signal sound of strife\\nThe morn, the marshalling in arms the day\\nBattle s magnificently stern array\\nThe thunder clouds close o er it, which, when\\nrent,\\nThe earth is covered thick with other clay,\\nWhich her own clay shall cover, heapt and pent,\\nEider and horse, friend, foe, in one red burial\\nblent. Byron\u00e2\u0080\u0094 Battle of Waterloo.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0088.jp2"}, "89": {"fulltext": "Exercises in Analysis. 83\\n47. To him, who, in the love of nature, holds\\nCommunion with her visible forms, she speaks\\nA various language. For his gayer hours\\nShe has a voice of gladness and a smile\\nAnd eloquence of beauty and she glides\\nInto his darker musings with a mild\\nAnd healing sympathy that steals away\\nTheir sharpness ere he is aware.\\nBryant Thanatopsis.\\n48. Fitted for every use, like a great majestical\\nriver,\\nBlending thy various streams, stately thou new-\\nest along,\\nBearing the white-winged ship of poesy over thy\\nbosom,\\nLaden with spices that eome out of the tropical\\nisles,\\nFancy s pleasuring yacht with its bright and flut-\\ntering pennons,\\nLogic s frigates of war, and the toil-worn barges\\nof trade.\\nStory The English Language.\\n49. Thou hast the sharp, clean edge, and the down-\\nright blow of the Saxon,\\nThou the majestical march and the stately pomp of\\nthe Latin\\nThou the euphonious swell, the rhythmical roll of the\\nGreek\\nThine is the elegant suavity caught from sonorous\\nItalian\\nThine the chivalric obeisance, the courteous grace of\\nthe Norman\\nThine the teutonic German s inborn guttural strength.\\nStory\u00e2\u0080\u0094 The English Language.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0089.jp2"}, "90": {"fulltext": "84 Analysis of the English Sentence.\\n50. Therefore it is that I praise thee, and never cease\\nfrom rejoicing,\\nThinking that good stout English is mine and my an-\\ncestor s tongue\\nGive me its varying music, the flow of its free modula-\\ntion,\\nI will not covet the full roll of the glorious Greek,\\nLucious and feeble Italian, Latin so formal and state-\\niy,\\nFrench with its nasal lisp, nor German inverted and\\nharsh,\\nNot while our organ can speak with its many and\\nwonderful voices,\\nPlay on the soft lute of love, blow the loud trumpet of\\nwar,\\nSing with the high sesquialtro, or, drawing its full\\ndiapason\\nShake all the air with the grand storm of its pedals\\nand stops.\\nStory The English Language/", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0090.jp2"}, "91": {"fulltext": "PART SECOND.\\nOutlines of the Parts of Speech.\\nI. THE NOUN.\\nI. Definition. A Noun (Latin, nomen) is a name.\\nII. Classification. According to their uses, nouns\\nare classified as, (1) Proper, (2) Common.\\n1. A Proper Voun is a particular name of a person,\\nplace, or thing as, John, London, Mars, etc.\\nRule. Proper Nouns and their derivatives begin\\nwith a capital letter.\\n2. A Common Noun is a general name of persons,\\nplaces, or things as, boy, city, sun, etc.\\nCommon Nouns are sub-classed as follows\\na. Class Nouns, names that may be applied to\\nany one of a class as, boy, man, horse, etc.\\nb. Abstract Nouns, names of qualities, actions,\\nand all purely mental attributes as, sweet-\\nness, learning, joy, etc.\\nc. Collective Nouns, names that in the singular\\nform denote aggregation, or collection; as,\\njury, army, etc.\\nIII. Properties. The Properties of nouns are Gen-\\nder, Person, Number, and Case.\\n1. Gender, in English grammar, is that property of\\nnouns by which the sex of the person or thing named\\nis denoted.\\nThere are, in reality, only two genders, but it is\\ncustomary to distinguish both the fact of sex and the", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0091.jp2"}, "92": {"fulltext": "86 Analysis of the English Sentence,\\nlack of sex by a gender. Hence, English grammarians\\nrecognize four genders, as follows:\\na. Masculine Gender, which denotes that the\\nperson or thing named is of the male sex as,\\nboy, man, etc.\\nb. Feminine Gender, which denotes that the\\nperson or thing named is of the female sex\\nas, girl, lioness, etc.\\nc. Common Gender, which denotes that sex is\\npossessed by the person or thing named, but\\nthat the sex is not distinguished as, baby,\\nchildren, calf, etc.\\nd. Neuter Gender, which denotes lack of sex, as\\nin inanimate things as, iron, wood, etc.\\n2. Person is that property of nouns which shows\\nwhether the speaker, the person or thing addressed,\\nor the thing spoken of, is meant.\\nThere are three persons\\na. First Person, which denotes the speaker.\\nb. Second Person, which denotes the person or\\nthing addressed.\\nc. Third Person, which denotes the person or\\nthing spoken of.\\nNote.\u00e2\u0080\u0094 There is not much weight to person in nouns. The\\nnoun is so rarely and so questionably used in the first and the\\nsecond persons, that there is little use of calling attention to this\\nproperty in nouns. Pronouns, as will be seen, are more deeply\\naffected by Person, and are strongly inflected to denote this\\nproperty.\\n3. Number is that property of Nouns which desig-\\nnates whether one or more than one is meant.\\nThere are two numbers\\na. Singular Number is that form of the noun\\nwhich denotes that one is meant.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0092.jp2"}, "93": {"fulltext": "The Noun. 87\\nb. Plural Number is that form of the noun\\nwhich denotes that more than one is meant.\\n4. Case is that property of nouns which denote\\ntheir relation in sense to the other parts of the sen-\\ntence in which they are used.\\nThere are five cases, (a) Nominative, (b) Objective,\\n(c) Appositive, (d) Adjective, or Possessive, and (e)\\nAdverbial.\\na. The Nominative Case is the use of a noun to\\nexpress the simple fundamental element, or\\nthe simple attributive element, of a judg-\\nment as in the sentence, Mary is a seam-\\nstress.\\nb. The Objective Case is the use of a noun to\\nexpress the idea of the direct, or the indirect,\\nrecipient of an act as expressed by a transi-\\ntive verb in the active voice, etc. as in the\\nsentence, Mary gave me a book.\\nc. The Appositive Case is the use of a noun to\\nexplain or more clearly designate the person\\nor thing named by another noun, by denot-\\ning some peculiar habit, characteristic, trade,\\nor calling, etc., of the person or thing named\\nby the latter; as in the sentence, Hobson,\\nthe Naval Constructor, is a hero.\\nd. The Adjective, or Possessive Case is that\\nuse of a noun with the possessive sign, or\\nwith the preposition of, to denote owner-\\nship, authorship, origin, fitness, source, etc.,\\nof the person or thing designated by the noun\\nwith which it is used as in the expressions,\\nChildren s shoes, the sun s rays, the\\nnatives of Cuba, etc.\\ne. The Adverbial Case is that use of the noun", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0093.jp2"}, "94": {"fulltext": "88 Analysis of the English Sentence.\\nwith or without the preposition, to denote\\nthe time, place, etc., of an action, being, or\\nstate as in the sentences, John went home\\nyesterday/ We arrived in the city at day-\\nbreak, etc.\\nNote. Cases c, d., and e., will probably be criticised\\nby the wise and learned, especially the older authors and edu-\\ncators. But why the Appositive is not a case of the noun is\\na mystery to us. And it is not in the same case with the noun\\nto which it is apposed, for it is an element of a lower rank, that\\nis, a subordinate element, and hence cannot enter the same cate-\\ngory with elements of a higher rank at the same time.\\nThe Adjective Case has so long been called the Possessive\\ncase, that many will hesitate to accept the name, Adjective\\ncase. But it is always an adjective use of the noun, and rarely\\nmeans possession purelv.\\nThe Adverbial Case is such a use of the noun as is always ad-\\nverbial, and never objective save when it falls upon the line\\nbetween the adverbial and the objective, and is then called, and\\nrightly, the Adverbial Object. The use of the noun with the\\npreposition as an adverb, is in no sense objective. Hence we\\nprefer the name Adverbial Case.\\nThere is another use of nouns in our language, which should\\nbe noted, the use in naming the person addressed. This is called\\nthe independent case. It has no synthetic connection with\\nthe expressions near which it occurs. It corresponds to the\\nVocative Case of the Latin language. In analysis, the mean-\\nof such nouns should be noted, and they be designated as in the\\nIndependent Case by direct address.\\nII. THE PRONOUN.\\nI. Definition A Pronoun (Latin, pro, for and\\nnomen, name,) is a word used for, or instead of. a\\nnoun.\\nII. Classification 1. According to their structure,\\nPronouns are classified as follows\\na. Simple, when in their simplest, original\\nform as, I, he, thou, that, etc.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0094.jp2"}, "95": {"fulltext": "The Pronoun, 89\\nb. Reflexive, when used to intensify the idea\\nexpressed by some other pronoun, or noun\\nas, myself, himself, itself, etc.\\nc. Compound, when used to broaden the scope\\nof the idea they express, or of the idea\\nlimited by the idea they express as, who-\\never, whatever, whosoever, etc.\\n2. According to their uses, or their natures, Pro-\\nnouns are classified as follows\\na. Personal Pronouns, such as by their forms\\ndenote the person, number, and case, and\\nsometimes the gender; as, I, thou, he, she,\\nit, and their declined forms.\\nb. Relative Pronouns, such as are used to show\\nthe relation between, the idea expressed by\\nsome noun and a related thought expressed\\nin a clause element; as in the expression,\\nThe apples that you gave me, etc., as,\\nWho, which, what, that, etc.\\nc. Interrogative Pronouns, when they are used\\nto ask a question as Mn the sentence,\\nWhose book is that? etc.\\nd. Possessive Pronouns, when they are used to\\nexpress the idea both of the possessor and the\\nthing possessed; as, mine, thine, its, his,\\nhers, ours, yours and theirs.\\ne. Adjective Pronouns, such as are used to lim-\\nit the ideas expressed by nouns by denoting\\npossession or ownership; as, my, thy, your,\\nits, his, her.\\nIII. Properties of Pronouns. The Properties of\\npronouns are the same as those of Nouns Gender,\\nPerson, Number, and Case. Because the Pronoun is\\none of the most highly inflected parts of speech in our", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0095.jp2"}, "96": {"fulltext": "90\\nAnalysis of the English Sentence.\\nlanguage, a careful study of its declension is very nec-\\nessary.\\nIV. Declension. Declension of the Pronoun is the\\ngiving of the various forms it assumes to denote the\\nGender, Person, Number, and Case.\\nDeclensions.\\nPersonal Pronouns.\\nNominative. Possessive. Adjective. Objective.\\nFirst Person.\\nSingular I mine my me.\\nPlural we ours our us\\nSecond Person.\\nSingular ......thou thine thy thee\\nPlural ye, (you) yours your you\\nThird Person. Masculine.\\nSingular he his his him\\nPlural they theirs their them\\nThird Person, Feminine.\\nSingular she hers her her\\nPlural they theirs their them\\nThird Person, Neuter.\\nSingular .it its its it\\nPlural.... they theirs their them.\\nRelative Pronouns.\\nSingular who whose whose whom\\nPlural who whose whose whom\\nNote. As the other Pronouns have very little variety of form,\\nand as these few forms are usually correctly used, no further\\nspace will here be given to this subject.\\nNote.\u00e2\u0080\u0094 The Nominative form of the Relative who is con-\\nstantly used instead of the objective form, whom. This should\\nhave been corrected long before the pupil has reached this grade\\nof work, by a careful and constant supervision of the oral lan-\\nguage of the pupil by the teacher.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0096.jp2"}, "97": {"fulltext": "The Verb. 91\\nIII. THE VERB.\\nI. Definition A Verb is a word that asserts action,\\nbeing, or state. Some verbs all attributive verbs\\nexpress action and also assert this action as an attri-\\nbute of their subjects.\\nII. Classification 1. According to their complete-\\nness of predication, verbs are classified as follows:\\na. Copulative, when they are used to express an\\nidea of agreement between their subjects and\\nsome attribute of their subjects; as in the\\nsentence, John is writing.\\nSome Copulative Verbs have a purely copulative use,\\nwhile others may have this and other uses. Hence,\\nCopulative Verbs are sub-classed as\\n1. Pure Copulative Verbs, such as are used\\npurely to assert agreement as, be, am, is,\\nare, was, were.\\n2. Impure Copulative Verbs, such as may be\\nused to express other than mere assertions\\nof agreements. They are essentially of\\ntwo kinds, as follows\\na. Sense Verbs, such as express mind-\\ndecisions of agreement the certainty of\\nwhich is left to the power of one of\\nthe special senses to determine as,\\nlooks, smells, tastes, sounds, and feels,\\netc.\\nb. Mixed Copulative Verbs, such as are\\nused to assert agreement, and at the\\nsame time may possess the nature of a\\npure attributive verb as in the sen-\\ntence, He appears scholarly, etc.\\nb. Attributive Verbs, when used both to express\\nan attribute of action and to assert agree-", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0097.jp2"}, "98": {"fulltext": "92 Analysis of the English Sentence.\\nment between this attribute and the subject\\nas in the sentence, John reads (John is\\nreading). The boy studies his lesson/\\n(The boy is studying his lesson), etc.\\nAccording to their peculiar nature, Attributive Verbs\\nare:\\n1. Intransitive, when they are used to express\\nan idea of action that is not received by\\nsome person or thing; as in the sentence,\\nThe boy runs.\\n2. Transitive, when they express an idea of\\naction that is received by some person or\\nthing; as in the sentence, The boy loves\\nhis mother.\\n2. According to their mode of forming their Past\\nIndicative and Perfect Infinitive, Verbs are classified\\nas follows\\na. Irregular, when the past indicative and the\\nperfect infinitive are formed irregularly as,\\ngo, went, gone, etc.\\nb. Kegular, when the past indictative and the\\nperfect infinitive are regularly formed by\\nthe addition of d, or ed to the present\\nindicatives as, love, loved, loved, etc.\\nc. Defective, when some of the principal\\nparts are wanting; as, must, ought, etc.\\nd. Redundant, when there is more than one\\nform for one or more of the principal\\nparts as, bend, bent, or bended, etc.\\nIII. Properties. The Properties of the verb are\\nthe various modifications, or inflections, it undergoes\\nto indicate the voice, mode, tense, and agreements, of\\nthe verb. The names of the properties are, (1) Voice,\\n(2) Mode, (3) Tense, (4) Person and number.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0098.jp2"}, "99": {"fulltext": "The Verb. 93\\n1. Voice is that property of the Transitive Attribu-\\ntive Verb which designates whether the subject of the\\nverb receives the act of some other agent, or whether\\nthe subject of the verb performs an act that is re-\\nceived by some other person or thing.\\nTransitive Verbs have two voices\\na. Active, when the subject of the verb per-\\nforms an act that is received by some other\\nperson or things as, John writes letters.\\nb. Passive when the subject of the verb is the\\nrecipient of the action, which has been per-\\nformed by some other agency as, The\\napple was bitten by the boy.\\n2. Mode is that inflection of the verb by which the\\nmanner in which the assertions are made by the verb\\nare shown.\\nThere are four Modes, (a) Indicative, (b) Potential,\\n(c) Subjunctive, and (d) Imperative.\\na. The Indicative Mode is that used to assert in\\nthe simplest form, the agreement between\\nthe fundamental and the attributive ele-\\nments of a judgment; as, James recites.\\nb. The Potential Mode is the use of auxiliaries\\nto denote the power, possibility, permission,\\nwill, duty, or obligation to perform an act\\nas, in the sentence, I may go, etc.\\nObservation. The intervention of auxiliaries de-\\nstroys the modification of the verb to denote the per-\\nson and number of the subject.\\nc. The Subjunctive Mode is the method of ex-\\npression in which the agreement in the judg-\\nment expressed in the principal sentence\\nrests upon a condition as expressed in a sub-\\nordinate clause. In this Mode, the Person", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0099.jp2"}, "100": {"fulltext": "94 Analysis of the English Sentence.\\nand Number of the verb are effected. The\\nwords, if, tho, unless, etc., in the conditional\\nclause, are the usual signs of the condition,\\nas in the sentence, If I go, you will re-\\nmain.\\nc. The Imperative Mode is the use of a verb to\\nexpress a command or an entreaty, etc. The\\npeculiarity of this Mode is, that the subject\\nis omitted (See discussion of the Impera-\\ntive Sentence, Part I.) as, Ring the bells,\\netc.\\nIn this Mode, the Person and Number of the sub-\\nject do not enter into the consideration. In the Eng-\\nlish language commands are always given to the per-\\nson or thing addressed, hence, we may regard the sub-\\nject as being of the second person.\\nNote. Many authors regard the Infinitive as a verb, and there-\\nfore discuss what they are pleased to call the Infinitive Mode.\\nBut, since Mode is the Manner of assertion of action, being, or\\nstate, and since Infinitives do not, and cannot, assert, we feel\\nfully justified in disregarding an Infinitive Mode. All modes\\nexpress ideas of action in exactly the same way. It is the man-\\nner of the assertion that we consider in the study of mode. The\\nforms, uses, and relations of the Infinitive constitute the proper\\nstudy of that part of speech.\\n3. Tense is that form of the verb, or that use of\\nauxiliaries which generally denotes the time with ref-\\nerence to the present, of an action, being, or state.\\nIn the Indicative Mode there are six tenses that\\nclearly distinguish time with reference to the present\\ntime\\na. Present Tense denotes present time, and is\\nsignified by the present indicative form of\\nthe verb; as, I write, I am writing,\\netc.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0100.jp2"}, "101": {"fulltext": "The Verb. 95\\nb. Past Tense denotes past time, and is signified\\nby the past indicative form of the verb as,\\nI wrote, I was wriMng, etc.\\nc. Future Tense denotes future time, and is sig-\\nnified by the present indicative form of the\\nverb, together with the auxiliaries, shall and\\nwill, as tense signs, and these with be, in\\nthe progressive form; as, I shall write,\\nI shall be writing.\\nd. The Perfect (or Present Perfect Tense) de-\\nnotes action, being, or state as completed at\\nthe present time, and is denoted by the per-\\nfect infinitive, together with the use of\\nthe auxiliaries, have, has, or hast, to ex-\\npress the idea of present time, with been,\\nand the ing-infinitive in the progressive\\nform; as, I have written, I have been\\nwriting.\\ne. The Pluperfect (or Past Perfect) Tense de-\\nnotes action, being, or state as completed at\\nsome past time, and is expressed by the per-\\nfect infinitive, together with the use of the\\nauxiliaries, had, or hadst, to denote past\\ntime, with been and the in#-infinitive in the\\nprogressive form as, I had written,\\nThou hadst been writing, etc.\\nf The Future Perfect Tense denotes action, be-\\ning, or state as completed at some future\\ntime, and is denoted by the use of the per-\\nfect infinitive, together with the auxiliaries,\\nshall and will, to denote future time, and\\nhave, with been and the ing-infinitive in the\\nprogressive form ;as, I shall have written,\\nHe will have been writing, etc.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0101.jp2"}, "102": {"fulltext": "96 Analysis of the English Sentence.\\nNote. The Future Perfect Tense seems to be the Present Per-\\nfect Tense pushed forward into the future and so signified by\\nshall, or will. Been intervenes in all these perfect\\ntenses progressive to denote completed action. Note that the\\nauxiliaries in the tenses receive modifications to denote the per-\\nson and number of the Subject.\\nIn the Potential Mode there are four so-called\\nTenses. A close study of the forms will disclose the\\nfact that the real time expressed is very indefinite.\\na. Present Tense; as, I may go, He can\\nstudy, etc.\\nb. Past Tense; as, I might learn, You\\ncould try, etc.\\nc. Present Perfect Tense; as, He may have\\ngone, etc.\\nd. Past Perfect Tense; as, John might have\\nsucceeded, etc.\\nNote.\u00e2\u0080\u0094 Carefully study the real time expressed in the above\\nsentences. What peculiar things do you note in each, with\\nreference to the time of the actions\\nNote.\u00e2\u0080\u0094 Review what is said in Part I., concerning Mode Aux-\\niliaries.\\nIn the Subjunctive Mode, there are six tenses, as in\\nthe Indicative, and the time, with reference, to the\\npresent, is generally clearly distinguished in each.\\nNot all the tense forms in the six tenses are in con-\\nstant use, in this Mode, but all are allowable.\\nNote.\u00e2\u0080\u0094 The signs if, tho, unless, except, precede the verb in\\nthe Subjunctive Mode, and the modifications of the verb to agree\\nwith the subject in person and number are cancelled. In practice,\\nhowever, there is much irregularity, even among our ablest\\nwriters and speakers, in this regard.\\nIn the Imperative Mode, there is but one tense, the\\nPresent, and this is indicated by the present indica-\\ntive form of the verb, either in the common, or in the\\nprogressive form; as, Stand, or Be standing,", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0102.jp2"}, "103": {"fulltext": "The Infinitive. 97\\netc. Possibly there is an emphatic form of the verb in\\nthis Mode. If so, it is do together with the above\\nforms; as, Do thou stand, or, Do thou be stand-\\ning. These latter forms are not in present use, how-\\never, and hence scarcely merit notice in a study of\\nstrictly modern English.\\nIV. THE INFINITIVE.\\n1. Definition. An Infinitive is a word used to ex-\\npress an idea of action, being or state, without the lim-\\nitation of the person and number of its subject.\\nII. Classification. 1. According to their nature\\nand use, Infinitives are classified as follows\\na. Substantive, when used merely to name an\\naction, being, or state.\\nb. Attributive, when used to express the idea\\nof an attribute of its subject, either nomina-\\ntive or objective.\\nc. Participial, when used as an adjective or as\\nan adverb, it expresses an idea that qualifies\\nan idea expressed by a noun, or a verb, or\\nanother infinitive.\\n2. According to their form, Infinitives are classified\\nas follows\\na. Eoot-infinitives Present Indicative forms of\\nthe verb, usually with to.\\nb. Ing-infinitives, the Indicative Present form,\\nplus the sylable -ing, denoting action in\\nprogress.\\nc. The -ed, the -d, and the irregular\\nforms, to denote completed action.\\n3. According to the time of the action they express,\\nInfinitives are classified as follows", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0103.jp2"}, "104": {"fulltext": "98 Analysis of the English Sentence.\\nm\\na. Present, denoting present action, being, or\\nstate.\\nb. Perfect, denoting completed action, being, or\\nstate.\\nV. ADJECTIVES.\\nI. Definition. An adjective is a word used to ex-\\npress an idea that limits or qualifies an idea expressed\\nby a noun as, green leaves, a parched desert,\\nrunning water, etc.\\nII. Classification. According as the ideas express-\\ned by adjectives limit or qualify the ideas expressed\\nby nouns, adjectives are classified as follows\\n1. Definitive, when expressing ideas that limit by\\ndenoting what, whose, how many, etc. as, this pen,\\nJohn s book, nine men, etc.\\n2. Descriptive, when expressing ideas that qualify\\nby denoting what kind that is, by denoting some\\nquality, or modifying action of the person or thing\\nnamed by the noun as, sweet apples, warm weather,\\nfalling rain, running stream, etc.\\nIII. Properties. Descriptive Adjectives have one\\nproperty, that is, Comparison.\\n1. Definition. Comparison is that form or modifi-\\ncation of qualifying adjectives by which they denote\\na greater or a lesser degree of the quality possessed\\nby the person or thing named by the noun.\\n2. Degrees. With reference to the positive, or the\\nnatural, or the standard degree, of the quality, there\\nare two degrees of comparison, namely, the Compara-\\ntive, and the Superlative.\\na. The. Comparative Degree denotes a quantity\\nof the quality somewhat higher or lower,", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0104.jp2"}, "105": {"fulltext": "The Adverb. 99\\ngreater or less, than the standard quality as,\\nwiser actions, more beautiful sunset, etc.\\nThe Comparative Degree is expressed by the\\nuse of the suffix u -er, or the words more\\nor less prefixed to, the word expressing\\nthe standard quality.\\nThe Superlative Degree denotes the highest\\nDr the lowest, the greatest or the least, quan-\\ntity of the quality, as compared with the\\nstandard quality as, the tallest trees, the\\nsweetest apples, etc.\\nThe Superlative Degree is expressed by the\\nsuffix -est, or the words most, or\\nleast, prefixed to, the adjective.\\nVI. THE ADVEKB.\\nI. Definition. An Adverb is a word that is used to\\nexpress an idea that qualifies or limits ideas of action,\\nbeing, or state, expressed by verbs or infinitives, and\\nto limit ideas of quality expressed by adjectives and\\nother adverbs, by denoting the manner, time, place,\\ncause, reason, accompaniment, or agency, etc., of the\\naction, being, or state, expressed by verbs, or by de-\\nnoting the degree of quality expressed by adjectives\\nand adverbs.\\nII. Classification. According to their nature or\\nuse, Adverbs are classified as follows\\n1. Adverbs of Manner, such as qualify the idea of\\naction, etc., by denoting the manner of the perform-\\nance or the being so as, running swiftly.\\n2. Adverbs of Place, such as limit the idea of action\\nto a certain place as, standing there.\\ni.tfC.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0105.jp2"}, "106": {"fulltext": "100 Analysis of the English Sentence.\\n3. Adverbs of Time, such as limit the idea of action\\nby denoting when it took place as, reciting now.\\n4. Adverbs of Cause, such as limit the idea of action\\nby denoting the Why? of its performance as, There-\\nfore he suffers.\\n5. Adverbs of Degree, such as express ideas that in-\\ntensify the ideas expressed by descriptive adjectives\\nand adverbs of manner; as, most civilized country,\\nrunning very swiftly, etc.\\n6. Adverbs of Eeason, closely related to Adverbs of\\nCause.\\nNote.\u00e2\u0080\u0094 Adverbs of Accompaniment, Agency, etc., express\\nshades of meaning in the form of phrase elements, and some-\\ntimes in the form of clause elements. Such adverbs are to be\\nstudied better in Analysis. They have no word-representatives\\nin our language, as is practically true of adverbs of cause and of\\nreason, save in the use of the interrogative Why.\\nIII. Properties. Comparison. Adverbs of Manner^\\nderived as they are from descriptive adjectives, are\\ncompared in the same manner as are descriptive ad-\\njectives. Keview Comparison of Adjectives, and apply\\nthe principles to Adverbs of Manner.\\nVII. CONNECTIVES.\\nI. Definition. Connectives are such words as are\\nused to express the relations existing between the\\nideas or judgments expressed by words, phrases,\\nclauses, or sentences.\\nII. Classification. According to the rank of the\\nideas or judgments between which they express rela-\\ntions, Connectives are classified as follows\\n1. Co-ordinate, when they express the relations ex-\\nisting between elements of the same rank as, and, or\\netc.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0106.jp2"}, "107": {"fulltext": "Connectives. 101\\nAccording to the nature of the relations they express,\\nCo-ordinate Connectives are classified as follows\\na. Copulative, when used merely to express the\\nrelation of aggregation of ideas or thoughts\\nof the same rank as, and, also.\\nb. Adversative, when used to express the idea\\nof contrary conditions in the members joined\\nas, but, though, etc.\\nc. Comparative, when used to express the re-\\nlation of a comparison between the related\\nmembers joined as, as many as, as far as,\\netc.\\nd. Alternative, when used to express the idea\\nof a choice or preference, of the co-ordinately\\nused ideas or thoughts used disjunctively\\nas, or, nor, etc.\\nAlternative Connectives maybe classified as follows\\n1. As to form\\na. Simple as, or, nor, either, neither.\\nb. Double as, either or, and neither nor.\\n2. As to Nature\\na. Positive as, or, and either or.\\nb. Negative as, nor, and neither nor.\\n2. Subordinate Connectives, when they are such as\\nare used to express the relations existing between\\njudgments or ideas of unequal rank.\\nSubordinate Connectives are sub-classed as follows\\na. Conditional Connectives, when used to ex-\\npress the relations existing between a prin-\\ncipal and a subordinate judgment, when the\\nsubordinate judgment is the condition upon\\nwhich the principal judgment becomes a fact\\nas stated Examples if, tho, unless.\\nb. Eelative Pronouns, which are used to ex-", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0107.jp2"}, "108": {"fulltext": "102 Analysis of \\\\h\u00c2\u00b0 English Sentence.\\npress the relation of the judgment expressed\\nby the Adjective Clause to the idea limited\\nby this related judgment; as, who, which,\\nwhat.\\nc. Relative Adverbs, which are used to express\\nthe relation existing between a subordinate\\nrelated judgment and the idea expressed by\\na noun, which it limits by denoting time or\\nplace as, when, where.\\nd. Conjunctive Adverbs, which are used to ex-\\npress the relation existing between a sub-\\nordinate related judgment and some idea of\\naction, being, or state, which the subordinate\\nrelated judgment limits by denoting time,\\nplace, etc. as, when, where.\\ne. Prepositions, which are used to express the\\nrelations existing between subordinate re-\\nlated ideas and the ideas which these sub-\\nordinate related ideas limit or qualify as,\\non, in, by, into, from, of, under, etc.\\nVIII. EXCLAMATIVES.\\nDefinition. Exclamatives are words used to express\\nsurprise, enthusiasm, sentiment, scorn, hatred, admo-\\nnition, admiration, disregard, etc.\\nFollowing are examples of Exclamatives\\nOh!, Behold!, Hurrah!, Hallelujah!, Bravo!, Be-\\nware!, Glory!, Wonderful Pooh etc.\\nIn analysis of thought, the significance of such ex-\\npressions ought to be considered, and they should be\\nnamed, simply, Exclamatives.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0108.jp2"}, "109": {"fulltext": "SUPPLEMENT.\\ni.\\nEules for Spelling Plural Nouns.\\nEule I. The plurals of nouns are regularly formed\\nby adding s to the singular form.\\nEule II. The plurals of nouns ending in y pre-\\nceded by a consonant are formed by changing final\\ny to i, and adding es to this form.\\nEule III. The plurals of nouns ending in f or\\nfe are formed by changing f or, fe to v,\\nand adding es.\\nThere are some exceptions to Eule III., as fife,\\nfifes, staff, staffs, etc.\\nEule IV. The plurals erf nouns ending in the sound\\nof s, sh, ch, x, z, j, are formed by\\nadding es to the singular.\\nEule Y. The plurals of most nouns ending in o\\npreceded by a constant sound are formed by adding\\nes to the singular.\\nEule VI. The plurals of some nouns are denoted\\nby different words.\\nEule VII. The plurals of signs, letters, figures,\\netc., are formed by adding J s to the singular.\\nEule VIII. In compound words, the basic part is\\nusually pluralized.\\nEule IX. In some compound words, both parts are\\npluralized.\\nEule X. Some nouns have two plurals, according\\nto the meaning they are meant to express.\\nEule XL Some nouns have no plural form.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0109.jp2"}, "110": {"fulltext": "104 Analysis of the English Sentence.\\nKule XII. To spell the possessive forms\\n1. First spell the singular form, then add the pos-\\nsessive sign s). If the singular ends in s, some-\\ntimes add the apostrophe only.\\n2. Plural. First spell the plural, then add the pos-\\nsessive sign s). If the plural ends in usually\\nadd the apostrophe only.\\nNote. Proper nouns are easily pluralized.\\nNote.\u00e2\u0080\u0094 Foreign nouns are variously pluralized. As little use is\\nmade of them in this grade, it is thought unnecessary to treat\\nthem here.\\nNote.\u00e2\u0080\u0094 To The Teacher: Supply list of nouns involving the\\nabove rules, and require the pupils to acquire skill in correctly\\nwriting the plurals.\\nII.\\nUses of Capital Letters\u00e2\u0080\u0094 Punctuation.\\nThe general uses of Capital Letters should be al-\\nready accurately known by pupils of this stage of\\nlanguage study. It should be taught incidentally but\\npersistently in connection with all the language work\\nfo all the preceding years, as well as should also, the\\nuses of the period and other marks of punctuation, es-\\npecially as far as their fixed uses extend. Scarcely\\ndoes one ever learn all the uses of the comma, but if\\nproperly taught, the fixed uses of all the marks of\\npunctuation may be definitely learned by every pupil\\nbefore the age of twelve.\\nLet the teacher see to it, that the pupils in the\\ngrades receive the above knowledge in connection\\nwith the written composition, and other language\\nwork. Punctuation, in its broader sense is learned\\nonly by punctuating, and the flexibility of the use of\\nthe comma, especially, will for a long time be a source\\nof something akin to wonder to the student.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0110.jp2"}, "111": {"fulltext": "Supplement 105\\nIII.\\nConjugation.\\nTo conjugate a verb is to produce all the forms\\nof the verb in the various .voices, modes, tenses, and\\npersons and numbers.\\nThe author does not consider this work finished\\nwithout supplying a model for the conjugation of\\nverbs. Too little attention is paid of late to the fixing\\nof the correct forms of verbs in the mind of the pu-\\npil. The conjugation of the verb teach is appended\\nhereto\\nTeach.\\nPrincipal Parts present, teach past taught per-\\nfect infinitive, taught.\\nActive Voice.\\nIndicative Mode.\\nPresent Tense.\\nSingular. Plural.\\n1. I teach. We teach.\\n2. Thou teachest, (you teach). Ye or you teach.\\n3. He teaches. They teach.\\nPast Tense.\\n1. I taught. We taught.\\n2. Thou taughtest (you taught). Ye or you taught.\\n3. He taught. They taught.\\nFuture Tense.\\n1. I shall teach. We shall teach.\\n2. Thou wilt (you will) teach. Yeoryou will teach.\\n3. He will teach. They will teach.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0111.jp2"}, "112": {"fulltext": "106 Analysis of the English Sentence.\\nPresent Perfect Tense.\\n1. I have taught. We have taught.\\n2. Thou hast (you have) taught. Ye or you have\\ntaught.\\n3. He has taught. They have taught.\\nPast Perfect Tense.\\n1. I had taught. We had taught.\\n2. Thou hadst (you had) taught. Ye or you had\\ntaught.\\n3. He had taught. They had taught.\\nFuture Perfect Tense.\\n1. I shall have taught. We shall have\\ntaught.\\n2. Thou wilt (you will) have Ye or you will have\\ntaught. taught.\\n3. He will have taught. They will have\\ntaught.\\nPotential Mode.\\nPresent tense.\\n1. I may teach. We may teach.\\n2. Thou mayst (you may) teach. Ye or you may teach.\\n3. He may teach. They may teach.\\nPast Tense.\\n1. I might teach. We might teach.\\n2. Thou mightst (you might) Ye or you might\\nteach. teach.\\n3. He might teach. They might teach.\\nPresent Perfect Tense.\\n1. I may have taught. We may have taught\\n2. Thou mayst (you may) have Ye or you may have\\ntaught. taught.\\n3. He may have taught. They may have\\ntaught.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0112.jp2"}, "113": {"fulltext": "Supplement 107\\nPast Perfect Tense.\\n1. I might have taught. We might have\\ntaught.\\n2. Thou mightst (you might) Ye or you might have\\nhave taught. taught.\\n3. He might have taught. They might have\\ntaught.\\nSubjunctive Mode.\\nPresent Tense.\\n1. If I teach. If we teach.\\n2. If thou (you) teach. If ye or you teach.\\n3. If he teach. If they teach.\\nPast Tense.\\n1. If I taught. If we taught.\\n2. If thou (you) taught. If ye or you taught.\\n3. If he taught. If they taught.\\nFuture Tense.\\n1. If I shall teach. If we shall teach.\\n2. If thou (you) will teach. If ye or you will\\nteach.\\n3. If he will teach. If they will teach.\\nPresent Perfect Tense.\\n1. If I have taught. If we have taught.\\n2. If thou (you) have taught. If ye or you have\\ntaught.\\n3. If he has taught. If they have taught.\\nPast Perfect Tense.\\n1. If I had taught. If we had taught.\\n2. If thou (you) had taught. If ye or you had\\ntaught.\\n3. If he had taught. If they had taught.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0113.jp2"}, "114": {"fulltext": "108 Analysis of the English Sentence.\\nFuture Perfect Tense.\\n1. If I shall have taught. If we shall have\\ntaught.\\n2. If thou (you) will have taught. If ye or you will\\nhave taught.\\n3. If he will have taught. If they will have\\ntaught.\\nImperative Mode.\\n2. Teach thou. 2. Teach Ye.\\nPassive Voice.\\nSynopsis.\\nIndicative Mode.\\nPresent Tense I am taught.\\nPast Tense I was taught.\\nFuture Tense I shall be taught.\\nPresent Perfect Tense I have been taught.\\nPast Perfect Tense I had been taught.\\nFuture Perfect Tense I shall have been taught.\\nPotential Mode.\\nPresent Tense I may be taught.\\nPast Tense I might be taught.\\nPresent Perfect Tense I may have been taught.\\nPast Perfect Tense I might have been taught.\\nSubjunctive Mode.\\nPresent Tense If I be taught.\\nPast Tense If I were taught.\\nFuture Tense If I shall be taught.\\nPresent Perfect Tense If I have been taught.\\nPast Perfect Tense If I had been taught.\\nFuture Perfect Tense ,..If I shall have been taught.\\nImperative Mode.\\nPresent Tense Be taught, or Be thou\\ntaught.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0114.jp2"}, "115": {"fulltext": "Supplement 109\\nNote.\u00e2\u0080\u0094 Let many verbs be conjugated as above, until the pupil\\nis thoroughly acquainted with all the various forms in the dif-\\nferent voices, modes, tenses, persons, and numbers.\\nNote.\u00e2\u0080\u0094 It will be observed that some of the forms -of the sub-\\njunctive are not in common use. Some are indeed weak. But as\\nall these tenses are represented in the subjunctive mode, it is\\nbetter that they be studied in the complete conjugation.\\nNote.\u00e2\u0080\u0094 Some authors touch the Subjunctive lightly, because\\nthey realize that the gradual growth and change of the language\\nare slowly gnawing at the peculiar modifications of the verb in\\nthis mode, and that they will, probably, finally end in the\\nsmoother forms of the indicative mode.\\nNote.\u00e2\u0080\u0094 To the Teacher: The foregoing study of the parts of\\nspeech should not and cannot be kept entirely separate from the\\nstudies in analysis: By properly doing the work of Part First,\\nalmost all of the work in Part Second will have received the at-\\ntention of the pupil. Part Second should be a summary of the\\npupil s knowledge already gained from Part First and elsewhere,\\nand should supply other details necessary to a thorough under-\\nstanding of the vital, underlying principles of our language.\\nIt is confidently believed that, with a thorough mastery of the\\nlessons of this book, the pupil will be prepared to lay hold upon\\nwhatever difficulties remain with power to grasp and to solve\\nthe same. If such be the consequence of this study, this work\\nhas not been done in vain.", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0115.jp2"}, "116": {"fulltext": "", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0116.jp2"}, "117": {"fulltext": "", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0117.jp2"}, "118": {"fulltext": "", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0118.jp2"}, "119": {"fulltext": "", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0119.jp2"}, "120": {"fulltext": "", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0120.jp2"}, "121": {"fulltext": "", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0121.jp2"}, "122": {"fulltext": "", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0122.jp2"}, "123": {"fulltext": "", "height": "3987", "width": "2557", "jp2-path": "analysisofengli00beem_0123.jp2"}, "124": {"fulltext": "", "height": "4168", "width": "2824", "jp2-path": "analysisofengli00beem_0124.jp2"}}