318. "Barefoot," a representative of the adverbial phrase., "on barefoot." (Gr., 23, obs. 2.)

339. All the while"-during all the while. (See Gr., 23, obs. 2.)

341. "Were chosen probationer."

"Probationer," a noun, in predicate with "werc chosen." (Gr., 210, obs. 8.) 351. "Maker," a logical adjunct of "thee." "To mold "Me," the direct object, and "man," the remote object. (Gr., 210, obs. 7.)

me man."

358. "Not" negatives the phrase, "To praise him." 365. "Your going to college," a participial phrase-object of the action expressed by "opposing." "Opposing your going to college," a participial phrase-object of the relation expressed by the preposition "by." By opposing your going to college," a prepositional phrase, adjunct of "abridged."

367. "There," a word of euphony-not placed in Diagram.

372. Knowledge-of what? This phrase is susceptible of two constructions: 1. Knowledge of the existence of any connection between them. 2. Knowledge of any connection being-existing between them. This construction is adopted in the Diagram.

378. "No man had survived." That is not quite true. But "No mortal man save him had survived." That is true. "Save him" is a prepositional phrase, modifying "no;" and "no," with its modifying phrase, modifies "man."

383. "That" refers to the independent phrase.

memory." It is the leader of "This" refers to "Forecast."

384. "There" being used only to allow the predicate to precede its subject, is a word of euphony, and has no place

388. "Will stand out faithful"-will remain faithful.

389. "Annoy," by apocope, for annoyance. (Gr., 300.) Who wrought annoyance to thy walls.

390. "Ishmael's wandering race" [came]. (See context in Pollock.)

391. The king granted [permission].

392-3. Diagrams adapted to the two different constructions of these sentences are given, that the teacher may adopt either, according to his own views. (See Gr., 171, last paragraph.)

394-5. See the last observation.

396. 'Anna is tall." How tall? As tall. The question is answered only by adding to the word "as" the modifying phrase, "as Clarissa," which constitutes the second term in the comparison. Hence the first "as" modifies "tall," and the phrase, "as Clarissa," modifies (See Gr., 170.)

66

as."

398. "Delia is taller," but not fairer. These are comparatives that require second members. (See Gr., 173.)

401. "Gives character"-lovely character-more lovely -more than [that character which] any other religion ever did [give].

402. "Best form"-best of all nations. (See Gr., 274, obs. 14.)

403. "Which moves us"-moves most-most of all forms.

409. "Widow" and "mother" are logical adjuncts of Mary." (See Gr.. 231, obs. 2.)

410.

three Persons, viz., the first [Person], the second [Person], and the third [Person].

422. "What" is equivalent to "that which," and is substituted for those two words for elegance. But, according

to most grammarians, it is to be resolved into its elements in analysis and parsing. (See Gr., 222, obs. 5.)

424. neither John's [book] nor Eliza's book.

428. "Itself," being a word of euphony, is not placed in Diagram.

433. opened wide-[to a] wide [extent]. (See Gr., 256, obs. 2.)

434. “Bad," an adjective, in predicate with "feels." The teacher will notice that the verb "feels" is used not in its literal sense, but figuratively. The girl is in a bad state of feeling-is bad in feelings. In the same sense of that word, we say, Velvet feels smooth, a file feels rough.

438-9. I give the two forms of Diagrams adapted to the ancient and the modern idioms.

440-2. The same sentence, with adjuncts gradually added. I make the phrase, "God's exercising it," participial, substantive object of "from;" "From God's exercising it," a prepositional phrase, adverbial adjunct of "doth arise," understood; "As [it doth arise] from God's exercising it," a sentence, adverbial adjunct of "so;" "Not" is also an adjunct of "so;" "So," with all its adjuncts, is an adjunct of "much;" "Much," with all its adjuncts, is an adjunct of the phrase, "From their obtaining mercy." (See Gr., 255, obs. 2.)

450. "It is fit." What is fit? The following complex sentence tells. Hence that sentence is a logical adjunct of "it." (See Gr., 236.)

451.

66 may walk [through] the fields of earth. May walk" is here an intransitive verb-hence the necessity of supplying the preposition.

453. "They say this shall be."

454. "And it is"

455. "For they think'

Wherefore?

When?

PARSING.

TEAOHERS differ widely in their estimate of the importance of parsing exercises-some devoting most of the pupil's time in Grammar to Parsing; others, regarding this exercise of but little practical importance, almost wholly neglect it.

Without entering into this discussion, I propose here briefly to state my practice, and some of the reasons for it-and the reasons first.

As language is the proper expression of thought, it is obviously the teacher's first business to develop the thoughts embodied in the sentence. Upon this EXEGESIS depends the proper ANALYSIS of a sentence. Analysis discloses the office of each element in the structure of a sentence; and when a sentence or a phrase is properly analyzed, the principal part of parsing it is accomplished-all that remains being a proper inquiry into the modification of the elements;-hence, obviously, all correct PARSING has its foundation in ANALYSIS, and accuracy in analysis can be accomplished only by arriving at the true EXEGESIS of the sentence.

My practice, therefore, is to expound the text before the class by a series of questions such as are presented in the "INTRODUCTORY EXERCISES" in the Grammar. This paves the way to correct analysis, to which I proceed, in the earlier stages of the pupil's progress-having short exercises in exposition and analysis during the entire progress of the class through Parts I. and II. of the Grammar. Throughout the progress of the class in SYNTAX, I have frequent exercises in parsing, having analysis as its basis.

At the request of many teachers, I give below a few examples of CLASS EXERCISES in parsing. These exercises are taken almost verbatim as they occur in the regular exercises of the classes, in which the errors of the pupils are exposed, and the method of correcting them given.

I use the CHART, and follow its order of arrangement; and with the younger classes, I have diagrams drawn upon the blackboard.

I. EXERCISES IN ANALYSIS AND PARSING IN A CLASS OF BEGINNERS.

"Class, turn to page 13.

"Charles may analyze the first sentence." CHARLES.-The subject

"Not so fast. You should never attempt to analyze a sentence until you have first read it; for you can not intelligently analyze a sentence until you have imbibed the