these relations, enter in as the component parts of a sentence. The pupil who learns to determine the elements of a sentence, must, therefore, learn the force of these combinations before he separates them into the single words which compose them. This advantage is wholly lost in the ordinary methods of parsing. (4.) But the grand advantage to be gained from this method may be seen in the facility which it affords the learner for constructing the language. If English Grammar teaches "the art of speaking and writing the English language correctly," the only successfu method of obtaining a knowledge of that art is, by means of construction and analysis. This system cannot be pursued with even tolerable success, without requiring the pupil to construct repeatedly the various forms of sentences and elements of sentences. Such exercises afford the teacher an opportunity of correcting all errors in orthography, punctuation, construction, and the use of words. It may be further added, that this system is only applying to the English what, in our higher seminaries, is applied to the classic languages. And as these seminaries are to be supplied mainly from our common schools, a demand is created for a more philosophical plan of teaching the English language. The parts of this work are so classified and arranged that the learner commences with the simplest forms, and advances by a natural and easy gradation to the most difficult. A brief system of etymology is introduced in connection with the analysis; but, that it may not interrupt the progress of the work, it is arranged in an Appendix, and is referred to as the learner advances. The parts in large type are to be studied, while those in small type are intended for the teacher and the more advanced pupil. It may be well, on going through the work for the first time, to omit some portions of the larger type. It is the authors intention, as soon as practicable, to prepare an abridgment of the work, in which the most important principles only will be discussed, and accompanied with such exercises as will adapt the work to a younger class of pupils. In the preparation of this treatise, the author acknowledges his indebtedness to the excellent Latin Grammar of Andrews and Stoddard, and especially to that of Dr. Kühner, translated from the German by Professor J. T. Champlin, of Waterville College; also to the invaluable Greek Grammars of Professor A. Crosby and of Dr. Kühner: those of Dr. Kühner were translated, the larger by Professor B. B. Edwards and S. H. Taylor, of Andover, the smaller by S. H. Taylor, principal of Phillips Academy. Much aid has been derived from the work of George Crane, and from that of De Sacy, on General Grammar. Cherishing the hope that this work may contribute, in some small degree, to improve the methods of teaching the English language, the author submits it to the judgment of a candid public. S. S. GREENE. BOSTON, 1847. CONTENTS. .5 V. Modifications of the Predicate,. 1. Modifications of the Predicate-Nominative, 3. Adverbs of Cause or Source,. 4. Adverbs denoting Manner,......................................... - CHAPTER II ELEMENTS OF THE SECOND CLASS. -- PHRASES. SECT. I. Nature of Elements of Second Class,.. 1. Component Parts of the Phrase,.. 2. The Phrase considered as a Whole, ........ ............... III. The Phrase used as the Adjective Element, ...... ...... 1. Component Parts of the Subordinate Clause,... 128 2. The Clause considered as a Whole,.. V. Complex Elements containing Clauses,........ VII. Compound Elements of the Third Class, ...... .. 164 COÖRDINATE CLAUSES. 8xCT. I. Copulative Coördinate Clauses, II. Adversative Coördinate Clauses, 1. Arrangement of the Principal Elements, 2. Arrangement of the Adjective Element, 1. Peculiarities in the Structure of Sentences,..... 195 2. Peculiarities in the use of the Parts of a Sen- tence, .... |