bag." The second statement, "it is a thin bag," contributes to the first-which is the main or skeleton statement—a single word, "thin ;" the third statement adds to the main statement another particular, expressed by the single word "light;" the fourth adds a phrase, "made of varnished silk;" the fifth adds another phrase, “generally shaped like a globe;" and the sixth still another phrase, "filled with a fluid lighter than common air." Separate State ments......... Combined... 1. Columbus returned to Spain. He returned in 1493. 3. He had spent some months in exploring the delightful regions. 4. These regions were now first thrown open to European eyes. In 1493, Columbus returned to Spain, having spent some months in exploring the delightful regions now first thrown open to European eyes. 5. The reverse of Synthesis, or building up detached statements into a Simple Sentence, is rhetorical Analysis, that is, writing in separate sentences the different statements implied in the original sentence. Thus "Goldsmith, the author of the 'Deserted Village,' wrote with perfect elegance and beauty, in a style of mellow tenderness and elaborate simplicity." This sentence may be resolved into the following statements: 2. Goldsmith was the author of the "Deserted Vil lage." 3. He wrote with perfect beauty. 4. He wrote in a style of mellow tenderness. 6. Pupils should learn, first of all, to express their thoughts in Simple Sentences. School-boys and schoolgirls often fall into the habit of writing long, loose, ill-constructed sentences. In order to form the habit of clear composition, remember the following: RULE. Do not combine disconnected statements by means of Conjunctions or Relative Pronouns; but write short sentences, each expressing a complete thought. And whenever you have written a very long, involved sentence, break it up into two or more brief and clear sentences. 7. The following is a single sentence taken from the Exercise of a pupil : "Peter Vacaro an Italian who lived in South America, had a monkey which was so well trained that he would do any thing that he told him, so one day he told him to go to the market and bring some meat and the monkey done as he was told, got the meat and hurried home." This would be improved very much by breaking it up, and making a few slight changes-thus: "Peter Vacaro, an Italian who lived in South America, had a monkey which was so well trained that he would do any thing his master bade him do. One day he was told to go to the market and bring some meat. The monkey did as he was ordered: he got the meat and hurried home." Exercise 39. Combine the following groups of statements so that each group shall form a single SIMPLE SENTENCE: 1. New York is a great city. It is a commercial city. It is situated on New York Bay. It is situated at the mouth of the Hudson River. 2. I have a dress. It is a pretty dress. It is a blue dress. It is made of silk. It is cut in the latest fashion. It is trimmed with lace. 3. Charles XII., of Sweden, was defeated. He was defeated at Pultowa. It was by Peter the Great he was defeated. 4. The house was burned. It was a white house. The house was on the hill. It had a beautiful garden. 5. The smugglers came to the hermit's cell. They came on the third day. They came by the direction of the peasants. 6. The Federalists secured the election of John Adams. He was already distinguished by his political services during the tice Exchange papers, and write letters of criticism. No 1. Is the sentence a Simple Sentence? 2. Are there any mistakes of spelling? 3. Is the punctuation correct? 4. Are the Phrases arranged in the best possible manner? 5. Has the sentence any other faults? Can you improve it in any way? B. Break up each of the following long sentences into a number of brief, clear sentences, making any needed corrections. (These sentences are from actual compositions.) 1. One day I took Gip out to let him run and he saw a cat and the cat stuck up her tail and scratched him on the nose and ran away and he will never go near a cat again. 2. The first locomotive was invented in 1802 by Richard Trevethick, but could only draw a light load at the slow rate of five miles an hour, and thence, step by step, they became more elaborate, stronger, and faster until now they are beautiful specimens of workmanship, and almost any day you can see a locomotive dragging after it so long a train of cars that it would seem it were impossible for the locomotive to stir it, and now they attain the almost incredible speed of sixty miles an hour, and I saw in a paper that a train bearing relief to the Boston, some time since, made better time than that, being the fastest on record. 3. There are a great many different kinds of trees, some furnishing us with wood for common purposes, such as flooring for our houses and frames for the windows, while others afford us more beautiful wood, which, when polished, is made into tables and chairs and various arti cles of furniture. XLII. CONSTRUCTION OF NOUNS. (1.) Nouns as Subjects. 1. The usual place of a Noun used as the Subject of a Sentence is before the Verb; as, A messenger was sent. But in certain cases this order is inverted 1. When, for the sake of emphasis, some other important word or phrase is put first; as, (a.) Never will I consent to so dishonorable a proceeding; (b.) In came his father just as he was writing to him; (c.) In the beginning was the Word. 2. In sentences which report a dialogue, said he, replied I, and the like; as, Come, said my friend, make haste! 3. In Interrogative and in Imperative Sentences; as, Are you there? Go ye into all the world. Point out the Subjects in the following sentences, and show in what respect their place is not the usual one. 1. Down fell the house with a great crash. 2. Great is Diana of the Ephesians. 3. Then rose from sea to sky the wild farewell. 4. "What will become of the poor sheep?" thought she. 5. Has an answer yet been received? 6. May he be happy! (2.) Use of the Possessive Form. William's share was five thousand dollars. 2. If we combine these sentences, we shall have: William's and Mary's share was five thousand dollars. But suppose we wish to say, not that each separately had five thousand dollars, but that the share of both together was five thousand dollars, we must write, William and Mary's share was five thousand dollars. RULE. In a series of Possessive Nouns, if separate ownership is meant, write each Noun with the Possessive sign; if joint ownership, use the sign with the last only. Tell in which sentence joint ownership is meant, and in which separate ownership. 1. Have you read any of Beaumont and Fletcher's plays? 2. Have you read any of Shakspeare's and Jonson's plays? 3. We admire Scott's genius. 3. In the sentence, "We admiré Scott's genius," suppose we wish to add to Scott's the Explanatory Noun, the novelist, how shall we write the sentence? We admire Scott's the novelist's genius. We admire Scott's, the novelist, genius. We admire Scott the novelist's genius. The last form is the correct one. RULE.-When two Possessives are in Apposition, the last alone takes the Possessive sign. NOTE.-In all such cases, however, it is much better to turn the sentences thus: "We admire the genius of Scott the novelist." 4. The following construction is bad English: John going was unexpected. The reason of him being there is unknown. These sentences should be John's going was unexpected. The reason of his being there was unknown. (3.) Nouns as Objects. 5. Nouns are generally placed after the Verbs of which they are the Objects; as, "The merchant has built a house." But if we wish to be emphatic, we place the Object first; as, My right there is none to dispute = There is none to dispute my right. Point out the Objects in the following sentences, and say what is unusual in their position. 1. That picture I have sold, but I will show your friend another. 2. Can honor's voice the silent dust provoke? 3. The baker he hanged. 4. The liar we can not respect. 5. The poor ye have always with you. |