DIAGRAMMING.

782. A Diagram is such an arrangement of a sentence as will show the construction, or use, of its parts.

783. The above blank diagram exposes at a glance all the essential principles of the straight-line system of diagrammed analysis.

784. The importance of the subject and predicate of the principal sentence is indicated by the heavy line. They are written upon the same line and separated by a heavy vertical bar to show that they are of equal rank. All modifiers are placed below and on lighter lines to show that they are subordinate to the subject and predicate.

785. To distinguish an objective element, let the line on which it is written be brought down from one which extends over the verb. The subject of an infinitive is written upon a line which is joined to one drawn under

the infinitive. A conjunction is written in a break in the line. A connective that is also a modifier must be written so as to show both its uses. A dotted line indicates an appositive element; a parenthesis, an independent element. A short horizontal bar is used to separate a copula and an attribute, also to separate a preposition and its object.

786. The relative position of elements in the sentence determines the direction of their lines in the diagram: word modifiers turn to the left when they precede the term modified, to the right when they follow it. Phrases (prepositional or infinitive) always turn to the right. Clauses turn to the right or left, as is most convenient.

(1) Sugar is sweet.
(2) Truth is a virtue.

(3) Grass grows.

ANALYSIS.

(4) The little children, eager for the story, gave all their attention to the speaker.

(1) Sugar is sweet is a simp. declar. sent., of which Sugar is the simp. sub. unmodified, and is sweet is the simple pred. unmodified, is the copula, and sweet the attribute.

(2) Truth is a virtue is a simp. declar. sent., of which Truth is the simp. sub. unmod., and is a virtue is the complex pred., is virtue is the simp. pred., is the cop. unmod., and virtue the attrib. mod. by a, a simp. adj. element of the first class.

(3) Grass grows is a simp. declar. sent., of which Grass is the simp. subj., and grows the simp. pred.

(4) The little children

speaker is a simp. declar. sent., of which The little children, eager for the story, is the complex subj., of which children is the simp. subj. mod. by the and little, two simp. adj. els. of the first class; also by eager for the story, a complex adj. el. of the first class, of which eager is the base, mod. by for the story, a complex adv. el. of the second class; for story is the base of which story, the noun, is mod. by the, a simp. adj. el. of the first class.

(5) Smith, the merchant, is dead is a simp. declar. sent., of which Smith, the merchant, is the complex subj., of which Smith is the simp. subj. mod. by the merchant, a complex adj. el. of the first class; merchant, the base, is mod. by the, a simp. adj. el. of the first class; of which sent., also, is dead is the simp. pred. unmod., is the cop., and dead the attrib.

(6) He and I went and we returned is a compound declar. sent., of which He and I went is the leading, partial-compound, declar. sent., of which He and I is the comp. subj., and and the co-or. connect., of which sent. also went is the simp. pred.; of the comp. sent. and is the co-or. connect., and we returned is the co-or. simp. declar. sent., of which we is the simp. subj., and returned is the simp. pred., both unmod.

789. Program for Written or Oral Analysis.

(1) Describe the sentence (1) As to Structure.

(2) As to Use.

(2) Give the complex subject.

(5) Give the base of each modifier and describe its modifiers, as above.

(6) Give the complex predicate.

(7) Give the simple predicate.

{

(1) Form.

(8) Describe modifiers of predicate as to (2) Use.

(3) Base.

(9) Give the base of each modifier and describe its modifiers, as above.

790. The pupil should follow the above order with the utmost precision. In this way he will most readily learn to analyze, and at the same time receive one of the very best of drills in careful, accurate, rapid thinking; while to attempt to analyze without following any particular order, not only defeats the object so far as a lesson in grammar is concerned, but is also a very effective means of creating inattention in the class and of giving to the pupil himself a habit of carelessness in thought and expression.

791. Sentences for Analysis.

(1) Flowers bloom.

(2) Dew sparkles.

(3) Frogs leap.

(4) Napoleon was banished.

(5) Grammarians will differ.

(6) It has been decided.

(7) The angry wind is howling.

(8) Little Arthur was murdered.

(9) A beautiful marble statue was carved.

(10) All bloodless lay the untrodden snow.

(11) Her chief business was sauntering about the neighborhood and spending her time in idle gossip.

(12) Having sold his residence in the city, the man moved to his farm near the lakes.

(13) The general having been captured, the army was defeated. (14) The writer being a scholar is not doubted.

(15) The writer's being a scholar is not doubted. (16) I never heard of that man running for office.

(17) I never heard of that man's running for office.

(18) The child stood weeping.

(19) The dog came limping.

(20) The philosopher sat buried in thought.

(21) No one ever saw fat men heading a riot or herding together in turbulent mobs.

(22) The bridge at Ashtabula giving way, the train fell into the river. (23) Spring comes robed in silken green.

792. The Complex Sentence.

(1) He announced that the train had arrived.

(2) He has lost the book which I had given to him.

(3) When he had completed his task, the boy went out to play.

(4) That he is the thief is evident.

(5) His objection was that the boy was too young.

(6) It has been claimed that Lord Bacon wrote Shakespeare's works.

(7) She is taller than her sister.

(8) It was so cold that the mercury froze.

(9) The Indian knows the place where his friends are buried.

(10) He demanded of them where Christ should be born.

(11) As is the boy so will be the man.

(12) We will work till Jesus comes.

(13) These exercises are as profitable as they are interesting.

(14) When my father and my mother forsake me, then the Lord will

take me up.

(15) Blucher arrived on the field of Waterloo just as Wellington was meeting the last onslaught of Napoleon.

(16) The wiser he grew, the humbler he became.

(17) I was grieved when I heard how he had obtained the reputation which he bore among his neighbors.

ANALYSIS.

(that) train had arrived.

the

This diagram shows how to place an objective clause which has no connective. It shows also how to place an introductory expletive.

- He announced that the train had arrived is a complex declar. sent., of which He is the simp. subj. unmod.; of which sent., also, announced that the train had arrived is the complex pred., of which