Chapter II: Part 2

1. ------ have been invented. 2. ------ were destroyed. 3. ------ are cultivated. 4. ------ may be abused. 5. ------ was mutilated. 6. ------ were carved. 7. ------ have been discovered. 8. ------ have fallen. 9. ------ will be respected. 10. ------ have been built.

+Direction.+--_Construct ten sentences, each of which shall contain a subject modified by three adjectives--one from each of these columns:_--

Let the adjectives be appropriate. For punctuation, see Lesson 21.

The dark sunny That bright wearisome This dingy commercial Those short blue These soft adventurous Five brave fleecy Some tiny parallel Several important cheerless Many long golden A warm turbid

+Direction+.--_Prefix to each of these nouns several appropriate adjectives:_--

River, frost, grain, ships, air, men.

+Direction+.--_Couple those adjectives and nouns below that most appropriately go together:_--

Modest, lovely, flaunting, meek, patient, faithful, saucy, spirited, violet, dahlia, sheep, pansy, ox, dog, horse, rose, gentle, duck, sly, waddling, cooing, chattering, homely, chirping, puss, robin, dove, sparrow, blackbird, cow, hen, cackling.

* * * * *

LESSON 14.

MODIFIED PREDICATE.

ADVERBS.

+Introductory Hints+.--You have learned that the subject may be modified; let us see whether the predicate may be.

If we say, _The leaves fall_, we express a fact in a general way. But, if we wish to speak of the time of their falling, we can add a word and say, The leaves fall _early_; of the place of their falling, The leaves fall _here_; of the manner, The leaves fall _quietly_; of the cause, _Why_ do the leaves fall?

We may join a word to one of these modifiers and say, The leaves fall _very_ quietly. Here _very_ modifies _quietly_ by telling the degree.

_Very quietly_ is a group of words modifying the predicate. The predicate with its modifiers is called the +Modified Predicate+. Such words as _very, here_, and _quietly_ form another part of speech, and are called +Adverbs+ (Lat. _ad_, to, and _verbum_, a word, or verb).

Adverbs may modify adjectives; as, _Very ripe_ apples are healthful. Adverbs modify verbs just as adjectives modify nouns--by limiting them. The horse has a _proud step_ = The horse _steps proudly_.

The +Predicate+ with its +Modifiers+ is called the +Modified +Predicate, or _Logical Predicate_.

+DEFINITION.--An _Adverb_ is a word used to modify a verb, an adjective, or an adverb.+ [Footnote: See Lesson 92 and foot-note.]

Analysis and Parsing.

1. The leaves fall very quietly.

leaves | fall ========|====== \The | \quietly \very

+Oral Analysis+.--_Very quietly_ is a modifier of the predicate; _quietly_ is the principal word of the group; _very_ modifies _quietly_; _the leaves_ is the modified subject; _fall very quietly_ is the modified predicate.

+Parsing+.--_Quietly_ is an adverb modifying _fall_, telling the manner; _very_ is an adverb modifying _quietly_, telling the degree.

2. The old, historic Charter Oak was blown down. 3. The stern, rigid Puritans often worshiped there. 4. Bright-eyed daisies peep up everywhere. 5. The precious morning hours should not be wasted. 6. The timely suggestion was very kindly received. 7. We turned rather abruptly. 8. A highly enjoyable entertainment was provided. 9. The entertainment was highly enjoyed. 10. Why will people exaggerate so! 11. A somewhat dangerous pass had been reached quite unexpectedly. 12. We now travel still more rapidly. 13. Therefore he spoke excitedly. 14. You will undoubtedly be very cordially welcomed. 15. A furious equinoctial gale has just swept by. 16. The Hell Gate reef was slowly drilled away.

* * * * *

LESSON 15.

COMPOSITION--ADVERBS.

+Caution+.--So place adverbs that there can be no doubt as to what you intend them to modify. Have regard to the sound also.

+Direction+.--_Place the, italicized words below in different positions, and note the effect on the sound and the sense_:--

1. I _immediately_ ran out. 2. _Only_ one was left there. 3. She looked down _proudly_. 4. _Unfortunately_, this assistance came too late.

+Direction+.--_Construct on each of these subjects three sentences having modified subjects and modified predicates_:---

For punctuation, see Lesson 21.

+Model+. ---- _clouds_ ----.
1. _Dark, heavy, threatening clouds are slowly gathering above_.
2. _Those, brilliant, crimson clouds will very soon dissolve_.
3. _Thin, fleecy clouds are scudding over_.

l. ---- ocean ----. 2. ---- breeze ----. 3. ---- shadows ----. 4. ---- rock ----. 5. ---- leaves ----.

+Direction+.--_Compose sentences in which these adverbs shall modify verbs_:--

Heretofore, hereafter, annually, tenderly, inaudibly, legibly, evasively, everywhere, aloof, forth.

+Direction+.--_Compose sentences in which five of these adverbs shall modify adjectives, and five shall modify adverbs_:--

Far, unusually, quite, altogether, slightly, somewhat, much, almost, too, rather.

* * * * *

LESSON 16.

REVIEW.

TO THE TEACHER.--In all school work, but especially here, where the philosophy of the sentence and the principles of construction are developed in progressive steps, success depends largely on the character of the reviews.

Let reviews be, so far as possible, topical. Require frequent outlines of the work passed over, especially of what is taught in the "Introductory Hints." The language, except that of Rules and Definitions, should be the pupil's own, and the illustrative sentences should be original.

+Direction+.--_Review from Lesson 8 to Lesson 15, inclusive_.

Give the substance of the "Introductory Hints" (tell, for example, what three things such words as _tick, are,_ and _remain_ do in the sentence, what office they have in common, what such words are called, and why; what common office such words as _ripe, the,_ and _eight_ have, in what three ways they perform it, what such words are called, and why, etc.). Repeat and illustrate definitions and rules; illustrate what is taught of the capitalization and the abbreviation of names, and of the position of adjectives and adverbs.

Exercises on the Composition of the Sentence and the Paragraph.

(SEE PAGES 150-153.)

TO THE TEACHER.--After the pupil has learned a few principles of analysis and construction through the aid of short detached sentences that exclude everything unfamiliar, he may be led to recognize these same principles in longer related sentences grouped into paragraphs. The study of paragraphs selected for this purpose may well be extended as an informal preparation for what is afterwards formally presented in the regular lessons of the text-book.

These "Exercises" are offered only as suggestions. The teacher must, of course, determine where and how often this composition should be introduced.

We invite special attention to the study of the paragraph.

* * * * *

LESSON 17.

PREPOSITIONAL PHRASES AND PREPOSITIONS.

+Introductory Hints+.--To express our thoughts with greater exactness we may need to expand a word modifier into several words; as, A _long_ ride brought us _there_ = A ride _of one hundred miles_ brought us _to Chicago_. These groups of words, _of one hundred miles_ and _to Chicago_--the one substituted for the adjective _long_, the other for the adverb _there_--we call +Phrases+. A phrase that does the work of an adjective is called an +Adjective Phrase+. A phrase that does the work of an adverb is called an +Adverb Phrase+.

As adverbs modify adjectives and adverbs, they may modify their equivalent phrases; as, The train stops _only at the station_. They sometimes modify only the introductory word of the phrase--this introductory word being adverbial in its nature; as, He sailed _nearly around_ the globe.

That we may learn the office of such words as _of, to_, and _at_, used to introduce these phrases, let us see how the relation of one idea to another may be expressed. _Wealthy men_. These two words express two ideas as related. We have learned to know this relation by the form and position of the words. Change these, and the relation is lost--_men wealth_. But by using _of_ before _wealth_ the relation is restored---_men of wealth_. The word _of_, then, shows the relation between the ideas expressed by the words _men_ and _wealth_.

All such relation words are called +Prepositions+ (Lat. _prae_, before, and _positus_, placed--their usual position being before the noun with which they form a phrase).

A phrase introduced by a preposition is called a +Prepositional Phrase+. This, however, is not the only kind of phrase.

+DEFINITION.--A _Phrase_ is a group of words denoting related ideas, and having a distinct office, but not expressing a thought+.

+DEFINITION.--A _Preposition_ is a word that introduces a phrase modifier, and shows the relation, in sense, of its principal word to the word modified.+

Analysis and Parsing.

1. The pitch of the musical note depends upon the rapidity of vibration.

TO THE TEACHER.--See suggestions in Lesson 12, concerning the use of diagrams.

pitch depends
==========|=================
\The \of \upon
\ \
\ note \ rapidity
\-------- \------------
\the \musical \the \of
\
\vibration
\---------

+Explanation+.--The diagram of the phrase is made up of a slanting line standing for the introductory word, and a horizontal line representing the principal word. Under the latter are drawn the lines which represent the modifiers of the principal word.

+Oral Analysis+.---_The_ and the adjective phrase _of the musical note_ are modifiers of the subject; the adverb phrase _upon the rapidity of vibration_ is a modifier of the predicate. _Of_ introduces the first phrase, and _note_ is the principal word; _the_ and _musical_ are modifiers of _note_; _upon_ introduces the second phrase, and _rapidity_ is the principal word; _the_ and the adjective phrase _of vibration_ are modifiers of _rapidity_; _of_ introduces this phrase, and _vibration_ is the principal word.

TO THE TEACHER.--See suggestions in Lesson 12, concerning oral analysis.

+Parsing+.--_Of_ is a preposition showing the relation, in sense, of _note_ to _pitch_; etc., etc.

TO THE TEACHER.--Insist that, in parsing, the pupils shall give specific reasons instead of general definitions.

2. The Gulf Stream can be traced along the shores of the United States by the blueness of the water. 3. The North Pole has been approached in three principal directions. 4. In 1607, Hudson penetrated within six hundred miles of the North Pole. [Footnote: "1607" may be treated as a noun, and "six hundred" as one adjective.] 5. The breezy morning died into silent noon. 6. The Delta of the Mississippi was once at St. Louis. 7. Coal of all kinds has originated from the decay of plants. 8. Genius can breathe freely only in the atmosphere of freedom.

\in \
\ _____\below
\atmosphere \just \
\___________ \Falls
\ \______
\only \
\the

+Explanation+.----_Only_ modifies the whole phrase, and _just_ modifies the preposition.

9. The Suspension Bridge is stretched across the Niagara river just below the Falls. 10. In Mother Goose the cow jumps clear over the moon. 11. The first standing army was formed in the middle of the fifteenth century. 12. The first astronomical observatory in Europe was erected at Seville by the Saracens. 13. The tails of some comets stretch to the distance of 100,000,000 miles. 14. The body of the great Napoleon was carried back from St. Helena to France.

* * * * *

LESSON 18.

COMPOSITION-PREPOSITIONAL PHRASES.

+COMMA-RULE.--Phrases that are placed out of their usual order [Footnote: For the usual order of words and phrases, see Lesson 51.] and made emphatic, or that are loosely connected with the rest of the sentence, should be set off by the comma.+ [Footnote: An expression in the body of a sentence is set off by two commas; at the beginning or at the end, by one comma.]

+Remark.+--This rule must be applied with caution. Unless it is desired to make the phrase emphatic, or to break the continuity of the thought, the growing usage among writers is not to set it off.

+Direction.+--_Tell why the comma is, or is not, used in these sentences_:--

1. Between the two mountains lies a fertile valley. 2. Of the scenery along the Rhine, many travelers speak with enthusiasm. 3. He went, at the urgent request of the stranger, for the doctor. 4. He went from New York to Philadelphia on Monday. 5. In the dead of night, with a chosen band, under the cover of a truce, he approached.

+Direction+.--_Punctuate such of these sentences as need punctuation_:--

1. England in the eleventh century was conquered by the Normans. 2. Amid the angry yells of the spectators he died. 3. For the sake of emphasis a word or a phrase may be placed out of its natural order. 4. In the Pickwick Papers the conversation of Sam Weller is spiced with wit. 5. New York on the contrary abounds in men of wealth. 6. It has come down by uninterrupted tradition from the earliest times to the present day.

+Direction+.--_See in how many places the phrases in the sentences above may stand without obscuring the thought._

+Caution+.--So place phrase modifiers that there can be no doubt as to what yon intend them to modify. Have regard to the sound also.

+Direction+.--_Correct these errors in position, and use the comma when needed_:--

1. The honorable member was reproved for being intoxicated by the president. 2. That small man is speaking with red whiskers. 3. A message was read from the President in the Senate. 4. With his gun toward the woods he started in the morning. 5. On Monday evening on temperance by Mr. Gough a lecture at the old brick church was delivered.

+Direction+.--_Form a sentence out of each of these groups of words_:--

(Look sharply to the arrangement and the punctuation.)

1. Of mind of splendor under the garb often is concealed poverty. 2. Of affectation of the young fop in the face impertinent an was seen smile. 3. Has been scattered Bible English the of millions by hundreds of the earth over the face. 4. To the end with no small difficulty of the journey at last through deep roads we after much fatigue came. 5. At the distance a flood of flame from the line from thirty iron mouths of twelve hundred yards of the enemy poured forth.

+Direction+.--_See into how many good, clear sentences you can convert these by transposing the phrases_:--

1. He went over the mountains on a certain day in early boyhood. 2. Ticonderoga was taken from the British by Ethan Allen on the tenth of May in 1775.

* * * * *

LESSON 19.

COMPOSITION--PREPOSITIONAL PHRASES.

+Direction+.--_Rewrite these sentences, changing the italicized words into equivalent phrases_:--

+Model+.--The sentence was _carefully_ written. The sentence was written _with_ care.

1. A _brazen_ image was _then_ set up. 2. Those _homeless_ children were _kindly_ treated. 3. Much has been said about the _Swiss_ scenery. 4. An _aerial_ trip to Europe was _rashly_ planned. 5. The _American_ Continent was _probably_ discovered by Cabot.

+Direction+.--_Change these adjectives and adverbs into equivalent phrases; and then, attending carefully to the punctuation, use these phrases in sentences of your own_:--

1. Bostonian 2. why 3. incautiously 4. nowhere 5. there 6. hence 7. northerly 8. national 9. whence 10. here 11. Arabian 12. lengthy 13. historical 14. lucidly 15. earthward

+Direction+.--_Compose sentences, using these phrases as modifiers_:--

Of copper; in Pennsylvania; from the West Indies; around the world; between the tropics; toward the Pacific; on the 22d of February; during the reign of Elizabeth; before the application of steam to machinery; at the Centennial Exposition of 1876.

* * * * *

LESSON 20.

COMPOUND SUBJECT AND COMPOUND PREDICATE.

CONJUNCTIONS AND INTERJECTIONS.

+Introductory Hints.+--_Edward, Mary, and Elizabeth reigned in England._ The three words _Edward, Mary,_ and _Elizabeth_ have the same predicate--the same act being asserted of the king and the two queens. _Edward, Mary_, and _Elizabeth_ are connected by _and_, _and_ being understood between Edward and Mary. Connected subjects having the same predicate form a +Compound Subject+.

_Charles I. was seized, was tried, and was beheaded._ The three predicates _was seized, was tried_, and _was beheaded_ have the same subject--the three acts being asserted of the same king. Connected predicates having the same subject form a +Compound Predicate.+

A sentence may have both a compound subject and a compound predicate; as, _Mary_ and _Elizabeth lived_ and _reigned_ in England.

The words connecting the parts of a compound subject or of a compound predicate are called +Conjunctions+ (Lat. _con_, or _cum_, together, and _jungere_, to join).

A conjunction may connect other parts of the sentence, as two word modifiers--A dark _and_ rainy night follows; Some men sin deliberately _and_ presumptuously.

It may connect two phrases; as, The equinox occurs in March _and_ in September.

It may connect two clauses, that is, expressions that, standing alone, would be sentences; as, The leaves of the pine fall in spring, _but_ the leaves of the maple drop in autumn.

+Interjections+ (Lat. _inter_, between, and _jacere_, to throw) are the eighth and last part of speech.

_Oh! ah! pooh! pshaw!_ etc., express bursts of feeling too sudden and violent for deliberate sentences.

_Hail! fudge! indeed! amen! _etc., express condensed thought as well as feeling.

Any part of speech may be wrenched from its construction with other words, and may lapse into an interjection; _as, behold! shame! what!_

Professor Sweet calls interjections _sentence-words_.

Two or more connected subjects having the same predicate form a +Compound Subject+.

Two or more connected predicates having the same subject form a +Compound Predicate+.

+DEFINITION.--A _Conjunction_ is a word used to connect words, phrases, or clauses.+

+DEFINITION.--An _Interjection_ is a word used to express strong or sudden feeling.+

Analysis and Parsing.

1. Ah! anxious wives, sisters, and mothers wait for the news.

Ah
----
wives
========\
'\
' \ | wait
sisters 'x \=====|===========
========' \ \anxious \for
'and/ \
' / \news
mothers ' / -----
========'/ \the

+Explanation+.--The three short horizontal lines represent each a part of the compound subject. They are connected by dotted lines, which stand for the connecting word. The x shows that a conjunction is understood. The line standing for the word modifier is joined to that part of the subject line which represents the entire subject. Turn this diagram about, and the connected horizontal lines will stand for the parts of a compound predicate.

+Oral Analysis+.---_Wives, sisters_, and _mothers_ form the compound subject; _anxious_ is a modifier of the compound subject; _and_ connects _sisters_ and _mothers_.

+Parsing+.--_And_ is a conjunction connecting _sisters_ and _mothers_; _ah_ is an interjection, expressing a sudden burst of feeling.

2. In a letter we may advise, exhort, comfort, request, and discuss.

(For diagram see the last sentence of the "Explanation" above.)

3. The mental, moral, and muscular powers are improved by use.

powers came
================= =========
\The \ X \ and \ \ and \of
\...\.....\ \.......\ parentage
\ \ \muscular \ \-----------
\ \moral \from
\mental \ land
\---------

4. The hero of the Book of Job came from a strange land and of a strange parentage. 5. The optic nerve passes from the brain to the back of the eyeball, and there spreads out. 6. Between the mind of man and the outer world are interposed the nerves of the human body. 7. All forms of the lever and all the principal kinds of hinges are found in the body. 8. By perfection is meant the full and harmonious development of all the faculties. 9. Ugh! I look forward with dread to to-morrow. 10. From the Mount of Olives, the Dead Sea, dark and misty and solemn, is seen. 11. Tush! tush! 't will not again appear. 12. A sort of gunpowder was used at an early period in China and in other parts of Asia. 13. Some men sin deliberately and presumptuously. 14. Feudalism did not and could not exist before the tenth century. 15. The opinions of the New York press are quoted in every port and in every capital. 16. Both friend and foe applauded.

friend
-------------------\
' \
' \ | applauded
'and.... Both >===|===========
' /
foe ' /
--------'----------/

+Explanation+.--The conjunction _both_ is used to strengthen the real connective _and_. _Either_ and _neither_ do the same for _or_ and _nor_ in _either--or_, _neither--nor_.

+Remark.+--A phrase that contains another phrase as a modifier is called a +Complex Phrase+. Two or more phrases connected by a conjunction form a +Compound Phrase+.

+Direction.+--_Pick out the simple, the complex, and the compound phrases in the sentences above._

* * * * *

LESSON 21.

COMPOSITION---CONNECTED TERMS AND INTERJECTIONS.

+COMMA--RULE.--Words or phrases connected by conjunctions are separated from each other by the comma unless all the conjunctions are expressed.+

+Remark+.--When words and phrases stand in pairs, the pairs are separated according to the Rule, but the words of each pair are not.

When one of two terms has a modifier that without the comma might be referred to both, or, when the parts of compound predicates and of other phrases are long or differently modified, these terms or parts are separated by the comma though no conjunction is omitted.

When two terms connected by or have the same meaning, the second is logically explanatory of the first, and is set off by the comma, _i. e._, when it occurs in the body of a sentence, a comma is placed after the explanatory word, as well as before the _or_.

+Direction.+--_Justify the punctuation of these sentences:_--

1. Long, pious pilgrimages are made to Mecca. 2. Empires rise, flourish, and decay. 3. Cotton is raised in Egypt, in India, and in the United States. 4. The brain is protected by the skull, or cranium. 5. Nature and art and science were laid under tribute. 6. The room was furnished with a table, and a chair without legs. 7. The old oaken bucket hangs in the well.

+Explanation.+--No comma here, for no conjunction is omitted. _Oaken_ limits _bucket_, _old_ limits _bucket_ modified by _oaken_, and _the_ limits _bucket_ modified by _old_ and _oaken_. See Lesson 13.

8. A Christian spirit should be shown to Jew or Greek, male or female, friend or foe. 9. We climbed up a mountain for a view.

+Explanation+.--No comma. _Up a mountain_ tells where we climbed, and _for a view_ tells why we climbed up a mountain.

10. The boy hurries away from home, and enters upon a career of business or
of pleasure.
11. The long procession was closed by the great dignitaries of the realm,
and the brothers and sons of the king.

+Direction+.--_Punctuate such of these sentences as need punctuation, and give your reasons_:--

1. Men and women and children stare cry out and run. 2. Bright healthful and vigorous poetry was written by Milton. 3. Few honest industrious men fail of success in life.

(Where is the conjunction omitted?)

4. Ireland or the Emerald Isle lies to the west of England. 5. That relates to the names of animals or of things without sex. 6. The Hebrew is closely allied to the Arabic the Phoenician the Syriac and the Chaldee. 7. We sailed down the river and along the coast and into a little inlet. 8. The horses and the cattle were fastened in the same stables and were fed with abundance of hay and grain. 9. Spring and summer autumn and winter rush by in quick succession. 10. A few dilapidated old buildings still stand in the deserted village.

+EXCLAMATION POINT--RULE.--All _Exclamatory Expressions_ must be followed by the exclamation point.+

+Remark+.--Sometimes an interjection alone and sometimes an interjection and the words following it form the exclamatory expression; as, _Oh! it hurts. Oh, the beautiful snow!_

_O_ is used in direct address; as, _O father, listen to me. Oh_ is used as a cry of pain, surprise, delight, fear, or appeal. This distinction, however desirable, is not strictly observed, _O_ being frequently used in place of _Oh_.

+CAPITAL LETTERS--RULE.--The words _I_ and _O_ should be written in capital letters.+

+Direction.+--_Correct these violations of the two rules given above:_--

1. o noble judge o excellent young man. 2. Out of the depths have i cried unto thee. 3. Hurrah the field is won. 4. Pshaw how foolish. 5. Oh oh oh i shall be killed. 6. o life how uncertain o death how inevitable.

* * * * *

LESSON 22.

ANALYSIS AND PARSING.

+Direction+.--_Beginning with the 8th sentence of the first group of exercises in Lesson_ 21, _analyze thirteen sentences, omitting the_ 4_th of the second group._

+Model+.--_A Christian spirit should be shown to Jew or Greek, male or female, friend or foe._

spirit |should be shown / Jew
===============|================ __/'--------
\A \Christian | \ /' \' Greek
\ / ' \--------
\ / '
\to / x ' / male
\--/ '_/'--------
\ ' \' female
\ x ' \--------
\ '
\ ' / friend
\__/'---------
\' foe
\---------

* * * * *

LESSON 23.

COMPOSITION--CONNECTED TERMS.

Direction.+--_Using the nouns below, compose sentences with compound subjects; compose others in which the verbs shall form compound predicates; and others in which the adjectives, the adverbs, and the phrases shall form compound modifiers:_--

In some let there be three or more connected terms. Observe Rule, Lesson 21, for punctuation. Let your sentences mean something.

NOUNS.

Washington, beauty, grace, Jefferson, symmetry, lightning, Lincoln, electricity, copper, silver, flowers, gold, rose, lily.

VERBS.

Examine, sing, pull, push, report, shout, love, hate, like, scream, loathe, approve, fear, obey, refine, hop, elevate, skip, disapprove.

ADJECTIVES.

+Direction.+--_See Caution, Lesson_ 13.

Bright, acute, patient, careful, apt, forcible, simple, homely, happy, short, pithy, deep, jolly, mercurial, precipitous.

ADVERBS.

+Direction.+--_See Caution, Lesson 15._ Neatly, slowly, carefully, sadly, now, here, never, hereafter.

PHRASES.

On sea; in the city; by day; on land; by night; in the country; by hook; across the ocean; by crook; over the lands; along the level road; up the mountains.

* * * * *

LESSON 24.

REVIEW.

CAPITAL LETTERS AND PUNCTUATION.

Direction.+--_Give the reason for every capital letter and for every mark of punctuation used below:_--

1. The sensitive parts of the body are covered by the cuticle, or skin. 2. The degrees of A.B., A.M., D.D., and LL.D. are conferred by the colleges and the universities of the country. 3. Oh, I am so happy! 4. Fathers and mothers, sons and daughters rejoice at the news. 5. Plants are nourished by the earth, and the carbon of the air. 6. A tide of American travelers is constantly flooding Europe. 7. The tireless, sleepless sun rises above the horizon, and climbs slowly and steadily to the zenith. 8. He retired to private life on half pay, and on the income of a large estate in the South.

+Direction.+--_Write these expressions, using capital letters and marks of punctuation where they belong:_--

1. a fresh ruddy and beardless french youth replied 2. maj, cal, bu, p m, rev, no, hon, ft, w, e, oz, mr, n y, a b, mon, bbl, st 3. o father o father i cannot breathe here 4. ha ha that sounds well 5. the edict of nantes was established by henry the great of france 6. mrs, vs, co, esq, yd, pres, u s, prof, o, do, dr 7. hurrah good news good news 8. the largest fortunes grow by the saving of cents and dimes and dollars 9. the baltic sea lies between sweden and russia 10. the mississippi river pours into the gulf of mexico 11. supt, capt, qt, ph d, p, cr, i e, doz 12. benjamin franklin was born in boston in 1706 and died in 1790

+Direction.+--_Correct all these errors in capitalization and punctuation, and give your reasons:_--

1 Oliver cromwell ruled, over the english People, 2. halloo. I must speak to You! 3. john Milton, went abroad in Early Life, and, stayed, for some time, with the Scholars of Italy, 4. Most Fuel consists of Coal and Wood from the Forests 5. books are read for Pleasure and the Instruction and improvement of the Intellect, 6. In rainy weather the feet should be protected by overshoes or galoches 7. hark they are coming! 8. A, neat, simple and manly style is pleasing to Us. 9. alas poor thing alas, 10. i fished on a, dark, and cool, and mossy, trout stream.

* * * * *

LESSON 25.

MISCELLANEOUS EXERCISES IN REVIEW.

ANALYSIS.

1. By the streets of By-and-by, one arrives at the house of
Never.--_Spanish Proverb_ [Footnote: By-and-by has no real streets, the
London journals do not actually thunder, nor were the cheeks of William
the Testy literally scorched by his fiery gray eyes. _Streets, house,
colored, thunder_, and _scorched_ are not, then, used here in their
first and ordinary meaning, but in a secondary and figurative sense.
These words we call +Metaphors+. By what they denote and by what they
only suggest they lend clearness, vividness, and force to the thought
they help to convey, and add beauty to the expression.

For further treatment of metaphors and other figures of speech, see
pages 87, 136, 155, 156, 165, and Lesson 150.]

2. The winds and waves are always on the side of the ablest
navigators.--_Gibbon_.
3. The axis of the earth sticks out visibly through the center of each and
every town or city.--_Holmes_.
4. The arrogant Spartan, with a French-like glorification, boasted forever
of little Thermopylae.--_De Quincey_.
5. The purest act of knowledge is always colored by some feeling of
pleasure or pain.--_Hamilton_.
6. The thunder of the great London journals reverberates through every
clime.--_Marsh_.
7. The cheeks of William the Testy were scorched into a dusky red by two
fiery little gray eyes.--_Irving_.
8. The study of natural science goes hand in hand with the culture of the
imagination.--_Tyndall_. [Footnote: _Hand in hand_ may be treated as one
adverb, or _with_ may be supplied.]
9. The whole substance of the winds is drenched and bathed and washed and
winnowed and sifted through and through by this baptism in the
sea.--_Swain_.
10. The Arabian Empire stretched from the Atlantic to the Chinese Wall, and
from the shores of the Caspian Sea to those of the Indian
Ocean.--_Draper_.
11. One half of all known materials consists of oxygen.--_Cooke_.
12. The range of thirty pyramids, even in the time of Abraham, looked down
on the plain of Memphis.--_Stanley_.

* * * * *

LESSON 26.

WRITTEN PARSING.

+Direction+.--_Parse the sentences of Lesson 25 according to this +Model for Written Parsing_.

| Nouns. | Pron. | Verbs. | Adj. | Adv. | Prep. | Conj.| Int.|
|--------|-------|--------|--------|------|-------|------|-----|
1st |streets,| | |the,the.| |By,of, | | |
sentence|By-and- | one. |arrives.| | |at,of | | |
| by, | | | | | | | |
|house, | | | | | | | |
|Never. | | | | | | | |
--------|--------|-------|--------|--------|------|-------|------|-----|
| | | | | | | | |
2d | | | | | | | | |
sentence| | | | | | | | |

TO THE TEACHER.--Until the +Subdivisions+ and +Modifications+ of parts of speech are reached, +Oral and Written Parsing+ can be only a classification of the words in the sentence. You must judge how frequently a lesson like this is needed, and how much parsing should be done orally day by day. In their +Oral Analysis+ let the pupils give at first the reasons for every statement, but guard against their doing this mechanically and in set terms; and, when you think it can safely be done, let them drop it. But ask now and then, whenever you think they have grown careless or are guessing, for the reason of this, that, or the other step taken.

Here it may be well to emphasize the fact that the part of speech to which any word belongs is determined by the use of the word, and not from its form. Such exercises as the following are suggested:--

Use _right_ words.
Act _right_.
_Right_ the wrong.
You are in the _right_.

Pupils will be interested in finding sentences that illustrate the different uses of the same word. It is hardly necessary for us to make lists of words that have different uses. Any dictionary will furnish abundant examples. It is an excellent practice to point out such words in the regular exercises for analysis.

* * * * *

LESSON 27.

REVIEW.

TO THE TEACHER.--See suggestions, Lesson 16.

+Direction+.--_Review from Lesson_ 17 _to Lesson_ 21, _inclusive_.

Give the substance of the "Introductory Hints" (tell, for example, what such words as _long_ and _there_ may be expanded into, how these expanded forms may be modified, how introduced, what the introductory words are called, and why, etc.). Repeat and illustrate definitions and rules; illustrate fully what is taught of the position of phrases, and of the punctuation of phrases, connected terms, and exclamatory expressions. How many parts of speech are there?

Exercises on the Composition of the Sentence and the Paragraph.

(SEE PAGES 153-156.)

TO THE TEACHER.--See notes to the teacher, pages 30, 150.

* * * * *

LESSON 28.

NOUNS AS OBJECT COMPLEMENTS.

Introductory Hints.+--In saying _Washington captured_, we do not fully express the act performed by Washington. If we add a noun and say, _Washington captured Cornwallis_, we complete the predicate by naming that which receives the act.

Whatever fills out, or completes, is a +Complement+. As _Cornwallis_ completes the expression of the act by naming the thing acted upon--the object--we call it the +Object Complement+. Connected objects completing the same verb form a +Compound Object Complement+; as, Washington captured _Cornwallis_ and his _army_.

+DEFINITION.--The _Object Complement of a Sentence_ completes the predicate, and names that which receives the act.+

The complement with all its modifiers is called the +Modified Complement.+

+Analysis.+

1. Clear thinking makes clear writing.

thinking | makes | writing
============|=====================
\ clear | \clear

+Oral Analysis+.---_Writing_ is the object complement; _clear writing_ is the modified complement, and _makes clear writing_ is the entire predicate.

2. Austerlitz killed Pitt. 3. The invention of gunpowder destroyed feudalism. 4. Liars should have good memories. 5. We find the first surnames in the tenth century. 6. God tempers the wind to the shorn lamb. 7. Benjamin Franklin invented the lightning-rod. 8. At the opening of the thirteenth century, Oxford took and held rank with the greatest schools of Europe.

took
/---------\
Oxford | / ' \ | rank
========|=and' ==========
| \ ' /
\ ' held /
\-------/

revolves
/------------
moon | / '
======|== and'
| \ '
\ ' keeps | side
\---------------

9. The moon revolves, and keeps the same side toward us. 10. Hunger rings the bell, and orders up coals in the shape of bread and butter, beef and bacon, pies and puddings. 11. The history of the Trojan war rests on the authority of Homer, and forms the subject of the noblest poem of antiquity. 12. Every stalk, bud, flower, and seed displays a figure, a proportion, a harmony, beyond the reach of art. 13. The natives of Ceylon build houses of the trunk, and thatch roofs with the leaves, of the cocoa-nut palm. 14. Richelieu exiled the mother, oppressed the wife, degraded the brother, and banished the confessor, of the king. 15. James and John study and recite grammar and arithmetic.

James study grammar =========\ /===========\ /=============== ' \ | / ' \ | / ' 'and ==|== and' ===== and' John ' / | \ ' recite / \ ' arithmetic =========/ \===========/ \===============

* * * * *

LESSON 29.

NOUNS AND ADJECTIVES AS ATTRIBUTE COMPLEMENTS.

+Introductory Hints+.--The subject presents one idea; the predicate presents another, and asserts it of the first. _Corn is growing_ presents the idea of the thing, corn, and the idea of the act, growing, and asserts the act of the thing. _Corn growing_ lacks the asserting word, and _Corn_ is lacks the word denoting the idea to be asserted.

In logic, the asserting word is called the _copula_--it shows that the two ideas are coupled into a thought--and the word expressing the idea asserted is called the predicate. But, as one word often performs both offices, e. g., Corn _grows_, and, as it is disputed whether any word can assert without expressing something of the idea asserted, we pass this distinction by as not essential in grammar, and call both that which asserts and that which expresses the idea asserted, by one name--the predicate. [Footnote: We may call the verb the predicate; but, when it is followed by a complement, it is an incomplete predicate.]

The _maple leaves become_. The verb become does not make a complete predicate; it does not fully express the idea to be asserted. The idea may be completely expressed by adding the adjective _red_, denoting the quality we wish to assert of leaves, or attribute to them--_The maple leaves become red_.

_Lizards are reptiles_. The noun _reptiles_, naming the class of the animals called lizards, performs a like office for the asserting word are. _Rolfe's wife was Pocahontas_. _Pocahontas_ completes the predicate by presenting a second idea, which _was_ asserts to be identical with that of the subject.

When the completing word expressing the idea to be attributed does not unite with the asserting word to make a single verb, we distinguish it as the +Attribute Complement.+ [Footnote: _Subjective Complement_ may, if preferred, be used instead of Attribute Complement.] Connected attribute complements of the same verb form a +Compound Attribute Complement+.

Most grammarians call the adjective and the noun, when so used, the +Predicate Adjective+ and the +Predicate Noun+.

+DEFINITION.--The _Attribute Complement_ of a Sentence completes the predicate and belongs to the subject.+

Analysis.

1. Slang is vulgar.

Slang | is \ vulgar
==========|=================
|

+Explanation+.--The line standing for the attribute complement is, like the object line, a continuation of the predicate line; but notice that the line which separates the incomplete predicate from the complement slants toward the subject to show that the complement is an attribute of it.

+Oral Analysis+.--_Vulgar_ is the attribute complement, completing the predicate and expressing a quality of slang; _is vulgar_ is the entire predicate.

2. The sea is fascinating and treacherous. 3. The mountains are grand, tranquil, and lovable. 4. The Saxon words in English are simple, homely, and substantial. 5. The French and the Latin words in English are elegant, dignified, and artificial. [Footnote: The assertion in this sentence is true only in the main.] 6. The ear is the ever-open gateway of the soul. 7. The verb is the life of the sentence. 8. Good-breeding is surface-Christianity. 9. A dainty plant is the ivy green.

+Explanation+.--The subject names that of which the speaker says something. The terms in which he says it,--the predicate,--he, of course, assumes that the hearer already understands. Settle, then, which--plant or ivy--Dickens supposed the reader to know least about, and which, therefore, Dickens was telling him about; and you settle which word--_plant_ or _ivy_--is the subject. (Is it not the writer's poetical conception of "the green ivy" that the reader is supposed not to possess?)

10. The highest outcome of culture is simplicity. 11. Stillness of person and steadiness of features are signal marks of good-breeding. 12. The north wind is full of courage, and puts the stamina of endurance into a man. 13. The west wind is hopeful, and has promise and adventure in it. 14. The east wind is peevishness and mental rheumatism and grumbling, and curls one up in the chimney-corner. 15. The south wind is full of longing and unrest and effeminate suggestions of luxurious ease.

* * * * *

LESSON 30.

ATTRIBUTE COMPLEMENTS--CONTINUED.

Analysis.

1. He went out as mate and came back captain.

as
---
'
went \ ' mate
/=======================
He | / ' \out
====|=and '
| \ ' came \ captain
\=======================
\back

+Explanation+.--_Mate_, like _captain_, is an attribute complement. Some would say that the conjunction _as_ connects _mate_ to _he_; but we think this connection is made through the verb _went_, and that _as_ is simply introductory. This is indicated in the diagram.

2. The sun shines bright and hot at midday. 3. Velvet feels smooth, and looks rich and glossy. 4. She grew tall, queenly, and beautiful. 5. Plato and Aristotle are called the two head-springs of all philosophy. 6. Under the Roman law, every son was regarded as a slave. 7. He came a foe and returned a friend. 8. I am here. I am present.

+Explanation+.--The office of an adverb sometimes seems to fade into that of an adjective attribute and is not easily distinguished from it. _Here_, like an adjective, seems to complete _am_, and, like an adverb to modify it. From their form and usual function, _here,_ in this example, should be called an adverb, and _present_ an adjective.

9. This book is presented to you as a token of esteem and gratitude. 10. The warrior fell back upon the bed a lifeless corpse. 11. The apple tastes and smells delicious. 12. Lord Darnley turned out a dissolute and insolent husband. 13. In the fable of the Discontented Pendulum, the weights hung speechless. 14. The brightness and freedom of the New Learning seemed incarnate in the young and scholarly Sir Thomas More. 15. Sir Philip Sidney lived and died the darling of the Court, and the gentleman and idol of the time.

* * * * *

LESSON 31.

OBJECTIVE COMPLEMENTS.

+Introductory Hints+.--_He made the wall white._ Here _made_ does not fully express the act performed upon the wall. We do not mean to say, He _made_ the white _wall_, but, He _made-white_ (_whitened_) the wall. _White_ helps _made_ to express the act, and at the same time it denotes the quality attributed to the wall as the result of the act.

_They made Victoria queen_. Here _made_ does not fully express the act performed upon Victoria. They did not _make_ Victoria, but _made-queen_ (_crowned_) Victoria. _Queen_ helps _made_ to express the act, and at the same time denotes the office to which the act raised Victoria.

A word that, like the adjective _white_ or the noun _queen_, helps to complete the predicate and at the same time belongs to the object complement, differs from an attribute complement by belonging not to the subject but to the object complement, and so is called an +Objective Complement+.

As the objective complement generally denotes what the receiver of the act is made to be, in fact or in thought, it is sometimes called the _factitive complement_ or the _factitive object_ (Lat. _facere_, to make). [Footnote: See Lesson 37, last foot-note.]

Some of the other verbs which are thus completed are _call_, _think_, _choose_, and _name_.

+DEFINITION.--The _Objective Complement_ completes the predicate and belongs to the object complement.+

Analysis.

1. They made Victoria queen.

They | made / queen | Victoria ======|========================= |

+Explanation+.--The line that separates _made_ from _queen_ slants toward the object complement to show that _queen_ belongs to the object.

+Oral Analysis+.--_Queen_ is an objective complement completing _made_ and belonging to _Victoria_; _made Victoria queen_ is the complete predicate.

2. Some one has called the eye the window of the soul. 3. Destiny had made Mr. Churchill a schoolmaster. 4. President Hayes chose the Hon. Wm. M. Evarts Secretary of State. 5. After a break of sixty years in the ducal line of the English nobility, James I. created the worthless Villiers Duke of Buckingham. 6. We should consider time as a sacred trust.

+Explanation+.--_As_ may be used simply to introduce an objective complement.

7. Ophelia and Polonius thought Hamlet really insane. 8. The President and the Senate appoint certain men ministers to foreign courts. 9. Shylock would have struck Jessica dead beside him. 10. Custom renders the feelings blunt and callous. 11. Socrates styled beauty a short-lived tyranny. 12. Madame de Stael calls beautiful architecture frozen music. 13. They named the state New York from the Duke of York. 14. Henry the Great consecrated the Edict of Nantes as the very ark of the constitution.

* * * * *

LESSON 32.

COMPOSITION--COMPLEMENTS.

+Caution.+--Be careful to distinguish an adjective complement from an adverb modifier.

+Explanation.+--Mary arrived _safe_. We here wish to tell the condition of Mary on her arrival, and not the manner of her arriving. My head feels _bad_ (is in a bad condition, as perceived by the sense of feeling). The sun shines _bright_ (is bright, as perceived by its shining).

When the idea of being is prominent in the verb, as in the examples above, you see that the adjective, and not the adverb, follows.

+Direction.+--_Justify the use of these adjectives and adverbs_:--

1. The boy is running wild. 2. The boy is running wildly about. 3. They all arrived safe and sound. 4. The day opened bright. 5. He felt awkward in the presence of ladies. 6. He felt around awkwardly for his chair. 7. The sun shines bright. 8. The sun shines brightly on the tree-tops. 9. He appeared prompt and willing. 10. He appeared promptly and willingly.

+Direction+.--_Correct these errors and give your reasons_:--

1. My head pains me very bad. 2. My friend has acted very strange in the matter. 3. Don't speak harsh. 4. It can be bought very cheaply. 5. I feel tolerable well. 6. She looks beautifully.

+Direction+.--_Join to each of the nouns below three appropriate adjectives expressing the qualities as assumed, and then make complete sentences by asserting these qualities_:--

+Model.+
Hard |
brittle + glass.
transparent |

Glass is hard, brittle, and transparent.

Coal, iron, Niagara Falls, flowers, war, ships.

+Direction+.--_Compose sentences containing these nouns as attribute complements_:--

Emperor, mathematician, Longfellow, Richmond.

+Direction+.--_Compose sentences, using these verbs as predicates, and these pronouns as attribute complements_:--

Is, was, might have been; I, we, he, she, they.

+Remark+.--Notice that these forms of the pronouns--_I, we, thou, he, she, ye, they_, and _who_--are never used as object complements or as principal words in prepositional phrases; and that _me, us, thee, him, her, them_, and _whom_ are never used as subjects or as attribute complements of sentences.

+Direction+.--_Compose sentences in which each of the following verbs shall have two complements--the one an object complement, the other an objective complement:_--

Let some object complements be pronouns, and let some objective complements be introduced by _as_.

+Model+.--They call _me chief_. We regard composition _as_ very _important_.

Make, appoint, consider, choose, call.

* * * * *

LESSON 33.

NOUNS AS ADJECTIVE MODIFIERS.

+Introductory Hints+.--_Solomon's temple was destroyed. Solomon's_ limits _temple_ by telling what or whose temple is spoken of, and is therefore a modifier of _temple_.

The relation of Solomon to the temple is expressed by the apostrophe and _s_ ('_s_) added to the noun _Solomon_. When _s_ has been added to the noun to denote more than one, this relation of possession is expressed by the apostrophe alone ('); as, _boys'_ hats. This same relation of possession may be expressed by the preposition _of_; _Solomon's_ temple = the temple _of Solomon_.

_Dom Pedro, the emperor, was welcomed by the Americans_. The noun _emperor_ modifies _Dom Pedro_ by telling what Dom Pedro is meant. Both words name the same person.

_Solomon's_ and _emperor_, like adjectives, modify nouns; but they are names of things, and are modified by adjectives and not by adverbs; as, _the wise_ Solomon's temple; Dom Pedro, _the Brazilian_ emperor. These are conclusive reasons for calling such words nouns.

They represent two kinds of +Noun Modifiers+--the +Possessive+ and the +Explanatory+.

The Explanatory Modifier is often called an +Appositive+. It identifies or explains by adding another name of the same thing.

Analysis.

1. Elizabeth's favorite, Raleigh, was beheaded by James I.

favorite (Raleigh) | was beheaded ====================|============== \Elizabeth's | \by \ James I \-----------

+Oral Analysts+.--_Elizabeth's_ and _Raleigh_ are modifiers of the subject; the first word telling whose favorite is meant, the second what favorite. _Elizabeth's favorite, Raleigh_ is the modified subject.

2. The best features of King James's translation of the Bible are derived from Tyndale's version. 3. St. Paul, the apostle, was beheaded in the reign of Nero. 4. A fool's bolt is soon shot. 5. The tadpole, or polliwog, becomes a frog. 6. An idle brain is the devil's workshop. 7. Mahomet, or Mohammed, was born in the year 569 and died in 632. 8. They scaled Mount Blanc--a daring feat.

They | scaled | Mount Blanc ( feat ) ======|===================== ======= | \a \daring

+Explanation+.--_Feat_ is explanatory of the sentence, _They scaled Mount Blanc_, and in the diagram it stands, enclosed in curves, on a short line placed after the sentence line.

9. Bees communicate to each other the death of the queen, by a rapid
interlacing of the antennae. [Footnote: For uses of _each other_ and
_one another_, see Lesson 124.]

+Explanation+.--_Each other_ may be treated as one term, or _each_ may be made explanatory of _bees_.

10. The lamp of a man's life has three wicks--brain, blood, and breath.

+Explanation.+--Several words may together be explanatory of one.

11. The turtle's back-bone and breast-bone--its shell and coat of
armor--are on the outside of its body.

back-bone shell
=============\ ========\
'\ /' \ | are
and' \==========(======/ 'and \=)=|=======
' / \turtle's \its \ ' / |
breast-bone '/ \The \' coat /
=============/ ========/

12. Cromwell's rule as Protector began in the year 1653 and ended in 1658.

+Explanation+.--_As, namely, to wit, viz., i.e., e.g.,_ and _that is_ may introduce explanatory modifiers, but they do not seem to connect them to the words modified. In the diagram they stand like _as_ in Lesson 30. _Protector_ is explanatory of _Cromwell's_.

13. In the latter half of the eighteenth century, three powerful nations,
namely, Russia, Austria, and Prussia, united for the dismemberment of
Poland.
14. John, the beloved disciple, lay on his Master's breast.
15. The petals of the daisy, _day's-eye_, close at night and in rainy
weather.

* * * * *

LESSON 34.

COMPOSITION--NOUNS AS ADJECTIVE MODIFIERS.

+COMMA--RULE.--An _Explanatory Modifier_, when it does not restrict the modified term or combine closely with it, is set off by the comma.+ [Footnote: See foot-note, Lesson 18]

+Explanation+.--_The words I and O should be written in capital_ _letters_. The phrase _I and O_ restricts _words_, that is, limits its application, and no comma is needed.

_Jacob's favorite sons, Joseph and Benjamin, were Rachel's children_. The phrase _Joseph and Benjamin_ explains sons without restricting, and therefore should be set off by the comma.

In each of these expressions, _I myself, we boys, William the Conqueror_, the explanatory term combines closely with the word explained, and no comma is needed.

+Direction+.--_Give the reasons for the insertion or the omission of commas in these sentences_:--

1. My brother Henry and my brother George belong to a boat-club. 2. The author of Pilgrim's Progress, John Bunyan, was the son of a tinker. 3. Shakespeare, the great dramatist, was careless of his literary reputation. 4. The conqueror of Mexico, Cortez, was cruel in his treatment of Montezuma. 5. Pizarro, the conqueror of Peru, was a Spaniard. 6. The Emperors Napoleon and Alexander met and became fast friends on a raft at Tilsit.

+Direction+.--_Insert commas below, where they are needed, and give your reasons_:--

1. The Franks a warlike people of Germany gave their name to France. 2. My son Joseph has entered college. 3. You blocks! You stones! 0 you hard hearts! 4. Mecca a city in Arabia is sacred in the eyes of Mohammedans. 5. He himself could not go. 6. The poet Spenser lived in the reign of Elizabeth. 7. Elizabeth Queen of England ruled from 1558 to 1603.

+Direction.+--_Compose sentences containing these expressions as explanatory modifiers_:--

The most useful metal; the capital of Turkey; the Imperial City; the great English poets; the hermit; a distinguished American statesman.

+Direction.+--_Punctuate these expressions, and employ each of them in a sentence_:--

See Remark, Lesson 21. Omit _or_, and note the effect.

1. Palestine or the Holy Land ----. 2. New York or the Empire State ----. 3. New Orleans or the Crescent City ----. 4. The five Books of Moses or the Pentateuch ----.

+Remember+ that (_'s_) and (_'_) are the possessive signs--(_'_) being used when _s_ has been added to denote more than one, and (_'s_) in other cases.

+Direction.+--_Copy the following, and note the use of the possessive sign_:--

The lady's fan; the girl's bonnet; a dollar's worth; Burns's poems; Brown & Co.'s business; a day's work; men's clothing; children's toys; those girls' dresses; ladies' calls; three years' interest; five dollars' worth.

+Direction.+--_Make possessive modifiers of the following words, and join them to appropriate nouns_:--

Woman, women; mouse, mice; buffalo, buffaloes; fairy, fairies; hero, heroes; baby, babies; calf, calves.

+Caution.+--Do not use (_'s_) or (_'_) with the pronouns _its, his, ours, yours, hers, theirs_.

* * * * *

LESSON 35.

NOUNS AS ADVERB MODIFIERS.

+Introductory Hints.+--_He gave me a book_. Here we have what many grammarians call a _double object_. _Book_, naming the thing acted upon, they call the _direct_ object; and _me_, naming the person toward whom the act is directed, they call the +indirect+, or _dative_, +object+.

You see that _me_ and _book_ do not, like _Cornwallis_ and _army_, in _Washington captured Cornwallis and his army_, form a compound object complement; they cannot be connected by a conjunction, for they do not stand in the same relation to the verb _gave_. The meaning is not, He gave me _and_ the book.

We treat these indirect objects, which generally denote the person to or for whom something is done, as equivalent to phrase modifiers. If we change the order of the words, a preposition must be supplied; as, He gave a book _to me_. He bought _me_ a _book_; He bought a book _for me_. He asked _me_ a _question_; He asked a _question of me_. When the indirect object precedes the direct, no preposition is expressed or understood.

_Teach, tell, send, promise, permit_, and _lend_ are other examples of verbs that take indirect objects.

Besides these indirect objects, +nouns denoting measure+, quantity, weight, time, value, distance, or direction are often used adverbially, being equivalent to phrase modifiers. We walked four _miles_ an _hour_; It weighs one _pound_; It is worth a _dollar_ a _yard_; I went _home_ that _way_; The wall is ten _feet_ six _inches_ high.

The idiom of the language does not often admit a preposition before nouns denoting measure, direction, etc. In your analysis you need not supply one.

+Analysis.+

1. They offered Caesar the crown three times.