(2.) It may be analyzed into its syllables. The accented syllable may be pointed out. As an exercise on accent, the syllables, in turn, may be accented by the pupil.

(3.) Each syllable may be separated into its vowel and consonant elements, and each may be described.

b.) As to its FORMATION.

(1.) It may be simple, derivative, or compound.

(2.) If derivative, or compound, it may be analyzed into its primitive part or parts, its prefixes and suffixes. The effect of each may be given, and all the alterations, or changes, which the parts undergo.

(c.) As to its MEANING or USE.

(1.) What part of speech is it? Why? Is it ever used as any other part of speech? Give an example.

(2.) Parse it. Now, suppose it to be changed in any of its modifications, as number, person, gender, case, mode, tense, voice, degree of comparison; what other changes in the sentence must take place to correspond?

3.) Change its relation in the sentence, or construct another sentence in which it shall be either a different part of speech, or in a different relation.

(d.) As to its RELATION in construction.

(1.) Is it a principal or a subordinate term, or is it both?

(2.) Point out its principal term; point out its subordinate term.
Read it with each.

(3.) Is its relation represented or unrepresented? If represented,
point out the relation-word, and describe it. Read it with its
superior term, omitting the relation-word, thus: "Trees gar-
den;
"then read it, inserting the words, "Trees of the garden.”

(e.) As to the number of FUNCTIONS it performs.
(1.) Does it perform but one office, requiring
tax, or does it perform two or more?
applied in parsing a personal pronoun ?
The relative what, when placed before its

(2.) Explain it in all its functions.

ƒ.) As to its APPLICATION.

but one rule of synHow many rules are A relative pronoun ? antecedent?

(1.) Is it correct in its application, or it is misapplied?

(2.) Is it elegantly applied, or has it merely a plain or common ap. plication?

(3.) Is it used figuratively? What is the figure ?

(4.) Is the word modern or antique? as,

"Wist"=know. "Let": - hinder.

"Fetch = bring.

(5.) Is it low, vulgar, or provincial? If so, give the correct word.
(6.) What other word has nearly the same application? Substi
tute it, and point out the difference.

(7.) Can the expression be improved? If so, improve it.

An element may be considered,

(a.) As a whole.

(1.) If it is a single word, it may then be parsed; if a vhrase

clause, it may first be parsed as if it were one word, by calling it substantive, adjective, or adverbial, as the case may be, and by giving its construction as if it were a single part of speech. (2.) Its relation may be given, whether subordinate or principal; also its antecedent or subsequent term.

(3.) It may be transformed by expanding or abridging it, and in ite transformed state it may be regarded, as a whole, equivalent to the element in its former state.

(b.) As composed of parts.

(1.) If it is a phrase, point out the connective and object.

(2.) If it is a clause, point out the connective, and analyze the clause. (3.) If it is complex, point out and dispose of the basis, then the term depending upon this, then the next, and the next, in the order of dependence.

(4.) If it is compound, point out its component parts, and dispose of them separately, giving first their relation (coordinate) to each other, and then their common relation (subordinate) to the term on which they depend.

(5.) If it is transposed, restore it to its natural position.

(6.) If elliptical, supply the ellipsis.

(7.) If incorrectly constructed, point out the error, and correct it.
(8.) If it is left blank, or given as an exercise to be constructed,
construct it, in the relation, form, condition, or modification
required.

A sentence may be considered,

(a.) As a whole.

(1.) Is it declarative, interrogative, imperative, or exclamatory?
(2.) Is it simple, complex, or compound?

(3.) Is it close or loose in its structure?

(4.) Transform it from declarative to interrogative, &c.; from compound to complex, &c.

(b.) As composed of parts.

(1.) Analyze it into its elements.

(2.) Trace the relation of the most remote word up to the subject, or the relation of the subject down to the most remote term, pointing out all the connectives or relation-words.

(3.) Reconstruct the sentence; take some other noun or pronoun, standing in a remote relation, and make that the subject, or change it for the purpose of improving the arrangement, unity, or harmony of its parts.

(4.) Construct a sentence so as to make it represent a scene or mental picture, relating to clouds, dew, vapor, rain; a meadow, a valley, a stream of water, a flower, a flock of birds, &c., &c., &c.

NOTE. By exercises varied as above, and in many other ways, such as the ingenuity of the teacher will suggest, the whole subject of language may be made intensely interesting to children. It will be well, at length, to analyze whole paragraphs into the sentences which compose them, pointing out the relation of each sentence to the general thought.

II. PECULIARITIES IN THE FORM, CONSTRUCTION, AND APPLICATION OF WORDS.

These peculiarities are called figures. A figure is a leviation from the ordinary form, construction, and application of a word. Hence figures are divided into those of Etymology, Syntax, and Rhetoric.

FIGURES OF ETYMOLOGY.

A figure of Etymology is a deviation from the ordinary form of a word.

Figures of Etymology consist either in a defect, an excess, or a change, in some of the elements of a word.

Apharesis cuts off a letter or syllable from the beginning of a word; as, 'gainst, 'gan, for against, began.

Syncope removes a letter or syllable from the middle of a word; as, o'er, e'er, lov'd, for over, ever, loved.

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Apocope cuts off a letter or syllable from the end of a word; as th', tho', for the, though.

Prosthesis adds a letter or syllable to the beginning of a word; as, adown, enchain, for down, chain.

Epenthesis adds a letter or syllable to the middle of a word; as, preventative, retractation, for preventive, retraction. This figure seldom occurs in English.

Paragoge adds a letter or syllable to the end of a word`; as, withouten, bounden, for without, bound.

Synaresis contracts two syllables into one; as, thou'rt 'tis, for thou art, it is.

Diaresis separates two vowels which otherwise might form a diphthong; as, coördinate, zoölogy.

Tmesis separates a compound word by inserting a word between its parts; as, to us ward, for toward us.

EXERCISE.

Point out the figures in the following examples:

Around 'gan Marmion wildly stare.

The lamps shone o'er fair women and brave men
Did ye not hear it? No: 'twas but the wind.

Tis mine to teach th' inactive hand to reap
Kind nature's bounties, o'er the globe diffus'd.

O, what's the matter? what's the matter?
What is't that ails young Harry Gill?

A heart has throbb'd beneath that leathern breast,
And tears adown that dusky cheek have rolled.

He led, I wot, the softest way to death,

And taught withouten pain and strife to yield the breath.

What figures would you employ to render the following lines bar

monious:

It is the sunset of life gives me mystical lore.
For we have sworn, by our countries assauiters,
By the virgins they have dragged from our altars
And every tempest howling over his head
Renders the savage wilderness more wild.

FIGURES OF SYNTAX.

A figure of Syntax is a deviation from the ordinary costruction of a word.

Figures of Syntax consist in a defect, an excess, or a change in some of the elements of a sentence.

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Ellipsis is the omission of a word, phrase, or clause, which is necessary to complete the construction; as, “ We were absent [during] one day."

It should be understood that the words omitted by this figure as truly belong to the sentence, grammatically considered, as those which are expressed. They are omitted for rhetorical effect, that is, to render the sentence more agreeable and forcible.

Ellipsis generally takes place,

1. In coördinate constructions, to avoid the repetition of some common part; as,

"There are some who write, [and who] talk, [and who] think so much about vice and [about] virtue, that they have no time to practise either the one or the other.'

2. In certain subordinate constructions, especially those which denote comparison, for the same reason; as,

"Revenge is a stronger feeling than gratitude [is.]" "Our minds are as different as our faces [are.]"

3. In cert in idiomatic constructions:

(1.) In elements of the first class the subject of imperative sentences; as, "Go [thou.] "Awake [ye.]” The noun after adjectives or after the possessive case; as, "The violent [persons] take it by force." "This book is mine," i. e., my book.

(2.) In elements of the second class. The connective may be omitted. Examples. The to before the indirect object; as, "He gave [to] me a book." The to of the infinitive after bid, dare, let, make, hear, need, feel, see. To or unto after like, near; as, like [to] his father, near [to] the house. During, over, for, in, or on, before nouns, denoting time, the measure of distance, magnitude, or excess; as, "They left [on] Monday." "They travelled [through] twenty miles."

The object may be omitted; as, "The leaves were scattered around [us.]" In such cases, the preposition is usually called an adverb.

(3.) In elements of the third class. The connective may be omitted in substantive clauses in the objective; as, "My heart whispers [that] God is nigh." In adjective clauses when the relative is in the objective; as, "The paper [which] we purchased is damaged.” "The house [which] we

went to stands on a hill."

The subject and copula in expressions like "If [it is] possible, if necessary, if convenient, when agreeable, while absent," &c.

The whole clause between as and if, as and though; as, [he would seem] if [he were] deranged."

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"He seemed as

4. In exclamatory sentences, in responsives, in inscriptions, and titles; as, [It is] strange! " "Whom did you see? [I saw] George." "[This is] the New Testament."

Pleonasm is the use of superfluous words; as, "I know thee who thou art."

Pleonasm is the opposite of ellipsis, and may be said, in general, to take place where ellipsis should, but does not, take place.

Pleonasm takes place,

(1.) When the same idea is repeated in the same or in different words; as, "Verily, verily, I say unto you." "All ye inhabitants of the world, and dwellers on the earth."

(2.) When a noun is introduced into a sentence, and then immediately represented in the same relation by a pronoun; as, "Now Harry he had long suspected."

(3.) When a noun or any other word is repeated in the same relation for the purpose of modifying it; as, "That great God whom you see me daily worship: that God who created the heavens and the earth; --this God who has done all these great things -*-*- this great God, the Creator of worlds, of angels, and men, is your Father and Friend."

Enallage is a change of one part of speech for another. or some modification of a word for another; as, "They fall successive [ly] and successive [ly] rise." So when a single