Special Analysis. Logically, a is an idea, subordinate either to the idea, man's, or to the idea, box.

Rhetorically, a is an adjunct word, used ambiguously; because, both by its position and by its meaning, it is related alike to man's and to box.

Logically, very is an idea, subordinate to the idea, careless.

Rhetorically, very is an adjunct of the adjunct, careless, to which its relation is shown by position.

Logically, careless is an idea, secondary to the idea, man's.

Rhetorically, careless is, by its position, ambiguously related alike to man's and to box; but, logically or by its meaning, careless is related to man's only; because, we can have no idea of relation between the ideas, careless, box.

Logically, man's is an idea, subordinate to the idea, box.

Rhetorically, man's is an adjunct of the principal word, box, to which its relation is shown by an apostrophe.

Logically, box is the principal idea of the group.

Rhetorically, box is the principal word of the phrase; because, it is the foundation or basis, etc.

Logically, of is an idea of the relation of the secondary, tackle, to its principal, box.

box.

Rhetorically, of is the relator of the adjunct, tackle, to its principal,

Logically, fishing is an idea subordinate to the idea, tackle.

Rhetorically, fishing is an adjunct of the adjunct, tackle, to which its relation is shown by a hyphen.

Logically, tackle is an idea subordinate to the idea, box.

Rhetorically, tackle is an adjunct of the principal, box, to which its relation is shown by the relator, of.

NOTE I. Students, who are familiar with the logical and rhetorical analyses, as given above, may be allowed to give the rhetorical analysis only. Thus;

A is an adjunct either of man's, or of box.
Careless is an adjunct of man's.

Man's is an adjunct of box.

Box is the principal word of the phrase.

Of is the relator of fishing-tackle to box.

Fishing-tackle is a phrase adjunct of box.

NOTE II. The Analysis of a Phrase may be written thus ;

Let the star or asterisk [*] = the idea of a relation or the relator.

3. The great loyal heart.

Written Analysis. The great, etc. sss P. Translation; 9, the; great; s, loyal; P, heart.

4. The true station of man.

Written Analysis. The true station, etc. s 8 P* s. Translation, as above.

5. Men's pride of great wealth.

Written Analysis. Men's pride, etc. = s P * s2 s1.

6. The very bright' plumage of the beautiful birds1 of the tropical regions of the Earth.

The very bright plumage of the beautiful birds of the Earth's tropical regions.

Formula.

The very, etc. 1 2 1 P* 2 2 1 * 3 3 2 * 4 3. In the translation of this formula, 1 may be translated as s, or a; that is, as an idea subordinate to the principal; or, as a word adjunct to the principal.

NOTE III. A student, who can readily construct the formula of a given phrase, and then translate it, is quite sure to be master both of the construction and, also, the analysis of that phrase. His skill will become more perfect, however, if he be made to construct phrases according to a given formula. Hence, students should be required to construct formulas for given phrases. (At first, these should be written.) At the next recitation, each student may read his or her formula of a given phrase, subject to the assent or dissent of the other members of the class; in the same manner, as students give the solutions of examples in Arithmetic. When the student has finished the formula of a given phrase, his skill should be tested by requiring him to construct two or more phrases, according to the same formula.

NOTE IV. For further exercise, analyze each example under Phrases, both orally and in writing, beginning at the first.

SENTENCES.

61. The science of Sentences includes; first, the Definitions; second, the Classifications; third, the Ellipsis or Contraction of Sentences; fourth, the Syntax of Sentences; and fifth, Punctuation.

62. First, the DEFINITIONS.

The word, sentence,1 means something created, arranged.

A SENTENCE is the ex

pression or name of a thought. (See Chap. I., 29.)

NOTE I. The term, Sentence, is sometimes used to mean the thought self; and, sometimes, the language expressing the thought. (See Chap. V., Metonymy.)

EXAMPLES.

1. The good Creator gave the use of Thought Language to mankind.

The good Creator, etc., is a sentence; because, it is the expression or name of a thought.

2. Every human being should study Thought Language diligently, and should carefully seek its skillful use through that untiring practice which makes perfect; because, Thought Language is the means by which each individual adds growth or development to his mental powers; and, through which, each individual uses or employs his mental powers in the accomplishment of his purposes.

63. Second, the CLASSIFICATIONS. Sentences are classified; first, according to their immediate elements; second, according to their relation; third, according to their use by the narrator.

SENTENCE, ence, state of; t, that which [has been]; sen, thought, created.

64. First Classification. According to their immesate elements, Sentences are of two kinds; Simple, and ompound.

SIMPLE SENTENCES.

65. A SIMPLE Sentence is the expression or name of a simple thought. Its elements are WORDS and PHRASES.

NOTE I. Many use the following definition, "A Simple Sentence is a sentence having one subject nominative and one finite verb." This is erroneous; because, it includes complex compound sentences. (See Rules for Definitions.)

General Analysis. (At the option of the teacher, the student may give or omit the Logical Analysis. If, however, the student hesitate or err in the Rhetorical, he should be required, at once, to produce the Logical Analysis.)

Rhetorically, men seek knowledge is a simple sentence; because, it expresses a simple thought. Its elements are the words, men, seek, knowledge.

2. The construction of sentences belongs exclusively to mankind. 1 2.

General Analysis. The construction, etc., is a simple sentence; because, etc. Its elements are the phrases, the construction of sentences, belongs exclusively to mankind.

3. Knowledge is sought by wise men. 3 2 1.

General Analysis. Rhetorically, knowledge is sought, etc., is a simple sentence; because, etc. Its elements are the words, knowledge, by, and the phrases, is sought, wise men.

NOTE II. The terms, used in the formation of sentences, are mostly borrowed from the science of Architecture. Thus, the construction of a sentence to contain a thought, is taken from the construction of a building. Men construct sentences which are the habitations of thoughts, as they construct houses, which are the habitations of inkers

66. Words have eight uses or offices in the formation of Simple Sentences; namely, Subjects, Predicates or Affirmers, First Objects, Relators, Second Objects, Adjuncts, Personators, and Exclamatives.

67. Phrases have six uses or offices in the formation of Simple Sentences; namely, Subjects, Predicates or Affirmers, First Objects, Second Objects, Adjuncts, and Exclamatives.

68. For convenience, Words and Phrases, according to their uses or offices in a Simple Sentence, are divided into the Principal, which includes Subjects, Affirmers, and First Objects; Relators; and, Adjunctives, which include Second Objects and Adjuncts; while, Phrases are divided into Principal, and Adjunctive Phrases.

4. The brave old hero of many battles gallantly led his troops into the very hottest part of the fight.

In this example, the Principal words are hero, led, troops.
The Relators are of, into, of.

The Adjunctives are the, brave, old, many, battles, gallantly, his, the, very, hottest, part, the, fight.

5. The troops were gallantly led into the very hottest part of the fight by the brave old hero of many battles. 3 2 1.

In this example, the Principal words are troops, were led.

NOTE III. Our reason for not placing a Second Object, naming an actor, among the Principal words of a sentence is this; the name of the actor, when used as the subject of a sentence, controls the construction of the sentence, and at the same time through its essential, the actor, limits our idea of the action; but, when this name is used as a second object, it loses its control in the construction of the sentence, and retains its modifying influence only; thus, becoming adjunctive in its use.