Chapter I: Preface

It has long seemed to me both unfortunate and wrong that many pupils leave school with no keen delight in the study of English grammar, and with the mistaken idea that it is mainly a study of rules and definitions based upon the forms of mere words. Far from this, it should be from the beginning a study of thought. Words should be examined solely from the point of view of their function in the sentence, the part they play in the communication of thought. Always the sentence should be the unit of study, and it should be looked at, not primarily as expressing a thought that was once in the mind of its author, but rather as forever communicating thought to the minds of its readers. For men would neither speak nor write without an audience. Their aim is not to get their thought into words for satisfaction to themselves, but to convey thought by means of words to their fellow-men. Therefore it is that in all language study, in all language teaching, the governing idea should be, not expression, but communication, of thought.

It is now universally conceded that the purposes of grammar study are three; namely, and in the order of their importance and their realization,--1. to discipline the mind; 2. to aid in the interpretation of speech and literature; 3. to facilitate the correct expression of thought. It cannot, then, be denied that a rational investigation of the structure of English sentences is far more important than any other phase of grammar study, and for three reasons:--1. it is a study of thought, and as such must discipline the mind; 2. it trains the student through practice, which is the most effective way, to interpret the thought of others; 3. by presenting to him the best models for imitation, it aids him in communicating clearly his own thoughts.

Believing this, and knowing from much experience that not until students have examined the structure of sentences in relation to the thought embodied, do they have any vital or useful knowledge of etymology and syntax, I have long thought that a book was needed which should deal only with the analysis of sentences, the culminating phase of grammar study, for which all previous work is a preparation. The book that I have prepared is not intended to supplant any text-book in grammar, but rather to provide for a profitable continuation of grammar study in high schools and normal schools. It is based upon the English sentence as it has been written during the present century. No attempt has been made to criticize any form or variation of sentence structure. Instead, sentences are examined as they have been constructed by reputable authors, with a view to determining the adequacy of their structure to the communication of thought.

My highest aim and my sincerest hope have been to present worthy matter in such a way as to require and stimulate good thinking on the part of students, and to make them marvel and rejoice at the perfect adaptability of the English sentence to the noble burden that it bears, that of communicating thought.

L. G. K.

OSHKOSH, WIS., May, 1900.

CONTENTS

CHAPTER PAGE

I. The Proposition 7

II. The Classification of Propositions 11

III. The Classification of Sentences according to Structure 18

IV. The Classification of Sentences according to Form 23

V. The Adjective Clause 28

VI. The Analysis of Simple, Partially Compound, and
Complex Sentences 38

VII. The Substantive Clause 42

VIII. Analysis of Sentences containing Noun Clauses 51

IX. The Adverbial Clause of Time 53

X. The Adverbial Clause of Place 59

XI. The Adverbial Clause of Manner 62

XII. The Analysis of Sentences 66

XIII. The Adverbial Clause of Cause 68

XIV. Clauses of Purpose and Result 73

XV. The Adverbial Clause of Condition 78

XVI. The Adverbial Clause of Concession 82

XVII. The Adverbial Clause of Degree or Comparison 87

XVIII. The Compound Sentence 97

XIX. The Conjunction in some of its Uses 105

XX. The Infinitive Phrase 113

XXI. The Participial Phrase 129

XXII. The Gerund 139

XXIII. The Prepositional Phrase 146

XXIV. The Appositive Phrase 161

XXV. The Direct Object 169

XXVI. The Subjective Complement 175

XXVII. The Objective Complement 179

XXVIII. The Indirect Object 188

XXIX. The Adverbial Noun 189

XXX. Peculiar Modifications 193

XXXI. Independent Elements 201

XXXII. Sentence Modifiers 209

XXXIII. Elliptical Sentences 214

MISCELLANEOUS SENTENCES FOR ANALYSIS 228

INDEX 241

THE

STRUCTURE OF THE ENGLISH SENTENCE