1. Conjunctive Pronouns.

Ex. - Who, which, what, that.

2. Conjunctive Adverbs.

Ex. When, where, how.

3. Conjunctive Adjectives.

Ex. What, which.

4. Pure Subordinating Conjunctives.

Ex. That, whether, if.

64. Double Value of Subordinating Connectives. The Connectives of complex sentences have usually two distinct values:

1. An adjective, adverbial, or substantive force in the dependent clause.

Ex. - The child whose hat was lost has found it.

Ex.

(Whose is an adjective limiter of hat.)

Put it where you found it.

(Where is an adverbial limiter of found.)

Ex. - People who are busy are happy.

(Who is a pronoun, subject of are busy.)

2. A connective value:

a. Whose connects an adjective clause to child.
b. Where connects an adverbial clause to put.
c. Who connects an adjective clause to people.

- A

65. The Connectives of Substantive Clauses. clause used as subject, object, or attribute complement, properly speaking, needs no connective. The so-called connectives of substantive clauses would better be called introductory words. They constitute the sign that the clause is dependent and substantive.

The clause, That the earth is spherical, is stamped, as it were, as a noun clause, and we may proceed to use it in any of the usual noun constructions:

1. That the earth is spherical has been proved. 2. I believe that the earth is spherical.

3. The fact is that the earth is spherical.

The pure substantive conjunctions, that and whether, have no distinctive uses in the dependent clauses; but certain conjunctive pronouns are also freely used as substantive connectives.

EXERCISE 5.

Turn the following simple sentences into complex sentences, and state the office of the dependent clause.

1. I shall probably return to-morrow.

2. John has a black dog.

3. A rolling stone gathers no moss.

4. That borrowed book has not been returned.

5. I acknowledge my mistake.

6. The wanted thing could not be obtained.

7. The wise man will shun evil.

8. This is the desired thing.

9. Wellington was sure of victory because of the arrival of Blücher.

10. The day turning cold, we made a fire.

EXERCISE 6.

Combine this material into (1) simple, (2) compound, (3) complex sentences:

1. It is here.

I want it.

2. You persevere.

You will succeed.

3. He is guilty.

This will be made evident.

4. This is a bird.

It has been injured.

5. We desire objects.

We are likely to obtain them.

66. Analysis. Analysis is the process of separating a sentence into its elements for the purpose of determining their relations.

It is an investigation into (1) the content of the sentence, (2) the form of it. The elements are separated to find what they mean, then they are thought together again to see how the character of the content (the thought) determines the form.

67. Order for Analysis:

1. The Simple Sentence.

a. Classify the sentence, modally and structurally.
b. Give the thought-analysis.

c. State the base.

d. Give in order of importance the modifiers of subject. e. Analyze the bare predicate.

f. Give in order of importance the modifiers of the

verb.

g. Give in order of importance the modifiers of comple

ment.

h. Analyze phrases if so directed.

2. The Compound Sentence. - Separate into independent propositions, explaining their logical relation, and analyze one by one, after the order for the simple

sentence.

3. The Complex Sentence. Treat clauses as elements, adjective, adverbial, or noun; and analyze precisely like simple sentences.

4. The Complex-Compound Sentence. - Separate into independent propositions, explain their logical rela

tion, and analyze the complex clauses according to the order for the complex sentence.

NOTE. - The pupil is now ready to give a general analysis of any sentence, and a very close analysis of its base. He should be required to find in every sentence the three elements of the judgment, and to explain by what grammatical structures these are expressed. He should have abundant practice upon such examples as the following, supplemented, if necessary, by work from other portions of the text.

EXERCISE 7.

Analyze the sentences according to the above order. To test the construction of an element, leave it out, and notice what thought-element is lacking.

1. I like her because she seems unselfish. Life is real, life is earnest,

2.

And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.

3. Be like a bird.

4. There should be no failure on your part.

5. The king must win or he must lose his spurs forever.
6. The dew was falling fast; the stars began to blink;

I heard a voice; it said, "Drink, pretty creature, drink."

7. Whatever is, is right.

8. The Lord shall send upon thee cursing until thou be destroyed.

9.

10.

For those that fly may fight again,

Which he can never do that's slain.
The evil that men do lives after them;
The good is oft interred with their bones.

11. They never fail who die in a just cause.
12. Hadst thou been here he had not died.

13.

From peak to peak, the rattling crags among,
Leaps the wild thunder.

14. There she stands, an empty urn within her hands.

15. They insisted that we should stay.

16. The people are like the sea, and orators are like the wind. 17. Is he the man who makes watches ?

18. Which is the seat that she may have? 19. Whose book is it that you have lost?

20. It is strange that you have not heard it.

21. What one needs, one has.

22. The fur which warms a monarch, warmed a bear.

23. This is the boy who always tells the truth.

24. God is and ever shall be.

25. Come unto me, and I will give you rest.

26. He met with a great many strange adventures, which would be well worth your hearing if I had leisure to narrate them as fully as they deserve.

27. Oh, sweet is the new violet that comes beneath the skies!

EXERCISE 8.

For analysis, under the direction of the teacher. For practice, turn these sentences into interrogative form.

1. Errors may arise from want of information.

2. Each of us sees with his own eyes.

3. His neighbors and friends have been very kind to him.

4. The children picked their way slowly through the mud.

5. To cease to change is to cease to live.

6. The gentle songsters of the air have flown to warmer climes. 7. There is no armor against fate.

8. Death lays his icy hands on kings.

9. Fame is no plant that grows on mortal soil.

10. Bacon is generally considered the greatest man of the Elizabethan Age with the single exception of Shakespeare.

11. Your wife would give you little thanks for that.

12. Out of the abundance of the heart, the mouth speaketh.

13. Are the sea and sky equally beautiful?

14. Slowly and sadly we laid him down.

15. Were the colors of the autumn leaves very brilliant ?