Graded Lessons in English | Page 3

expression to the
parts of the thought, is to learn to think. It has been noticed that pupils
thoroughly trained in the analysis and the construction of sentences
come to their other studies with a decided advantage in mental power.
These results can be obtained only by systematic and persistent work.
Experienced teachers understand that a few weak lessons on the
sentence at the beginning of a course and a few at the end can afford
little discipline and little knowledge that will endure, nor can a
knowledge of the sentence be gained by memorizing complicated rules
and labored forms of analysis. To compel a pupil to wade through a
page or two of such bewildering terms as "complex adverbial element
of the second class" and "compound prepositional adjective phrase," in
order to comprehend a few simple functions, is grossly unjust; it is a
substitution of form for content, of words for ideas.
+Subdivisions and Modifications after the Sentence+.--Teachers
familiar with text books that group all grammatical instruction around
the eight parts of speech, making eight independent units, will not, in
the following lessons, find everything in its accustomed place. But,

when it is remembered that the thread of connection unifying this work
is the sentence, it will be seen that the lessons fall into their natural
order of sequence. When, through the development of the sentence, all
the offices of the different parts of speech are mastered, the most
natural thing is to continue the work of classification and subdivide the
parts of speech. The inflection of words, being distinct from their
classification, makes a separate division of the work. If the chief end of
grammar were to enable one to parse, we should not here depart from
long-established precedent.
+Sentences in Groups--Paragraphs+.--In tracing the growth of the
sentence from the simplest to the most complex form, each element, as
it is introduced, is illustrated by a large number of detached sentences,
chosen with the utmost care as to thought and expression. These
compel the pupil to confine his attention to one thing till he gets it well
in hand. Paragraphs from literature are then selected to be used at
intervals, with questions and suggestions to enforce principles already
presented, and to prepare the way informally for the regular lessons that
follow. The lessons on these selections are, however, made to take a
much wider scope. They lead the pupil to discover how and why
sentences are grouped into paragraphs, and how paragraphs are related
to each other; they also lead him on to discover whatever is most
worthy of imitation in the style of the several models presented.
+The Use of the Diagram+.--In written analysis, the simple map, or
diagram, found in the following lessons, will enable the pupil to present
directly and vividly to the eye the exact function of every clause in the
sentence, of every phrase in the clause, and of every word in the
phrase--to picture the complete analysis of the sentence, with principal
and subordinate parts in their proper relations. It is only by the aid of
such a map, or picture, that the pupil can, at a single view, see the
sentence as an organic whole made up of many parts performing
various functions and standing in various relations. Without such map
he must labor under the disadvantage of seeing all these things by
piecemeal or in succession.
But, if for any reason the teacher prefers not to use these diagrams, they

may be omitted without causing the slightest break in the work. The
plan of this book is in no way dependent on the use of the diagrams.
+The Objections to the Diagram+.--The fact that the pictorial diagram
groups the parts of a sentence according to their offices and relations,
and not in the order of speech, has been spoken of as a fault. It is on the
contrary, a merit, for it teaches the pupil to look through the literary
order and discover the logical order. He thus learns what the literary
order really is, and sees that this may be varied indefinitely, so long as
the logical relations are kept clear.
The assertion that correct diagrams can be made mechanically is not
borne out by the facts. It is easier to avoid precision in oral analysis
than in written. The diagram drives the pupil to a most searching
examination of the sentence, brings him face to face with every
difficulty, and compels a decision on every point.
+The Abuse of the Diagram+.--Analysis by diagram often becomes so
interesting and so helpful that, like other good things, it is liable to be
overdone. There is danger of requiring too much written analysis.
When the ordinary constructions have been made clear, diagrams
should be used only for the more difficult sentences, or, if