silent, because it is a mental act in which the mind asserts a relation between ideas. The thought subject is the idea, The King, because it is the idea about which the mind asserts another idea. The thought predicate is the idea, silent, because it is the idea which the mind asserts of the thought subject. The thought relation is one of agreement because the thought predicate belongs to the thought subject.

MODEL FOR THE ANALYSIS OF THE SENTENCE.

II. The King was silent.

The sentence is the group of words, The King was silent, because it is a group of words which expresses a thought. The subject of the sentence is the words, The King, because they express the thought subject. The predicate is the word, silent, because it expresses the thought predicate. The copula is the word, was, because it expresses the thought relation.

III. Columbus discovered America.

The sentence is the group of words, Columbus discovcred America, because it is a group of words which expresses a thought. The subject of the sentence is the word, Columbus. because it expresses the thought subject. The predicate is the words, discovered America, because they express the thought predicate. The copula is implied in the word, discovered. If it were expanded, it would be was discovering. The copula is then the word, was, because it expresses the thought relation.

Sentences To Be Analyzed.

1. The Puritans were strict.

2. Coal is a mineral.

3. My uncle's farm is fertile.

4. We enjoyed a moonlight sail.

5. Coasting is dangerous.

6. The natives enjoy climbing mountains.

7. A prairie fire is an impressive sight.

8. The village street leads past the church.

9. The Van Tassel homestead was not large.
10. A New England kitchen has a thrifty appearance.

Review

Read each sentence in the following paragraph and think the thought expressed by it. Give the three elements of the thought. Give the three parts of the sentence.

This was to be our visiting day. The next that came was Mr. Burchell, who had been at the fair. He brought my little ones a pennyworth of gingerbread each, which my wife undertook to keep for them, and give them by letters at a time. He brought my daughters also a couple of boxes, in which they might keep wafers, snuff, patches, or even money when they got it. My wife was unusually fond of a weasel-skin purse as being the most lucky; but this by the by.

-Goldsmith.

The Second Section

Chapter III

CLASSES OF SENTENCES

17. On the Basis of their Meaning or Chief Purpose. Sentences are used to awaken thoughts in the mind. Whenever you use a sentence, you wish to produce some effect upon another mind.

Examine the following sentences to see if you can state the chief purpose of each. What would you expect to accomplish with them?

I. London is the largest city in the world. 2. Is London the largest city in the world?

3. Find the population of London for your next lesson. 4. What a large city London is!

1. The chief purpose of the first sentence is to give information to the mind.

2. The chief purpose of the second sentence is to obtain information from the mind.

3. The chief purpose of the third sentence is to have the mind act, to cause it to do something. 4. The chief purpose of the fourth sentence is to awaken emotion. It awakens the emotion of surprise at the size of the city of London.

This difference in the chief purpose of sentences gives us four classes on that basis. We call the first a Declarative sentence; the second,

an Interrogative sentence; the third, an Imperative sentence; and the fourth, an Exclamatory

sentence.

18. These Classes Defined. The four classes of sentences may be defined as follows:

I. A Declarative sentence is a sentence whose chief purpose is to give information; as, The first man was Adam.

2. An Interrogative sentence is a sentence whose chief purpose is to obtain information; as, Who was the first woman?

3. An Imperative sentence is a sentence whose chief purpose is to move the will; as, Read the first stanza of the poem.

4. An Exclamatory sentence is a sentence whose chief purpose is to awaken emotion; as, Alas! That we should fail!

Exercise 7

Classify the following sentences on the basis of their chief purpose and give your reasons:

1. Constant dropping wears away stones.

2. Tom rowed with untired vigor, and with a different speed from poor Maggie's.

3. Mercy, sir, how the folks will talk of it!

-Eliot.

4. Men's evil manners live in brass, their virtues we write in water.

5. Come, Rollo, let us take a walk.

6. Why was the French Revolution so bloody and destructive?

7. Be clean, for the strength of the hunter is known by the gloss of his hide. -Kipling.

8. Honey from out the quarreled hive I'll bring.

9. Lead us to some far-off sunny isle.

10. Where are you going, my pretty maid?

II. "The Dwarf asked, "Who is my master?"

12. Toussaint wrote to Napoleon, "Sire, I am a French citizen; have I ever broken a law?"

are.

13. Tell me what you like and I will tell you what you -Ruskin. 14. "Think you, Abel," said Paul at last, "that the storm drove thither?"

15. The way was long, the wind was cold

The minstrel was infirm and old.

-Scott.

Write five declarative sentences about facts in history. Write five interrogative sentences asking for information in geography. Write five imperative sentences which may be used by the teacher. Write five exclamatory sentences which may be used in climbing mountains, at a circus, at a base ball game.

Exercise 8

19. Arrangement of the Sentence. Point out the subject, predicate, and copula in each of the following sentences:

1. I am a poor man.

2. Who will help me?

3. Every man's task is his life preserver.

4. The devil can catch a lazy man with a bare hook. 5. When did the leopard ever change his spots?

6. Can one stop the current of a river?