III. IF THE SENTENCE IS COMPOUND: (a) Give the words which express each independent thought. 1. Give the elements of each independent thought with reasons. 2. Give the parts of each independent clause with reasons. (b) Give the words which express each subordinate thought, if any. 1. Give the elements of each subordinate thought. 2. Give the parts of each subordinate clause. 1. Genius can breathe freely only in the atmosphere of freedom. 2. The pitch of the musical note depends upon the rapidity of vibration. 3. We can easily prove that the earth is a sphere. 4. They who are accompanied by noble thoughts are never alone. 5. Blessed is the man who has nothing to say and who insists upon not saying it. 6. William Cullen Bryant was born at Cummington, Massachusetts, November 3, 1794. 7. The Embargo was published in Boston in 1809, and was written when Bryant was only thirteen years old. 8. The Catskill Mountains have always been a region full of fable. —Irving. 9. He was accustomed to tell his story to every stranger that arrived at Mr. Doolittle's hotel. -Irving. 10. Rip's story was soon told for the whole twenty years had been to him but as one night. -Irving. II. Many birds have different tones for various phases of their emotions. 12. Song sometimes seems to have in it the element of rejoicing in anticipation. 13. There is a power whose care Teaches thy way along that pathless coast. 14. Vainly the fowler's eye -Bryant. Might mark thy distant flight to do thee wrong. 15. All that breathe will share thy destiny. -Bryant. -Bryant. 16. I have heard that nothing gives an author so great pleasure as to have his works respectfully quoted by other learned authors. -Franklin. 17. Silently, one by one, in the infinite meadows of heaven, blossomed the lovely stars. -Longfellow. 18. This pleasure I have seldom enjoyed. 19. Example appeals not to our understanding alone, but it awakens our passions likewise. 20. If thou didst ever thy dear father love, revenge his foul and most unnatural murder. -Shakespeare. 21. The strength he gains is from the embrace he gives. 22. If you blow your neighbor's fire, do not complain if the sparks fly in your face. 23. Do not measure other people in your half bushel. 24. There is no flock, however watched and tended, But one dead lamb is there! There is no fireside, howsoe'er defended, But has one vacant chair! -Longfellow. 25. Thou lingering star, with lessening ray, That lov'st to greet the early morn. Again thou usherest in the day My Mary from my soul was torn. 26. Lightly and brightly breaks away The morning from her mantle gray. -Burns. Honor but an empty bubble. 28. 'Tis an old maxim in the schools, -Dryden. That flattery's the food of fools; Yet now and then your men of wit -Swift. 29. 'Tis with our judgments as our watches; none Are just alike, yet each believes his own. —Pope. 30. Love is the ladder on which we climb To a likeness with God. -Pope. 31. Heaven from all creatures hides the book of fate, All but the page prescribed, their present state. -Pope. 32. Faith builds a bridge across the gulf of death. Exercise II-B Notice the simple, complex and compound sentences in the extract from Hawthorne's “My Visit to Niagara", on page 68. How many do you find of each? How are they distributed through the paragraph? What is the advantage of this variety of sentences? PARAGRAPH I. SIMPLE SENTENCE. Rip entered the house. It was empty, forlorn and apparently abandoned. The desolation overcame all of his connubial fears. He called loudly for his wife and children. The lonely chambers rang for a moment with his voice. Then all again was silence. He hurried forth and hastened to his old resort, the village inn. It, too, was gone. -Irving. PARAGRAPH II. COMPLEX SENTENCE. As they descended, Rip every now and then heard long rolling peals like distant thunder, that seemed to issue from a deep ravine, or rather cleft, between lofty rocks, toward which their rugged path conducted. Supposing it to be the muttering of one of those transient thunder-showers which often take place in mountain heights, he proceeded. —Irving. PARAGRAPH III. COMPOUND SENTENCE. They were dressed in quaint, outlandish fashion; some wore short doublets; others jerkins with long knives in their belts; and most of them had enormous breeches of similar style with those of the guide. Their visages, too, were peculiar one had a large head, broad face, and small, piggish eyes; the face of another seemed to consist entirely of nose, and was surmounted by a white sugar-loaf hat, set off with a little red cock's tail. -Irving. Study the above paragraphs of simple, complex and compound sentences. What effect on the mind have the different forms of the sentence? Which is most dramatic? Which is clear, but sometimes contains many thoughts? Which smooth and graceful, but involved? Write a paragraph relating some experience of your own. Write it first using all simple sentences. Improve the smoothness by changing some of the sentences to complex and some to compound sentences. See that all three kinds are represented. The Third Section Chapter V THOUGHT MATERIAL OR IDEAS 26. What We Have Learned. From the preceding chapters we know the nature of a thought and the nature of a sentence. We know that the sentence expresses the thought and that the sentence takes different forms to make different impressions upon the mind or to express different thoughts. This gives us different kinds or classes of sentences. We know that each thought is made up of three elements and that each sentence contains three parts, subject, predicate, and copula, corresponding to or expressing the three elements of the thought. 27. The Use of Words. We now find, however, that these organic parts of the sentence, the subject, predicate, and copula, are made up of smaller units which we call words. Subjects are not all alike; predicates are not all alike; nor are copulas all alike. We cannot understand words, however, until we understand that which the word expresses, the idea, just as we saw that in order to understand the sentence, we must understand the thought which it expresses. The word is an instrument for expressing the idea just as the |