ence." In this sentence, the logical predicate is "became a Republic after the war of Independence," the grammatical predicate is the finite verb "became."

39. It is therefore manifest that a logical subject, as well as a predicate, may comprise, not only two or more words, but also phrases, clauses, and sentences, which finish their meaning and are connected with either one or both of them. It is not so, however, with the grammatical subject and predicate verb.

40. The reason of this difference is, that in the logical order of ideas the idea of a subject, and of its quality or predicate, is often not simple, but complex; that is, it is made up of several ideas linked together, the whole forming the full idea of the writer or speaker.

ILLUSTRATION.-"A man who neglects his duties deserves punishment." The clause or words "who neglects his duties" are necessary to determine and complete the idea of the subject a man-namely; what man deserves punishment. The same reasoning applies to the logical predicate. Now, in the grammatical order of words, which is that of agreement and dependence of the parts of speech, those parts are generally represented by single words, such as a noun in the nominative case, a verb or proposition, and an object, and consequently do not require the secondary parts of a sentence to complete their

construction.

41. Sometimes, however, the logical, as well as the grammatical subject of a sentence may be a noun, or any other part of speech which can take its place, and be the subject of a finite verb. Such are pronouns, verbs in the infinitive mood governed by the preposition to, participles, and sometimes clauses.

EXAMPLE. "To be prudent is to be wise." To be prudent is the subject, both logical and grammatical, of the sentence, and governs the finite verb is.

NOTE I. In the following exercise it is not expected that the scholar should make a thorough analysis of sentences, because this requires a knowledge of the rules and method of sentential analysis, which we shall expound in the fifth chapter of this section. Here it is required of the pupil to state,

First, The logical subject, predicate, and copula of every sentence, and to supply it when either of them is understood;

Second, The phrases and clauses;

Third, The grammatical subject, predicate verb, and object of every sentence;

Fourth, The essential or non-essential elements of a sentence, according to Rules 16th and 17th;

Q. What may be the logical, as well as the grammatical subject of a sentence? (41.)

A. A noun, or any part of speech that can take its place, and be the subject of a finite verb.

Q. What part of speech can take the place of a noun? (41.)
A. Pronouns, verbs in the infinitive mood, participles, and

sometimes clauses.

Fifth, If an interrogative, imperative, or exclamatory sentence should occur, why is it that it is difficult to find the subject of that sentence according to Rule either 11th, 12th, or 13th?

NOTE II. In schools, if the pupil should at first be unable to determine the different parts of a sentence, the teacher may assist him by propounding the question in the following

manner:

EXAMPLE.-"Life is an empty dream."

Teacher Question: "What part of the sentence is life ?"

If the pupil cannot answer, the teacher must assist him further by presenting the same question in a different manner; that is, by quoting the words of the rule to which the question relates, it being supposed that the pupil has committed it to memory; thus:

Teacher-Question: "What do you call that of which something is affirmed or denied, according to Rule under No. 15 ?"

Pupil-Answer: "Subject of the sentence." Teacher Question: "Is there anything in this sentence affirmed of life?"

Pupil-Answer: "Yes; that 'it is an empty

dream.'"

Teacher Question: "Then what part of the sentence is life ?"

Pupil-Answer: "It is the subject."

This method, when necessary, is to be followed by the teacher in all subsequent exercises in a like manner.

NOTE III. In the following Exercise the small numbers mark the different sentences the letters in italics are references to the end of

the passage for words to be supplied in the sentence.

I.-EXERCISE.

Point out the logical and grammatical elements, the phrases, clauses, essential and nonessential parts of the different sentences contained in the following verses. For every statement you make, cite a Rule if you can.

LIFE IS REAL.

Tell me(a) not in mournful numbers,
2 Life is but an empty dream!
3 For the soul is dead that slumbers,
*And things are not what they seem.

5 Life is real! Life is earnest !
7 And the grave is not its goal;
8 Dust thou art, to dust returnest,
10 (c)Was not spoken of the soul.

11 Not enjoyment, and not sorrow,

Is our destined end and way;
12 But to act, (d) 13 that each to-morrow
Find us further than to-day.

14 Art is long, 15 and Time is fleeting;

16 And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.

17In the world's broad field of battle,
In the bivouac of life,

Bee) not like dumb, driven cattle!
18 Be) a hero in the strife!

19 Trust) no Future, howe'er pleasant!
2o Let the dead Past bury its dead!
21 Act, () 22act) in the living Present,
Heart within and God o'erhead!

Determine, in the same manner, the elements of sentences contained in your Reader, or in some other book.

NOTE. It is advisable that the young pupil should commit to memory the various pieces, both in verse and prose, which have been selected for exercises, and illustrations of the precepts given in this work. For, beside that by this method the rules and their application are better understood and retained, the mind of the youth is gradually supplied with fine ideas and language, which will enable him hereafter to write on various subjects with fluency and elegance.

CHAPTER II.

CLASSIFICATION OF SENTENCES.

1. Sentences, according to the elements which compose them, are either simple or compound.

Q. How are sentences divided? (1.)

A. Into simple and compound.