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out any careless or confused crowding or crossing. Disregard this rule, and the diagrams for involved complex sentences will soon become "confusion worse founded."

VI.-The Esthetic to be constantly regarded.

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Sixthly. Always have an eye to the symmetrical and beautiful, as well as to the symbolical. An ugly diagram is the next evil to a bad analysis. With this principle in view, let important diagrams be carefully re-studied and re-drawn, as a matter of simple art-practice. Very possibly, many teachers and pupils will be impatient of such strict restraint and repeated labor; and quite as possibly, it is the very training which they most need.

GENERAL DEFICIENCY IN THIS DIRECTION.

Hardly any accomplishment is more infrequent among even educated persons, than neat, exact, and symmetrical execution in the line of graphic representation. And while this continues to be so, it is too much to expect that a corresponding crudeness and defectiveness will not characterize the body of their learning or their thinking. Since, then, it is one object of the study of analysis to correct this evil, and since the diagrams are so admirably adapted to the uses of analysis in this direction, let the study of the diagrams run parallel with that of analysis; and as, in the latter, the constant aim must be logical precision and thoroughness, so in the former, let it be graphic neatness and accuracy.

THE RULES ENFORCED BY INDIVIDUAL EXPERIENCE.

In conclusion, the observance of these practical rules is pressed with the greater earnestness, for the reason that

the author's experience has shown clearly and constantly, that imperfect or vicious drawing in the construction of diagrams induces a crude or a false analysis, and engenders a dislike for the whole system. Such is the natural and necessary relation between the logical analysis and its graphic representation, that he who begins by debasing the latter, will end by detesting the former. "He who begins by hurting," says a distinguished writer, "will end by hating."

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Preliminary remark-I. Scheme of Classification-1. Distinctions common to sentences, propositions, and phrases-2. Belonging to sentences or propositions only—II. Examples, classified and miscellaneous-General problem-I. Simple sentences or propositions-1. Intransitive-2. With word and phrase elements, and mixed predicates-3. With subjective and predicative phrases-4. Transitive active-5. Transitive relative-6. Transitive reflexive-7. Transitive, with mixed predicates-8. Transitive, with subjective and objective phrases-9. Miscellaneous examples-II. Compound sentences or propositions—1. Intransitive-2. Transitive active-3. Transitive relative-4. Transitive reflexive-5. Transitive mixed-6. Transitive reflexive, logical mixed-7. Transitive, with common elements-8. Relative, or complex compound-9. Correlative compound-10. Miscellaneous examples - III. Complex sentences or periods — 1. Simple, complex, intransitive-2. Intransitive, with propositions in predicate - 3. Transitive, active, and reflexive — 4. Compound complex-5. Compact complex-6. Loose complex8. Logical complex-9. Involved complex-10. Miscellaneous examples.

PRELIMINARY REMARK.

WHILE it is no part of the present design to enter into a systematic consideration of grammatical analysis, it is

necessary, in presenting anything like a complete scheme of examples for practice, that such a classification of sentences, propositions, and phrases should be given at the outset, as will both determine the order of their presentation, and enable the pupil to decide more clearly as to the kind of general element under consideration in each. As adapted to this end, the following outline of classification is here introduced.

I.—Scheme of Classification for the Leading General Elements.

1. DISTINCTIONS COMMON TO SENTENCES, PROPOSITIONS, AND PHRASES.

(a) Office. 1. Principal.

(Independent Principal. (Occurring alone.)
Proper Principal. (Used with Subordinates.)

Primary Principal. (Occurring in Collective Complex
Secondary Principal. Sentences.)

Additional Secondary. (Introduced by and, &c.)

Distributive Secondary. (Introduced by or, nor, &c.)
Adversative Secondary. (Introduced by but, &c.)

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(b) Force. (As determined by the grammatical force of the verb).

1. Intransitive.

Neuter. (An illogical term, but in use.)
Active.

2. Transitive. Active.

Relative. (Expressing only transitive relation.)
Mixed. (Expressing both action and relation.)
Reflexive. (Involving what is called a Passive Verb.)
3. Mixed. (Involving both Intransitive and Transitive
Predicates or Phrase Subsequents.)

(c) Structure. (As determined by the general composition.)

1. Simple.

2. Compound.

Ordinary.

Relative. (Compounded by means of Complex, or Double
Relatives.)

Correlative. (Having Correlatives dependent on a com-
mon element.)

3. Complex.

Simple Complex. (Involving Subordinates used as
Compound Complex. S principal elements.)

Compact Complex. (Having Subordinate Propositions
introduced by Relatives.

Loose Complex. (Having Subordinates introduced by

Collective Complex.

Involved Complex.

Conjunctions, &c..)

(Involving both Primary and Secondary Principals.) (Extended, and involving several or all of the last three.)

2. DISTINCTIONS APPLIED TO SENTENCES OR PROPOSITIONS ONLY.

(d) Form. (Chiefly as determined by the modes of the verb.)

1. Declarative.

Indicative.

Potential.

Exclamatory. (Determined by Exclamations, Adverbs, or Inversion.

2. Interrogative.

Indicative.

Potential.

3. Conditional.

Pure Conditional. (Involving only the Pure Subjunctive.)
Mixed Conditional. (Employing other mode-forms.)

(Indicative Mixed.

Potential Mixed.
Participial Mixed.

Infinitive Mixed. (Occurring only in Phrases.

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