OBSERVATIONS ON METHODS OF ANALYSIS.
OBS. 1.--The almost infinite variety in the forms of sentences, will sometimes throw difficulty in the way of the analyzer, be his scheme or his skill what it may. The last four or five observations of the preceding series have shown, that the distinction of sentences as _simple_ or _compound_, which constitutes the chief point of the First Method of Analysis above, is not always plain, even to the learned. The definitions and examples which I have given, will make it _generally_ so; and, where it is otherwise, the question or puzzle, it is presumed, cannot often be of much practical importance. If the difference be not obvious, it can hardly be a momentous error, to mistake a phrase for an elliptical clause, or to call such a clause a phrase.
OBS. 2.--The Second Method above is, I think, easier of application than any of the rest; and, if other analysis than the regular method of parsing seem desirable, this will probably be found as useful as any. There is, in many of our popular grammars, some recognition of the principles of this analysis--some mention of "the _principal parts_ of a sentence," in accordance with what are so called above,--and also, in a few, some succinct account of the parts called "_adjuncts_;" but there seems to have been no prevalent practice of applying these principles, in any stated or well-digested manner. Lowth, Murray, Alger, W. Allen, Hart, Hiley, Ingersoll, Wells, and others, tell of these "PRINCIPAL PARTS;"--Lowth calling them, "the _agent_, the _attribute_, and the _object_;" (_Gram._, p. 72;)--Murray, and his copyists, Alger, Ingersoll, and others, calling them, "the _subject_, the _attribute_, and the _object_;"--Hiley and Hart calling them, "the _subject_ or _nominative_, the _attribute_ or _verb_, and the _object_;"--Allen calling them, "the _nominative_, the _verb_, and (if the verb is active,) the _accusative_ governed by the verb;" and also saying, "The nominative is sometimes called the _subject_; the verb, the _attribute_; and the accusative, the _object_;"--Wells calling them, "the _subject_ or _nominative_, the _verb_, and the _object_;" and also recognizing the "_adjuncts_," as a species which "embraces all the words of a simple sentence [,] except the _principal parts_;"--yet not more than two of them all appearing to have taken any thought, and they but little, about the formal _application_ of their common doctrine. In Allen's English Grammar, which is one of the best, and likewise in Wells's, which is equally prized, this reduction of all connected words, or parts of speech, into "the principal parts" and "the adjuncts," is fully recognized; the adjuncts, too, are discriminated by Allen, as "either primary or secondary," nor are their more particular species or relations overlooked; but I find no method prescribed for the analysis intended, except what Wells adopted in his early editions but has since changed to an other or abandoned, and no other allusion to it by, Allen, than this Note, which, with some appearance of intrusion, is appended to his "Method of Parsing the Infinitive Mood:"--"The pupil _may now begin_ to analyse [_analyze_]
the sentences, by distinguishing the principal words and their adjuncts."--_W. Allen's E. Gram._, p. 258.
OBS. 3.--These authors in general, and many more, tell us, with some variation of words, that the agent, subject, or nominative, is that of which something is said, affirmed, or denied; that the attribute, verb, or predicate, is that which is said, affirmed, or denied, of the subject; and that the object, accusative, or case sequent, is that which is introduced by the finite verb, or affected by the action affirmed. Lowth says, "In English the nominative case, denoting the agent, usually goes before the verb, or attribution; and the objective case, denoting the object, follows the verb active."--_Short Introd._, p. 72. Murray copies, but not literally, thus: "The nominative denotes the subject, and usually goes before the verb [,] or attribute; and the word _or phrase_, denoting the object, follows the verb: as, 'A wise man governs his passions.' Here, a _wise man_ is the subject; _governs_, the attribute, or thing affirmed; and _his passions_, the object."--_Murray's Octavo_, p. 142; _Duodecimo_, 116.
To include thus the adjuncts with their principals, as the logicians do, is _here_ manifestly improper; because it unites what the grammatical analyzer is chiefly concerned to separate, and tends to defeat the main purpose for which "THE PRINCIPAL PARTS" are so named and distinguished.
OBS. 4.--The Third Method of Analysis, described above, is an attempt very briefly to epitomize the chief elements of a great scheme,--to give, in a nutshell, the substance of what our grammarians have borrowed from the logicians, then mixed with something of their own, next amplified with small details, and, in some instances, branched out and extended to enormous bulk and length. Of course, they have not failed to set forth the comparative merits of this scheme in a sufficiently favourable light. The two ingenious gentlemen who seem to have been chiefly instrumental in making it popular, say in their preface, "The rules of syntax contained in this work result directly from the analysis of propositions, and of compound sentences; and for this reason the student should make himself perfectly familiar with the sections relating to _subject_ and _predicate_, and should be able readily to analyze sentences, whether simple or compound, and to explain their structure and connection. * * * This exercise _should always precede_ the more minute and subsidiary labor of parsing. If the latter be conducted, as it often is, independently of previous analysis, the _principal advantage_ to be derived from the study of language, as an intellectual exercise, will inevitably be lost."--_Latin Grammar of Andrews and Stoddard_, p. vi. N. Butler, who bestows upon this subject about a dozen duodecimo pages, says in his preface, "The rules for the analysis of sentences, which is a _very useful and interesting_ exercise, have been taken from Andrews' and Stoddard's Latin Grammar, some changes and additions being made."--_Butler's Practical Gram._, p. iv.[332]
OBS. 5.--Wells, in the early copies of his School Grammar, as has been hinted, adopted a method of analysis similar to the _Second_ one prescribed above; yet referred, even from the first, to "Andrews and Stoddard's Latin Grammar," and to "De Sacy's General Grammar," as if these were authorities for what he then inculcated. Subsequently, _he changed his scheme_, from that of _Parts Principal_ and _Adjuncts_, to one of _Subjects_ and _Predicates_, "either grammatical or logical," also "either simple or compound;"--to one resembling Andrews and Stoddard's, yet differing from it, often, as to what constitutes a "grammatical predicate;"--to one resenbling [sic--KTH] the _Third Method_ above, yet differing from it, (as does Andrews and Stoddard's,) in taking the logical subject and predicate before the grammatical. "The chapter on Analysis," said he then, "has been Revised and enlarged with great care, and will be found to embody all the most important principles on this subject [.] _which_ are contained in the works of De Sacy, Andrews and Stoddard, Kuhner, Crosby, and Crane. It is gratifying to observe that the attention of teachers is now so generally directed _to this important mode_ of investigating the structure of our language, _in connection with_ the ordinary exercises of _etymological_ and syntactical parsing."--_Wells's School Gram._, New Ed., 1850, p. iv.
OBS. 6.--In view of the fact, that Wells's chief mode of sentential analysis had just undergone an almost total metamorphosis, a change plausible perhaps, but of doubtful utility,--that, up to the date of the words just cited, and afterwards, so far and so long as any copies of his early "Thousands" remain in use, the author himself has earnestly directed attention to a method which he now means henceforth to abandon,--in this view, the praise and gratulation expressed above seem singular. If it has been found practicable, to slide "the attention of teachers," and their approbation too, adroitly over from one "important mode of investigating the structure of our language," to an other;--if "it is gratifying to observe," that the direction thus given to public opinion sustains itself so well, and "is so generally" acquiesced in;--if it is proved, that the stereotyped praise of one system of analysis may, without alteration, be so transferred to an other, as to answer the double purpose of commending and superseding;--it is not improbable that the author's next new plates will bear the stamp of yet _other_ "most important principles" of analysis. This process is here recommended to be used "_in connection with_ the ordinary exercises of _etymological_ and syntactical parsing,"--exercises, which, in Wells's Grammar, are generally, and very improperly, commingled; and if, to these, may be profitably conjoined either his present or his former scheme of analysis, it were well, had he somewhere put them together and shown how.
OBS. 7.--But there are other passages of the School Grammar, so little suited to this notion of "_connection_" that one can hardly believe the word ought to be taken in what seems its only sense. "Advanced classes should attend less to the common _Order of Parsing_, and more to the _Analysis_ of language."--_Wells's Grammar_, "3d Thousand," p. 125; "113th Thousand," p. 132. This implies, what is probably true of the etymological exercise, that parsing is more rudimental than the other forms of analysis.
It also intimates, what is not so clear, that pupils rightly instructed must advance from the former to the latter, as to something more worthy of their intellectual powers. The passage is used with reference to either form of analysis adopted by the author. So the following comparison, in which Parsing is plainly disparaged, stands permanently at the head of "the chapter on Analysis," to commend first one mode, and then an other: "It is particularly desirable that pupils _should pass as early as practicable from the formalities_ of common PARSING, to the _more important_ exercise of ANALYZING critically the structure of language. The mechanical routine of technical parsing is peculiarly liable to become monotonous and dull, while the _practice of explaining the various relations and offices of words in a sentence_, is adapted to call the mind of the learner into constant and vigorous action, and can hardly fail of exciting the deepest interest,"--_Wells's Gram._, 3d Th., p. 181; 113th Th., p. 184.
OBS. 8.--An ill scheme of _parsing_, or an ill use of a good one, is almost as unlucky in grammar, as an ill method of _ciphering_, or an ill use of a good one, would be in arithmetic. From the strong contrast cited above, one might suspect that, in selecting, devising, or using, a technical process for the exercising of learners in the principles of etymology and syntax, this author had been less fortunate than the generality of his fellows. Not only is it implied, that parsing is no critical analysis, but even what is set _in opposition_ to the "mechanical routine," may very well serve for _a definition_ of Syntactical Parsing--"_the practice of explaining the various relations and offices of words in a sentence_!" If this "practice,"
well ordered, can be at once interesting and profitable to the learner, so may parsing. Nor, after all, is even this author's mode of parsing, defective though it is in several respects, less "important" to the users of his book, or less valued by teachers, than the analysis which he sets above it.
OBS. 9.--S. S. Greene, a public teacher in Boston, who, in answer to a supposed "demand for a _more philosophical plan_ of teaching the English language," has entered in earnest upon the "Analysis of Sentences," having devoted to one method of it more than the space of two hundred duodecimo pages, speaks of analysis and of parsing, thus: "The resolving of a sentence into its elements, or of any complex element into the parts which compose it, is called _analysis_."--_Greene's Analysis_, p. 14. "Parsing consists in naming a part of speech, giving its modifications, relation, agreement or dependence, and the rule for its construction. _Analysis_ consists in pointing out the words or groups of words which constitute the elements of a sentence. Analysis _should precede_ parsing."--_Ib._, p. 26.
"A large proportion of the elements of sentences are not single words, but combinations or groups of words. These groups perform the office of the _substantive_, the _adjective_, or the _adverb_, and, in some one of these relations, enter in as the component parts of a sentence. The pupil who learns to determine the elements of a sentence, _must, therefore, learn the force of these combinations before_ he separates them into the single words which compose them. _This advantage_ is wholly lost in the ordinary methods of parsing."--_Ib._, p. 3.
OBS. 10.--On these passages, it may be remarked in the first place, that the distinction attempted between analysis and parsing is by no means clear, or well drawn. Nor indeed could it be; because parsing is a species of analysis. The first assertion would be just as true as it is now, were the former word substituted for the latter: thus, "The resolving of a sentence into its elements, or of any complex element into the _parts_ which compose it, is called _parsing_." Next, the "_Parsing_" spoken of in the second sentence, is _Syntactical_ Parsing only; and, without a limitation of the species, neither this assertion nor the one concerning precedence is sufficiently true. Again, the suggestion, that, "_Analysis_ consists in _pointing out_ the words or groups of words which _constitute the elements_ of a sentence," has nothing distinctive in it; and, without some idea of the author's peculiar system of "elements," previously impressed upon the mind, is scarcely, if at all, intelligible. Lastly, that a pupil must _understand_ a sentence,--or, what is the same thing, "_learn the force of the words combined_,"--before he can be sure of parsing each word rightly, is a very plain and certain truth; but what "advantage" over parsing this truth gives to the lesser analysis, which deals with "groups,"
it is not easy to discover. If the author had any clear idea of "_this advantage_," he has conveyed no such conception to his readers.
OBS. 11.--Greene's Analysis is the most expanded form of the Third Method above.[333] Its nucleus, or germinating kernel, was the old partition of _subject_ and _predicate_, derived from the art of logic. Its chief principles may be briefly stated thus: Sentences, which are simple, or complex, or compound, are made up of _words, phrases_, and _clauses_--three grand classes of elements, called the _first_, the _second_, and the _third_ class. From these, each sentence must have two elements; the _Subject_, or Substantive element, and the _Predicate_, or Predicative element, which are principal; and a sentence _may_ have five, the subordinates being the Adjective element, the Objective element, and the Adverbial element. The five elements have sundry modifications and subdivisions. Each of the five may, like a sentence, be simple, or complex, or compound; and each may be of any of the three grand classes. The development of this scheme forms a volume, not small. The system is plausible, ingenious, methodical, mostly true, and somewhat elaborate; but it is neither very useful nor very accurate. It seems too much like a great tree, beautiful, symmetrical, and full of leaves, but raised or desired only for fruit, yet bearing little, and some of that little not of good quality, but knurly or bitter. The chief end of a grammar, designed for our tongue, is, to show what is, and what is not, good English. To this end, the system in question does not appear to be well adapted.
OBS. 12.--Dr. Bullions, the projector of the "Series of Grammars, English, Latin, and Greek, all _on the same plan_," inserted in his Latin Grammar, of 1841, a short sketch of the new analysis by "subjects and predicates,"
"grammatical and logical," the scheme used by Andrews and Stoddard; but his English Grammar, which appeared in 1834, was too early for this "new and improved method of investigating" language. In his later English Grammar, of 1849, however, paying little regard to _sameness of "plan_" or conformity of definitions, he carefully devoted to this matter the space of fifteen pages, placing the topic, not injudiciously, in the first part of his syntax, and referring to it thus in his Preface: "The subject of ANALYSIS, wholly omitted in the former work, is here introduced in its proper place; and to an extent in accordance with its importance."-- _Bullions, Analyt. and Pract. Gram._, p. 3.
OBS. 13.--In applying any of the different methods of analysis, as a school exercise, it will in general perhaps be best to use each _separately_; the teacher directing which one is to be applied, and to what examples. The selections prepared for the stated praxes of this work, will be found as suitable as any. Analysis of sentences is a central and essential matter in the teaching or the study of grammar; but the truest and the most important of the sentential analyses is _parsing_; which, because it is a method distinguished by a technical name of its own, is not commonly denominated analysis. The relation which other methods should bear to _parsing_, is, as we have seen, variously stated by different authors. _Etymological_ parsing and _Syntactical_ are, or ought to be, distinct exercises. The former, being the most simple, the most elementary, and also requisite to be used before the pupil is prepared for the latter, should, without doubt, take precedence of all the rest, and be made familiar in the first place. Those who say, "_Analysis should precede parsing_," will scarcely find the application of other analysis practicable, till this is somewhat known. But _Syntactical Parsing_ being, when complete in form, the most thorough process of grammatical resolution, it seems proper to have introduced the other methods before it, as above. It can hardly be said that any of these are _necessary_ to this exercise, or to one an other; yet in a full course of grammatical instruction, each may at times be usefully employed.
OBS. 14.--Dr. Bullions suggests, that, "_Analysis_ should precede _Syntactical parsing_, because, till we know the parts and elements of a sentence, we can not understand their relations, nor intelligently combine them into one consistent whole."--_Analytical and Pract. Gram._, p. 114.
This reason is entirely fictitious and truthless; for the _words_ of a sentence are intuitively known to be its "parts and elements;" and, to "_understand_ their relations," is as necessary to one form of analysis as to another; but, "intelligently to _combine_ them," is no part of the parser's duty: this belongs to the _writer_; and where he has not done it, he must be criticised and censured, as one that knows not well what he says. In W. Allen's Grammar, as in Wells's, Syntactical parsing and Etymological are not divided. Wells intersperses his "Exercises in Parsing," at seven points of his Syntax, and places "the chapter on Analysis," at the end of it. Allen treats first of the several parts of grammar, didactically; then presents a series of exercises adapted to the various heads of the whole. At the beginning of these, are fourteen "Methods of Parsing," which show, successively, the properties and construction of his nine parts of speech; and, _at the ninth method_, which resolves _infinitives_, it is proposed that the pupil begin to apply a method of analysis similar to the Second one above.
EXAMPLES FOR PARSING. PRAXIS XII.--SYNTACTICAL.
_The grand clew to all syntactical parsing is THE SENSE; and as any composition is faulty which does not rightly deliver the authors meaning, so every solution of a word or sentence is necessarily erroneous, in which that meaning is not carefully noticed and literally preserved.
In all complete syntactical parsing, it is required of the pupil--to distinguish the different parts of speech and their classes; to mention their modifications in order; to point out their relation, agreement, or government; and to apply the Rules of Syntax. Thus_:--
EXAMPLE PARSED.
"A young man studious to know his duty, and honestly bent on doing it, will find himself led away from the sin or folly in which the multitude thoughtlessly indulge themselves; but, ah! poor fallen human nature! what conflicts are thy portion, when inclination and habit--a rebel and a traitor--exert their sway against our only saving principle!"--_G. Brown_.
_A_ is the indefinite article: and relates to _man_, or _young man_; according to Rule 1st, which says, "Articles relate to the nouns which they limit." Because the meaning is--_a man--a young man_.
_Young_ is a common adjective, of the positive degree, compared regularly, _young, younger, youngest_: and relates to _man_; according to Rule 9th, which says, "Adjectives relate to nouns or pronouns." Because the meaning is--_young man_.
_Man_ is a common noun, of the third person, singular number, masculine gender, and nominative case: and is the subject of _will find_; according to Rule 2d, which says, "A noun or a pronoun which is the subject of a finite verb, must be in the nominative case." Because the meaning is--_man will find_.
_Studious_ is a common adjective, compared by means of the adverbs; _studious, more studious, most studious_; or, _studious, less studious, least studious_: and relates to _man_; according to Rule 9th, which says, "Adjectives relate to nouns or pronouns." Because the meaning is--_man studious_.
_To_ is a preposition: and shows the relation between _studious_ and _know_; according to Rule 23d, which says, "Prepositions show the relations of words, and of the things or thoughts expressed by them." Because the meaning is--_studious to know_.
_Know_ is an irregular active-transitive verb, from _know, knew, knowing, known_; found in the infinitive mood, present tense--no person, or number: and is governed by _to_; according to Rule 18th, which says, "The infinitive mood is governed in general by the preposition TO, which commonly connects it to a finite verb." Because the meaning is--_to know_.
_His_ is a personal pronoun, representing _man_, in the third person, singular number, and masculine gender; according to Rule 10th, which says, "A pronoun must agree with its antecedent, or the noun or pronoun which it represents, in person, number, and gender:" and is in the possessive case, being governed by _duty_; according to Rule 4th, which says, "A noun or a pronoun in the possessive case, is governed by the name of the thing possessed." Because the meaning is--_his duty_;--i. e., the young _man's duty_.
_Duty_ is a common noun, of the third person, singular number, neuter gender, and objective case: and is governed by _know_; according to Rule 5th, which says, "A noun or a pronoun made the object of an active-transitive verb or participle, is governed by it in the objective case." Because the meaning is--to _know_ his _duty_.
_And_ is a copulative conjunction: and connects the phrase which follows it, to that which precedes; according to Rule 22d, which says, "Conjunctions connect words, sentences, or parts of sentences." Because the meaning is--studious to know his duty, _and_ honestly bent, &c.
_Honestly_ is an adverb of manner: and relates to _bent_; according to Rule 21st, which says, "Adverbs relate to verbs, participles, adjectives, or other adverbs." Because the meaning is--_honestly bent_.
_Bent_ is a perfect participle, from the redundant active-transitive verb, _bend, bent_ or _bended, bending, bent_ or _bended_: and relates to _man_; according to Rule 20th, which says, "Participles relate to nouns or pronouns, or else are governed by prepositions." Because the meaning is--_man bent_. _On_ is a preposition: and shows the relation between _bent_ and _doing_; according to Rule 23d, which says, "Prepositions show the relations of words, and of the things or thoughts expressed by them."
Because the meaning is--_bent on doing_.
_Doing_ is an imperfect participle, from the irregular active-transitive verb, _do, did, doing, done_: and is governed by on; according to Rule 20th, which says, "Participles relate to nouns or pronouns, or else are governed by prepositions." Because the meaning is--_on doing_.
_It_ is a personal pronoun, representing _duty_, in the third person, singular number, and neuter gender; according to Rule 10th, which says, "A pronoun must agree with its antecedent, or the noun or pronoun which it represents, in person, number, and gender:" and is in the objective case, being governed by _doing_; according to Rule 5th, which says, "A noun or a pronoun made the object of an active-transitive verb or participle, is governed by it in the objective case." Because the meaning is--_doing it_;--i. e., doing _his duty_.
_Will find_ is an irregular active-transitive verb, from _find, found, finding, found_; found in the indicative mood, first-future tense, third person, and singular number: and agrees with its nominative _man_; according to Rule 14th, which says, "Every finite verb must agree with its subject, or nominative, in person and number." Because the meaning is--_man will find_.
_Himself_ is a compound personal pronoun, representing man, in the third person, singular number, and masculine gender; according to Rule 10th, which says, "A pronoun must agree with its antecedent, or the noun or pronoun which it represents, in person, number, and gender;" and is in the objective case, being governed by _will find_; according to Rule 5th, which says, "A noun or a pronoun made the object of an active-transitive verb or participle, is governed by it in the objective case." Because the meaning is--_will find himself_;--i. e., his own mind or person.
_Led_ is a perfect participle, from the irregular active-transitive verb, _lead, led, leading, led_: and relates to _himself_; according to Rule 20th, which says, "Participles relate to nouns or pronouns, or else are governed by prepositions." Because the meaning is--_himself led_.
_Away_ is an adverb of place: and relates to _led_; according to Rule 21st, which says, "Adverbs relate to verbs, participles, adjectives, or other adverbs." Because the meaning is--_led away_.
_From_ is a preposition: and shows the relation between _led_ and _sin or folly_; according to Rule 23d, which says, "Prepositions show the relations of words, and of the things or thoughts expressed by them." Because the meaning is--_led from sin or folly_.
_The_ is the definite article: and relates to _sin_ and _folly_; according to Rule 1st, which says, "Articles relate to the nouns which they limit."
Because the meaning is--_the sin or folly_.
_Sin_ is a common noun, of the third person, singular number, neuter gender, and objective case: and is governed by _from_; according to Rule 7th, which says, "A noun or a pronoun made the object of a preposition, is governed by it in the objective case." Because the meaning is--_from sin_.
_Or_ is a disjunctive conjunction: and connects _sin_ and _folly_; according to Rule 22d, which says, "Conjunctions connect words, sentences, or parts of sentences." Because the meaning is--_sin or folly_.
_Folly_ is a common noun, of the third person, singular number, neuter gender, and objective case; and is connected by _or_ to _sin_, and governed by the same preposition _from_; according to Rule 7th, which says, "A noun or a pronoun made the object of a preposition, is governed by it in the objective case." Because the meaning is--_from sin or folly_.
_In_ is a preposition: and shows the relation between _indulge_ and _which_; according to Rule 23d, which says, "Prepositions show the relations of words, and of the things or thoughts expressed by them."
Because the meaning is--_indulge in which_--or, _which they indulge in_.
_Which_ is a relative pronoun, representing _sin or folly_, in the third person, singular number, and neuter gender; according to Rule 13th, which says, "When a pronoun has two or more antecedents connected by _or_ or _nor_, it must agree with them singly, and not as if taken together:" and is in the objective case, being governed by _in_; according to Rule 7th, which says, "A noun or a pronoun made the object of a preposition, is governed by it in the objective case." Because the meaning is--_in which_;--i. e., _in which sin or folly_.