Compound Subject and Compound Predicate (Lesson 20: pp. 37–40)

CONJUNCTIONS AND INTERJECTIONS.

      Introductory Hints.— Edward, Mary, and Elizabeth reigned in England. The three words Edward, Mary, and Elizabeth have the same predicate — the same act being asserted of the king and the two queens. Edward, Mary, and Elizabeth are connected by and, and being understood between Edward, and Mary. Connected subjects having the same predicate form a Compound Subject.
      Charles I. was seized, was tried, and was beheaded. The three predicates was seized, was tried, and was beheaded have the same subject — the three acts being asserted of the same king. Connected predicates having the same subject form a Compound Predicate.
      A sentence may have both a compound subject and a compound predicate; as, “Mary and Elizabeth lived and reigned in England.”
      The words connecting the parts of a compound subject or of a compound predicated are called Conjunctions (Lat. con or cum, together, and junctio, a joining).
      A conjunction may connect other parts of the sentence, as two word modifiers — “A dark and rainy night follows;” “Some men sin deliberately and presumptuously.”       It may connect two phrases; as, “The equinox occurs in March and in September.”
      It may connect two clauses, that is, expressions that, standing alone, would be sentences; as, “The leaves of the pine fall in spring, but the leaves of the maple drop in autumn.”
      Interjections (Lat. inter, between, and jectio, a throwing) are the eight and last part of speech.
      Oh! ah! phew! eh! etc., express bursts of feeling too sudden and violent for deliberate sentences.
      Hail! shucks! tsk! indeed! amen! etc., express condensed thought as well as feeling.
      Any part of speech may be wrenched from its construction with what!
      Professor [Henry] Sweet calls interjections sentence words.
      Two or more connected subjects having the same predicate form a Compound Subject.
      Two or more connected predicates having the same subject form a Compound Predicate.
      DEFINITION.— A Conjunction is a word used to connect11 words, phrases, or clauses.
      DEFINITION.— An Interjection is a word used to express strong or sudden feeling.12
Analysis and Parsing.
1.Ah! anxious wives, sisters, and mothers wait for the news. Lesson 20 (p. 38)
Explanation.— The three short horizontal lines represent each a part of the compound subject. They are connected by dotted lines, which stand for the connecting word. The x shows that a conjunction is understood. The line standing for the word modifier is joined to that part of the subject line which represents the entire subject. Turn this diagram about, and the connected horizontal lines will stand for the parts of a compound predicate.
1a.Ah! anxious wives wait for the news. Sentence expressing proposition with wives as only argument.
1b.Ah! anxious sisters wait for the news. Sentence expressing proposition with sisters as only argument.
1c.Ah! anxious mothers wait for the news. Sentence expressing proposition with mothers as only argument.
1.Ah! anxious wives, sisters, and mothers wait for the news. Sentence expressing proposition with the conjunction of all three elements together serving as its single argument being interpreted to mean that all three propositions share the same predicate. In some situations the elements of a compound subject are logically one. In such cases the logician may be more comfortable if the conjoining of the constituent propositions would not bring with it the meaning of combining. To do this kind of semantic analysis the components would be formed with adverbial modification doing the combining, as: “Ah! anxious wives together with anxious sisters and anxious mothers wait for the news.” etc.
2.In a letter we may advise, exhort, comfort, request, and discuss. Lesson 20 (p. 39)
Explanation.— (For diagram see the last sentence of the “Explanation” above.)
     It may be of some interest that the main subject-predicate axis of the diagram thins out when divided by compounding.
     The conjunction in this sentence logically expresses five propositions with different arguments, or any combination of them. It is possible that the author would have been better served by the conjunction or or even the more modern and precise and/or.
3.The mental, moral, and muscular powers are improved by use. Lesson 20 (p. 39)
Explanation.— [The text does not explain why the joining in my preferred diagram (below) is not chosen. It probably has to do with the fact that although these adjectives are of the same rank, the authors choose not to pursue an any more detailed analysis.]
(3) altered
     Notice that the passive voice with the present tense is perfectly all right when there is a complement of manner. Also there are two distinct uses of improve in the active counterparts of this sentence. Of primary importance is the one which makes the understood agent its subject: People improve their mental, moral, and muscular powers by use.. The other one makes the means its subject: Use improves the mental, moral, and muscular powers.
4.The hero of the Book of Job came from a strange land and of a strange parentage. Lesson 20 (p. 39)
Explanation.— [It is probably for the reason cited above that the compounded phrases are not joined as a single modifier.]
Exercises (Lesson 20) Diagram the following:
5.The optic nerve passes from the brain to the back of the eyeball, and there spreads out.
6.Between the mind of man and the outer world are interposed the nerves of the human body.
7.All forms of the lever and all the principal kinds of hinges are found in the body.
8.By perfection is meant the full and harmonious development of all the faculties.
9.Ugh! I look forward with dread to tomorrow.
10.From the Mount of Olives, the Dead Sea, dark and misty and solemn, is seen.
11.Tush! tush! ’t will not again appear.
12.A sort of gunpowder was used at an early period in China and in other parts of Asia.
13.Some men sin deliberately and presumptuously.
14.Feudalism did not and could not exist before the tenth century.
15.The opinions of the New York press are quoted in every port and in every capital.
Answers
16.Both friend and foe applauded. Lesson 20 (p. 39)
Explanation.— The conjunction both is used to strengthen the real connective and. Either and neither do the same for or and nor in either…or, neither…nor.
      Remark.—A phrase that contains another phrase as a modifier is called a Complex Phrase. Two or more phrases connected by a conjunction form a Compound Phrase.
      Direction.—Pick out the simple, the complex, and the compound phrases in the sentences above.

Composition—Connected Terms and Interjections (Lesson 21: p. 40)

      COMMA—RULE.—Words or phrases connected by conjunctions are separated from each other by the comma unless all the conjunctions are expressed.
      Remark.—When words and phrases stand in pairs, the pairs are separated accordin to the Rule, but the words of each pair are not.
      When one of two terms has a modifier that without the comma might be referred to both, or, when the parts of compound predicates and of other phrases are long or differently modified, these terms or parts are separated by the comma though no conjunction is omitted.
      When two terms connected by or have the same meaning, the second is logically explanatory of the first, and set off by the comma, i.e., when it occurs in the body of a sentence, a comma is placed after the explanatory word, as well as before the or.
      Direction.—Justify the punctuation of these sentences:—
      1. Long, pious pilgrimages are made to Mecca.
      2. Empires rise, flourish, and decay.
      3. Cotton is raised in Egypt, in India, and in the United States.
      4. The brain is protected by the skull, or cranium.
      5. Nature and art and science were laid under tribute.
      6. The room was furnished with a table, and a chair withouot legs.
      7. The old oaken bucket hangs in the well.
      Explanation.—No comma here, for no conjunction is omitted. Oaken limits bucket, old limits bucket modified by oaken, and the limits bucket modified by old and oaken. See Lesson 13.
      8. A Christian spirit should be shown to Jew or Greek, male or female, friend or foe.
      9. We climbed up a mountain for a view.
      Explanation.—No comma. Up a mountain tells where we climbed, and for a view tells why we climbed up the mountain.
      10. The boy hurries away from home, and enters upon a career of business or of pleasure.
      11. The long procession was closed by the great dignitaries of the realm, and the brothers and sons of the king.
      Direction.—Punctuate such of these sentences as need punctuation, and give your reasons:—
      1. Men and women and children stare cry out and run.
      2. Bright healthful and vigorous poetry was written by Milton.
      3. Few honest industrious men fail of success in life.
      (Where is the conjunction omitted?)
      4. Ireland or the Emerald Isle lies to the west of England.
      5. That relates to the names of animals or of things without sex.
      6. The Hebrew was culturally allied to the Arabic the Phœnician the Syriac and the Chaldee.
      7. We sailed down the river and along the coast and into a little inlet.
      8. The horses and the cattle were fastened in the same stables and were fed with an abundance of hay and grain.
      9. Spring and summer autumn and winter rush by in quick succession.
      10. A few dilapidated old buildings still stand in the deserted village.
      EXCLAMATION POINT—RULE.—All Exclamatory Expressions must be followed by the exclamation point.
      Remark.—Sometimes an interjection alone and sometimes an interjection and the words following it form the excamatory expression; as, “Oh! it hurts.“ “Oh, the beautiful snow!”
      O was formerly used in direct address; as, “O father, listen to me.” Oh was used as a cry of pain, surprise, delight, fear, or appeal. This distinction, however desirable, was not strictly observed, O having been frequently used in place of Oh.
      CAPITAL LETTERS—RULE.—The words I and O should be written in capital letters.
      Direction.—Correct these violations of the two rules given above:—
      1. o noble judge o excellent young man. 2. Out of the depths have i cried unto thee. 3. Hurrah the field is won. 4. Pshaw how foolish. 5. Oh oh oh i shall be killed. 6. o life how uncertain o death how inevitable.

Analysis and Parsing (Lesson 22: p. 42)

Analysis and Parsing.
      Direction.—Beginning with the 8th sentence of the first group of exercises in Lesson 21, analyze thirteen sentences, omitting the 4th of the second group.
1.A Christian spirit should be shown to Jew or Greek, male or female, friend or foe. Lesson 22 (p. 42)
1aa.A Christian spirit should be shown to Jew. Sentence expressing proposition with Jew as second argument.
1ab.A Christian spirit should be shown to Greek. Sentence expressing proposition with Greek as second argument.
1a.A Christian spirit should be shown to Jew or Greek. Sentence expressing proposition with the disjunction of the first two elements serving as second argument.
1ba.A Christian spirit should be shown to male. Sentence expressing proposition with male as second argument.
1bb.A Christian spirit should be shown to female. Sentence expressing proposition with female as second argument.
1b.A Christian spirit should be shown to male or female. Sentence expressing proposition with the disjunction of the next two elements serving as second argument.
1ca.A Christian spirit should be shown to friend. Sentence expressing proposition with friend as second argument.
1cb.A Christian spirit should be shown to foe. Sentence expressing proposition with foe as second argument.
1c.A Christian spirit should be shown to friend or foe. Sentence expressing proposition with the disjunction of the last two elements serving as second argument.
1.A Christian spirit should be shown to Jew or Greek, male or female, friend or foe. Sentence expressing proposition with the conjunction of the three disjunctive combinations as second argument. All three propositions share the same first argument, a Christian spirit, and remainder of predicate, should be shown, which consists in a modal auxiliary should, passive formative be + –en, and verb show.
Exercises (Lesson 22: analysis and parsing) Diagram the following:
2.We climbed up a mountain for a view.
3.The boy hurries away from home, and enters upon a career of business or of pleasure.
4.The long procession was closed by the great dignitaries of the realm, and the brothers and sons of the king.
5.Bright, healthful, and vigorous poetry was written by Milton.
6.Few honest, industrious men fail of success in life.
7.The Hebrew is closely allied to the Arabic, the Phœnecian, the Syriac, and the Chaldee.
8.We sailed down the river and along the coast and into a little inlet.
9.Spring and summer, autumn and winter rush by in quick succession.
10.A few dilapidated, old buildings still stand in the deserted, old mining town.
Answers
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