But another question presents itself in reference to the sequence of modifications, or the manner in which modifications or complements follow each other—a question of the greatest importance in the investigation of the structure of language, and one to which our ordinary grammarians have unfortunately paid little or no attention. Indeed, the imperfect, clumsy, irregular, unsatisfactory mode of grammatical analysis hitherto generally adopted tends to hide this question from the student of grammar. (3) The question to which we allude is this; when two or more modifying words are attached to a principal word, which has the precedence in sense or which is most intimately connected in sense with the principal word? (4) Before we enter on the direct examination of this question, it is important to remark, that when two or more complements of different kinds are attached to the same principal word, they are not attached to it separately and independently of each other, with no reference to any thing but the principal word. (5) On the contrary, the complement most intimately connected in sense with the principal word, and the principal word, bound together as one compound expression, are both completed by the complement which follows in the order of sense. (6) Next, it will be remarked, that the question about the order of sense or meaning is not the same with that in reference to the order of arrangement. In other words, the order of arrangement in speaking and the order of sense—of thought—do not always coincide. (7) In fact, as regards the instances of two modifications of distinct kinds attached to the same principal word which we have been examining, the order of thought and the order of the arrangement of the words most commonly differ. We have already called attention to this fact in the note upon the modifications which follow the verb teach.

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(8) To return to the original question; let us take an example first of the construction in which the active verb is followed by an objective modification and by a noun complementary. (9) The Senate declared Cincinnatus Dictator. (10) Here the question is, which of the two nouns, Cincinnatus and Dictator, used to modify the verb de · clared, has the more intimate connection with it, or which, taken in connection with the verb, is further modified by the other. (11) This question we already answered in giving the name complementary

(3) State the question which now presents itself for consideration. (4) Repeat the preliminary remark. (5) Complete the remark in reference to the most intimate complement and principal word, &c. (6) Repeat the remark about the order of sense and the order o arrangement. Express the remark in other words. (7) What in fact happens in the modifications already considered in reference to this matter?

(8) Of what construction do we first select an example? (9) Repeat the example. (10) What question is raised in reference to the example? (11) Where has this been already

to nouns performing functions similar to those of the word Dictator in the above proposition. (12) The complementary noun has the more intimate connection with the verb; it completes the expression of the action performed by the senate, which complete action is limited, by adding the word Cincinnatus, to the person bearing that name. (13) In other words, the action declaring Dictator is restricted to Cincinnatus, and not the action of declaring alone, unmodified, limited to Cincinnatus, nor the action of declaring Cincinnatus restricted by Dictator.

(14) Again the same question recurs, when we employ both an objective and a dative modification after a verb, which of these two modifications is most intimately, most directly, or first in sense connected with the verb-the accusative or the dative? For exampleThe instructor gave him a book. (15) Here it is manifest that the objective modification, BOOK, comes first in sense, though it stands last in the order of arrangement. It is not gave alone, but gave a book, that is restricted, limited, or, to use the more general term, modified by the dative HIM. (16) It is perfectly obvious, when the same function is performed by the word him, preceded by the preposition to, that the objective modification comes first in the sequence of sense, as it then does, also, in the order of arrangement; The instructor gave a book TO HIM; here gave a book is limited by to him. (17) So, also, in reference to all noun and preposition modifications (or adjuncts, as some call them-a name perhaps too vague, but very convenient on account of its shortness) following active verbs with objective modifications. First, as regards sense, the verb is modified by the objective, and then the compound expression, made up of the verb and the objective noun, is modified by the noun with a preposition.

(18) So far, then, as regards those forms of modification of the verb already considered, the regular sequence in reference to sense is, that the complementary noun, when there is one in the construction, has the closest connection with the verb, and the expression formed by the verb and it comes under the influence of the modifications superadded. The objective noun comes next in the order of sense, and all

answered? (12) Repeat the answer. (13) Repeat the latter part of the answer in other words.

(14) State the question of sequence in application to the objective and dative modifica. tions; and furnish example. (15) Which of these modifications comes first in sense? Illustrate by example. (16) Illustrate by the case in which the dative function is performed by the pronoun preceded by the particle to. (17) How is it in reference to the sequence of the noun and preposition and objective modifications?

(18) Repeat what is said by way of recapitulation.

other forms of modification, such as datives and nouns with preposi tions, &c., affect the expression made up of the verb and objective noun; or, in case there is present a complementary noun as well as an objective noun, affect the expression made up of the verb, the complementary noun, and the objective noun.

(19) We shall be able hereafter, without difficulty or tedious explanation, to apply these remarks in noticing the sequence of the several forms of modification which remain to be treated. For the same order of sense may be traced, and ought to be carefully traced, in all cases, not only when we attach modifications consisting of single words or phrases, but also when we employ accessory propositions to modify the subject or predicate of the principal proposition.

(20) Such is the mode in which the most complicated propositions are built up-such is their structure or cONSTRUCTION. We lay the foundation with the SUBJECT NOUN and the VERB. To each of these we add the first complements necessary to qualify them (to express more exactly our meaning); and to what we have thus constructed, still other complements, one after another, till we have completed the intended structure; just as in erecting a house, we commence with the foundation, and add stone after stone, not to the foundation alone, but to the part of the structure already raised, till the whole is finished.*

* The same order it is our wish to introduce in the ANALYSIS of language. We endeavor to follow in the resolution of every proposition the order of thought pursued in the construction of the proposition. The method we adopt is thus designed to be at once analytic and synthetic, or constructive. By this method, the learner is made familiar with the art of building up sentences, and not merely taught to take up the disjecta membra—the scattered fragments of the structure-without a proper regard to their place in the building. In other words, we examine the parts of the building regarded as a structure standing in all its just proportions, and not the mass of unconnected ruins which results from its violent demolition.

We think that this plan is much better calculated to guide the young student to the correct construction of sentences, to cultivate a nice perception of the defects of ill-constructed sentences, and to prepare him to amend with ease and promptitude any imperfection which he may detect. The plan pursued is intended to make him, if natural good taste is not wanting, an accomplished architect of that curious and complicated, and beautiful and most useful structure-LANGUAGE.

(19) Repeat the substance of the remark under No. 19.

(20) The same of No. 20.

(21) We must not, however, be understood as asserting that every modification is added to the whole structure already laid. (22) Often, as we shall presently see, a principal word is affected by two or more co-ordinate modifications or complements, sometimes with a connective indicating co-ordination between them; both standing in the same relation to the principal word, but entirely independent of each other's influence, and not, as in the examples above noticed, the modification last applied affecting the principal word, as already modified by the other.]

We have now enumerated and considered all the modifications (so far as we know) which consist of a noun separately employed, whether in its original or in its inflected forms, with the exception of a few modifications, which we purposely reserve, till in the next section we have prepared the way for their easier explanation. We next proceed to treat of a class of modifications which consist of a noun in connection with another word essential to the form of modification.*

We mean "another word" which is not a mere modification of the

modifying word. A word modifying a noun, used itself as a modification, is of common occurrence in the structure of language, but this word is not essential to the form of the modification into which it enters. It has simply a modifying word for its principal. Take as an example the following proposition, John killed the shepherd's dog. Here "dog," the objective modification of “killed," is itself modified by the genitive "shepherd's." But this is not essential to the form of modification which we call objective. The learner is already prepared to treat such constructions, as he has been informed that the modifications of which nouns are susceptible, are applicable to them, not only in their function as subjects, but in all their functions. But when, on the contrary, we employ a noun and preposition to modify a word, the preposition is essential to the form, and cannot be treated as a modification of the noun. Some consider the noun a complement of the preposition. We rather consider (as will appear below) the noun following the preposition as a complement of the principal word, after being first modified by the preposition.

(21) Repeat the caution given under No 2. (22) Illustrate the caution.]

CHAPTER V.

OF PREPOSITIONS.

§ 81. (1) Our attention has been hitherto, almost exclusively, confined to the two great classes of words which form the fundamental parts of every proposition—the verb and the noun—the noun employed as subject noun, and the noun employed in the several ministering functions which it performs, without the aid of other words, in modifying both verbs and nouns.

(2) We now introduce a third class of words employed exclusively for the purpose of modification, called by grammarians PREPOSITIONS. (3) This Latin name preposition, indicates what is placed before. (4) It has been given to this class of words because, at least in one of their functions, they are placed (in Latin almost always, and very generally in other languages) before the noun which, with them, forms a complex modification of some principal word. (5) This name can scarcely be defended as appropriate, since it does not apply to this class of words in all the functions which they perform in language, nor even universally in a single function; but as it has obtained the sanction of long and general usage, we shall be contented to employ it.

(6) As the prepositions are comparatively few in number, we subjoin a list of the words generally recognised as belonging to this class, that the learner may have it under his eye in following our remarks. It would, perhaps, save time and labor in his future. studies in grammatical analysis to commit this short list of words. carefully to memory.

§ 81. (1) Repeat the substance of the introductory remark.

(2) What new class of words is now introduced? (3) What does the name preposition ndicate? (4) Why has this name been given to the words of this class? (5) Can the name be defended as perfectly appropriate, and why not?

(6) What reason is assigned for giving a list of prepositions?