tion has been already considered (See § 71: 24), viz.: that in which an adverb, or a noun and preposition expressing a circumstance, that might be separated from the proposition without destroying its general sense, is distinguished by interpunction.

The pupil can now be exercised in analyzing the propositions in any piece of discourse, omitting, in all compound and connected propositions, the conjunctive and connecting words.

§ 80. (1) We pass now from propositions of which all the parts and all the modifications consist of words to those which involve in their structure a proposition, either as subject of the principal proposition, or as a modification of one of its members.

(2) To express this distinction among propositions with greater brevity, we may call that species which we have hitherto considered, having words only for their members and modifications, simple propositions, and those which we are now about to consider, involving a proposition as a member of the main assertion, or one or more propositions as modifications of subject or predicate, compound propositions.

(3) In the analysis of compound propositions, we shall, in conformity with the mode of expression employed in treating of the complements in simple propositions, call the proposition. which contains the direct assertion of the speaker, the principal proposition, and that which performs a subordinate part (constituting the subject of the principal, or a complement of some part of it), we shall call the accessory or subordinate proposition. (a)

(a) (4) NOTE.-The learner will bear in mind that, when we speak of a principal and a subordinate or accessory proposition, we refer to the form

$80. (1) To what subject do we next pass?

(2) State the distinction between simple and compound propositions.

(3) State the distinction between a principal and an accessory proposition. (4) Repeat the substance of the note, and illustrate it by an example.

§ 81. ACCESSORY PROPOSITIONS.-(1) A knowledge of the several kinds of accessory propositions and of their functions, is indispensable to the satisfactory analysis of compound proposi tions. To aid the learner in acquiring this important knowledge is the task which we now propose.

CLASSIFICATION OF ACCESSORY PROPOSITIONS.-(2) We may arrange accessory propositions under three classes, viz.: substantive accessory propositions, adjective accessory propositions, and adverbial accessory propositions, since they perform functions in discourse resembling one or other of these three classes of words, substantives, adjectives, or adverbs.

(3) Before considering these several classes of accessory propositions, we must call the learner's attention to the words employed to connect them with principal propositions.

OF CONJUNCTIONS.-(4) The words employed to connect subordinate with principal propositions, and also those employed for the purpose of connecting co-ordinate or independent propositions (afterwards to be considered) are called, from the function which they perform, conjunctions. They conjoin or connect propositions. (5) Of the words employed to connect proposi tions, some are used exclusively for this purpose; some, on the

of language, not to the relative importance of the matter which they express. The proposition, which, grammatically considered, holds the rank of subordinate or accessory (as we shall generally hereafter call it), may be, and often really is, the most important part of the compound proposition, as regards matter. To illustrate by examples; They say our foes are coming; The servant announced that the house was on fire. In both these compound propositions the first proposition is grammatically considered the principal containing the direct assertion of the speaker, but the latter proposition in both cases undoubtedly contains the most important part of the matter, and is therefore, logically considered, the most important.

$81. (1) What is indispensable to the analysis of compound propositions?

(2) Name the three classes in which we arrange accessory propositions; and tell the reason of this arrangement.

(3) What claims attention before we enter on the consideration of the several classes of accessory propositions?

(4) What name is given to the class of words employed in connecting propositions? State the reason for giving them this name. (5) Show how words used for this purpose of connection differ. (6) Mention the means by which this difference may be marked.

contrary, are employed for other purposes, and only occasionally as conjunctions. (6) The first class, for the sake of distinction, we may call conjunctions, the latter, conjunctive words, or we may connect the term conjunctive with the original class name of these latter words, and call them conjunctive pronouns, conjunctive adverbs, and conjunctive prepositions: for conjunctive words of all these kinds occur.

(7) Again, besides this, there is a difference in the functions which these words perform when conjunctively used. Some serve exclusively a conjunctive purpose, that is, to connect propositions and to indicate some relation subsisting between them. Others, besides this conjunctive function, perform, at the same time, the usual function of the class of words to which they properly belong, generally in the accessory proposition, sometimes both in the accessory and principal proposition. Of these facts we shall find abundant examples as the different forms of accessory propositions come under review. What we have now said may suffice to bring the CONJUNCTIONS-(8) one of the great classes into which grammarians divide words-directly under the student's notice. (9) Along with the form of each accessory, we shall consider the conjunction or conjunctive word which serves to connect it with the principal proposition. (Sometimes we shall find that no conjunctive sign is needed.) In the same way we shall present the different classes of conjunctions which connect coordinate propositions, when we come to consider the different purposes for which such propositions are connected. This we think the most useful mode of treating this class of words.

§ 82. SUBSTANTIVE ACCESSORY PROPOSITIONS.-(1) We now return to the accessory propositions, and direct our attention first to the class which we have designated as substantive accessory propositions, because they perform some of the peculiar functions of substantives.

ACCESSORY PROPOSITION USED AS SUBJECT.-(2) The purpose first in importance for which a substantive accessory proposition

[(7) Describe a further difference in their functions when conjunctively used. (8) What do the conjunctions form? (9) In what mode do we propose to treat conjunctions and conjunctive words?]

$82. (1) What is the name of the class of accessories which we first proceed to consider? And why is this name given to them?

(2) What purpose does the first mentioned species of substantive accessory proposition

is employed, is one to which we have already adverted in the preceding pages (see § 7: 4-5), namely, to serve as SUBJECT of the principal proposition. (3) This species of accessory proposition is very generally preceded by the determinative word that. (4) That, when thus employed, is called by grammarians a conjunction, though in fact it performs precisely the same function as when they call it a demonstrative pronoun (determinative adjec tive); only it is placed in the one case before a noun, and in the other (which we are now considering) before a proposition performing for the time the function usually performed by a noun. (5) We subjoin examples for the purpose of illustration. That the government of our desires is essential to the enjoyment of true liberty, is a truth never to be forgotten by the citizens of free states. Here, if we put the question (as suggested in § 3: 13) what "is a truth never to be forgotten?" the answer will exhibit the true subject of the proposition; namely, "The government of our desires is essential to the enjoyment of true liberty." Second example, "That industrious habits are essential to success in life, ought to be continually inculcated on the young." What "ought to be continually inculcated on the young?" Answer, the proposition, the judgment of the mind, the truth:- "Industrious habits are essential to success in life." This truth, for the sake of greater emphasis, is marked by the determinative that. Third example, That Julius Cæsar invaded Britain, is a well known historical fact.

(6) In the analysis of any piece of discourse consisting (as almost always happens) of an intermixture of simple, compound, and combined propositions, the first question for the learner to settle is, how many distinct propositions are contained in the portion proposed at one time for consideration. (This portion should always contain at least one complete assertion. Usually, it consists of what is called a sentence.) If the portion

serve? (3) By what word is this species of accessory generally preceded? (4) What is said in reference to that thus employed? (5) Illustrate the use of the accessory employed as subject of the principal proposition by examples.

(6) Repeat the substance of the directions given how to conduct the analysis of a piece of discourse.