LESSON 26.
WRITTEN PARSING.
+Direction+.—Parse the sentences of Lesson 25 according to this +Model for Written Parsing.
| Nouns. | Pron. | Verbs. | Adj. | Adv. | Prep. | Conj.| Int.|
|————|———-|————|————|———|———-|———|——-|
1st |streets,| | |the,the.| |By,of, | | |
sentence|By-and- | one. |arrives.| | |at,of | | |
| by, | | | | | | | |
|house, | | | | | | | |
|Never. | | | | | | | |
————|————|———-|————|————|———|———-|———|——-|
| | | | | | | | |
2d | | | | | | | | |
sentence| | | | | | | | |
TO THE TEACHER.—Until the +Subdivisions+ and +Modifications+ of parts of speech are reached, +Oral and Written Parsing+ can be only a classification of the words in the sentence. You must judge how frequently a lesson like this is needed, and how much parsing should be done orally day by day. In their +Oral Analysis+ let the pupils give at first the reasons for every statement, but guard against their doing this mechanically and in set terms; and, when you think it can safely be done, let them drop it. But ask now and then, whenever you think they have grown careless or are guessing, for the reason of this, that, or the other step taken.
Here it may be well to emphasize the fact that the part of speech to which any word belongs is determined by the use of the word, and not from its form. Such exercises as the following are suggested:—
Use right words.
Act right.
Right the wrong.
You are in the right.
Pupils will be interested in finding sentences that illustrate the different uses of the same word. It is hardly necessary for us to make lists of words that have different uses. Any dictionary will furnish abundant examples. It is an excellent practice to point out such words in the regular exercises for analysis.
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