The principal space on the chart is reserved for the main clause, around which the other clauses are arranged, as coordinate or subordinate.
Since the work of logical analysis of the complex sentence is sufficiently interesting to attract the attention of the child to various forms of study, the material contains in addition to the rolls and the chart, a number of test-cards where the analysis is completed and logically demonstrated. These cards serve as tests of the accuracy of the work done by the children, and as actual charts for analytical study. Of course, when the child is doing his exercise with the strips of paper and the chart, he does not have these test-cards before him. He should, however, always have free access to them. His interest in the game is to succeed by himself in placing the different propositions where they belong.
Chart B
| PRINCIPAL CLAUSE | |
| Incidental Clauses (Parenthetical clauses) | |
| SUBORDINATE ATTRIBUTIVE CLAUSE (Adjective or Relative clauses) | |
| who is it that...? subordinate subject clause (subject clause) | whom...? what...? subordinate object clause (object clause) |
| when...? subordinate clause of time (temporal clause) | where...? subordinate clause of place (locative clause) |
| for what purpose...? subordinate clause of purpose (purpose clause) | why...? for what cause? subordinate clause of cause (causal clause) |
| how...? than what? subordinate clause of manner or comparison (modal clauses) | on what condition...? subordinate clause of condition (conditional clause) |
| in spite of what...? subordinate clause of concession (concessive clause) | with what result...? subordinate clause of result (result clause) |
Series I
(Compound Sentences)
The clauses are independent of each other. Each contains a complete meaning, and each therefore could stand alone. It is a question of simple sentences coordinated with each other.
—I hunted carefully everywhere and at last I found it.
—She started in fear, lifted her face and shaded it from the strong sun.
—The bees hummed in the warm sunshine and the cat sat purring at her side.
—She dropped her sewing and went to the door.
—The girl covered her eyes with her hands and wept.
—They looked into each other's faces: each of them had a question to ask and neither dared to speak.
—I am a lowly peasant and you are a gallant knight.
—They all looked at the speaker, and crowded round him and waited for his next word to attack him.
—Then he began to weep and he tore his hair in anguish.
—Louis clapped his hands for joy and began to dance around the room.
—He looked into the mirror, straightened his tie, smoothed his hair and went out to greet his two friends.
—She went to the window and looked out over the stormy sea.
The child divides these sentences into clauses, analyzing each separately. Then, placing one under the other, he is impressed by the fact that each has a complete meaning and can stand by itself; save that in English the subject of the first clause is often carried over to the second: