ELABORACIÓN DEL SISTEMA DESKTOP

Here we are dealing with a number of propositions (clauses) which combine into one complete meaning. The clauses fit together in the sentences just as did the various elements in the simple sentence. The material for the analysis is therefore analogous to that used in the analysis of the simple sentence: strips of paper in rolls on which are written the sentences to be analyzed, and a chart with spaces where the detached pieces may be placed, according to the designation of these spaces.

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:

I hunted carefully everywhere. And at last I found it.

I am a lowly peasant.

And you are a gallant knight. Louis clapped his hands for joy.

He looked into the mirror. straightened his tie. smoothed his hair.

and went out to meet his two friends. The bees hummed in the warm sunshine. And the cat sat purring at her side.

Then he began to weep.

And he tore his hair in anguish.

The girl covered her face with her hands. and wept.

They looked at the speaker. crowded around him.

and waited for his next word to attack him.

SERIES II

(The Complex Sentence)

Here only the main clause has a complete meaning. The other clauses make sense only when they are united with the main clause. On this roll, the subordinate clauses are attributes of one of the elements of the main clause (relative clauses).

—The gold ring which you found yesterday on the stairs belongs to my mother. —The man who brought me to school this morning was my uncle.

—He was educated by his sister who taught him many beautiful things. —The colors which Aunt Anna gave me Christmas are very good.

—A little girl who was at a party sat looking with longing eyes at a plate of sandwiches. —The knife with which you sharpened my pencil was very dull.

—Bees don't care about the snow! I can tell you why it's so:

Once I caught a little bee

Who was much too warm for me.—(F. D. SHERM AN)

—We have at home the prettiest cat you ever saw. —Here are the pennies my mother gave me.

—The children I play with did not come to school to-day. —The house we live in is beautiful and airy.

—Stars are the little daisies white

That dot the meadow of the night.—(SHERM AN) TES T CARDS

PRINCIPAL CLAUSE ATTRIBUTIVE SUBORDINATE CLAUSE

(The words modified by the relative clause are in italics).

(The clause has no meaning until united with

some noun in the main clause). The gold ring belongs to mother which you found on the stairs yesterday

The man was my uncle who brought me to school this morning

He was educated by his sister who taught him many beautiful things

The colors are very good which Aunt Anna gave me Christmas

A little girl sat looking with longing eyes at a plate of

sandwiches who was at a party

Once I caught a little bee who was much too warm for me

Stars are the little daisies white that dot the meadow of the night