ANALYSIS.

Of all the means by which a literary education is attained, there is, perhaps, none more effective than Grammatical Analysis. In the hands of a skilful teacher nothing is better fitted to call forth the pupil's reasoning powers. As a species of mental calisthenics, it is to younger students what the higher mathematics is to those of maturer years. But, in addition to this, it necessitates the study of words in all their bearing, and leads, indirectly, but none the less surely, to a knowledge of the laws of composition, and, above all, to an intelligent appreciation of style and idiom. To this mental exercise Gray's "Elegy " and " Bard " are eminently adapted.

The accompanying scheme of analysis is believed to be sufficiently comprehensive, and at the same time sufficiently simple to be understood and intelligently applied by pupils of ordinary ability. The main objects aimed at are simplicity and clearness; the former has been secured by avoiding what several years' practical experience has proved to be the pupil's difficulty, viz., the indiscriminate use of the term "extension," used so as to include not only adverbial and attributive modifications, but even the object itself. For "extension" we have substituted "adjunct," attributive when joined to a noun or its equivalent; adverbial when joined to a verb. Instead of calling the object an "Extension of the Predicate," a title to which the subject might as justly lay claim, we have allowed it to retain its natural and familiar designation, and have treated it as a radical part of the sentence. An example of the indirect object will be found in Tables IV. and VI. The tabular form adopted will show at a glance that succinct compression is not incompatible with perspicuity. The double lines separate the principal parts of the sentence, SUBJECT, PREDICATE, and OBJECT, from each other; the single lines separate the adjuncts from the parts they respectively qualify.