POETICAL ANALYSIS.

Exercise 126.

Poetical Analysis.

807. The Nature, Structure, different kinds of Verse, and Poetical License are explained in the Grammar, Lessons 80, 81, 82, to which the student is referred.

Example 1.-From Goldsmith's "Traveller."

a.

Remote, unfriended, melancholy, slow,

b. Or by the lazy Scheldt, or wandering Po;

b.

Or onward, where-(c.) the rude Carinthian boor (c.) Against the houseless stranger shuts the door; b. Or where-(d.) Campania's plain forsaken lies, (d.) A weary waste-(e.) expanding to the skies;

f.

h.

i.

k.

Where'er I roam,-(g.) whatever realms to see,
My heart untravelled fondly turns to thee;
Still to my brother turns,-(j.) with ceaseless pain,

And drags (7.) (at each remove)—k. a lengthening chain.

General Analysis :

a. Adjuncts of the subject I, showing the writer's state of mind.

b. b. b. Extensions of the predicate roam, denoting the places.

c. A dep. sent.-the subj. is boor, pred. shuts, obj. door, ind. obj. stranger.

d. A second dependent sentence with extension.

e. A participial extension of plain or waste.

f. The principal sent. subj. I, pred. roam, adverb extension where'er. g. A dependent sentence on f.

h. A second principal sentence with indirect object to thee.

i. A repetition of the sentiment in h.

i. A prep. phrase, extension of i.

k. A third principal sentence, co-ord. with h and i.

7. A prep. clause, an extension of k.

Example 2.-From Cowper's "Task," B. 2, 1. 206.

a.

a.

d.

h.

England-(b. with all thy faults)-(c.) I love thee still,
My country!-d. and-(e. while yet a nook is left
Where English minds and manners may be found)
Shall be constrained to love thee.||-f. Though thy clime
Be fickle,-f. and thy year most part deformed
With dripping rains,-f. or withered by a frost,—
I would not yet exchange-h. thy sullen skies
And fields without a flower,-i. for warmer France
With all her vines ;-i. nor for Ausonia's groves
Of golden fruitage,-i. and her myrtle bowers.

General Analysis:

a. a. "England, my country," two Nomin. of Address, in apposition. b. Adjunct of England.

c. A principal sentence, co-ord. with d.

d. A second principal sentence, co-ord, with c.

e. Extension of d. denoting duration.

f.f.f. Three concessive and co-ord. clauses, dependent on g. g. Principal Predicate.

h. h. Two objective cases with extension.

i. i. i. Three indirect objects, with entension dependent on g.

Example 3.-From Milton's "Paradise Lost," B. 1, 1. 1. 1. a. Of Man's first disobedience,-(b.) and the fruit

Of that forbidden tree-2. (c.) whose mortal taste
Brought (d.) death into the world, and (d.) all our woe,
With (d.) loss of Eden,-3. (e.) till one greater Man
Restore us, (e.) and regain the blissful seat,

[top

4. (f.) Sing,—(g.) Heavenly Muse,-5. (ḥ.) that—(i.) on the secret Of Oreb or of Sinai,-(j.) didst inspire

[seed

(k.) That shepherd,—6. (1.) who first taught― (m.) the chosen (o.) In the beginning-(n.) how the Heavens and Earth

Rose out of Chaos.

General Analysis.-This Extract may be considered as consisting of six clauses, of which No. 4 is the leading clause.

1. a. b. Two indirect Objects of the predicate Sing.

2. An Adjective Sentence dependent on fruit, c. the death, involving taste of which brought, &c.,-d. d. d. three objectives of brought.

3. e. e. Two Adverbial Sentences to 1 and 4-restore and regain in the Subjunctive Future.

4. f. Sing, (thou) the principal Predicate and Subject,-g. Heavenly Muse, the Nom. of Address.

5. An Adjective Sentence to Muse,-h. that, a rel. referring to Muse,-i. an extension of j. denoting place,-j. the predicate of dependent sentence,k. the direct Object of j.

6. An Adjective Sent. to shepherd,-l. the Subj. and pred. of the Sent.,m. the indirect Object of l.,-n. the objective clause of pred. in l.,-0. an extension of n. denoting the time.

The Exercise must consist of an examination on the Extracts and Analyses.

1. By ceaseless action, all that is subsists;
Constant rotation of the unwearied wheel
That nature rides upon, maintains her health,
Her beauty, her fertility. She dreads

An instant's pause, and lives but while she moves.
2. The law by which all creatures else are bound
Binds man the lord of all. Himself derives

No mean advantage from a kindred cause,
From strenuous toil his hours of sweetest ease.
3. Blest he, though undistinguished from the crowd
By wealth or dignity, who dwells secure

Where man, by nature fierce, has laid aside

His fierceness, having learn'd, though slow to learn,
The manners and the arts of civil life.

His wants, indeed, are many, but supply
Is obvious; plac'd within the easy reach
Of temperate wishes and industrious hands.

Exercise 128.

Poetical Analysis.

Give a General Analysis of the following:-
4. As some lone miser, visiting his store,
Bends at his treasure, counts, recounts it o'er;
Hoards after hoards his rising raptures fill,
Yet still he sighs, for hoards are wanting still;
Thus to my breast alternate passions rise,
Pleas'd with each good that Heav'n to man supplies:
Yet oft a sigh prevails, and sorrows fall,
To see the hoard of human bliss so small;
And oft I wish, amidst the scene, to find
Some spot to real happiness consign'd,
Where my worn soul, each wand'ring hope at rest,
May gather bliss, to see my fellows blest.

5. Thus to relieve the wretched was his pride,
And e'en his failings lean'd to virtue's side;
But in his duty prompt, at every call,

He watched and wept, he pray'd and felt for all ;
And, as a bird each fond endearment tries
To tempt its new-fledged offspring to the skies,
He tried each art, reprov'd each dull delay,
Allur'd to brighter worlds, and led the way.
6. Nature to all things fixed the limits fit,
And wisely curbed proud man's pretending wit;
As on the land while here the ocean gains,
In other parts it leaves wide sandy plains;
Thus in the soul while memory prevails,
The solid power of understanding fails;
Where beams of warm imagination play,
The memory's soft figures melt away;
One science only will one genius fit,

So vast is art, so narrow human wit.

For additional Exercises in Poetical Analysis, the extracts contained in Exercises 41 n., o.; and Exercises 81 a., b., may be taken.

ADVICE TO THE STUDENT.

Exercise 129.—Lesson 116.—Gram., p. 298.

I. On the Attainment of Knowledge.

Habits which obstruct Knowledge.

1. First Obstacle,-pursuit of too many subjects.-Show the disadvantage of pursuing many objects at once. Give an instance of wisdom in this respect. What plan will promote our progress? What model has generally been adopted by eminent

men?

2. Second Obstacle, a multiplicity of Books.-State an objection to an extensive library for young students. What kind of habits and knowledge ought to be cultivated? When may periodicals prove advantageous? State the disadvantage of using several works on the same subject.

3. Third Obstacle,-hurrying through an Author.-Show the disadvantage of proceeding too quickly in your studies. Point out the errors into which rapid readers fall. State the essentials for gaining real knowledge.

4. Fourth Obstacle,-changing the books or object of pursuit.Point out the folly of unnecessarily changing your books. To what may individuals guilty of this practice be compared? Show what has prevented some persons from being successful. What mode should you adopt when you are unable to answer an objection? Point out one frequent cause of want of success. Upon what do great attainments generally depend? What is said of Energy of Mind?

5. Fifth Obstacle,—desultory study.-State when variety is beneficial,-when injurious. What is said of the temperate application of the mind?

6. Sixth Obstacle,-wandering from the Subject.-Point out the disadvantages of musing or reverie.

Exercise 130.—Lesson 117.—Gram., p. 300.

Habits which contribute to advance Knowledge.

7. First Requisite,—a plan of study.-In forming your plan, what should you take into account? What course is recommended to self-instructors? State the advantages of beginning at the Elements of any branch. What is said of Preparatory Training? Show the disadvantages of commencing with difficult studies.

What principle of action is necessary for success? What erroneous views must be rejected? Upon what does high excellence depend? What is the crowning attribute of real genius ?

What will true genius obey?—what will it reject? Show the folly of rejecting proper restraint. Of what is Art the manifestation? 8. Second Requisite, an undivided attention.-Point out the disadvantages of allowing the thoughts to wander. What is the first step to be taken towards fixing the attention? Mention the various things which serve to withdraw the attention. How is the student to act in this difficulty? How will our efforts in the attainment of this object become easier?

9. Third Requisite,-rightly understand an author.-State the importance of this rule. How should we consider the signification of words? To what works is this remark applicable? What advantage results from parallel passages? Why regard the scope and design of the writer? What is said of the person speaking and the person addressed? In matters of dispute, what mode is recommended? What plan of study is recommended with regard to a work of importance?

10. Fourth Requisite, — discriminate between true and false reasoning. What General Rule is applied under this head?

11. Fifth Requisite, -form general principles. - State the advantages of forming fixed principles on any subject. State a leading principle in Natural Philosophy;—in Morality; — in Religion. What caution is given on this subject? Can absolute certainty be formed on every subject? What mode is to be pursued in these instances?

12. Patient Investigation.-State the advantages of this quality. Explain the term Investigate. In what subjects is this principle beneficial? What things are requisite ?

13. Observation.-Explain the term Observation. Point out the advantages of this habit.

14. Attendance on Lectures.-When is attendance on Lectures beneficial?-when otherwise?

15. Able Instructors.-Point out the advantages of employing Able Instructors. Show the disadvantages under which many self-taught men have laboured.

Exercise 131.-Lesson 118.- -Gram., p. 306.

II. Retention of our Knowledge.

16. Upon what does the Retention of our knowledge depend? Explain the term Memory.-a. By whom has the importance of Memory been undervalued? Show the erroneousness of this.b. Show how the Memory assists the Judgment.-c. Show the importance of memory with regard to words, flexions, definitions, &c.-d. What superiority results from quoting the exact words of a speaker rather than the mere substance?-e. State the advantages of committing select portions of good writers to memory. How are the reasoning powers affected by sickness? In this state, upon what is the mind apt to dwell? Point out the advantages in sickness of a well-stored memory? How does the memory assist devotion?