ORAL AND WRITTEN LANGUAGE 85 



incorrect usage, or have returned into them through force 

 of environment. 



In sentence structure, commencing with simple sentences 

 containing adjective and adverbial modifiers, we develop 



phrases and clauses, and study compound 

 Sentence , ^ . 



Structure an( ^ c o m pl ex sentences. For example: A 



golden wreath was given to the victor. A 

 wreath of gold was given to the victor. A wreath that was 

 made of gold was given to the victor. A wreath was made 

 of gold and it was given to the victor. 



To make sentence structure plainer, we begin analyzing 

 and diagramming sentences. At first only the simplest form 

 of sentence, with only a word subject and a word predicate, 

 is taken. Then follow sentences with simple word modifiers, 

 then with phrases and complements. The compound sen- 

 tence is treated next ; and, last of all, the complex sentence. 

 All puzzling constructions are avoided, for the pupils are 

 not studying diagramming, they are simply clearing away 

 difficulties in sentence structure in order to speak and write 

 more correctly. Analysis and the diagram are for them a 

 means to an end, not the end desired. 



In developing the singular and plural numbers of the dif- 

 ferent persons and cases of pronouns, the following device 

 is found helpful : 



took books with 



Pronouns . 



took books with 



The children are told to fill in the blanks in the first 

 sentence with the pronoun standing for the person or per- 

 sons speaking, thus: I (or we) took my (or our) books 

 with me (or us). The second is to be filled in with the 

 pronouns standing for the person or persons spoken to; a 



