Higher Lessons in English Part 14

went ' mate /======================= He | / ' out ====|=and '

| ' came captain ======================= back

+Explanation+.--_Mate_, like _captain_, is an attribute complement. Some would say that the conjunction _as_ connects _mate_ to _he_; but we think this connection is made through the verb _went_, and that _as_ is simply introductory. This is indicated in the diagram.

2. The sun shines bright and hot at midday.

3. Velvet feels smooth, and looks rich and glossy.

4. She grew tall, queenly, and beautiful.

5. Plato and Aristotle are called the two head-springs of all philosophy.

6. Under the Roman law, every son was regarded as a slave.

7. He came a foe and returned a friend.

8. I am here. I am present.

+Explanation+.--The office of an adverb sometimes seems to fade into that of an adjective attribute and is not easily distinguished from it. _Here_, like an adjective, seems to complete _am_, and, like an adverb to modify it. From their form and usual function, _here,_ in this example, should be called an adverb, and _present_ an adjective.

9. This book is presented to you as a token of esteem and grat.i.tude.

10. The warrior fell back upon the bed a lifeless corpse.

11. The apple tastes and smells delicious.

12. Lord Darnley turned out a dissolute and insolent husband.

13. In the fable of the Discontented Pendulum, the weights hung speechless.

14. The brightness and freedom of the New Learning seemed incarnate in the young and scholarly Sir Thomas More.

15. Sir Philip Sidney lived and died the darling of the Court, and the gentleman and idol of the time.

LESSON 31.

OBJECTIVE COMPLEMENTS.

+Introductory Hints+.--_He made the wall white._ Here _made_ does not fully express the act performed upon the wall. We do not mean to say, He _made_ the white _wall_, but, He _made-white_ (_whitened_) the wall. _White_ helps _made_ to express the act, and at the same time it denotes the quality attributed to the wall as the result of the act.

_They made Victoria queen_. Here _made_ does not fully express the act performed upon Victoria. They did not _make_ Victoria, but _made-queen_ (_crowned_) Victoria. _Queen_ helps _made_ to express the act, and at the same time denotes the office to which the act raised Victoria.

A word that, like the adjective _white_ or the noun _queen_, helps to complete the predicate and at the same time belongs to the object complement, differs from an attribute complement by belonging not to the subject but to the object complement, and so is called an +Objective Complement+.

As the objective complement generally denotes what the receiver of the act is made to be, in fact or in thought, it is sometimes called the _fact.i.tive complement_ or the _fact.i.tive object_ (Lat. _facere_, to make). [Footnote: See Lesson 37, last foot-note.]

Some of the other verbs which are thus completed are _call_, _think_, _choose_, and _name_.

+DEFINITION.--The _Objective Complement_ completes the predicate and belongs to the object complement.+

a.n.a.lysis.

1. They made Victoria queen.

They | made / queen | Victoria ======|========================= |

+Explanation+.--The line that separates _made_ from _queen_ slants toward the object complement to show that _queen_ belongs to the object.

+Oral a.n.a.lysis+.--_Queen_ is an objective complement completing _made_ and belonging to _Victoria_; _made Victoria queen_ is the complete predicate.

2. Some one has called the eye the window of the soul.

3. Destiny had made Mr. Churchill a schoolmaster.

4. President Hayes chose the Hon. Wm. M. Evarts Secretary of State.

5. After a break of sixty years in the ducal line of the English n.o.bility, James I. created the worthless Villiers Duke of Buckingham.

6. We should consider time as a sacred trust.

+Explanation+.--_As_ may be used simply to introduce an objective complement.

7. Ophelia and Polonius thought Hamlet really insane.

8. The President and the Senate appoint certain men ministers to foreign courts.

9. Shylock would have struck Jessica dead beside him.

10. Custom renders the feelings blunt and callous.

11. Socrates styled beauty a short-lived tyranny.

12. Madame de Stael calls beautiful architecture frozen music.

13. They named the state New York from the Duke of York.

14. Henry the Great consecrated the Edict of Nantes as the very ark of the const.i.tution.

LESSON 32.

COMPOSITION--COMPLEMENTS.

+Caution.+--Be careful to distinguish an adjective complement from an adverb modifier.

+Explanation.+--Mary arrived _safe_. We here wish to tell the condition of Mary on her arrival, and not the manner of her arriving. My head feels _bad_ (is in a bad condition, as perceived by the sense of feeling). The sun shines _bright_ (is bright, as perceived by its shining).

When the idea of being is prominent in the verb, as in the examples above, you see that the adjective, and not the adverb, follows.

+Direction.+--_Justify the use of these adjectives and adverbs_:--

1. The boy is running wild.

2. The boy is running wildly about.

3. They all arrived safe and sound.

4. The day opened bright.

5. He felt awkward in the presence of ladies.

6. He felt around awkwardly for his chair.

7. The sun shines bright.

8. The sun shines brightly on the tree-tops.

9. He appeared prompt and willing.

10. He appeared promptly and willingly.

+Direction+.--_Correct these errors and give your reasons_:--

1. My head pains me very bad.

2. My friend has acted very strange in the matter.

3. Don't speak harsh.

4. It can be bought very cheaply.