separate division of the work. If the chief end of grammar were to enable
one to parse, we should not here depart from long-established precedent.

+Sentences in Groups--Paragraphs+.--In tracing the growth of the sentence
from the simplest to the most complex form, each element, as it is
introduced, is illustrated by a large number of detached sentences, chosen
with the utmost care as to thought and expression. These compel the pupil
to confine his attention to one thing till he gets it well in hand.
Paragraphs from literature are then selected to be used at intervals, with
questions and suggestions to enforce principles already presented, and to
prepare the way informally for the regular lessons that follow. The lessons
on these selections are, however, made to take a much wider scope. They
lead the pupil to discover how and why sentences are grouped into
paragraphs, and how paragraphs are related to each other; they also lead
him on to discover whatever is most worthy of imitation in the style of the
several models presented.

+The Use of the Diagram+.--In written analysis, the simple map, or diagram,
found in the following lessons, will enable the pupil to present directly
and vividly to the eye the exact function of every clause in the sentence,
of every phrase in the clause, and of every word in the phrase--to picture
the complete analysis of the sentence, with principal and subordinate parts
in their proper relations. It is only by the aid of such a map, or picture,
that the pupil can, at a single view, see the sentence as an organic whole
made up of many parts performing various functions and standing in various
relations. Without such map he must labor under the disadvantage of seeing
all these things by piecemeal or in succession.

But, if for any reason the teacher prefers not to use these diagrams, they
may be omitted without causing the slightest break in the work. The plan of