this book is in no way dependent on the use of the diagrams.

+The Objections to the Diagram+.--The fact that the pictorial diagram
groups the parts of a sentence according to their offices and relations,
and not in the order of speech, has been spoken of as a fault. It is on the
contrary, a merit, for it teaches the pupil to look through the literary
order and discover the logical order. He thus learns what the literary
order really is, and sees that this may be varied indefinitely, so long as
the logical relations are kept clear.

The assertion that correct diagrams can be made mechanically is not borne
out by the facts. It is easier to avoid precision in oral analysis than in
written. The diagram drives the pupil to a most searching examination of
the sentence, brings him face to face with every difficulty, and compels a
decision on every point.

+The Abuse of the Diagram+.--Analysis by diagram often becomes so
interesting and so helpful that, like other good things, it is liable to be
overdone. There is danger of requiring too much written analysis. When the
ordinary constructions have been made clear, diagrams should be used only
for the more difficult sentences, or, if the sentences are long, only for
the more difficult parts of them. In both oral and written analysis there
is danger of repeating what needs no repetition. When the diagram has
served its purpose, it should be dropped.

SUGGESTIONS FOR COMPOSITION EXERCISES

The exercises in composition found in the numbered Lessons of this book are
generally confined to the illustration and the practical application of the
principles of the science as these principles are developed step by step.