48. Thus we have the definition : A conjunction is a word used to connect sentences together; or, also, words used in the same way in a sentence. [See Exercise V., at the end of the chapter.] 49. The seven kinds of words thus described and defined are the parts of speech; there are no other classes having a use in forming sentences different enough from these to make us classify them as separate parts of speech. As we have seen already, they fall among themselves into three well-marked divisions: these are 1. The three independent parts of speech, the noun, the pronoun, and the verb, capable of forming sentences without the others; 2. The two qualifiers, adjective and adverb, always attached to some other word, which they describe or limit; and 3. The two connectives, preposition and conjunction, which join one word or sentence to another. 50. But we must notice here that there is yet another class of words, used in exclamation, which are usually reckoned as a part of speech, and called INTERJECTIONS. Examples of them are 6 oh! ah! fie! pshaw! hola! The name interjection signifies something that is interjected, or thrown into the midst of' something else; and this something else is the sentence, as made up of the other parts of speech. Calling them thus, then, implies that they are not parts of the sentence itself; they are not put together with other parts to make up sentences. And this is in fact the case. Hence, though it is proper enough, because convenient, to call the interjections a part of speech, they are not so in the same sense as the others. Each interjection is in a certain way an undivided sentence, put in the language of feeling rather than in that of reason. 51. We add, then, the definition : An interjection is an exclamation, expressive of feeling; it does not combine with other words to form a sentence, and so is not in the same sense with the rest a part of speech. 52. Sometimes the little words a or an and the, which are called the ARTICLES, are reckoned as a separate part of speech ; but, as they always qualify nouns, they are really only a peculiar kind of adjective. Again, the words one, two, three, and so on, which we call NUMERALS, because they express number, or are used in numerating or counting, have also their peculiarities; yet they are no part of speech by themselves, because their uses are always those either of nouns or of adjectives. And we shall have to notice hereafter one or two other such cases. 53. As noticed above (23), we use, besides the assertive, sentences of two other kinds, interrogative and imperative, or questions and commands. 54. By an INTERROGATIVE sentence, or question, we express a desire to know something. But, instead of putting it in the form of a statement, 'I desire to know,' or 'I wish you to tell me,' such and such a thing, we make known our wish by a peculiar form of sentence: usually by putting the subject noun or pronoun after the verb: thus, will she go? have you any fish? was he there? There are also special classes of interrogative words (see below, 169, 209, 313 e), pronouns or adjectives or adverbs, which have in themselves a question-asking meaning: thus, why did he come? who was there? by what route did he arrive? 55. By an IMPERATIVE sentence we express our will or wish that a thing be so and so; we give a command to somebody. This is done by using a certain form of the verb, hence called the imperative mode (below, 233): thus, give me the fish! go away from here! EXERCISES TO CHAPTER II. FOR DETERMINING AND DEFINING THE PARTS OF SPEECH. The sentences in all the exercises given are to be divided by the pupils into subject and predicate; if written, the division may conveniently be made by drawing a perpendicular line between the two: thus, the sun shines; he writes with ink. If either the subject or the predicate contains more than one word, the bare subject, the subject noun or pronoun, and the bare predicate, the verb, should be pointed out; if written, they may be underscored: thus, the bright stars | twinkle; the rain falls from the cloud. In the exercises on this chapter, the part of speech of each word in every sentence is to be stated, and the reason or definition for it given. I. Bare subject and predicate: §§ 16-36. Fire burns. Winds blow. walk. He rides. Boys run. fly. Time flies. Children sing. falls. Smoke rises. looked. I Gold glitters. Stars twinkle. Heat melts. II. With adjectives added: §§ 37-40. The cold winds blow. The winds are cold. The hot fire burns. It is hot. A pelting rain falls. Happy boys run. These children sing. These girls are happy. Life is short. The yellow gold glitters. The day is rainy. The night was dark. He was riding. You are walking. The old clock ticks. I am hungry. III. With adverbs added: §§ 41-43. Cold winds blow keenly. This fire is very hot. Your children sing sweetly. The hungry dog barked suddenly. I walk often. We ride seldom. This rainy night is exceedingly dark. The day is very unusually hot. Leaves fall down. The old wooden clock ticks always loudly. IV. With prepositions added: §§ 44–46. The bright stars twinkle in the sky. The boy ran fast after the ball. We go to school. She stays sometimes at home. The dark smoke rises in the air from the tall chimney. The leaf fell from the tree to the ground. The night is dark with clouds. He rides on his horse. A hot fire of coals is burning. The dogs barked loudly in the distant village. A clock of wood ticked on the wall. The clouds are heavy with rain. Ice melts soon in the heat of the fire. The happy children of our teacher sing sweetly enough from their book of hymns. The winds of winter are cold. V. With conjunctions: §§ 47-48. In writing out and dividing into subject and predicate such sentences as are connected by conjunctions, the dividing lines of the two (or more) sentences may be set one above the other, and the conjunction between them: thus, we laughed loudly, but they were silent. the bright stars | twinkle when I went to school and she stayed at home. The dog barked at the boy, and he ran away. They listened with attention while I spoke to them. The day is warm if the sun shines. He sang till he was hoarse and we were tired. The smoke rises in the air because it is light. The boy went to the playground when the bell rang. He and I go to school together. The white snow lies on the high hills and in the deep valleys. You ride on the road, but we walk through the fields. Scholars should be made to form, by themselves or under the direction of the teacher, many illustrative sentences of the same kind as those given here. Especially, they should be practised in making a bare sentence of two words as a starting-point, and filling it out by adding other parts of speech to its subject and predicate, defining the character and purpose of each addition as made. VI. Miscellaneous examples on the chapter. In order that the sentences may be properly divided into subject and predicate, they should, if necessary, be re-arranged, the words being put into the more usual order. Thus : The glimmering landscape | fades now on the sight; Tumult and affright was by the yellow Tiber. The borrower is servant to the lender. Out of the abundance of the heart the mouth speaketh. No work is a disgrace; the true disgrace is idleness. Stolen waters are sweet, and bread eaten in secret is pleasant. The child is father to the man. Surely in vain the net is spread in the sight of any bird. The lowing herd winds slowly o'er the lea. Now fades the glimmering landscape on the sight. The paths of glory lead but to the grave. By the yellow Tiber was tumult and affright. Industry is the road to wealth. Above it stood the seraphs. The morning-stars sang together, and all the sons of God shouted for joy. We silently gazed on the face of the dead, Soft and pale is the moony beam, The way was long; the wind was cold; |