tall. 25. He hasn't, I don't suppose, laid by much. 26. One would rather have few friends than a few friends. 27. He is outrageously proud. 28. Not only the boy skated, but he enjoyed it. 29. He is not as brave as he is reckless. 30. Who doubts but what two and two are four? 31. Some people never have and never will bathe in salt water. 32. The problem was difficult to exactly understand. 33. It was the length of your finger. 34. He bought a condensed can of milk. 35. The fish breathes with other organs besides lungs. 36. The death is inevitable. 37. She wore a peculiar kind of a dress.

LESSON 109.

VARIOUS USES OF WHAT, THAT, AND BUT,

What may be used as a relative pronoun, an interrogative pronoun, a definitive adjective, an adverb, and an interjection.

Examples.-He did what was right. What did he say? What man is happy with the toothache? What with confinement and what with bad diet, the prisoner found himself reduced to a skeleton (here what = partly, and modifies the phrase following it). What! you a lion?

That may be used as a relative pronoun, an adjective pronoun, a definitive adjective, a conjunction, and a conjunctive adverb.

Examples.-He that does a good deed is instantly ennobled. That is heroism. That man is a hero. We eat that we may live. It was so cold that the mercury froze.

But may be used as a conjunction, an adverb, an adjective, and a preposition.

Examples.-The ostrich is a bird, but (adversative conjunction) it cannot fly. Not a sparrow falls but (= unless-subordinate conjunction) God wills it. He was all but (conjunction or preposition) dead (a contraction of these two contradictory statements: He was all dead, but he was not dead; or of this: He was all (anything in that line) except (the climax) dead). No man is so wicked but (conjunctive adverb) he loves virtue No man is wicked to that degree in which he loves not virtue-so to that degree, but in which not. We meet but (adverb only) to part. Life is but

=

(adjective = only) a dream. All but (preposition = except) him had fled. The tears of love were hopeless but (preposition = except) for thee. I cannot but remember = I cannot do anything but (preposition = except) remember. There is no fireside but [(but = except) the one which] has one vacant chair (but is here called by some a negative relative equalling that not, and making the sentence There is no fireside that has not one vacant chair).

Direction.-Study the principles and examples given above; point out the exact use of what, that, and but in these sentences, and then analyze the sentences:

1. He did nothing but laugh. 2. It was once supposed that crystal is ice frozen so hard that it can not be thawed. 3. What love equals a mother's? 4. There is nobody here but I. 5. The fine arts were all but proscribed. 6. There's not a breeze but whispers of thy name. 7. The longest life is but a day. 8. What if the bee love not these barren boughs? 9. That life is long which answers life's great end. 10. What! I the weaker vessel? 11. Whom should I obey but thee? 12. What by industry and what by economy, he had amassed a fortune. 13. I long ago found that out. 14. One should not always eat what he likes. 15. There's not a white hair on your face but should have its effect of gravity. 16. It was a look that, but for its quiet, would have seemed disdain. 17. He came but to return.

LESSON 110.

REVIEW QUESTIONS.

Lesson 85.-Define a noun.

What is the distinction between a

common and a proper noun? Why is music a common noun? What is a collective noun? An abstract noun? What are the classes of pronouns? Define them. What is an antecedent?

Lesson 86.--Give and illustrate the Cautions respecting he, it, and they; the needless use of pronouns; the two styles of the pronoun; the use of them for those, and of what for that; and the use of who, which, that, and what.

Lesson 87.-Give and illustrate the Cautions respecting connected relative clauses; the relative in clauses not restrictive; the use of

that instead of who or which; the position of the relative clause; and the use of this and that, the one and the other.

Lesson 89.-Define an adjective. What two classes are there? Define them. What adjectives do not limit? Illustrate.

Lesson 90.-Give and illustrate the Cautions respecting the use of the adjectives an, a, and the; and the use of a few and few, a little and little.

Lesson 91.-Give and illustrate the Cautions respecting the choice and the position of adjectives.

Lesson 92.-Define a verb. What are transitive verbs? Intransitive? Illustrate. What distinction is made between the object and the object complement? What are regular verbs? Irregular? Illusstrate. What are the several classes of adverbs? Define them. What is a conjunctive adverb ?

Lesson 93.—Give and illustrate the Cautions respecting the choice and position of adverbs, the use of double negatives, and the use of adverbs for adjectives and adjectives for adverbs.

LESSON 111.

REVIEW QUESTIONS-CONTINUED.

Lesson 95.-Define a preposition. What are some of the common prepositions? What is said of some ending in ing? Of but, except, and save? Of certain compound prepositions? When do prepositions become adverbs?

Lesson 98.-Give and illustrate the Caution in this Lesson, as to the choice of prepositions. Give violations of it, and correct them. What, in general, is the difference between in and into?

Lesson 99.-Give and illustrate the two Cautions in this Lesson, relating to the use of prepositions. Give violations of them, and correct them.

Lesson 100.-Define a conjunction. What are the two great classes of conjunctions, and what is their difference? What other parts of speech besides conjunctions connect? What are adverbs that connect

called? Into what three classes are co-ordinate connectives subdivided? What are some of the conjunctions and the conjunctive adverbs of each class? What three kinds of clauses are connected by subordinate connectives? The connectives of adverb clauses subdivide into what classes? Give the leading connective of each class.

Lesson 104.-What different kinds of clauses ray as connect? If? Lest? Since? Illustrate.

Lesson 105.-What different kinds of clauses may that introduce or connect? When? Where? While? Illustrate.

Lesson 107.-Give and illustrate the four Cautions in this Lesson, relating to the construction of connectives. Give violations of them,

and correct them.

Lesson 109.-Name the different offices of what, that, and but, and illustrate them.

General Questions.-Which parts of speech are subdivided? Which are not?

MODIFICATIONS OF THE PARTS

OF SPEECH.

LESSON 112.

Introductory Hints.-You have learned that two words may express thought, and that the thought may be varied by adding modifying words. You are now to learn that the meaning or use of a word may be changed by simply changing its form. The English language has lost most of its inflections, or forms, so that many of the changes in the meaning and the use of words are not now marked by changes in form. These changes in the form, meaning, and use of the parts of speech we call their Modifications.*

* Those grammarians who attempt to restrict number, case, mode, etc.,-what we here call Modifications-to form, find themselves within bounds which they continually overleap. They define number, for instance, as a form, or inflection, and yet speak of nouns "plural in form but singular in sense," or "singular in form but plural in sense;" that is, if you construe them rigorously, plural or singular in form but singular or plural form in sense. They tell you that case is a form, and yet insist that nouns have three cases, though only two forms; and speak of the nominative and the objective case of the noun, “although in fact the two cases are always the same in form "-the two forms always the same in form!

On the other hand, those who make what we call Modifications denote only relations or conditions of words cannot cling to these abstract terms. For instance, they ask the pupil to "pronounce and write the possessive of nouns," hardly expecting, we suppose, that the "condition" of a noun will be sounded or written; and they speak of "a noun in the singular with a plural application " in which singular must be taken to mean singular form to save the expression from sheer nonsense.

We know no way to steer clear of Scylla and keep out of Charybdis but to do what by the common use of the word we are allowed; viz., to take Modifications with such breadth of signification that it will apply to meaning and to use, as well as to form. Primarily, of course, it meant inflections, used to mark changes in the meaning and use of words. But we shall use Modifications to indicate changes in meaning and use when the form in the particular instance is wanting; nowhere, however, recogniz ing that as a modification which is not somewhere marked by form.