6. It was honesty no less than prudence that guided his efforts. 7. Not this man, but Barabbas; now Barabbas was a robber. 8. Then he returned. Well you know what followed next. 9. Such was the condition. This condition, however, he was not disposed to accept. 10. Say what you please; only do not do what you please. II. As we are at leisure, let us see what is to be seen. 12. I wished to remain, whereas everyone else wished to return. 13. Seeing that the world is not yet perfect, you had better take men as they are. 14. Considering that the subject is quite new, he has really made great progress. 15. He argued as if the world were just on the point of ending. 16. In spite of all that you say, I still believe it. 17. He was not very clever, but for all that he was a noble fellow. 18. As I looked up I saw the man before me. 19. Before he was done the end had already come. 20. He was of poor but honest parents. 21. She was a great and good woman. Escaped the Stygian pool, though long detained To other notes than to the Orphean lyre 24. I then turned again to the vision which I had been so long contemplating; but instead of the rolling tide, the arched bridge, and the happy islands, I saw nothing but the long valley of Bagdad, with oxen, sheep, and camels grazing upon it. If he do bleed, 25. I'll gild the faces of the grooms withal, 26. His face did shine as the sun. 27. Nor hope to be myself less miserable 28. Scrooge went to bed again, and thought, and thought, and thought it over and over and over. 29. I have borne, and borne, and borne, and have been fubbed off, and fubbed off, and fubbed off, from this day to that. 30. I gazed and gazed until mine eyes grew dim. 31. He has told me so again and again. 32. I still meet him now and then. 33. Let them wander up and down for meat. 34. My lord, and shall we pass this bill? 35. Good-day, old friend! And so you have returned at last. 36. I fancy he must be the man. And so he is. 37. He, and he alone, has done all this. 38. Yet there is one, and he amongst the foremost in his power. 39. God shall help her, and that right early. 40. A few days, and we are parted for ever! 41. What with their noise, and what with the trembling of the ground, and the flashing of fire, we may well feel giddy. 42. I am not afraid of you, nor them neither. 43. They met with little, or rather with no opposition at all. 44. You shall be repaid, or I'm an ass. 45. Awake, arise, or be for ever fallen ! 46. Hush, and be mute, or else our spell is marr'd. 47. You won't fight him, Bob? Egad, but I will, Jack! Revisit'st not these eyes. Yet not the more cease I to wonder. 49. We have no slaves at home-then why abroad? 50. Where squire and yeoman, page and groom, Plied their loud revelry. INTERJECTIONS. INTERJECTIONS, being mere exclamations, do not stand in grammatical relation to any other word in the sentence. They are frequently abbreviated sentences, as in "Good-bye God be with you! They need no exercise. = WORD-MAKING. WE have pointed out, and the examples in the first exercise of this book have fairly shown, that it holds true as a general rule in English that any word may be used as any part of speech. This, however, chiefly applies to words in their simplest forms, which we may here for all practical purposes call roots, such as man, old, steal, &c. But there are syllables and letters which we add on to the end of roots to give them some distinctive meaning, as in man-ly, old-en, stealth, &c.; and these new-coined words, or derivatives as they are called, being less general in their meaning, are less general in their use, and belong almost exclusively to some particular part of speech. There is a feeling that they have been formed into particular parts of speech and should not be used as others. These syllables and letters added on to the end of roots to give them a distinctive meaning are called suffixes, e.g. -ly, -en, -th, &c. There are also syllables and words which we place before or prefix to roots and other words to modify their meaning. These we call prefixes, as in misdeed, un-manly, under-stand. New words thus formed are termed compounds. Lastly, we form another class of compounds by joining two words together so as to form one new word, as in black-bird, bare-foot, white-wash, &c. These are the methods by which we make words, and it is highly advisable that pupils should be thoroughly well exercised in them. Suffixes give new notions to the roots to which they are joined, thus -er (-or, -ar) when added to do, ail, beg, gives them the notion of "agent," as in doer, sailor, beggar. Pupils should therefore be given a list of suffixes, and a list of roots to join, and should be asked to state what notions the suffixes add to the roots. The pupil should also be required to form abstract and diminutive nouns from nouns, adjectives, and verbs; adjectives from nouns, verbs, &c.; and so on with verbs and adverbs. So lists of prefixes and roots and words should be given to be joined, and the modifying force of the prefix demanded. And, lastly, lists of words should be given to be joined together so as to form single new words. Then the process should be reversed, and lists of derivatives and compounds should be given to be divided up into roots and suffixes, and roots and prefixes, with the force of the suffix and prefix clearly stated in each case. These exercises should be carried through each part of speech in succession, the suffixes and prefixes being obtained from the lists which any good English grammar gives, and the roots and other words chosen |