3. Relief came at last. we heard the bugles of the reënforcements. 4. Possibly the sky will fall. larks. we shall catch 5. Some people won't let their meat cook. want to taste the broth. Insert subordi 241. WRITTEN EXERCISE. nate statements denoting cause. Because, Since, or As. 1. A nail fell out of a horseshoe. was lost. 2. The shoe fell off the horse's foot. horse was lost. 3. The horse fell and broke his knees. rider was lost. the 4. Sinbad looked up at the smooth cliffs of the valley. 5. Beowulf fixed his fearful grip on Grendel's arm. 242. WRITTEN EXERCISE. Insert subordinate statements denoting a condition necessary to the fulfilment of the main statement. Be gin with If, Unless, or Provided. best word. 1. It isn't a bear. Choose the it would bite you. 2. Painstaking may become a pleasure. will follow. 3. All sorts of persons give good counsel. no matter who gave it, 4. Many a snarling dog cannot bite. better not show his teeth. 5. You are playing with boys. boys' play. , you must take 6. Some masters don't pay their servants. pay himself. will 7. Youth doesn't know what age will crave. it would both get and save. 243. WRITTEN EXERCISE. Insert subordinate clauses denoting concession; that is to say, begin with Though, Although, or Even if. 2. I'll tell you something about healed sores. yet its scar may remain. 3. The fool has a fine coat, I admit. a fool's coat. 4. It requires several grains to fill a sack. it helps. 5. Don't abuse a gentle mastiff. him by the lip. 'tis but , yet don't bite 244. The third danger in punctuating a complex sentence is that of leaving out a needed comina after a subordinate clause which stands first. A comma is almost always needed in this position: 1. While he was saying so, he pulled out his watch. 2. While England is certainly a monarchy, it is no tyranny. Beginners usually neglect to place a comma between a subordinate clause and the main statement which follows it. 245. ORAL EXERCISE. Needed commas have been removed from some of the following sentences. Point out the subordinate clauses and say where commas are needed. GARFIELD'S TEN MINUTES When President Garfield was a young fellow working his way through college he tried to stand at the head of his classes. Although he succeeded in doing so in some studies there was one class in which he never stood higher than second. Even if he gave especial attention to his lesson on a given day he was sure to find one man ahead of him in the recitation. Since this experience came to poor Garfield daily he made up his mind to find out the reason why one man always beat him. As this man roomed across the way from Garfield Garfield determined to watch his method of work, if possible. He learned that his friend studied the beforementioned subject in the evening as he considered it his easiest study. When the evening came that day Garfield prepared his lesson with especial care. As soon as the task was finished to his satisfaction he arose and looked out of the window. His friend's light was still burning. Garfield went back to his book and spent ten minutes more for he was determined to win if mere time could be the means. When the ten minutes were over he found that he had learned several new things. He rose just in time to see his rival's light go out. "He "So that's the way he does it!" said Garfield. spends ten minutes more than I usually spend. As the plan seems to serve him well I will try it, and work ten minutes more than he." He went back to his book. The next day Garfield stood at the head of his class. CHAPTER V THE SENTENCE AS A UNION OF SUBJECT 246. Whenever we think, we of course think something about something. The process is very quick, and we are not conscious that it has parts. But every thought has two parts, namely the subject of thought, and that which is perceived about the subject. A thought is called a judgment, and its two parts are called the thought-subject and the thought-predicate. 247. When a child begins to talk, it expresses its thought-subject and thought-predicate very briefly. Indeed, it often forgets to give the subject, taking for granted that the hearer knows what is being spoken of. If the child wishes to be taken up, it says "Up!" This word is a crude expression of the thoughtpredicate only. 248. As the child grows, he comes to understand that if he is to be understood he must try |