Part 14
NOTE.—There is little distinction between the subordinate conjunction and the conjunctive adverb. Both connect a dependent to a principal clause; and some subordinate conjunctions, like conjunctive adverbs, express time, cause, or manner, etc. For this reason, _as_, _after_, _before_, _since_, _till_, etc. are included by some authors among conjunctive adverbs. Compare, “I came _when_ you called me” with “I came _before_ you called me.”
=Summary.=—A =subordinate conjunction= is one that introduces a dependent clause, and joins it to that part of the sentence which it modifies.
=Exercise.=—Parse the conjunctions in the following sentences. Tell their class and what they join.
1. The four cubs, running down hill on their bellies, melted into the thorn and underbrush as a mole melts into a lawn.
2. Boys will do any amount of work provided it is called play.
3. The great horned owl stood so erect and motionless that he seemed a portion of the pine trunk itself.
4. Since the maples were cut down, the elms have flourished.
5. Androclus had not lain long quiet in the cavern, before he heard a dreadful noise, which seemed to be the roar of some wild beast, and terrified him very much.
6. Harry laughed till the tears ran down his cheeks.
7. Unless you have sat on a stone fence and beaten russet apples soft on its hard top, you have missed one of the greatest delicacies that the orchard gives.
8. I liked the doctor very much, for he would let me drive around with him, and hold his horse while he made his professional calls.
9. Fast the ivy stealeth on, though he wears no wings.
10. Even after the invitations were sent out, it seemed to Dolly that the party day would never come.
11. The shawl doll was my favorite because it was more nearly the size of a real baby.
12. The two young Cratchits crammed spoons into their mouths lest they should shriek for goose before their turn came to be helped.
13. A man would laugh if you told him that he had never really seen a burdock.
Select all the verbs in the sentences above. Classify them as transitive or intransitive. Tell their voice, mode, and tense.
=279.= Some words may be used as conjunctions, as prepositions, or as adverbs.
=After.=
Conj.—I came _after_ you called me the second time.
Adv.—We look before and _after_, and pine for what is not.
Prep.—Let us walk to the lake _after_ school.
=Before.=
Conj.—The roosters woke me _before_ the sun rose.
Adv.—They had never seen mountains _before_.
Prep.—In winter we get up _before_ daylight.
=But.=
Conj.—I am weak, _but_ Thou art mighty.
Prep.—He relishes no fruit _but_ apples.
Adv.—We can _but_ die.
=Else.=
Conj.—You must tell the truth, _else_ you will not be trusted.
Adv.—How _else_ can we get to Berlin?
Adv.—Where _else_ shall I look for your glasses?
NOTE.—What part of speech is _else_ in the sentences, “What _else_ can I do for you?” “Who _else_ was there?”
=For.=
Conj.—Work _for_ the night is coming.
Prep.—The faithful slave died _for_ his young master.
=Hence.=
Conj.—Smoke is coming out of the chimney, _hence_ the house must be occupied.
Adv.—Let me go _hence_ and be no more seen.
=Only.=
Conj.—I should be glad to go, _only_ I have nothing to wear.
Adv.—I made the cake; mother _only_ baked it.
NOTE.—What part of speech is _only_ in the sentence, “Grace is an _only_ child”?
=Since.=
Conj.—I have been happy _since_ you became my friend.
Prep.—Prices have never gone down _since_ the war.
Adv.—One day the dog disappeared, and he has never been heard of _since_.
=So.=
Conj.—The baby monopolized her time, _so_ she withdrew from the club.
Adv.—Don’t speak _so_ loud, Caroline.
=Till= or =Until.=
Conj.—Tarry thou _till_ I come.
Prep.—We work hard _until_ noon.
=Yet.=
Conj.—She speaks much, _yet_ she says very little.
Adv.—Has the case been settled _yet_?
Explain the use of each italicized word in the sentences above.
=280.= When we parse a preposition, we tell (1) what phrase it introduces, and (2) what words it shows a relation between; thus, “In the sentence, ‘I bring you tidings of great joy,’ the preposition _of_ introduces the adjective phrase _of great joy_, and shows a relation between its object _great joy_ and the noun _tidings_.”
=Exercise.=—Parse all the conjunctions, adverbs, and prepositions in the following sentences:—
1. Roger Conant came over from England before 1630.
2. We had a cold spell in April, so the peach crop is small.
3. Our flag was still there.
4. The barn was strongly built, so it was made over into a good house.
5. Ours is a government of the people, for the people, and by the people.
6. Look before you leap.
7. Years have passed since anybody remembered my birthday.
8. The poet saw the daffodils beside the lake.
9. After the boy arrived in Richmond, he slept under a sidewalk.
10. Did anybody besides Rufus go with you to Janesville?
11. Mr. Micawber would pay his debts if something would only turn up.
12. Jill came tumbling after.
13. The turkey was steamed first, else it would not have been so tender.
14. The fern has grown fast since Easter.
15. I can’t paint well if you look over my shoulder.
16. There is nothing to breathe but air.
17. Wait till the clouds roll by.
18. Disappointments will surely come, yet they need not crush us.
19. I will go before the king.
20. Did you make your will before you went round the world?
LXX. ADVERBIAL CLAUSES OF TIME, PLACE, AND MANNER
=281.= Adverbial clauses are used in many different relations. Frequently they denote the =time= when an action is performed; as, “When the pie was opened, the birds began to sing.” Here the clause tells when the birds began to sing, and hence modifies the predicate. It is joined to _began to sing_ by the conjunctive adverb _when_.
A subordinate connective does not have to come _between_ the elements that it joins. This enables us to put a dependent clause at the beginning of a sentence. What is the advantage of such an arrangement?
An adverbial clause of time answers such questions as _when?_ _how often?_ _how long?_ It is joined to what it modifies by the conjunctive adverbs _when_, _while_, _whenever_, or by the subordinating conjunctions _before_, _after_, _till_, _until_, _since_, _as_.
Sometimes, if the connective is _when_, and the clause comes first, we begin the principal proposition with the simple adverb _then_, which we call a correlative of _when_. Illustrate this.
=282.= The adverbial clause may be used to tell the =place= where some
## action is performed; as, “The maid is standing with reluctant feet
where the brook and river meet.” Here the clause tells where the maid is standing, and is joined to _is standing_ by the conjunctive adverb _where_.
An adverbial clause of place answers such questions as _in what place?_ _to what place?_ _from what place?_ It is introduced by the conjunctive adverbs _where_, _whence_, _whither_, _wherever_. Sometimes _there_ is used in the principal proposition as a correlative of _where_ in the clause. Which of these correlatives is the connective?
=283.= Frequently the =manner= of an action, the way in which it was performed, is told by an adverbial clause; as, “Not as the conqueror comes, they the true-hearted came.” What is the clause here? What does it tell? What does it modify? What is the connective? What is the use of _not_?
A clause of manner answers the question _in what way?_ It is joined to what it modifies by the subordinate conjunction _as_, _as if_, or _as though_. The simple adverb _so_ may be used as a correlative of _as_.
=284.= The word _like_ is never a subordinate conjunction, hence it cannot properly be used for _as_ or _as if_. We should say, “Walk _as_ (not _like_) I do;” “She walks _as if_ she were tired (not _like_ she was tired).” _Like_ may be used as a preposition to introduce a phrase; as, “Elizabeth walks _like him_.”
=Exercise 1.=—Fill the blank in each of these sentences with the proper word, and explain your choice:—
1. Mary sings —— a bird.
2. It looks —— it would rain.
3. The man speaks —— he knew his subject.
4. March came in —— a lion.
5. You knit just —— my grandmother does.
6. The children ate —— they were hungry.
7. Can you dance —— the gypsies do?
8. Plant the seeds exactly —— I told you to.
=Summary.=—An adverbial clause of =time= tells when a condition exists, or when an action was performed.
An adverbial clause of =place= tells where a condition exists, or where an action was performed.
An adverbial clause of =manner= tells in what way something was done.
The connectives _when_, _where_, and _as_ are sometimes accompanied by the correlatives _then_, _there_, and _so_ respectively.
=Exercise 2.=—Select all the adverbial clauses in the following sentences. Tell what each clause denotes, what it modifies, and what its connective is. Study the punctuation of these sentences, and make a rule for the punctuation of adverbial clauses:—
1. Your bicycle is a stationary bit of iron and india rubber, until you put your feet upon the pedals and use your mind to guide the wheel.
2. The old man sits as if he were carved in stone.
3. Where the snowflakes fall thickest, there nothing can freeze.
4. When mother awoke and saw the burglar, she quietly ordered him to leave; and only after she had pursued his obedient figure to the door did it occur to her that the proper thing to do was to scream.
5. Where the peak leaned to the valley, the trunk of a giant pine jutted forth slantingly from a roothold a little below the summit.
6. As we came up the harbor I had noticed that the houses were huddled together on an immense hill.
7.
I have come to meet judges so wise and so grand That I shake in my shoes while they’re shaking my hand.
8.
She struck where the white and fleecy waves Looked soft as carded wool.
9. Whither thou goest, I will go; and where thou lodgest, I will lodge.
10. When the blackbird approached that side of the cage, the goldfinch dashed away as though he feared his strange neighbor might come through.
11.
I love to hear thine earnest voice wherever thou art hid, Thou testy little dogmatist, thou pretty Katydid!
12. At every little station a man popped out as if he were worked by machinery, and waved a red flag, and appeared as though he would like to have us stop.
13. The little bandy-legged dogs had been trotting steadily for many an hour, until their tongues hung out for want of breath.
14. Years had passed since that particular panther had strayed from his high fastnesses, where game was plentiful and none dared poach on his preserves.
15. I stood up and “hollered” with all my might, as everybody does with oxen, as if they were born deaf, and whacked them with the long lash over the head, just as the big folks did when they drove.
LXXI. ADVERBIAL CLAUSES OF CAUSE, PURPOSE, AND RESULT
=285.= One action or condition may cause some other action or condition, and when we tell this, we often make such a sentence as the following, “Most caged birds are not happy, because few of them are well cared for.” Here the dependent proposition, _because few of them are well cared for_ is an adverbial clause of =cause=, for it tells the cause of the fact in the principal clause, or why most caged birds are not happy.
The adverbial clause of cause answers the question _why?_ or _how do you know?_ and is usually joined to the predicate that it modifies by the subordinate conjunction _for_, _because_, or _since_.
=286.= Sometimes an action is performed in order that some other action or condition may come to pass. We say then that the action is performed for a =purpose=, and we express this purpose by means of an adverbial clause; as, “Leonardo da Vinci would walk the whole length of Milan that he might alter a single tint in his picture of the Last Supper.” Here the clause _that he might alter a single tint in his picture of the Last Supper_ tells the purpose that the artist had in walking the whole length of Milan. What does this clause modify? What is it introduced by?
A clause of purpose answers the question _what for?_ It is usually joined to the predicate that it modifies by the subordinate conjunction _that_, _so that_, or _in order that_.
=287.= A clause of purpose tells an intention without saying that this intention ever really comes to pass. But there is another clause which tells what really happens as an outcome of the action or condition in the principal clause. This is called a clause of =result=; for instance, “So porous is the limestone of the roads that in five minutes after a brisk shower one has no need of overshoes.” Here the principal clause tells us that the roads are porous, and the clause tells us what is the result, or outcome, of their being porous. What is the clause in this sentence? What does it modify? What is it introduced by?
A clause of result answers the question _what of it?_, and is generally introduced by the subordinate conjunction _that_.
=Summary.=—A clause of =cause= tells what produces a certain act or condition.
A clause of =purpose= tells the intended consequence of some action.
A clause of =result= tells the real consequence of some action or condition.
=Exercise.=—Select the adverbial clauses, classify them, giving your reason in each case, tell what they modify, and what they are joined by. Account for the punctuation.
1. I have explained thus carefully about my Bird Room because I do not approve of keeping wild birds in cages.
2. When Chipee had eaten all she could, she would quietly sit down in the seed dish so that Chip couldn’t get any.
3. Of course this bird could not be set free, for he did not know how to take care of himself.
4. One little nugget of purest gold the surveyor carefully preserved, that it might one day become a wedding ring for the gray-eyed girl in Maine.
5. Had his nerves grown so sensitive that the staring of a chipmunk or a rabbit had power to break his sleep?
6. So strong was Polly’s liking for green peas that the sight of raw peas made her wild till some were given to her.
7. Master Fox said to the Crow, “Sing but one song to me, that I may greet you as the Queen of Birds.”
8. It is very convenient to be a reasonable creature, since it enables you to find or make a reason for everything you have a mind to do.
9. Rebecca left the screen door ajar, so that flies came in.
10. Rolf was called the Goer because he had such long legs that when he mounted one of the little Norwegian horses, his feet touched the ground.
11. Dikes are built that the spread and flow of the water may be regulated, and the land protected from destructive floods.
12. The sun burned down so fiercely that the people were fainting in its rays; it seemed as if they must die of heat, and yet they were obliged to go on with their work, for they were very poor.
13. Then the people ran as only hill folk can run, for they knew that in a landslip you must climb for the highest ground across the valley.
14.
Lord God of Hosts, be with us yet, Lest we forget, lest we forget!
15. I go to prepare a place for you, that where I am there ye may be also.
LXXII. ADVERBIAL CLAUSES OF CONDITION AND CONCESSION
=288.= Very often an action cannot take place except under a certain condition, and this condition is often expressed in a dependent clause; as in the sentence, “A man can buy a vote only if some other man is willing to sell a vote.” Here the one condition under which a man can buy a vote is told in the adverbial clause, _if some other man is willing to sell a vote_. This is called a clause of =condition=. It is generally introduced by _if_, _unless_ (which means _if not_), _provided_, or _providing_. In the illustration what does the clause modify? What is the use of _only_?
=289.= Sometimes an action takes place in spite of something else, and we tell this in such a sentence as the following, “Though He slay me, yet will I trust Him.” Here the fact that I trust Him is true in spite of the fact that He may slay me. Such a clause as _though He slay me_ is called a clause of =concession=, for it concedes, or grants, something that seems to be in direct opposition to what is in the principal clause. What does it modify? What can you say of the word _yet_?
A clause of concession is generally joined by the subordinate conjunction _though_, or by some such word as _notwithstanding_, or _even if_, which means _though_.
Sometimes _though_ has a correlative, the word _yet_, _still_, or _nevertheless_ used at the beginning of the principal clause.
=Summary.=—A clause of =condition= answers the question _provided what?_ It tells the circumstance under which the principal statement is true.
A clause of =concession= answers the question _in spite of what?_ It tells the circumstance in spite of which the principal statement is true.
=Exercise.=—Select all adverbial clauses. Tell what each clause denotes, what it modifies, what it is joined by. Account for the punctuation.
1. If your everyday language is not fit for a letter or for print, it is not fit for talk.
2. In Bermuda, if you are in want of some choice cologne, do not fail to ask for it at the nearest shoe shop.
3. Though delicate in his tastes, an elephant likes quantity as well as quality, and at his meals makes nothing of bales of hay and gallons of water.
4. Though the weeping willow and the mountain ash could not endure the cold northeast storms, yet the sturdy elms grew apace and soon spread their branches far.
5. Half the pleasure in going out to murder another man with a gun would be wanting, if one did not wear feathers, and gold lace, and stripes on his pantaloons.
6. There is something queer about thoughts; you cannot have a good time with them if you have done anything naughty.
7.
Though watery deserts hold apart the worlds of East and West, Still beats the selfsame human heart in each proud Nation’s breast.
8. If our forefathers had not chosen to emigrate to America, we should now be English people ourselves.
9. Rebecca was so slender and so stiffly starched that she slid from space to space on the leather cushions, though she braced herself against the middle seat with her feet, and extended her cotton-gloved hands on each side.
10.
If the men were so wicked, I’ll ask my papa How he dared to propose to my darling mamma. Was he like the rest of them? Goodness! Who knows? And what should I say if a wretch should propose?
11. Though he looked like a bird, he behaved like a monkey.
12.
Though the mills of God grind slowly, yet they grind exceeding small, Though with patience he stands waiting, with exactness grinds he all.
13. If the scythes cut well and swing merrily, it is due to the boy who turned the grindstone.
14. If a man write little, he had need have a great memory; if he confer little, he had need have a present wit; and if he read little, he had need have much cunning to seem to know that he doth not.
15.
Men must work and women must weep. Though storms be sudden and waters deep. And the harbor bar be moaning.
Account for the mode of the verb in each dependent clause in the preceding sentences.
LXXIII. ADVERBIAL CLAUSES OF COMPARISON
=290.= Often we are not satisfied to say, “Cousin John is good.” We wish to tell _how_ good he is, and a common way of doing this is by means of a comparison. We say, “Cousin John is as good as gold.” Here the group of words _as gold_ is a clause with the word _is_ omitted. It is called a clause of =comparison=. It denotes an =equality= between John’s goodness and that of gold. Since this clause answers the question _how good?_ it must modify the adjective _good_.
What is the introductory word of the clause of comparison?
=291.= Sometimes we compare two things and yet denote an =inequality= between them; as in the sentence, “The river is bluer than the sky.” Here the clause of comparison is introduced by the subordinating conjunction _than_. It modifies the word _bluer_. We know this because it is the word _bluer_ that needs the clause, and without the word _bluer_ the clause would not be in the sentence at all.
Notice that a clause of equality modifies an adjective in the positive degree, while a clause of inequality modifies an adjective in the comparative degree.
=292.= A clause of comparison may modify an adverb as well as an adjective, as in these sentences:—
The old man moved as slowly as a cloud.
More swiftly than eagles, his coursers they flew.
NOTE.—The adverb _rather_ is seldom used without being modified by a clause of comparison; as, “Henry Clay said that he would rather be right than be president.” When we supply the words understood, the clause reads, _than he would be president_.
Complete the clauses in the following sentences:—
Some people would rather have money than brains.
I should rather earn a college education than go without it.
A wise American would rather go to Yellowstone Park than to Switzerland.
=Summary.=—A clause of =comparison= tells the degree of some quality or quantity by pointing out a likeness or a difference.
A clause of comparison pointing out a =likeness= is introduced by _as_, and modifies an adjective or an adverb in the positive degree.
A clause of comparison pointing out a =difference= is introduced by _than_, and modifies an adjective or an adverb in the comparative degree.
A clause of comparison is seldom completely expressed.
=Exercise.=—Select all the clauses of comparison. Tell what they denote, what they modify, and what they are introduced by.
1. Sitting up on the driver’s high seat is almost as good as climbing the meeting-house steeple.
2.
The muscles of his brawny arms Are strong as iron bands.
3. The loons could dive quicker than the eagle could swoop and strike.
4. Gertrude was prouder than ever when the president of the college said, “Your mother is handsomer than you will ever be, young lady.”
5.
The hearts that were thumping like ships on the rocks Beat as quiet and steady as meeting-house clocks.
6. Truth is stranger than fiction.
7. I had rather have a fool to make me merry than experience to make me sad.
8.
Blue were her eyes as the fairy flax, Her cheeks like the dawn of day, Her bosom white as the hawthorn buds, That ope in the month of May.
9. One syllable of woman’s speech can dissolve more love than a man’s heart can hold.
10.
I am nearer my home to-day Than I ever have been before.
11. Whiter than snow were his locks, and his cheeks were as brown as the oak leaves.
12.