English Grammar and Composition for Public Schools. G. H. Armstrong

connecting two adverbs.

      4. Write a sentence containing a conjunction connecting two nouns.

LESSON X.

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      INTERJECTIONS.

      Name the words in the following sentences that express sudden or strong feeling:—

1.	Hurrah! the work is done.
2.	Alas! we were too late.
3.	Hush! she is sleeping now.
4.	Bravo! he has reached the boat.

      A word used to express some sudden or strong feeling is called an interjection.

      An interjection is not related to any word in the sentence.

      Interjections express a variety of feelings, such as joy, sorrow, surprise, pain, contempt and strong desire.

      EXERCISE I.

      Select the interjections in the following sentences, and state the feeling expressed by each:—

1.	Oh! my tooth is aching again.
2.	Alas! he heeded not my warning.
3.	Hark! what means that distant cry?
4.	Pshaw! it is nothing but the wind.
5.	Hurrah! for England’s Queen.
6.	Ho! breakers on the weather bow.
7.	But O! eternity’s too short
	To utter all Thy praise.
8.	Hold! if ’twas wrong, the wrong is mine.

      EXERCISE II.

      Write six sentences, each containing an interjection.

      Underline the interjections.

LESSON XI.

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      We have now learned all the different classes of words in our language and the name of each class.

      Since each class performs a certain office or part in the sentence, the different classes are called parts of speech.

      EXERCISE.

      State the office of each word in the following sentences, and tell what part of speech it is:—

1.	A rolling stone gathers no moss.
2.	I live for those who love me.
3.	The man walked across the bridge.
4.	The cherries on this tree are ripe.
5.	I bring fresh showers for the thirsting flowers.
6.	This boy lost his kite in a tree.
7.	The village master taught his little school.
8.	Slowly and sadly we laid him down.
9.	Crash! a terrific cry broke from three hundred hearts.
10.	I never was on the dull, tame shore,
	But I loved the great sea more and more.

LESSON XII.

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      The part of speech or grammatical value of words is always determined by their use or function in the sentence.

      EXERCISE I.

      State the use or function of the italicized words in the following sentences, and tell the part of speech of each word:—

1.	We have a quire of paper.
2.	Our friends paper their walls every year.
3.	He put his hat in a paper box.
4.	It is a fine day.
5.	Magistrates fine those who break the laws.
6.	The penalty is a fine of twenty dollars.
7.	I know that story.
8.	He has the book that I require.
9.	We know that he is just.
10.	The word that is sometimes used to connect sentences.
11.	Give him the iron pail.
12.	The girls iron the clothes in the morning.
13.	He has a piece of iron.

      EXERCISE II.

      Show that the following words may have different grammatical values:—

	in,	water,	ring,	pin,	cover.
	round,	this,	lock,	cork,	silver.

Model:—	Come in. An adverb.
	My hat is in the room. A preposition.
	The word in was omitted. A noun.

      Note.—The foregoing example is printed in italics. Pupils will underline their examples.

      PART SECOND.

      CLASSES AND INFLECTIONS OF THE PARTS

      OF SPEECH.

LESSON XIII.

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      CLASSES OF NOUNS.

      Select in the following sentences the nouns that are names of particular persons or things, and the nouns that are names of all the members of a class of persons or things:—

1.	These little girls live with their parents in Toronto.
2.	Mary and Harold are going to visit their friends.
3.	On a little mound, Napoleon
	Stood on our storming day.—Browning.

      A name of a particular or individual person or thing is called a proper noun; as, Mary, Saturday, Lake Ontario.

      Proper nouns begin with capital letters.

      A name that applies to all the members of a class of persons or things is called a common noun; as, girl, desk, river.

      EXERCISE.

      1. Write five sentences, each containing a proper noun, and underline the example in each sentence.

      2. Write five sentences, each containing a common noun, and underline the example in each sentence.

      II. CONCRETE AND ABSTRACT.

      Select in the following sentences the nouns that are names of objects which have a real and separate existence outside of the mind, and those which are names of things that have no real existence and are only thought of in the mind:—

1.	Contentment is better than gold.
2.	Virtue is its own reward.
3.	Truth crushed to earth, shall rise again—
	The eternal years of God are hers.—Bryant.

      A noun that is the name of an object which has a real and separate existence outside of the mind, is called a concrete noun; as, gold, water.

      A noun that is the name of something which has not a real and separate existence outside of the mind, is called an abstract noun; as, truth, justice.

      EXERCISE.

      1. Write five sentences each containing a concrete noun, and underline the example in each sentence.

      2. Write five sentences each containing an abstract noun, and underline the example in each sentence.

      Note.—All nouns may be classified into (1) proper and common, (2) concrete and abstract, hence the two preceding classifications are perfect. The classifications which follow are imperfect, since they do not include all nouns.

      III.