CHAPTER II. THE SENTENCE: KINDS. 9. When we converse with one another, or write letters to our friends, we first have thoughts in our own minds, and then we show to others what they are by the words that we use; so that what we say depends on what we think.1 EXERCISE 1. 1. Think of something you did yesterday, and tell what it was. 2. Mention three things that happened in your last vacation. 3. What questions might a stranger ask in a city? 4. Ask two questions about your next vacation. 5. Say three things that you are asked to do by your teacher. 6. How would you ask for a book? 10. Each word differs from almost every other word in its meaning or in its use, and we select those best suited to express our thoughts. If we were to go into the woods together, we might say, 1. I should like to come here every day. 2. This path leads to the cliff. 3. Do the birds sing in the rain? 4. Are there any violets there? 5. Listen to the brook. 6. Come and sit under this tree. 1 Throughout this book what is said of spoken language is generally to be applied in the same way to written language. On a ship we should have very different thoughts, and we might say, 1. The water looks very green. 2. I am very fond of sailing. 3. What makes the clouds seem so low? 6. See that steamer in the distance. 11. In each of these examples the words are so arranged that they have a definite meaning, and taken together they form what is called a sentence. Let us see for what purpose each of these sentences is used. Read the first two sentences in each group. In these we say what we know or believe. Read sentences 3 and 4. In these we do not say that anything does or is so and so, we only ask about it; and in sentences 5 and 6 we request or order something to be done. EXERCISE 2. 1. Write two questions that might be asked after a snow-storm. Two commands that might be given. Two statements that might be made. 2. Write six more as if you were on a railway train. 12. Any other sentences we could make would do one of these three things, assert, ask, or order. Hence we say that Sentences are complete assertions, questions, or commands. EXERCISE 3. 1. Make a perfect copy of the twelve sentences given in § 10. 2. What is the meaning of "assert "? 3. Make assertions in answer to the four questions. KINDS OF SENTENCES. 4. Make replies to the four requests. 5. Change the four assertions to questions. 7 ས 13. When we speak and when we write we put our words together into sentences of one kind or another. If we use only single words, such as leads, like, are, birds, brook, path, we do not really say anything; and if anybody speaks them, we can only wonder, "Who leads?" "Who like?" "What are?" "What about birds, brook, path, etc.?" 14. The same is true of every group of words that is not a sentence, even though the words may be arranged so as to have some meaning. For example: the clouds. green with leaves. fond of sailing. looks green. leads to the castle. to the brook. has brought. If we should read these expressions backwards, they would have no meaning at all; as they are, they might form parts of sentences: but they are not sentences, and they do not give any information, for they do not form statements, questions, or commands. EXERCISE 4. 1. Think about each of these groups of words, and then tell whether it is a complete sentence or only part of one. Give your reason "Green with leaves" is not a sentence, because it does not form a statement, ques tion, or command. 1. A fine October morning. 2. The leaves are red and green. 3. And some yellow. 4. Here are some purplish ones. 5. None are brown. 6. The trees in the swamps. 9. Found twenty dead trees. 10. Some were girdled by mice. 11. Dry and brittle as pipe-stems. 12. We set them on fire. 13. O such a blaze! 14. The smoke filled the air. 15. A strong wind from the north west. | 16. Let us try to find some nuts. 17. Are there any chestnut-trees in the grove? 18. Very few. 19. Bring your basket to-morrow. 20. If it rains. 21. Three gray squirrels in a hollow tree. 2. Change those of the preceding groups that are only parts of sentences, into complete sentences by using additional words. 3. Tell in your own words what they are all about, as if you were telling a story. 15. We have seen that every sentence either asserts or asks or orders. Hence we say that There are three kinds of sentences. assertive, interrogative, and imperative. We call them 16. An Assertive Sentence states a fact or an opinion.1 As: You speak correctly. You will learn to speak correctly. 17. An Interrogative Sentence asks a question.2 As: Do I speak correctly? 18. An Imperative Sentence gives a command, makes a request, or expresses a wish.2 As: Speak correctly. Please teach me to speak correctly. EXERCISE 5. 1. After reading each of these sentences, tell whether it is asser tive, interrogative, or imperative. Give your reason thus: "Cheer up" is an imperative sentence, because it gives a command. 1 The use of suppositions, as, "If he come," is confined to clauses. 2. Listen to the reading of sentences by your teacher, and tell the kind of each as you hear it. 3. Classify the sentences in any of the subsequent exercises in this book. 4. What does "interrogative" mean? 19. Exclamations. Sentences of any of these classes may also be exclamatory; that is, they may also express excitement, surprise, or impatience. For example: — 1. Which of the sentences in Ex. 5 are also exclamatory? 2. What kind of sentence is each of these? 1. Hark! 2. Who cares! 3. Do come here! 4. We shall be so happy! 20. Exclamations like 5. Rouse, ye Romans! 6. May Heaven bless you! 7. What do you say, you rascal! 8. Who would have believed it! How many colors the sunset shows! What a long ride it would be to the moon! seem to form a new class; but they are really shortened forms of command sentences, - See how many colors, etc. Think what a long ride, etc. Exclamations of this kind always begin with how or what. |