CORRELATIVES

346. Certain co-ordinate conjunctions are used in pairs, such as both, and; either, or; neither, nor; whether, or. These pairs are called correlatives. The first word in the pair, as, both, either, neither, or whether, is used as an assistant conjunction helping the other to do the connecting. These are used in such sentences as:

Note that nor is always the proper correlative to use with neither and also with the negatives not and never when they apply to what follows as well as to what precedes. For example:

Or is always used with the correlative either. For example:

Exercise 11

Note the use of the co-ordinate conjunctions and, but, or and nor, in the following quotation. Mark especially the use of and as an introductory conjunction, introducing a new sentence, but connecting it with that which has gone before.

In my judgment slavery is the child of ignorance. Liberty is born of intelligence. Only a few years ago there was a great awakening in the human mind. Men began to inquire, "By what right does a crowned robber make me work for him?" The man who asked this question was called a traitor.

They said then, and they say now, that it is dangerous for the mind of man to be free. I deny it. Out on the intellectual sea there is room for every sail. In the intellectual air, there is space enough for every wing. And the man who does not do his own thinking is a slave, and does not do his duty to his fellow men. For one, I expect to do my own thinking. And I will take my oath this minute that I will express what thoughts I have, honestly and sincerely. I am the slave of no man and of no organization. I stand under the blue sky and the stars, under the infinite flag of nature, the peer of every human being.

All I claim, all I plead is simple liberty of thought. That is all. I do not pretend to tell what is true nor all the truth. I do not claim that I have floated level with the heights of thought, nor that I have descended to the depths of things; I simply claim that what ideas I have, I have a right to express, and any man that denies it to me is an intellectual thief and robber.

Every creed that we have today has upon it the mark of the whip or the chain or the fagot. I do not want it. Free labor will give us wealth, and has given us wealth, and why? Because a free brain goes into partnership with a free hand. That is why. And when a man works for his wife and children, the problem of liberty is, how to do the most work in the shortest space of time; but the problem of slavery is, how to do the least work in the longest space of time. Slavery is poverty; liberty is wealth.

It is the same in thought. Free thought will give us truth; and the man who is not in favor of free thought occupies the same relation to those he can govern that the slaveholder occupied to his slaves, exactly. Free thought will give us wealth. There has not been a generation of free thought yet. It will be time to write a creed when there have been a few generations of free-brained men and splendid women in this world. I don't know what the future may bring forth; I don't know what inventions are in the brain of the future; I don't know what garments may be woven, with the years to come; but I do know, coming from the infinite sea of the future, there will never touch this "bank and shoal of time" a greater blessing nor a grander glory, than liberty for man, woman and child.

Oh, liberty! Float not forever in the far horizon! Remain not forever in the dream of the enthusiast and the poet and the philanthropist. But come and take up thine abode with the children of men forever.—Ingersoll.

SPELLING

LESSON 20

We found that we often formed adjectives by adding suffixes to other words. We also form many adverbs by the addition of suffixes to other words. Derivative adverbs are formed in the following ways:

1. By adding suffixes to adjectives, chiefly the suffix ly, as for example; chiefly, truly, really, lately, etc.

2. By changing ble to bly, as in ably, nobly, etc.

3. By adding the suffix ward, as in forward, upward, skyward, downward, homeward, etc.

4. We have some adverbs formed by adding the prefix a to adjectives and nouns, as ahead, afoot, afresh, also by adding the prefix be, as in besides, beyond.

We often misspell a number of adverbs by adding s where it does not rightfully belong; as, anywheres, everywheres, backwards, forwards, towards, upwards, downwards, afterwards, homewards, etc. All of these words should be written without the s.

We also have a number of compound adverbs which are made by the union of two other parts of speech, such as sometime, henceforth, forever, overheard, outside, etc.

In the lesson for Monday, Tuesday and Wednesday, adjectives are given having opposite meanings. Make the proper adverbs from these adjectives by the addition of the suffix ly.

Thursday's and Friday's lessons are made up of both adjectives and adverbs that end in ly. Look up in your dictionary and be sure you know which are adjectives and which are adverbs.

Saturday's lesson is made up of compound adverbs.

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

PLAIN ENGLISH

LESSON 21

Dear Comrade:

In this lesson we are completing the study of conjunctions. We have studied the conjunction last among the parts of speech and in the order of the development of language, the conjunction naturally comes last. The need of connective words does not come in any language until the language is quite well developed. You will notice that the connective words, such as prepositions and conjunctions are the last words the child begins to use. The child first begins to use the names of the things with which it comes in contact, then it learns the words that express what these things do. But it is not until the child begins to reason that it begins to use connective words. These become necessary when we have reached a stage of development where we can consider the relationship existing between things.

The use of conjunctions, however, can be greatly overdone. The long and involved sentences are more difficult to understand. If you will note the authors which you enjoy the most, it will probably be those who use short and crisp sentences. We have some authors who by the use of conjunctions can string one sentence out over several pages. You wonder how they manage to exist so long without stopping for breath. It is very easy for us to fall into this error when we are thinking rapidly and our thoughts all seem to be closely connected. But no mind can grasp many ideas at one time. Break your sentences up and express your ideas concisely and clearly. Use conjunctions rather sparingly, especially these subordinate conjunctions. Do not have too many subordinate clauses in one sentence.

Notice in your reading for this week those who use the short, crisp sentences and those who use the longer and more involved sentences. Notice which are understood more readily and which are more enjoyable to read. Take some of the paragraphs from those who write long and involved sentences and break them up into short sentences and see if these shorter sentences do not make the meaning simpler and clearer. This will be excellent practice also in gaining the power of expression.

Especially in the class struggle do we need those who can write clearly and simply of the great problems of the day. As the work of the world is conducted today, the workers have too little time for reading. They are apt, after a hard day's work, to be too tired to follow an author through long, winding, involved passages.

In the spoken word, this is also true. You will find your hearers much more in sympathy with you if you will use short sentences. Break your thought up so they can readily grasp your meaning and follow you to your conclusion.

Conjunctions are very important to save us from tiresome repetitions and short, jerky sentences, but we must avoid using them too frequently.

Yours for Education,

THE PEOPLE'S COLLEGE.

SUBORDINATE CONJUNCTIONS

347. We have found that co-ordinate conjunctions connect words, phrases and also clauses that are entirely independent; that is, they do not depend in the slightest degree upon any other word, phrase or clause. Subordinate conjunctions connect inferior clauses to the main clauses of the sentence. These inferior clauses are dependent clauses. Subordinate conjunctions never connect words or phrases; but only dependent clauses, to the rest of the sentence. Note the following sentences:

In the first sentence the word quickly is an adverb modifying the verb came and answers the question when. It tells when he came. In the second sentence, the phrase on time is an adverb phrase modifying the verb came, and answers the question when. It tells when he came. In the third sentence, the clause when he was called, also answers the question when, and tells when he came. Therefore, it is a clause used as an adverb. It is different from the phrase on time, for the phrase on time does not contain a subject and a predicate.

348. The difference between the phrase and the clause is that the phrase does not contain either a subject or a predicate, while the clause always contains both a subject and a predicate. So in the clause, when he was called, he is the subject and was called is the predicate, and when is the subordinate conjunction, which connects this adverb clause to the verb came, which it modifies. The clause he came, and the clause when he was called, are not of equal rank and importance, because the clause, when he was called, simply modifies the verb contained in the clause he came, by describing the time of the action expressed in the verb came. So the clause, when he was called, is a subordinate or dependent clause, and the conjunctions which connect this class of clauses to the main clause are called subordinate conjunctions.

349. A subordinate conjunction is one that connects a dependent clause to the principal clause.