Read the second stanza. What do the first four lines describe? How were the daffodils arranged? What is the meaning of margin? Does the poet mean that he saw exactly ten thousand? What does he mean? What are the daffodils said to be doing?

What did the

Read the third stanza. What waves are spoken of? waves do? In what did the daffodils surpass the waves? What is the meaning of the third and fourth lines? What do the last two lines tell? Read the last stanza. Read the principal clause in the first statement. When do they flash upon the inward eye? What is a vacant mood? What is the meaning of pensive? What does the fourth line describe? Give in your own words the meaning of the first four lines of this stanza. What feeling did this sight awaken in the mind of the

poet?

WRITTEN EXERCISES.

I.

Use in sentences of your own the following words:

Copy the following words, and opposite each write another word

LESSON LXVI.

CLASSES OF CONJUNCTIONS.

CO-ORDINATING CONJUNCTIONS.

Find in the following examples conjunctions that connect sentences, or words, phrases, and clauses of like kind, or having the same relation to the rest of the sentence:

1. Art is long, and time is fleeting. 2. Games and carols closed the day.

3. The house was silent and deserted.

4. You see where Warren fell, and where other patriots fell with him.

Words, phrases, and clauses of like kind, or standing in the same relation to the rest of the sentence, are said to have the same construction or to be of equal rank. Conjunctions that connect sentences, or parts of sentences of equal rank, are called co-ordinating conjunctions. They may connect

I. Two independent sentences; as, Be diligent, and you will succeed. 2. Two words in the same construction; as, The minstrel was infirm and old.

3. Two phrases in the same construction; as, They are alike in voice and in manner.

4. Two dependent clauses in the same construction; as, No one could tell whence they came or whither they went.

Co-ordinating conjunctions are divided into the following classes :1. Copulative, those that join similar parts; as, and, also, besides, likewise, moreover.

2. Adversative, those that join parts opposed in meaning; as, but, yet, however, still, nevertheless, notwithstanding.

3. Alternative, those that imply a choice between two; as, either -or, neither-nor, whether-or.

4. Causal, those that express cause or consequence; as, for, therefore, hence, consequently.

Conjunctions used in pairs are called correlatives; as, both— and, either—or, neither—nor, not-but, not only-but.

II. - SUBORDINATING CONJUNCTIONS.

Mention the dependent clause in each of the following sentences, state its use, and tell how it is joined to the principal clause.

1. I would grant your request if I could.
2. He came, because he was needed.

3. Be silent, that you may hear.

Conjunctions that connect a dependent or subordinate clause to a principal clause are called subordinating conjunctions. They denote

1. Time; as, after, before, ere, since, till, when, while, as.
2. Place; as, where, whence.

3. Manner and comparison; as, than, as.

4. Cause or reason; as, because, since, as, that, whereas.

5. End or purpose; as, that, lest.

6. Condition; as, if, unless, except.

7. Concession; as, though, although.

Certain phrases performing the office of conjunctions may be called compound conjunctions; as, but also, as well as, as if, as though.

ORDER OF PARSING CONJUNCTIONS.

To parse a conjunction, tell

I. Its class-co-ordinating or subordinating.
2. Its use - state what it connects.

Example I.- Hear me for my cause, and be silent, that you may hear.

1. And is a co-ordinating conjunction, connecting the two independent members, "Hear me for my cause," and "be silent, that you may hear."

2. That is a subordinating conjunction, connecting the subordinate clause, "you may hear," to the principal clause, "be silent."

Example II. Is the night chilly and dark?

I.

-

1. And is a co-ordinating conjunction, connecting the two adjectives chilly and dark.

Parse the conjunctions in the following sentences, and state the relation between the connected terms:

1. My hair is gray, but not with years, Nor grew it white

In a single night,

As men's have grown from sudden fears:
My limbs are bowed, though not with toil,
But rusted with a vile repose,

For they have been a dungeon's spoil,

And mine has been the fate of those

To whom the goodly earth and air

Are banned, and barred, — forbidden fare. — BYRON.

2. Here rests his head upon the lap of earth,

A youth to fortune and to fame unknown. — GRAY.

3. They deserved respect; for they were good men as well as brave. — HAWTHORNE.

Long fields of barley and of rye. — TENNYSON.

5. Neither a borrower nor a lender be. — SHAKESPEARE.

6. As Cæsar loved me, I weep for him; as he was fortunate, I rejoice at it; as he was valiant, I honor him: but, as he was ambitious, I slew him. — SHAKESPEAre.

7. The test of a people is not in its occupations, but in its heroes.-T. W. HIGGINSON.

8.

Then they praised him, soft and low,

Called him worthy to be loved,

Truest friend and noblest foe;

Yet she neither spoke nor moved. - TENNYSON.

9. One whole month elapsed before I knew the fate of the cargo.

10. The works of Milton cannot be comprehended or enjoyed, unless the mind of the reader co-operate with that of the writer. He does not paint a finished picture, or play for a mere passive listener. He sketches, and leaves others to fill up the outline. He strikes the key-note, and expects his hearer to make out the melody. — MACAULAY.

EXERCISE II.

Name the two leading classes of conjunctions. What is a coordinating conjunction? What is meant by words, phrases, or clauses of equal rank? Illustrate. Tell how co-ordinating conjunctions are classified, and give examples of each class.

What is a subordinating conjunction? Mention some of the different relations denoted by subordinating conjunctions, and give illustrations. What are correlative conjunctions? Give examples. Mention phrases that are used as conjunctions.