Part 17

Write sentences using the interrogative adverb _how_ to modify an adjective and an adverb and to introduce a question.

ADVERBS OF MODE

+286.+ There are some adverbs which scarcely fall into any of the above classes and cannot be said to answer any of these questions. They are such adverbs as _indeed_, _certainly_, _fairly_, _truly_, _surely_, _perhaps_ and _possibly_. These adverbs really modify the entire sentence, in a way, and are used to show how the statement is made,--whether in a positive or negative way or in a doubtful way. For example:

_Surely_ you will not leave me. _Truly_ I cannot understand the matter as you do. _Perhaps_ he knows no better. _Indeed_, I cannot go with you.

Here, these adverbs, _truly_, _surely_, _perhaps_ and _indeed_, show the manner in which the entire statement is made; so they have been put in a class by themselves and called +adverbs of mode+. _Mode_ means literally _manner_, but these are not adverbs that express manner of action, like _slowly_ or _wisely_ or _well_ or _ill_. They express rather the manner in which the entire statement is made, and so really modify the whole sentence.

PHRASE ADVERBS

+287.+ We have certain little phrases which we have used so often that they have come to be used and regarded as single adverbs. They are such phrases as _of course_, _of late_, _for good_, _of old_, _at all_, _at length_, _by and by_, _over and over_, _again and again_, _through and through_, _hand in hand_, _ere long_, _in vain_, _to and fro_, _up and down_, _as usual_, _by far_, _at last_, _at least_, _in general_, _in short_, etc. These words which we find used so often in these phrases we may count as single adverbs.

ADJECTIVES AND ADVERBS

+288.+ Sometimes the same word may be used either as an adjective or as an adverb, and you may have some difficulty in telling whether it is an adjective or an adverb. Some of these words are: _better_, _little_, _late_, _far_, _hard_, _further_, _first_, _last_, _long_, _short_, _much_, _more_ and _high_. For example:

The _late_ news verifies our statement. The man came _late_ to his work.

In the first sentence, the word _late_ is used as an adjective modifying the noun _news_. In the second sentence, the word _late_ is used as an adverb to modify the verb _came_.

+289.+ You can always distinguish between adjectives and adverbs by this rule: Adjectives modify _only nouns_ and _pronouns_, and the one essential characteristic of the adverb, as a limiting word, is that it is _always_ joined to some other part of speech than a noun. An adverb may modify a verb, adjective or other adverb, but never a noun or pronoun.

You recall the rule which we have made the very foundation of our study: namely, that every word is classified in the sentence according to the _work_ which it does in that sentence. So a word is an adjective when it limits or modifies or qualifies a noun or pronoun; a word is an adverb when it qualifies any part of speech other than a noun or pronoun, either a verb or an adjective or an adverb, or even an entire sentence, as is the case with adverbs of mode.

+290.+ Many adverbs are regularly made from nouns and adjectives by prefixes and suffixes. Adverbs are made from adjectives chiefly by adding the suffix _ly_, or by changing _ble_ to _bly_. For example: _honestly_, _rarely_, _dearly_, _ably_, _nobly_, _feebly_. But all words that end in _ly_ are not adverbs. Some adjectives end in _ly_ also, as, _kingly_, _courtly_, etc. The only way we can determine to which class a word belongs is by its use in the sentence.

Exercise 5

In the following sentences, tell whether the words printed in italics are used as adjectives or as adverbs: also note the words ending in _ly_. Some are adverbs and some adjectives.

1. The boy was very _little_. 2. It was a _little_ early to arrive. 3. It was a _hard_ lesson. 4. She works _hard_ every day. 5. I read the _first_ book. 6. I read the book _first_ then gave it to him. 7. He went to a _high_ mountain. 8. The eagle flew _high_ in the air. 9. We saw clearly the lovely picture. 10. He is a wonderfully jolly man. 11. His courtly manner failed when he saw his homely bride. 12. He speaks slowly and clearly. 13. They are very cleanly in their habits.

NOUNS AS ADVERBS

+291.+ Words that are ordinarily used as nouns, are sometimes used as adverbs. These are the nouns that denote time, distance, measure of value or direction. They are added to verbs and adjectives to denote the definite time at which a thing took place, or to denote the extent of time or distance and the measure of value, of weight, number or age. They are sometimes used to indicate direction. For example:

They were gone a _year_. He talked an _hour_. They will return next _week_. They went _south_ for the winter. They traveled 100 _miles_. The wheat is a _foot_ high. The man weighed 200 _pounds_.

In these sentences, the nouns, _year_, _miles_, _hour_, _foot_, _week_, _pounds_ and _south_ are used as adverbs. Remember every word is classified according to the work which it does in the sentence.

Exercise 6

Mark the adverbs in the following poem and determine what words they modify:

THE BRIDGE OF SIGHS

One more Unfortunate Weary of breath, Rashly importunate, Gone to her death!

Take her up tenderly, Lift her with care; Fashion'd so slenderly, Young, and so fair!

Look at her garments Clinging like cerements; Whilst the wave constantly Drips from her clothing; Take her up instantly, Loving, not loathing.

Touch her not scornfully; Think of her mournfully, Gently and humanly; Not of the stains of her-- All that remains of her Now is pure womanly.

Make no deep scrutiny Into her mutiny Rash and undutiful; Past all dishonor, Death has left on her Only the beautiful.

* * * * * * *

Alas! for the rarity Of Christian charity Under the sun! O! it was pitiful! Near a whole city full, Home, she had none.

* * * * * * *

The bleak wind of March Made her tremble and shiver; But not the dark arch, Or the black flowing river: Mad from life's history Glad to death's mystery Swift to be hurled-- Anywhere, anywhere Out of the world!

In she plunged boldly, No matter how coldly The rough river ran; Over the brink of it,-- Picture it, think of it, Dissolute Man! Lave in it, drink of it, Then, if you can!

Take her up tenderly, Lift her with care; Fashion'd so slenderly, Young and so fair!

Ere her limbs frigidly Stiffen too rigidly, Decently, kindly, Smooth and compose them; And her eyes, close them, Staring so blindly!

Dreadfully staring Thro' muddy impurity, As when with the daring Last look of despairing Fix'd on futurity.

Perishing gloomily, Spurr'd by contumely, Cold inhumanity, Burning insanity, Into her rest. Cross her hands humbly As if praying dumbly, Over her breast!

Owning her weakness, Her evil behavior, And leaving, with meekness, Her sins to her Saviour!

--_Thomas Hood_.

SPELLING

LESSON 16

The English language is truly a melting pot, into which have been thrown words from almost every language under the sun. This makes our spelling very confusing many times. Because of this also, we have in our language, words which have the same sound but different meaning, having come into the language from different sources. These words are called _homonyms_.

+Homonyms are words having the same sound but different meaning.+ For example:

Plane, plain; write, right.

Synonyms are words which have the same meaning. For example:

Allow, permit; lazy, idle.

Our spelling lesson for this week contains a list of most of the commonly used homonyms. Look up the meaning in the dictionary and use them correctly in sentences. You will note that in some instances there are three different words which have the same sound, but different meanings.

Notice especially _principal_ and _principle_. Perhaps there are no two words which we use frequently which are so confused in their spelling. _Principle_ is a noun. _Principal_ is an adjective. You can remember the correct spelling by remembering that _adjective_ begins with _a_. _Principal_, the adjective, is spelled with an _a_, _pal_.

Notice also the distinction between _two_, _to_ and _too_. Look these up carefully, for mistakes are very often made in the use of these three words. Also notice the words _no_ and _know_ and _here_ and _hear_.

+Monday+

Buy--by Fair--fare Meat--meet Our--hour Pain--pane

+Tuesday+

Deer--dear Hear--here New--knew No--know Peace--piece

+Wednesday+

Two--to--too Pair--pare--pear Birth--berth Ore--oar Ought--aught

+Thursday+

Seen--scene Miner--minor Aloud--allowed Stare--stair Would--wood

+Friday+

Bear--bare Ascent--assent Sight--site--cite Rain--reign--rein Rote--wrote

+Saturday+

Great--grate Foul--fowl Least--leased Principle--principal Sale--sail

PLAIN ENGLISH

LESSON 17

Dear Comrade:

We are finishing in this lesson the study of a very important part of speech. Adverbs are a necessary part of our vocabulary, and most of us need a greater supply than we at present possess. We usually have a few adverbs and adjectives in our vocabulary which are continually overworked. Add a few new ones to your vocabulary this week.

Do not slight the exercises in these lessons. The study of the lesson is only the beginning of the theoretical knowledge. You do not really know a thing until you put it into practice. You may take a correspondence course on how to run an automobile but you can not really know how to run a machine until you have had the practical experience. There is only one way to become expert in the use of words and that is to use them. Every day try to talk to some one who thinks and reads. While talking watch their language and your own. When a word is used that you do not fully understand, look it up at your very first opportunity and if you like the word use it a number of times until it has become your word.

We have been following in these letters, which are our weekly talks together, the development of the alphabet. It is really a wonderful story. It brings to us most vividly the struggle of the men of the past. Last week we found how they began to use symbols to express syllables, parts of a word. We found that this was a great step in advance. Do you not see that this was not an eye picture but an ear picture? The symbol did not stand for the picture of the object it named but each symbol stood for the sound which composed part of the word.

After a while it dawned upon some one that all the words which man used were expressed by just a few sounds. We do not know just when this happened but we do know that it was a wonderful step in advance. Cumbersome pictures and symbols could be done away with now. The same idea could be expressed by a few signs which represented the few sounds which were used over and over again in all words. Let us not fail to realize what a great step in advance this was. These symbols represented sounds. The appeal was through the _ear gate_ of man, not through the _eye gate_.

Thus came about the birth of the alphabet, one of the greatest and most momentous triumphs of the human mind. Because of this discovery, we can now form thousands of combinations expressing all our ideas with only twenty-three or twenty-four symbols,--letters that represent sounds. Since we have at our command all of this rich fund of words, let us not be content to possess only a few for ourselves. Add a word daily to your vocabulary and you will soon be surprised at the ease and fluency of your spoken and written speech; and with this fluency in speech will come added power in every part of your life.

Yours for Education,

THE PEOPLE'S COLLEGE.

COMPARISON OF ADVERBS

+292.+ You will recall that we found that adjectives change in form to show different degrees of quality. A few adverbs are compared the same as adjectives. Some form the comparative and superlative degree in the regular way, just as adjectives, by adding _er_ and _est_; for example:

_Positive_ _Comparative_ _Superlative_

soon sooner soonest late later latest often oftener oftenest early earlier earliest fast faster fastest

+293.+ Most adverbs form their comparative and superlative by the use of _more_ and _most_ or _less_ and _least_, just as adjectives do; for example:

_Positive_ _Comparative_ _Superlative_

clearly more clearly most clearly nobly more nobly most nobly ably more ably most ably truly more truly most truly

Or, in the descending comparison:

clearly less clearly least clearly nobly less nobly least nobly ably less ably least ably truly less truly least truly

+294.+ The following adverbs are compared irregularly. It would be well to memorize this list:

_Positive_ _Comparative_ _Superlative_

ill worse worst well better best badly worse worst far further (farther) furthest (farthest) little less least much more most

Some adverbs are incapable of comparison, as _here_, _there_, _now_, _today_, _hence_, _therefore_, etc.

Exercise 1

In the following sentences mark which adverbs are used in the positive, which in the comparative and which in the superlative degree:

1. He came too late to get his letter. 2. I can understand clearly since you have explained the matter to me. 3. He speaks most truly concerning a matter of which he is well informed. 4. If he comes quickly he will arrive in time. 5. I will be able to speak more effectively when I have studied the subject. 6. Those who argue most ably are those who are in complete possession of the facts. 7. He needs to take a course such as this very badly. 8. I am too weary to go farther today. 9. This is the least expensive of them all. 10. If he arrives later in the day I will not be able to see him. 11. I can understand him more clearly than I can his friend. 12. You must work more rapidly under the Taylor system of efficiency. 13. Those who are least trained lose their positions first. 14. Those who are best fitted for the positions do not always receive them.

POSITION OF ADVERBS

+295.+ When we use an adverb with an adjective or other adverb, we usually place the adverb before the adjective or adverb which it modifies. For example:

She is _very_ studious. Results come _rather_ slowly. It is _quite_ evident. He speaks _too_ rapidly.

When we use an adverb with the simple form of the verb, (that is, either the present or past time form or any time form in which we do not need to use a phrase), if the verb is a complete verb, we place the adverb after the verb. For example:

The boat arrived _safely_. The man came _quickly_. The boy ran _fast_. The teacher spoke _hastily_.

But when the verb is an incomplete verb used in the simple form, the adverb usually precedes it in order not to come between the verb and its object. As, for example:

He _willingly_ gave his consent to the proposition. She _gladly_ wrote the letter which we requested. A soldier _always_ obeys the command of a superior officer.

When the object of the incomplete verb is short, then the adverb is sometimes placed after the object. As, for example:

I study my lessons _carefully_. He wrote a letter _hastily_.

The object is more closely connected with the verb and so is placed nearer the verb. However, when the object is modified by a phrase the adverb is sometimes placed immediately after the verb, as:

I studied _carefully_ the lessons given for this month. He wrote _hastily_ a short letter to his son.

When we use an adverb with a verb phrase, we usually place the adverb after the first word in the verb phrase. For example:

The boy has _always_ worked. The workers will _then_ understand. He will _surely_ have arrived by that time.

When the verb is in the passive form the adverb immediately precedes the principal verb, as for example:

The work can be _quickly_ finished. The obstacles can be _readily_ overcome. The lesson must be _carefully_ prepared. The workers must be _thoroughly_ organized.

When an adverb of time and an adverb of manner or place are used to modify the same verb, the adverb of time is placed first and the adverb of manner or place second, as for example:

I _often_ stop _there_. He _usually_ walks _very rapidly_. They _soon_ learn to work _rapidly_.

If the sentence contains adverbs of time, of place, and of manner; the adverb of time should come first; of place, second; and of manner, third; as:

He _usually_ comes _here quickly_.

Exercise 2

Improve the location of the adverbs in the following sentences and observe how the change of place of the adverb may alter the meaning of the sentence:

1. I _only_ saw the President once. 2. Such prices are _only_ paid in times of great scarcity. 3. No man has _ever_ so much wealth that he does not want more. 4. It seems that the workers can be _never_ aroused. 5. I want to _briefly_ state the reason for my action. 6. I shall be glad to help you _always_. 7. I _only_ mention a few of the facts. 8. He _nearly_ walked to town. 9. We are told that the Japanese _chiefly_ live upon rice. 10. They expected them to sign a treaty _daily_. 11. Having _nearly_ lost all his money he feared _again_ to venture.

ADVERBS AND INFINITIVES

+296.+ You remember when we studied the infinitive in Lesson 9, we found that it was not good usage to split the infinitive; that is, to put the modifying word between _to_ and the verb. For example: _We ought to bravely stand for our rights_. The correct form of this is: _We ought to stand bravely for our rights_.

But we have found, also, that common usage breaks down the old rules and makes new rules and laws for itself, and so we frequently find the adverb placed between the infinitive and its sign.

Sometimes it seems difficult to express our meaning accurately in any other way; for example, when we say: _To almost succeed is not enough_, we do not make the statement as forceful or as nearly expressive of our real idea, if we try to put the adverb _almost_ in any other position. This is also true in such phrases as _to far exceed_, _to more than counterbalance_, _to fully appreciate_, and various other examples which you will readily find in your reading. The purpose of written and spoken language is to express our ideas adequately and accurately.

So we place our words in sentences to fulfill this purpose and not according to any stereotyped rule of grammarians. Ordinarily, though, it would be best not to place the adverb between the infinitive verb and its sign _to_. Do not split the infinitive unless by so doing you express your idea more accurately.

COMMON ERRORS

+297.+ The position in the sentence of such adverbs as, _only_, _also_ and _merely_, depends upon the meaning to be conveyed. The place where these adverbs occur in the sentences, may completely alter the meaning of the sentence. For example:

_Only the address can be written on this side._ We mean that nothing but the address can be written on this side.

_The address can only be written on this side._ We mean that the address cannot be printed, but must be written.

_The address can be written only on this side._ We mean that it cannot be written on any other side, but on this side only.

So you see that the place in which the adverb appears in the sentence depends upon the meaning to be conveyed and the adverb should be placed in the sentence so as to convey the meaning intended.

+Never use an adjective for an adverb.+ One common error is using an adjective for an adverb. Remember that adjectives modify nouns only. Whenever you use a word to modify a verb, adjective or another adverb, use an adverb. For example, _He speaks slow and plain_. This is incorrect. The sentence should be, _He speaks slowly and plainly_. Watch this carefully. It is a very common error.

+Another very common error is that of using an adverb instead of an adjective with the copulative verb.+ Never use an adverb in place of an adjective to complete a copulative verb. When a verb asserts an action on the part of the subject, the qualifying word that follows the verb is an adverb. For example, you would say:

The sea was calm.

Here we use an _adjective_ in the predicate, for we are describing the appearance of the sea, no action is expressed. But if we say: _He spoke calmly_, we use the adverb _calmly_, for the verb _spoke_ expresses an action on the part of the subject, and the adverb _calmly_ describes that action, it tells how he spoke. So we say: _The water looks clear_, but, _We see clearly_. _She appears truthful._ _They answered truthfully._ _She looked sweet._ _She smiled sweetly._

With all forms of the verb _be_, as _am_, _is_, _are_, _was_, _were_, _have been_, _has been_, _will be_, etc., use an adjective in the predicate; as, _He is glad_. _I am happy._ _They were eager._ _They will be sad._ Use an adjective in the predicate with verbs like _look_, _smell_, _taste_, _feel_, _appear_ and _seem_. For example: _He looks bad._ _It smells good._ _The candy tastes sweet_. _The man feels fine today._ _She appears anxious._ _He seems weary._

+Never use two negative words in the same sentence.+ The second negative destroys the first and we really make an affirmative statement. The two negatives neutralize each other and spoil the meaning of the sentence. For example, never say:

I don't want no education. He didn't have no money. Don't say nothing to nobody. She never goes nowhere. He won't say nothing to you. He does not know nothing about it. He never stops for nothing. The stingy man gives nothing to nobody.

In all of these sentences we have used more than one negative; _not_ and _no_, or _not_ and _nothing_, or _never_ and _no_, or _never_ and _nothing_. Never use these double negatives. The correct forms of these sentences are:

I don't want any education. He didn't have any money. Don't say anything to any one. She never goes anywhere. He won't say anything to you. He knows nothing about it. He never stops for anything. The stingy man gives nothing to any one.

+Where to place the negative adverb, not.+ In English we do not use the negative adverb _not_ with the common verb form, but when we use _not_ in a sentence, we use the auxiliary _do_. For example, we do not say:

I like it not. They think not so. He loves me not. We strive not to succeed.

Only in poetry do we use such expressions as these. In ordinary English, we say:

I do not like it. They do not think so. He does not love me. We do not strive to succeed.

+We often use _here_ and _there_ incorrectly after the words _this_ and _that_.+ For example, we say:

This here lesson is shorter than that there one was.

This should be: _This lesson is shorter than that one_.

Bring me that there book. This here man will not listen.

These sentences should read:

Bring me that book. This man will not listen.

Never use _here_ and _there_ in this manner.

+Another common mistake is using _most_ for _almost_.+

For example, we say: