ton was the first president, no matter where born. January was named for Janus no matter whether it is the first month or the sixth. The child was too young to tell her name even if not suffering from cold and hunger.

These clauses are not needed to complete the truth of the sentences. They are called non-restrictive or nonessential.

Non-restrictive clauses, since they are not needed for the truth of the sentences, must be separated from the rest of the sentence by a comma or commas.

Exercise. Punctuate the following sentences:

1. Emily who had the highest mark was given the prize. 2. The kitten which was as white as snow tumbled into the coal bin.

3. Mr. Armstrong whom you saw at my sister's served in the war as a Second Lieutenant.

4. Mary's hat which is like Kate's was trimmed with blue. 5. De Soto who had died of fever was buried in the river. 6. This statement which I have often heard before proved he was right.

7. The dress which was made from my mother's wedding gown is light blue.

8. This man in whom I have great faith is named John Wilson.

9. The dog which seemed nervous was a collie.

10. They have found the child whom they had thought lost at her grandmother's.

III

TEST EXERCISE

Show by your punctuation which of the following sentences contain restrictive clauses and which nonrestrictive:

1. My friend who is an artist has a keen appreciation of the beautiful in nature.

2. Men who build bridges are brave and resourceful.

3. The false programs which were printed secretly were placed on the auditorium seats.

4. The programs which were distributed later were the correct ones.

5. Travelers who were in Honolulu during the eruption of Mauna Loa tell of many unusual incidents.

6. Boys who are diligent students usually succeed.

158. A RADIO SPEECH

A man gave a speech from a radio station in New York City. He told people how to mail their parcels and he asked them to shop early. He told about the postman, the clerks in the stores, and the railroad worker and how busy they were. Imagine you are making such a speech over the radio. Thousands of people are listening to you. Make the speech to your class. The class will listen for the good points in your speech. They will tell you how to improve it, too.

Written assignment. Write a paragraph, telling why you should do your Christmas shopping early. Take pride in having your sentences grammatically correct. Read for an imaginary radio audience the paragraph you have written.

The class may vote for the best paragraph and the best reading.

Assignment for fast workers. telling how to wrap a package.

Write a paragraph,

Write a paragraph, telling how to address a package.

159. REVIEWING CLAUSES AND PREPOSITIONAL

PHRASES
I

I enjoy an interesting book.

I enjoy a book that is interesting.

I have just read an item of interest.

In these three sentences the idea of interest is an adjective because it modifies a noun. The idea is expressed first as a simple adjective, then as an adjective clause, and last as an adjective phrase.

Give the definition of a clause; of a phrase.

Notice the three kinds of adverbial modifiers in the following sentences:

The children sang joyfully.
The children sang with joy.

The children sang because they were joyful.

Clauses and phrases are also used as nouns.

We knew what we would do. (Object of knew.) What we would do was our first problem. (Subject of was.) We were anxiously talking about what we would do. ject of the preposition about.)

(Ob

Over the fence is out. (Phrase used as subject of verb is.) Notice the same phrase used as adverbial modifier in the sentence, "He threw the ball over the fence."

Point out the preposition phrases and the dependent clauses in the following sentences and tell how they are used:

1. While we were waiting, a horseman rode rapidly into the village.

2. He was mounted on a black horse of great beauty.

3. Across his saddle he carried the rifle which he always kept ready for use.

4. His dark eyes flashed under the huge sombrero as he asked the way to Indian Head.

5. "What does he want?" asked the Colonel as he heard the hubbub in the street.

6. While everyone was anxiously waiting, the stranger braced himself in the saddle, wheeled quickly to the north, and dashed over the hill.

7. He was looking for a robber who had held up the stage in a lonely spot on the road to the fort.

8. Although we would have been glad to help him, he hurried away as if he feared we would find out who he was.

9. He kept his mission secret because he knew that there were friends of the robber in the village.

10. After he was gone, I described him to the Colonel, who immediately said, "That was Red Carson."

11. He told us what he should do.

12. Where we would be sent next was our chief topic of conversation.

13. We wondered where we should go for our vacation.

II

THE WORK OF A WORD

Very many of your difficulties with grammar will disappear if you will remember that the classification of a word, phrase, or clause depends on the work which it does in the sentence. The classification of a word, phrase, or clause is determined by the work which that word, phrase, or clause does in the sentence.

The following illustrations show how the work of a word, phrase, or clause determines its part of speech: (a) The moving finger writes.

Here moving is an adjective, because it is doing the work of an adjective.

(b) Moving usually takes place in the spring.

Here moving is a noun, because it is doing the work of a noun.

(c) The cloud was moving slowly toward the horizon. Here moving is a part of the verb, because it is doing the work of a verb.

(a) He knew that I was afraid.

That I was afraid is here a noun, for it is the object of knew.

(b) That I was afraid was no disgrace.

That I was afraid is here a noun used as subject of

was.

(c) I did not go because I was afraid.

Here the clause, because I was afraid, is an adverb. (d) They changed the plans for no reason except that I was afraid.

Here the clause is a noun governed by the preposition except.

Exercise. Name the part of speech of the italicized words in the following sentences:

1. He called her his whistling mother because she always summoned him by means of a clear, birdlike whistle.

2. Whistling was too difficult a task for little George. 3. Sam cheered himself during the lonesome hours by whistling to himself.

4. The wind was whistling through the trees.

5. Mr. Wilson knows many people.

6. Many of us felt that here lay our duty.

7. I thought grandfather a very handsome man.