xt7z8w38181p https://exploreuk.uky.edu/dips/xt7z8w38181p/data/mets.xml Knight, Grant Cochran, 1893-1956. 1923  books b92-225-31183003 English s.n., : [S.l. : Contact the Special Collections Research Center for information regarding rights and use of this collection. English language Rhetoric. English language Study and teaching. Constructive handbook for freshmen in English  / by Grant Cochran Knight. text Constructive handbook for freshmen in English  / by Grant Cochran Knight. 1923 2002 true xt7z8w38181p section xt7z8w38181p 



A



Constructive



Handbook



for



Freshmen



In English



by



Grant Cochran Knight, A. M.,



Assistant Professor of English, University of Kentuck y

 












   According to President Nicholas Murray Butler, of
Columbia University, the educated person should have the
following: the ability to use his language correctly, good
manners, right standards of feeling and appreciation. the
power of reflection, the power of growth, and the ability
to work without nervous agitation.


   "The State University should be the research center
of the state: it should become the thinking, investigating,
philosophizing center of the commonwealth."
             President Burton, University of Michigan.


   "They (Greek andI Roman educators) could not con-
ceive of any educated man who would not desire to express
himself .Therefore the crown and culmination of
learning was speaking or writing with a view to influencing
or sgoverning one's fellow men."
            Stuart P. Sherman, The Genius of America

 












                         CONTENTS



Forewvord.................................. ........................ Page 5



Having Something to Say .Page 7



Saying It Correctly .Page 10



Saying It Well .Page 28

 This page in the original text is blank.

 








Foreword



   The writer of this handbook believes that the freshman
must, in order to do effective written or oral composition,
possess three things: something to say, a knowledge that
will enable him to say it in the manner now approved as
correct, and the skill to say it in a way that demands
interest. Of these three ideals the most important is the
first. Nothing is more tedious than to listen to a long
speech in which nothing is said, few things so dispiriting
as to get a letter in which one finds only "words. words.
words"; and a multitude of teachers of English will testify
to the deadening effects of reading themes in which the
student aimed to complete a task, not to say something.
Banality is a waste of time and energy.
   A consideration of the second requisite draws attention
to the theory which is the base for the preparation of this
booklet--the theory that to drill students in rhetorical
precision should not be the foremost aim of the teacher
of freshmen who have an adequate preparation. Composi-
tions-which are only media of communication-are often
readily understood and are sometimes impressive even
when worded in violation of the established rules of
syntax. One does not sin when he uses "I seen" for "I
saw" nor is it probable that any one will misunderstand
his meaning. Practically his speech is almost successful.
But he does commit an error which causes educated people
to smile or to deflect their attention from what he says to
the way in which he is saying it. It is possible that valu-
ab)le thot may thus be ignored because unconventioneLy
expressed.  Expediency, therefore, suggestU conformit y to
correct form, not as an end in itself) but as a means to-
get heard most carefully.
                            5

 


                         FOREN VORD
    Yet beyond this, there is a beauty, there is a dignity
about doing anything in the most perfect fashion, the
speech and the theme as well as the painting or the bridge;
and this beauty, this dignity will appear, I think, to that
large number of young men and young women who are not
content merely to do the work of the world, but who wish
also to live as completely as possible, who have a "passion
for perfection."
   The peculiar value of this handbook lies in the fact
that all of its illustrative material-unless another source
is Indicated-has been culled from papers submitted by
freshmen at the University of Kentucky. The mistakes
listed are not, of course, all the mistakes made, but are
representative of the habitual faults. It is to eradicate
these habitual faults of individual students, and not to
worry over each trivial infringement of the purist's laws,
that the Instructors and students should turn their sin-
cerest efforts.
                                         G. C. K.

 


           Having Something To Say
   "What shall I write about" is the despairing cry of
many freshmen when asked to prepare a theme whose
subect is not assigned, as they seldom should be. For the
alert student the question is rather, "What shall I not
write about"  His days are filled with experiences which,
either literally or with imaginative modifications, he can
incorporate within his papers, and the problem becomes
one of selection, not of painful invention. It we seek
subjects we have only to look about and within us.
   What are these subjects They must not include the
trivial, the pointlessly farcical, the banal; there is not
time nor place for them. They must be things worth
thinking about, things deserving written or oral discus-
sion. This is not to advise the adoption of titles which will
call for the development of great philosophical or moral
questions; you will invariably ruin your theme if you
attempt to moralize or philosophize.  You should keep
your feet on the earth. You should write of the things
that interest you and your friends and will probably inter-
est. your audience, which means the instructor and your
classmates.
   At the beginning of the year you will usually be revolv-
ing such matters as. Why did I decide to go to college
Why did I select the University of Kentucky for my Alma
Mater How am I while a student going to earn my sup-
port  What changes between high school life and this
life do I note  If I were to attend high school again,
how differently would I employ my time and select my
courses  What is my ambition, and what factors con-
tributed to its formation Later you will discover a host
of ideas engrossing your thots: the value of this course
in English. why I am a Republican or a Democrat or a
Socialist, why young people seem disrespectful, the flapper,
athletic contests, how to make a thousand and one things,
my favorite books, magazines and newspapers, Irvin Cobb's
literary fame, how to direct a stranger to go from the
university campus to the Lexington Post-office, how to
explain a certain automobile route, the need for good
roads,-these and a multitude of subjects can be used for
expository themes.
                           7

 


               HAVING SOMETHING To SAY

    Likewise. you should be practical in selecting subjects
for argument; avoid mighty propositions that are really
beyond your ken, and are alluring only because they per-
mit generalizations or admit what Is likely to be sopho-
moric thinking. The campus life advertises many questions
for debate: Are fraternities detrimental to the spirit of
this university Should tennis be a major sport Should
all fit male students be obliged to take military science
Should letters be awarded members of the Glee Club
Should there be an honor system in examinations Is it
sportsmanlike to keep a live wildcat as a mascot Are
there too many social affairs  Should girls be eligible
to the varsity debating teams  Should freshmen rules,
similar to those of the large eastern colleges, be adopted
here How can I persuade people to buy a certain com-
modity   This list, by no means exhaustive, indicates
the scope of argument dealing, not with affairs of vast
national or international import, but with those that
intimately affect the student and his environment, a!u(l are
therefore to be preferred for the beginner in debate.

  But it is in writing narratives that you can make most
use of your experience. There are so many interesting
people and events to tell about: the barber who insists upon
talking while he cuts your hair, the shoemaker who is sav-
ing from his small earnings that he may return to the
fatherland, the village miser, the men who group about the
stove in the grocery store, the local "bad man", the
itinerant preacher or evangelist, the blind fiddler, the man
with the queer hobby, the accident, the haunted house.
If all the stories center about one certain community
and share the leading characters, the instructor and the
other students will probably take an unusual enjoyment
in hearing or reading the tales from week to week. News-
paper items, magazine illustrations, photodramas will
often inspire situations or recall characters, but should
not be plagiarized.
   Above all, avoid the hopelessly commonplace.  Fish-
ing parties, picnics, camping trips, school excursions,

                          8

 


               HAVING SOMETHING To SAY

accounts of games all have witnessed are likely to be
mortifyingly dull. Be as original as possible. If variety is
the spice of life, originality is the condiment of composi-
tion. Be different. This does not mean to strain for effect
to the point of becoming bizarre, but to give rein to your
individuality in selecting what you have to say and how
to say it. Do not be a bromide.
   The titles listed here are not suggested for themes but
are offered to show the ease with which you can depart
from the conventional in subject and in treatment:
      1. Celestial Courtesy Oan account of a conver atioli
          with some Chinese found in a local restaurant.,
      2. Motormen and Monotony (observations on the
          life of the trolley operative.)
      3. The Female of the Species (the university girl.)
      4. The Tea-Hound.
      5. Queer Store Sign in Lexington.
      6. "Leader! Leader" (sketch of a newspaper vender)
      7. The Caliph in Vine Street.
      S. Cheapside as an Institution.
      9. A Course at the Ben All.
    10. Cover Charges (an account of the appeals made
          by the covers of various leading periodicals; e. g.,
          the Saturday Evening Post).
    11. The Arrow Collar Hero (adventures in which
         heroes or heroines of familiar advertisements
         figure can be very imaginative and amusing).

   Remember, then, that you are making a very lame ex-
cuse when you plead that you have nothing to say. Our
days are rich with experiencos. You may think teins -nnin-
teresting, but the most commonplace incidents can be
made to possess a wide significance. Guy de Maupassant,
you will remember, wrote a masterly story about a peasant
who picked up a piece of string. You mnyv not v t write
masterpieces, but you can, If you will, make people listen
to you.

                          9

 


           SAYING IT CORRECTLY

                      I. Spelling
    Perhaps the most common charge brot against the
high school or the college graduate is that he cannot
spell. There is much to justify this indictment, so much
that you are asked first to attend to your spelling.
                       Preparation.
    Do not believe (if you may be tempted to) that you
cannot learn to spell. That opinion Is not sound.
    Direct your attention particularly to words of similar
(not always indentical) pronunciations but different mean-
ings, to the possessive pronoun as distinguished from the
contraction of pronoun and verb, to the "much too", to
hyphenated words, to syllabication, and to the troublesome
question whether to use "ei" or "ie." The so-called "Celia
rule'" will aid you in the last difficulty. In that proper
name "e" follows "c" and "I" follows "1". This is generally
true when those letters are to be employed, as in "receive"
and "relieve". Can you think of exceptions Do not fail
to purchase a dictionary.
   The words given below are those which have most
frequently been misspelled in freshmen themes:



behooves
believe
B ible
boundary
break
brake
business
calendar
casualty
cemetery
colleague
coming
commensurate
compel
conscientious
        10



corridor
counselor
criticism
develop
development
dining
disappear
disappointed
earnest
ecstasy
Edgar Allan Poe
em barrass
enable
endeavor
English



abscess
achieve
across
affect
effect
all right
already
anonymous
apol ogize
arguing
a ssassin
asylum
athlete
bachelor
battalion

 


SAYING IT CORRECTLY



examination
exceed
exhausted
exhilarate
explanation
fiery
forty
freshman (adi.)
grammar
grievous
guillotine
height
ingenuous
its
it's
irrelevant
judgment
khaki
knowledge
l0(1 (past of "lea
lever
Iightning
loose
lose
loveliness
Main Street
maintain
maintenance



   mischievous
   misled
   misspell
   necessary
   niece
   occasionally
   occurred
   pantomine
   pienic kinan
   piece
   principal
   principle
   privilege
   professor
   prevail
   pursue
   receive
   rehearsal
   repetition
d') reservoir
   rhythm
   ruffian
   sacrilegious
   scissors
   secretly
   seize
   separate
   sergeant



serviceable
shriek
similarity
socially
sophomore
sorority
staring
steadfast
surprise
symbol
symmetry
taxis
temperament
terrestrial
their
there
thieves
too
tragedy
twenty-four
undoubtedly
until
varied
viaduct
villian
weird
welfare



                 II. Sentence Sense

   The first essential to successful writing is the ability
to express thots coherently in sentences that are complete.
It is impossible to misuse fragments of sentences and
write correctly, unless the construction indicates some
strong emotion or develops a mood or is otherwise inten-
zionally used as a literary device.
                            11

 


                    SAYING IT CORRECTLY
       H'm, H'm! It was pleasant by the open window,
    very pleasant-a fine mild evening. They were cutting
    the grass on the tennis court below; he heard the soft
    shurr of the mower. Soon the girls would begin their
    tennis parties again.  And at the thot he seemed to
    hear Marion's voice ring out, "Good for you, partner
 ...... Oh, played, partner ....... Oh, very nice indeed."
    Then Charlotte calling from the veranda, "Where is
    Harold" And Ethel, "He's certainly not here, mother."
    And Charlotte's vague, "He said--"
This paragraph, quoted from Katherine AMansfield's Aii Ideal
Family, is well written, but the style is one which would
bring disaster to the average freshman who would attempt
it. It is preferable to round out your sentences.

                        Preparation
    What is the "comma splice"    Define and illustrate
phrase, clause. What is dependent clause Give original
examples of simple sentences, compound sentences, com-
plex sentences. Write a simple sentence which you can
build into a compound sentence and then into a compound-
complex sentence. What is meant by sentence sense  Be
ready to explain to the class-possibly with the use of the
blackboard-how phrases and clauses can be misused for
sentences.
   Rewrite the expressions which need corrections:
I   Because crops and live stock raised on the farm can
  be got to market quicker and cheaper.
2. Automobile trucks to transfer produce direct to the
  city or to the shipping point which is a great time saver.
3. First you should learn how to start the engine. Then
  the gear-shift lever and how to operate it.
4. After he reached Main Street, to turn to the right and
  continue until he came to the viaduct, and the large
  stone building directly opposite was the place.
5. Walk down that street until you pass the railroad
  tracks then at the next street which is parallel to them
  turn to the right again.

                           12

 

                    SAYING IT CORRECTLY

6. Just as he is beginning to doze the telephone jangles
  discordantly, yawning and grumbling he answers it.
7. Sam was to be disappointed, Huck had mortgaged
  every bolt of his farm machinery.
8. The case was called, the prosecutor arose and made a
  hasty speech.
9. I opened my eyes and blinked, then I rolled over,
  where was I

                      IL. Unity

   "Unity," derived from the Latin, signifies literally "one-
ness," "singleness." It means that parts of something
effect one result. If you are preaching a sermon it means,
"Stick to your text." If you are writing a short story it
means that you should produce a single impression. If
you are baking a cake it means that all the ingredients
used should be such as to produce the desired kind of
cake; wrong ingredients would destroy the unity and the
intended product. If you are building a bridge it means
that you may not use a bit of material whose purpose fits
into the glass roof of a conservatory.
   As a principle of composition, unity demands that any
form of writing or of speech should develop one main idea.
The sentence should have it, the paragraph should have
it, the whole composition should have it; a series of com-
positions may have unity. To say that a sentence possesses
unity, then, is to mean that the words express but one
chief thot.
                       Preparation
   What are the other principles of composition What
is the relation between unity and coherence How does
the use of a topic sentence aid in maintaining unity
   If the following sentences lack unity, rewrite them so
as to secure it and tell why they were originally faulty:
1. Now you are ready to pour in your melted iron and
  after cooling you have a piece of Iron like your pattern.
  (Note the dangling participle.)

 

                   SAYING IT CORRECTLY
2. However, this is not true, for if they are perfectly
  healthy it has no effect upon them and these tests have
  helped much in preventing tuberculosis.
3. Another reason is that the life of a soldier is a busy
  and exciting one and for this reason after a man has
  been in service he is never contented to live as he did
  before because any other life is comparatively monot-
  onous.
4. He introduced himself as a Mr. Burnett and he was a
  representative of a large Cincinnati firm of promoters.
5. Old men shook their heads, they had heard eloquent
  speeches there before; this had been an exception, but
  the prosecutor's evidence had seemed conclusive.
6. She told the boy that she must hurry back or she
  would get into trouble and he was just as anxious for
  her to get in safely as she was and when he realized
  how far they were from town he was terribly worried
  and turned the car around as quickly as he could and
  started for town as fast as he could go.
7. 1 arose and went to the small opening, from which I
  could see all the surrounding tepees, but the object
  which attracted my eye and sent sickening chills down
  my spine, was a huge bonfire over which a large pot
  was boiling and around the fire in a circle was a human,
  snake-like procession of painted warriors.


         IV. Colloquialisms; Localisms

   Your knowledge of Latin will aid you In defining a
colloquialism as an expression used in speech, in conversa-
tion. It can be termed, simply and exactly, conversational
English, which implies that it is informal and probably
unaffected. It is not necessarily incorrect, altho it Is often
inelegant. It is brot to your attention here only because
colloquialisms should be used very sparingly In formal
composition-the literary essay, the dignified argument,
the distinguished narrative style will usually shun them.
                           14

 

                   SAYING IT CORRECTLY
They are, it must be remembered, justified in stories in
which fidelity demands their use In dialog.
   Localisms-which offer a more perplexing problem-
are expressions peculiar to a certain community. This
may be a small town, a country district, a city, a county, a
state, a section.  Localisms are common to the whole
nation: Boston has them as well as has Lexington; the
East as well as the South, which in turn is amused at those
of the Great West. Frequently, even tho they be incorrect
English (as they usually are) we cling to them tenaciously.
For instance, considerable sentiment attaches to "you all,"
which, indefensible if used in the singular, is generally
inelegant when used in the plural, especially in that glib
way which results in a pronunciation resembling "yo'all"
-one word.
   This sentimental loyalty, then, suggests the problem,
which is, Should you veed localisms from your speech and
writing The answer lies in your intentions. It you wish
to get a high measure of what is commonly called culture,
if you desire to mingle with the best society of the whole
country and be unabashed by a realization of patent pro-
vincialism (for consistent use of glaring localisms stamps
one, after all, as provincial), if you have that "passion for
perfection" which we have mentioned, you will try to use
English of national usage. However, if you have no ambi-
tion for any considerable prominence, no strong urge to
excel in every way, and a belief that you will live all your
days in a small locality, you can be certain of being under-
stood if you continue to the use of localisms. There is
nothing barbaric about them.
                       Preparation
   The class may discuss localisms and pronunciations
common to other states and to other sections. Interesting
debates may arise upon the advisability of dropping local-
isms. What is provincialism What is the antonym
   Correct the following:
1. The walk was so slippery I'd like to 'a fell and broke
  my neck.

                           15

 

                   SAYING IT CORRECTLY
2. I don't guess that will be the best thing to do.
3. What do you think about that score
4. The drinking water should be kept in a fountain sort
  of a dish and kept fresh and clean.
5. Don't play like as if you were half asleep.
6. We scarcely ever stop and consider if what we eat
  is of a nourishing nature.
7. Going off of the campus, you can catch a car.
8. The post-office is across from the viaduct.
9. Therefore they just get most anyone they can to teach
  school.
10. About twenty feet from Vine Street you pass the rail-
  road, and continuing on, you reach Main Street.
11. A girl's dormitory is a kind of a boarding house.
12. Last year, two men were fired for committing the same
   offense.
13. I visited with him for quite a spell.
14. He's a mighty kind of a horse and is bound to win the
   Derby.
15. He stood out back of the house.
16. What parts are you from Are you from out our way
17. Did he flunk sure enough
18. He and his companions had nothing to do but sit
   around.
19. While in this place he came in contact with a socialist
   and took to his ideas.
20. He said he would try and get Helen back to the Hall
   in time.
21. Her better judgment told her she had better go on in
   regardless, so she went to the door.
22. Have you been to Louisville lately
23. I was borned in Madisonville, Kentucky.
24. I'm going to carry my sister to the Pan-Hellenic to-
   morrow night.
25. The doctor said he was willing to hope me if I wished.
                           16

 

                   SAYING IT CORRECTLY
 26. As usual, we had to wait on Dick, who was always the
    last to get ready.
 27. I don't like the way the author ends up the story.
 28. He seemed to be right much in favor of that.
 29. We do different than that in high school.
 30. We watched the girl, who slowly rose, turned up the
    hill, and toted her heavy load uncomplainingly.
31. Crab Orchard is a healthy place.
32. I am planning on going home Easter.
33. That is an awful lot of money.
34. Your coat belongs to be on that hanger.
35. He must be pretty near home by this time.


                    V. Grammar

                       Prepatration
   For this review, it is not necessary to overwhelm your-
self with the many rules of English grammar, but attention
to these listed points is important.
    (a) Write and fix with certainty the principal parts
of the following verbs: sit, set, run, see, bear, teach,
ask, bid, rise, raise, blow, fly, flow, go let, leave, climb,
swim, dive, light, prove, speak, hang, lie, lay, lose, choose,
draw, drink, write, throw, show, freeze, come. Correct use
of the past and past participle of these verbs presents the
most difficulties to freshmen.
    (b) A verb agrees with its subject in person and num-
ber; a pronoun agrees with its antecedent in gender, person,
and number. Especially habitual is the "there was" ex-
pression followed by a predicate nominative in the plural.
This is emphatically to be condemned.
   (C) Learn the correct uses of shall and will. Write
examples of their correct uses In interrogative and in
declarative sentences. Employ the third person, singular
and plural.
                          17

 

                  SAYING IT CORRECTLY
   (d) Case. When is a noun or pronoun in the nomina-
tive case  The objective case  What is an appositive
Which word is correct in this sentence: I knew it to be
he-him Explain clearly. What is an indication of the
possessive case  What exceptions are there
    (e) Be ready to discuss subordinating and coordinat-
 ing conjunctions. What Is the difference between the use
 of like and as Prepare a list of connectives to be used in
 place of the too-common and, hut, so and so.
    (f) Altho the subjunctive is rapidly disappearing from
 general speech, there is still a genuine place for it in good
 writing. What are its uses Write six or seven sentences
 in which you correctly employ the subjunctive form.
    These sentences, altho they exhibit errors often noted,
 form a list so incomplete that the instructor will be obliged
 to pay closest attention to idividual mistakes in grammnar.
 Rewrite:
 1. The next thing she taught them was to lay on their
      faces and float.
  2. No one is cultivated if they cannot speak their own
      language.
  3. But where Is Rome, Greece, Egypt, and India now
  4. There is several reasons why so few people are here.
  5. If we take these thots to bed with us, we will toss
      about until worn out.
  6. There was six people in the cast.
  7. This is a view of life we never could have gotten any
      other way.
  8. He can go into some woods and name nearly all the
      birds he sees.
  9. Every member has their own pleasures and interests.
  10. Who could he believe
  11. They slapped Leroy on the back and ask him how he
       felt.
 12. In a few minutes an Indian came in and gave John
       some parched corn, which he eat with great pleasure.
 13. But for some reason this man did not act like his
       brother did.
 14. TIe blowed his horn but it was too late.
                            18

 

                   SAYING IT CORRECTLY
15. He was to be the victim of an even more darker plot
      than his color.
16. I could not leave, for before me was six of the dearest
      little cubs I ever saw.
17. It was hard to say whether the people or the old
       horse was the most astonished.
18. He would be a good lawyer if he was not so conceited.
19. Three men were setting around a table, talking in
      low tones.
2 0. This setting not only adds interest to the book, but
      stirs the sympathy and understanding of the reader.
21. The living lights of the city beckons a welcome to
      our rural boys.
22. The car seemed like it was standing still; the minutes
      were flying.
23. But the sole thot of Lilli and I was for the car, which
      we dared not injure.
2 4. Two minutes later she climbed in this man's car and
      went to town.
2 5. The fugutive had ran toward him and entered the
      woods.
26. Neither Ferguson or MacDonald made a move to
      interfere.
27. Last fall three of my pals and myself decided to hunt.
28. It proved that the man spoken of was him.
29. In some fence corners it had drifted near twenty
     feet deep.
30. This was the situation which confronted two other
     boys and myself in a cave near the Kentucky river.


                  VI. Punctuation

   It Is doubtful whether learning ruies with their excep-
tions will much aid you in correcting your punctuation.
Here, as in sentence formation, it is important that you
develop a kind of sense-rooted in logical thinking and
much careful reading-for the mark of punctuation in a
given place. The rules themselves are too arbitrary; few
                           19

 

                    SAYING IT CORRECTLY
writers, even of the best, would punctuate many paragraphs
of usual content and length In the same way. The pres-
ent tendency is to use as little punctuation as is consistent
with a clear rendering of thot, the comma being particularly
likely to appear less often nowadays than in the past.
This is not to ignore the desirability for punctuation which
is necessary to clear understanding; even the too-scorned
hyphen can change the meaning of a sentence; e.g., "The
task was so arduous that the men worked only in twenty
four hour shifts." Note how twenty four-hour periods
would differ from twenty-four hour periods.
                       Preparation
   Interrogative sentences are too often without the
question mark at the end. Study to avoid this carelessness.
   Learn when to use the comma. The instructor may give
rules for its use, or dictate sentences in which the uses
are to be illustrated.  You will soon observe that the
comma stands for a slight break in thot, the semicolon for
a greater break.
   Review the uses of the colon (which anticipates a
statement), the dash, the parenthesis, the bracket, quota-
tion marks, the apostrophe, the hyphen. What is a direct
quotation  An indirect quotation  How are they punct-
uated Do the double quotation marks come before or
after the interrogation point In a question If the ques-
tion be asked in dialog Is this ever reversed When are
single quotation marks used Illustrate the use of triple
quotation marks.
   Important:  Define and illustrate a restrictive clause;
a non-restrictive clause. What is the difference in punct-
uation
   Learn how to punctuate the formal parts of a letter
and the address for the envelope.
   Punctuate the following:
 1. Having done this fill the rest of the way up and tamp
     until it is solid.
 2. Consequently he develops three assets initiative, self
     reliance and responsibility.
                           20

 


                  SAYING IT CORRECTLY
 3. Salesmanship is general, that is it covers other fields
     than buying and selling.
 4. By estimating a mans brain capacity we can learn
     how to approach him.
 5. In fact the more out door one can have and at the
     same time keep warm the better for the bodily well
     being.
 6. We should be acquainted with Schuberts Unfinished
     Symphony and the pathetic strains of Puccini's La
     Boheme.
 7. Why then do we permit impure drinking water to be
     used in our homes.
 8. He should never say, no we havent that but we have
     something just as good.
 9. This happened in Lexington Kentucky when I was
     ten years old.
10. Good health is one of Gods greatest gifts therefore
     it is the duty of everyone to guard his health against
     all its enenies.
11. The title of my theme is Who shall Go to College.
12. I have just read A piece Of string which was written
     by de Maupassant. This story which is called perfect
     did not interest me.
13. This commands the interest of the reader one of the
     objects to be attained in writing.
14. When she came up to him she said Bill I am so glad
     to see you.
15. Have you read "Alice in Wonderland"
16. The stranger stepped up to Pat and asked him what
     the name of the town was. (Put into direct discourse
     with the verb od saying at the beginning of the sen-
     tence; in the Interior of the sentence; as the end of
     the sentence.)
17.                              Lexington Ky.
                                       Apr. 6 1923
     My dear Mother:-
                                     Very truly
18. What reader does not feel a glow of sympathetic
     interest and admiration.
                         21

 


                    SAYING IT CORRECTLY
 19. Just then Helen was saying I only met you this morn-
       ing and tonight why I feel as tho I had known you
       all my life. I was thinking the same thing replied
       Jack. You know I think every man has an ideal
       that is made for him and maybe he roams and roams
       around before he finds her and 0! he gasped when
       he does he feels like a millionaire.

 VII. Diction; The Wrong Word; Vocabulary

    One of the first judgments society passes upon us Is
 based upon the evidence of our choice of words. Our
 selection is an advertisement of our intellectual status or
 of our mental