relation as "because," 99.66 since,' or "as"?

Re-write the two clauses indicating the relation and the degree of relation you find between them.

1. These people are endowed with unlimited power to supply by handwork crude materials in exchange for the products of machinery. 2. They stand waiting to exchange their products with those nations who will work them into the machine-made fabrics they require.

Which of the two sentences following is of the greater importance, and which would you place first in re-writing them to make their relation clearer ? Which is general in meaning and which specific? Is the generalization or the specific statement more effective in making the reader realize the general truth? Re-write.

1. It has already been remarked that the traffic of the Sault St. Marie Canal now exceeds the traffic of the Suez Canal. 2. From this one may get some idea of the mechanism of our waterways.

Re-write the following material so as to give to the paragraphs greater variety of sentence endings and sentence beginnings. Combine or break up sentences as seems to you best, and be prepared to give your reasons for using the various sentence-forms.

1. The United States commenced at first with a very liberal patent law. 2. It has repaid to the nation, by the systematic and cordial encouragement of its great inventors, from 1790 to the middle of the nineteenth century, a thousand-fold all its cost and all its sacrifices. 3. It has placed the United States far in the van in all progress resulting from scientific discovery and mechanical invention. 4. It was recognized by Washington and Jefferson and Madison, and all the great men of the earlier congresses, that this is the one case in law in which law must itself establish the right to property. 5. Material wealth is acquired by gathering together the substance. 6. It is tangible and the owner's right is unquestionable. 7. The law does not establish his right; it simply protects his property against unlawful seizure. 8. It is not the same in the case of the product of the brain, whether of the inventor, or author, or discoverer; he cannot of himself hold, or establish his own possession.

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9. The law must give him what is recognized as a limited possession and monopoly, fairly dividing advantage between him and the people.

2. Our modern athletes must learn this chief, if somewhat obvious, lesson from Olympia, if they would not remain barbarians in spirit, amid all the external paraphernalia of Hellenic revival. 2. They must strive, like the young heroes of Pindar, only for the complete development of their manhood, and their sole prizes must be the conscious delight of perfectly trained powers and some simple symbol of honor. 3. They must not prostitute the vigor of their youth for gold, directly, or indirectly, through division of gate receipts, acceptance of costly prizes, or coining into money the notoriety that the newspaper press and the telegraph instantly lend to every form of ephemeral preëminence.7 4. It is not merely that the commercial spirit destroys all the ideal associations that transfigure the bare physical facts of the contests. 5. It is that it "hardens a' within and petrifies the feeling.” 6. It is fatal, as the Greeks learned in their degenerate days, to the very object for which gymnasiums and athletic contests are instituted, the harmonious development of the body to be the apt servant of the mind in all the affairs of life. 7. It is inevitable that where money is the end men will tend to rate the end above the means, or rather to misconceive the true end, through giving too much attention to the means. 8. Drugs will be administered to induce sleep after heavy repasts or overtraining, through the need of reinvigorating the body. 9. The professional will usurp the place of the amateur, so lowering the tone of athletic contests. 10. Highly specialized, time-absorbing forms of training will be substituted for the free and healthy play of the faculties in leisure hours, leading to monstrous and abnormal developments of body and sluggishness of mind.

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CHAPTER VI.

WORDS.

37. What Words Are.- Words are arbitrary symbols which by custom represent ideas. By general agreement we use them to communicate our thoughts to others, but we need not necessarily adopt this means of communication. Often we convey a simple idea by gestures or other signs; but if we were confined to gestures and signs alone we should be very much restricted in the expression of our thoughts. We use words, because in them we have a larger number and variety of symbols which are readily understood. All words, however, are not equally serviceable. Some from their derivation or association suggest much more to our minds than others; that is, they have greater thought or emotional value. To be effective in our writing we must have as many words as possible at our command, and understand something of their utility, so that we may choose those which best express our thoughts and feelings. To this end we may consider to some extent how our words are made up, the sources from which they are derived, and their thought value.

38. Sources of English Words. - The English language is especially rich in the number of its words and

in their range of meaning. They are drawn from various sources; but two influences, mainly, have contributed to the making of our vocabulary. Primarily it is English, drawn from Old English or Anglo-Saxon sources, to which have been added many words from the classical languages, introduced principally through the Norman French at the time of the Norman Conquest, and later by scholars during the Revival of Learning, or since that period. When Old English became a written language the people who spoke its various dialects were but little advanced in civilization, consequently they had no great range of ideas to express, and developed but a limited vocabulary. They had words for all the simple family relations, such as father, mother, son; words for house, home, river; words for heat and cold, light and darkness; and these words have remained with so little change that we can often know their meanings from their modern forms. Naturally, words that were a part of the language previous to the Norman Conquest, and still remain in use, are largely the simple, more elementary words of our speech,— words in which we express feelings that are common to all. For complex thought, however, or for nice distinctions of meaning, the vocabulary of our early tongue is inadequate ; abstractions and generalizations we must put, to a great extent, into the words derived from Latin or Greek sources. But for telling power over simple emotions. our native English is most effective. The following selection from Dickens is written almost wholly in the

select

anglo-saxe

vocabulary of the mother tongue, and to this is due largely the directness and vividness of its emotional appeal.

There was once a child, and he strolled about a great deal, and thought of a number of things. He had a sister, who was a child, too, and his constant companion. These two used to wonder all day long. They wondered at the beauty of the flowers; they wondered at the height and blueness of the sky; they wondered at the depth of the bright water; they wondered at the goodness and the power of God, who made the lovely world.

They used to say to one another sometimes, Supposing all the children upon earth were to die, would the flowers and the water and the sky be sorry? They believed they would be sorry. For, said they, the buds are the children of the flowers, and the little playful streams that gambol down the hillsides are the children of the water; and the smallest bright specks playing hide and seek in the sky all night, must surely be the children of the stars; and they would all be grieved to see their playmates, the children of men, no more.

There was one clear shining star that used to come out in the sky before the rest, near the church spire, above the graves. It was larger and more beautiful, they thought, than all the others, and every night they watched for it, standing hand in hand at the window. Whoever saw it first cried out, "I see the star!" And often they cried out both together, knowing so well when it would rise and where. So they grew to be such friends with it, that before lying down in their beds they always looked out once again, to bid it good night; and when they were turning round to sleep, they used to say, "God bless the star!" CHARLES DICKENS.

In the following passages the words of classic origin have been printed in italics, and you will observe that in