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Saxon origin. Rewrite the same, changing the Anglo-Saxon to Latin-derived words.

30. Write a short exercise in which the verbs are Anglo-Saxon and the nouns not Anglo-Saxon.

31. Write an exercise in which the comma is not needed.

32. In which all the phrases are (a) prepositional adverbial ; (6) prepositional adjectival; (c) in which all compound modifiers are adjective clauses.

33. (a) Expand compound words into their original phrases-form, or phrase idea, or clause form; (6) condense phrases and clauses into compound words.

34. Change all the clauses in a paragraph from the class reader; to participial phrases, if it can be done.

35. Write a preface to some school textbook which is without one.

36. Write a review of the same book.

37. Find the proportion of Latin to Saxon words in selections from Shakespeare, Milton, Wordsworth, Keats, Tennyson, etc.

38. Arrange in alphabetic order, in columns, the grammatical component parts of Longfellow's Sonnet,“ The Three Silences of Molinos.” Classify and reärrange the same according to their separate functions.

39. Alphabetically arrange in their several classes the phrases of Lowell's “A Parable,”

(“Said Christ our Lord,” etc.), or of “ Commemoration Ode,” VI.

40. Classify the rhetorical figures in a given poem (a) according to kind, (b) according to base.

41. Examine the sonnets of a given author to see if they conform to the laws of construction of the sonnet.


GENERAL SUGGESTIONS. rive, as occasion requires, the following U instructions, with such others as the individual class may need :

1. Use simple words and expressions. 2. Avoid the frequent use of long sentences.

3. Do not end sentences with unimportant words; with the same word or phrase used in a preceding sentence; abruptly or awkwardly.

4. Avoid unnecessary repetitions of words; but do not be afraid to use the same word twice if its second use is telling.

5. Use and only when you need it.

6. Use no word about whose meaning you are doubtful; avoid French or other foreign words.

7. Use superlatives sparingly, both in conversation and in writing.

8. Make your written language tell the simple truth without exaggerations.

9. Learn to notice and correct your own oral language.

10. Of two words, either of which will equally express your meaning, generally choose the shorter.

II. Notice the language of educated people.

12. Read approved (for you) standard books, and observe their style as you read.

13. Copy into a blank book such passages from what you read as, for any reason, you like.

14. Cultivate the habit of talking to your parents about what you read.

15. Read aloud every day.

16. Commit to memory poems or parts of poems as often, at least, as once a week.

17. Write on uniform paper; fasten the month's work together, labeled and dated ; lay aside for re-writing. (For advanced classes.)

18. Heed carefully all mistakes marked in your writing, and avoid repeating them.



CORRECT when made, or soon after, all errors L in speaking. In addition to the more common ones, do not allow the following to pass unnoticed :

“ Try and see,” for try to see. “ Those kind, these kind,” for that or this kind. “Looks like he was,” for looks as if, etc. “Fix,” for arrange. “He don't.” “ Loan," for lend. “She's nicely, thank you." “Bring,” for take. “ Will I?” for shall I ? “ Laid,” for lay. “Lay,” for lie. “ Break it in half.” “ Aint.” “ Party,” for person. “ Expect,” for suspect. “ Aggravate,” for irritate.

“ Their ” after distributive, impersonal, and other singular antecedents.

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