a month in Rome. 22. When we were abroad, we 23. The messenger brought no letters, but he had an message for the colonel. 24. The tramp who asked the judge to lend him ten dollars to pay his fine had a great deal of 25. As Mr. Micawber could not to the debtor's prison. 26. It accident the bill, he was sent that the conductor was asleep when the III. Tell which of the words in italics may be correctly used in the following sentences. 1. The art of printing was invented (discovered) in 1454. 2. There are less (fewer) people in Nevada than in any other state in the United States. 3. Our outward acts (actions) are prompted from within. 4. Napoleon had the capacity (ability) for great undertakings. 5. Every one should have some settled avocation (vocation). 6. The starving colonists watched anxiously (eagerly) for a ship, bringing (fetching) supplies. 7. Benedict Arnold intended (calculated) to surrender West Point to the British. 8. A great many emigrants (immigrants) came into this country last year. 9. He went to the meeting of the council (counsel) to ask for council (counsel). 10. Washington was a man of noble and irreproachable reputation (character). 11. Franklin's observation (observance) of life led him to make many wise maxims. 12. The boy is industrious and is certain (bound) to succeed. 13. The lightning flashed continually (continuously). 14. The perspective (prospective) of the picture was faulty. 15. The mastodon was an animal of enormous proportion (size). 16. The assassin's fate was considered quite (plenty) good enough for him. 17. A person is often apt (liable) to be mistaken in his opinions of others. 18. He lost the position through his habitual neglect (negligence). IV. Use each of the words in italics in the sentences with which they are given, and explain how the two sentences thus formed differ in meaning. 1. The teacher told Henry to bring (fetch) his composition. 2. It transpired (happened) that the President and the cabinet did not agree. 3. He was reading the latest (last) book by a famous author. 4. The resources of the colonists were small (limited). 5. Washington knew that Braddock's method of warfare was liable (likely) to prove disastrous. 6. The candidate received a majority (plurality) of the votes cast. 7. France was persuaded (advised) to aid America in her struggle for freedom. 8. The prisoner confessed (admitted) his guilt. 9. It was a very difficult game to teach (learn). 10. Gladstone was a man of great ability (capacity). 11. It was considered the greatest discovery (invention) of the century. 12. It was believed that Queen Elizabeth loved (liked) the Earl of Leicester. 13. The wounded soldier said that his pain was greatly relieved (alleviated). 14. The stranger's style of dress was certainly new (novel). 15. Is it true that you suspect (expect) your friend? 16. The speaker referred (alluded) to Lincoln. 17. They proposed (purposed) throwing the tea into the harbor. 18. The boy generously divided the peaches among (between) his sisters. 19. There is liable (likely) to be a storm. 20. His father had supplied him plentifully (sufficiently) with money for his journey. V. Consult a dictionary for the meaning of the following words and make a sentence to illustrate the correct use of Words of Anglo-Saxon and Latin Origin Our language has grown and developed from the simplest beginnings until now it has the richest vocabulary of any language. Various influences enter into the formation and growth of a language; but the sources from which English has been mainly derived are Latin and Anglo-Saxon, and the words in the English vocabulary show the same differences which marked these two languages. Short words are usually of Anglo-Saxon and long words of Latin origin. The former, which formed the foundation of the language, relate to the common affairs of life; and since they are thus the ones which the child learns first, they furnish the foundation of the language of the individual. Words of Latin origin came into the language later as the language of the court and polite society, and hence they deal with the elegancies of life. At first the two languages were kept entirely distinct, the Anglo-Saxon being the language of the common people; and the Norman French, the form in which the Latin element came into England, being the language of the courtiers. Gradually the two were blended into one language, part Anglo-Saxon, part Latin, which possesses the strength and terseness of the one and the elegance and refinement of the other; and which is, with the changes which the development of a language produces, the English language of to-day. The Use of Long or Short Words. — Some writers habitually express thought in plain, direct language, using mainly short words, and others use long words, expressing themselves in an elegant or "ornate " form of expression, as it is called. The language of poetry is more ornate than that of prose, but some prose writers use many long words and present their thoughts in an elegant, dignified form. Both kinds of words are effective when used with care; but judgment must be exercised in their selection, for the use of highsounding ornate language in the direct statement of facts that usually require simple words, will not only make the language seem weak, but ridiculous as well. If we were to hear, "Our feline friend is suffering from the effects of allowing her foot to come into too close contact with the overheated stove," we should consider the language inarpropriate, and think that too many words were wasted in the statement of a simple fact that could have been better expressed by simply saying, " The cat burned her foot on the hot stove." In the following the author uses short words that possess force and clearness, for his purpose is to tell clearly and directly what happens. FOOTBALL AT RUGBY Away goes the ball, and the bulldogs after it, and in another minute there is a shout of "Intouch," "Our ball." Now is your time, old Brooke, while your men are still fresh. He stands with the ball in his hands, while the two sides form in deep lines opposite one another; he must strike it straight out between them. The lines are thickest close to him, but young Brooke and two or three of his men are shifting up farther, where the opposite line is weak. Old Brooke strikes it out straight and strong, and it falls opposite his brother. Hurrah! that rush has taken it right through the school line, and away past the three trees, far into their quarters, and young Brooke and the bulldogs are close upon it. The school leaders rush back shouting, "Look out in goal," and strain every nerve to catch him, but they are after the fleetest foot in Rugby. There they go straight for the school goal-posts, quarters scattering before them. One after another the bulldogs go down, but young Brooke holds on. "He is down." No! a long stagger, and the danger is past. And now he is close to the school goal, the ball not three yards before him. There is a hurried rush of the school fags to the spot, but no one throws himself on the ball, the only chance, and young Brooke has touched it right under the school goal-posts. The school leaders come up furious. Old Brooke, of course, will kick it out, but who shall catch and place it? Call Crab Jones. Old Brooke stands with the ball under his arm motioning the school back. He will not kickout till they are all in a goal, behind the posts; they are all edging forward, inch by inch, to get nearer for the rush at Crab Jones, who stands there in front of Old Brooke to catch the ball. If they can reach and destroy him before he catches, the danger is over; and with one and the same rush they will carry it right away to the schoolhouse goal. Fond hope! It is kicked out and caught beautifully. Crab strikes his heel into the ground, to mark the spot where the ball was caught, beyond which the school line may not advance; but there they stand, five deep, ready to rush the moment the ball touches the ground. Trust |