  16. How We Learn Words.—We have now for some time been studying about combinations of words, but we have said very little about words themselves. This was the proper course to follow, for in our native language we need to be told about combinations of words more than about words themselves; about these we cannot help finding out much by ourselves. Indeed, it is life that teaches us words,—life and association with our fellows. We could scarcely avoid learning rapidly the names which the people who speak our language have given to the multitude of actual things which we see and touch, and the common words which are customary to express our feelings and thoughts with regard to these objects. As we grow older and wiser, and particularly if we associate with persons of intelligence and information, and read widely in books of all sorts, we become rapidly acquainted also with a great mass of words that have grown up to express the most abstract thoughts and the most delicate shades of feeling. Life, then, and association with our fellows, and reading will bring to our knowledge, in due course of time, all the words we shall ever need to use. There are a few hints to be given, however, which will be of service to you in this process of learning the customary words 17. The Size and Character of the English Vocabulary.—We use the word vocabulary to express the total number of words used by a person or group of persons. The English vocabulary, then, is the total number of words used by the people who write and speak English. There are more than three hundred thousand such words collected in our dictionaries, and the number is being added to every year. No single person would be acquainted with all these words, for many of them have been used only rarely, or only among little groups of people, or in connection with sciences not understood by the people at large. The number of words that an intelligent and educated person would understand when he saw or heard them is not often more than sixty thousand; the number of words that such a person would himself use is very much less—probably not, as a rule, more than twenty thousand. A great many of our words come from the Latin language, and you will be greatly aided in your study of English words if you can learn something of that language. 18. Increasing One's Vocabulary.—It is clear, then, that you will greatly increase your vocabulary as you grow older and wiser. It is also true, in general, that as your vocabulary grows you will grow, to some extent, in knowledge of the world. It will be worth while for you, therefore, to get into the habit of learning new words. This could, of course, be done by reading the
1. Various trades and professions. 2. Vehicles used on land. 3. Boats (from a man-of-war to a flatboat). 4. Buildings—(a) churches, (b) public buildings, (c) educational buildings, (d) buildings used for amusements. 5. Parts of a bicycle. 6. Tools. 7. Birds. 8. Flowers. 9. Colors. 10. Musical instruments.
Sheep, owls, sparrows, goats, oxen, frogs, hens, bears, horses, robins, roosters, doves, lions, parrots, ravens, monkeys, elephants, snakes.
Eyes: bright, dull, sparkling, clear, heavy, close-set, shifting, narrow, honest, gentle, penetrating, keen, kindly, expressive, lovely, hard. Forehead: noble, high, receding, low, broad, narrow, well-shaped. Figure: muscular, wiry, broad-shouldered, well-proportioned, slender, thick-set, stout, short, tall. 1. Make a similar list to describe a person's disposition, ability, conversation. 2. Make a list of the descriptive words used by Longfellow in The Village Blacksmith.
19. Synonyms.—Synonyms are words which have the same or nearly the same meaning.
A knowledge of synonyms will be valuable to you in several ways. First, it will enable you to avoid the too frequent repetition of a word. By using synonyms, then, you add variety to your writing.
1. Be astir at ——, then, and receive the greeting of that lover of the dawn, the blackcap. 2. The —— thickened, so that now you waded through a condensation of gloom. 3. The thrush filled every lone pathway with its sweet music, and I wondered that the world should hear so little of this woodside ——. 4. The sobering silence of the night was the subject of our conversation, when suddenly a sad, sweet song broke the ——. 5. In the city these conditions are not so well marked; but beyond the —— limits, nature still rules. 6. It was just the day for a ramble, and I was off early for an all-day ——. 7. The gale died away, and he tried to go northward again; but again came the —— and swept him back into the waste. 8. And what became of
1. He has many wealthy friends, although he is not a wealthy man himself. 2. At his first glimpse of the countenance, Ernest did fancy that there was a resemblance between it and the familiar countenance upon the mountain side. 3. Celia considered that it would be unsafe for two young maids of rank to travel in their rich clothes; she therefore proposed that they should dress like country maids. 4. When the servant of the house of Montague met the servant of the house of Capulet, a quarrel ensued; and frequent were the quarrels from such accidental meetings. 5. Portia dressed herself and Nerissa in men's apparel, and putting on the apparel of a counselor, she took Nerissa with her as clerk and set out for Venice. 6. Portia now desired Shylock to let her see the bond; and when she had read it she desired him to be merciful. 7. The importance of the arduous task Portia had engaged in gave her courage, and she boldly proceeded to perform the task she had undertaken. 8. The lady expressed great sorrow at hearing this, and said she wished to see the father of Helena, a young lady who was present. 9. The mourners sat in silence, with only a smothered sob now and then to break the silence. 10. She tried to comfort the sorrowful girl, but could think of nothing that would comfort her.
A knowledge of synonyms, then, is valuable, since it enriches your vocabulary and enables you to give variety to your writing. There is still another way in which this knowledge may be useful to you, There is generally some slight difference in meaning, even in words classed as synonyms, and a wise choice will enable you to express your thought with more exactness.
1. They were making out to me, in an [agitated, excited, disturbed] way that the lifeboat had been bravely manned an hour ago, and could do nothing. 2. The thunder was loud and [ceaseless, incessant, continuous]. 3. I was [perplexed, confused, distracted] by the terrible sight. 4. The excited voice went [calling, crying, clamoring] along the staircase. 5. I was [tired, fatigued, exhausted] with traveling and want of rest. 6. I made a most [awkward, ridiculous, absurd, grotesque] appearance. 7. A man is sometimes more [generous, liberal, open-handed] when he has but a little money than when he has plenty. 8. Dost thou love life? Then do not [squander, waste, spend] time. 9. He [continued, admonished, warned, counseled, advised] me not to let so good an offer pass. 10. The eagle listens to every sound, [looking, gazing, glancing] now and then to the earth beneath.
I. Large, colossal, great, big, commodious, huge, vast, capacious, immense, spacious, huge. 1. Joan of Arc rode at the head of a —— body of troops. 2. Our world itself is a very —— place. 3. If a —— giant could travel all over the universe and gather worlds, all as II. Tiny, little, small, diminutive, minute. 1. The Lilliputians were a very —— people. 2. Each ---- point was carefully explained. 3. I met a —— cottage girl. 4. Far away in the forest, grew a pretty —— fir tree. 5. The lame boy was so —— that they called him ---- Tim.
1. He told us of many —— happenings. 2. The bird has a —— cry. 3. We laughed at the —— story. 4. What an ---- stick he is, to be sure. 5. —— faces were carved over the door. 6. It is a —— coincidence. 7. He was a ---- bad man. 8. The —— soldier was foremost in the fray. 9. The —— deed was applauded. 10. He is a ---- man, and never considers consequences. 11. He seems to be perfectly ——. 12. The fireman received a medal for his —— act.
20. Accuracy in the Use of Words.—Accuracy in the use of words comes from practice. It is better to blunder by using a word without a complete knowledge of its meaning than to be afraid to use any but the commonest words. Some words sound very much alike and yet have very different meanings, and some words are so nearly alike in meaning that it is almost or quite impossible to define the difference between them, though we may perhaps feel it. All that we can do, then, is simply to go on learning, using new words as fast as we get fairly well acquainted with them, and depending upon our teachers and older friends to point out to us when we are wrong. What we must avoid is the stupid habit of using words thoughtlessly, after the manner of the blundering Mrs. Malaprop in Sheridan's Rivals, who said:—
21. Figures of Speech.—There is a strange way we all have of using words in a sense different from that of ordinary expression. We say, for example, that a brave soldier "was a lion." Of course, he was not a lion actually; he merely had certain qualities which we think lions have to a particularly great degree, that is, strength and courage. In the same way, especially in joke, we may speak of a person as an ass, a mule, a fox, a goose, an elephant, etc. Or, instead of saying that a soldier fought bravely, we may say that he fought like a lion, and similarly, that he was as stubborn as a mule, as keen as a fox, etc. We thus say either what a thing is not, or what it is like, instead of what it is. Such expressions are called figures (that is, forms) of speech. In a metaphor, one thing is called by the name of another. In a simile, one thing is said to be like another. We use both the metaphor and the simile quite frequently and naturally in our ordinary speech and writing, particularly when our feelings are aroused in any way.
1. In this world a man must either be anvil or hammer. 2. He beheld the lights in the houses, shining like stars in the dusk and mist of the evening. 3. Hearty and hale was he, an oak that is covered with snowflakes. 4. Their lives glide on like rivers that water the woodland. 5. Their hearts leaped like the roe, when he hears in the woodland the voice of the huntsman. 6. Life is a sheet of paper white. 7. Her eyes are stars; her voice is music. 8. A fat little steamer rolled itself along like a sailor on shore. 9. He glared at us like a tiger out of a jungle. 10. Cornwallis, speaking of Washington, said he would "bag the old fox" in the morning. 11. He is a little chimney and heated hot in a moment. 12. John is the black sheep of the family. 13. She is like a gleam of sunlight on a dark day. 14. Pleasant words are as a honeycomb, sweet to the soul and health to the bones. 15. Her heart is as pure as the lilies.
1. He is a Samson. 2. He is a wet blanket. 3. They are a pair of turtle doves. 4. Never cross bridges until you come to them. 5. He is a tower of strength. 6. You are pure gold. 7. Night's candles are burnt out. 8. He is unstable as water. 9. He carries the world on his shoulders. 10. What a bear he is! 11. That is a hard nut to crack. 12. Don't be a dog in the manger. 13. Mother
1. Time passes quickly. 2. Her eyes are very bright. 3. The boat moved rapidly through the water. 4. She sings very sweetly. 5. The wind makes a sound in the tops of the pines. 6. He is very cross. 7. They are exceedingly poor. 8. Do not find fault with a gift. 9. Her hair is fine and soft. 10. The night was very dark.
1. Hark! the first gun. The report sent Tom's heart into his mouth. The crowds on the bank began to be agitated by the shadow of the coming excitement. Long before the sound of the starting-gun can roll up the river, the pent-up life and energy which has been held in leash is let loose. 2. Hark! the first gun. The report made Tom nervous. The crowds on the bank began to be agitated by the thought of the coming excitement. Long before the sound of the starting-gun can be heard up the river, the life and energy which has been checked is released.
Isn't he grand, the captain, as he comes forward like lightning, stroke after stroke? As the space narrows, the fiery little cockswain's eyes flash with excitement.
The first snow came. It covered the brown fields and green meadows. It protected the roots of the plants hidden under it. It was very white and clean. It covered the bushes and trees and fences with a soft white covering.
22. Mistakes in the Use of Words.—Let us now consider the principal errors which we are likely to make with regard to words. 23. Spelling.—If our letters corresponded exactly to our English sounds, we could all spell fairly well, because we could use the symbols that answered to our pronunciation. But our letters do not agree well with our sounds; and there are many oddities and inconsistencies which cause the young student a great deal of trouble. Many plans have been proposed for simplifying our spelling, and it is to be hoped that eventually some wise scheme will be generally adopted, but that is not likely to come to pass for many years, and in the meantime we must follow the established custom. If we do not learn to spell in this way, we A set of rules which will be of service to you will be found in the Appendix. 24. Slang.—By slang we mean strange words or expressions, not employed in serious or dignified composition, whether written or spoken. They are sometimes used in conversation, largely in jest, by persons of intelligence and education, but more generally by persons of defective education, who are not really acquainted with the forms of the language used by the educated classes. There can be no great objection to playing with words on occasions where play is appropriate, particularly when the speakers are young or full of boisterous fun. It is, however, unwise for young students to get the habit of thus playing with words so firmly established that they play when they should be serious, or that they become unfamiliar with really good English. Particular care should be taken to avoid slang that is vulgar or coarse. Here is an extract which is intended to represent the natural and playful speech of a boy of high spirits:—
There is a certain vigor and picturesqueness of expression here, and it would be absurd to expect boys, on all occasions, to speak like dictionaries. On the other hand, you will readily see that the italicized expressions in the following sentences would be wholly inappropriate in serious written composition. 1. John made a bad break. 2. Your new hat is simply immense. 3. I think that's the limit. 4. Children should take a back seat. 5. He passed in his checks. 6. That's only a bluff. 7. He's a big chump. 8. The people made a big kick. 9. That boy is a fresh kid. 10. He chucked the tea overboard.
1. We had an awfully good time. 2. Butter is frightfully dear. 3. I'm terribly tired. 4. We were horribly bored. 25. Errors in the Forms of Words.—The following exercises will give you practice in the forms of words in which young students most often make mistakes.
Babies', women's, boy's, boys', girl's, children's, man's, men's, girls', baby's, cats', cat's.
1. The dog returns at John's call and rubs against his legs. He waits while his master's horse is dozing at the post, and his master talks within, and gossips with the other dogs, who are snapping at the flies. Nobody knows how many dogs' characters are destroyed in this gossip. 2. Malcolm entered the ladies' cabin and looked for a seat. A baby, who was pulling impatiently at its mother's dress, suddenly ran to him, crying, "Baby's papa,"—to his great embarrassment. 3. It's now midnight. 4. Olive's skates are with Alice's. 5. Yours is not so well prepared as ours. 6. Read Dickens's "Christmas Carol."
1. His lecture gave pleasure to Frank and ——. 2. He is cleverer than ——. 3. This is for you and ——. 4. Henry and —— went driving. 5. Is it you? It is ——. 6. May Ethel and —— remain after school? 7. There is an agreement between you and ——. 8. This story was read by ——. 9. My sister and —— were traveling through Yellowstone Park. II. Fill the blanks with we or us:— 1. —— girls have formed a society. 2. He gave —— boys permission to leave early. 3. Was it —— whom you saw? 4. You know that as well as ——. 5. You are far nobler than ——. 6. You can do it better than ——. 7. He has promised to take our cousin and —— to the circus. 8. He wishes to give —— pleasure. III. Fill the blanks with he or him:— 1. It was ——. 2. All except —— came early. 3. I can do it as well as ——. 4. Who saw it first, you or ——? 5. I have no time for children like you and ——. 6. What are you and —— doing? 7. It was either —— or James that did it. 8. —— who had promised failed to fulfill his promise. 9. I thought it was ——. 10. I should not like to be ——. IV. Fill the blanks with she or her:— 1. We gave —— one more chance. 2. —— and I are going. 3. You read better than ——. 4. Can it be ——? 5. I am sure it is ——. 6. I will keep you and ——. 7. —— and her friends have gone. 8. If I were —— I would do it. 9. The fault lies between you and ——. 10. I am going with ——. V. Fill the blanks with they or them:— 1. We are as good as ——. 2. Could it have been ——? 3. It was ——. 4. —— and their company have gone. 5. We are not as well educated as ——. VI. Fill the blanks with who or whom:— 1. —— are you to believe? 2. —— do you think it was? 3. I like to help those —— deserve it. 4. Do you remember —— you saw? 5. Can you tell —— to believe? 6. —— can this be from? 7. —— do you think this is? 8. I heard from a boy —— was a pupil. 9. He invited all Exercise 66.—I. Use some form of verb set or sit:— 1. —— the plant on the window sill. 2. He —— the table. 3. The hen is ——. 4. Harold is —— out tomato plants. 5. The shepherds —— on the ground in a row. 6. They were —— there at nightfall. 7. He —— in the front seat. 8. She was —— by the fire. 9. We —— under the sycamore tree. H. Use some form of lie or lay:— I. —— still and rest. 2. He —— under the lilac bush. 3. He was —— there when I arrived. 4. We —— her in the cold, moist earth. 5. Mary, —— on the couch. 6. The men are —— a board walk. 7. We have —— our plan. 8. The ship is —— in the harbor. 9. She has —— there since seven o'clock. III. Use some form of do:— 1. My work is ——. 2. He —— (past tense) his work IV. Use some form of bring or take:— 1. Horace —— his teacher a rose. 2. Miss Klein —— it home with her. 3. Frank, — me your book. 4. He —— it to me. 5. He has —— it to me. 6. He —— his dog into the garden. 7. He has —— it home. V. Use some form of learn and teach:— 1. —— me to sew. 2. Mother has —— me to knit. 3. I have —— how to sew. 4. I am —— how to cook. 5. She —— her brother how to skate. 6. She is —— him to be fearless. VI. Use some form of see:— 1. I —— the sunset. 2. I have —— the sunset. 3. He has —— the procession. 4. He —— it now. VII. Use correctly in sentences see, saw, seen. VIII. Use in sentences all forms of the following verbs:— Go, drive, break, do, ring, run, bring, lie, lay, sit, set, teach, read, know, take. IX. Change the form of the verbs below from present to perfect or past perfect:— 1. The boy runs rapidly. 2. The old man rings the bell at sundown. 3. I saw the lights of the village. 4. Tiny Tim sings very sweetly. 5. We sit by the fire in the gloaming. 6. Mr. Towne teaches drawing. 7. Mary reads well. 8. He lays fresh flowers on her grave. 9. He sets a light in the window. 10. Mary plays the piano. |
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