the student not to an exhaustive list of usages, but rather to specimens of certain classes of faults which can be obviated only by general watchfulness over the fine relations and implications of ideas.

I. Correct the following sentences by reference to the rule or principle involved:

He has tried the old and new method of cure.

Attempting, as his brother had, to swim across the river, he was nearly drowned.

\He must be set down for character-blind, like some men are color-blind.

When I see all the improvements that the past fifty years have brought forth, and I note how little the character of men has advanced, I can but doubt of the boasted progress of civilization.

The man is good-by which I mean affable, obliging, goodnatured, therefore he is good for nothing.

—

His truest and earliest friends were both of the party.

Her hand was so severely injured that unless she has the forefinger amputated she will entirely lose the use of it.

You will find many English customs very different to ours. I do not think the legitimate drama would ever reach its old vogue, unaccompanied by accessories of scenery, spectacle, and

costume.

The regiment has formerly been famous for its discipline, but this year it was guilty of irregularities,

The Spaniards, however, preferred to take their chance on the raging element, rather than remain in a scene of such brutal abominations

I shall pardon him if he apologizes, and will make reparation for the damage he has done.

To write history respectably- that is, to abbreviate dispatches and make extracts from speeches, to intersperse in due propor

tion epithets of praise and abhorrence, to draw up antithetical characters of great men, setting forth how many contradictory virtues and vices they united, and abounding in withs and withouts is very easy.

I was naturally grateful to the man who had once befriended me, and was well-disposed to the whole party.

He will not be able in future to act as he has in the past. Be ready to succor such persons who need your help.

It is no use trying to make him see what he owes to Robert and the friends who preserved him in peril.

I do not know as I ever saw a man either so angry nor so self-controlled as he was at this moment

Both in the country and the city, at his home and business, you will find him the same genuine friend.

Novelty produces in the mind a vivid and an agreeable emotion.

Preparing for his examinations, I had sometimes to rise from my own bed to urge him to retire to his,

I should be obliged to him if he will gratify me in that particular.

I will work for the success of this measure rather than the other.

The pains he has taken, the expense he has incurred, the trouble he has undergone, the delay that has come to the prosecution of his own affairs, make a large demand on our indulgence and gratitude.

Clifton was well trained not only in all the social arts that do so much to make a man agreeable, but he was also naturally adapted to lead and influence men.

I had scarcely spoken to him than he knew me.

Tired with his long journey, he had to sit up until a late hour listening to the uninteresting conversation about (3) him.

Honesty of purpose is the only power that ever has or ever will sustain a man in such a situation.

He stood one side the river while his comrade in full sight was drowning the other.

Their intentions might and probably were good.

2. The rewriting of the following essay is made the occasion of studying clearness not only in the matter of grammatical construction but in a broader sense. Young

writers are liable to give their idea only in outline; it lies clear in their own mind, but they do not make it clear enough in expression to be definite to their readers. It needs to be held up in more than one light, to be defined, simplified, filled out, in various ways; which may be in part illustrated in the present exercise.

(Continued from Page 106.)

a

On the other hand, if we know a little of everything, the disadvantages are as great as the advantages. Itb (34) is to be a smatterer; while to know a good deal of everything, like (2) some people have (40), ise to be a book-worm.

d

can be called well educated.

II.

Neither g

One hought therefore to know everything about something; i.e. he (30) ought to choose some field of information j in which his (30) knowledge is thorough and minute, so (37) that he may be an authority k in it (34). Small or large, there ought to be something that he is complete master of (36).1

It may be objected that such study is narrowing to the mind. Look at those artisans, or business men, or professional men, who know their own pursuit in life and they (30) know nothing else." The objection would hold if we were only (25) advocating this (34). But we are speaking of those that (36) are o seeking general education; the advantage of knowing everything about something is P to him whose mind already roams freely over the broad tracts of knowledge.

V

The great advantage of such thorough knowledge is, thats you train your mind to habits of thoroughness. To only (26, 25) possess little snatches of information is to dissipate the mind (23), to be vague and untrustworthy in everything." This must (1) be corrected. And when you know w some one thing well, you supply the corrective; for you are not only an authority in some branch of knowledge but (39) you have gained an independence and an (43) incisiveness of thinking which you can carry into other fields. You look upon

all things with a disciplined mind, trained (34) aa by special investigations to strike for what is deep and accurate and thorough.bb

Thus one kind of education helps the other. And neither can dd be spared.

NOTES TO THE ABOVE. -a. This conditional clause expressed so briefly as this is misleading; the disadvantages depend on the fact that we know only a little of everything. Say rather, "If our knowledge is confined to a little of everything."—b. "It" is not full enough to be definite; repeat the antecedent. c. Ought there not to be a qualifying adjective here signifying a smatterer and nothing more?-d. Are these people often found or exceptionally? An adjective here would indicate.—e. Would you commit yourself to the statement that it is to be a bookworm, as if it must be so, or is it enough to say it may be so? Study how to express it in this latter case.—f. This statement leaves the sense rather meagre; better to add a phrase defining in other terms what you mean by book-worm.—g. Add to “neither” a demonstrative pointing out the antecedent more definitely. — h. Better at the beginning of a paragraph to repeat your subject: e. g. “The well-educated man."-i. Do not write abbreviations in an essay like this; write out in full.—j. To say "information" merely is not to name enough, there is so much more open to him, e. g. research, skill, thought. Make the expression fuller.-k. Add a noun to "an authority," to make the thought plainer; e. g. "an independent thinker."-1. It is not advisable in the closing sentence of the paragraph to use the construction that sends the preposition to the end of the sentence.-m. Frame the sentence so that it will be seen that this is still a part of the objection; e. g. "We may be pointed to," etc.—n. A supplementary and defining clause will help the fulness and plainness of the sense here. Revise the following and add: "their (30) thoughts are shut up to a speciality (2) and can (43, 30) only

u.

(25) think as broadly as that." -o. Add a word that will indicate that they are seeking general education in addition to particular.-p. Repeat the subject of remark.—q. If you will think of it, the advantage here spoken of lies not so much in possessing such thorough knowledge as in cultivating it. Indicate this.―r. Knowledge of what?—s. If you are thinking, as indicated in note q, of cultivating knowledge, an adverb recalling that will be useful here. -t. Add one or two nouns enlarging this idea. "Everything" is a little too sweeping; limit it, e. g. “everything requiring sharpness and detail.” – -v. To say "must" is to put it a little too strongly ; how can you soften it?―w. Again you are looking not at the possession of knowledge but at the process of obtaining it. Say, e. g. "When you have studied enough to know.". -X. Not necessarily "supply"; this is too strong; but you have done something to supply. —y. Are you thinking of two qualities here or virtually one? Do you therefore need to repeat the article?—z. Add a defining and simplifying clause here; "so that you know,” etc.—aa. Supply the antecedent that "trained" modifies.— bb. Add something to complete the thought, e. g. "for those qualities which alone can make information trustworthy," and note how much plainer it is.

cc. Add a sentence of amplification, naming what the general information supplies, and what the special training.—dd. Add a softening adverb, so that the statement shall not be quite so sweeping.