gain the successes of life must have passed through its hardships and severities.i

I regard running as a very valuable exercise because it so severely tests one's breath and endurance.

Any man who is a great thinker, great in science or philosophy, can be a great poet; you can walk just as far in one direction as you can in another.j

I know this occupation is harmful to the community and to mankind; but it brings a good living, and the world owes every man a living.k

NOTES TO THE ABOVE.—a. The fact that electricity is doing much that steam used to do is a plausible argument; but you need to go deeper and seek things that are real causes, as for instance expense, and the percentage of energy utilized. Try to get reasons that have the most conclusiveness attainable. —b. In this question you will need to define what it is to be aristocratic (see Rule 115), and exemplify from some existing instances of aristocracy (Rule 116). This before you begin to argue. c. Do not take the narrow view, as some do, of oratory; it includes oratory of the pulpit as well as of legislative, legal, and popular assemblies. d. The question of monopolies comes in here. Try to find a general principle of government that discredits such discrimination. · -e. This, as you see, is a comparison between breadth and depth. Get your major premise from this comparison. -f. Think of some instance that you have seen in your reading or observed in your experience.-g. Of course this figurative way of speaking is not misleading in such an argument as this; what analogy does it involve? Is the analogy conclusive as regards the truth of this proposition? — h. Draw out in full the syllogism here involved; then tell which premise is fallacious, and why.-i. How would you refute an argument from example like this?—j. This is an analogy; test it, and see if you can suggest one that is more truly illustrative.-k. Care is needed in drawing out the syllogism herein involved.

III.

APPENDICES.

The first of these Appendices, presenting in one view all the foregoing rules, is intended to facilitate the correction of the student's written work. By simply writing the number of the rule in the margin of the student's paper, the teacher can call his attention to the error involved.

Appendix II. explains itself.

In Appendix III. is brought together under one alphabet whatever material the student needs to use in working out or correcting the exercises in Part I. of the book. Beyond this, too, the Appendix contains a large number of words and phrases such as every one in writing needs to know, or to shun, or to be cautious of; and thus it is hoped that many will find it, so far as it goes, a valuable little vade mecum for the writer.

I. Grammatical

Forms needing
Caution.

II. Placing of Modifiers.

II. PHRASEOLOGY.

14. Be heedful of foreign and irregular plurals,

15. Confine the possessive form mostly to persons.

16. Be watchful to adapt pronoun caseforms to the actual case..

17. With two objects use comparative degree; with more, superlative

18. Do not compare what has no degree.. 19. Express clearly the subject of a participle

20. Use indicative mood when the condition is certain; subjunctive when it is doubtful.

21. Use shall when the speaker assumes control of the future; will when he asserts purpose of it.

22. Determine principal tenses by the exact time of the action.

23. Reckon subordinate tenses from principal.

24. Between a word and its modifier do not put anything that can steal the modification.

25. Place only immediately before its principal:

26. Do not place an adverb between the sign of the infinitive and its verb.

27. Place restrictive phrases where they can work in only one direction. 28. Balance clauses of the same rank

together.