13. arch (leader or ruler), as in "monarchy." A monarchy has one (monos, one) ruler.

Look up the following words: hierarchy, heptarchy, archives. Why should.records be called archives?

14. log (word, or that which is spoken and recorded), as in "biology," the science which deals with the phenomena of life. It is a collection of the words on that subject. Anthropology studies man (anthropos, man).

Look up the following words: logic, analogy, physiology, psychology, and the other "ologies" or studies.

15. gam (marriage), as in "polygamy," the practice of having many (poly) wives; "bigamy," having two (bi) wives.

What does monogamy mean?

16. poly (many), as in "polytechnic." A polytechnic institute teaches many technical branches.

Look up the following words: polygon, polytheism, polydactyl. Why do we call a man who speaks many languages a polyglot?

17. auto (self), as in "automobile," a vehicle which moves itself. Auto-intoxication is the intoxication from poisons within one's own body.

What is an autocrat?

We have by no means exhausted the important root words of the languages, but we have given enough types to interest the student in the discovery of prefixes, suffixes, and roots, and to stimulate him to undertake word analysis. If you should like more of these parts of words, study your dictionary, consult an English and a Latin grammar, and keep a notebook section as suggested in the following paragraph.

Each time you come across a new word, look it up. Has it a prefix? Very well, try to find as many other words as you can with the same prefix and study its effect upon the meaning of each. Is there a suffix? Then do

the same thing in reference to it. The root words, however, will be by far the most interesting. Any student will find it well worth his time to keep a notebook of roots. Devote one or more pages to each root and the family of words in which it occurs. For instance, take poli (city). Write on the page as follows:

POLI (city)

metropolis, greatest (meter, mother) city.
cosmopolitan city, a city of the world (cosmos)
with all races for its people.

police, city guard.

politics, city affairs, and, since Greek cities were
the units of government, governmental affairs;
and so on.

While, of course, the study of foreign languages will help the student greatly in the mastery of English words, much progress can be made by one who speaks only the mother tongue if he systematically consults the dictionary and follows the directions given in this lesson. Indeed such a practice will make the acquisition of a foreign vocabulary easy for him when he does take up the study of tongues other than ours. Certainly he will have an insight into his own language and he will, no doubt, use words at his command in a discriminating way. The greatest safeguard against the incorrect or inaccurate use of words is a knowledge of their original meanings and the primitive meanings of their parts.

In conclusion, then, I strongly recommend each student to keep a notebook which fits easily in the pocket (preferably the loose-leaf kind) for the purpose of recording words in groups. The grouping will be according to common parts. There will be families brought together because of a common root, groups with the same prefixes,

and others recorded one after the other because of suffix agreement. This work will be of absorbing interest and permanent profit.

ASSIGNMENT of Work

The written exercises in this entire lesson should be carefully worked out. Keep copies of the written exercises in your notebook.

First Day.-Read the lesson through two or three times so as to get the entire meaning.

Second and Third Days.-Take time to look up all the words which are mentioned in the lesson and which the lesson does not explain fully.

Fourth Day.-Outline a speech about the origin of English words. Deliver it orally from the memorized outline. Be careful to have your illustrations well prepared. Get some from other sources than this lesson.

Fifth Day.-Prepare a speech on the subject, "VocabularyBuilding."

ADDITIONAL REMINDERS

1. Are you keeping up your posture and breathing exercises?

2. Are you observing and criticising other speakers?

3.

Are you practicing many extemporaneous speeches?

4. Are you working on your vocabulary?

5. Are you keeping up the reflection hour?

TEST QUESTIONS

These questions are for the student to use in testing his knowledge of the principles in this lesson. They are suggestive merely, dealing largely with the practical application of the principles, and are to be placed in the notebook for future reference.

1. What is the difference between exactness and facility in the use of words? Do you use words with exactness? Have you facility!

2. Is a large vocabulary necessary for a speaker? Is a ready use of words necessary? Of the two, scope and availability, which is more vital to a speaker's success?

3. What is a prefix? a suffix? a root?

4. What are the great sources of English words? Name other sources.

5. How does consult differ in meaning from confer!

6. How are perplexity, astonishment, bewilderment, and confusion related?

7. What added idea has novel over new?

8. Distinguish between contemporary history and modern history.

9. How are model, pattern, prototype, and archetype related?

10. Can you get other groups of words like those mentioned in Question 5? Does word analysis help you to make distinctions? Does it aid in understanding words? Keep a collection of related groups.

11. What effect on the style of a man's speech has the use of a great many Saxon words? a great many classical words!

12. Why should a vocabulary be made up of words of various sources?

13. In actual address, should you incline toward one class of words, or is variety desirable?

14. Can variety be secured by an effort of the will at the time of delivery, or will it arise naturally if the preparation and study of words has been varied?

LESSON 12

GENERAL IDEAS OR CONCEPTS

In Lessons 9 and 10 we consider the ways in which a speaker could give an audience an appreciation of images. We assumed that an image of something actually seen, heard, felt-in short, experienced-was the simplest mental possession which a speaker could consciously have. The use of words to transfer this image to the mind of the listener, we called "description" in some cases and "narration" in others. But in all cases, we insisted that images were the impressions of particular things, concrete things, real, existing things. Among our examples of images were a particular sunrise as witnessed by Edward Everett, the execution of a French criminal in a certain place at a definite time, and the re-creation of the scene enacted on Bunker Hill during the nineteenth of April, 1776. All these were records of particular things. But the mind often goes beyond the particular.

It is well known that after the mind has been impressed with a number of particular experiences, it begins to group them together and to note points of likeness and difference. Then emerges a general notion. After seeing many sunrises, we note that while on one morning the sun looked red and on another more golden, while on one morning there was a mist and on another all was clear, still every sunrise had some characteristics in common with every other sunrise. These points of likeness exist for all and are inseparably connected with our mental appraisal of sunrises in general. This and other abstract notions fill our minds and seek expression dur