Plain English

Exercise 5

Select all the nouns in the following. Write their singular, plural and possessive forms. Decide whether they are abstract or concrete, common or proper or collective, masculine, feminine or neuter.

Brother!

Whoever you are, wherever you are on all the earth, I greet you.

I extend to you my right hand.

I make you a pledge.

Here is my pledge to you:—

I refuse to kill your father. I refuse to slay your mother's son. I refuse to plunge a bayonet into the breast of your sister's brother. I refuse to slaughter your sweetheart's lover. I refuse to murder your wife's husband. I refuse to butcher your little child's father. I refuse to wet the earth with blood and blind kind eyes with tears. I refuse to assassinate you and then hide my stained fists in the folds of any flag.

Will you thus pledge me and pledge all the members of our working class?—Kirkpatrick.

SPELLING

LESSON 4

Some of our consonants also have more than one sound. We have also certain combinations of consonants which represent one sound. This combination of two letters to represent one sound is called a digraph, as gh, in cough, ch in church. A digraph may either be a combination of two consonants or of two vowels or of a vowel and a consonant. The following table contains the consonants which have more than one sound:

• c—k as in cat
• c—s as in vice
• g—j as in ginger
• g—hard as in go
• s—sh as in sure
• s—zh as in usual
• s—soft as in also
• s—z as in does
• x—soft as in extra
• x—gz as in exist

The following table gives the digraphs most commonly used:

• ng—as in ring, tongue
• ch—as in church and much
• ch—k as in chasm
• ch—sh as in chagrin
• th—as in then, those
• th—as in thin and worth
• ce—sh as in ocean
• ci—sh as in special
• dg—j as in edge
• gh—f as in rough
• ph—f as in sylph
• qu—kw as in quart
• qu—k as in conquer
• sh—as in shall
• si—sh as in tension
• si—zh as in vision
• ti—sh as in motion

The use of these digraphs gives us a number of additional sounds. Notice the use of the consonants which have more than one sound and also the digraphs in the spelling lesson for the week. Mark the consonants and digraphs.

Monday

• Commence
• Certain
• General
• Gradual
• Sugar

Tuesday

• Soldier
• Season
• Pleasure
• Exact
• Exercise

Wednesday

• Singular
• Chemistry
• Chapter
• Machine
• Changing

Thursday

• Theory
• Thither
• Ocean
• Racial
• Budget

Friday

• Philosophy
• Enough
• Quorum
• Bouquet
• Phonetic

Saturday

• Permission
• Asia
• Attention
• Marshall
• Martial

PLAIN ENGLISH

LESSON 5

Dear Comrade:

We want to say just a word about the lesson assignment. This has been arranged on a schedule of days merely to assist you in systematizing your time and making the most of the leisure at your disposal. It is not intended that you should slavishly follow it. We thoroughly believe in individuality and all that contributes toward its development. But we are also confident that many foolish things are done in the name of liberty. Whenever we set ourselves to the performance of any task we necessarily limit our activities in some other direction. Power comes by concentration of force. Whenever we combine with others for the accomplishment of any purpose, it becomes necessary to have some plan of action and we give and take for the end which we have in view. The musician because he follows the law of harmony in music has not given up his liberty. He has only found a new freedom which enables him to make glorious music where only discord reigned before. System in our work does not mean loss of liberty or of individuality but only finding a channel through which individuality can flow into the great ocean of real freedom.

So use this suggestive lesson assignment to meet your own need and find expression for your real individuality in full freedom.

This is the first of several lessons concerning verbs. The verb is perhaps the most difficult part of speech to thoroughly master, so do not be discouraged if there are some parts of this lesson you do not understand. Succeeding lessons will clear up these difficult points. Keep your eyes open as you read every day, and be careful of your spelling and pronunciation.

Some of us mis-spell the common words which we see and use every day. In a student's letter we recently noted that, with our letter before him in which the word was printed in large type and correctly spelled, he spelled College, Colledge.

Do not be satisfied with half-way things or less than that which is worthy of you. Demand the best for yourself. Read aloud this little verse from the Good Grey Poet, Walt Whitman:

Yours for Education,

THE PEOPLE'S COLLEGE.

THE WORD THAT ASSERTS

93. You remember when we studied sentences we found that we could not have a sentence without a verb or a word that asserts. The life of a sentence is the verb, for without the verb we cannot assert, question or command. It was on account of this importance that the Romans called the verb, verbum, which meant the word. Verbs, like nouns, are divided into classes.

94. In some of our sentences the verb alone is enough to make a complete assertion, but in other sentences we use verbs that need to be followed by one or more words to complete the assertion. Notice the following sentences:

• The boy ran.
• The boy found the ball.
• The earth revolves.
• The earth is round.

Do you notice any difference in the verbs used in these sentences? Notice that the verbs ran and revolves make the complete assertion about their subjects. Notice the verbs found and is. These are not complete without the addition of the words ball and round. If we say The boy found, The earth is, you at once ask, The boy found WHAT? The earth is WHAT? The sense is incomplete without the addition of these words ball and round. A part of the thought is unexpressed; but when we say The boy found the ball, The earth is round, the sense is complete.

So we have two classes of verbs, COMPLETE AND INCOMPLETE VERBS.

95. An incomplete verb is one that requires the addition of one or more words to complete its meaning.

The word or words added to an incomplete verb to complete its meaning are called the complement.

A complete verb is one that requires no complement to complete its meaning.

96. You can readily tell when a verb is complete and when it is incomplete by asking the question What? If you put the question what after the verb, and it makes a sensible question the verb is incomplete. For example:

• Farmers raise—what?
• The employer discharged—what?
• We were—what?
• The earth is—what?

If the question what? does not make sense after the verb, then the verb is complete. For example:

• The sun shines.
• Water flows.
• Men work.

The question what after these verbs would not make sense, as:

• The sun shines—what?
• Men work—what?
• Water flows—what?

So these verbs are complete verbs.

97. The same verb, however, may be complete or incomplete, according to the way in which it is used. For example:

• The corn grows.
• The farmer grows corn.

In the sentence, Corn grows, grows is a complete verb. You could not say The corn grows—what? for it does not grow anything. It merely grows, and the verb grows in this sense is a complete verb. But in the sentence, The farmer grows corn, you are using the verb grows in a slightly different sense. It is an incomplete verb, for you do not mean, The farmer grows, but you mean that the farmer grows CORN.

Exercise 1

In the following sentences, underscore the complete verbs with one line, the incomplete with two lines. Ask the question what? after each verb to determine whether it is complete or incomplete.

• He returned today.
• He returned the book.
• The rose smells sweet.
• He smelled the rose.
• The trees shake in the wind.
• The wind shakes the trees.
• The ship plows through the waves.
• The farmer plows the field.
• The birds sing sweetly.
• They sang the Marseillaise.
• He worries over the matter.
• The matters worry him.
• The table feels rough.
• He feels the rough surface.
• It tastes bitter.
• He tasted the bitter dregs.

Exercise 2

Use the following verbs in sentences as both complete and incomplete verbs, as for example, The snow melts. The sun melts the snow.

• melts
• write
• stopped
• answer
• rings
• fall
• see
• strike

INCOMPLETE VERBS

98. Do you notice any difference in the two verbs in the following sentences:

• The boy found the ball.
• The earth is round.

In the sentence, The boy found the ball, the word ball tells what the boy found. The verb found expresses action; it tells what the boy does. Boy is the subject of the action—the one who performs the action. The word ball is the object of the action. It shows the receiver of the action. In the sentence, The earth is round, is does not express action. The earth is not doing anything, it simply is. The verb is expresses a state or condition and is incomplete, for you do not know what state or condition is expressed until we add the other word or words which describe the state or condition.

Notice the following sentences:

• The earth is round.
• The earth is our home.
• The earth is a sphere.
• The earth is large.

The words round, sphere, home and large, describe the earth which is the subject of the verb is.

99. So we have two classes of incomplete verbs, the verbs that express action and the verbs that express state or condition. The verbs which express action are called transitive verbs. Transitive is a word derived from the Latin, and means literally passing over.

100. So a transitive verb describes an action which passes over from the subject to the object. As for example in the sentence, The player struck the ball, struck is a transitive verb—a verb of action—describing the action of the subject, player, which passes over to the object, ball. Therefore we have our definition of a transitive verb:

A transitive verb is one that has a complement showing who or what receives the action expressed by the verb.

The complement or word that denotes the receiver of the action expressed by a transitive verb is called the object.

When you look up the meaning of verbs in your dictionary, you will find some verbs marked v.i., and some verbs marked v.t. V.t. is the abbreviation for verb transitive. Whenever you find a verb marked v.t., you know that it is a transitive verb, a verb of action, one which requires an object to complete its meaning. V.i. is the abbreviation for verb intransitive. Some grammarians use the term intransitive to include both complete and copulative verbs. We have used the terms complete and incomplete because they are much simpler and clearer in describing the two general classes of verbs, but you will remember that when you find verbs marked v.i. in the dictionary that these include complete and copulative verbs.

101. Now notice these sentences:

• The earth is round.
• The earth is a sphere.

In these sentences the verb is does not express action, but connects or couples the complements round and sphere with the subject earth. Verbs used in this way are called copulative verbs, from the word copula, which means to complete or to connect. The words round and sphere are not the objects of the verb, for they do not describe the receiver of any action. They are the words which describe the state or condition expressed in the verb is, and are called the attribute complement of the verb.

You note that this complement may be either an adjective or a noun. In the sentence, The earth is round, the adjective, round, is used as the complement; in the sentence, The earth is a sphere, the noun, sphere, is used as the complement. So we have our definition of copulative verbs.

102. Verbs that express state or condition are called copulative verbs.

The word or words that complete the meaning of an incomplete verb expressing state or condition, are called the complement, or attribute complement.

There are only a few of these copulative verbs. All forms of the verb, be; like am, is, are, was and were, and the verb phrases like must be, can be, will be, shall be, have been, had been, etc.; and the verbs seem, appear, become, look, feel, taste, sound and smell, are the principal copulative verbs.

Exercise 3

Study carefully the following sentences. Note whether the complement of the copulative verb is an adjective or a noun. Draw one line under each adjective used as a complement and two lines under each noun used as a complement.

• The day is beautiful.
• I am weary and tired.
• The men were soldiers.
• The tasks seem endless.
• All men must be free.
• The workers have been slaves.
• The burden becomes heavier every day.
• The children feel happy and care-free.
• Evolution is the development of life.
• Grammar is the study of words and their use.
• Knowledge is freedom.
• The music sounds sweet on the midnight air.
• He looks well today.
• The dregs taste bitter.
• The incense smells sweet.

Exercise 4

Complete the following sentences by adding an object or a complement.

1. Perseverance in your study will bring.......
2. The great need of the working class is.......
3. We shall never acknowledge.......
4. By the sweat of no other's brow shalt thou eat.......
5. The Revolutionary fathers founded.......
6. The workers demand.......
7. Labor's only road to freedom is.......
8. Life, liberty and the pursuit of happiness are.......
9. If you struggle, you will gain.......
10. An incomplete verb requires.......
11. The complement of a transitive verb is called.......
12. The complement of a copulative verb may be either......or.......

103. There are two classes of verbs, complete and incomplete.

A complete verb is one that requires no complement.

An incomplete verb is one that requires a complement to complete its meaning.

Incomplete verbs are of two kinds: 1. Those that express action; 2. Those that express state or condition.

Incomplete verbs that express action are called transitive verbs.

Incomplete verbs that express state or condition are called copulative verbs.

The complement or the word that denotes the receiver of the action expressed in a transitive verb is called the object.

The word or words that complete the meaning of a copulative verb are called the complement, or attribute complement.

The same verb may be complete or incomplete, according to the way in which it is used.

Exercise 5

In the following sentences draw a single line under the complete verbs and a double line under the incomplete verbs. Then determine whether the incomplete verbs are transitive or copulative verbs, and draw a line through the object or the complement.

1. Some plants are poisonous.
2. A rolling stone gathers no moss.
3. Perseverance brings success.
4. Delays are dangerous.
5. A man's actions show his character.
6. He looks well and feels stronger.
7. The snows come and the flowers fade.
8. Labor creates all wealth.
9. Labor must be free.
10. The boy writes well.
11. The man wrote a letter.
12. The skies are clear.
13. The hail destroyed the wheat.
14. No man is ever too old to learn.
15. Competition makes enemies.
16. Co-operation makes friends.
17. Competition breeds hatred.
18. Co-operation breeds good will.
19. Competition ensures war.
20. Co-operation ensures peace.

Exercise 6

In the following quotation all of the verbs are printed in italics. Determine whether they are complete or incomplete verbs. If incomplete, determine whether they are transitive or copulative verbs. Draw a line under the object of every transitive verb and two lines under the complement of every copulative verb. Remember that sometimes we have several words combined into a verb phrase and used as a single verb. Watch for the verb phrases in the following, as for example: must be, in the sentence, Labor must be free.

The history of man is simply the history of slavery. Slavery includes all other crimes. It degrades labor and corrupts leisure. With the idea that labor is the basis of progress goes the truth that labor must be free. The laborer must be a free man.

There is something wrong in a government where honesty wears a rag and rascality dons a robe; where the loving eat a crust while the infamous sit at banquets.

Talk about equal opportunity! Capitalism ties a balloon to the shoulders of the rich child; it ties a ball and chain to the feet of the poor child; and tells them that they have an equal opportunity!

Once the master hunted for the slaves, now the slave hunts for a master.

Exercise 7

Mark the verbs in the following poem. Often in poetry words are omitted which in strict grammatical construction should be expressed. As for example in the fourth line of this poem which are, is omitted before the word bought. In prose this would read, The pews which are bought by the profits, etc. So the word bought is a part of the verb phrase, are bought. In the last line of the third stanza there is another omission before the word planning. The meaning is, while they are planning slaughter. Planning is a part of the verb phrase are planning. And in the last line is is omitted before the word beloved. Is beloved is the verb phrase. Determine whether the verbs in this poem are complete, transitive or copulative, and mark the objects and the complements of the transitive and the copulative verbs.

SPELLING

LESSON 5

We often have two vowels used in the same syllable as a single sound, as ou in round, oi in oil, etc.

A diphthong is a union of two vowels to represent a single sound different from that of either alone.

Sometimes we have two vowels used together in a combination which is really not a diphthong for they do not unite in a different sound. Only one of the vowels is used and the other is silent as ai in rain, oa in soap, etc.

The most common diphthongs are:

• ou as in sound.
• ow as in owl.
• oi as in oil.
• oy as in boy.

In the spelling lesson for this week mark the words in which the combination of vowels forms a diphthong. In some of the words the combination of vowels does not form a diphthong for only one of the vowels is sounded. Draw a line through the silent letter.

Monday

• Straight
• Aisle
• Search
• Breadth
• Defeat

Tuesday

• Exploit
• Ceiling
• Height
• People
• Feudal

Wednesday

• Brought
• Shoulder
• Group
• Compound
• Trouble

Thursday

• Royal
• Coarse
• Course
• Broad
• Flower

Friday

• Laughter
• Haunted
• Plaid
• Invoice
• Chair

Saturday

• Guide
• Build
• Grieve
• Sieve
• Renown

PLAIN ENGLISH

LESSON 6

Dear Comrade:

We have this week another lesson in verbs. Do not be discouraged if you do not understand it all at once. Little by little, it will grow clearer and you will master this important word.

The verb may seem involved to you, but a little application will soon make it clear. It is the most important word in the language to master. It almost seems as though the verb were a living, thinking thing. It changes outward form to accommodate itself to its subject in the number form and person form change. If it is entertaining a subject in the singular it adopts one dress; if it is entertaining a plural subject, more than one, the verb wears a different dress.

So also if the subject is the first person, the person speaking, or the second person, the person spoken to, or the third person, the person spoken of, the verb accommodates itself to the subject. The verb is the most agreeable thing for it changes its form to agree with its subject! So watch your verb and see that it agrees.

Refer constantly to your list of irregular verbs given in this lesson for we so often make mistakes in the use of these verb forms.

Then, too, the verb kindly changes its form to accommodate itself to the time of the action—action in the present, in the past, in the future—action completed before the present time—before some time past—or before some future time—and action progressing and not yet completed in the present, in the past or in the future. Then it can also change to show whether its subject is acting or being acted upon. Isn't the verb a wonderfully accommodating member of the co-operative commonwealth of words?

And can you not see hidden under all this, a marvelous development in the intellectual needs of men from the day of the savage's signs and grunts to the day when we can express such shades of meaning? This tool of expression, language, has had a wonderful evolution side by side with the evolution of the other tools by which man expresses his creative genius; from the forked stick with which man scratched the soil to the great machine-driven plow of today; from the simple threshing flail to the monster threshing machine of modern times.

There is nothing so wonderful as man's ability to express himself. Add a little to your knowledge every day and the sum total will soon surprise you.

Yours for Education,

THE PEOPLE'S COLLEGE.

INFLECTION—CHANGES IN FORM

104. You remember that nouns have certain changes in form to indicate changes in use. Verbs also have several changes in form to correspond with changes in their use or meaning. Notice the following sentences:

• I think.
• I thought.
• I work.
• I worked.

What is the difference in the meaning of I think and I thought? of I work and I worked? When we say, I think, or I work, we mean that the action is now, to-day, in the present; but when we say, I thought, or I worked, we mean that now is not the time of the action, but that the action was performed sometime in the past. So we have a change in the verb form to denote time. The simple form of the verb, like think or work, is used to denote present time. When we wish to express past time we do it by changing the form of the verb. Now note the following:

Now let us write this in another way.

105. You notice in this table we use the expressions first person, second person, and third person. I and we indicate the person or persons speaking and are called the first person. You indicates the person or persons spoken to and is called the second person. He, she, it, they, and the person or persons or things spoken of, are called the third person.

We use the word you when speaking to one or more than one now-a-days. It used to be that when speaking to a single person, people said thou, and in speaking to two or more they said you. But we today have dropped the old form thou, and use you for both singular and plural.

106. Now note, in the above table, that there is only one form change in the verb, and this is in the third person singular. We say I call, You call, We call, They, or The men call, but we say He, or the man calls, in speaking of one person or thing. So we change the form of the verb with any subject which denotes the third person and the singular number. This form is made by adding s to the simple form of the verb, therefore we may call it the s-form because it always ends in s.

Remember that this s-form is used to express present time with a third person, singular subject. BE CAREFUL NOT TO USE THIS FORM WITH ANY PLURAL SUBJECT. There is no other change in the verb form in expressing the present time in any verb, except in the verb be.

107. This little verb be is one of the most troublesome verbs in our language, and since it is used in forming verb phrases, it will be well to commit the following table to memory. Watch closely your use of this bothersome little word. Note that it has a change in form for the first person singular, as well as for the third person singular. All other verbs have just the one change, the s-form for the third person singular. The verb be has a form also to use with the first person singular, the pronoun I.

108. The present time form is the form which expresses present time. It is expressed by the simple form of the verb with the exception of the third person singular, which is expressed by the s-form.

PAST TIME

109. To express past time we change the form of the verb. Notice the following:

Notice that these various forms of the verb which express past time are all made by changes from the simple form, which expresses present time. You will also notice that these five verbs used in the above table all form their past time form in different ways. For example, call adds ed; send changes the final letter from d to t; fall changes the vowel in the middle of the word from a to e; bring changes both the vowel and the final letter from bring to brought; hide drops the final letter e.

110. Verbs whose past time forms are made by adding d or ed to the simple form are called regular verbs.

Verbs whose past time forms are made in some other way than by adding d or ed are called irregular verbs.

111. There are about two hundred of these irregular verbs which form their past time in the following ways:

1. By change in the vowel letter, as fall, fell; write, wrote; see, saw; sing, sang; come, came.

2. By dropping the final vowel; as hide, hid; slide, slid; bite, bit.

3. By dropping a vowel from the middle of the word; as bleed, bled; feed, fed; lead, led.

4. By changing the final letter or letters; as send, sent; lose, lost; spend, spent.

5. By changing the vowel and final letters; as bring, brought; seek, sought; catch, caught.

6. By changing the vowel sound and adding t or d; as sleep, slept; feel, felt; flee, fled.

There are some irregular forms which we must learn and be exceedingly careful in their use. Study the list in this lesson.

Exercise 1

Write the present and past time forms of the following verbs as the verb think is written in the table given below.

• think
• ride
• have
• give
• write
• ask
• make
• try
• speak
• run
• see
• do

112. Be very careful not to use the s-form except for the third person singular. Be especially careful in the use of different forms of the verb be. It is in the use of this verb that we so frequently make mistakes. Watch your own language and the conversation of your friends and note these mistakes and correct them in your own mind. These common blunders in the use of English mark us as careless or uneducated by everyone who hears us speak. We have fallen into bad habits oftentimes and make these mistakes when we know better, and only constant watchfulness for a time can overcome the habit. After a time we learn to speak correctly without effort, and then these mistakes made by others offend the ear like a false note in music.

Exercise 2

Cross out the wrong form in the following:

• They was—were not here.
• The clouds has—have gathered.
• People is—are indifferent.
• The train was—were on time.
• The men was—were armed.
• Our school building is—are inadequate.
• The workers earn—earns their wages.
• The voters elect—elects the President.
• They do—does as they please.
• We was—were there on time.

DOING DOUBLE WORK

113. We have found now three forms of the verb, the simple form, the s-form, and the past time form, and, in addition, the I-form, or the first person form of the verb be. There are no other real verb forms, but there are two other changes made in the form of the verb when it ceases to be used as the predicate, the asserting word of the sentence, and becomes, in part, another part of speech.

Notice in the following sentences:

• Making shoes is his work.
• He enjoys making shoes.

In each of these sentences the word making, from the verb make, is used as a noun. In the first, Making shoes is his work, making is used as the subject of the sentence. In the second, He enjoys making shoes, making is used as the object of the verb enjoys. But making is not like the ordinary noun, for it has an object making—what?—making shoes. Shoes is the object of the action expressed in making. A noun never takes an object; so while the word making is used as a noun, it is also partly a verb. It is a form of the verb used as a noun, but keeping in part its verb nature, partaking of the nature of two parts of speech at the same time.

Hence these forms of the verb are called participles. Participle means partaker.

The participle may also be used as an adjective. Notice the following:

• The crying child came toward us.
• The rescuing party arrived.

In these sentences crying and rescuing are formed from the verbs cry and rescue, and are used as adjectives to describe the noun child and the noun party. So a participle is a mixed part of speech. It is partially a verb, but is not a true verb. A true verb is always used as the predicate, the asserting word in the sentence and always has a subject. The participle never has a subject; it may have an object, but not a subject.

114. There are two forms of the participle. The active form or the present form as it is sometimes called, ends in ing, as, waiting, walking, saying. It expresses action, existence, or possession as going on at the time mentioned in the sentence.

115. The other form of the participle is the passive form or the past form of the participle. This ends in ed in the regular verbs, and has various forms in the irregular verbs. It is formed in regular verbs by adding d or ed to the simple form, hence has the same form as the past time form, as for example, present time form, call—past time form, called—past participle, called. You will find the past participle forms of irregular verbs in the list of irregular verbs given in this lesson, as for example—present time form, go—past time form, went—past participle, gone.

116. You will find as we study the verb phrases in later lessons that these participles are used in forming verb phrases. As for example:

• He is coming.
• They are trying.
• He has gone.

A participle is a word derived from a verb, partaking of the nature of a verb and also of an adjective or a noun.

LET US SUM UP

117. Verbs have five form changes.

Exercise 3

Write in columns like the above the five forms of the following verbs:

• do
• try
• give
• hope
• live
• rob
• have
• think
• sing
• get
• wave
• lose
• come
• make

Exercise 4

Study carefully the following quotation. You will find in it all five of the form changes of the verb—the present time form, the s-form, the past time form, the present participle and the past participle. In the verb phrases had been filled, has survived, has gone, has proved and be dismayed, you will find the past participle used in forming the verb phrase. We will study these verb phrases in later lessons.

In the verb phrases, was stumbling, was groping, is conquering, are carrying, the present participle is used in forming the verb phrases. Could reconcile is also a verb phrase. We will study these verb phrases also in later lessons.

The present participles, struggling, persevering and regaining are used as adjectives. Study them carefully and find the words which they describe. The present participles imagining, learning and suffering are used as nouns. Note their use.

The past participles rebuffed, self-reproached, discouraged and promised are used as adjectives. Find the words which they modify. There are several present time forms, several past time forms, and several s-forms. Find them and study carefully their usage.

OUT OF THE DARK

By Helen Keller

America's famous blind girl, who has come to see more than most people with normal eyes.

Step by step my investigation of blindness led me into the industrial world. And what a world it is. I faced unflinchingly a world of facts—a world of misery and degradation, of blindness, crookedness, and sin, a world struggling against the elements, against the unknown, against itself. How could I reconcile this world of fact with the bright world of my imagining? My darkness had been filled with the light of intelligence, and, behold, the outer day-lit world was stumbling, was groping in social blindness. At first, I was most unhappy, but deeper study restored my confidence. By learning the suffering and burdens of men, I became aware as never before of the life-power which has survived the forces of darkness—the power which, though never completely victorious, is continuously conquering. The very fact that we are still carrying on the contest against the hosts of annihilation proves that on the whole the battle has gone for humanity. The world's great heart has proved equal to the prodigious undertaking which God set it. Rebuffed, but always persevering; self-reproached, but ever regaining faith; undaunted, tenacious, the heart of man labors towards immeasurably distant goals. Discouraged not by difficulties without, or the anguish of ages within, the heart listens to a secret voice that whispers: "Be not dismayed; in the future lies the Promised Land."

List of Irregular Verbs

Here is a list of the principal irregular verbs—the present and past time forms and the past participle are called the principal parts of a verb.

(Those marked with an r have also the regular form.)

SPELLING

LESSON 6

Every vowel or every vowel combination pronounced as one vowel sound indicates a syllable (excepting final e in such words as fate, late, rode, etc.) Take the word combination, for example. In this word we have four syllables, thus: Com-bi-na-tion.

A syllable is that part of a word which can be uttered distinctly by a single effort of the voice. Remember that each syllable must contain a vowel or a vowel combination like oi or ou, which is pronounced as one vowel. Sometimes the vowel alone makes the syllable as in a-lone, e-qual, etc. The final e in words like late, and fate is not sounded. It is silent, we say.

All words ending in silent e have the long vowel sound, with a very few exceptions. Words without the final e have the short vowel sound as for example: fate, fat; mate, mat; hide, hid; rode, rod.

In dividing words into syllables the consonant is written with the preceding vowel when that vowel is short. If the vowel is long the consonant is written with the next syllable, as for example, de-fine and def-i-ni-tion. In de-fine the e is long therefore f, the consonant following, is written with the next syllable, fine. In def-i-ni-tion the e has the short sound, therefore the f is written with the e in the syllable, def.

When there are two consonants following the vowel, divide between the consonants, as for example, in-ven-tion, foun-da-tion, etc. Never divide a digraph, that is, two consonants which are sounded together as one sound, as for example, moth-er, catch-er, te-leg-ra-pher, etc.

In writing words containing double consonants like dd, ll, ss, divide the word into syllables between the double consonants, as for example, per-mit-ted, ad-mis-sion, sad-dest, etc.

Monday

• Important
• Accommodate
• Person
• Correspond
• Action

Tuesday

• Difference
• Notice
• Indicate
• Remember
• Irregular

Wednesday

• Mistake
• Conversation
• Correctly
• President
• Ordinary

Thursday

• Participle
• Passive
• Various
• Phrase
• Quotation

Friday

• Imagine
• Confidence
• Humanity
• Faith
• Future

Saturday

• Whisper
• Thought
• Ability
• Knowledge
• Genius

PLAIN ENGLISH

LESSON 7

Dear Comrade:

I wonder if you have ever thought as to how our language grew.

We get the words in our language from many sources. The English language today is a development of the early Anglo-Saxon. England was called originally Angle-land which was gradually shortened into England. So we have in our language what are called pure English or Anglo-Saxon words. These words form the bulk of our every day vocabulary, being simple, strong, forceful words. Then we have in our English many foreign words which we have adopted from other languages. There are many Latin and Greek words; these we use in our more elegant speech or writing.

There is an interesting bit written by Sir Walter Scott in his novel of early England, "Ivanhoe," which illustrates the manner in which words have come into our language and also the difference in speech which marks the working class and the exploiting class. As those who do the work of the world rid themselves of the parasites who have appropriated the produce of their labor, through the ages, they will demand that which belongs to them—the best—the best in language as in everything else.

"'... I advise thee to call off Fangs and leave the herd to their destiny, which, whether they meet with bands of traveling soldiers, or of outlaws, or of wandering pilgrims, can be little else than to be converted into Normans before morning, to thy no small ease and comfort.'

"'The swine turned into Normans to my comfort!' quoth Gurth. 'Expound that to me, Wamba, for my brain is too dull and my mind too vexed to read riddles.'

"'Why, how call you these grunting brutes running about on their four legs?' demanded Wamba.

"'Swine, fool, swine,' said the herd; 'every fool knows that.'

"'And swine is good Saxon,' said the jester; 'but how call you the sow when she is flayed, and drawn, and quartered, and hung by the heels like a traitor?'

"'Pork,' answered the swineherd.

"'I am glad every fool knows that too,' said Wamba; 'and pork, I think, is good Norman-French, and so when the brute lives and is in charge of a Saxon slave, she goes by her Saxon name; but becomes a Norman and is called pork when she is carried to the castle-hall to feast among the nobles. What dost thou think of that, friend Gurth, ha?' ... "

So you see even in words the distinction is made between those who produce and those who possess.

But the day is at hand when those who work shall also enjoy. We have fought for religious and political freedom. Today we are waging the battle for industrial freedom. It is your struggle. Study—prepare yourself to do battle for your rights.

Yours for Freedom,

THE PEOPLE'S COLLEGE.

FUTURE TIME

118. We have learned how to express present time and past time, by changes in the form of the verb. But we very often desire to make a statement in which we do not express either present or past time, thus we may say:

• We shall enjoy our rights some day.
• He will join us in the struggle.

We do not mean to say that we do enjoy our rights now, in the present, or that we did in the past, but that we shall enjoy our rights some time in the future. In the second sentence, will join expresses the same idea of future time. To indicate future time, we do not make a change in the verb form, but we use shall and will with the simple form of the verb.

119. We denote future time by use of a verb phrase made by placing shall or will before the simple form of the verb.

120. The rule of some grammarians is to use shall always in the first person, the person speaking, to denote future time, and will with the second person, the person spoken to, and with the third person, the person spoken of, to denote future time. But common usage does not always follow the rules of the grammarians, and, in the course of time, affects and changes these rules. So our common usage of today uses will in the first person to express future time, as well as shall.

This rule of grammarians marks a nicety of speech and conveys a distinction of meaning which it really seems worth while to retain. The idea of the grammarians is that when we use will with the first person and shall with the second or third person, we express a promise or determination. Thus if I say, I shall go, I simply mean that my going will be in the future. But if I say, I will go, I either mean that I am promising to go or that I am expressing my determination to go. So also if we use shall in the second and third persons. If we say, You will go or He will go, we are simply stating that the going will be in the future, but if we say, You shall go, or He shall go, we mean that we promise or are determined that you or he shall go.

To be technically correct this distinction should be observed. Shall in the first person, and will in the second and third express simple futurity. Will in the first person and shall in the second and third express promise or determination. But in every day conversation this distinction is not observed, and many of our best writers do not follow this rule.

Exercise 1

Mark the future time forms in the following sentences:

1. I shall speak of liberty.
2. I will never give up.
3. I shall write to him.
4. He shall not starve.
5. We shall expect you.
6. They shall suffer for this.
7. I shall go to New York.
8. He will call for me.
9. The hungry shall be fed.
10. You will soon see the reason.
11. You shall never want for a friend.
12. They shall some day see the truth.
13. We will not fight against our class.
14. We will stand together.

PERFECT TIME

121. Past, present and future, being the three divisions of time, one would naturally expect that when we had found how to express these three forms, we would be through, but if you stop to think, you will find that there are other verb phrases of which we have need.

When we wish to speak of action as completed at the present time, we do not say:

• I study my lessons every day, but, I have studied my lessons every day.
• Not, You work for him every day, but, You have worked for him every day.
• Not, He sees her frequently, but, He has seen her frequently.

Can you not readily see the difference in the meaning expressed in I work every day, and I have worked every day? In the first sentence you express a general truth, I work every day, a truth which has been true in the past, is true in the present, and the implication is that it will continue to be true in the future. But when you say, I have worked every day, you are saying nothing as to the future, but you are describing an action which is completed at the present time. This is called the present complete or present perfect time.

122. Perfect means complete, and present perfect describes an action perfected or completed at the present time. So it is possible for us to express a necessary shade of meaning by the present perfect time form.

123. The present perfect time form describes an action completed at the present time, and is formed by using the present time form of have and the past participle of the verb.

124. Review in the last lesson how to form the past participle. Remember that it is one of the principal parts of the verb. In regular verbs the past participle is the same form as the past time form. In irregular verbs the past participle is quite often different from the past time form, as for example: go, went, gone; do, did, done, etc.

Watch closely your irregular verbs and see that you always use the past participle with have or had; never use the past time form with have or had.