Digitized by tine Internet Archive in 2007 witii funding from IVIicrosoft Corporation http://www.archive.org/details/englisliforbusineOOwebsrich ENGLISH FOR BUSINESS AS APPLIED IN COMMERCIAL, TECHNICAL, AND OTHER SECONDARY SCHOOLS BY EDWARD HARLAN WEBSTER HEAD OP THE DEPARTMENT OP ENGLISH THE TECHNICAL HIGH SCHOOL, SPMNGFIELD, MASS. NEW YORK NEWSON & COMPANY Copyright, 1916, By Newson & Company All rights reserved ^^7 PREFACE This composition text is designed to meet the needs of all high schools that aim to prepare pupils for the business of hfe. In using the title English for Busi- ness, the author wishes to suggest breadth rather than limitation of purpose. About eighty-five per cent of the pupils in our high schools never go to college but, upon graduation, engage in some business or professional pursuit. This is especially true of boys. Another large group of pupils, in both classi- cal and vocational high schools, find it necessary to work in stores, offices, and shops in free time in order to support themselves while attending school. Be- cause of these facts, the author has aimed to create a book which will supply both of these groups with the practical training necessary for such immediate hfe purposes. The ultimate aim of every high school course in English composition is to train pupils to speak and write with clearness, accuracy, and directness upon subjects of interest which are within their grasp. With this conviction in mind, the author has included in this text such exercises as are suited to the knowl- edge and experience of pupils of the high school age. Many of these exercises have been suggested by pupils as a result of their activities in business or technical occupations. Many have suggested them- selves as a part of the efficient running of school 3 359643 4 PREFACE activitjey. Soinci have been included to meet the conditions that confront the young graduate engaged in secretarial work; but in no case have present needs been sacrificed to hypothetical conditions that pupils may never meet in real hfe. Subjects for investiga- tion have been designed, whenever possible, not only to furnish pupils with material for expression but also to insure their becoming acquainted with the business organizations of the towns of which they are a part. No broad and extensive business experience is needed, therefore, by the pupils or the teachers in working with the exercises in this manual. The book is unified by making purpose, selection, and arrangement the necessary prerequisites of all composition activities. It is imperative that these essentials be appreciated and appUed if directness, clearness, and force are to be developed in oral and written composition. In Part I, therefore, the exer- cises deahng with business subjects are related closely to composition principles; in Part II, the purely business exercises are constantly related to the composition principles developed in Part I. Careful attention has been given to oral composi- tion and grammar. Fully one-half the book is designed to develop speaking abihty. Chapter IV contains the correct forms of constructions which give trouble in every-day speech. Daily oral drill upon selected exercises should aid the teacher in securing grammatically accurate oral compositions Such daily drill should improve the conversational Enghsh of the pupils. Written grammar has been closely related to composition activities. Grammati- PREFACE 5 cal information, as such, has been consigned to the appendix for reference. Whenever practicable, the author has included (a) preliminary questions and suggestions; and (b) revision questions. Such questions will cultivate critical judgment and stimulate self-reliance in the pupils, and will save the time of teachers and pupils in the work of indicating and correcting mistakes in form and content. Many pages have been devoted to business corre- spondence because training in letter writing is essential for boys and girls, whatever the general aim of the school. The letter models have been written, for the greater part, by men who have made letter writing a study for years. Pupil-letters have been included occasionally for the purpose of critical analysis. The author suggests that the teacher determine in many instances whether letters are to be written as in private hfe or dictated as in business. Much practical work can be accomplished if the class is occasionally divided, when possible, into working groups for the purpose of writing shorthand dictation. Such letters should be dictated by pupils who have carefully considered every aspect of the communica- tion before attempting the exercise. The pupils who take the dictation should later copy their notes on the typewriter, if possible, in order to give their manuscript a businesslike appearance. The book is essentially a practice manual, containing over four hundred exercises. These exercises are ar- ranged singly or in groups, in such a way that teachers can see the purpose of the group as well as of the indi- 6 PREFACE vidual exercise in developing and reenforcing composi- tion principles. Subjects for sales talks have been scattered through- out the book. These subjects are expected to be suggestive merely. Pupils should contribute similar subjects which are concerned with their actual selling experiences. No kind of exercise can be more valu- able and interesting than this. The teacher should see to it that all of the principles developed in Chapter IX are applied in this work; for a skillful sales talk calls into play narrative, descriptive, expository, and argumentative ability. The author desires to make special mention of his indebtedness to Mr. LaFayette L. Butler, who, because of his knowledge of English teaching and his practical work in business, has been able to render invaluable aid in the preparation of the manuscript. The author wishes, also, to acknowledge his indebted- ness to Mrs. Louise M. Bullman, teacher of type- writing. High School of Commerce, Springfield, Massachusetts; to Mr. Harold Adin Nomer, teacher of EngUsh and public speaking, the' Lawrenceville School; to Mr. Karl F. Adams, principal of the High School of Commerce, Omaha, Nebraska; to Mr. Harold E. White of the Springfield Safe Deposit and Trust Company; and to the teachers of the English department of the Technical High School, Springfield, Massachusetts. For permission to use selections from certain of their publications, thanks are due to: Charles Scribner's Sons for two paragraphs from "A Friend of Justice" and "Little Rivers," by Henry van PREFACE 7 Dyke; The Review of Reviews for passage from President Wheeler's article on football; D. Appleton & Company for extracts from "The Business of Advertising," by E. E. Calkins, "All the Days of My Life," by Amelia E. Barr; and three letters from "Life and Letters of Thomas Henry Huxley " ; Hall & Locke Co. for selection from " Vocations " ; J. B. Lippincott Company for quotation from Corbin's "Me- chanical Inventions of To-day"; Henry Holt and Com- pany for letter from Charles Lamb to Wordsworth, from Lockwood & Kelly's "Letters that Live"; The Atlantic Monthly for selection from "Telephone" by Joseph Hus- band; Yale University Press for passage from "Hindrances to Good Citizenship," by James Bryce; The Outlook for ex- cerpt from George Kennan's article on "Vesuvius," in The Outlook of July 7, 1906; G. P. Putnam's Sons for citations from "The American Business Woman," by John H. Crom- well; A. C. McClurg & Co. for paragraph from "Ads and Sales," by Herbert N. Casson; Harper & Brothers for ex- tracts from "Jane Eyre," by Charlotte Bronte, and " Imagination in Business," by Lorin F. Deland; Doubleday, Page & Company for extracts from "The Octopus," by Frank Norris, and "The Empire of Business," by Andrew Carnegie; The University of Chicago Press for passages from Manly and Powell's "A Manual for Writers"; A. W. Shaw Company for quotations from "System"; Victor Talking Machine Company for "Tone" advertisement; Scientific American for article on the aeroplane; Houghton Mifflin Company for quotations from Maxwell's " Salesman- ship"; Chamber of Commerce of New York for Baron Rosen's speech at the banquet of the Chamber, November 21, 1907; The Macmillan Company for excerpts from "The New New York," by John C. Van Dyke, and from "The Soul of the Far East," by Percival LoweU. Mr. E. C. HiU of The Sun, for the account of the Yale-Taft dinner; Mr. Will Irwin for the account of the San Francisco earth- quake; Harper's Weekly for "The Aeroplane," by Francis Medhurst; T. B. De Vinne for two pages from "Correct Composition," by Theodore L. De Vinne. CONTENTS PART ONE. — PRINCIPLES OF ORAL AND WRITTEN EXPRESSION CHAPTER PAGE I. Purpose, Plan, Presentation in Speaking and Writing 13 Application of Principles 15 II. A General Study of the Paragraph 26 The Duty of a Paragraph 28 Paragraphs in a Series 30 III. The Grammar of the Sentence 42 Definition of a Sentence 42 Kinds of Sentences According to Use 45 Declarative 45 Interrogative • 45 Exclamatory 46 Imperative 46 The Entire Subject and the Entire Predicate 46 Normal Order 46 Inverted Order 48 Base and Modifiers 51 The Structure of Sentences 55 Simple 56 Complex 57 Compound , . . 59 IV. Essentials of Oral Grammar 65 Rules and Exercises for Oral Practice 66 V. Capitals and Punctuation 93 VI. Word Study 123 The Importance of Words 123 How to Broaden the Vocabulary 123 The Origin, Growth, and Decay of Words 124 The Power of Words 126 Syllabication 142 Common Rules for Spelling 144 General Words Frequently Misspelled 146 Business Words 155 Technical Words 158 VII. The Rhetoric of the Sentence 161 Unity 161 Coherence 166 Emphasis 169 9 10 CONTENTS VIII. The Rhetoric of the Paragraph 177 Unity 177 Coherence 182 Mass 186 IX. Kinds of Paragraphs 190 Narrative 190 Newspaper Narrative 196 Descriptive 200 Expository 205 Argumentative 214 X. Social Correspondence 223 PART TWO. — PRINCIPLES OF COMPOSITION APPLIED TO BUSINESS XI. The Newspaper . 231 General Characteristics 231 Heading a Newspaper 233 How News is Gathered 234 Newspaper Style 235 XII. Advertising 247 The Benefits of Advertising 247 Ideas Back of Advertising 249 Purpose 249 Selection 250 Arrangement 250 Testing Advertisements 251 Advertisements Belated to Composition Principles . . . 259 Narrative 260 Descriptive 262 Expository 263 Argumentative 265 XIII. A General Study of the Business Letter .... 270 The Parts of a Business Letter 272 The Heading 272 The Introductory Address 274 The Salutation 277 The Body 278 The Complimentary Close 278 The Signature 279 Folding a Letter 282 The Envelope 285 XIV. The Essential Qualities of a Business Letter . . 290 Brevity • • .• • 290 Clearness 291 Accuracy 291 Courtesy 291 Completeness and Orderliness of Presentation 292 CONTENTS 11 XV. Oral Aspects of Business Communications .... 296 The Dictation of Business I^etters 296 The Telephone Message 300 XVI. Parliamentary Procedure 303 XVII. After-Dinner Speaking 311 Introductory 311 Successful Qualities of an After-Dinner Speech . ... 316 Planning an After-Dinner Speech 318 Delivering an After-Dinner Speech 319 XVIII. Banks and Banking Forms 322 Banks, Their Kinds and Functions 322 Checks 324 Bank Drafts 327 The Promissory Note 328 XIX. Types of Business Letters 332 Letters of Application 332 Letters of Recommendation and Introduction 336 Letters Ordering and Acknowledging Goods 339 Letters Containing Inclosures 344 Letters Requesting Extension of Time 347 Letters Requesting Payment 349 Letters Answering Complaints 354 Form and Sales Letters 358 Telegrams, Night Letters, Cablegrams 368 XX. Scientific AND Technical Description: Specification. 372 Purpose of Specifications 372 Specifications Distinguished 372 Specifications Applied to Business Correspondence . . . 384 PART THREE. — APPENDIX A. The Parts of Speech 389 B. Model Extracts and Model Outlines 410 C. Abbreviations, Contractions, Grammar Practice . . . 421 D. Sales Talks, Vocational Topics 429 E Signs Used in Proof Reading 434 F. Bibliography 436 ENGLISH FOR BUSINESS PART ONE PRINCIPLES OF ORAL AND WRITTEN EXPRESSION Chapter I PURPOSE, PLAN, AND PRESENTATION IN SPEAKING AND WRITING ** The difference between men who succeed and men who fail," says James Bryce, "is not so much as we commonly suppose due to differences in intellectual capacity. The difference which counts for most is that between activity and slackness; between the man who, observing alertly and re- flecting incessantly, anticipates contingencies before they occur, and the lazy, easy-going, slowly-moving man who is roused with difficulty, will not trouble himself to look ahead, and so being taken unpre- pared loses or misuses the opportunities that lead to fortune." In no field of endeavor is success more depend- ent upon anticipating contingencies before they arise than in writing or speaking. He who would succeed in any kind of composition activity must be able to see the end toward which he is direct- ing his own and another's thoughts. He must be 13 14 ENGLISH FOR BUSINESS capable of appreciating at the outset what ideas will help him accomphsh his purpose; he must know the relative value of his thoughts so that he can arrange them in an effective order; and, finally, he must throw himself heart and soul into his work and write or speak with enthusiasm, sincerity, and conviction. The success of an advertiser's work, for example, depends largely upon his ability to awaken in the public a desire for what he has to supply, whether it be entertainment, service, merchandise, or what not. To attain this object he famiharizes himself with whatever he wishes to advertise so that he can exhibit its special advantages in the most telling way. He selects such qualities as he believes will appeal most strongly to those for whom his spe- cialty is designed. He omits or barely mentions certain attributes, and emphasizes others. He then organizes this selected material and presents it in a form both striking and convincing. In the same way, it will be well for us, in our work throughout this book, to famiharize ourselves with the details of each problem, in order to de- termine: first, what we wish to say (our purpose); second, how we can plan our material (the selection and arrangement of our ideas) ; and, lastly, how we can present our thoughts so as to make them direct, clear, and forceful (our composition). These basic principles may be expressed in the following form. PURPOSE, PLAN, AND PRESENTATION 15 I. Purpose : the specific aim for which the writing or speaking is done n. Plan or Outline : A. Selection of ideas to meet the purpose B. Arrangement of ideas to meet the purpose III. Presentation : speaking or writing with direct- ness, clearness, and force Exercise 1. — Oral and Written (Application of Principles) 1. Determine upon a specific purpose, and select those topics which will be effective in developing any one of the following subjects. 1. The uses of electricity in the advertising business. 2. The uses of electricity in transportation. 3. The uses of electricity in transmitting messages. Model outline : I. Purpose : to show the advantages of electricity in fighting n. Plan: A. Advantages in indoor lighting 1. Safety 4. Cost 2. Comfort 5. Quality of the light 3. Convenience B, Advantages in outdoor lighting 1 . Convenience in the method of starting 2. Cost 3. Quality of the light Note: All disadvantages are kept out. They would be foreign to the subject. All other ideas connected with elec- 16 ENGLISH FOR BUSINESS tricity except the one of its advantages are, because of the purpose, excluded. 2. Make a list of ideas about electricity suggested by your subject which, if introduced, would make your composition rambling. 3. Imagine you are a high school boy who wishes to secure subscribers for the Saturday Evening Post. With such a purpose in mind, select and arrange the argu- ments you would use in trying to place this pubhcation in a home the spirit of which is reflected by any one of the following replies: (1) " I don't want it." (2) " Call again." (3) " I am too busy to talk to-day." (4) " I'll think it over." (5) "I take too many magazines." (6) "I can't afford it." (7) "I'm too busy to read it." 4. Develop into an oral composition the plan pro- duced in the preceding exercise. 6. In the following description what particular char- acteristic of the room is it the purpose of the author to present.? The red room was a spare chamber, very seldom slept in; yet it was one of the largest and stateliest chambers in the mansion. A bed, supported on massive pillars of mahogany, hung with curtains of deep red damask, stood out like a tab- ernacle in the center; the two large windows, with their blinds always drawn down, were half shrouded in festoons and falls of similar drapery; the carpet was red; the table at the foot of the bed was covered with a crimson cloth; the walls were a soft fawn color, with a blush of pink in it; the wardroWfe, the toilet table, the chairs, were of darkly-polished oM ma- hogany. Out of these deep surrounding shades rose high and glared white, the piled-up mattresses and pillows of the bed, spread with a snowy Marseilles counterpane. Scarcely less prominent was an ample, cushioned easy-chair near the head PURPOSE, PLAN, AND PRESENTATION 17 of the bed, also white, with a footstool before it; and look- ing, as I thought, like a pale throne. This room was chill, because it seldom had a fire; it was silent, because remote from the nursery and kitchen; solemn, because it was known to be seldom entered. Charlotte Bronte: Jane Eyre. (Adapted.) 6. From the foregoing select those details which give a picture of the room as a whole; those which picture the room in detail; those which give the general effect to the onlooker. What is the value of the order in which these points are presented? 7. With the distinct purpose of showing that this is a very old room, rewrite this description using the sub- joined outline. Plan: A. Room as a whole 1 2 3 etc. (if more) B. Room in detail 1 2 3 etc. (if more) C. General effect of the room 8. With these descriptions of rooms in mind, write a description on one of the following subjects. De- termine upon a purpose in making this description; base the plan on this purpose. If the plan differs from the foregoing model outline, give the reason. 18 ENGLISH FOR BUSINESS 1. A dressing room in confusion. 2. School lunch room at recess. 3. Our dining room on Christmas morning. 4. The engine-room on a steamer. 5. The main floor of a store, Christmas week. 6. A millinery department of a large store at a spring opening. 7. A dining room at a church social. 8. A subway station at midnight. 9. A subway station during rush hour. 10. A waiting room at the dentist's. 9. Study the following description to determine its purpose. Read that part which most clearly shows the purpose of the author in writing it. Gather all the other points that contribute to the purpose. Could any of the topics be omitted without loss to the purpose? The table was taken as if by assault; the clatter of iron knives upon the tin plates was as the reverberation of hail upon a metal roof. The ploughmen rinsed their throats with great draughts of wine, and, their elbows wide, their foreheads flushed, resumed the attack upon the beef and bread, eating as though they would never have enough. All up and down the long table, where the kerosene lamps reflected themselves deep in the oil-cloth cover, one heard the incessant sounds of mastication and saw the uninterrupted movement of great jaws. At every moment one or another of the men demanded a fresh por- tion of beef, another pint of wine, another half-loaf of bread. For upwards of an hour the gang ate. It was no longer supper. It was a veritable barbecue, a rude and primitive feasting, barbaric, homeric. Frank Norris: The Octopus. PURPOSE, PLAN, AND PRESENTATION 19 10. Write a description of a meal at a "quick- lunch room." Determine upon a definite purpose, and from this construct a plan (e.g., the purpose may be to show the slow service in the "quick-lunch" room, or the untidiness of the place, or the hunger of the crowd). 11. Examine the following business letter. For what purpose was it written ? What ideas were selected to meet this purpose.'^ Outhne the letter to show the reason for the writer's arrangement of his thoughts. Note the position of (a) the firm name, (6) the place and date of writing, (c) the name of the person addressed, (d) the salutation, (e) the opening sen- tence of the letter, (/) the relative position of the first word of every paragraph, (g) the comphmentary close, (h) the signature. Observe carefully the punc- tuation of these parts of the letter. Read, in connec- tion with this study, model letter. Chapter XIII. NORMAN J. WHITE FRANK J. PARKMAN WILLIAM G. CLARK Presideni Vice-President Treasurer ALLIED STORES COMPANY White, Parkman 4 Clark Store Buffalo, N. Y., Oct. 26, 1916 Mr. Henry R. Williams, 225 Brown St., Buffalo, N. Y. My dear Sir: When the Allied Stores Company was incorporated, an opportunity was given to subscribe to its stock; but as there was no immediate need for funds, no special effort 20 ENGLISH FOR BUSINESS was made to secure stockholders. Many friends and patrons of this store have welcomed an opportunity to share in its prosperity and we beUeve that there are many others who would gladly avail themselves of this unusual chance if they were acquainted with the strong features of this desirable investment. Splendid progress is being made in the fine six-story structure which will be a part of the completed Buffalo store. Up to the present, this building has been erected largely out of the profits of the business and now, as funds will be required for its completion, a portion of the stock outstanding will be sold to local investors. In distributing this stock among our patrons, we pre- fer that it be sold in small lots, for our chief reason in this method of sale is to secure a large number of share- holders who thereby become partners with us in the busi- ness, giving us their loyal support. With the period of business depression now nearly over, we are on the threshold of the greatest era of pros- perity this country has ever known, and in the face of the coming good times, this opportunity to share in the profits of a combination of big successful stores looks doubly attractive. If you are in doubt about any phase of this invest- ment, or should like to know more about this exceptional opportunity, mail the inclosed card and our representative will be pleased to call upon you. Very truly yours, William G. Clark, Treasurer 12. What is the purpose of the following student let- ter? WTiat facts ordinarily helpful under such circum- stances are omitted ? What information is introduced that has no bearing upon the purpose .^^ Rewrite this crude letter. Make it direct, definite, clear. PURPOSE, PLAN, AND PRESENTATION 21 Springfield, Mass., March 28, 1917 Superintendent of N. Y. C. R. R., New York, N. Y. Dear Sir: On arriving in Springfield, on the 8 : 45 a.m. train Fri- day, I immediately discovered the absence of my valise. It is a black, doctor's vafise, bearing the initials J. T. The rea- son that I prize the vafise is that it is made of the best morocco leather obtainable, and secondly, the valise contained a pearl necklace which I bought for my wife's birthday. The train I was on reached New York at 12 o'clock. Hoping to hear from you as to the success of the search, I remain ^ ^ , Yours truly, j^cob Thorndike 13. Write a business letter on any one of the following subjects. Determine upon a purpose. Make an out- line to meet this purpose. For the punctuation and arrangement of your letter, study model, page 271. 1. Read the following advertisement. THE DESPLAND LARGEST AND MOST MODERN HOTEL AT DAYTONA ON THE FAMOUS FLORIDA "eAST COAST " NOW OPEN. Superb ocean beach, sea bathing, golf, tennis, boating, dancing, orchestra. Accom- modates 250. Many private baths. Hot and cold running water in practicaUy every room; elevator, steam heat, electric light. Superior Cuisine. Booklet on Application. Leon M. Waite, Mgr., Summer Hotel, Soo-Nipi Park Lodge, Lake Sunapee, N. H. 22 ENGLISH FOR BUSINESS a. You are a junior in the Orlando (Florida) High School. You wish to secure a position as bell boy in "The Despland." Apply for the position. (Consult Chapter XIX for a model letter of application.) b. You expect to be in Daytona for a few days next winter with a party of eight. You wish to get information in advance as to the possible accommodations and rates for such a party, during the first week in January. Ask also for the booklet mentioned in the advertisement. 2. You wish to resign, on account of numerous out- side activities, from membership in a certain club. 14. Compare the following social letter with the busi- ness letter given in Exercise 11. Method: Observe the difference in purpose, tone, and form. Read Chapter X. January 30, 1801. Dear Wordsworth, I ought before this to have replied to your very kind invi- tation into Cumberland. With you and your sister I could gang anywhere ; but I am afraid whether I shaU ever be able to afford so desperate a journey. Separate from the pleasure of your company, I don't much care if I never see a moun- tain in my life. I have passed all my days in London, until I have formed as many and intense local attachments as any of you mountaineers can have done with dead nature. The lighted shops of the Strand and Fleet Street; the innumer- able trades, tradesmen, and customers, coaches, wagons, playhouses ; all the bustle round about Covent Garden ; . . . the watchmen; Hfe awake, at all hours of the night; the impossibility of being dull in Fleet Street; the crowds, the very dirt and mud, the sun shining upon houses and pave- ments, the print-shops, the old book-stalls, parsons cheapen- PURPOSE, PLAN, AND PRESENTATION 23 ing books, coffee-houses, steams of soups from kitchens, the pantomimes — London itself a pantomime and a masquer- ade — all these things work themselves into my mind, and feed me, without a power of satiating me. The wonder of these sights impels me into night-walks about her crowded streets, and I often shed tears in the motley Strand from fulness of joy at so much life. All these emotions must be strange to you ; so are your rural emotions to me. But con- sider, what must I have been doing all my hfe not to have lent great portions of my heart with usury to such scenes? My attachments are all local, purely local. I have no passion or have had none since I was in love, and then it was the spurious engendering of poetry and books, for groves and valleys. The rooms where I was born, the fur- niture which has been before my eyes all my life, a book- case which has followed me about like a faithful dog (only exceeding him in knowledge), wherever I have moved, old chairs, old tables, streets, squares, where I have sunned myself; my old school — these are my mistresses. Have I not enough, without your mountains? I do not envy you. I should pity you, did I not know that the mind will make friends of anything. Your sun, and moon, and skies, and hills, and lakes, affect me no more, or scarcely come to me in more venerable characters, than as a gilded room with tapestry and tapers, where I might live with handsome visible objects. I consider the clouds above me but as a roof beautifully painted, but unable to satisfy the mind: and at last, like the pictures of the apartment of the con- noisseur, unable to afford him any longer a pleasure. So fading upon me, from disuse, have been the beauties of Nature, as they have been confinedly called; so ever fresh, and green, and warm are all the inventions of men, and assemblies of men in this great city. I should certainly have laughed with dear old Joanna. Give my kindest love, and my sister's, to D. and your- 24 ENGLISH FOR BUSINESS self; and a kiss from me to little Barbara Lewthwaite. Thank you for liking my play. ^ , i. C Lamb 15. Write a social letter upon any one of the fol- lowing subjects. 1. A "hike" — the crowd, the trip, the building of the fire, the cooking of the meal, the lunch, the fishing, and the results. 2. A school social — plans, their execution, the social, results. The closing of the school year, the coming gradu- ation, summer anticipations. 3. Affairs of interest at home — the new tennis court. Changes at school — the new gymnasium apparatus, the new instructor, his plans for forming classes in wrestling and boxing. Doings at the Club. 16. Write a story with the purpose of showing hero- ism during a fire in the cutting room of a shirt-waist factory. (Consult model narrative outline, Appendix B. Consult also revision questions, Chapter IX.) 17. Your purpose is to convince your teacher that no home work should be given over Sunday. Prove that Monday should be used in a review of the pre- ceding week's work. Select only those topics that will convince her as to the truth of your proposition. Reject all others. Arrange in the order of impor- tance, putting the strongest last, the evidence you are able to gather. (Consult model argumentative out- line, Appendix B. Consult also revision questions, Chapter IX.) 18. Relate orally the career of some man of busi- ness to show how imagination was the secret of his success. If possible, choose a man of your town. PURPOSE, PLAN, AND PRESENTATION 25 19. Relate orally the career of Dorothea Dix. Show how her love of hiunanity made her a power in two hemispheres. General Summary A careful consideration of the varied models of this chapter, together with the exercises as- signed for practice, should show that purpose and plan are the essential prerequisites for all kinds of composition activities. Chapter II A GENERAL STUDY OF THE PARAGRAPH Read carefully the following extract. Why is the first sentence indented? State the central idea of the paragraph in a single sentence. Is there a sentence in which it is expressed.^ Give the para- graph a title based on the central idea. Show how all the numerous details are related to this central idea. In what way do they help to distinguish the Broadway of Tokio from other streets? Make an outline which shows the various attractions of the street described, and the interesting details about these attractions. To stroll down the Broadway of Tokio of an evening is a liberal education in everyday art. As you enter it, there opens out in front of you a fairylike vista of illumination. Two long lines of gaily lighted shops, stretching off into the distance, look out across two equally endless rows of torchlit booths, the decorous yellow gleam of the one contrasting strangely with the demoniacal red flare of the other. This perspective of pleasure fulfills its promise. As your feet fol- low your eyes, you find yourself in a veritable shoppers' para- dise, the galaxy of twinkle resolving into worlds of delight. Nor do you long remain a mere spectator; for the shops open their arms to you. No cold glass reveals their charms only to shut you off. Their wares lie invitingly exposed to the public, seeming to you already half your own. At the very 26 GENERAL STUDY OF THE PARAGRAPH 27 first you come to, you stop involunteirily, lost in admiration over what you take to be bric-a-brac. It is only afterwards you learn that the object of your ecstasy was the commonest of kitchen crockery. Next door you halt again, this time in front of some leathern pocketbooks, stamped with designs in color to tempt you instantly to empty your wallet for more new ones than you will ever have the means to fill. If you do succeed in tearing yourself away pursewhole, it is only to fall a victim to some painted fans of so exquisite a make and decoration that escape, short of possession, is impossible. Opposed as stubbornly as you may be to idle purchase at home, here you will find yourself the prey of an acute case of shopping fever before you know it. Nor will it be much con- solation subsequently to discover that you have squandered your patrimony upon the most ordinary articles of every- day use. If in despair you turn for refuge to the booths, you will but have delivered yourself into the embrace of still more irresistible fascinations ; for the nocturnal squatters are there for the express purpose of catching the susceptible. The shops were modestly attractive from their nature, but the booths dehberately make eyes at you, and with telling effect. The very atmosphere is bewitching. The lurid smurkiness of the torches lends an appropriate weirdness to the figure of the uncouthly clad pedlar who, with the po- liteness of the archfiend himself, displays to an eager group the fatal fascinations of some new conceit. Here the latest thing in inventions, a guttapercha rat, which, for reasons best known to the vender, scampers about squeaking with a mimicry to shame the original, holds an admiring crowd spellbound with mingled trepidation and delight. There a native zoetrope, indefatigable round of pleasure, whose top fashioned £ifter the type of a turbine wheel enables a candle at the centre ingeniously to supply both illumination and motive power at the same time, affords to as many as can find room on its circumference a peep at the composite antics 28 ENGLISH FOR BUSINESS of a consecutively pictured monkey in the act of jumping a box. Beyond this "wheel of life" hes spread out on a mat a most happy family of curios, the whole of which you are quite prepared to purchase en bloc; while a Uttle farther on stands a flower show which seems to be coyly beckoning to you, as the blossoms nod their heads to an imperceptible breeze. So one attraction fairly jostles its neighbor for rec- ognition from the gay thousands that like yourself stroll past in hohday delight. Chattering children in brilliant colors, voluble women and talkative men in quieter but no less pic- turesque costumes, stream on in kaleidoscopic continuity. And you, carried along by the current, wander thus for miles with the tide of pleasure seekers, till, late at night, when at last you turn reluctantly homeward, you feel as one does when wakened from some too delightful dream. Percival Lowell: The Soul of the Far East. What do you note about the length of the fol- lowing paragraph.^ What is its central idea.'^ How many sentences does the author use in conveying that idea.? All that progressives ask or desire is permission — in an era when "development," "evolution," is the scientific word — to interpret the Constitution according to the Darwinian principle ; aU they ask is recognition of the fact that a nation is a living thing and not a machine. WooDROw Wilson: The New Freedom. 1. The Duty of the Paragraph. — Thoughts which are closely related to one another and which help to develop one central or dominating idea, are grouped together. Occasionally our thoughts upon a single topic can be expressed in a single sentence. Such is the case in dialogue GENERAL STUDY OF THE PARAGRAPH 29 and in certain kinds of business letters. More often, as in the first illustration, the topic is of such breadth that it requires a series of sentences for its development. In such an instance, because all the sentences have contributed to one main thought and have been closely related to one another, a singleness of impression is secured. The first duty of a paragraph, then, is to convey a sense of oneness among the related parts in their general effect. A paragraph, therefore, may be (a) a single sentence developing one topic, or (6) a group of closely related sentences develop- ing one topic. From this we can see that every paragraph has a purpose. In the description from *'The Soul of the Far East," the purpose was expressed in the fkst sentence. The sentences which fol- lowed helped to illustrate the opening assertion that "to stroll down the Broadway of Tokio of an evening is a liberal education in everyday art." Furthermore, every sentence of a paragraph must contribute to the paragraph purpose. Your anal- ysis of Lowell's description will show how every sentence aims to develop the idea of the knowl- edge to be gained by a stroll down this famous business street. Thus the sentences in every paragraph, as in the foregoing illustration, must show teamwork; they must all work together to make the general purpose effective. To use a 30 ENGLISH FOR BUSINESS sentence which does not contribute to the para- graph purpose is hke inviting one of your oppo- nents to help you play against your rivals. The paragraph purpose is often expressed in the opening or closing sentence, known as the topic sentence. Many paragraphs, perfect in con- struction, are frequently so organized as to leave to the reader himself the task of determining the writer's purpose. In such instances, the purpose is so evident that it may easily be summarized in a sentence of the reader's invention. A clear-cut expression of the purpose of the paragraph assists (a) the writer in the presenta- tion of his thought, for it supplies the foundation upon which he may build his paragraph; and (6) the reader in discovering instantly the cen- tral idea which the writer is about to develop. Exercise 2. — Written Write a single paragraph: 1. In which the topic is developed in a single sentence. 2. In which the paragraph opens with the topic sen- tence and is developed in detail by closely related sentences. Note: The teacher will be wise in making sure that the topic ideas are not too broad. Such subjects as "A Circus Parade," " The Street I Live on," " My Favorite Amusement," etc., ought to lend themselves to adequate treatment. 2. Paragraphs in a Series. — Thus far we have centered interest on the isolated paragraph. ^ But GENERAL STUDY OF THE PARAGRAPH 31 the subject under consideration may be so broad that an attempt to handle it in a single paragraph would bewilder the reader and give an unwieldi- ness of effect. Therefore, we have to resort to the use of related paragraphs. Read the following expositions. Wealth has hitherto been distributed in three ways: the first and chief one is by willing it at death to the family. Now, beyond bequeathing to those dependent upon one the revenue needful for modest and independent living, is such a use of wealth either right or wise? I ask you to think over the result, as a rule, of millions given over to young men and women, the sons and daughters of the millionaire. You wiU fmd that, as a rule, it is not good. Nothing is truer than this, that as a rule the "almighty dollar" bequeathed to sons or daughters by millions proves an almighty curse. It is not the good of the child which the millionaire parent con- siders when he makes these bequests, it is his own vanity; it is not affection for the child, it is self-glorification for the parent which is at the root of this injurious disposition of wealth. There is only one thing to be said for this mode, it furnishes one of the most efficacious means of rapid distri- bution of wealth ever known. There is a second use of wealth, less common than the first, which is not so injurious to the community, but which should bring no credit to the testator. Money is left by millionaires to pubHc institutions when they must relax their grasp on it. There is no grace, and can be no blessing, in giving what cannot be withheld. It is no gift, because it is not cheerfully given, but only granted at the stern summons of death. The miscarriage of these bequests, the litigation connected with them, and the manner in which they are frittered away, seem to prove that the Fates do not regard 32 ENGLISH FOR BUSINESS them with a kindly eye. We are never without a lesson that the only mode of producing lasting good by giving large sums of money is for the miUionaire to give as close attention to its distribution during his hfe as he did to its acquisition. We have to-day the noted case of five or six miUions of dol- lars left by a great lawyer to found a public hbrary in New York, an institution needed so badly that the failure of this bequest is a misfortune. It is years since he died; the will is pronounced invaUd through a flaw, although there is no doubt of the intention of the donor. It is sad commentary upon the folly of men's holding the millions which they cannot use until they are unable to put them to the end they desire. Peter Cooper, Pratt of Baltimore, and Pratt of Brooklyn, and others are the type of men who should be taken by you as your model; they distributed their surplus during life. The third and the only noble use of surplus wealth, then, is this: that it be regarded as a sacred trust, to be admin- istered by its possessor, into whose hands it flows, for the highest good of the people. Man does not live by bread alone, and five or ten cents a day more revenue scattered over thousands would produce httle or no good. Accumu- lated into a great fund, and expended as Peter Cooper ex- pended it for Cooper Institute, it estabUshes something that wiU last for generations. It will educate the brain, the spiritual part of man. It furnishes a ladder upon which the aspiring poor may climb; and there is no use whatever try- ing to help people who do not help themselves. You cannot push any one up a ladder unless he be wiUing to climb a little himself. Therefore, I have often said, and I now re- peat, that the day is coming, and already we see its dawn, in which the man who dies possessed of miUions of available wealth which was free and in his hands ready to be distrib- uted will die disgraced. Andrew Carnegie: Wealth and Its Uses. (Adapted.) GENERAL STUDY OF THE PARAGRAPH 33 Exercise 3. — Oral Discussion What would be a fitting subject for this extract? What is the main purpose? What is the purpose of each of the three paragraphs? How does para- graph 2 connect with paragraph 1? Paragraph 3 with paragraph 2? Give the reason for the order in which these paragraphs stand. Could the para- graphs possibly be combined into a single unit? Exercise 4. — Written The student athletes of a school get one of their number to write to a man who owns a lot near the school, for permission to use it as a baseball diamond. Write the letter using the following divisions as paragraph topics. The reason for writing (the request for the use of the land). The handicap to the school in baseball competition with other schools. The advantages of a baseball team to the general spirit of the school. The advantages to the mem- bers of the team. The appreciation of teachers, students, and alumni if the request is granted. Bear in mind that the broad purpose of the letter is to persuade the owner of the land that it would mean much to the school to use his vacant lot as a baseball diamond. Note that each paragraph has a special purpose which contributes to the purpose of the student in writing the letter. Furthermore, observe that the paragraphs are related and arranged in a logical order, each an outgrowth of the preceding one and leading, by its subject matter, to the follow- ing one. 34 ENGLISH FOR BUSINESS Every paragraph in a series serves a definite pur- pose in the development of the whole. It is related to its neighbor, and demands, by virtue of its subject matter, a definite placing so that a logical and force- ful arrangement may be secured. The places of emphasis in the development of a composition of more than one paragraph are, as in the develop- ment of a single paragraph, the beginning and the end. A composition of several paragraphs is Hke a finely equipped train. To the engine are joined bag- gage car, passenger car, bufi'et car, dining car, parlor cars, and observation car. They are all joined to- gether in order to serve one main purpose, viz., to compose a train remarkable for its equipment; each car in itself is a unit that bears some relation to its neighboring cars; the cars are so arranged that the best effect for the passengers is secured. Exercise 5. — Oral 1. Read each paragraph in the following selections: As a whole: (a) to discover its purpose, (b) to discover the sentence, if there is one, that states this purpose (the topic sentence) and where it is placed in the paragraph, (c) to determine the rela- tion of the paragraph to its neighboring paragraph or pairagraphs. Sentence by sentence: to determine (a) in what way each meets the purpose of the paragraph, (6) also in what way the sentences are related to one an- other, and (c) why they stand in the order in which they are found. GENERAL STUDY OF THE PARAGRAPH 35 1. The supper had disposed every one to gayety and an old harper was summoned from the servants' hall, where he had been strumming all the evening, and to all appearance comforting himself with some of the Squire's home-brewed. He was a kind of hanger-on, I was told, of the establishment, and, though ostensibly a resident of the village, was oftener to be found in the Squire's kitchen than his own home, the old gentleman being fond of the sound of "harp in hall." The dance, like most dances after supper, was a merry one; some of the older folks joined in it, and the Squire him- self figured down several couple with a partner, with whom he affirmed he had danced at every Christmas for nearly half a century. Master Simon, who seemed to be a kind of connecting link between the old times and the new, and to be withal a little antiquated in the taste of his accomplishments, evidently piqued himself on his dancing, and was endeavor- ing to gain credit by the heel and toe, rigadoon, and other graces of the ancient school; but he had unluckily assorted himself with a Uttle romping girl from boarding school, who, by her wild vivacity, kept him continually on the stretch, and defeated all his sober attempts at elegance: — such are the ill-assorted matches to which antique gentlemen are unfortunately prone I The young Oxonian, on the contrary, had led out one of his maiden aunts, on whom the rogue played a thousand little knaveries with impunity: he was full of practical jokes, and his delight was to tease his aunts and cousins; yet, like all madcap youngsters, he was a uni- versal favorite among the women. The most interesting couple in the dance was the young officer and a ward of the Squire's, a beautiful blushing girl of seventeen. From several shy glances which I had noticed in the course of the evening, I suspected there was a little kindness growing up between them; and, indeed, the young soldier was just the hero to captivate a romantic girl. He was tall, slender, and handsome, and, hke most young 36 ENGLISH FOR BUSINESS British officers of late years, had picked up various small accomplishments on the continent; — he could talk French and Itahan — draw landscapes — sing very tolerably — dance divinely; but, above all, he had been wounded at Waterloo: — what girl of seventeen, well read in poetry and romance, could resist such a mirror of chivalry and perfection! The moment the dance was over, he caught up a guitar, and, lolling against the old marble fireplace, in an attitude which I am half inchned to suspect was studied, began the little French air of the Troubadour. The Squire, however, exclaimed against having anything on Christmas eve but good old Enghsh; upon which the young minstrel, casting up his eye for a moment, as if in an effort of memory, struck into another strain, and, with a charming air of gallantry, gave Herrick*s "Night Piece to Julia." The song might or might not have been intended in compliment to the fair Julia, for so I found his partner was called; she, however, was certainly unconscious of any such appUcation, for she never looked at the singer, but kept her eyes cast upon the floor. Her face was suffused, it is true, with a beautiful blush, and there was a gentle heaving of the bosom, but aU that was doubtless caused by the exercise of the dance; indeed, so great was her indiffer- ence, that she amused herself with plucking to pieces a choice bouquet of hothouse flowers, and by the time the song was concluded the nosegay lay in ruins on the floor. The party now broke up for the night with the kind- hearted old custom of shaking hands. As I passed through the haU, on my way to my chamber, the dying embers of the Yule log stiU sent forth a dusky glow, and had it not been the season when "no spirit dares stir abroad," I should have been half tempted to steal from my room at midnight, and peep whether the fairies might not be at their revels about the hearth. Washington Irving: The Sketch-Book. GENERAL STUDY OF THE PARAGRAPH 37 2. Andre's story is the one overmastering romance of the Revolution. His youth, grace, and accompHshments won the affection of his guard and the sympathy of the whole army. In all the glittering splendor of the full uniform and ornaments of his rank, in the presence of the whole Ameri- can army, without the quiver of a muscle or sign of fear, the officers about him weeping, the bands playing the dead march, he walked to execution. To those around, he cried, *'I call upon you to witness that I die like a brave man," and swung into eternity. America had a parallel case in Captain Nathan Hale. When no one else would go upon a most important and peril- ous mission, he volunteered and was captured by the British. He was ordered to execution the next morning. When asked what he had to say, he replied: "I regret I have but one life to lose for my country." The dying declarations of Andre and Hale express the animating spirit of their several armies, and teach why, with all her power, England could not conquer America. *'I call upon you to witness that I die like a brave man," said Andre; and he spoke from British and Hessian sur- roundings, seeking only glory and pay. *'I regret I have but one life to lose for my country," said Hale; and with him and his comrades self was forgotten in that passionate patriotism which pledges fortune, honor, and life to the sacred cause. Chauncey M. Depew: Orations and Speeches. 2. Separate the following selection into para- graphs, the topics of which are: the magic draught, its effect, the reaction. There, in fact, stood the four glasses, brimful of this won- derful water, the delicate spray of which, as it effervesced from the surface, resembled the tremulous glitter of dia- monds. It was now so nearly sunset that the chamber had 38 ENGLISH FOR BUSINESS grown duskier than ever; but a mild and moonlike splendor gleamed from within the vase, and rested alike on the four guests, and on the doctor's venerable figure. He sat in a high-backed, elaborately carved oaken armchair, with a gray dignity of aspect that might have well befitted that very Father Time, whose power had never been disputed, save by this fortunate company. Even while quaffing the third draught of the Fountain of Youth, they were almost awed by the expression of his mysterious visage. But, the next moment, the exhilarating gush of young life shot through their veins. They were now in the happy prime of youth. Age, with its miserable train of cares, and sorrows, and dis- eases, was remembered only as the trouble of a dream, from which they had joyously awoke. The fresh gloss of the soul, so early lost, and without which the world's successive scenes had been but a gallery of faded pictures, again threw its enchantment over all their prospects. They felt like newcreated beings, in a newcreated universe. They were a group of merry youngsters, almost maddened with the exu- berant froficksomeness of their years. The most singular effect of their gaiety was an impulse to mock the infirmity and decrepitude of which they had so lately been the vic- tims. They laughed loudly at their old-fashioned attire, the wideskirted coats and flapped waistcoasts of the young men, and the ancient cap and gown of the blooming girl. One limped across the floor, like a gouty grandfather; one set a pair of spectacles astride of his nose, and pretended to pore over the black letter pages of the book of magic; a third seated himself in an armchair, and strove to imitate the venerable dignity of Dr. Heidegger. Then all shouted mirthfully, and leaped about the room. The Widow Wich- erly — if so fresh a damsel could be called a widow — tripped up to the doctor's chair, with a mischievous merriment in her rosy face. And then they stood stiU and shivered; for it seemed as if gray Time were caUing them back from GENERAL STUDY OF THE PARAGRAPH 39 their sunny youth, far down into the chill and darksome vale of years. They looked at old Dr. Heidegger, who sat in his armchair, holding the rose of half a century, which he had rescued from among the fragments of the shattered vase. At the motion of his hand, the four rioters resumed their seats; the more readily, because their violent exer- tions had wearied them, youthful though they were. They shivered again. A strange dullness, whether of the body or spirit they could not tell, was creeping gradually over them all. They gazed at one another, and fancied that each fleet- ing moment snatched away a charm, and left a deepening furrow where none had been before. Was it an illusion? Had the changes of a hfetime been crowded into so brief a space, and were they now four aged people, sitting with their old friend, Dr. Heidegger.? 3. Paragraph the following letter. Make a suit- able heading, introduction, and complimentary close for it. (See Chapter XIII for the parts of a business letter.) We are in receipt of your letter of June 16, in which you ask for information concerning our summer hotel, with especial reference to opportunities for amusement and exer- cise. By this mail, we are sending you, under separate cover, an illustrated booklet describing both our indoor and outdoor sports. This pamphlet should give you a clear conception of the care we have taken to offer our patrons, at a very moderate cost, every conceivable kind of oppor- tunity for pleasurable recreation in a modern hotel and in one of the most beautiful sections of the Shenandoah Valley. This booklet contains, however, no mention of the Turkish baths which we are now installing and which should be completed by September 1, the date when we note you wish to begin your vacation. The work is being done by 40 ENGLISH FOR BUSINESS the same firm that constructed the popular Fleischman baths of your city and the contract calls for an exact repro- duction of those baths, allowing for changes due to progress made since the Fleischman baths were constructed, five years ago. We are inclosing a httle pamphlet by Dr. James O. Rice, the famous nerve specialist, who highly endorses Turkish baths for one in the condition in which you de- scribe yourself. The price of a single bath to the patrons of our hotel will be one dollar, or twelve baths for ten dollars. We should like to call your careful attention, however, if this method of bathing does not appeal to you, to the de- scription of our natural hot baths mentioned in our own illustrated booklet, page 16. 4. Outline the following subjects for letters, show- ing the purpose of the whole letter, the purpose and arrangement of each paragraph in the series neces- sary to develop the subject as a whole. (Consult Chapters IX and X.) 1. Letter describing a new golf course. 2. Letter describing the appointments of your father's new oflfice. 3. Letter explaining a plan for a walking trip. 4. Letter to a school friend telling of a successful bas- ket ball game. 5. Letter to convince a friend that he should join you in the country during his vacation. 5. Write a series of related paragraphs on one of the following topics. (Consult Chapter IX.) 1. The advantages of the typewriter. 2. Recent improvements in typewriters. 3. The necessity for accuracy and speed in operating a typewriter. GENERAL STUDY OF THE PARAGRAPH 41 4. Kinds and uses of duplicating machines. 5. The care of the typewriter. 6. The chief industries of your town. 7. The moving-picture theatre as a money-making project. 8. The disadvantages of a "one-street business section." 9. A comparison of land values in the various sec- tions of your town. 10. The advantages of location in the success of any retail business. 11. The value of the "life pack'* to the aviator. 12. Application of air propellers to water craft. 13. A modern logging camp. 14. Advantages of the various kinds of motors for automobiles. 15. The utilization of the wastes and by-products of factories. 16. Contrivances for fighting fire. 17. The main causes of railroad accidents. 18. The advantages of a lunch room within a modern department store. 19. Roman letter-writing and writing materials. 20. Devices that help motorists. 21. The obstacles to good scholarship in our school. 22. Ways of overcoming the obstacles to good scholar- ship in our school. 23. Advantages to students of engaging in school activities. 24. The value of a school magazine. Chapter III THE GRAMMAR OF THE SENTENCE 1. Definition of a Sentence. — There is a mold into which we cast our tlioughts when we speak or write that gives them completeness of expression. We may, for instance, picture to the reader or listener, the dark appearance of the sky by saying, the sky is dark or the dark sky. The picture suggested by the expression the dark sky is essentially the same as the one created by the expression the sky is dark, the only difference being in the forms in which the thought is expressed. The first group of words, however, on account of its form, leaves the mind suspended and waiting for something more; the second group of words, on account of its form, satisfies the mind, with a sense of completeness and finish. The sky is dark is a sentence; the dark sky is not. Whether a thought, then, is com- pletely expressed or not, depends upon the form in which it is cast. We may say, therefore, that a sentence is a thought expressed in complete form. Exercise 6. — Oral 1. Read aloud the following extracts taken from compositions written by high school pupils. 42 THE GRAMMAR OF THE SENTENCE 43 Reconstruct each of these extracts to make a com- plete sentence : (a) by supplying missing elements, (6) by making appropriate substitutions, (c) by cor- recting punctuation and capitalization, or (d) by doing all three. 1. He aimed his bow toward his friend and shot, the arrow went right into Pepper's mouth. 2. The time came when the doors were opened, the house was not so crowded as usual. 3. When it was time for the play to begin, Fred Langdon was disappointed. Because he could not have his way, he took his arrow home, this left the others without one. 4. Their gallant captain spoke on the bravery of the company all through the war. Especially those who had lost their Uves. 5. He looked up but did not speak he could not he had a shock. 6. In one of the New York tenements Uves a Httle girl with her mother, these people are poor. 7. In the middle of the ceiling hung an electric Ught the shade had a large hole in it. 8. We punched a hole in the keg. Thrusting a fuse in we followed it to its end. 9. As they sailed down the shore having a delightful time. The little boy saw a large cloud in the west. 10. Down near the square a new block was being built, one of the boys proposed that we take all the lime barrels £ind set them afire. 2. Read aloud the following selection. Pause at the end of every sentence long enough to feel con- sciously the completeness of its expression. A plain appeal for a plain but definite promise occasion- ally has gratifying results. I remember that one December, 44 ENGLISH FOR BUSINESS about ten years ago, I decided to send a New Year's greeting to a lot of debtors whose indebtedness we intended to wipe off the books as uncollectible at the then fast ap- proaching close of our fiscal year. The letter which we sent was pronounced by my superior officer, "About the silliest thing I ever saw." It started out with a more or less poetic reference to the dawn of the new year. We proceeded on the assumption that delinquent debtors are particularly conscious of their indebtedness on January 1, although I do not beUeve they are, nor that the emphasis laid on this point had anything to do with the success of our letter, ex- cept as it afforded a shghtly different and decidedly less peremptory introduction than is found in most dunning letters. The important money-getting paragraph in this letter proved to be the following: "From what we beheve to be true of you as a man, the fact that you have not paid us can mean but one thing; namely, that circumstances over which you have had no control have prevented you from paying. It would be an impertinence for us to inquire into those circumstances. They are a part of your own private affairs. All that we ask of you now is that you tell us when you will pay. If you name a date when you will pay, we know you will do it. Your statement of the exact date upon which we may expect payment will be helpful to us because we have the same problems of raising money that you have. We are a toge concern, to be sure, but for the same reason that a farmer keeps no more horses in his stable than he needs to plough his corn, we keep no more money in our business than we actually need. Therefore when you write us when you will pay, a little cash will also be appreciated if you can spare it now, etc." You can't blame the man who called this a silly letter, yet it brought several hundred dollars in cash and promises that ultimately netted several thousand dollars. One of THE GRAMMAR OF THE SENTENCE 45 the latter was from a gentleman who had been discharged in bankruptcy. He said: "I guess you don't know I am an adjudicated bankrupt and don't owe you a cent under the law. If you did, you wouldn't write me that way. I don't have to pay you, but I will on May 1." He did. William Maxwell: Salesmanship. 3. Reproduce orally the foregoing selection. Pause long enough at the end of every sentence so that the class may feel the completeness of each of your thoughts. 4. Write five sentences about the business street of your town, with the purpose of showing: (a) its attractiveness, or (b) its lack of space, or (c) its ad- vantages as a place for trade. Read your composition aloud to see if each sen- tence satisfies your ear by its completeness. 2. Kinds of Sentences. — According to use there are four kinds of sentences: I. A declarative sentence. — It tells, declares, states, asserts something. A period is placed after it. Example: The sounding aisles of the dim wood rang To the anthem of the free. Felicia Hemans II. An interrogative sentence. — It asks a ques- tion. An interrogation point is placed after it. Example: Why, why repine, my pensive friend. At pleasures slipp'd away? Walter Savage Landor 46 ENGLISH FOR BUSINESS III. An exclamatory sentence. — It is used to express strong feeling or emotion. An exclamation point is placed after it. Example: How weary, stale, flat and unprofitable Seem to me all the uses of this world! William Shakespeare IV. An imperative sentence. — It is used in mak- ing a request, an entreaty, a command. A period is placed after it. Example: Recompense to no man evil for evil. The Bible Punctuation is often of immense service in de- termining the interpretation which we should give to a written sentence. Our thoughts are fre- quently accompanied by strong feehngs. Some- times we are angry, sometimes happy ; now we have feelings of love, now of pity, and, again, we are the victims of feelings of dislike or hatred. In speaking, we show these feelings by the tones of the voice, by the expression of the face, and by gestures. In writing, we have not these means of expressing emotions, but we use the exclamation mark to indicate that our thoughts are accom- panied by strong feeling or emotion. 3. The Entire Subject and the Entire Predi- cate. Normal Order. — The complete sentence is composed of two main parts, subject and predi- cate. The entire subject of a sentence is that THE GRAMMAR OF THE SENTENCE 47 part about which something is stated. In the sen- tence, *'The breaking waves dashed high," the subject is the breaking waves because it is about them that something is stated. The entire predi- cate of a sentence is that part which states some- thing about the subject. Dashed high is the predicate of the foregoing sentence because it states something about the breaking waves. Subject and predicate are the essential parts of a sentence. In an imperative sentence, the subject is often understood. In this sentence from the Bible, '' Give unto the Lord the glory due unto his name," the subject you is understood. Exercise 7. — Oral What kind of sentence is each of the following? Separate it into entire subject and entire predicate. Let one part name the subject of the thought and let the other part express what is thought about the subject. 1. Cotton is a leading staple export of the United States. 2. A large part of the yearly crop is sent to England. 3. Many factories in England are dependent upon this crop. 4. The United States supplies many countries of Europe with grain. 5. Buenos Aires, the capital of Argentina, has a popula- tion of more than a million. 6. Tobacco, first discovered in America, is grown in nearly every country in the world. 48 ENGLISH FOR BUSINESS 7. The most common method of competition in business is that of miderselling. 8. A successful invention in one portion of a manufac- turing process urgently demands an equally effective ap- paratus in another. 9. The business world is sparkling with romance and invention. 10. The story of watchmaking in the United States is a story of triumph for the spirit of Americanism. 4. The Entire Subject and the Entire Predi- cate. Inverted Order. — Often to secure smooth- ness, clearness, emphasis, variety, the normal order is changed. We speak of the parts of a sen- tence as being in the inverted order when (a) the entire predicate precedes the entire subject, as, At the door on summer evenings sat the little Hia- watha; (6) the entire subject is placed between parts of the entire predicate, as. From fearful trip, the victor ship comes in with object won. In an interrogative sentence, the inverted order is commonly used to give the sentence question form. Exercise 8. — Oral and Written 1. When the following sentences have not the usual arrangement of parts (subject 1, predicate 2), give it to them. Note the loss in smoothness, variety, and ease of expression. A. Anyhow, here was the friendly well, in its old place, half way up the lane. Here the yoke-shoulder village folk were wont to come to fill their clinking buckets. They had flat wooden crosses inside each pail. On the top of the THE GRAMMAR OF THE SENTENCE 49 pails these floated to keep the water from slopping over. We used to wonder by what magic this strange principle worked. Kenneth Grahame: The Golden Age. (Adapted.) B. Here mystery Im-ked and peeped. The copse, too, proved vast in extent. When, at last, the wood opened and sloped down to a streamlet brawling forth into the sunlight, I was really glad. By this cheery companion I wandered along. Rapids, also, there were, telling of canoes and portages. At last, after what lapse of time I know not, my further course, though not the stream's, was barred by some six feet of stout wire netting. Kenneth Grahame: The Golden Age. (Adapted.) 2. In the following units state the relative posi- tion of subject and predicate in each sentence. Com- pare the two for (a) close relation of thoughts, (6) smoothness, (c) variety, (d) proper emphasis of parts. A. In the morning there was the steep hill beside the fall to climb; ... it was a road set on end. But Pichou flattened his back and strained his loins and dug his toes into the snow and would not give back an inch. When the rest of the team balked, the long whip slashed across their backs and recaUed them to their duty. At last their leader topped the ridge, and the others struggled after him. Be- fore them stretched the great dead-water of the river, a straight white path to No-Man's-Land. The snow was smooth and level, and the crust was hard enough to bear. Pichou settled down to his work at a glorious pace. He seemed to know that he must do his best, and that some- thing important depended upon the quickness of his legs. 50 ENGLISH FOR BUSINESS On through the gUttering soUtude, on through the death- like silence sped the cometique, between the interminable walls of the forest, past the mouths of nameless rivers, under the shadow of grim mountains. At noon Dan Scott boiled his kettle and ate his bread and bacon. But there was nothing for the dogs, not even for Pichou; for discipline is discipline, and the best of sledge-dogs will not run well after he has been fed. Henry van Dyke: A Friend of Justice. B. The steep hill beside the fall was to be climbed in the morning; ... it was a road set on end. But Pichou flattened his back and strained his loins and dug his toes into the snow and would not give back an inch. The long whip slashed across their backs and recalled them to their duty when the rest of the team balked. Their leader at last topped the ridge, and the others struggled after him. The great dead-water of the river, a straight white path to No- Man's-Land, stretched before them. The snow was smooth and level, and the crust was hard enough to bear. Pichou settled down to his work at a glorious pace. He seemed to know that he must do his best, and that something important depended on the quickness of his legs. The cometique sped on through the glittering soUtude, on through the death-Hke silence, between the interminable walls of the forest, past the mouths of nameless rivers, under the shadow of grim mountains. Dan Scott at noon boiled the kettle, and ate his bread and bacon. Nothing was there for the dogs, not even for Pichou ; for discipline is disciphne, and the best of sledge-dogs wiQ not run well after he has been fed. 3. Answer these questions so as to construct a para- graph the sentences of which will show variety in the placing of the subjects. THE GRAMMAR OF THE SENTENCE 51 A. What are the two essential parts of a sentence? B. What is the usual position for the subject? the predicate ? C In what other parts of the sentence may the sub- ject be placed? D. What is gained by using the inverted order occasionally? 5. Base and Modifiers. — The base of the subject is the necessary or principal part of the entire subject. In the sentence, *'The lowing herd winds slowly o'er the lea," the principal part of the entire subject, the lowing herd, is herd. The base of the predicate is the necessary or principal part of the entire predicate. In the foregoing sentence, the principal part of the entire predi- cate, winds slowly o'er the lea, is winds. The base of the sentence is made up of the necessary parts (base of entire subject and base of entire predi- cate) of the two essential parts of the sentence (subject and predicate). In the preceding sen- tence, the base of the sentence is herd winds. This is the framework of the sentence. To make the meaning of the sentence more com- plete and definite, words or groups of words may be added to the basal elements. Such words or groups of words are called modifiers. In this way the and lowing modify herd, the base of the subject; and slowly and o'er the lea modify winds, the base of the predicate. Modifiers should always be placed as close as possible to the words they modify. 52 ENGLISH FOR BUSINESS Modifiers are of various forms — word, phrase, clause. Examples : The little bird sits at his door in the sun. James Russell Lowell I heard a thousand blended notes, While in a grove I sat reclined. William Wordsworth The and little are word modifiers, modifying bird; at his door and in the sun are phrase modifiers, modifying sits. While in a grove I sat reclined is a clause modifier, modifying heard. A phrase is a group of related words which does not contain a subject and predicate. Examples: at the door; time and again; somehow or other; on the spur of the moment. A clause is a group of words containing a sub- ject and predicate but making only part of a sentence. While in a grove I sat reclined is a clause, for it is only a part of the foregoing sentence. The sub- ject is /; the predicate, sat reclined in a grove. Important Note It is necessary very often in writing and speaking to be able to distinguish principal elements from modifiers. In the sentence, "Every one of the children is in- vited," it is necessary to know that every one, which is THE GRAMMAR OF THE SENTENCE 53 singular, and the base of the subject, determines the number of the verb is invited, and not children, which is only a part of a modifier of the subject. Exercise 9. — Oral or Written 1. In the following sentences select the base of the subject; of the predicate; of the sentence. 1. By the slow streams the frogs all day and night Dream without thought of pain or heed of ill. Archibald Lampman 2. The birds made Melody on branch and melody in midair. Alfred Tennyson 3. The winds of heaven mix forever With a sweet emotion. Percy Bysshe Shelley 4. The rain came down with a roar like fire. Duncan Campbell Scott 5. The swamp oak, with his royal purple on. Glared red. James Russell Lowell 6. With scent of smoke, the pied leaves fall to earth In ruddy troops for burial and rebirth. Richard Burton 7. From the hard, unlovely sod Springs the glancing goldenrod. Margaret E. Sangster 8. These winter nights against my window pane Nature with busy pencil draws designs Of ferns and blossoms and fine spray of pines. Oak leaf and acorn and fantastic vines. Thomas Bailey Aldrich 54 ENGLISH FOR BUSINESS 9. Then from a neighboring thicket the mocking bird, wildest of singers, Swinging aloft on a willow spray that hung o*er the water. Shook from his little throat such floods of delirious music, That the whole air and the woods and the waves seemed silent to Usten. Henry W. Longfeixow 2. From the sentences just given select modifiers that express the following ideas. 1. Place, means, manner, purpose. 2. Name the other modifiers. Tell what each expresses. 3. Classify these modifiers as word, phrase, clause. 4. If a modifier consists of more than one word, see if it can be changed to a single word, without changing the meaning. 5. Determine the position of each modifier in relation to that which it modifies. 3. To these sentence bases add specific modifiers. Tell what kind of modifier (word, phrase, or clause) is used. Place each modifier as close as possible to that which it modifies. 1. Wind blew, (kind, manner) 2. Lightning struck, (place) 3. Thunder rolled, (manner) 4. People were running, (appearance, condition, direction) 5. Flames burst, (kind and place) 6. Child stood, (place) 7. Firemen climbed, (purpose) 8. Child was rescued, (means) THE GRAMMAR OF THE SENTENCE 55 4. To the following sentence bases add any ap- propriate modifiers. Tell whether each addition is word, phrase, or clause. State what each addition expresses. Be careful to place each modifier where the meaning requires it. 1. a. Coal is used. h. It is found. c. Miners live. d. They work. e. They become dissatisfied. /. Strikes occur. g. Property is destroyed. h. Lives are lost 2. a. Train came. h. Gong sounded. c. Horse became terrified. d. Driver saw and leaped. e. Horse and wagon were destroyed. /. Train rushed. 6. Revise the foregoing compositions by applying the facts learned in the study of the placing of the subject and predicate. (See pages 34, 35, 36.) For the sake of smoothness, clearness, or emphasis, rearrange the sentence parts as the thought suggests. Reread Chapter II. Make of 1. and 2., exercise 9, section 4, well-constructed, purposeful paragraphs. 6. The Structure of Sentences. — Sentences, in respect to their grammatical structure, are classified as simple, complex, and compound. These three forms are valuable because they help us to convey our thoughts not only with great variety but' also with precision. 56 ENGLISH FOR BUSINESS I. A simple sentence is one which contains no clause modifiers. It is, as a rule, short, pointed, direct. It is of much service in expressing a brief, terse thought. A series of short, * simple sentences makes the movement of the writing rapid and force- ful. An imperative sentence frequently assumes the simple form, as, for example: "Shut the door." "Keep off the grass." Note the cumulative effect of the sentences in the following extract. In two minutes the battle was lost and won. The ranks of Balfour's regiment broke. He was cloven down. . . . Mackay's own foot were swept away by the furious onset of the Camerons. His brother and nephew exerted themselves in vain to rally the men. The former was laid dead on the ground by a stroke from a claymore. The latter, with eight wounds on his body, made his way through the tumult and carnage to his uncle's side. Even in that extremity Mackay retained all his self-possession. He still had one hope. A charge of horse might recover the day. Macaulay: The History of England from the Accession of James II. Exercise 10. — Written 1. Write five simple sentences upon: 1. A relay race (aim at point and action). 2. Crabbing (aim at directness). 3. Our tennis match (aim at interest). 4. How to do or make something (aim at clearness of statement). 2. Write a series of simple sentences upon any of the following topics. Through arrangement, occa- sional inverted order, etc., aim at making each suc- cessive sentence more vivid and effective. THE GRAMMAR OF THE SENTENCE 57 1. A fire breaks out; fire department is notified; horses dash out; the scene at the fire. 2. Aboy is canoeing on the river; the canoe gets caught in the rapids; boy loses control of it; the terrible predicament. 3. Clouds begin to gather ; sky grows darker ; distant rumble of thunder; swift moving of clouds; thunder grows louder; descent of rainstorm. 4. A little girl gets up to make a recitation in public; begins nicely; forgets a line; her further confusion. II. A complex sentence contains one or more clause modifiers. We speak of the modifying clause or clauses as being dependent, that is, "hanging on" or depending upon the main or independent clause. If the main clause were taken away, the dependent clause or clauses would be helpless, because the ex- pression would be incomplete. The independent or principal clause conveys the main purpose of the com- plex sentence. The dependent or subordinate clause (or clauses) helps to limit or define the independent clause. A wastebasket is under your desk. It is a family relic, having belonged to your great-grand- parents. If you say to a friend who is visiting you, "That wastebasket, which is under my desk, be- longed to my great-grandparents," you emphasize the age and personal value of the basket. If, how- ever, you say, "That wastebasket, which belonged to my great-grandparents, is under my desk," you emphasize the place of the basket. Your aim or purpose determines which idea you will emphasize, which you will subordinate. Thus, by means of a complex sentence, you can show the relative impor- tance of your ideas. 58 ENGLISH FOR BUSINESS Exercise 11. — Oral or Written Combine the following sentences, expressing the purpose idea in the main clause. What is the func- tion of the subordinate clause in effecting the pur- pose? For its punctuation, see Chapter V, page 102. 1 . Purpose : to show that Washington died two years after giving up pubhc life. 2. Purpose: to empha- size the date of publi- cation. 3. Purpose: to show that Hamilton assisted Washington. 4. Purpose: to empha- size the time given to the composition. 5. Purpose: to empha- size the fact that the copy was prepared by Washington. Washington died in 1799. He had given up ac- tive political life in 1797. Washington's Farewell Address was pubKshed in 1796. It came out in "The American Daily Advertiser." Washington consulted Alexander Hamilton in the preparation of the Address. Hamilton possessed lit- erary ability. The "Farewell Address" was written with great care and deliberation. The Address was ne£irly five months in the mak- ing. The final draft was in the handwriting of Washington. It shows painstaking revision. THE GRAMMAR OF THE SENTENCE 59 Exercise 12. — Written 1. Write complex sentences in which the dependent clauses express time cause object (of an action) place condition result purpose manner means In each sentence underhne the word or words used to relate the subordinate to the principal clause. 2. Develop the ideas in the following outline (a) by means of simple sentences, (6) by means of com- plex sentences. Compare the sets of sentences. Note the monot- ony in each. Develop the ideas in the outhne by varying the sentence structure; that is, using simple and complex sentences. Note how variety helps to hold the attention. Thanksgiving Day, grand stand gay with color and bright voices; the championship football game between Harvard and Yale; the positions of the rooters; noise of horns and cheers at every telling play; the tense excitement because of a tie score; the great enthusiasm when one team makes the winning touchdown. III. A compound sentence consists of two or more independent clauses, each of which makes a com- plete statement. The clauses of a compound sen- tence are said to be coordinate, because they sustain the same relation in the structure of the sentence. They are equal in value. Examples : The guests are met, the feast is set. Samuel Taylor Coleridge 60 ENGLISH FOR BUSINESS The heavens declare the glory of God, and the firmament showeth his handiwork. The Bible Many are the afflictions of the righteous; but the Lord deUvereth him out of them all. r/ic Bible Read the clauses in the second sentence. What is their relation to each other? (That is, is one de- pendent upon the other or are they distinct.'^) Could they be separated and each still make a complete sentence.'^ What word relates them.? What is the meaning and force of the relating word.?^ In the third sentence, note how the connective hut brings the two contrasting clauses together. This contrast helps to make the sentence more forceful and strengthens the meaning of the whole. Exercise 13. — Oral In the following sentences read the separate clauses. In which sentences are clauses brought together for the purpose of contrast? What relation word or mark of punctuation is used in connecting the contrasting parts? In which sentences are clauses brought together with the purpose of weaving har- monious parts into a whole? What relation word or mark of punctuation is used in connecting these har- monious parts? In which sentences are clauses brought together for the purpose of showing choice, addition, or result? What word or mark of punctua- tion is used to show this relation? 1. Little deeds of kindness make life pleasant, but great deeds of self-sacrifice make life noble. THE GRAMMAR OF THE SENTENCE 61 2. Tell me what you like and I will tell you what you are. 3. Misfortune could not subdue him and prosperity could not spoil him. 4. The law of the Lord is perfect, converting the soul; the testimony of the Lord is sure, making wise the simple. 5. Hatred stirreth up strifes; but love covereth all sins. 6. Life is real, life is earnest, and the grave is not its goal. 7. You may talk of the tyranny of Nero and Tiberius; but the real tyranny is the tyranny of our next door neighbor. 8. Be not a witness against thy neighbor without cause; and deceive not with thy lips. 9. The glory of young men is their strength; and the beauty of the old men is the gray head. 10. All his assumptions were false ; therefore, his con- clusion was false. 11. Either you are right or you are wrong. 12. He may play golf as well as he plays tennis. 13. If men were consistently selfish, you might analyze their motives; if they were consistently noble, they would express in their conduct the laws of the highest perfection. 14. Not only is it well to speak clearly, but it is also excellent to speak interestingly. 15. Some men appear poor, yet they are rich. 16. The leaves are faUing; therefore, winter will soon be here. 17. Either he must do it or I will. 18. The clouds are gathering rapidly and it may storm. 19. The great war with France had been carried on by British and American troops, and its expense was borne partly by Great Britain, partly by the colonies. 20. He strove long for mastery; nevertheless, he was overcome. 21. The rain fell in torrents and so the game was deferred. 22. He would not study; therefore, he failed. 62 ENGLISH FOR BUSINESS 23. Cromwell was not only a great general; he was also a great statesman. 24. Discretion shall preserve thee and understanding shall keep thee. Exercise 14. — Written 1. Write two or more compound sentences with the purpose of showing contrast or opposition. Use the word but to relate the clauses of the compound sentences. The following are merely suggestions. 1. Horseback riding; bicycling. 2. Outdoor skating; rink skating. 3. Pingpong; tennis. /j. The seashore; the mountains. 5. Written manuscript; typewritten manuscript. 6. Single entry bookkeeping; double entry bookkeeping. 7. "Monarch" keyboard; "Smith Premier" keyboard. 8. Pitman system of shorthand ; Gregg system of short- hand. 2. Write two or more compound sentences with the purpose of showing addition (use the relation word and) ; with the purpose of showing choice (use either . . . or; neither . . . nor; nor) ; with the purpose of showing cause and effect (use therefore; hence; accordingly). Exercise 15. — Oral In the following compound sentences, supply in the blank spaces the proper relation words. 1. Times change — we change with them. 2. The prince felt nearly the same emotions, — he thought it more manly to conceal them. THE GRAMMAR OF THE SENTENCE 63 3. Herman had risen to greatness in the army, — by his valorous exploits he had become a general, — he was much endeared to the king. 4. Goldsmith obtained a medical appointment in the service of the East India Company, — the appointment was speedily revoked. 5. The glory of the Lord shall be revealed, and all flesh shall see it together: — the mouth of the Lord hath spoken it. 6. The Lord knoweth the days of the upright; — their inheritance shall be forever. 7. When Culloden was fought, Charles Edward Stuart was still, in Scottish minds, the gallant young prince, un- justly kept from his own, — the clans of Scotland, never yet pledged to the Union, were rallied around their rightful kmg. 8. The newspaper may be entirely proper at breakfast time, — assuredly it is not reading for all day. 9. Commit a crime — the world is made of glass. 10. He hath showed thee, man, what is good; — what doth the Lord require of thee, but to do justly, and to love mercy, and to walk humbly with thy God? IL The glory of sunrise is revealed only once in a day, — even then you will not see it unless you are in the right mood. 12. Thy sun shall no more go down; neither shall thy moon withdraw itself: — the Lord shall be thine everlast- ing light, — the days of thy mourning shall be ended. 13. The wicked borroweth, and payeth not again; — the righteous showeth mercy, and giveth. 14. Put not your trust in money, — put your money in trust. 15. England has allowed the slum to take care of itself, — the slum has turned upon her and eaten out the heart of her strength. 64 ENGLISH FOR BUSINESS 16. There have been many greater writers than Goldsmith, — perhaps no writer was ever more uniformly agreeable. 17. He did not know what words she said, — the envious air would not bear her messages to him. 18. His pohteness attracted many acquaintances, — his generosity made him courted by many dependents. 19. The hope of the righteous shall be gladness: — the expectation of the wicked shall perish. 20. I will try to make the thing intelligible, — I will try not to weary you; — I am doubtful of my success either way. 21. The trumpets sounded, — the army went on its way to France. 22. But now and then she looked up and wailed, and called her mother; — she did not see Perseus, — the cap of darkness was on his head. 23. Bruce, seeing the success of the spider, resolved to try his own fortune ; — as he had never before gained a victory, so he never afterward sustained any decisive defeat. 24. The purpose inducing their stay is altogether un- known; — nor can I suggest any satisfactory reason for it. 25. He was not yet wholly recovered of his sickness; — it would have passed the wit of man to devise means by which he could be kept in his pavilion. 26. The Life of Savage was anonymous; — it was well known in literary circles that Johnson was the writer. 27. When a man hears himself somewhat misrepresented, it provokes him; — when misrepresentation becomes very gross and palpable, it is more apt to amuse him. 28. The newspaper is almost as necessary as your food and clothing; — it is far more luxurious as a possession than anything on the table before you. 29. When you touch the pocketbook of " Uncle Sam," you reach his earthquake center; — for defense, for the pres- ervation of the national honor, this people will spend untold sums. Chapter IV ESSENTIALS OF ORAL GRAMMAR "Habit a second nature! Habit is ten times nature," the Duke of Wellington is said to have exclaimed; and the degree to which this is true no one probably can appreciate as- well as one who is a veteran soldier himself. The daily drill and the years of discipline end by fashioning a man completely over again, as to most of the possibilities of his conduct. "There is a story," says Professor Huxley, "which is credible enough, though it may not be true, of a practical joker who, seeing a discharged veteran carrying home his dinner, suddenly called out, 'Attention!' whereupon the man instantly brought his hands down, and lost his mutton and potatoes in the gutter. The drill had been thorough, and its effects had become embodied in the man's nervous structure." William James : Psychology, Briefer Course. It is not only in military matters but also in many of the affairs of life that drill contributes to efficiency. Constant drill induced in the sergeant a habit which made him act, when he was not thinking, as he had acted during his strenuous hours of military drill. Just so constant drill in the correct forms of language constructions that prove difficult in daily conversation will make you speak correctly from habit. Without conscious 65 66 ENGLISH FOR BUSINESS thought of the rule lying back of the construc- tion, you will use, with perfect naturalness, cor- rect forms of speech. And this habit of correct speaking will be of invaluable assistance to you in every walk of life, but in none more than in business. Probably no one speaks oftener than the man of business ; probably no one is more de- pendent upon the use of English as a tool than the man engaged in active commercial affairs. Inasmuch as self-cultivation in the use of English as a tool must come through talking, the follow- ing opportunities for oral practice in correct gram- matical usage are included in this book. Rule 1. — The object of a preposition is in the ob- jective case. Examples : The house is by the river. The river runs near the house. He sat beside Frank and me. In the first sentence, river is a noun in the ob- jective case, the object of the preposition by. In the third sentence, me is a pronoun in the objec- tive case, the object of the preposition beside. A comparison of the word house in the first sen- tence with the same word in the second sentence shows that a noun does not change its form to distinguish the subjective from the objective case. Rule 1, therefore, is not important in the consid- eration of this part of speech. It is necessary, ESSENTIALS OF ORAL GRAMMAR 67 however, to keep this rule constantly in mind in the use of pronouns, which usually change their form to show difference in case. As an illustration, me, the objective case, must be used in the third sentence, and not /, the subjective. Exercise 16 1. Learn the following forms. Subjective Case Objective Case Singular Singular I me you you he, she, it him, her, it Plural Plural we us you you they them Singular and Plural Singular and Plural who whom whoever whomever whosoever whomsoever 2. The following are the common prepositions. Learn them. Above, after, among, at, before, below, beside, between, but (meaning except), by, except, for, from, in, into, near, of, on, over, to, under, up, with. 3. Read aloud the following sentences. Name in each the preposition and its object. L He did that for Frank and me, 2. He has faith in you and me. 68 ENGLISH FOR BUSINESS 3. All went except John and her. 4. All went but John and her. 5. I did not know to whom I should address the letter. 6. That is a matter between him and them. 7. No differences should exist between you £uid me. 8. To whomsoever he addressed a remark, that person instantly hstened. Exercise 17.— Oral I. Fill in the blanks in the following sentences with the correct form of appropriate pronouns. 1. He was invited by Mrs. Brown and . 2. With did you say he ate supper? 3. He worked for years beside Mr. Harrison and . 4. The party was given to Frank and . 5. Between you and , there is no difference in the two statements. 6. WiU you go with John and ? 7. Between Helen and there is no trouble. 8. Julia was Ustening to Francis and . 9. Between and there never has been a misunderstanding. 10. By was the mistake made.^ II. He is the man with 1 talked last night. 2. Write ten illustrations of Rule 1. Read them aloud. Caution : Be sure to have the second object, if there is one, a pronoun. Rule 2. The object of a verb is in the objective case. Exercise 18. — Oral 1. Repeat the following sentences many times until the objective form of the pronoun sounds natural to the ear. ESSENTIALS OF ORAL GRAMMAR 69 1. She scolded John and me for our tardiness. 2. He wanted both you and him. 3. He aided him and her, 4. He fed them and us, 2. Fill in the blanks in the following sentences with the correct form of appropriate pronouns. 1. did you ask? 2. He meant Fred and . 3. I know both Marie and . 4. They took John and in the automobile. 5. were you assisting? 6. You may invite you please. 7. I know they mean. 8. That work was done by Lucy and . 9. and her friends I admire. 10. do you expect to see at the party? 11. They elected James and as managers. 12. and their comrades I shall invite. 13. do you think they will elect as candidate? 14. do you think I saw in Rome last summer? 15. do you think will be chosen? Rule 3. — The case of a relative pronoun is deter- mined by its use in the clause which it introduces. Relative pronouns may be used to introduce adjective clauses or noun clauses. An adjective clause is a clause which may be used as an adjective, to modify a noun or a pro- noun. Take for example the following sentences, containing adjective clauses. Mr. Brown, who is a graduate of Harvard, has accepted the position. 70 ENGLISH FOR BUSINESS Mr. Brown, whom you have met, has accepted the position. Mr. Brown, to whom you were speaking, has accepted the position. In the three itahcized adjective clauses, the rela- tive pronoun plays different parts. In the first, who is the subject of is graduate; in the second, whom is the object of the verb met; and in the third, whom is the object of the preposition to. Caution : Do not mistake parenthetical expressions in deciding the case of relative pronouns. Take for example: Mr. Brown, who I believe is a graduate of Harvard, has accepted the position. In this sentence, / believe is a parenthetical ex- pression and may be read at the end of the adjec- tive clause (Mr. Brown, who is a graduate of Harvard, I beheve, has accepted the position) or may be omitted, without affecting the case of the relative pronoun. Exercise 19. — Oral Supply the correct form of the pronoun who in the following sentences. 1. The boy, I beheve you know, was elected. 2. Miss Brown, 1 beheve has accepted the posi- tion, will arrive to-morrow. 3. I shall submit the plans to those 1 know will advise me. 4. The boy to he was addressing his remarks was not listening. ESSENTIALS OF ORAL GRAMMAR 71 5. They recommended only those they thought were capable. 6 They found the convict they thought had escaped. 7. The man 1 beheve was injured has recovered. 8. The candidate they say should be elected was present at the meeting. Note: For the punctuation of adjective clauses, see Chapter V, page 102. A noun clause is a clause which may be used as a noun. Take for example the following sentences, containing noun clauses. Diagram I (whomever I met. whoever was present, who the next guide would be. In each of the italicized noun clauses, which are used as the objects of the verb asked, who or who- ever has a different use. In the first, whomever is the object of the verb met; in the second, whoever is the subject of the predicate was present ; and in the third, who is the subjective complement of the verb would he. Diagram U (whomever I met whoever was present, who the next guide would he. In the sentences above, each italicized noun clause is the object of the preposition in. In each case, however, the relative pronoun has the same con- struction as in Diagram I. 72 ENGLISH FOR BUSINESS Diagram m Whomever I met ] , ^ ^jrj , \ spoke to me. Whoever was present J Who the next guide will be was the question. In Diagram III, the noun clauses are used as sub- jects. Note that the same noun clauses are used as objects in Diagram II. Therefore, first determine the clause and then find what part the relative pronoun plays in that par- ticular clause. Exercise 20. — Oral Supply the correct form of who or whoever in the following sentences. 1. You may select (whoever, whomever) you like. 2. You can assist (whoever, whomever) does not seem to be sure of the way. 3. I had no doubt as to (who, whom) you meant. 4. Give the prize to (whoever, whomever) deserves it. 5. We were not sure of (who, whom) the next teacher would be. 6. It makes no difference (who, whom) is chosen for the position. 7. I agreed to help (whoever, whomever) came to me for assistance. 8. They were excited about (who, whom) the next president would be. 9. Speak to (whoever, whomever) you know. 10. I can not imagine (who, whom) it was. 11. He was anxious about (who, whom) the next man- ager would be. 12. He was willing to assist (whoever, whomever) needed his services. ESSENTIALS OF ORAL GRAMMAR 73 13. They agreed to vote for (whoever, whomever) the party nominated. 14. I am proud of (whoever, whomever) does good work. 15. I shall discuss the question with (whoever, whom- ever) you may select as chairman of the committee. Rule 4. — A noun or pronoun completing the finite form of the verb to be requires the subjective case. Example: It was I. / is the complement of the verb was and therefore must be in the subjective case. Exercise 21. — Oral 1. Read aloud many times the following sentences. 1. It is he. 2. It must have been she. 3. It could not have been we. 4. I know that it was they. 5. How do you know it was they? 6. I know it could not possibly have been he. 7. Could it have been we? 8. Are you sure it was I? 2. Supply the correct forms of appropriate pro- nouns in the following sentences. 1. It was . 2. He said that it was . 3. How do you know it is 4. It may have been 5. How could it have been ? 6. Those are . 7. It might have been that he blamed. 8. It can not be . 9. It could not have been 10. Are you sure that it was not 74 ENGLISH FOR BUSINESS Rule 5. — The subject of an infinitive is in the objec- tive case. Take this sentence, for example: He took me to he her. The infinitive phrase, me to he her, is the object of the verb took. The subject of the infinitive to he is me, which is in the objective case. Therefore, her, which refers to me, and is used as a complement of the infinitive to he, must be also in the objective case. Exercise 22.— Oral Drill aloud on the correct form. 1. They believed me to be either (he, him) or his brother. 2. The man (who, whom) I wish to be chosen has good recommendations. 3. The man (who, whom) the papers declared to be guilty was proved innocent. 4. (Who, whom) did they suppose me to be ? 5. (Who, whom) did you wish me to be in the play ? Rule 6. — When used as a complementary in- finitive, the infinitive to be should be completed by the subjective form of the pronoun. Example: It appeared to be she. To he in this sentence fills out the meaning of appeared and is therefore complementary. She in turn completes the meaning of to he and is, therefore, subjective. Exercise 23.— Oral Drill aloud on these illustrations. 1. I seemed to be he in my dream. 2. I should like to be he. ESSENTIALS OF ORAL GRAMMAR 75 3. I should be willing to be he. 4. I wanted to be she in the play. 5. We didn't want to be they. Rule 7. — A pronoun should agree with its ante- cedent in person and number. Example : If any one comes while I am away, tell him I expect to return soon. In this sentence him must be used to agree with its antecedent, any one, which is third person and sin- gular. Note: If the antecedent is indefinite, as in the case of any one, the masculine gender is used, unless the thought expressed requires the feminine. Exercise 24. — Oral Fill in the blanks in the following sentences with pronouns agreeing in person and number with their corresponding antecedents. It must be remembered that anybody, everybody, nobody, neither, either, any one, and each are singular. Read orally the com- pleted exercise. 1. Every one should do duty. 2. Neither of the boys is willing to give up plan. 3. Every one of us girls is busy about work. 4. If any one asks my opinion, I shall probably teU what I think. 5. Everyone can learn to ride a bicycle if is persevering. 6. Every child is doing own work now with pleasure. 76 ENGLISH FOR BUSINESS 7. Any one that wishes a ticket may register name at my office. 8. A person should watch the cases of pronouns every time speaks. 9. Everybody should control temper. 10. The laborer is worthy of hire. Note 1: When a pronominal adjective or a pronoun refers to two or more singular nouns connected by and, the plural form is used. Example: The boy and the girl have left their place. Exercise 25. — Written and Oral Write five sentences illustrating Note 1. Read the sentences orally. Note 2 : If the subject consists of two or more nouns or pronouns connected by either — or, or neither — nor, it is customary to make the verb agree with the nearest subject, as, Either you or I am at fault. It is well, however, to avoid such constructions. In this instance it is better to say, One of us is at fault. Note 3: When nouns are considered separately, the pronoun or pronominal adjective referring to each noun is singular. Example: Neither Harry nor Jasper availed himself of his chance. Exercise 26.— Oral Give orally five illustrations of Rule 7, Note 3. Rule 8. — The possessive case of the noun or pro- noun should precede the verbal noun in ing. Examples : He was sure of Mary's winning. He was unable to account for my going. ESSENTIALS OF ORAL GRAMMAR 77 Exercise 27.— Oral Read aloud the following sentences. Emphasize the italicized words. 1. He was not aware of Mr. White's being here. 2. He is not interested in my becoming superintendent of the factory. 3. Why has Mrs. Hanson's going been kept a secret? 4. He is desirous of my leaving the consular service. Rule 9. — After than and as introducing incomplete clauses, use the form of the pronoun required if the clauses were completed. Examples: He is larger than I means he is larger than I am large. He is as large as I means he is as large as I am large. I admire him more than her means 7 admire him more than I admire her. Note : With not, use so instead of as. Example: He is not so large as L Exercise 28. — Oral Fill each blank with the correct form of a suitable pronoun. In each sentence give the complete meaning. 1. You are not so nice as . 2. He likes him better than . 3. He is as anxious as to go. 4. He does finer work than . 5. If you are not so successful as , it is not a fault of mine. 78 ENGLISH FOR BUSINESS Rule 10. — The pronoun some must not be confused with the adverb somewhat. Example : He is some worse, is incorrect. The correct form is : He is somewhat worse. Exercise 29. — Oral Read aloud the following sentences. 1. He is somewhat older than I. 2. His work has improved somewhat. 3. Hasn't his voice changed somewhat since his illness? Rule 11. — A verb agrees with its subject in per- son and number. Example: He does his work faithfully. Does is third person singular, as is also its subject, he. Exercise 30. — Oral Read aloud the following sentences, choosing the correct form. It is necessary in each sentence to determine at the outset the subject base. (See Chapter III, page 40.) 1. Outside (wait, waits) the two ministers. 2. Honesty as well as industry (are, is) needed in business. 3. Every one of us (is, are) lucky to have escaped. 4. The choice of words, phrases, and clauses (is, are) important in building a sentence from its base. 5. The color of the chaiirs (were, was) green. 6. Every child, whether sick or not, (are, is) forced to play indoors. ESSENTIALS OF ORAL GRAMMAR 79 7. He (don't, doesn't) care about that. 8. Two miles (were, was) soon covered by the machine. 9. Not one of you (has, have) done that correctly. 10. Neither one of us (wants, want) that to happen. 11. The woman with her children (has, have) gone. 12. Every man, woman, and child (was, were) laughing. 13. The teacher, not the children, (were, was) frightened. 14. The captain and the sailors (are, is) disabled. 15. Neither Frank nor Harry (is, are) here. Rule 12. — Do not separate /o, the sign of the in- finitive, from its verb. Example: Do not say, He wanted me to quickly dress; say, He wanted me to dress quickly. Exercise 31. — Written and Oral Write ten sentences in which an adverb modifies an infinitive. Place the adverb in such a position that it will modify the infinitive and yet will not split the verb part from the preposition to. Read your sen- tences aloud. Rule 13. — Sit and set. Sit means to rest. Its principal parts are: Present Past Progressive Completed sit, sat, sitting, (have) sat. Examples: I sit here to get the best view. I sat before the fire, for the day was very cold. He is sitting alone in his room. They have sat in that schoolroom for the last time. 80 ENGLISH FOR BUSINESS Set means to place, to put. Its principal parts are: Present Past Progressive Completed set, set, setting, (have) set. Examples: Set that dish on the side table, please. She set these chairs here for us. Setting this point aside, let us go on. I have set everything in order. Exercise 32. — Oral 1. Fill the blanks in the following sentences with the proper forms of sit or set. 1. He the pan on the stove. 2. The child by the dog for an hour. 3. We by the fire until it died out. 4. He the tenpins in a row. 5. The farmer the hen on her nest. 6. They the table for two guests. 7. He me right on that question. 8. The hen on her nest in spite of the ap- proaching danger. 9. His coat badly. 10. He the bag down with a thump. 2. Use the progressive or the completed form of sit or set to fill the blanks in the following sentences. 1. We have here long enough. 2. He has been out plants. 3. The farmer has a dozen eggs. 4. We may have been here too long. 5. The doctor has the child's arm. 6. He has the dictionary in the wrong place. ESSENTIALS OF ORAL GRAMMAR 81 7. She is in the Hbrary. 8. Lucy has the table. 9. He is the pace. 10. How long have you been here? 11. He is that old cameo for me. 12. Is he for a portrait.^ 13. Where has he during the trial? 14. James is in the room. 15. I have his mind at rest on that subject. 16. You are not the proper kind of example in doing that. 17. The dealer has a high price on that furniture. 18. The Senate is now. 19. The young king has in judgment for the first time, to-day. 20. The army is before the fort. 21. He has a copy for me. Rule 14. — Lie and lay. Lie means to rest, to recline. Its principal parts are: Present Past Progressive Completed lie, lay, lying, (have) lain. Examples: Gr^t cities lie along the course of this river. He lay ill for three weeks. Your coat is lying on the chair. I have lain on the sofa all afternoon. Lay means to place, to put, to deposit. Its prin- cipal parts are: Present Past Progressive Completed lay, laid, laying, (have) laid. 82 ENGLISH FOR BUSINESS Examples: Let us lay the cloth on the table. The old man laid his hand on the child's head. Laying aside aU fear, let us go on to the end. I have laid the case before a good lawyer. Exercise 33. — Oral Fill the blanks in the following sentences with the proper forms of lie or lay. 1. He the rug on the steps. 2. How many bricks does he a day? 3. He a heavy tax on that necessity. 4. The harm at his door. 5. Let them there. 6. The carpet has always smooth there, hereto- fore. 7. I saw him on the grass. 8. Does the army in ambush.'* 9. He has his plans before me. 10. Those goods were on the counter a long time. 11. Our path in that direction. 12. He is a good foundation for future advance- ment. 13. The ship at anchor in yonder harbor. 14. Is he another scheme to catch him? 15. The child has there long enough. 16. There the difficulty. Rule 15. — Rise and raise. Rise means to go up, ascend. Its principal parts are: Present Past Progressive Completed rise, rose, rising, (have) risen. ESSENTIALS OF ORAL GRAMMAR 83 Examples : The cliffs rise steeply from the lake. I rose to a point of order. The prices of food and clothing are steadily rising. He has risen from obscurity to eminence. Raise means to move upward, to cause to rise. The principal parts are: Present Past Progressive Completed raise, raised, raising, (have) raised. Examples : Raise the sign of victory. They raised their voices in a mighty shout. He is raising their standards of scholarship. I fear you have raised his hopes too high. Exercise 34. — Oral Fill the blanks in the following sentences with the proper forms of rise or raise. 1. The lark higher and higher. 2. They discussed the matter before . 3. He the sunken vessel. 4. That river in New York State. 5. The owner is going to the building by adding another story. 6. The enemy a fort on that spot. 7. That kind of bread more quickly than the old kind. 8. The yeast did not the bread as it should. 9. He has to the rank of captain. 10. That building has the cost of land hereabouts. 11. He his voice as he spoke to me. 84 ENGLISH FOR BUSINESS 12. Stocks have in value. 13. Will that doubts in his mind? 14. The people against him on account of his cruelty. 15. The ground to the northward. 16. They are a fund to assist the sufferers. 17. He was not able to to the occasion. 18. The crowd a shout of applause. 19. Will that cause a question to be ? 20. Smoke is from the chimney. Ruleie. — Fa//and/c//. Fall means to drop from a higher to a lower place or position, to sink, to descend, to settle down. The principal parts are: Present Past Progressive Completed fall, fell, falling, (have) fallen. Examples: The splendor falls on castle walls. He fell from his horse, but was unharmed. The tide is falling fast. Wages have fallen very much in that industry. Fell means to cause to fall, to bring to the ground, to cut down. Its principal parts are: Present Past Progressive Completed feU, felled, feUing, (have) feUed. Examples: Will you fell that tree? He felled him with one blow. ESSENTIALS OF ORAL GRAMMAR 85 The forester was trying to stop the fire by felling the trees in its path. The angry beast rushed at the hunter, but was felled by a well-aimed thrust. Exercise 35.— Oral Fill the blanks in the following sentences with the proper forms oifall or fell, 1. He upon his knees. 2. The river has afoot. 3. The stronghold after a short siege. 4. He has more trees than I. 5. Stocks have below par, in many cases. 6. The policeman the thief with his club. 7. The wounded soldier behind on the march to Paris. 8. He has a victim to his old habit. 9. While he was a tree, he hurt his foot. 10. I heir to a large estate. Rule 17. — Use the indicative mood to express a supposition which is assumed to be true or which is made without any suggestion of its improbability. Example: That house is a hundred years old. Rule 18. — Use the subjunctive mood to express a supposition which is considered by the speaker to be untrue, improbable, or contrary to fact; use this mood, also, to express a wish. Examples: If I were he, I would not do that. I wish he were here. 86 ENGLISH FOR BUSINESS INDICATIVE AND SUBJUNCTIVE Indicative Subjunctive Present Present Singular Plural Singular Plural I am We are I be We be Thou art You are Thou be You be He is They are He be They be Past Past I was We were I were We were Thou wast You were Thou wert You were He was They were He were They were Present Present IcaU WecaU I call We caU Thou callest You call Thou call You call HecaUs They call He call They call Past Past IcaUed WecaUed I called We called Thou calledst You called Thou calledst You called He called They called He called They called Exercise 36. — Oral Fill the blanks in the following sentences with forms of the verbs in the correct mood, or, when two formg are given, select the correct one. 1. 2. 3. 4. 5. you. 6. 7. If I in his place, I should go. How I wish he here now. He wishes that I eligible. Would that I able to help you I he the president, I could secure this favor for I wish I in Paris now. Be careful lest he (fall, falls). ESSENTIALS OF ORAL GRAMMAR 87 Rule 19. — Ought is a defective verb and can not be conjugated. Therefore, do not use such forms as hadnt I ought to go and hadnt I ought to have goncy but use ought I not to go and ought I not to have gone. Rule 20. — Do not use Use couldn't hardly could hardly couldn't scarcely could scarcely hadn't but had but hadn't only had only Rule 21. — Pronouns ending in self should be used only to denote emphasis or express a reflexive idea. Examples : I myself would be insulted. (Emphasis) I hit myself. (Reflexive) Caution: Do not say, John and myself went. Myself in this sentence does not express an emphatic or a reflexive idea. Rule 22. — Use either, neither, in speaking of one of two persons or things. Examples: Take John or Frank as guide; either knows the way. Has neither of you two girls my pen? Rule 23. — Use any one, no one^ in speaking of one of more than two persons or things. Examples: Invite Mary or Mabel or Julia; any one of them will be welcome. Has no one of you four fellows the courage to do this? 88 ENGLISH FOR BUSINESS Rule 24. — Never use an unnecessary personal pronoun after the subject of a sentence. Example : Do not say, John, he was too lazy to succeed. Say, John was too lazy to succeed. Rule 25. — Use can and could to denote ability or possibility. Examples: I can see the reason for that now. I could do that once. He could have gone. Rule 26. — Use may and might to denote permission. Examples : You may go now. He said that I might help him. Rule 27. — With the verbs smell, look, sound, taste, grow, and seem use (a) an adjective when the modifier applies to the subject of the verb, (i) an adverb when the modifier applies to the verb itself. Example of (a) She looked sad. Example of (6) She looked sadly at the boy. Exercise 37. — Oral Review Supply the correct form of pronouns or correct the whole sentence if necessary. 1. Did I appeeir to be Kke (he, him).'^ 2. I ought to leave now, hadn't I? 3. This is the speaker (who, whom) I beheve you heard. ESSENTIALS OF ORAL GRAMMAR 89 4. (She, her) and her friends I admire. 5. I promised to let Mildred and (she, her) go to the theater. 6. (Whoever, whomever) wishes a position may apply at the office. 7. (Who, whom) do you think they will select as can- didates.? 8. I hadn't only one lesson to study last evening. 9. That must be decided by James and (she, her). 10. Why did you imagine the lady to be (she, her)? 11. (Who, whom) do you think it could be? 12. Mr. Clark, for (who, whom) the design was made, was not satisfied. 13. (They, them) and their comrades I shall invite. 14. I should give (he, him) the work sooner than (she, her). 15. The credit belongs to Mary and (she, her). 16. If I (was, were) she, I should leave immediately. 17. It was thought to have been (he, him) who did it. 18. Prices have been (correct form of rise or raise) this fall. 19. He told his plan to those (who, whom) he believed would carry it out. 20. My mother gave Helen and (I, me) a party. 21. We should Uke to be (they, them); 22. She was not talking to (we, us) girls at aU. 23. The guard permitted May and (I, me) to enter. 24. I am not positive about (Henry, Henry's) going to college. 25. They elected James and (he, him) as managers. 26. (Who, whom) do you think they will choose? 27. Every one (know, knows) what is (his, their) part in the work. 28. Why did they believe me to be (she, her)? 29. It seems to be (I, me) whom you blame. 90 ENGLISH FOR BUSINESS 30. The physician (who, whom) I beheved would take the case, proved to be out of town. 31. It was known to have been (he, him). 32. He is a witness (who, whom) I believe to be trust- worthy. 33. I wonder (who, whom) you think me to be. 34. I have some work for (whoever, whomever) is unoc- cupied. 35. Let Edward and (he, him) do the work. 36. He is the artist (who, whom) I thought would be- come famous. 37. Why did you think it was (they, them) ? 38. (Who, whom) should you like most to be.'^ 39. Give your vote to (whoever, whomever) seems to be the best man for the place. 40. That is the guide (who, whom) I imagine was em- ployed by Henry M. Stanley. 41. She (past tense of rise or raise) to greet her friends. 42. All will work against (whoever, whomever) is dis- honorable. 43. He has (correct form of lie or lay) down on the couch. 44. I interviewed the CEU-penter (who, whom) I hope will build our porch. 45. Let (whomever, whoever) fails, take the test later. 46. It is (some, somewhat) colder to-day. 47. He did not do that as well as (she, her). 48. I believe (whoever, whomever) is in earnest will succeed. 49. She spent her vacation with (whoever, whomever) needed her most. 50. All those (who, whom) we knew, came to see us depart. 51. I want you and (he, him) to come again. 52. How do I know (who, whom) to hire? ESSENTIALS OF ORAL GRAMMAR 91 53. (Who, whom) does she appear to be like? 54. She wanted to know (who, whom) would be willing to do it. 55. I have not planned (who, whom) the next visitor shall be. 56. (Who, whom) do you consider is the fastest runner.? 57. (Who, whom) do you consider to be the fastest runner? 58. They found it never had been (she, her). 59. If I were (they, them), I never would consent. 60. Do you think it was (they, them) who moved yes- terday? 61. (Who, whom) did you say it was? 62. Do you want me to thoroughly sweep this room? 63. It is not (we, us) who are to blame. 64. I know that man to be (he, him). 65. I believe those people to be (they, them). 66. They have often taken me to be (she, her). 67. How did they prove it to be (he, him)? 68. (Who, whom) did you suppose the director to be? 69. Without doubt I know it to be (they, them). 70. (Who, whom) did you think I was? 71. It was supposed to be (she, her). 72. I thought the painter to be (he, him). 73. Often have I longed to be (he, him). 74. It proved to be (they, them) (whom, who) we heard. 75. (Who, whom) do they seem to be? 76. We supposed the new family to be (they, them). 77. Every one should attend to (his, their) own affairs faithfully. 78. Everybody quietly took (his, their) departure. 79. Nobody can thrive without (his, their) daily food. 80. Many a person will sacrifice (his or their) (fife or lives) for (his or their) country. 92 ENGLISH FOR BUSINESS 81. Should anyone need water, (he, they) will find it in the cooler. 82. I tried in vain to account for (his, him) doing that. 83. I do not approve of (John, John's) going to-day. 84. She was not (so, as) clever as (he, him). 85. He says she is taller than (I, me). 86. Maria is (some, somewhat) older than (I, me). 87. She has improved (some, somewhat) this quarter. 88. He refused to recklessly endanger his hfe. 89. How long have we (sat, set) here.'* 90. He wanted to either go by way of Chicago or St. Louis. 91. I think I shall (lay, lie) down. 92. The matter has been (laid, lain) before the committee. 93. The motion has (laid, lain) on the table for two meetings. 94. She has (set, sat) there since I scolded him. 95. I have (set, sat) the basket down. 96. He was anxious to never have a failure. 97. Don't you think she had ought to have gone? 98. Hadn't he ought to have prepared that lesson? 99. If I (was, were) in his place, I'd go. 100. If I (was, were) you, I'd take a vacation. 101. The greatest of all the Elizabethan dramatists (was, were) William Shakespeare. 102. Born in Stratford-on-Avon in 1564, he hadn't hardly any education. 103. He married Ann Hathaway (who, whom) you may know, was several year his senior. ! 1 104. Her cottage, about which (lay, laid) the fresh fields of Warwickshire, is a beautiful spot. 105. When a young man, he went to London where he was liked by (whoever, whomever) he knew. 106. His plays are read and reread by (whomever, whoever) admires the best in literature. Chapter V CAPITALS AND PUNCTUATION 1. Introductory. — If books were printed with- out any capitals or signs of punctuation, we should find the reading of them an irksome task, if not an absolute impossibility. The constant effort required to decipher the monotonous text would fatigue both our eyes and our minds. The effect produced would be similar to that which we re- ceive from a speaker who delivers a discourse with- out varying the tones of his voice, his gestures, or his facial expression. In writing, we resort to the use of capitals and punctuation to make our thought so clear that the reader will readily under- stand what we wish to express. Punctuation is largely a matter of practice and common sense. A trained ear, a ready intelli- gence, a sense of the different values of ideas, are acquirements which come through practice alone. Yet certain rules are generally accepted, and it is with them that we are concerned. 2. The Use of Capitals. — Capitals are used for: 1. The fu-st word of every sentence. 2. The first word of every line of poetry. 93 94 ENGLISH FOR BUSINESS 3. The first word of a formal statement or resolu- tion. Resolved: That all nations should belong to the Hague Conference. 4. The first word of a direct quotation. He said, **The day is done." Note: Brief phrases directly quoted within the sentence are not capitalized. In studying ballads, then, we are studying the "poetry of the folk," and the "poetry of the folk" is different from the * * poetry of art . " Ktitredge 5. The first word and every important word in the title of a book, play, poem, composition, etc. Unim- portant words, as conjunctions, articles, and preposi- tions within the title, are not capitalized. The Taming of the Shrew. Beyond Good and Evil. Fragment of an Ode to Maia. Note: Some Ubraries capitahze only the first word of a title. This practice is not yet generally followed. 6. The first word of every group of words para- graphed separately in an itemized list. Money may be remitted by: (1) Registered letter. (2) Express money order. (3) Postal money order. (4) Check or draft. 7. Proper names, proper adjectives, and words considered as proper names. John, Thomas Jefferson, Enghsh, British. CAPITALS AND PUNCTUATION 95 (1) Days of the week, months of the year, holidays. Sunday, April, Christmas. Note: The names of the seasons are not capitalized. (2) North, South, East, West, etc., when referring to sections of the country. The West is not nearly so densely populated as the East. Note: When indicating mere points of the compass, these words are not capitalized. He was bom in the southeastern part of the state. (3) Official titles or titles of honor, used with the names of their bearers. President McKinley, Captain Jenks, Sir William. Note 1: Two capitals are used in double titles. Lieutenant-Governor Cushing, Vice-President Marshall. Note 2: The prefix ex before a title is not capitalized. After ex-President Roosevelt had completed his ad- ministration, he went to Africa. (4) Names of political parties, religious sects, etc. Democrats, Republicans, EpiscopaKans. (5) Names of important events or documents. The Reign of Terror, the Congressional Record. (6) Words denoting relationship when used alone or when followed by a proper noun, but not when used with a possessive pronoun. He met Uncle George and Mother at this station. He told it to his uncle. 96 ENGLISH FOR BUSINESS 8. The pronoun / and the interjection 0. "0 world! life! time!" I heard him say. 9. Abbreviations of titles and degrees, names of organizations, names and initials of persons. Mr., Dr., Ph.D., I. 0. 0. F. (Independent Order of Odd Fellows), Chas. E. Parker. 10. The words article, paragraph, section, chapter, book, when used with a number. Book I, Chapter VI, Article 4, Section 7, Paragraph 10. 11. Bible, Scripture, books of the Bible, names of the Deity, and personal pronouns indicating the Deity. Genesis, Epistle to the Romans. He knows the cause; His ways are wise and just; Who serves the King must serve with perfect trust. VAN Dyke Exercise 38. — Written Supply capitals wherever needed and give your reasons. 1. the poem crossing the bar was written by tennyson, shortly before his death. 2. president lincoln said there should be no north and south. 3. you will find the story of artegall in Spenser's faerie queene, book V. 4. whom the lord loveth, he chasteneth. 5. did you spend your easter vacation east or west of pittsburg? 6. wm. 1. douglas, ex-governor of ma^sachusetts, is a shoe manufacturer. CAPITALS AND PUNCTUATION 97 7. the renaissance shows its influence in england during the sixteenth century. 8. the third book of the bible is leviticus. 3. The Use of the Period. — The period is used: 1. At the end of a declarative or an imperative sentence. The author of A Tale of Two Cities died a wealthy man. Never leave that till to-morrow which you can do to-day. 2. To indicate an abbreviation. John G. Hibben, Ph.D., is president of Princeton University, Princeton, N. J. Note 1 : Do not use a period after Miss ; as this, unlike Mr. and Mrs., is not an abbreviation. Note 2: Expressions like 1st, 3d, 16mo, 4to, 8vo, etc., are not abbreviations and hence do not require a period. 3. After figures used to number paragraphs. Note: For iUustrations, see various paragraphs in this book. When such figures are inclosed in marks of paren- thesis, no period is placed after them. For illustrations, see pages 111-112 of this book. 4. After letters of the alphabet used in topical outhnes. For illustrations, see outhne, Appendix B. Note: When such letters are inclosed in marks of paren- thesis, no period is used. 98 ENGLISH FOR BUSINESS 5. After the name of a speaker in the report of a debate, of proceedings in Congress, and of other formal discussions. Mr. Foster. When was that bill introduced? Mr. Cummings. On February 14, 1912. 6. After the name of a speaker in a dramatic corii- position. Miss Stuart. No, no, no! I'm all right. Johnson. Sure? 7. Several periods are often used instead of stars to denote the omission of parts of a text. The tablet ... is to be mounted on a slab of slate stone, etc. 4. The Use of the Comma. — No other punc- tuation mark needs such detailed explanation as the comma. So various and so numerous are its services that its importance cannot easily be over- estimated. The following rules should serve as general guides, although, in many particular in- stances, their application must be determined largely by the context. Very often the writer must decide whether the meaning is clear enough to warrant the omission of a comma. Good judg- ment and discretion are the all-important referees. The comma is used: 1. To set off an introductory word or phrase not closely related to the words which immediately follow. CAPITALS AND PUNCTUATION 99 Without, the structure is strictly Indian. On the outbreak of the second war with France, Thomas Cromwell was a busy and influential mem- ber of the Commons in ParUament. Note: If the introductory word or phrase seems closely related to the words which immediately follow, or if the introductory phrase is very short, the comma is usually omitted. •Of his honesty there can be no question. From that moment he would scarcely spare me from his sight. 2. To separate an introductory dependent clause from an independent clause. When an individual succeeds in tapping his reserve energies, others marvel at the tremendous tasks he accomplishes. Exercise 39.— Written Insert commas where needed. 1. Indeed the whole country about Stratford-on-Avon is poetic ground. 2. In short every one of the savages decked himself with paint. 3. Below the river broke into rapids. 4. With a heavy heart he returned to his work. 5. Whenever possible an advertisement should have a news interest. 6. As the telephone was out of order I was obKged to deliver the message in person. 7. If the hive be disturbed by rash and stupid hands it will yield bees instead of honey. 8. Since the invention of printing books have multi- plied without number. 100 ENGLISH FOR BUSINESS 3. To separate parenthetical words, phrases, or clauses (that is, words, phrases, or clauses which might be omitted without destroying the main sense of the sentence) from the rest of the sentence. I am, nevertheless, not convinced. Commerce, for instance, develops according to certain principles. He had decided, he said, to refuse the offer. Exercise 40. — Written Insert commas where needed. 1. Business after all is nothing less than a science. 2. New York as we all know has developed eminently rich men. 3. Inimitable indeed is Dickens's description of the death of little Paul. 4. The judge too was much impressed. 5. There is I must confess little good to be derived from that solution of the problem. 6. An exacting employer therefore may develop unsus- pected ability in his employees. 7. Once in a while though only once in a while a series of advertisements can be planned which will have a serial interest. 4. To separate the terms of a series which have the same construction and are not connected by conjunc- tions. Should a conjunction occur between the last two terms, it does not displace the comma but follows it. Take the sentence: He toiled day after day, week after week, month after month. In this sentence we have several phrases similar in construction. We call them terms. Because they follow one another, we designate CAPITALS AND PUNCTUATION 101 them as terms in a series, and separate them by commas. The terms of a series may consist of words, phrases, or clauses. Note: If two terms in the series are considered as a unit, no comma should be used within the unit. He studied the dramas of Shakespeare, Marlowe, Webster, and Massinger and Ford. (Massinger and Ford collaborated in the writing of dramas; hence no comma is used before the and.) He served coffee, fruit, cold meat, and bread and butter. (Here bread and butter are considered as a unit.) She ordered from the store meat, potatoes, rice, cheese, bread, and butter. (Here bread and butter are not considered as a unit.) Exception: The comma is omitted before the and in a firm name composed of three or more parts. Meekins, Packard & Wheat; Browning, King & Company. Exercise 41. — Written Insert commas where needed in the following sentences. 1. Find out how one gets saves spends gives lends bor- rows and bequeaths money and you have the character of the man in full outline. 2. He was a gentleman a strong nian and a patriot. 3. He has no shirt to his back no shoes to his feet and no roof over his head; he is hke the flies in the air who have none of these things. 4. The crabbed boy the conservative boy the boy who is not popular with his fellows is not likely to make a good salesman. i02 jENGLISH for BUSINESS 5. The average girl's horizon is bounded on the north by her clothes on the south by her social relations on the east by her private hopes and on the west by her in- come; four solid walls that shut out very thoroughly the world's Ught and movement. 6. Mr. Gray had been known to all Boston as having grown up among them from humihty from obscurity from poverty to wealth and consideration. 7. It is Clive returned from Malta from Gibraltar from Seville from Cadiz and with him our dear old friend the Colonel. 8. He (Napoleon) knew the path to it lay over wounded and slaughtered millions over putrefying heaps of his fellow creatures over ravaged fields smoking ruins pillaged cities. 9. What we need is an education that teaches men to look in various directions quahfying them for different pursuits enabling them to do what they desire and choose and fitting them to do something else if that which they select shall not continue to be profitable or desirable. 10. The exhilaration of the rapid flight the crack of the whip the mad rhythm of the hoofs the witchery of the night hour the risks of the situation the very mad- ness of the whole enterprise all combined to set the widow's gay blood delightfully astir mounting to her light brain like sparkling wine. 6. To set off non-restrictive phrases or clauses. A restrictive phrase or clause is one that limits that which it modifies. To remove a restrictive phrase or clause would alter the meaning; therefore, no comma separates it from the word it modifies. A non-restrictive phrase or clause is one inserted for the purpose of additional statement, often of an CAPITALS AND PUNCTUATION 103 explanatory nature. It might be removed from the sentence without changing the main idea. Therefore, commas separate it from the rest of the sentence. A restrictive phrase is absolutely necessary to the sense of the sentence; a non-restrictive phrase is included merely for the purpose of greater clearness. Cyclones, which are so common in the West, rarely visit the New England states. {Non-restrictive; hence, commas) Cyclones which sweep over Kansas often cause con- siderable damage. {Restrictive; hence, no commas) The adding machine, which has been on the market several years, is widely used throughout the country. ( Non-restrictive) The adding machine which the First National Bank installed is a great time-saver. {Restrictive) Exercise 42. — Written Insert commas where necessary. 1. Wall Street which is one of the smallest streets in New York is one of the great centers of finance. 2. Peary who is a Bowdoin graduate discovered the North Pole. 3. The man who strives advances. 4. People who seek trouble find it. 5. Conditions of life which existed in the days of early Rome are now being investigated by archaeologists. 6. Jones who had toiled incessantly was awarded the scholarship. 7. He substituted for Williams who was the regular quarter-back. 8. The wisest man is he who profits by the experience of others. 104 ENGLISH FOR BUSINESS 9. Tramps like bad pennies are always turning up. 10. Profane words like rank weeds choke the finest thought. 6. To separate words or phrases in apposition. The late Justice Lurton, a Democrat, was appointed a member of the Supreme Court by ex-President Taft, a Repubhcan. Exercise 43. — Written Insert commas where necessary. 1. Pope the man is a far different creature from Pope the poet. 2. The green carnation is an actuality the outcome of experiments by Luther Burbank. 3. Poetry one of the earliest of the arts survives as one of the loftiest. 4. The Canadian Pacific one of the great railroads of Canada runs through trains daily from Seattle to Minne- apolis. 5. New York the largest city in the United States has a population of more than four million. 7. To separate words in direct address from the rest of the sentence. Lord, I have loved the habitation of thy house. Psalm xxvi Lord God of Hosts, be with us yet. Lest we forget, lest we forget! RuDYARD Kipling Exercise 44. — Written Insert commas where necessary. 1. Come into the garden Maud. 2. Well my dear fellow what excuse have you to offer? CAPITALS AND PUNCTUATION 105 3. Britons you stay too long. 4. Queen of fragrance lovely Rose The beauties of thy leaves disclose! Broome 8. To indicate the omission of words easily understood. His home was in Cleveland, Ohio. During the first year he saved $50 ; during the second, $75; and during the third, $100. Exercise 45. — Written Insert commas where necessary. 1. Send this package to Kalamazoo Mich. 2. London in 1910 had a population of 7,253,000; Paris of 2,888,000; Vienna of 2,031,000; they are the three largest European capitals. 3. The Republican candidate for President in 1912 was Taft; the Progressive candidate Roosevelt; the Democratic candidate Wilson. 9. To separate a short quotation in declarative or imperative form from the words of explanation which follow in the sentence; to separate the words of explanation in a sentence from a short quotation which follows. "That was a mistake," was his response. She inquired, "What did you say?'' 10. To separate the words of explanation inserted between parts of a quotation, or to separate a quota- tion inserted between words of explanation. "That was," he repeated, "a mistake." He said, "It is snowing," and ran for his sled. 106 ENGLISH FOR BUSINESS Exercise 46. — Written Insert necessary commas (See Rules 9 and 10). 1. "Do the square thing" he advised. 2. With an air of amazement she inquired " But how did he happen to know the treasure was there.'' " 3. "My advice is" continued the captain "that we dis- continue the search." 4. "Beauty is truth" writes Keats "truth beauty." 5. "If you had been a day earlier" was the greeting of the hotel clerk "you would have seen the carnival." 11. To separate a long clause from the rest of a compound sentence. The comma precedes the main conjunction. Short, closely related clauses of a compound sentence are separated from one another by a comma when the conjunction is omitted. She found him waiting for her at her journey's end, and they walked away together through the streets. Thrones tottered, Europe trembled. Exercise 47. — Written Insert necessary commas. 1. Men may come and men may go but I go on forever. 2. The uses of occasional adversity are sweet and neces- sary for they remind us of our advantages. 3. Faraday produced the theory of lines of force but the mathematicians immediately attacked it. 4. I came I saw I conquered. 5. The Bulgarians are a people with many fine quali- ties and they have been a valuable stabilizing force in the Balkans. CAPITALS AND PUNCTUATION 107 12. To separate adjective or adverbial phrases out of their normal order. Despite his handicaps, he was a great orator. Frail as thy love, the flowers were dead Ere yet the evening sun was set. For the ordinary mechanic, this process has little or no value. / Exercise 48. — Written Insert necessary commas. 1. With voices fierce they demanded recognition. 2. Great masses of cloud heavy and dark were piled in the western sky. 3. Despite a running fire of shots they rode forth bravely and boldly. 4. Just for a handful of silver he left us. 5. The sailor swart and tar-stained looked like an old sea god. Exercise 49. — Written Miscellaneous uses of the comma. Insert necessary commas. State your reason for every comma inserted. 1. Rip Van Winkle inherited however but fittle of the martial character of his ancestors. 2. Whenever he went dodging about the village he was surrounded by a troop of children hanging on his skirts clambering on his back and playing a thousand tricks on him with impunity. 3. His son Rip an urchin begotten in his own likeness promised to inherit the habits with the old clothes of his father. 108 ENGLISH FOR BUSINESS 4. Rip Van Winkle however was one of those happy mortals of foolish well-oiled dispositions who take the world easy eat white bread or brown whichever can be got with the least thought or trouble and would rather starve on a penny than work for a pound. 5. Rip's sole domestic adherent was his dog Wolf who was as much henpecked as his master. 6. Nicholas Vedder landlord of the inn was rarely heard to speak but smoked his pipe incessantly. 7. In a long ramble on a fine autumnal day Rip had unconsciously scrambled to one of the highest parts of the Kaatskill mountains. 8. He reiterated his visits to the flagon so often that at length his senses were overpowered his eyes swam in his head his head gradually declined and he fell into a deep sleep. 9. The appearance of Rip with his long grizzled beard his rusty fowling piece his uncouth dress and an army of women and children at his heels soon attracted the atten- tion of the tavern politicians. 10. "What is your name my good woman?" asked he. 11. Rip's story was soon told for the whole twenty years had been to him but as one night. 12. It is a common wish of all henpecked husbands in the neighborhood when life hangs heavy on their hands that they might have a quiet draught out of Rip Van Winkle's flagon. 13. One September night a family had gathered round their hearth and piled it high with the driftwood of mountain streams the dry cones of the pine and the splintered ruins of great trees that had come crashing down the precipice. 14. *'Ah! this fire is the right thing" cried he *' especially when there is such a pleasant circle round it." 15. To chase away the gloom the family threw pine branches on the fire till the dry leaves crackled and the CAPITALS AND PUNCTUATION 109 flame arose discovering once again a scene of peace and humble happiness. 16. Within the fire was yet smouldering on the hearth and the chairs in a circle round it as if the inhabitants had but gone forth to view the devastation of the slide and would shortly return to thank Heaven for their miraculous escape. 17. The story has been told far and wide and will forever be a legend of these mountains. 18. His name and person utterly unknown his history his way of life his plans a mystery never to be solved his death and his existence equally a doubt — whose was the agony of that death moment.'^ 5. The Use of the Semicolon. — The semi- colon is used: 1. To separate the clauses of a compound sentence which are long or which are not closely connected. Cowards die many times before their death; The valiant never taste of death but once. Shakespeare Exercise 50. — Written Insert necessary semicolons. 1. The vigor of Omar began to fail the curls of beauty fell from his head strength departed from his hands, and agility from his feet. 2. Success largely depends on your attitude toward your work and results are the indications of application in your work. 3. The careless man is satisfied with whatever he does offhand the careful man is never satisfied until he has made revision after revision. 110 ENGLISH FOR BUSINESS 2. To precede such words and phrases as: namely, therefore, then, consequently, moreover, as, so, other- wise, however, still, hence, besides, accordingly, also, that is, for example, when they introduce explanatory material or join principal clauses. Commas usually- follow these expressions. The poems of Keats are mainly lyrical; that is, they express the emotions of the writer in a series of cadent phrases. Exercise 51. — Written Insert necessary semicolons and commas. 1. He was unfaithful in his former position therefore do not employ him. 2. The plural sign of a compound word is usually added to the main part of the compound as sisters-in-law. 3. There is one great safeguard against European intrusion namely the Monroe doctrine. 4. We must stick by what we beheve otherwise no one can have confidence in our opinions. 3. To separate members of a compound sentence wbich contain commas within themselves. On the sward at the cliff-top, Lie strewn the white flocks; On the cliff'-side, the pigeons Roost deep in the rocks. Matthew Arnold As Caesar loved me, I weep for him; as he was fortu- nate, I rejoice at it; as he was valiant, I honor him; but as he was ambitious, I slew him. Shakespeare CAPITALS AND PUNCTUATION 111 Exercise 52. — Written Supply the necessary punctuation. 1. Because you were faithful you deserve praise because you were the most scholarly you deserve the prize.' 2. To think is good to think and reflect is better to think reflect and then act is best. 3. He was courteous not cringing to superiors affable not familiar to equals and kind but not condescending to inferiors. 4. To set off a series of separate statements which are dependent on what precedes or follows them. He was a genuine fool: he spent his money uselessly; he treated whomever he met, indiscriminately; and he expected to be judged a good fellow in return. Exercise 53. — Written Punctuate the following: 1. She told how the outing had been planned where the crowd had spent the day and why the day had been so pleasant. 2. Although he had fought all his life to subdue this weakness although he had enhsted all the resources of his mind and will in the conflict against his fiery thirst although he hated himself because of his slavery to alcohol he finally died a drunkard. 6. The Use of the Colon. — The colon is used: 1. To indicate that something of importance fol- lows; as, (1) An enumeration, or list, or an explanatory or illustrative clause. The foUowing members are on the reception com- mittee: Dr. Jones, Judge Barnes, ex-Senator Barry. 112 ENGLISH FOR BUSINESS (2) A long or formal quotation. Coleridge points out the moral of The Ancient Mariner in this stanza: "He prayeth best, who loveth best All things both great and small; For the dear God who loveth us, He made and loveth all." Exercise 54. — Written Punctuate the following sentences. 1. There are three cardinal virtues faith hope and charity. 2. Relative clauses are of two kinds restrictive and non- restrictive. 3. It was George Washington who said "To persevere in one's duty and be silent is the best answer to calumny." 4. Hazlitt makes the acute observation "No really great man ever thought himself so.'* 2. To separate the different members of a com- pound sentence which contain semicolons within themselves. It is too far; the journey is too hazardous: only the foolhardy attempt such feats. 3. To follow the salutation in a formal letter. My dear Sir: Gentlemen: 4. To follow such expressions as: as follows, thus, in the following manner, etc. The old proverb goes as follows: One good turn deserves another. CAPITALS AND PUNCTUATION 113 Exercise 55. — Written Punctuate the following sentences. 1. He came from the North she came from the South he was interested in science she was interested in litera- ture he was somewhat of a recluse she was fond of society and yet they seemed an ideally matched couple. 2. Emerson sums up his ideas on government thus "Government has been a fossil it should be a plant." 3. In 1809 five noted men were born Gladstone the states- man Darwin the scientist Tennyson the poet Chopin the musician Abraham Lincoln the man of the people. 7. The Use of the Dash. — The dash is used: 1. To denote a sudden change in thought. Go into the library — I mean, go into the parlor. 2. To set off explanatory expressions. Parenthesis marks ( ) may be used in this connection. Some — only a small number — withdrew from the contest. Lincoln — if it be fair to make a comparison — was, it seems to me, greater than Washington. 3. To denote a sudden pause or break in thought, or the broken speech of uncontrolled emotion. I should have reaUzed my danger, but, — She sobbed, "I have — I have — missed the — the — last train." 4. With the colon often before quotations, formal statements, and, in the report of a speech, after the salutation. 114 ENGLISH FOR BUSINESS We looked in his Bible, and there was a slip of paper at the place where he had marked the text: — "They desire a country, even a heavenly ..." Edward Everett Hale Failing the constitution of the Tribunal by direct agreement between the parties, it shall be formed in the following manner: — Each party shall appoint two arbiters and these shall together choose an umpire. . . . From Art. XXXII, Hague ArbilrcUion CorwerUion Mr. President and Fellow-Citizens of New York: — The facts with which I shall deal this evening, etc. . . Abraham Lincoln 6. To sum Up the thought of a sentence. Patience, skill, persevergmce — all were secrets of his power. 6. To follow a capital letter, indicating the name of a person or place. The book was by G K C . 8. The Use of the Apostrophe. — The apostro- phe is used as a superior character; that is, one inserted above the letters of the word. 1. To denote the possessive case of nouns and indefinite pronouns. It was John's book. It was no one's affair. The lawyers' clerks. Ellis and Blackwell's Geometry. (One book). Field's and Arden's Spellers. (Two books.) CAPITALS AND PUNCTUATION 115 2. To indicate the omission of letters. It's a matter of taste. He can't work accurately. 3. To form the plural of signs, figures, and letters. Mind your p's and q's. The sizes range from I's to 8's. — 's,+'s. Exercise 56. — Written Supply the necessary punctuation. 1. None of the other refreshment stands there were a few seemed so pleasing as Joes. 2. There arose a shout a shout in which the miners children did not join. 3. Capt K cant shoot accurately. 4. "I should sh should have sh should have been pre present" was his stuttering excuse. 5. The learning of the a b c s may seem old-fashioned but and this we'll all concede many old-fashioned methods can still be advantageously retained. Exercise 57. — Written Punctuate the following sentences. Determine (a) the number of the noun, (6) its ending, (c) the rule that covers (a) and (6). See Appendix A, I, 8.) 1. The boys hat was blown off by the wind. 2. The ladies department of the bank is now furnished. 3. Above the door are the words, Boys Side. 4. The sign read, Childrens Shoes of All Sizes for One Dollar. 5. Mens hats are made at that mill. 116 ENGLISH FOR BUSINESS 6. Mansfield and Johnsons speller is just out. 7. He used both Lucas and Harts spellers in his classes. 8. Burns poetry is read by the seniors. 9. Dickens A Tak of Two Cities was produced once by Henry Miller. 10. He made that donation for his conscience sake. 9. The Quotation and the Use of Quotation Marks. — The direct words of another are in- closed by quotation marks ('* ")• ^ quotation, as a rule, begins with a capital letter. If, however, it is only a word, a phrase, or a clause quoted as a part of the writer's own sentence, it begins with a small letter. The speaker was "a fellow of infinite jest" and infantine gestures. 1. A quotation is separated from explanatory material by some mark or marks of punctuation. "You will observe," began the colonel, "that such occur- rences are rare." 2. A quotation is punctuated according to its use in the sentence. Exercise 58. — Oral Examine the following sentences. Account for capitalization and punctuation. Note the position of quotation marks in their relation to the other marks of punctuation. Note also that explanatory material may divide a quotation. Discuss how this affects the capitalization of the divided parts. Analyze sentences 3, 4, 7, 8, 9, 10, 11, and formulate rules to cover these examples. CAPITALS AND PUNCTUATION 117 1. "Where will he get the money?" Frank inquired. 2. Frank said, "It is all over." 3. "He will help you," said Mary, "if you can go now." 4. "I am hurt," moaned the child. "I can go no farther." 5. Margaret cried to me, "Can't you help himi" 6. "I didn't do it!" he gasped. 7. "Mary," said John, "Frances is going." 8. "I shall come," said Frank, "when Father returns." 9. "I am all right," whispered John. "Tell Mother now." 10. "Oh!" said Tom, "that would about kill him!" 11. "Hurrah!" yelled the boy. "To-morrow we have no school!" 12. "Ah, there you're mistaken!" laughed the amused boy. Note: A formal quotation is usually separated from the explanatory material by a colon; as, Kossuth said: "Liberty should not be either American or European, — it should be just liberty.'' Exercise 59. — Written Punctuate the following sentences. 1. When shall I come I asked 2. He shouted to me through his hands grab the rope 3. Beware of the trains he cried 4. She said in a preoccupied way I don't care 5. I'll do that she said but not now 6. He will be killed thought he But there are three stories and so possibly I have time 7. Leave me alone with her she entreated 8. Enough of this he whispered in a low voice I will not be responsible for the outcome 9. You were very good to me once before she replied 10. Come I said with emphasis we will go on 11. Where he asked do you think I am going 12. Mother said the child they are calling you now 118 ENGLISH FOR BUSINESS 13. And what my boy may be the meaning of all this was her question 14. You seem to think repUed Robert that I am afraid 15. I am afraid returned Howard that you dont know all 16. No he answered it is not there 3. In conversation, the words of a speaker, together with the explanatory material, form one paragraph. A new paragraph is made to indicate the speech of another. In this way, the reader can follow the dialogue with ease. In my turn, I stepped back. But, in making the action, I detected in his eyes some latent fear of me. "You look at me," I said, forcing a smile, "as if you had a dread of me." "I was doubtful," he returned, "whether I had seen you before." "Where?" He pointed to the red light he had looked at. "There?" I said. • "Yes." "My good fellow, what should I do there? However, be that as it may, I never was there, you may sweeu*." Dickens: The Signal Man. (Adapted.) Exercise 60. — Oral Account for the paragraphing in the foregoing extract. State reasons for all marks of punctuation. Exercise 61. — Oral Bring to class short conversations. Analyze for paragraphing and punctuation. CAPITALS AND PUNCTUATION 119 Exercise 62.— Written Write a conversation upon any one of the following subjects. 1. A broken dish. 2. A mishap to a friend's bicycle. 3. An interview to secure a position. 4. The merits of a new commodity. 5. An account of a play in a game. 6. Two women at a bargain counter. 7. Two old soldiers recalling past days. 8. A barber and a customer. 9. A salesman and a grocer. 10. A sailor and a longshoreman. 11. An army officer and a captured spy. 12. Three boys on a mountain cUmb. 4. When a quotation consists of more than one paragraph, quotation marks are placed at the begin- ning of the quotation in the first paragraph, at the beginning of each succeeding paragraph, and at the end of the last one. President Lincoln said: "Fourscore and seven years all men are created equal. " Now we are engaged . that we should do this. But in a larger sense for the people shall not perish from the earth. 120 ENGLISH FOR BUSINESS Exercise 63.— Written Copy a quotation of two or three connected para- graphs to illustrate the foregoing rule. 5. A quotation within a quotation is usually inclosed by single quotation marks (' '). "On what shelf is Hope's 'Prisoner of Zenda'.?'* asked the child. The child called to her sister, "I can't find 'Who is Sylvia?'" Query: What is the reason for the position of the question marks in the two foregoing illustrations? Exercise 64. — Written Punctuate the following according to the foregoing rules. 1. He who wants to read a good stoi^ said Mr. White should read Wilkie Collins' Moonstone 2. John replied quoting the immortal Shakespeare I should say neither a borrower nor a lender be 3. As he was trying to extricate his machine from the mud Frank quoted laughingly my kingdom for a horse 4. Mr. Willis forgot whispered the child and said aint 5. The word skiddoo is slang said the teacher 6. Indirect quotations are not inclosed in quotation marks. "I am going," says Tom. (Direct) Tom says that he is going. (Indirect) "I am going," said Tom. (Direct) Tom said that he was going. (Indirect) CAPITALS AND PUNCTUATION 121 Exercise 65. — Written Change the quotations in previous exercises to the indirect form, and punctuate correctly. Exercise 66. — Written and Oral Insert commas, semicolons, colons, wherever nec- essary. State your reason for every punctuation mark used. 1. It was September 1429 the weather had fallen sharp a flighty piping wind laden with showers beat about the township and the dead leaves ran riot along the street. Here and there a window was aheady lighted up and the noise of men-at-arms making merry over supper within came forth in fits and was swallowed up and carried away by the wind. The night fell swiftly the flag of England fluttering on the spire top grew ever fainter and fainter against the flying clouds — a black speck like a swallow in the tumultuous leaden chaos of the sky. As the night fell the wind rose and began to hoot under archways and roar amid the tree-tops in the valley below the town. Stevenson 2. All the coin was gold of antique date and of great variety French Spanish and German money with a few Enghsh guineas and some counters of which we had never seen specimens before. There were diamonds — some of them exceedingly large and fine — a hundred and ten in all and not one of them small eighteen rubies of remarkable brilliancy three hundred and ten emeralds all very beautiful and twenty-one sapphires with an opal. Besides all this there was a vast quantity of solid gold ornaments nearly two hundred massive finger rings and earrings rich chains — thirty of these if I remember eighty-three very large and 122 ENGLISH FOR BUSINESS heavy crucifixes five censers of great value a prodigious golden punch-bowl ornamented with richly chased vine leaves and BacchanaUan figures with two sword handles exquisitely embossed and many other smaller articles which I cannot recollect. Foe 3. It carried him back upon the instant to a certain fair day in a fisher's village a gray day a piping wind a crowd upon the street the blare of brasses the booming of drums the nasal voice of a ballad singer and a boy going to and fro buried over head in the crowd and divided between interest and fear until coming out upon the chief place of concourse he beheld a booth and a great screen with pictures dismally designed garishly colored Brownrigg with her apprentice the Mannings with their murdered guest Weare in the death- grip of Thurtell and a score besides of famous crimes. The thing was as clear as an iUusion he was once again that little boy he was looking once again and with the same sense of physical revolt at these vile pictures he was still stunned by the thumping of the drums. Stevenson 4. Death be not proud though some have called thee Mighty and dreadful for thou art not so For those whom thou think'st thou dost overthrow Die not poor Death nor yet canst thou kill me. Donne 5. Music when soft voices die Vibrates in the memory Odours when sweet violets sicken Live within the sense they quicken. Rose leaves when the rose is dead Are heap'd for the beloved's bed And so thy thoughts when thou art gone Love itself shall slumber on. Shelley Chapter VI WORD STUDY 1. The Importance of Words. — Suppose the world should be deprived of the use of words. Busi- ness could then be carried on only through signs; telegraphs would cease to click; telephones would prove useless mockeries; transportation would be swamped in muddled confusion; industries would fall a prey to their own intricacies. The world, indeed, would be handicapped at every turn. Words, then, it is clear, are a part of the stock in trade of the business world and he who would command should be the master of and not the slave to his vocabulary. He should be able to speak concisely and pointedly, and, moreover, if need arise, he should have at his service such a variety and range of words as to enable him to express himself not only with precision and accu- racy, but with that fullness of language which suggests flexibility, ease, and vigor. 2. How to Broaden the Vocabulary. — Practice is the first aid. Actually get hold of new words and then use them. You will perceive that you will not startle others so much as yourself. Grad- ually, the words will begin to assume a standing 123 124 ENGLISH FOR BUSINESS in your vocabulary and, before long, they will seem like old friends. To obtain these words, various practical methods are possible. Here are a few: 1. Find synonyms for words which you have a tendency to overuse. 2. Record words with which you are familiar but which you never use, — and then "work" them. 3. Make a list of important, unfamihar words which you hear, or discover in your reading. 4. Listen carefully to the conversations or ad- dresses of educated people. 5. If possible, try to translate from a foreign lan- guage. In this way a fine perception of shades of meaning, almost unattainable by any other method, is acquired. 6. Get interested in the dictionary, where you can trace the life history of words. 3. The Origin, Growth, and Decay of Words. — Words, like bushes, have roots. And as a bush, springing from one set of roots, may have many branches, so there are many words which branch off from the same root. The roots of English words are most frequently found in the Anglo- Saxon, Latin, and French languages; although nearly every language has helped to enrich Eng- lish. On that account a potential wealth of words lies at our disposal, to convey almost every shade of meaning. Take the root fdc — it is found in the Latin verb facer e, "to do or make." A large WORD STUDY 125 number of English words have grown out of it, among them being: fdct, factor, facile, factory, faction. If we learn the meanings of a few roots, they may assist us to glean, in part, the meaning of unfamiliar words containing famiUar roots. The knowledge of prefixes and suffixes is of similar value. Words, Uke human beings, have histories. Some words have persisted for a long time, undergoing little or no change of meaning. Such words are few. Others have shifted their signification from time to time and, through new associations, have gathered new meanings. With an unabridged dictionary we can trace this gradual development. That is one reason why we have to study the dic- tion of Shakespeare. To his audiences, many words with which we are familiar had meanings far different from what we should expect. Thus they would interpret fond as foolish, fancy as love, admire as wonder, clerk as scholar, and so on. I It is sad but, nevertheless, true that words in the course of time often degenerate. Silly once meant innocent; villain once meant serf; wanton, playful When Gertrude called her son, Hamlet, a wretch, she used the word as a term of endear- ment. Idiot is derived from a Greek word which originally meant a private person. The Romans, borrowing the word, added the idea of one set apart because of some peculiarity. And later, it has come to acquire the still further meaning of one 126 ENGLISH FOR BUSINESS whose peculiarity is a weak mind, a total lack of will power. Dr. Richard Chenevix Trench has compared words, embracing poetry, history, biography, to fossils, because they help us to understand the total experience of the human race from its earhest times to its Kving present. 4. The Power of Words. — Dr. Trench, in speak- ing of the power of words, says: It is the first characteristic of a well-dressed man that his clothes fit him: they are not too small and shrunken here, too large and loose there. Now it is precisely such a prime characteristic of a good style, that the words fit close to the thoughts. They wUl not be too big here, hanging like a giant's robe on the limbs of a dwarf ; nor too small there, as a boy's garments into which the man has pain- fully and ridiculously thrust himself. You do not, as you read, feel in one place that the writer means more than he has succeeded in saying; in another that he has said more than he means; in a third something beside what his precise intention was ; in a fourth that he has failed to convey any meaning at all; and all this from a lack of skiU in employ- ing the instrument of language, of precision in knowing what words would be the exactest correspondents and aptest exponents of his thoughts. Exercise 67. — Oral and Written Consult an unabridged dictionary for the meaning of each word in the following groups. Master a group daily, by using each word in oral and written discourse. The words marked with the asterisk are commonly used in business; they should receive special attention. WORD STUDY 127 1 2 3 4 *part aggravate manly con'jure *portion annoy mannish conjure' relation provoke woman ♦expect relative vex lady ♦suspect *most exasperate ♦farther recollect *almost contemptibly ♦further remember *house contemptuously continual teach *home *abbreviate continuous learn avocation *contract ♦stay ♦likely vocation ♦abridge ♦stop ♦liable 5 6 7 8 *balance eminent decimate ♦locate *remainder prominent destroy ♦settle *remnant *fix argue hanged beautiful *repair augur hung pretty *loan confute healthy handsome *lend refute healthful deadly *party ♦bring ♦affect deathly *person ♦fetch ♦effect *settle *ample egoism ♦climax *pay *spacious egotism ♦acme 9 10 adduce clumsy deduce awkward 4 *apt character *capable reputation ♦skillful ♦propose convene ♦purpose convoke ♦antiquated absurd ♦antique foolish ♦minute preposterous ♦particular 128 ENGLISH FOR BUSINESS Exercise 68. — Oral or Written 1. Fill in the following blanks with appropriate words suggested by the foregoing study. 1. S. Weir Mitchell's was medicine; his was writing. 2. He made his with his sister. 3. He built a in the country. 4. He gave me my of the receipts. 5. I read him a of the letter. 6. The word Mississippi was on the envelope. 7. He used the form of the word accounts. 8. He kept an dictionary on his desk. 9. His business troubles were by the failure of the bank. 10. We were by the secretary's stupidity. 11. He is advanced in bookkeeping than I. 12. She walked 13. The train - 14. We there all summer. — than I did. at many stations. 15. I he knows his trade. 16. Where do you to spend the summer? 17. I could not 18. He could - 19. 20. 21. — him how to do it. — his lesson with ease after that talk. He could not be held in such an event. She is to shp if she is allowed to go up there. It is to snow before night. See group 1. See group 2. See group 3. See group 4. WORD STUDY 129 that biU? the account June to his accounts 22. When can you 23. I shall be able to - 12. 24. He was not able without help. 25. I will invest the — estate. 26. He disposed of the - 27. His client consulted him about securing of the money in real — at a great sacrifice. a him the money. well for the with 28. No one was able to — 29. His fortune was ; his home, , 30. I have the unsteady post and the broken hasp. 31. His early successes future. 32. We can that he will succeed. 33. The young man his references him. 34. Will you please last year's ledger from the safe? 35. What was produced by mixing those chemicals? 36. How did the panic - 37. This is a specially — 38. The City HaU is section. 39. The Quakers in Pennsylvania. 40. Business men are to set a high value on time. - his business? part of the city. — in the business Miss Everett is a office assistant. A workman is needed to do this work. What did he from his investigation? 41. 42. 43. 44. The governor the legislature. See group 5. See group 6. See group 7. See group 8. See group 9. 130 ENGLISH FOR BUSINESS 45. She wore jewelry and garments of an cut. 46. We Mrs. Stowell for secretary. 47. He had to form a stock company. 48. I do not know his ; I know only his . 49. They inclosed a machine. 50. I do not see any scheme. description of the advantages in that See group 10. 2. Make a list of twenty words which you think you overwork. Try to find synonyms for them. Exercise 69. — Oral or Written The following words and expressions are com- monly misused. Divide the list into groups of five. Take a group a day, until all have been mastered, and write sentences showing the correct use of these words and expressions. Accept signifies to receive, and must be carefully distin- guished from the verb except, meaning to exclude. Alike should not be used with both: They are ahke in their tastes. All right should never be written alright. Allude to impUes indirect reference; refer signifies direct mention: I alluded to the joys of friendship in my talk on Spenser. I referred to Hamlet in that illustration. Alternative indicates one of only two possibilities. Among themselves should be used instead of among one another. Anywhere should be used instead of any place. WORD STUDY 131 Apparent denotes what seems but may not be real; evident denotes what both seems and is real. Audience implies listeners; it is often incorrectly used for spectators, — those who look on. Aware is used with respect to things outside of ourselves; conscious, with respect to sensations within ourselves. Beg should be followed by leave, when one requests per- mission: I beg leave to state; I beg leave to differ. Between apphes to only two things; among should be used for three or more. Burst is the past participle of burst. Never say hursted. Childlike means resembling a child; childish means with the weakness of a child. Claim should not be used in the sense of assert, maintain, or say. Compare to means liken to. Compare with means point out resemblances and differ- ences, measurje by. Complected is a vulgarism and should not be used for complexioned. Couple means simply two; several should be used for more than two. Data is plural and, therefore, requires a plural verb: These data are accurate. Decided means strong, firm; decisive means final: His decided opinions brought about a decisive victory. Demean simply designates the act of behavior; debase implies bad behavior. Discover means to fmd something already in existence; invent means to create something for the first time. Each other is applicable to two only. One another is used for more than two. Enormity denotes monstrous wickedness or horror; enor- mousness, great size. 132 ENGLISH FOR BUSINESS Everywhere should be used instead of every place. Exceptional means unusual or describes a case outside the operation of a rule ; exceptionable is applied to that to which exception or objection may be taken. Falseness is used in connection with persons; falsity, in connection with things or ideas. First is an adverb as well as an adjective. Firstly, though permitted, is rarely used. Former and latter refer to one of two persons or things. In case of more than two, use the first, the second, etc. Humane possesses the idea of kindness, considerate treatment. It should not be confused with human: The S. P. C. A. is a humane society. /// is an adverb as well as an adjective. Never say illy. Inside of should not be used to denote time. Use within. Kind is singular. Do not say these kind. Kind of should not be followed by a. It should not be used in the sense of rather. Last means final and should not be used for. latest. Less refers to quantity; fewer to numbers: There were fewer members in the class this year. Like should not be used for as or as if: He looked like his cousin. He acted as his cousin did. He acted as if his cousin were coming. Luxuriant means superabundant in growth or production: The vegetation is luxuriant. Luxurious means given over to luxury: The entertainment indicated luxurious Uving. Mighty should not be used in the sense of very. Mutual can refer to only two persons or things. Other- wise, common should be employed. News is singular in construction. Nowhere should be used instead of no place. Nowhere near is a vulgarism for not nearly. WORD STUDY 133 Of is sometimes wrongly used for have. Say, / should have written; not, / should of written. Off should never be followed by of. Providing is frequently misused for provided: Provided you agree, we shall adjourn. Quite means entirely, wholly, and not rather, or very. Rarely if ever should be used instead of rarely ever, or rarely or ever. Same should never be used in such expressions as: Your letter received and in reply to same, etc. Same as should not be used in the sense of just as, in the same manner. Seldom if ever should be used instead of seldom ever, or seldom or ever. So ... as are the proper correlatives in a negative state- ment: I did not get so far as I had hoped. In a positive statement, use as . . . as. Sort. See kind. Sort of. See kind of. Splendid means shining, brilliant, and should not be used for fine. Such a one, not such an one, is correct. Think should not have the word /or added: It is not so serious as you think. Try should be followed by to, not and: Try to do better next time. Upward of should not be used in the sense of more than. Visitor is a human caller; visitant, a supernatural one. Ways is often misused for way. *'It's a long way to Tipperary." Whence means from which place or cause; therefore, it should not be preceded by from. 134 ENGLISH FOR BUSINESS Exercise 70. — Oral or Written 1. Try to determine the meanings of the prefixes in the following woi:ds. circumscribe conform advent bisect describe deform invent dissect inscribe inform convention trisect prescribe multiform subscribe perform precede inject superscribe reform proceed interject transcribe transform secede object uniform supersede project subject 2. The meanings of a few roots and a derivative from each are here given. Supplement all of these derivatives by others. Be sure to consult an un- abridged dictionary to see if yom* surmises are correct. ject (throw), dejected (literally, thrown down) junct (join), junction (a joining) mit, mis (send), remit (to send back), submission (lit- erally, sending under) vent (come, go), prevent (literally, to come before; hence, to hinder) diet (say, tell, speak, plead, name, appoint), interdict (inter, between + dicere, to say = interdict^ a prohibitory order or decree) duct (lead, guide, haul, bring, prolong, protract), produce (pro, forward, forth + ducere, to lead = produce, to lead forth, to offer to view, to show, etc.) fact (make, do, form, produce, create, appoint), factotum (facere, to do + totus, all = factotum, a person employed to do all kinds of work or business) WORD STUDY 135 script (scratch, engrave, draw, write), postscript (post, after + scribere, to write = postscript, an addition to a com- position after the body of it has been finished) 3. Consult an unabridged dictionary and get the full history of the following words: capricious, knave, derrick, bamboozle, mesmerize, trite, comet, phaeton, graft, bedlam, tawdry, frank, sandwich, sterling, 4. Consult an unabridged dictionary and find from what language these words originally came: wigwam, algebra, dynamite, sloop, cigar, novel, caviar, burn, burnish, taboo, boomerang, cologne. Exercise 71. — Oral Examine the following advertisements or parts of advertisements. To what kind of people is each directed? What words are particularly well chosen to make a strong appeal to the taste or needs of such a class of readers? Notice the various methods of emphasizing words. 1. Riding in a swiftly gliding NATIONAL is "drawing- room comfort" on wheels. It does not require a changed mental attitude or sacrifice of bodily comfort. The quickly operating machinery makes a pleasure out of the neces- sity for transportation. Not a discordant note is evident in the new marine design of the NATIONAL SIXES: convenient seating arrangement; exquisite finish; tonal effects of rich bodies; and finely wrought metal. 136 ENGLISH FOR BUSINESS 2. OAKLAND SAFETY ON THE ROAD is assured when you drive the Oakland — whether the road be rough country highway or paved street in the city. There is lower weight suspension — a lower center of gravity — that removes danger of sidesway skidding, or turning over. Yet this safety is made possible without reducing the car's road clearance — which is the usual ample clearance. This makes the Oakland the car for any road, therefore THE CAR FOR THE FARM 3. Weavers of Speech Upon the magic looms of the Bell these weavers of speech sit silently at System, tens of millions of telephone the switchboards, swiftly and skillfully messages are daily woven into a mar- interlacing the cords which guide the velous fabric, representing the count- human voice over the country in all less activities of a busy people. directions. Day and night, invisible hands shift Whether a man wants his neighbor the shuttles to and fro, \yeavliig the in town, or some one in a far-away thoughts of men and woinen into a state; whether the calls come one or ten pattern which, if it could be seen as a a minute, the work of the operators is tapestry, would tell a dramatic story ever the same — making direct, instant of our business and social life. communication everywhere possible In its warp and woof would rningle jj^j^ j^ g^j, gervice. Not only is it success and failure, triumph and trag- necessary to provide the facilities for edy, joy and sorrow, sentiment and ,j,^ weaving of speech, but these facil- shop-talk, heart emotions and million- j^j^^ ^^^^ ^^ ^j^^j^^j ^j^j^ ^^ ^j^j,! dollar deals. ^^^ intelligence which, in the Bell The weavers are the 70,000 Bell op- System, have made Universal Service erators. Out of sight of the subscribers, the privilege of the millions. American Telephone and Telegraph Company And associated Companies One Policy One System Universal Service WORD STUDY 137 Tone That's where the Victrola is pre-eminent The Victrola brings to you the pure and varied tones of every musical instru- ment, and the beauty and individuality Of every human, voice — all absolutely true to life. Such fidelity of tone was unknown before the advent of the Victrola — theyfr^/ 'cttbinel style tatking-machitu; and this pure and life-like tone is exclusively a Victrola feature. Exercise 72. — Written Make a collection of advertisements which you feel illustrate a purposeful use of words in portraying the definite salable characteristics of various com- modities. Show in what respects the selected words (a) fit the article, (6) stimulate the buying interests of readers. Advertisers show a keen feeling for the value of their words in selecting catchy expressions to describe Why the Victor -....,;9^ Is Best for YOU STEI^OPTICON No matter where, when, or under what conditions you intend to u5e';a stereopticon, you will find the Victor the most satisfactory for a multitude of reasons. // is Equipped with the Remarkable Victor Arc Lamp It can be used with satisfactory. Tfie whole field is always clear. Is indestnicdble.- results anywhere. and brilliant. Attaches to any incandescent It is light and compact. The light is steady and silent. socket. It can be used by any one. Carbons changed from outside WUl not>crack slides. The light i, permanently aligned ^ »» »"°""'1»' ^°^''* *»-»"y '^^'^ at factory. Is trouble-proof. Cannot be short-circuited. Let us send the Victor Boole. It tells all about this remarkable new illustrating device. Write today. VICTOR ANIMATOGRAPH COMPANY no VICTOR BUILDING DAVENPORT, IOWA, U. S. A. 138 ENGLISH FOR BUSINESS their wares. Name the commodities which you asso- ciate with the following: Chases dirt; Spotless Town; Ideal; Holeproof; Wins on merit, not tradition; Quality; Royal. Add to this list five descriptive epithets that you think have been used to advantage by the advertiser. Study the words used by the New York Sun in this entertaining introduction to the description of a dinner given by the Yale Alumni to William Howard Taft. Make a list of those words which seem to you particularly well chosen. If you've ever sat in the enemy's camp when the Blue eleven lunged its last yard for a touchdown and had your hair ruffled by the roar that swept across the gridiron, you can guess how 1,500 Yale men yelled at the Waldorf last night for Bill Taft of '78. It came all at once, a terrific, ear-jarring crash of cheers that danced the glasses on the table tops and fluttered the big flags around the balconies. They had ceased the pounding chant of "Boola." The classes from '53 to '08 had flung the Brek-a-kek-kek, Ko-ax, Ko-ax from wall to wall, and the orchestra, away up under the roof, had dropped the horns and fiddles from sheer weariness. There was a moment of unexpected quiet. Suddenly the electric fights died all over the grand ballroom. A searchfight sprayed its rays squarely on a drop curtain which pictured the old Brick Row as it was in the days when President Taft was a freshman. You could see the rail fence, even the initials cut along the boards — "W. H. T.," "O. T. B.," "A. T. H." TaU elms leaned toward the ancient buildings and spread their foUage over the dingy roofs. The broad band of fight moved up and down over the picture, hesitated, then feU squarely on Pres- ident Taft as he sat with President Arthur Twining Hadley of the university and President James R. Sheffield of the Yale Club. The President's head was half turned toward the picture of the old Brick Row. He wasn't smiling. The yeU started, spread aU over the room and gathered force as man after man opened the throttle of his lungs and turned on the full power that was WORD STUDY 139 in him and roared and thundered until the lights went out again. In the darkness presently the old Brick Row appeared and took form. Soft Hghts gleamed at the windows of the dormitories. The chapel bell tolled faintly. The cheerful voices of freshmen calling to freshmen were heard very faintly. A shout only less mighty than the salute to the President shook the big room and shortly passed to laughter. Somebody started a chant. The Yale gradu- ates took it up by hundreds until 1,500 of them shouted in rhythm: Oh, Freshman, put out that light! Oh, Freshman, put out that hghtl Oh, Freshman, put out that light I That was Yale's greeting to Taft of '78. The welcome to President William Howard Taft, who happened to have been graduated from Yale and not some other university — Harvard, say, or Princeton — came later, when President Sheffield of the Yale Club and President Hadley sent big words over his head and admitted that the character of the man had something to do with his rise in the world as well as the Yale training. E. C. Hill, in ''The 5un," March 20, 1909. Exercise 73.— Oral Examine the following form letter, paragraph by paragraph, to discover (a) the effects the writer is striving for, (6) the appropriateness of the words selected to create these effects. HENDRICK HEIGHTS ESTATES 49 West 36th Street, New York WnxiAM Bayard, President July 23, 1914. Mr. Robert F. Hawkins, Springfield, Mass. Dear Sir: Believing you to be a citizen who is well and favorably known in your community and whose identification with our 140 ENGLISH FOR BUSINESS enterprise will be of valuable assistance to this company, we want to enlist your cooperation and influence in our behalf. It will not interfere with your present vocation in any way, and the efi'ort is well worth while. What we are offering is an OPPORTUNITY. It is YOURS if you want it. It is limited and not free for all. Remember MONEY represents the efforts of man, and the LUCKY MAN prospers because he keeps posted on what is going on and avails himself of OPPORTUNITY when it knocks at his door. Don't be a pessimist; his point of view is that of the unlucky man. If everything were full of flaws, you would not have your present connection. Let us tell you more about our proposition; then use your own judgment. Sign and return the inclosed postal card, and full infor- mation will be furnished without obligation or expense to you. Very truly yours, J. F. Whiton, Manager. Exercise 74. — Practical Problems 1. You wish to introduce to your school assembly an alumnus, who has made an excellent college record in scholastic and athletic activities. He is to talk to the student body upon Why go to college? Plan your introductory speech. Decide upon your purpose; ar- range your material according to your purpose; and select the words that will convey most clearly and forcefully your purpose-idea. Deliver the speech. 2. You are the business manager of your school paper, for which you wish to secure advertisements. WORD STUDY 141 Plan an interview with a collar manufacturer. Select those points which will convince him that he should advertise his latest style collar in a magazine read by many hundreds of young men. Arrange these argu- ments so that you will increase his interest gradually until the end of the interview is reached. Make a written dramatization of this interview. Underline all words that you feel convey exactly and forcefully your thought. 3. As in problem 2, you wish to secure advertise- ments for your school paper. Write a letter (see Chapter XIII for the form to follow in such corre- spondence) to a distant college which has drawn from the graduates of your school, asking for a renewal of last year's advertisement. Plan the letter care- fully, making every word and sentence count in convincing your correspondent of the advantages of advertising with you. 4. You write to an old customer asking him to renew his advertisement in your school paper. He replies in an injured manner, saying that the details of the design inclosing his advertisement were not adhered to in the last two issues of the paper. Answer the letter. Aim to use purposefully such words as will conciliate him and finally secure his continued patronage. 5. Plan, write, and dehver a speech urging all students to support advertisers patronizing the school paper. Underline in your written speech those words that are designed to awaken in your hearers their responsibility in this respect. 142 ENGLISH FOR BUSINESS 5. Syllabication. — Consult an unabridged dic- tionary to discover the exact meaning of the words syllable, diphthong, vowel, consonant. Pronounce carefully the following words, showing by your enunciation the syllables into which each is divided. Before attempting to do this, however, divide each word into syllables. business disbursement crystallization advantageous stenographic anaesthetic conspicuous instantaneous artificial temperament stubbornness inexhaustible embarrassment chieftain pneumatic inveterate necessitating propeller invitation preparation restaurant accidentally correspondence thermometer coming inventory stationary advertisement inaccessible quarrying insep£u*able reference restoration dissatisfy secretary professor Exercise 75. — Oral 1. From the foregoing study make observations by answering these questions. How many vowel sounds are found in a syllable? How is a diphthong considered in dividing a word? How does the dou- bling of a consonant affect the division of a word? 2. Consult the dictionary for the proper accenting of the following words. Study the list in three assign- ments. alias deficit mischievous combatant municipal inquiry comparable exquisite reputable chastisement formidable industry WORD STUDY superfluous irreparable illustrate acclimate exemplary defect gondola misconstrue theatre hospitable precedence impious irrevocable lamentable apparatus impotent ludicrous admirable 143 3. Practice the following words aloud, aiming to give to each final syllable its full value. bookkeeping doing anything selKng speaking typewriting getting bringing saying leaking accounting sleeping collecting breaking corresponding balancing eating running advertising measuring banking seeing buying reading meeting 4. Look up the meanings of the following words. Which are verbs? Which, nouns? Formulate the rule. Practice the pronunciation by using each in an oral sentence. attribute object attribute object progress subject progress subject 5. The following words contain vowels which are commonly mispronounced. Consult an unabridged dictionary for accent and length of syllables before attempting to do the practice work of this exercise. contract convert torment contract convert torment contrast rebel prefix contrast rebel prefix massacre grimy grievous chaulte deaf squalor height amatei accUmate Italian italic engine gape culinary sarsaparilla hearth genuine preface heinous bade creek quay vaudeville Genoa juvenile heroine heroism faucet 144 ENGLISH FOR BUSINESS 6. Common Rules for Spelling. — 1. Final silent e is usually dropped before a suffix beginning with a vowel. love ing loving sense ible sensible 2. Final silent e is usually retained before a suffix beginning with a consonant. measure ment measurement use ful useful Exceptions: acknowledgment, argument, truly. 3. E is retained in words ending in ce and ge, be- fore a suffix beginning with a or o, in order to preserve the soft sound of c and g, serviceable outrageous marriageable advantageous 4. Final y preceded by a vowel is generally retained before a suffix. delaying paying obeying staying enjoying buying 6. Final y preceded by a consonant generally changes to i before a suffix beginning with any other letter than i, dictionary try supply dictionaries tries supplies laboratory fly factory laboratories flies factories WORD STUDY 145 6. The i must always follow e If the two come after c; And if they give the sound of a Arrange them in the selfsame way. Whenever other words you try, Letter e will follow i. Any exceptions found to these? There are a few; just look at seize* receive conceive weight chief yield receipt perceive sleigh relieve siege * Also: either, inveigle, leisure, neither, weird. 7. One I is usually dropped from a prefix or a suffix ending in //. tact full all most full fill mind full tactful almost fulfill mindful 8. The prefixes dis, mis, im, in, ir, un, etc. and the suffixes ly and ness do not usually affect the spelling of words to which they are added. dissatisfy immovable usually misstate innumerable commercially irregular unnecessary stubbornness 9. Monosyllables and words accented on the last syllable, ending in a single consonant preceded by a single vowel, generally double the final consonant before a suffix beginning with a vowel. hop run transfer plan hopping running transferred planning 10. Observe the importance of determining the accent of words that come under Rule 9. Suffer for instance, although it ends in a single consonant 146 ENGLISH FOR BUSINESS preceded by a single vowel, does not double the final consonant before a sufifix beginning with a vowel, because the accent falls on the first syllable. Other words of this class are : benefit benefiting banquet banqueting summon summoning Exercise 76. — Oral or Written Study the following words. Give the reason for the spelling of each word marked with the asterisk. measure encourage apparel hop *measuring ♦encouraging ♦appareled ♦hopping ♦measureless ♦encouragement love hope enlarge indorse ♦lovable ♦hoping ♦enlargement ♦indorsing ♦loving plane induce ♦indorsement prepay ♦planing ♦inducement reverse ♦prepaying come ♦receive ♦reversal commit ♦coming ♦receiving ♦reverser ♦committing plan ♦receivable ♦reversible ♦committal ♦planning ♦believe ♦reversing ♦commitment remorse believable entangle ♦committee ♦remorseful ♦believing ♦entanglement I. General Words Frequently Misspelled Lesson 1 ah breVi a'tion ac cept'ance ac knowl'edg ment a bom'i na ble ac ces'si ble ac quaint'ance a bridg'ment ac'ci den'tal ly ac quire 'ment ab'scess ac com 'mo date ac quit'tal a bun'dant ac com'pa ni ment ac'tor ac cede' ac cord'ance ad dress / ac cel'er ate ac'cu ra cy ad'e quate ac cept'a ble a chieve'ment ad mis'si ble WORD STUDY 147 ad vis'er ag grieve' a gin ty a gree'a ble a lign'ment all right al le'giance al'ma nac ap point' ap'pre hen'sion ap proach' ap pro'pri ate ar'chi tect arc'tic ar'gu merit ar raign'mRFit au'di tor au'then tic'i ty au thor'i ty au'tumn aux il'i a ry av'e nue awk'ward bal loon' Lesson 2 al though' al'to geth'er am'a teur' am big'u ous an'a lyt'ic an'gel an'gle an ni'hi late Lesson 3 ar range'ment as cend' as'cer tain' as sas'sin as ses'sor as sid'u ous as sim'i late as sist'ance Lesson U bal'lot ing ba'sin bat tal'ion be gin'ning be lieve' ben'e dic'tion ben e fi'cigJ ben'e fac'tor an m ver sa ry an nounce'ment a non'y mous an tith'e sis anx i'e ty ap pall' ap par'ent ap pear'ance as so'ci ate as sort'ment as sump'tion a sy'lum ath let'ics at tain'a ble at tend'ance au'di ence ben'e fit be nev'o lent be siege' bi'cy cle bil'liards blam'a ble blas'phe mous breadth break'age bril'Hant buc'ca neer' bu'reau Lesson 5 can'di date cap'i tol cap'tain car'tridge cem'e ter y cen ten'ni al cer'e mo ny ces sa'tion 148 ENGLISH FOR BUSINESS bur'glar ca lam'i ty caren dar cam'era cat'a logue ca tarrh' ca tas'tro phe ceil'ing change'a ble chapter on char'ac ter i za'tion charge'a ble char'i ta ble chas'tise ment chieftain chif fo nier' ci'pher cir cu'i tous cir'cu lar cir cum'fer ence Lesson 6 cir'cum scribe' cite cir'cum stance ci vil'i ty cloth clothe col'o nize CO los'sal com 'bat ant com mit'tee com mu'ni cate com par'i son com'ple ment com'pli ment com'pre hen'si ble con cede' con ceiv'a ble con cm-'rence con fes'sor con'quer or con'sci en'tious con'scious con spic'u ous con tem'po ra ry Lesson 7 con tempt'i ble con temp'tu ous con tin'gent cor'dial ly cor'o na'tion cor rel'a tive cor're spond'ence coun'se lor coun'ter feit cou ra'geous cour'te ous ere a'tor ere den'tials cred'i ble crit'i cism cru'ci fy cur ric'u lum cur'tain cus to'di an cy lin'dri cal cyn'ic de bat'a ble de bat'er de ceive' Lesson 8 de fend 'ant de fen'si ble de ferred' defer ence de fi'cient de fin'a ble def 'i nite del'e gate de lib'er a'tion de lir'i ous de scribe' de sir'a ble de spair' de struc'tion de terred' de vel'op WORD STUDY Lesson 9 de vice' dis'ap prov'al dis sat'is fy differ ence dis as'ter dis'si pa'tion diffident dis cern'i ble dis suade' di lap'i dat'ed dis'ci pline dis tinc'tion dir'i gi ble dis coiir'age ment dye'ing dis'a gree'a ble dis creet' dy'ing dis'ap pear'ance dis cre'tion ear'ly dis'ap point' dis lodgement Lesson 10 ear'nest ec cen'tric e lim'i nate er ro'ne ous ec cle'si as'ti cal em bar'rass es pe'cial ly e'co nom'i cal e mer'gen cy ev,'i dent ly ed'itor em'i nent ex ag'ger ate ef fi'cient en deav'or ex as'per ate e lab'o rate en vi'ron ment ex ceed' el'e gance e quiv'a lent ex cite'ment el'i gi ble e ra'siire Lesson ii ex cus'a ble ex hil'a rate fa mil'iar flat'ter y ex ist'ence fas'ci na'tion fiex'i ble ex or'bi tant fas tid'i ous for'ci bly ex'pla na'tion Feb'ru a ry fore'head ex traor'di na ry fierce for'feit ex trav'a gant fi'er y for'mal ly fa cil'i tate fi'nal ly for'mer ly fac sim'ile fine'ly Lesson 12 for'ty four gram'mar hei'nous fu'tile griev'ous heir gal'lop gri mace' hem'or rhage 149 150 ENGLISH FOR BUSINESS gen'er al ly ghost god'dess gor'geous gov'er nor id'i o syn'cra sy il leg'i ble il lu'mi nate il lu'sion il lus'trate im ag'i na ble im'i tate im me'di ate ly in'de pend'ence in'de scrib'a ble in'de struct'i ble in dic'a tive in'di gest'i ble in'dis pen'sa ble in'di vid'u al in dom'i ta ble in'tri ca cy in vei'gle in ves'ti ga'tion in vin'ci ble i ras'ci ble ir reg'u lai ir rel'e vant ir're me'di a ble gym na SI mn hag'gard har'ass haz'ard ous hearth Lesson 13 im'mi grate im'mi nent im pass'a ble im pas'si ble im pos'si biri ty im prove'ment in'ad vert'ent in'as much' Lesson i^ in dul'gent in'ex cus'a ble in'ex haust'i ble in'ex pe'di ent in'fa mous in flam 'ma ble in fringe'ment in gen'ious Lesson 15 ir rep'a ra ble ir're spec'tive ir'ri gate ir'ri ta ble isth'mus jeal'ous jeop'ard y ju di'cious hos'pi ta ble hy poc'ri sy hy poth'e sis i'ci cle i den'ti cal in au'gu rate in'ci den'tal ly in cip'i ent in com'par a ble in'con ceiv'a ble in cred'i ble in cred'u lous in del'i ble m gen u ous in i'tial in quis'i tive in sep'a ra ble in sist'ence in suffer a ble in'te gral in tel'h gi ble juVe nile ker'o sene' kin'der gar'ten knead knowledge lab'o ra to ry lat'tice lav'en der WORD STUDY 151 leg'i ble le git'i mate lei'sure le'ni ence li'bra ry li'cense li cen'tious lin'e a ment Lesson 16 lin'i ment live'li hood loathe lodgement lone'li ness Ion gev'i ty lu'cra tive lus'cious lux u'ri ant lux u'ri ous ly'ing mack'er el mag'a zine' mag nif 'i cent ma hog'a ny main tain' main'te nance mal'ice malign' man'age ment mar'riage a ble mas'quer ade' max'im meant Lesson 17 meas'ur a ble meas'ure ment mem'o ra ble me nag'er ie mile'age min'i a ture mi rac'u lous mis'cel la'ne ous mis'chie vous mis shap'en mis'sile mis spell' moc'ca sin mo'men ta ry mon'arch y mo not'o nous mu nic'i pal mus'cle mys te'ri ous nas tur'tium nav'i ga ble nec'es sa ry neigh'bor neu ral'gi a Lesson 18 nick'el niece nine'teen nine'ti eth nine'ty ninth non'sense no'tice a ble nmsance o be'di ent o bei'sance ob serv'ance oc ca'sion al ly oc'cu pa'tion oc curred' oc cur'rence o'di ous o'dor ous o mis'sion Lesson 19 o rig'i nal os'tra cize out ra'geous pam'phlet par'al lei par'lia ment 152 ENGLISH FOR BUSINESS om nip'o tence op po'nent op'por tu'ni ty or'a tor or'ches tra pe cum a ry pen'ance pen'i ten'tia ry pen'ni less per'co late per'ish a ble per'ma nent per mis'si ble pos ses sion post pone' prac'ti cal ly prai'rie pre cede' prec'e dent prec'i pice pred'e ces'sor pro scribe' pros'e cute psy chol'o gy pub lic'i ty pum'ice punc'tu al pur sue' pyr'a mid o'ver alls' o'ver haul' pac'i fy pag'eant pal'at a ble Lesson 20 per'se cute per'se ver'ance per sist'ent per suade' pes'ti lence phi lan'thro py phi los'o pher phy si'cian Lesson 2i prefer ence prej'u dice pre lim'i na ry pre par'a to ry prev'a lent prin'ci pal prin'ci pal ly prin'ci pie Lesson 22 qual'i ty quan'da ry quan'ti ty quar'rel quay quer'u lous quiz'zi cal quo ta'tion par tic'i pate par tic'u lar pa vil'ion peace'a ble pe cul'iar piece pierce pi'geon planned plau'si ble pleas'ant plen'te ous plu'ral priv'i lege pro ceed' pro di'gious pro fes'sor pro fi'cient prom'e nade' prom'i nent pro nun'ci a'tion ra'di ant rad'i cal realm re cede' re ceipt' re ceive' re cep'ta cle re cip'i ent WORD STUDY ] Lesson 23 rec'om mend' re mis'sion res'i dence re curred' Ren'ais sance' re sist'ance re feired' rep'a ra'tion re spect'ful ly re gret'ta ble re pellent re spon'si bil'i ty re lieve' rep'e ti'tion res'tau rant re li'gious rep're hen'si ble res'ur rec'tion re mem'brance rep're sent'a tive re sus'ci tate rem'i nis'cence re prieve' Lesson 2U re trieve' rev'e la'tion run'ning scarce'ly re ver'ber ate sac'ri fice sched'ule rev'o lu'tion ar y sacrile'gious scheme rhap'so dy safe'ty schorar rheu mat'ic sap'phire sci'ence rhythm sat'ire scin'til late ri dic'u lous sat'is fac'to ry scis'sors right'eous sat'yr Lesson 25 screech sculp'ture sep'a rate sher'iff se cede' se'ri ous shield se'cre cy ser'pent shin'y sec're ta ry serv'ant siege seize serv'ice a ble sig'na ture sen'a tor sheath sim'i lar sen'si ble sheathe sim'i lar'i ty sep'a ra ble shep'herd Lesson 26 si'mul ta'ne ous sin cere'ly sov'er eign sta'tion er y singe spe'cial ty sta tis'tics siz'a ble spe'cies strat'e gy 153 154 ENGLISH FOR BUSINESS sol'der spee'i men strength sol'dier spir'it u al stren'u ous som'er sault spir'it u ous sub serip'tion soph'o more squeam'ish sub' si dize sou've nir' sta'tion a ry Lesson 27 sub stan'ti ate sue ceed' sur prise' tan'ta lize sue eess'ful sur ren'der tar'iff suf fi'cient sus pense' teeh'ni eal suit'or sym met'ri eal tem'per a ment sum'ma ry sym'pa thize tend'en cy su'per fi'eial sys'tem a tize ten'e ment su'per sede' tan gen'tial ten'ta ele su'per sti'tious tan'gi ble Lesson 28 ter'ri fy there'fore tour'na ment treneh'ant thief trace'a ble triv'i al thor'ough trag'e dy ty ran'ni eal through tran quil'li ty um'pire tid'al trans fer'a ble u nan'i mous tinge tran'si tive un doubt'ed ly to geth'er treaeh'er ous u'ni ver'si ty tor'tu ous tre men'dous Lesson 29 until' u'su al ly va'ri a ble vet'er i na ry u'sury va'ri e gat'ed vi'cious vac^ei nate va ri'e ty vi cis'si tude vae'il late vaudeville viet'ual vae'u um venge'anee vil'lage vague'ly ven'ture some vil'lain val'leys ver'i fy vis'i ble val'u a ble vet'er an vis'i tor WORD STUDY Lesson 30 vo cab'u la ry where'fore xy'lo phone vol'leys wher ev'er yacht vorun ta ry wheth'er yield vy'ing whole'some yolk war'rior whose zeal'ot wea'ri some wit'ness zeph'yr Wednes'day wor'sted zig'zag' weight wrenched zo oFo gy 155 II. Business Words , Lesson i ad dress'ee' al u'mi num bal brig'gan ad min'is tra'tor a'pri cot ba na'na ad ver'tise ment as'set bank draft all'spice' as'sign ee' bank book al'mond as'sign or' bank note al pac'a at'om iz'er bank'rupt al'ter a'tion au'gur bar'gain al'u min'i nm bal'ance Lesson 2 ba tiste' ben'e fi'ci a ry bill 'lion cas'tile ben'ga line busi'ness cel'er y bill of lading cal'i CO ce rise' book'keep'er cam'bric cer tif 'i cate bou'illon' cap'i tal cer'ti fied bril'lian tine car'go cham'ois broad'cloth cash ier' chat'tel buck'ram cash'mere Lesson 3 che nille' chev'i ot clerk con'fi den'tial chiffon col lat'er al con'sign ee' 156 ENGLISH FOR BUSINESS chin chiria CO logne' con sign'ment chintz com mis'sion con sign'or chis'el com mod'i ty con sol'i da'tion choc'o late com'pu ta'tion CO op'er a'tion ci'der eon cise'ness cor'du roy cin'na mon eon fee'tion er y Lesson 4 cor're spond'ence cou'pon erin'o line deb'it cour'te sy cu'mu la tive debt'or cra'ven ette' eur'rant de fi'cien ey ere den'tials cur'ren ey def 'i cit cred'i tor cur'rent de hn'quent crepe cus'tom er de mur'rage cre'pon cut'ler y de part'ment ere tonne' dam'ask Lesson 5 de pos'i tor dic'to graph du'pli cate es tate' die ta'tion em broid'er y ex ec'u tor dim'i ty em ploy ee' ex port'er di rec'tor em ploy'er fi nan'eial dis burse'ment en dow'ment fis'cal dis place'ment en'gi neer' flan'nel dis trib'ute en'tries fluc'tu ate draw ee' e'o'lienne' Lesson 6 fore clo'sure fou lard' hard'ware' in'ven to ry freight here with' in ves'tor gel'a tine hoard'ing in'voice gher'kins im port' er job'ber ging'ham in close' jute gren'a dine in'dor see' kha'ki guar'an tee' in sol'ven ey la'bel hand'ker chief in'ter est land'lord' WORD STUDY Lesson 7 lease lisle man'u fac'tur er ledg'er lo'co mo'tive mar seilles' les see' mac'a ro'ni ma tu'ri ty let'tuce m^c'a roon' max'i mum li'a bil'i ties mack'i naw may'on naise' li no'le um ma dras' mem'o ran'dum lin'sey-woorsey man'tel mer'can tile liq'ui date man'tle Lesson 8 mer'chan dise merg'er mus'lin o'ver drawn' me ri'no nain'sook par ti'tion mes'sa line' ne go'ti a ble par'cel min'i mum non'par tic'i pat'ing \ pass book mo'hair' no'ta ry pay'a ble mo las'ses o'le mar'ga rine pay ee' mort'gage op'er a'tor per'ca line' mort'ga gee' op'tion Lesson 9 per cent'age per fum'er y pro ra'ta ra'zor pick'le prop o si'tion refer ence pol'i cy pro spec'tus re frig'er a'tor pon gee' prov'i dent re li'a bil'i ty pop'lin prox'i mo re mit'tance por'ce lain pump'kin rho'do den'dron pre'mi um rai'sin rhu'barb prom'is so ry rasp'ber ry Lesson 10 sa'chet' sal'a ble script spe'cie sal'a ry scythe spec'i fi ca'tion sales'man se cu'ri ty ste nog'ra pher salm'on serge stock'hold'er 157 158 ENGLISH FOR BUSINESS salve sar'sa pa ril'la sa teen' scrip tan'ger ine tap'i o'ca ten'ant to bac'co ton'nage ton'tine train' dis patch'er trans mit'ting share'hold'er sir'loin' sol'vent spa ghet'ti Lesson 11 tri'al barance trus tee' type'writ er ul'ti mo u ten'sil u til'i ties val'u a'tion va nil'la sub sid'i a ry sur'plus syn'di cate taf fe ta veg'e ta ble ve lours' ver'mi cel'li vin'egar voile vouch'er war'ran ty whole'sale' ac cel'er a'tion a cet'y lene a cid'i fi ca'tion ad he'sion a e'ri al al bu'men al'ka loid alio trop'ic ar'ti fi'cial at'mos pher'ic au'to mat'ic bal'last ba rom'e ter ba sic'i ty Bes'se mer bi sul'phite m. Technical Words Lesson 1 alloy' a mal'ga mat'ed am'mo ni'a cal am pere' a nal'o gous a nal'y sis an'gu lar an'i line Lesson 2 bi tu'mi nous bo rac'ic bro'mide buoy'ant cal'ci na'tion cal'o rie an neal'ing an'thra cite aq'ue duct a que ous ar'chi tec'ture ar'gen tif 'er ous ar se'ni ous ar te'sian can ner y cap'il la ry car'bu ret'or cat'a lyt'ic cel'lu lose cen trif 'u gal cen trip'e tal chlo'rin a'tion chlo'ro form cin'na bar WORD STUDY 159 cir'cuit CO ag'u la'tion col'lier y coron nade' com'mu ta'tor com'ple men'ta ry con'crete con'duit Lesson 3 con'ser va'tion con vec'tion cor're la'tion cou lomb' crypt crys'tal li za'tion cu'li na ry cur'vi lin'e ar def la gra'tion del'i ques'cence der'rick di'a gram di'a phragm differ en'tial dif fu'sion di men'sion dis so'ci a'tion dor'mer dredg'ing dy'na mom'e ter dy'na mos e clipse' ef fer ves'cence ef flo res'cence Lesson 4 e'las tic'i ty e lee trol'y sis e lec'tro lyte e lec'tro typ'ing el lip'ti cal em pir'i cal e'qui lat'er al ex'ca va'tion Fah'ren heit fil'a ment form al'de hyde ga'ble gal'va nom'e ter gird'er glob'u lar grav'i ta'tion gypsum ho mol'o gous hy drau'lic hy drol'y sis hy'gro scop'ic hy'per bol'ic ig ni'tion im pen'e tra bil'i ty Lesson 5 in'can des'cence in flam'ma ble in'got in'su la'tion in'ter mit'tent ir'ri ga'tion , i soch'ro nous i'so la'tion i'so therm ki ne'to scope lau'da num liq'ue fac'tion liq'ue fied log'a rithm lu'mi nos'i ty mac ad'am ize ma chin'er y man'ga nese' ma'son ry Lesson 6 min'a ret mol'e cule mor'dant neu'tral ize nick'el nu tri'tion 160 ENGLISH FOR BUSINESS mech'a nism me dal'lion mer'cu ry met'al loids met'al lur'gy ox'i diz'ing ox'y gen par'a bol'ic par'tial ped'es tal pen'du lum per'me a ble mo sa ic mul'Kon mul'ti pie naph'tha nas'cent Lesson 7 phys'ics phys'i o log'i cal pil'lar pneu mat'ic po'lar i za'tion por'ti CO po ten'tial phos'phor es'cence pris mat'ic o paque os'cil la'tion OS mot'ic ox al'ic ox'i da'tion process prop'a ga'tion pro perier quad ran'gu lar qual'i ta tive quan'ti ta tive queir'ry ing rar'e fied re'en force'ment re stor'a tive sem'i per'me a ble so'le noid so lid'i fy'ing stat'ic stuc'co sul'phur Lesson 8 syn'the sis tap'es try tech nol'o gy tex'tile the'o ret'i cal ther mom'e ter Tor'ri cel'li an trans lu'cent tres'tle trough tu'bu lar ver'di gris vis cos'i ty vol'a tile wrought zinc Chapter VII THE RHETORIC OF THE SENTENCE 1. Unity. — Suppose you glance at a well- constructed locomotive. At once you get a single, big impression of its strength and power. Then examine its parts. Every one of them, the boiler, the wheels, the piston, contributes towards de- veloping the main impression. In like manner our writing, at all times, should convey a single- ness of impression. Not only the composition as a whole, but the details that enter into the composi- tion itself, must be governed by this principle. Every sentence must convey its own definite im- pression. It must set forth one single, dominant idea, which we call its central thought. All the smaller details in the sentence must be chosen with the view of making this central thought stand out clearly. This principle is called unity. Exercise 77. — Oral What is the central thought of the following sentence ? Her writing desk was a marvel of neatness, every thing in its precise place, the writing paper in geometrical parallelograms, the pen tray neatly polished. Mrs. Humphry Ward: Lady Rose*s Daughter. Separate the foregoing sentence into the parts indicated by the subjoined outline. 161 162 ENGLISH FOR BUSINESS I. General statement of the central thought II. Explanatory details A. Order B. Arrangement C. Care Select from the following sentences the part that expresses the central thought. Show how the other parts contribute to this. 1. The vessel, which was old and weather beaten, could not approach the shore because of the strong wind and the beating waves. 2. No sign of life was apparent; no light at any window, unless it might have been on the side of the house hidden from view. George W. Cable 3. Debt is to a man what the serpent is to the bird: its eye fascinates, its breath poisons, its coil crushes both sinews and bone, its jaw is the pitiless grave. B UL WER-L YTTON 4. The moral energy of nations, as of individuals, is sustained only by an ideal higher than themselves, and stronger than themselves, to which they cling firmly when they feel their courage waver. Henri Bergson 5. Poetry is an art, and chief of the fine arts; the easiest to dabble in, the hardest in which to reach true excellence. Edmund Clarence Stedman Exercise 78. — Oral Compare the sentences in each of the following groups. Which converge steadily toward a central thought.^ Which diverge from it; i.e., present unre- lated points.^ THE RHETORIC OF THE SENTENCE 163 1. (a) While in the woods, he killed a snake much like the one killed on his uncle's farm. (6) While in the woods, he killed a snake much like the one killed on his uncle's farm, containing many acres and situated many miles away. 2. (a) Dickens was a friend of the poor for he was the champion of their cause. (6) Dickens was a friend of the poor for he was the cham- pion of their cause and, besides, he wrote many interesting novels. 3. (a) Washington weis a great soldier, firm, brave, and cautious. (6) Washington was a great soldier, firm, brave, and cau- tious, £uid he was called the Father of his Country. 4. (a) Shakespeare received a grammar school education. (6) Shakespeare received a grammar school education but he had to leave his native town. Exercise 79. — Oral or Written Explain why the following sentences from pupil themes do not possess unity. Determine first upon the purpose for which each sentence was written. Point out what material has been introduced which does not aid the purpose and hence destroys unity. Reconstruct each sentence, using only the elements necessary to express the purpose of the sentence or subordinating unimportant ideas. 1. The doctor was sent for and the sick man was soon relieved, but as night came on the wind blew a gale. 2. We went to the village and there we saw old friends and they invited us to play tennis and we did so and had a great game. 3. Baseball gives fine exercise but a good ball costs too much, 164 ENGLISH FOR BUSINESS 4. William is good to his mother and he is also a good athlete. 5. One day, thinking that his horse was too much to provide for, the knight turned him out of the stable, which was none too clean. 6. However, when he became about sixty years of age, he lost his taste for animals and all other things of interest but gold, and one of his horses, which served him faithfully in the wars, where he made a fortune for him. 7. There happened, by chance, to be living in the small town, a rich knight, who now growing old cared more for his gold than his possessions, so he sold them all except one horse, the latter his favorite steed, which had carried him through many a battle. 8. After the bell had been put in place, the king called all the people together and told them the purpose of the bell, it being hung there in order that the people who had been wronged might ring the bell and the injustice righted, and so the bell did its duty. 9. But now as he had grown old he cared for gold, so he sold all but one horse which had been his companion and had taken him through the wars in safety, but was now too old to do any work, and so he made up his mind he could not keep him any longer. 10. As he neared the market place, he saw a vine which had grown around the rope of the bell and went toward it and as he gnawed at the vine the bell rang and the people not famiUar with the sound went to the market place and there they saw the horse. Exercise 80. — Oral Combine the sentences of each of the following groups into a single well-knit sentence that is con- trolled by a central thought, or, in other words, that THE RHETORIC OF THE SENTENCE 165 possesses unity. 3e sure that you show clearly the central thought. 1. The road was level and easy. We bowled along smoothly through the valley of the Mohawk. We drove under droopmg birch trees and through green fields. 2. The surging sea beat upon the beach. Along the margin of the beach were small rocks. The rocks were covered with seaweed. The seaweed was of a peculiar variety. 3. I am most uneasy. The red bird is forced to leave the covert of the cedars. He is hungry. He hunts on the snow for food. The white snow shows him too clearly. He becomes a challenge for his enemies. 4. One hope was left to me. It was that she might have overlooked something in the chain of evidence. This was, perhaps, a mere trifle. It might, nevertheless, be made the means of vindicating my innocence. 5. Among the evergreen branches overhead were gaily dressed warblers. They are the dandies of the forest. They were flitting to and fro. They were lisping their June songs of contented love. The notes were milder, slower, lazier than those in which they voiced the raptures of May. 6. I walked last night under the cedars. They stand in the front yard. I listened to the music. It was at once so cheery and so sad. It was the low chirping of the birds. They had gathered in from the frozen fields. They had settled for the night in the shelter of the evergreens. 7. The cottage was approached by a quiet byroad. It was a short distance away from the town. It stood snugly in the middle of its own plot of garden ground. A good brick wall protected it at the back and the sides. There was a high quickset hedge in front, 8. He led the way through the gap in the wall. He went to a patch of turf on the heathy ground. On the side near- 166 ENGLISH FOR BUSINESS est the road it was screened by bushes and dwarf trees. It commanded a view in the opposite direction over the broad brown wilderness of the moor. This view was grandly desolate. Exercise 81. — Written. 1. Use each of the following sentences as a central thought. In each expand the idea expressed in italics. Prove, that each expanded sentence has unity. 1. The city was gay with life and excitement. 2. The city was full of sadness and gloom, 3. New York is a great center of commerce. 4. Boston is crowded with historic interest. 5. St. Louis is fortunate in its geographic situation. 2. Write one or more sentences on each of the fol- lowing subjects. Let the word, or words, in italics indicate, in each case, the central thought to be ex- pressed, or the single impression to be given. Put nothing into the sentence that does not, in some way, contribute to the central thought. 1. A cold winter day. 2. A hungry dog. 3. The beauty and grace of a sailboat. 4. A dark summer night. 2. Coherence. — Coherence bears a close rela- tion to unity, for it is concerned with the careful arrangement of the details of the sentence. We have already used the illustration of a locomotive. Let us imagine that we are in a machine shop. We perceive, here and there, the various parts of a THE RHETORIC OF THE SENTENCE 167 locomotive. Before it can be completed, the me- chanics have to know how to place, arrange, and relate even the smallest mechanical details. The locomotive is ready for operation only when all its parts cohere (i.e., "hang together"). In a sentence we must aim to place words, phrases, and clauses, in such positions that their meaning and their relation to the words which they modify, are immistakable. By such care in arrangement, the sentence gains coherence. Re- read Chapter in, page 51. Exercise 82. — Oral The following sentences were developed by com- bining those in brackets. Determine which of the combined sentences expresses the bracketed ideas coherently. David Garrick inaugurated a new plan. This plan was concerned with the conducting of rehearsals. It was started when he became manager of Drury Lane Theatre. When David Garrick became manager of Drury Lane Theater, he inaugurated a new plan for rehearsals. David Garrick inaugurated a new plan when he became manager of Drury Lane Theater for rehearsals. „ f Henry was carrying the child. I He was also crying. Henry carried the child while crying. Henry, whUe crying, carried the child. 168 ENGLISH FOR BUSINESS (John wrote to his father. He wrote about his plans. His father was in New York. John wrote to his father about his plans, who was in New York. John wrote to his father, who was in New York, about his plans. (Mary talked to her mother. She talked about an art gallery she had seen. This art gallery was in Boston. Mary talked to her mother about an art gallery she had seen in Boston. Mary talked about an art gallery she had seen in Boston to her mother. « f He asked his mother why she had refused him. \ He was indignant at her decision. He asked his mother why she had refused him indignant at her decision. Indignant at her decision, he asked his mother why she had refused him. Exercise 83.— Written Examine the following groups of sentences. Select from each group the one that expresses the most important thought. Relate the other sentences of each group as subordinate elements (word, phrase, or clause) to the principal one. What idea does each subordinate element express.^ When the new sen- tence is complex, name the word used to relate the subordinate clause to the principal one. Which makes the truer and better-built expression of the thought — the group of sentences or the single sentences? Why? THE RHETORIC OF THE SENTENCE 169 1. The cavern was reached by stone steps. These steps were rough boulders placed to make a stairway. The sides of the cavern were covered with dampness and soft clinging moss. 2. Each step was worn. The worn places were where the feet of thousands had, year after year, pressed in passing to the cavern below. 3. The cave at its entrance was very low and narrow. It widened suddenly. One fcould easily stand erect and walk about. 4. Lights had been placed here and there. The workmen and visitors could make their way around and see the won- ders of this underground world. 5. The floor of the cavern was rough and deeply fur- rowed. This wearing had been done by the water that dripped from the roof and sides and by streams that flowed through the cave. The following words and expressions are connec- tives, which help to bridge over and relate expres- sions, and so make sentences unified and coherent. Write sentences illustrating their correct usage. hkewise however accordingly hence although for that reason too moreover now and then therefore notwithstanding not only — but also Note: The teacher should add to this list and should keep caUing attention to the value of connectives, adverbs, and phrases, in giving smoothness and coherence to a sentence. 3. Emphasis. — In our exchange of ideas, there are always some thoughts which are of more importance than others. In order to show their distinction, we must give them emphasis. In 170 ENGLISH FOR BUSINESS speaking, the expression of the face, the tone of the voice assist us in making the more important ideas stand forth vividly. In writing, by the employ- ment of various means, we can make use of the principle of emphasis. Take the sentence, Life is short. That serves well for mere assertion. Let us assume that you wish to call attention to the fact in a way that will give slightly more emphasis. Is not life short? which is the question form, will serve this purpose. Suppose that, in an appeal, you want to present this thought so that the reader will be forced to pause upon it. For emphasis, sustained by strong feehng, the exclamatory sentence is invaluable. How short is life! is vivid and compelhng. We shall find also that there are three kinds of sentences, the skillful use of which will help us in securing emphasis. I. A loose sentence is one in which a thought gram-, matically complete is expressed before the end of the sentence is reached. The term loose is not one of reproach, but merely a term used to denote the structural character. Example: Hanover is a small New Hampshire village famous as the seat of Dartmouth College. n. A periodic sentence is one in which the thought is incomplete until the end is reached. Until you finish the sentence, the thought hangs suspended. It is like a picture puzzle ; every piece must be fitted in before THE RHETORIC OF THE SENTENCE 171 the picture is complete; the final piece to be fitted is needed to secure the complete effect. Because of this element of suspense, a periodic sentence is more emphatic than a loose sentence. Examples of effective periodic sentences: To write naturally is the same thing in regard to com- mon conversation as to read naturally is in regard to com- mon speech. WiuLiAM Hazlitt To be honest, to be kind — to earn a little and to spend a little less, to make upon the whole a family happier for his presence, to renounce when that shall be necessary and not to be embittered, to keep few friends, but these without capitulation — above all, on the same grim conditions, to keep friends with himself — here is a task for all that a man has of fortitude and dehcacy. Robert Louis Stevenson: A Christmas Sermon. Exercise 84. — Oral Point out just what is gained in emphasis in the following periodic sentences. Cast them in loose form and judge of their effect. 1. It is only when our rights are invaded or seriously menaced that we resent injuries or make preparation for our defense. James Monroe 2. At the moment when the last trace of foreign con- quest passed away, when the descendants of those who won and those who lost at Senlac blended for ever into an Eng- lish people, England saw in her ruler no stranger but an EngHshman. John Richard Green 172 ENGLISH FOR BUSINESS 3. And for the support of this Declaration, with a firm reliance on the Protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor. Declaration of Independence 4. When we consider the magnitude of the prize we contended for, the doubtful nature of the contest, and the favorable manner in which it has terminated, we shall find the greatest possible reason for gratitude and rejoicing. George Washington 5. If some of our politicians pursued the course of tell- ing the truth at all hazards to the people about themselves, and about those who wish to mislead them, they might not lose so many votes as they fear. William Howard Taft 6. When men engage in the pursuits of peace in the same spirit of self-sacrifice and of conscious service of the community with which the common soldier engages in war, then shall there be wars no more. WooDRow Wilson III. A balanced sentence is one in which the grammatical structure of one part corresponds to the grammatical structure of another. Because of the arrangement itself, because of the effectiveness secured in bringing two similar, or two contrasting ideas together, the balanced structure lends emphasis. Exercise 85. — Oral and Written 1. Study the different kinds of effect produced by balanced structure in each of the following sentences. Note how the structure helps to emphasize the idea. Note in case of a series of such constructions, where the most vital ideas are placed. Which sentences THE RHETORIC OF THE SENTENCE 173 seem to gain momentum as they move? Note a frequent connection between the balanced and the compound sentence. 1. The men enter; they sit down. (Parallel construc- tion; that is, the grammatical construction of the clauses is similar.) 2. At daybreak, activity is renewed ; at nightfall, it ceases. (Antithesis — contrast of ideas.) 3. Caesar had his Brutus, Charles the First his Crom- well, and George the Third may profit by their example. (Climax.) Patrick Henry 4. We live in deeds, not years; in thoughts, not breaths; In feelings, not in figures on a dial. Philip J. Bailey 5. To the memory of the man, first in war, first in peace, and first in the hearts of his countrymen. Henry Lee 6. The mountains look on Marathon, And Marathon looks on the sea. Lord Byron 2. Write a series of balanced sentences illustrating: (1) contrast (2) parallel structure (3) climax Not only through the structure of the sentences themselves, but also through various other means, emphasis may be secured. 1. Various arrangements of the words within the sentences. — To put a word, phrase, or group of words out of its usual order, attracts attention. 174 ENGLISH FOR BUSINESS Examples: Swiftly descended the hammer. He spoke in a manner pleasing and emphatic. Back she comes. Now and then the club assembled. Him I will never forsake. Question: What word or words have been placed out of their usual order? Restore them to their usual order. Note: The inverted order, studied on page 36, is a com- mon and effective means of securing emphasis. 2. The use of italics. — A line drawn under a word, a series of words, a sentence, etc., means to the printer that they are to be italicized. Therefore, when the word is printed, it will be in a type different from the type generally found on the page. This will attract attention. Remember that writing must appeal to the eye in much the same way that speaking must appeal to the ear. Your auditor hears em- phasis; your reader sees it. 3. The use of punctuation marks. — These various marks, if used with care, can help to attract atten- tion. Remember that the strong marks are . .'^ I — the next strongest : ; — the weakest , ( ) 4. The use of a capital letter for a word not usually capitalized. — Such a means should be employed sparingly. But occasionally, if one wants to make a valuable idea word stand out, capitalization is a potent means. Compare the following sentences. What attracts your attention.^ Why.^ 1. He was a man who believed in work. 2. He was a man who believed in Work, THE RHETORIC OF THE SENTENCE 175 5. The use of a direct instead of an indirect quota- tion. — In a direct quotation, you give the exact lan- guage of the speaker. In an indirect quotation, you give the general idea of his language. The former, being more precise, is the more emphatic. Examples : , I God said, "Let there be light." \ God said that there should be hght. He asked, "Is this report true?" He asked whether the report were true. Note how the quotation marks themselves are a means to emphasis. 6. The use of specific rather than general words. — Specific words are definite and allow less range for misunderstanding than do general words. The word "biplane" is more significant than "airship" because it denotes a particular kind of airship; and "pansies" is more definite than "flowers." Exercise 86. — Review of Grammatical and Rhetorical Principles Condense, rearrange, or revise the following sen- tences or groups of sentences to make them gram- matical, clear, definite, forceful, unified, and coherent. 1. I lost a valuable hand bag on Chestnut Street yester- day about three o'clock in the afternoon. 2. When coming to school yesterday, I left a plain brown leather hand bag with a five dollar bill, two car tickets, and a handkerchief in it on the car. It was the 12: 45 p.m. car from Westboro, and I got off the car at the Central High School at ten minutes past one. 176 ENGLISH FOR BUSINESS 3. The edition is the Pocket Series of English Classics, and are 25 ff each. 4. If the ring has been found, and returned to you, I would be pleased to have you write to me and I will imme- diately go after it. 5. The books belong to the high school and, if there has been any such books found, I wish you would write to the above address and I shall call for them. 6. I saw your advertisement in regard to a building site you have for sale in New Hampshire, in this month's "Outlook." I am looking for a place in New Hampshire to build a summer home, and the location you mention seems desirable. 7. If found at your office, please notify the above ad- dress and I will call at once and identify it. 8. I am seventeen years old and an advanced junior in the Commercial High School where we are fitted for office work. 9. For any references you require, you might apply to Mr. Brown, our principal, or to any of my teachers. 10. Referring to your account, which is long overdue, we are sorry to be forced to again request you to settle this matter. General Summary Unity makes the impression of the sentence single ; coherence makes the relation of the parts of the sentence unmistakable ; emphasis makes the presentation of the sentence vivid, convincing, and forceful. Chapter VIII THE RHETORIC OF THE PARAGRAPH 1. Unity. — Just as we have found unity vital to tlie sentence (review Chap. VII, page 149), so we shall find it equally vital to the paragraph. In analyzing several selections in Chapter II, we saw that a paragraph contains (a) a central idea, (6) a special purpose, (c) a selection of only such points as help to meet that particular purpose, and (rf) a careful arrangement of these points. Strict adherence to this plan in the writing of any para- graph produces a singleness of impression. This oneness of effect is called unity. Unity in a paragraph may be violated (a) by presenting more than one central idea ; (6) by including minor ideas which do not contribute to the central idea. Suppose you are describing a porch. It would not be well to talk about the con- struction of the porch and about the chairs upon it, in the same paragraph. Such a description would have two central ideas and, therefore, would require two paragraphs. Again, suppose you are giving a description of the pattern of the chairs. You would hardly mention that they were bought at an auction sale for a trifling sum, a fact which, though interesting in itself, would not help to emphasize 177 178 ENGLISH FOR BUSINESS the central idea. Indeed, to secure unity in a paragraph, one must be as careful about reject- ing irrelevant material as about including pertinent matter. Exercise 87. — Oral 1. Select from the newspapers three paragraphs on important current events, each of which plainly is concerned with a single topic. Indicate the use of each sentence. If there is a topic sentence, name it. 2. Which of the following paragraphs possess unity? Defend your answer by definite reasons. Which do not possess unity .^ Indicate definitely any part that violates unity. 1. A buyer's interest in the quality of your goods can be developed to the extent only that he sees in their superior quality a means of increasing his own business profits or prestige. A quality talk should always be from the stand- point of the buyer as a seller and in the identical terms that he would use in selling your goods to his own trade. If the buyer is a jobber, take him with you on an imaginary trip over his territory and talk to his trade about your goods. If he is a retailer, place yourself behind his counter in your imagination and talk to his patrons. In addition to convinc- ing a buyer of the superior excellence of your merchandise, you must also convince him that he can convince his trade. William Maxwell: Salesmanship. 2. But whenever we turned to the south and east, how wonderful and how different was the view! There was no widespread and smiling landscape with gleams of silver scattered through it, and soft blue haze resting upon its fading verge, but a wild land of mountains, stern, rugged, tumultuous, rising one beyond another like the waves of THE RHETORIC OF THE PARAGRAPH 179 a stormy ocean, — Ossa piled upon Pelion, — Mclntyre's sharp peak, and the ragged crest of the Gothics, and, above all, Marcy's dome-like head, raised just far enough above the others to assert his royal right as monarch of the Adirondacks! Henry van Dyke: Little Rivers. 3. Nathaniel Hawthorne knew how to write stories and he wrote a great many of them, both for children and grown people. While he was tall, broad, and strong, he was at the same time very gentle and modest in demeanor; he was also a man of rare learning. A School Reader 4. Braddock's last moment was near. Orme, who, him- self severely wounded, was with him till his death, told Franklin that he was totally silent, all the first day, and at night said only, "Who would have thought it?" that all the next day he was again silent, till at last he muttered, "We shall better know how to deal with them another time," and died a few minutes after. He had nevertheless found breath to give orders at Gist's for the succor of the men who had dropped on the road. It is said, too, that in his last hours "he could not bear the sight of a red coat," but mur- mured praises of "the blues," or Virginians, and said he hoped to live to reward them. He died at about eight o'clock in the evening of Sunday, the thirteenth. Dunbar had begun his retreat that morning, and was then encamped near the Great Meadows. On Monday the dead commander was buried in the road; and men, horses, and wagons passed over his grave, effacing every sign of it, lest the Indians should find and mutilate the body. Francis Parkman: Montcalm and Wolfe. 3. Decide which of the specific subtopics should be included in a paragraph built around each pur- pose indicated below, and which should be omitted. 180 ENGLISH FOR BUSINESS Point out their best arrangement. Mention any further appropriate subtopics which might possibly be introduced. 1. Purpose: to describe a typical summer day in the country. Cool morning; warm noon; hot afternoon; cool evening; bright sunshine; occasional thunder showers; pleasant scent of clover and ripening grain; brooks strug- gling for existence; a slight breeze throughout the day; scenes in the fields; cows in the pasture; the abandoned farmhouse. 2. Purpose: to maintain that a knowledge of a modern foreign language is useful. Helps in broadening the vocabu- lary ; assists one expecting to go abroad ; trains one to think accurately; Frederick the Great* knew French as thoroughly as German; helps one to realize the origin and value of idioms; commercial advantages; predominance of Enghsh throughout the world. Exercise 88. — Oral and Written Select the points for a paragraph on each of the following subjects, using the purpose here assigned to guide the selection. Discuss these topics to prove that they, if used, will in each case build a paragraph that is unified. 1. An apple orchard in the spring. Purpose: to show the wealth and beauty of the flowering time. 2. Salmon fishing in Alaska. Purpose: to show the char- acter and extent of the industry. 3. The Woman Suffrage movement. Purpose: to show the methods followed by the militants of England. 4. Winter on a country farm. Purpose: to show how a blizzard may isolate the dwellers for severed days. THE RHETORIC OF THE PARAGRAPH 181 Exercise 89. — Oral Preliminary work: A. Select the points necessary to develop each of the following topic sentences into a paragraph. B. Arrange the selected topics so that the para- graph, when it is developed, will be in harmony in thought and purpose with the topic sentence. C. Talk from your outline thus made. 1. A sense of humor is invaluable to a salesman. 2. A tactful beginning is necessary in a business interview. 3. A man of business should always be particular about his personal appearance. 4. A memory for names is of great value to a man of affairs. 5. A customer may be attracted to a particular store as a result of many things. Class criticism : Direct the class criticism under the following heads : 1. Delivery, carriage, and gestures of the speaker; voice, enunciation, pronunciation, etc. 2. Ability to keep to the subject. 3. Smoothness of composition. 4. Matters of diction. Exercise 90.— Written Write paragraphs on three of the following sub- jects. Before writing, decide on a definite purpose; use care in selecting only those topics that develop this purpose; and arrange the chosen topics in the most effective order. 182 ENGLISH FOR BUSINESS 1. An antique store. 2. A peddler. 3. An old mill. 4. The parcel post. 5. How to file business letters. 6. How to make a sleeping porch. 7. Advantages of the touch system of typewriting. 8. The importance of being punctual in business. 9. The people before a newspaper office at election time. 10. The reaction against the use of red ink in the keep- ing of accounts. Revision Questions for the Preceding Exercises Is there variety in the length of the sentences? Is there variety in the way the sentences begin, i.e., do some of your sentences open with a phrase, some with a clause, some with the subject, and others with the inverted order .^ Are simple, compound, and complex sentences employed to show the various kinds of thought relations? Are the sentences so selected and arranged as to develop the main purpose? Is there a oneness of im- pression created by the paragraph? Have matters of penmanship, spelling, and gram- mar received due attention? 2. Coherence. — If coherence is necessary in the sentence (Review pages 166, 167), it logically follows that it is important in the paragraph. In this unit of discourse we must secure coherence by being careful to arrange our sentences so as to make the meaning of the paragraph unmistak- THE RHETORIC OF THE PARAGRAPH 183 ably clear. Coherence in a paragraph depends upon: Thought arrangement : Thoughts which are closely related are placed near one another. General use of connectives: They help to link sentences or parts of a sentence together, and, by doing so, give the effect of finish, of smoothness. (See Page 169.) Exercise 91. — Oral 1. Read the following paragraph, which may be briefly outlined as follows: I. The error II. The reason for the error III. The cost of the error In regard to Braddock's part of the campaign, there had been a serious error. If, instead of landing in Virginia and moving on Fort Duquesne by the long and circuitous route of Will's Creek, the two regiments had disembarked at Philadelphia and marched westward, the way would have been shortened, and would have lain through one of the richest and most populous districts on the continent, filled with supphes of every kind. In Virginia, on the other hand, and in the adjoining province of Maryland, wagons, horses, and forage were sc£U"ce. The enemies of the Administra- tion ascribed this blunder to the influence of the Quaker mer- chant, John Hanbury, whom the Duke of Newcastle had consulted as a person familiar with American aff'airs. Han- bury, who was a prominent stockholder in the Ohio Com- pany, and who traded largely in Virginia, saw it for his interest that the troops should pass that way; and is said to have brought the Duke to this opinion. A writer of the 184 ENGLISH FOR BUSINESS time thinks that if they had landed in Pennsylvania, forty thousand pounds would have been saved in money, and six weeks in time. Francis Parkman: Montcalm and Wolfe, What is the topic sentence? Prove that this para- graph has unity by showing how each sentence con- tributes in some way to the thought of the topic sentence. Select the sentences that bring out: the error; the reason; the cost. What else in sentence 1 is elabo- rated in sentence 2? What kind of relation exists between the thoughts in sentences 2 and 3? What word in sentence 4 repeats the idea of the error de- veloped in sentences 1-3.^ What words of sentence 4 are repeated in sentence 5 to bring about a closely- knit relation between these sentences.^ With what sentences does the cost idea connect? What words, if any, are used to show this relation? 2. Show in detail how each sentence in the follow- ing selection is an outgrowth of its predecessor. Point out the means of hnking the sentences together. During the whole of a dull, dark, and soundless day in the autumn of the year, when the clouds hung oppressively low in the heavens, I had been passing alone, on horseback, through a singularly dreary tract of country; and at length found myself, as the shades of evening drew on, within view of the melancholy House of Usher. I know not how it was, but with the first glimpse of the building a sense of insuffer- able gloom pervaded my spirit. I say insufferable; for the feeling was unrelieved by any of that half pleasurable, because poetic, sentiment with which the mind usually re- ceives even the sternest natural images of the desolate or terrible. I looked upon the scene before me — upon the THE RHETORIC OF THE PARAGRAPH 185 mere house, and the simple landscape features of the domain, upon the bleak walls, upon the vacant eye-like windows, upon a few rank sedges, and upon a few white trunks of decayed trees — with an utter depression of soul, which I can compare to no earthly sensation more properly than to the after-dream of the reveler upon opium — the bitter lapse into everyday life — the hideous dropping of the veil. There was an iciness, a sinking, a sickening of the heart — an unredeemed dreariness of thought which no goading of the imagination could torture into aught of the sublime. What was it, I paused to think, — what was it that so un- nerved me in the contemplation of the House of Usher .^ It was a mystery all insoluble; nor could I grapple with the shadowy fancies that crowded upon me as I pondered. I was forced to fall back upon the unsatisfactory conclusion, that while beyond doubt there are combinations of very sim- ple natural objects which have the power of thus affecting us, still the analysis of this power lies among considerations beyond our depth. It was possible, I reflected, that a mere different arrangement of the particulars of the scene, — of the details of the picture, — would be sufficient to modify, or perhaps to annihilate, its capacity for sorrowful impres- sion; and acting upon this idea, I reined my horse to the precipitous brink of a black and lurid tarn that lay in un- ruffled lustre by the dweUing, and gazed down — but with a shudder more thriUing than before — upon the remodeled and inverted images of the gray sedge, and the ghastly tree stems, and the vacant and eye-hke windows. Edgar Allan Poe: The Fall of the House of Usher. Exercise 92. — Oral Select any three of the following subjects for oral paragraphs. Decide upon the purpose for which each is to be developed. For each make an outline, or 186 ENGLISH FOR BUSINESS plan, to guide the development of the paragraph. In presenting your subject, aim to connect your ideas by words and expressions that will convey the exact relationship of thought to thought. The class criticism should have as its main purpose a discussion of the speaker's methods of securing smoothness. 1. A windy day experience. 2. A winter scene. 3. An old beggar. 4. Buying a rug at auction. 5. The value of class organization in the high school. 6. How to open an account at the bank. Exercise 93. — Written Write a paragraph upon one of the following subjects. 1. The use of the telephone in ordering goods. 2. How to construct an archery bow. 3. The characteristics of a successful forester. 4. The uncertainty of the fruit business. 5. The popularity of moving pictures. Revision Questions Consult the revision questions under unity. Are the sentences closely knit together.'^ Have I used the relation words that convey the exact relationship of thought to thought.^ As I read my composition aloud, does it sound smooth.'^ 3. Mass. — The two places of distinction in a sentence are the beginning and the end. In a paragraph, as the beginning and the end are the THE RHETORIC OF THE PARAGRAPH 187 places that catch the eye and hold the attention, they are Kkewise the places of distinction. Mass is merely the principle of efTective arrangement of the parts to secure emphasis. In some paragraphs, the important thought is at the beginning and is followed by particulars of development; in others, it is at the end and acts as a summary for the preceding particulars; in still others, it is at the beginning, is followed by particulars, and is expressed at the end in the form of a summary. Paragraphs, then, are poorly massed when the arrangement of material fails to place important thoughts in distinctive positions; they are well massed when the arrangement of material presents important thoughts in distinctive positions. Exercise 94. — Oral 1. Examine any column of newspaper advertise- ments. In each, what is the most important fact, or facts .'^ What is the position of the principal facts in the advertisements? 2. Examine the following paragraphs. In each, what is the topic sentence? Where is it? Is this topic sentence the most vital one? If it is not, where in the paragraph is the most important sentence placed? Where are the details and the relatively unimportant matter placed? 1. I close, then, with some suggestions as to what I con- sider the basis of a true business career — those which give reasonable assurance of a true business success. I place first among these integrity; because I believe that there is 188 ENGLISH FOR BUSINESS to-day a good deal of misapprehension on this point. There is now and then a case of brilhant rascality known among us; and we hear of this, and talk of it; we are inclined, some of us, to admire it; but, after all, there are no cases, except very exceptional cases, wherein roguery has led to fortune. The rule is almost absolute, that our thrifty men have been exceptionally upright men. You will find few cases where the dishonest man has continuously flourished. There have been cases of his temporary, transient, meteoric success; but the rule is very uniform in its operation, that business success has been based on a broad platform of integrity. Horace Greeley: Success in Business. 2. The management must keep in close personal touch with workmen in all departments. From foundry to shipping room this principle has been followed. Even with almost two thousand workmen in a manufacturing plant, it is sur- prising to find how easily and how pleasantly this personal relationship may be continued, once it is established. The employer may be somewhat amazed to find with what interest he absorbs knowledge of the affairs of the various employees and the eagerness he feels in seeing each man attain the success he desires. And this personal interest, which becomes wholly unselfish and one of the pleasures of business management, is the element which, more than any other one thing, perhaps, brings out loyalty and produces a unified organization. George H. Barbour: Personality in the Working Force. 3. It is hard to find a satisfactory definition of advertis- ing. A picture^ue way of putting it is to call it business imagination, an imagination that sees in a product possi- bilities which can be realized only by appealing to the public in new ways to create a desire where none existed before. It is a very broad word, an omnibus word conveying dif- ferent ideas to different people. Ernest Elmo Calkins: The Business of Advertising. THE RHETORIC OF THE PARAGRAPH 189 3. Examine the arrangement, or mass, of any five paragrapiis in this chapter. Defend your decision concerning them. Exercise 95. — Oral and Written OutUne and give orally well-massed paragraphs on any two of the following subjects. Outline and write several paragraphs on any other three of them. Test them for unity, coherence, and mass. Apply the previous questions of revision. 1. The influence of rainfall on the occupations of a people. 2. The value of the typewriter in business correspondence. 3. An experience with a burglar. 4. An argument for an eight-hour working day. 5. The value of out-of-door exercise for men engaged in clerical pursuits. 6. The influence of mountains upon the industries and occupations of a people. 7. A letter asking for the privilege of settling an account at a later time. (See model, Chapter XIX.) 8. The electrification of railroads. 9. The advantages of the "charge system." 10. An explanation of MarshaU Field's doctrine: "The customer is always right." Chapter IX KINDS OF PARAGRAPHS 1. Introductory. — We determine the nature of a paragraph by examining its chief purpose. If it aims to recount related events or acts which lead to some heightened point of interest, we call it a narrative paragraph. If it tries to portray or describe, we call it a descriptive paragraph. If it aims to explain and inform, we call it an exposi- tory paragraph. If it aims to convince or persuade, we call it an argumentative paragraph. Narrative and descriptive paragraphs appeal chiefly to the imaginative and emotional part of the mind; expository and argumentative para- graphs appeal chiefly to the inteUectual and reason- ing part of the mind. This difference in appeal necessitates a difference in treatment in these kinds of paragraphs. 2. The Narrative Paragraph. — A narrative paragraph presents one main incident. Such a paragraph may stand alone or it may be a part of a series. The incident is a combination of a num- ber of successive occurrences presented in the order in which they take place. The highest point of interest comes at the end of the paragraph. To 190 KINDS OF PARAGRAPHS 191 it every occurrence introduced must bear a defi- nite relation. Exercise 96. — Oral Analyze the following paragraphs with these points as guides: (a) the single incident presented, (6) the occurrences used to develop this incident, (c) the order of their presentation, (d) the point of highest interest. Make evident that each occurrence is directly connected with this point of highest interest. 1. The sheriff read the Emancipation Proclamation. He read it with no more ceremony than if he were giving notice of a forced sale of land, or a new city ordinance about negro passes, or any other everyday occm-rence. He was sur- rounded by white men, who listened without interest or remark, and negroes, who were shocked and dismayed. They had been sure that the news of their freedom would come with the calHng of trumpets, the firing of cannon, and the triumphant entry of a victorious army. Robert said they were sick and silent with disappointment, and vanished from the streets. I went into the kitchen to tell Harriet. She was leaning against the open door, looking intently eastward. Freedom was to come from the east, and she was always listening and watching for its approach. Her child, a girl about a year old, was sitting on the floor playing with some empty spools. I had always thought her indifi'erent to it. "Harriet," I said, and she turned her eyes upon me but did not speak, "you are free, Harriet! From this hour as free as I am. You can stay here or go; you can work or sleep; you are your own mistress, now and forever." She stepped forward as I spoke, and was looking at me intently. "Say dem words again, Miss Milly!" she cried, "say dem again." I repeated what I had told her, making the fact still more emphatic ; and as I did so, her sullen black face brightened, 192 ENGLISH FOR BUSINESS she darted to her child, and throwing it shoulder high, shrieked hysterically, "Tamar, you'se free! You'se free, Tamar!" Amelia E. Barr: All the Days of My Life. 2. Heinemann, the European publisher, once noticed two peddlers standing side by side, selling toy dolls. One of them had a queer, fat-faced doll, which he was pushing into the faces of the passers-by, giving it the name of a well- known woman reformer, then prominently before the pub- lic. His dolls were selling rapidly, while the man beside him, who had a really more attractive doll, was doing com- paratively httle business. A thought occurred to Heine- mann, and he tried an experiment. Calling the second peddler to one side, "My friend," he said, "do you want to know how to sell twice as many of these dolls as you are selling now? Hold them up in pairs, two together in each hand, and cry them as 'The Heavenly Twins.'" The toy vender somewhat grudgingly followed his advice. It was at a time when Sarah Grand's famous novel was at the heigiit of its popularity, and the title of the book was on every one's tongue. Perhaps it was merely another case of good luck, but the Heavenly Twins dolls were an instan- taneous success, and within one hour the vender of the woman reformer dolls gave up the fight, acknowledged him- self beaten, and moved five blocks down the street to escape the ruinous competition. LoRiN F. Deland: Imagination in Business. Exercise 97. — Written 1. Read II Samuel 18, verses 19-33. Make a narrative paragraph of this incident by writing a single sentence on each of the following topics. Be sure that each sentence points toward the climax. KINDS OF PARAGRAPHS 193 David sitting at the tower wall; the watchman on the tower; the approach of the first messenger, who stirs the king by his message; the approach and tidings of the second messenger; the lament of David. 2. Rewrite the preceding paragraph. Enrich it by additional sentences wherever in your judgment a topic allows elaboration. Throughout, keep in mind the ideas of unity, coherence, mass, and ap- proaching climax. 3. Write a narrative paragraph on King Saul's visit to the Witch of Endor (I Samuel 28, verses 7-25), after having determined on the incident and its climax. 4. Recall or imagine a visit to a fortune teller. Having your fortune told is the incident. Select the most exciting and mysterious moment of the experi- ence for the climax. Write a narrative paragraph on the subject, aiming for a variety of connectives in its development. 5. Use each of the following sentences as the cli- max, or highest point of a narrative paragraph. Be sure to decide upon an incident that could produce each climax and give an orderly arrangement of the occurrences leading to this highest point of interest. Write the paragraph. 1. The machine hung for one horrible instant at the edge of the cliff — and then shot madly over it. 2. The child saw where her doll had fallen; without a single thought of danger, she rushed after it into the shooting flames. 3. Not until then did the full truth dawn upon the pas- sengers — the ship was foundering. 4. Grimy, perspiring, spattered with mud, hardly looking the hero, he was the hero; every one was shouting his name. 194 ENGLISH FOR BUSINESS Exercise 98. — Oral With five minutes for preparation give orally a narrative paragraph on any of the preceding inci- dents. Let the other members of the class determine the value of the use of the material in relation to the highest point of the paragraph. The delivery should be criticized with regard to modulations of the voice, intensity of interest, smoothness, variety in sentence length, and in sentence openings. Exercise 99.— Written 1. Develop any two of the following assignments into narrative paragraphs that might be incorporated in letters from an agent to his house. 1. An experience with an irate customer. 2. An attempt to interview a man difficult of access. 3. A failure to find a man at a given place and at a given time. 4. An experience with a cook recommended by an em- ployment agency. 5. A mishap due to the late arrival of baggage containing samples. 2. Imagine the total experience of which any one of the foregoing is an incident. Write the complete letter. (See Chapter XIII for the letter form.) 3. Write a series of narrative paragraphs on one or more of the following subjects. Remember that in this exercise the paragraphs must ascend in interest until the chmax of the story is reached. (Read in preparation the model narrative and narrative outhne in Appendix B.) Plan the narrative. In KINDS OF PARAGRAPHS 195 revising, apply the test questions accompanying this exercise. 1. An experience at the circus. 2. An accident at the automobile races. 3. A minute late. 4. What I really got at the auction. 5. My first night with our new dog. 6. An experience which resulted from the wrong address- ing of a letter. 7. Learning to run an automobile. 8. The outcome of an interview with the proprietor of a large 5 and 10 cent store in which you have been trying to install a number of cash registers. 9. You are director of a mining camp. Write a letter to the superintendent, who happens to be away on business, giving the cause, the happening, and the outcome of a feud among a gang of men under your charge. 10. You were on a street car at the time of an accident and are asked by the vice-president of the road to state your version of the affair. Give the details. Questions for the student to ask himself after writ- ing a simple narrative. (The student should be able to answer each question in the affirmative, if his work is acceptable.) I. Purpose : A. Have I a distinct purpose? B. Does every event in my narrative aid my purpose? 11. Introduction: A. Do I need one? (Remember an introduction is not always necessary.) B. Does it bring out only those ideas which are necessary for an understanding of the plot? 196 ENGLISH FOR BUSINESS III. Events leading to the climax: A. Do they move smoothly toward the climax? B. Do they increase in interest from the opening of the story until the climax is reached? C. Does each event look forward to the climax? IV. The climax: A. Is it a natural outgrowth of what has come before? B. Is it placed well toward the end of the story? C. Does it reflect the purpose of the story? V. Events after the climax: A. Are they necessary? (Remember they are not always needed.) B. Are they briefly told? VI. Setting: A. Is it brief? B. Is it vivid? C Is it consistent with the purpose-idea? D.' Does it have a vital part in the development of character or action? VII. Characters: Do they act and speak as they would in actual life? VIII. Revision: A. Have I read my story aloud? B. Have I attended to matters of speUing, pen- manship, punctuation, and margins? 3. The Newspaper Narrative Paragraph. — A newspaper writer employs a radically different plan in constructing a narrative paragraph. Instead KINDS OF PARAGRAPHS 197 of trying to intensify the interest as he progresses in his story, he aims to state in a striking manner the most exciting event or events first. From these he works toward the results, the causes, and the other details that must be given in order to make the chmax clear. Exercise 100. — Oral and Written 1. Read the following news story. AEROPLANES CRASH Son of Theophile Delcasse Has His Leg Fractured. Paris, Nov. iU. — An aeroplane collision in midair yesterday imperiled the lives of the son of Theophile Delcasse, French minister of marine, and two avia- tors at Villacoiiblay, near Paris. Young Delcasse was making a flight as a passenger on board a mono- plane piloted by Georges CoUardeau, when another machine ascended and the two aeroplanes started maneuvering around the aerodrome. The false movement of a lever caused them to come violently into collision, and the two wrecked machines inter- locked and crashed to earth. One of young Del- casse's legs was fractured and CoUardeau was badly bruised, while the pilot of the other aeroplane was very seriously injured, probably fatally. The col- lision occurred at a low altitude. 2. Outline the paragraph. Account for the order of events. What advantage does this plan have for the writer's purpose.^ What is the use of the head- lines? What relation do they bear to the climax? 3. Select from your daily newspaper a one-para- graph narrative article. Reproduce this incident in writing, first in literary style ; then in newspaper style. 198 ENGLISH FOR BUSINESS 4. Plan and write for any one of the following sets of headlines a suitable news paragraph. 1. 20 DAYS AT STORM'S MERCY Schooner Hight, with Exhausted Crew, Towed into New London. New London, Conn., Jan. 9. — 2. ICE BREAKS, TWO DROWN Two Others of Middletown Skating Party Reach Shore Safely. Middletown, N. Y., Jan. 4. — 3. $25,000 NECKLACE IN SNOW Baroness de Forest Recovers it After Giving Up Hope of Regaining It. Geneva, Jan. 9. — 4. NEAR DEATH IN SOUTH BAY Hunting Party Caught in Friday's Gale Forced by the Wind to Anchor. Babylon, L. I., Sept. 8. — 5. Change the narrative paragraphs deahng with the freeing of the slave and the doll peddler into news paragraphs. (See pages 191, 192.) 6. Read the following newspaper paragraph. What is the climax.^ WTiere is it placed? What facts are given bearing on the climax.^ What is the purpose of the headlines.^ From what part of the paragraph are they taken .^ KINDS OF PARAGRAPHS 199 A VENICE-TRIESTE FLIGHT SEA CROSSED AND RECROSSED Georges Chemet, Frenchman, and Maj. Ginnochio, Italian, Received Enthusiastically, A remarkable flight in a hydroaeroplane across the Adriatic sea from Venice to Trieste and back again to Venice was carried out yesterday by the French aviator, Georges Chemet. He took with him as a passenger Maj. Ginnochio of the Itahan army. The total distance of the flight was 256 kilometers (about 159 miles). On the return voyage from the Austrian to the Italian coast, trouble with the motor of the hydroaeroplane obhged Chemet to descend to the surface of the sea when 25 miles away from the shore. The daring aviator succeeded in re- pairing his motor while floating on a slightly rough sea. He then reascended and terminated the trip to Venice at a speed of 75 miles an hour. Chemet and his companion were enthusiastically greeted when they descended at Venice. 7. Write narrative news paragraphs upon the fol- lowing subjects. Preliminary Questions: A. What is the climax? B. What facts must I give showing the cause and results of the event expressed in the climax? C. What headlines will best suit my chmax? 1. A barn is struck by lightning. 2. A wild cat surprises a party of campers. 3. The old Academy of Music is to be sold at auction. 4. A ship bearing a cargo of molasses is wrecked off the coast of Fire Island. 5. The Old Gold Automobile Company has become bankrupt. 200 ENGLISH FOR BUSINESS 4. The Descriptive Paragraph. — A descriptive paragraph presents one definite impression of a person, thing, or place. This unified impression results from the writer's singleness of purpose. He chooses only such particular and general qualities as contribute to the one main impression. All other quahties, though of interest in themselves or in the development of a different effect, are rejected. In the arrangement of his material, the writer must always bear in mind the emphasis desired and the positions for securing such empha- sis in the paragraph. Any change in the point of view must be definitely stated. Exercise 101. — Oral and Written 1. Read the following descriptive paragraphs. What is the writer's purpose in each.^ Make a list of the topics selected to develop this purpose. De- termine upon the method of arrangement of material (that is, whether it moves from the general to the particular, or from the particular to the general, or merely gives particulars, etc.). Discuss the values of the various methods of arrangement and of the choice of words. Re-read pages 123-129. 1. It happened to be market day in Perugia. The great square, therefore, presented a far more vivacious spectacle than would have been witnessed in it at any other time of the week, though not so lively as to overcome the gray solemnity of the architectural portion of the scene. In the shadow of the cathedral and other old Gothic structures — seeking shelter from the sunshine that fell across the rest of the piazza — was a crowd of people engaged as buyers or KINDS OF PARAGRAPHS 201 sellers in the petty traffic of a country-fair. Dealers had erected booths and stalls on the pavement, and overspread them with scanty awnings, beneath which they stood, vocif- erously crying their merchandise; such as shoes, hats and caps, yarn stockings, cheap jewelry and cutlery, books, chiefly little volumes of a religious character, and a few French novels; toys, tin-ware, old iron, cloth, rosaries of beads, crucifixes, cakes, biscuits, sugeirplums, and innumer- able httle odds and ends, which we see no object in adver- tising. Baskets of grapes, figs, and pears stood on the ground. Donkeys bearing panniers stuffed out with kitchen vegetables, and requiring an ample roadway, roughly shoul- dered aside the throng. Crowded as the square was, a juggler found room to spread out a white cloth upon the pavement, £ind cover it with cups, balls, cards — the whole material of his magic, in short — wherewith he proceeded to work miracles under the noonday sun. An organ-grinder at one point, and a clarion and a flute at another, accom- plished what they could toward fiUing the wide space with tuneful noise. Their smaU uproar, however, was nearly drowned by the multitudinous voices of the people, bargain- ing, quarreUng, laughing, and babbhng copiously at ran- dom; for the briskness of the mountain atmosphere, or some other cause, made everybody so loquacious that more words were wasted in Perugia on this one market day, than the noisiest piazza of Rome could utter in a month. Nathaniel Hawthorne: The Marble Faun. 2. Here is the throbbing pulse of the city bared and visible. Night is over; with rapidly increasing frequency the flashing drops of light indicate that the activity of day has begun. Every action must be expressed in words, and, bared and concentrated, that word-current of the city rises like a gathering wave. From ten in the morning to five minutes after, the tide is at the flood. The flicker of lights 202 ENGLISH FOR BUSINESS is dazzling; the girls' hands race dizzily behind their flash- ing summons. Business is at its height. But here on another row of panels the occasional flash of Hghts offers a curious contrast: this is a peuiel for a part of the residence district; from seven to eight in the evening its Ughts wiU glow with activity. Then business is over and the downtown panels wiU be darkened. Here is a visual shifting of scene and interest. Work over, the social engagements are made, and business is forgotten. There is a friendly gossiping along the wires. Night has come, and a dozen girls watch the long, de- serted boards. Like the occasional glimmer of a cab lamp late upon the street, the signals, one by one, flash and are gone. The world is fast asleep. Far down at the end of the panel a signal brightens. " Number please.^" — "Pohce!" It was a woman's voice. From the card index "Central" picks out the street address which corresponds to the num- ber, and the nearest station is advised of the caU. Had the woman no time to finish her message? There is another light burning on the panel. Already she is forgotten and the slim hands are making another connection. PoHce or doctor, — the night calls are laden with portent. Joseph Husband: Telephone. 3. Commerce, travel, traffic, seem to proclaim them- selves from every craft that floats in the harbor and from aU the docks along the shores. The impulsive ferryboats, carrying their thousands of commuters to or from New Jersey, keep darting back and forth from their slips, im- pudently chaUenging our great liner with short, hoarse whistles that indicate they mean to cross our bows. They have to "make a train" and are not to be stopped. Long scows loaded with freight-cars are being shoved and pushed around the Battery and up to Mott Haven, where the cars are transferred to New England railway tracks; pile drivers KINDS OF PARAGRAPHS 203 in tow go staggering up the river to the new docks in proc- ess of building; great strings of canal boats, half a dozen long and three abreast, are traihng away toward Raritan Bay; coal barges in squadrons keep filing past. Everything is moving in the interest of commerce. John C. Van Dyke: The New New York. 2. Write a descriptive paragraph about a farm. Before writing, make an outline from the following suggestions. Purpose: to show its prosperous condition. Near a river; diversified surface; house on a knoll; barn large, roomy, clean; cattle, sheep, and horses in the pastures; broad fields of grain; general impression of the whole. 3. Make a list of the essential characteristics needed for a descriptive paragraph on any three of the follow- ing subjects. Decide beforehand on the best arrange- ment of the selected qualities. 1. Our Commencement. Purpose: to picture the beauty, the happiness, and the dignity of the scene. 2. The Rag Man. Purpose: to picture him at the close of his day's work. 3. The Preparation for the Race. Purpose : to show the tense excitement of the various contestants. 4. An Old Engine. Purpose: to show why, though it is no longer in service, the old railroadmen call it "the queen of the roundhouse." 5. A Raw, Foggy Day. Purpose: to show how it seems to aifect every one and give a strange vague impression to everything. 4. Having decided upon a purpose, the details to develop the purpose, and the arrangement of them, 204 ENGLISH FOR BUSINESS develop each of the following sentences into a de- scriptive paragraph. 1. The old horse looked as if it belonged to no one. 2. The auction room was crowded with a curious assembly of people. 3. Towards daybreak, the sleet storm increased in fury. 4. He was a tramp dog, but an unusual tramp dog, understand! 5. The East River presents an inspiring sight when viewed from Brooklyn Bridge. 5. Write a series of descriptive paragraphs on one of the following subjects. Decide upon the purpose of each paragraph, its relation to its neighbors, and the selection and arrangement of the material. (See model descriptive outline, Appendix B.) Revise your composition according to the subjoined revision questions. 1. A country store. 2. A barber shop, Saturday night. 3. Impressions of an automobile. 4. A scene at the station. 5. Your typewriting room during a practice period. 6. Your student bank. 7. A model business office. 8. A cashier's desk in a large department store. 9. The emptying of a factory at night. 10. A business street at noon and at night. Questions for the student to ask himself after writing a description. I. Purpose and Plan: A. Have I singleness of aim? What is my purpose? B. Have I arranged my topics to bring out my pur- pose-idea? KINDS OF PARAGRAPHS 205 C, Have I arranged my material according to that method which best subserves my purpose; i.e., have I followed one of the following plans? 1. General topics and then particulars 2. Particulars and then general summary or state- ment of impression 3. General topics, particulars, and then general impression 4. General topics only 5. Particulars only II. Development of Purpose and Plan: A. Have I read my composition aloud? B. Are the points which are to be brought out, closely connected? C. Is a unified^ vivid impression created by a skillful choice of words ? D. Have I indicated every change in my point of view; i.e., have I made it clear to my reader whenever I have changed my view of the object, person, or scene I am describing? III. Form: A. Is this my best penmanship? B. Have I looked up the spelhng of every doubtful word? C Have I kept my margins, and have I indorsed my paper? 5. The Expository Paragraph. — In the exposi- tory paragraph the writer's main purpose is to explain a fact or an idea. Clearness, above all, must be secured. More than ever the writer must exercise care in the selection and arrangement of his material. He must make sure that the purpose 206 ENGLISH FOR BUSINESS of each paragraph is not too broad in its scope and that every detail introduced brings out that pur- pose in a clear, exact manner. He must be very particular in the choice of his words, for accuracy means everything in the giving of information. The sentences must be so arranged that their close connection and logical development shall be un- mistakable. Great care must be used to make sure that the subject of an expository paragraph is sufficiently limited to secure adequate treatment. If the sub- ject is too broad, it will fail to meet the purpose of the paragraph with clearness and precision. Do not try to pour a gallon into a quart bottle. Exercise 102. — Oral State the purpose of each of the following para- graphs. Mention its subject. What sentence ex- presses the subject and in what part of the paragraph is it stated? What relation has the rest of the para- graph to this fact.^ 1. Now, I have gone as far as I can without dividing a sale into its four severable parts. This division is imperative to an intelligent consideration of the subject of salesman- ship. It is even more important to the actual making of a sale. The projection of your mind to a successful meeting with another human mind requires the accomplishment of four distinct steps with your auditor. First, you must gain his undivided attention. Second, you must arouse his defi- nite interest. Third, you must create an unqualified beUef in and accord with your statements. Fourth, when you KINDS OF PARAGRAPHS 207 have removed all quibbles and doubts from his mind, you must replace them instantly with an impelling resolution to do the thing you ask. William Maxwell: Salesmanship. 2. But Grant differed from all the conquerors of history in this: the moment that Grant had the trembling Con- federacy at his feet, he was no longer the soldier. He be- came transformed into the patriot and the statesman. He knew that those men who had surrendered had to be citi- zens, and that this was to be our common country. He knew that no RepubUc could govern conquered provinces. He said, "Go back to your homes, cultivate crops, create manu- factures, develop commerce, help us to make this the great- est nation on earth." Chauncey M. Depew: The Legacy of Grant. 3. There were many points of similarity in the lives and fortunes of these great men. They belonged to the same profession, and had pursued the study and its practice, for imequal lengths of time, indeed, but with diligence and effect. Both were learned and able lawyers. They were natives and inhabitants, respectively, of those two of the Colonies which at the Revolution were the largest and most powerful, and which naturally had a lead in the political affairs of the times. When the Colonies became in some degree united, by the assembling of a general Congress, they were brought to act together in its dehberations, not indeed at the same time, but both at early periods. Each had akeady manifested his attachment to the cause of the country, as well as his ability to maintain it, by printed addresses, public speeches, extensive correspondence, and whatever other mode could be adopted for the purpose of exposing the encroachments of the British Parliament, and animating the people to a manly resistance. Both were not only decided, but early, friends of Independence. While 208 ENGLISH FOR BUSINESS others yet doubted, they were resolved; where others hesi- tated, they pressed forward. They were both members of the committee for preparing the Declaration of Independence, and they constituted the sub-committee appointed by the other members to make the draft. They left their seats in Congress, being called to other public employments, at periods not remote from each other, although one of them returned to it afterwards for a short time. Neither of them was of the assembly of great men which formed the present constitution, and neither was at any time a member of Congress under its provisions. Both have been public ministers abroad, botli Vice-Presidents, and both Presidents of the United States. These coincidences are now singularly crowned and completed. They have died together; and they died on the anniversary of hberty. * Daniel Webster: Adams andJefferson. 4. In comparing the late eruption (Mt. Vesuvius) with that of Mont Pelee, one is struck by several noteworthy differences. In the first place, the West Indian volcano threw out laterally at least three explosive blasts, which went to a distance of more than four miles, and tore to pieces everything in their way. Vesuvius did not explode laterally at any time. In the second place, the summit of Pelee, during its period of activity*, was a center of profound meteorological disturbances and there came down from it, at short intervals, floods of water, fifteen or twenty feet in depth, which seemed to originate in cloud bursts, and which, on the lower slopes of the mountain, became destructive torrents of liquid mud. On Vesuvius there were no heavy rains during the eruption and there has been little aqueous precipitation since. In the third place, Pelee threw out no lava except half-solid incandescent blocks, while from fis- sures in the southern side of Vesuvius molten rocks flowed to a distance of two or three miles. George Kennan: The Outlook. KINDS OF PARAGRAPHS 209 5. There is no branch of science so closely associated with our immediate wants and enjoyments as that of Geol- ogy. In our daily walks we tread with heedless step upon the apparently uninteresting objects of which it treats; but could we rightly interrogate the rounded pebble in our path, it would tell us of the convulsions by which it was wrenched from its parent rock, and of the floods by which it was abraded and placed beneath our feet. In our visits to the picturesque and the sublime, we come into still closer proximity to geological truths. In the precipices which defend our rock-girt Isle and flank our mountain glens, and in the shapeless fragments at their base which the lichen colors and round which the ivy twines, we see the remnants of uplifted and shattered strata which once peacefuUy re- posed at the bottom of the ocean. Nor does the rugged or the rounded boulder give a less articulate response from its lair of sand or its grave of clay. Floated by ice from some alpine summit, or hurried along in torrents of mud or of water, it may have traversed a quarter of the globe, amid the crash of faUing forests and the death shrieks of the animals which they lodged. The mountain range, too, with its catacombs beneath, edong which the earthquake transmits its terrific sounds, reminds us of the mighty powers by which it was upheaved, while the lofty peak with its cap of ice or its nostrils of fire reveals the tremendous agencies which have been struggling beneath us. Sir David Brewster: More Worlds Than One. Exercise 103. — Oral and Written 1. After having made outlines for elaborating the following thoughts, write the paragraphs. Be sure that (a) each sentence of the paragraph deals with the thought of the subject, (b) a close relation exists among the sentences, (c) their arrangement is based 210 ENGLISH FOR BUSINESS upon logical development, and (d) the whole gives an effect of clearness. 1. The life of a traveling salesman is filled with many hardships. Expand or explain this thought by giving examples illustrating these hardships. 2. In several ways, the life of a drummer is like that of an actor. Expand and explain by pointing out in what respects the Kves of the two seem similar. 3. A promissory note is . Complete the thought by means of definition. 4. What a business man engaged in manufacturing else- where should see in our town. Indicate the points of interest in the order of im- portance. 2. Some of the foregoing exercises have illustrated the various means of accomplishing exposition, such as the use of examples; definition; comparison or contrast; repeating the basic thought in simpler or clearer language; giving specific information or di- rections; enumeration. Decide which of these means is used in each paragraph under the former oral exercises. 3. What means for developing the following sub- jects seem to you most appropriate.^ 1. Basketball and football are alike in several respects. 2. There are many ways in which a boy can be helpful to his mother around the house. 3. Good spelling is especially important in business fife. 4. Penmanship is still of importance in the business world. KINDS OF PARAGRAPHS 211 5. The telephone is a time-saving invention. 6. Climate depends on several conditions. 7. A stethoscope. 8. How to pack china for shipping. 9. The parts of a baseball diamond. 10. The differences between telephoning and telegraphing. 4. With purpose, selection, and arrangement in mind, write at least three paragraphs, each based on one of the foregoing suggestions. Exercise 104. — Oral and Written Paragraphs in a series. — Prepare written outlines for oral expositions on two of the following topics. Develop these plans into oral compositions. When you have thus objectified your thought, write these compositions. (See model expository outline, Ap- pendix B.) Revise your compositions according to the subjoined revision questions. 1. How to fit a schoolroom with electric bells. 2. How the game of baseball is played. 3. The duties of a bank cashier. 4. Filling mail-orders in a large business. 5. Causes of panics. , 6. The work of a buyer of millinery in a department store. 7. The effect of the automobile upon the livery business. 8. The commercial advantages of acetylene gas. 9. The duties of a floorwalker. 10. The work of the auditing department in a large retail store. 11. A contrast between tropical and temperate countries in respect to produce. 212 ENGLISH FOR BUSINESS 12. Advantages in business of the automobile-truck over the horse-drawn vehicle. 13. The great political parties in the United States to-day. 14. The purpose and value of clearance sales. 15. The advantages of the C. 0. D. principle in business. 16. Ignition devices in automobile construction. 17. Conomercial patterns in dressmaking. 18. Method of cutting and making undergarments. 19. The evolution of hats. 20. The method of making a hat frame. 21. Exercise and its relation to digestion. 22. Worry and its effect upon digestion. 23. The importance of system in business. 24. The analysis of solutions for metals. 25. The importance of correct speech in business trans- actions. 26. The uses of the dictograph in business offices. 27. The principle and the uses of the mimeograph. 28. The need of enthusiasm in business. 29. The uses of the protectograph. 30. Pittsburg and the iron industry. 31. Methods of conducting business in medieval markets. 32. Inventors and inventions of the Renaissance. 33. Gutenberg and his press. 34. Early block printing. 35. Color printing in magazines to-day. 36. Reasons for the financial success of the Erie Canal. 37. The effect of the Civil War upon the cotton industry in England. 38. Alexander Hamilton, the organizer of our national finances. 39. The effect of the automobile upon the making of good roads. 40. The business advantages to retail merchants whose stores are located on automobile highways. KINDS OF PARAGRAPHS 213 Questions for the student to ask himself after writing an exposition. I. Purpose: A. What is my purpose? B. Have I clearly stated it in my outline? C. Have I kept to it; i.e., have I selected material with my purpose constantly in mind? D. Have I arranged my material so as to bring out my purpose in the most effective manner possible? II. Plan and technical development of plan: A. Have I need of an introduction? If so, does it contain a few general points necessary to the un- derstanding of my exposition? Does it lead natu- rally to the discussion? B. Have I paragraphed according to my plan? Are my paragraphs closely related? unified? Is the topic sentence of each paragraph placed so as to guide the reader in an understanding of my purpose? C. Is there variety in sentence beginning? sentence length? sentence structure? D. Are my words used with precision? Are technical terms defined? E. Have I read my composition aloud? F. Is my title short? attractive? suggestive of the scope of the work? in keeping with the purpose of the exposition? G. Is this my best penmanship? Have I kept the proper margins? Have I indorsed my paper? 214 ENGLISH FOR BUSINESS 6. The Argixmentative Paragraph. — Like the expository paragraph, the argumentative para- graph demands clearness as one of its prime req- uisites. Its purpose, however, is not merely to inform and explain, but to convince and persuade. The writer uses facts or ideas to prove his point. His aim is to win others over to his conclusions by showing how every one of his assertions has reasonable grounds for acceptance. In the open- ing topic sentence, he usually states what he wishes to prove. Having selected every detail which vitally contributes toward the truth of his proposition, he arranges this material in its most convincing order in the sentences which follow. He reserves the most telling point until the end. When it comes, it seems to clinch all the preceding points with powerful effect. Exercise 105. — Oral Name the subject and the distinct purpose of each of the following paragraphs. Briefly reproduce each. What is the topic sentence of each.^ What is its posi- tion in the paragraph.^ What purpose, in relation to the topic sentence, do the other sentences of the para- graph serve? (In the early days of our history, at the time when the colonists had become acutely dissatisfied and irritated over the treatment accorded to them by the home government, two sets of opinions prevailed in England concerning the course to be pursued toward their rebellious subjects across the water. One set KLNDS OF PARAGRAPHS 215 embodied Force, the other ConciHation. Paragraphs 1 and 2 are taken from Edmund Burke's speech before Parhament on Conciliation with America.) 1. A further objection to force is, that you impair the object by your very endeavor to preserve it. The thing you fought for is not the thing which you recover; but depre- ciated, sunk, wasted, and consumed in the contest. Nothing less will content me than whole America. I do not choose to consume its strength along with our own; because in all parts it is the British strength that I consume. I do not choose to be caught by a foreign enemy at the end of this exhausting conflict; and still less in the midst of it. I may escape; but I can make no insurance against such an event. Let me add that I do not choose wholly to break the American spirit; because it is the spirit that has made the country. 2. The last cause of this disobedient spirit in the colonies is hardly less powerful than the rest, as it is not merely moral, but laid deep in the natural constitution of things. Three thousand miles of ocean lie between you and them. No contrivance can prevent the effect of this distance in weak- ening government. Seas roll and months pass, between the order and the execution; and the want of a speedy explana- tion of a single point is enough to defeat the whole system. You have, indeed, winged ministers of vengeance, who carry your bolts in their pounces to the remotest verge of the sea. But there a power steps in that hmits the arro- gance of raging passions and furious elements, and says, "So far shalt thou go, and no farther." Who are you, that should fret and rage and bite the chains of nature.^ . . . Nothing worse happens to you than does to all nations who have extensive empires; and it happens in all the forms into which that empire can be thrown. In large bodies, the circulation of power must be less vigorous at the extremities; 216 ENGLISH FOR BUSINESS Nature has said it. The Turk can not govern Egypt and Arabia, and Curdistan, as he governs Thrace; nor has he the same dominion in Crimea and Algiers which he has at Brusa and Smyrna. Despotism itself is obUged to truck and huckster. The Sultan gets such obedience as he can. He governs with a loose rein, that he may govern at all; and the whole of the force and vigor of his authority in his center is derived from a prudent relaxation in all his borders. Spain, in her provinces, is, perhaps, not so well obeyed as you are in yours. She complies too; she submits; she watches times. This is the immutable condition, the eternal law, of extensive and detached empire. 3. But, sir, the gentleman has failed to maintain his leading proposition. He has not shown, it can not be shown, that the Constitution is a compact between State govern- ments. The Constitution itself, in its very front, refutes that idea; it declares that it is ordained and established by the people of the United States. So far from saying that it is established by the governments of the several States, it does not even say that it is estabhshed by the people of the sev- eral States; but it pronounces that it is estabhshed by the people of the United States in the aggregate. The gentle- man says, it must mean no more than the people of the several States. Doubtless, the people of the several States, taken collectively, constitute the people of the United States; but it is in this, their collective capacity; that is, all the people of the United States, that they estabhsh the Consti- tution. So they declare; and words can not be plainer than the words used. Daniel Webster: Refutation of the Nullification Act. (See History of the United States for nature, cause, and outcome of the Nullification Act.) A mere assertion does not, of necessity, convince another of its truth. It must be supported by facts KINDS OF PARAGRAPHS 217 which lend evidence or proof. Evidence is of various sorts, and its weight is determined by the source from which it comes. We have Evidence of the senses: seeing, hearing, etc. Evidence of expert testimony, produced by those who have become authorities in any given caUing or pm"suit. Evidence of official documents, reports, statistics, correspondence, etc. Evidence of unofficial correspondence, diaries, etc. Circumstantial evidence, gained only through in- direct means. One must learn to gather evidence and arrange it in the most telling and convincing order before one can proceed to argue. Exercise 106. — Gathering Evidence 1. Gather and arrange the evidence in the order of importance to prove: 1. That Marc Antony possessed a keen knowledge of human nature. Use Julius Caesar as the source. 2. That Shylock was "more sinned against than sinning." Use Merchant of Venice as the source. 3. That Eppie in Silas Marner was justified in staying with her adopted father. 4. That John of England in Ivanhoe was not only treacherous to his brother, Richard Coeur de Lion, but also treacherous to his country. Note: Teachers should improvise like questions on the particular books being studied in class, if the students happen to be unfamiliar with those mentioned. 218 ENGLISH FOR BUSINESS 2. Cite as much evidence as you can find, in the order of its importance, on five of the following topics. 1. Why your school gymnasium should have a swimming pool. 2. Why the school building should be surrounded by a spacious, well-equipped playground. 3. Why final examinations should be retained or abolished. 4. Why older pupils and younger children should have separate recesses. 5. Why dancing should be a part of the physical culture work. 6. Why girls ought to be admitted to a debating club to which boys alone are eligible at present. 7. Why moving pictures may be of an educational value. 8. Why every student should study some modern foreign language. Exercise 107. — Oral and Written 1. Use the following simple statements, needing no library investigation, as subjects for argumentative paragraphs. Write a series of argumentative para- graphs on any one of them. (Consult Appendix B, for argumentative outline.) 2. Deliver a speech on at least one of them before the class. . Let the class decide whether you made your point; whether you stated your proofs clearly, forcefully and logically; whether, in your delivery, you showed spirit and conviction. 1. Pubhc schools should be closed during a circus parade. 2. Pupils should be required in fair weather to go out- side the building at recess time. 3. Roller skating should be prohibited on the pubHc streets. KINDS OF PARAGRAPHS 219 4. Commencement exercises should be made simpler and less expensive. 5. Commercial courses should be offered by all high schools. 6. The honor system in examination is an excellent prepa- ration for the normal development of the future business man. 7. All girls should be required to study domestic science. 8. Sign-board advertising should be restricted by law. 9. Manual training should be required of all high school students. 10. A taste for plays worthy of support should be devel- oped in all high school students, by means of a course in the Modern Drama. Questions for the student to ask himself after writing an argument. I. Subject and Proposition:. A. Have I chosen a subject within my grasp? B. Have I stated what I wish to prove in a clear, brief proposition? C. Is my subject two-sided? D. Have I read broadly on both sides of my subject? II. Brief: A. Have I used the best order to bring out the truth of my proposition? B. Have I "cleared the ground"; i.e., have I prepared my audience, by prehminary statements, when necessary, to understand my first argument? C. Have I chosen for my first argument material which will hold the attention of nay audience? D. Have I considered my audience in selecting all my material to prove my side of the proposition? 220 ENGLISH FOR BUSINESS III. The Argument: A. Does it progress smoothly? B. Is it direct, convincing, clear? C Have I stated each new argument in such a way that the reader or hstener will have no difficulty in following my trend of thought? D. Have I reviewed my points as I have pro- gressed? IV. Form: A. Paragraphing? B. Spelling? C. Punctuation? D. Penmanship? Exercise 108. — Oral and Written What is the general purpose of the following adver- tisement taken from The Geographical Magazine ? How does each "story" contribute to this general purpose? Account for the order in which the adver- tiser has arranged his "stories." Classify each "story" according to its purpose as narrative, descrip- tive, expository, or argumentative. Note the lack of indenting. Note the illustrations. What relation do they bear to the "stories?" How do they help the writer's general purpose? Dramatize the last paragraph. LITTLE STORIES OF FIRES THAT DIDN'T HAPPEN Bv ELLSWORTH BENNETT A year ago the McCormick Co. of Balti- more installed a Grinneli Automatic Sprink- ler System. They were nofafraid of fire^ they did it because the presence of the sprinklers would reduce the fire insurance rate so radically as to bring about a large net saving. Five months later some refuse in a chute caught fire. The two nearest Grinneli sprinkler-heads promptly responded to the heat and sent down a drenching torrent of water, and at the same time summoned the fire department. The firemen arrived "on the double quick", but the fire was out, and there was nothing to do but to turn off the water and go home. In the basement of the dry-goods establish- inent of Barnard, Summer & Putnam Co., Worcester, Mass., a fire broke out on Janu- ary 2, 191 5, The heat promptly snapped the two nearest Grinneli sprinkler-heads and put out the fire before the fire department could arrive. The Chief said that, owing to the very dense smoke and the central location of the fire, the / department would have been \ placed at a nasty disadvan- tage. The Grinneli System was all that saved the store from a great disaster. .\t the Hettrick Brothers Co. awning fac- tory, at Toledo, a fire occurred in the pack- ing department on April 26, after working hours. Three Grmnell sprinklers operated promptly, checking the flames and ringing the fire alarm. That was at 7:46, and at 7:48 the night watchman had located the blaze and called the fire department. At 8:15 the fire was all out. This agar ts r ■■^T^JSi^*' «■-■.-« Still burning ^ hut nobody *** — > ^jr suspects it. TJSs nunck-h9» ftU^tht shlf ,'' In a loft building on East 21st Street, New York City, on March 29, at 6:40 P. M.. a fire broke out on the sixth floor. One Grinneli sprinkler-head opened and extinguished the fire and at the same time summoned the fire depart- ment, but when it arrived there was nothing to do. The Durham Hosiery Mills of Durham, N. C, had sixteen fires in their plant last year. The Grinneli System controlled every one of them, and the total loss was only $175.50, an average of $10.90 per fire. Gimbel Brothers' great department store in New York City has been equipped with Grinneli Sprinklers for the last five years. They- had one fire but no loss. The Grin- 221 LITTLE STORIES OF FIRES THAT DIDN'T HAPPEN nell Sprinklers brought about a reduction is such a small affair that it is hard to get a of fire insurance premiums of 57%, enough record of most of them. There have been to pay for the Grinnell System in a few over 17,000 reported fires actually controlled years, The Link Belt Company in Chicago has been equipped with Grinnell Sprinklers for the last six years. During that time the loss by fire has been kept down to only $200, thanks to the vigilance of the Sprinklers. When they installed the Grinnell System the rate was reduced from $1.11 to 6c., and so the System paid for itself within a very few years. For about twenty years the Grinnell System has been on duty at the Reynolds Tobacco Company, Winston - Salem, N. C. It reduced their insurance premiu.iis between 80% and 907©, and these reduc- tions paid for the System in about five years. Fires, six; loss, $1,100. In the great Long Island factory of Stein- way & Sons, Piano Manufacturers, Grin- nell Sprinklers were installed at a cost of $30,000; but the insurance companies were glad to insure them at a premium $15,000 a year less than they paid before they had the Grinnell System. The following story is general, but although it is less picturesque than the specific stories above, it is the most important of all: During the past 33 years, so the fire rec- ords show, automatic sprinklers have saved from destruction properties valued at more than $700,000,000 out of the $4,500,000,000 worth of property which enjoys this pro- tection. Without sprinkler protection the average loss in business fires is over $7,000. With sprinkler protection the average fire Little, innocent call -bell can dis- chargee a hot spari. \ by Grinnell Sprinklers. Some of them un- doubtedly would have been great conflagra- tions. All this wonderful automatic fire protection ])ays for itself in from three to seven years l)y reducing the fire premiums 40% to 90%. Have you ever seen the fig^ires for your own business establishment ? Do you know how long it would take for a Grinnell Sys- tem in your premises to pay for itself? Don't theorize! Get the figures! No apparent obstacle should prevent your getting the. figures — not even the lack of capital to invest. Scores of prosperous business houses every year feel that they are not justified in using their own capital, so long as they can obtain a system and tuni over their premium savings as pay- ments until the system is clear. They do this through certain Construction Compan- ies, in a way that does not interfere 'with their credit relations with their regular banks. Dictate a letter or make a memorandum to do so today. The address is the General Fire Extinguisher Co.. 293 West Exchange Street, Providence, R. I. If you want to know about the deferred - payment plan offered by construction companies, ask specifically for that infonnation. In order to be able to present to you figures on the cost of the Grinnell System and a prelimi- nar>' estimate of the savings you will make, we will first forward you a .small blank to fill out with necessary data about your tloor areas and present rate of insurance.. 222 Chapter X SOCUL CORRESPONDENCE 1. The Social Letter. — The term social letter is appKed to correspondence among friends or relatives. Its intimate nature makes it less formal and, therefore, less subject to the somewhat rigid requirements laid down for the business letter. Informality of style, large expression of the indi- viduality of the writer, chatty tone, and unrestricted length are characteristics that distinguish the friendly letter. If your letter is so interesting and so well constructed that the recipient finds a delight in its content and a desire to answer it immediately, you may feel reasonably certain that it is a good piece of work. But it must appear spontaneous. The familiar letter is in reality a conversation committed to paper. 2. The Parts of the Social Letter. — The social letter retains many of the conventional parts of a business letter. 1. The heading. — In general, this gives the ad- dress of the writer and the date of the writing. 2. The salutation. — It may take various forms, depending on the relation between the writer and the recipient. 223 224 ENGLISH FOR BUSINESS More formal Dear Mr. Thompson: My dear Mrs. Maxwell: My dear Mr. Thompson: Dear Miss Wyatt: Dear Mrs. Maxwell: My dear Miss Wyatt: Less formaly and assuming a closer intimacy My dear Joseph, Dear Ethel, Dear Joe, My dear Evelyn, My dear Thompson, Dear Aunt, Dear Cousin Joe, My dear Uncle, The comma is the least formal punctuation. More formal is the colon. 3. The body. — This is the message which the writer desires to send. Care should be taken in its composition, its punctuation, and its paragraphing. The mere fact that the letter is intimate does not imply that it should be cau-eless in details of construction. 4. The complimentaiy close. More formal Sincerely yours, Very sincerely yours. Yours sincerely. Yours very sincerely. Less formal Cordially yours, Lovingly yours. Yours faithfully, Yours affectionately, etc. 5. The signature. — Sometimes in familiar letters merely the first name is given, but more often the habitual signature is appended. Exercise 109. — Oral and Written 1. Read the following social letters. Make an analysis of each of them, trying to find those qualities SOCIAL CORRESPONDENCE 225 which give spontaneity, chattiness, interest, sugges- tions of the personahty of the writer. 4 Marlborough Place, May 9, 1882. My dear Romanes: I feel it very difficult to offer any useful criticism on what you have written about Darwin, because, although it does not quite please me, I cannot exactly say how I think it might be improved. My own way is to write and rewrite things, until by some sort of instinctive process they acquire the condensation and symmetry which satisfies me. And I regJly could not say how my original drafts are improved until they somehow improve themselves. Two things, however, strike me. I think there is too much of the letter about Henslow. I should be disposed to quote only the most characteristic passages. The other point is that I think strength would be given to your panegyric by a little pruning here and there. I am not likely to take a low view of Darwin's position in the history of science, but I am disposed to think that Buffon and Lamarck would run him hard in both genius and fertihty. In breadth of view and in extent of knowl- edge these two men were giants, though we are apt to for- get their services. Von Bar was another man of the same stamp; Cuvier, in a somewhat lower rank, another; and J. Miiller, another. "Colossal" does not seem to me to be the right epithet for Darwin's intellect. He had a clear, rapid intelligence, a great memory, a vivid imagination, and what made his greatness was the strict subordination of all these to his love of truth. But you will be tired of my carping, and you had much better write what seems right and just to yourself. Ever yours very faithfully, T. H. Huxley. 226 ENGLISH FOR BUSINESS 4 Marlborough Place, N. W., AprU 12, 1883. Dearest Pabelunza: I was quite overcome to-day to find that you had van- ished without a parting embrace to your "faded but fasci- nating" parent. I clean forgot you were going to leave this peaceful village for the whirl of Gloucester dissipation this morning — and the traces of weeping on your visage, which should have reminded me of our imminent parting, were absent. My dear, I should like to have given you some good counsel. You are but a simple village maiden — don't be taken by the appearance of anybody. Consult your father — inclosing photograph and measurement (in inches) — in any case of difficulty. Also give my love to the matron your sister, and tell her to look sharp after you. Treat her with more respect than you do your venerable P. — whose life will be gloom hidden by a film of heartless jests till you return. Item. — Kisses to Ria and Co. — Your desolated Pater. Eastbourne, Jan. 30, 1890. You Dear Old Humbug of a Boy: Here we have been mourning over the relapse of influenza, which alone, as we said, could have torn you from your duties, and all the while it was nothing but an attack of palpitation such as young people are Hable to and seem none the worse for after all. We are as happy that you are happy as you can be yourself, though from your letter that seems saying a great deal. I am prepared to be the young lady's slave; pray tell her that I am a model father- in-law, with my love. (By the way, you might mention her name; it is a miserable detail, I know, but would be SOCIAL CORRESPONDENCE 227 interesting.) Please add that she is humbly solicited to grant leave of absence for the Teneriffe trip, unless she thinks Northallerton air more invigorating. Ever your loving dad, T. H. Huxley. 2. Write a letter to a friend telling of an engine you have constructed. 3. Compose a "thank-you letter" after a visit to a friend. Include your impressions of fellow trav- elers and scenery observed on your homeward trip. 4. Write to a friend of your experiences keeping house for your father while your mother is away. 5. Cheer up a sick friend by writing a jolly letter to her. Exercise 110. — Written The following outlines of social letters written by students may prove suggestive. Write letters based upon similar experiences that you have had. 1. A mass meeting at school; hunting trip; loss of sleep due to a howling dog; campaign planned against this nui- sance; news about a few of the boys at school. 2. A canoe trip; work in hay fields contrasted with life earlier in vacation; automobile trip planned for early September. 3. Experience with an old motor boat; the building of a new one; the sale of the old craft; success at learning to swim; summer plans for next season; news from old friends. 4. Recollections of an exciting experience with your correspondent; a similar but new adventure; a joke on your brother and his automobile; a race with a friend, the result, and your punishment. 228 ENGLISH FOR BUSINESS 5. Comments upon the results of the "World Series"; an account of a friend visiting your sister; a brief character sketch of your new football captain; a forecast of the school team's chances; plans for a school social of which you are chairman. 3. Invitations and Replies. — Invitations and replies, like letters, difTer in the degree of formality they express, and call for a corresponding differ- ence in treatment. 1. An informal invitation resembles a social letter. Sometimes the heading does not include the name of the town, nor the actual date. Instead, merely the street address and the day of writing are given, as: 12 S Street, Wednesday morning. The address of the sender and the date may be written below and at the left. Often the day of the month is written out in full. The year may be omitted. 2. An informal reply should be modeled on the informal invitation and, in case of acceptance, should repeat the date and hour mentioned in the invitation. In case of declining, only the date need be mentioned. 3. A formal invitation is written in the third person from beginning to end. It has no heading, no salutation, no compHmentary close, no signature. The writer's name is found within the body. Usually in the lower left-hand corner, the address of the sender is placed. It may or may not be fol- SOCIAL CORRESPONDENCE 229 lowed by the date. If a date is added it includes the month and the day of the month written out in full. The year is usually omitted. 4. A formal reply is modeled on the invitation and, therefore, is hkewise in the third person. The date and hour mentioned in the invitation should always be repeated in an acceptance. In declining, no mention of the hour is necessary. A formal invitation Dr. and Mrs. William CoUett request the pleasure of Mr. and Mrs. George Prentice's company at dinner on Tuesday evening, March fourteenth, at seven o'clock. 7 Ware Road. A formal acceptance Mr. and Mrs. Prentice accept with pleas- ure Dr. and Mrs. William CoUett's kind invitation to dinner on Tuesday evening, March fourteenth, at seven o'clock. 126 Prospect Avenue, March fourth. An informal invitation My dear Mrs. Prentice, Will you and Mr. Prentice give us the pleasure of your company at dinner on Tuesday, March fourteenth, at seven o'clock? Very sincerely yours, Eleanor Collett. 7 Ware Road. 230 ENGLISH FOR BUSINESS An informal acceptance My dear Mrs. CoUett, Mr. Prentice and I shall be pleased to dine with you on Tuesday, the fourteenth, at seven o'clock. Very sincerely yours, Hazel Prentice. 126 Prospect Avenue, March seventh. An informal declination My dear Mrs. CoUett, Mr. Prentice and I regret sincerely that a previous engagement will deprive us of the pleasure of dining with you on Tuesday, the fourteenth. Very sincerely yours, Hazel Prentice. 126 Prospect Avenue, March sixth. PART TWO PRINCIPLES OF COMPOSITION APPLIED TO BUSINESS Chapter XI THE NEWSPAPER 1. Introductory. — The newspaper has become a necessity in modern hfe. Without its assistance, business could not be conducted as it is to-day. Through its means the barriers between country and town are so completely broken down that the so-called "isolated community" has largely passed into history. In even the smallest village, metro- pohtan dailies now gain entrance. What we shall have to say about the newspaper is, therefore, based upon the typical city daily. 2. General Characteristics of Newspapers. — Newspapers in their handling of news resemble department stores in their handling of commodi- ties. The shopper, stepping into a big store, can make his purchases without confusion or loss of time because he finds the store divided into special departments, each handhng a particular kind of goods. To save the reader's time, the modern newspaper has arranged and classified its items, so that they may be found with the least delay. 231 232 ENGLISH FOR BUSINESS It knows that the general reader is usually very busy and can spend only ten to thirty minutes in reading its columns. Therefore, it aims to facili- tate his reading as far as possible. Glance over any typical twelve to sixteen page paper and you will find that its columns are classified according to the following scheme, although not necessarily arranged in the following order. 1. Most important news — domestic and foreign, — Because of its importance, this news generally appears on the first page. A swift glance at the headfines will inform the reader what of significance has happened since the previous day. 2. Local news. — Here are recorded the social events, and the matters of special interest to the citi- zens of the city in which the paper is printed. It may contain several columns dealing with the local news of surrounding towns. 3. Editorial page. — This page, which gives the paper's interpretation of current events and timely discussion and which may be taken as indicative of the paper's pohcy, is most often found near the middle of the paper. 4. Woman's page. — This page contains material which will interest women because of its numerous hints about dress and household matters. Some news- papers omit this page. 5. Sporting page. — Here are listed the various results in the world of professional and amateur sports. 6. Financial page. — This page very often interests the general business man because it contains news THE NEWSPAPER 233 about stocks, bonds, conditions of the market, and other commercial statistical news. 7. Other special columns. — Because they bear their patrons in mind, various newspapers include columns on current literature, art, music, the drama, education, and science. For the same reason, such columns are omitted in other papers, which print instead daily short stories, questions and answers, etc. The weather report is found in all newspapers, usually in a regular place, day after day. 8. Advertisements. — No newspaper can thrive with- out advertisements. We find them usually distributed through the body of the newspaper, with the excep- tion of the first page. Their exact nature and value will be treated later. 3. Reading a Newspaper. — The first reason for reading a newspaper is to be well-informed. We must keep in general touch with what is going on. In stagecoach days, there was a valid excuse for being ignorant about the important world events. But this, the age of electricity and steam, de- mands a constant keeping in touch with the most significant occurrences. Farmers now study the quotations of city market prices, with the advan- tage of being able to exact them in the country. An unexpected war among foreign nations may affect the American stock market, and, indirectly, business, within twenty-four hours. Legislation of Congress may work immediate effect upon numerous industries. A terrible calamity in one 234 ENGLISH FOR BUSINESS section of the country may call for quick assist- ance from other sections. The modern person depends on the newspaper for his ability to discuss these broad movements intelligently. We have already indicated that the newspaper is meant to be read rapidly. For the general reader, the first page and the editorial page are the most significant. On the one, he finds the summary; on the other, the discussion and interpretation. Finally enters the question — what to read. The merely sensational paper, featuring murder and crime in a lurid way, tries to cater to the poorer and uneducated classes. To more inteUigent read- ers it makes Uttle or no appeal. Conservative papers devote only a few paragraphs to such items; "yellow journals" feature them. The careful reader will focus attention on those items which are of social, economic, poHtical, and cultural importance. 4. How News is Gathered. — The newspaper staff is made up of specialists. The editor and the editorial writers are paid to interpret the news from the point of view of the newspaper's policy; then comes the staff of assistant editors — the finan- cial editor, the society editor, the sporting editor, the city editor, the domestic editor, the foreign editor, the Sunday editor — whose duties are to revise and decide upon the "copy" submitted. The so-called "copy" comes usually from three sources. First is the Associated Press, an organi- THE NEWSPAPER 235 zation maintained by the leading newspapers to telegraph valuable news to its patrons. Second, the special correspondent. Some newspapers have representatives in the leading cities abroad, and assign others to report occurrences of unusual interest such as a war, a great investigation, a horrible disaster, etc. And last, but most im- portant, are the reporters, who are responsible for gathering the news from day to day. These are the men who must be constantly on the alert. 5. Newspaper Style. — The style of the re- porter differs from that of the literary writer largely because the news article is written under pressure, with little or no opportunity for careful revision. Despite these handicaps, many reporters have cultivated a terse, forceful, crisp style that deserves praise. Experience has developed in them a sense of selection, of vivid diction, and of rapid-moving language. They have gained a feeling for useful English that will convey their facts quickly, intelligently, entertainingly. Two illustrations follow: the first, by a literary writer; the second, by a newspaper man. Questions are afterwards appended which will help to show how the newspaper man must adopt a means for securing his result which differs from that of the literary man. Read these illustrations with care. The eyes of the crowd followed the gesture of the Egyp- tian, and beheld, with ineffable dismay, a vast vapor shoot- ing from the summit of Vesuvius, in the form of a gigantic 236 ENGLISH FOR BUSINESS pine tree; the trunk, blackness; — the branches, fire! — a fire that shifted and wavered in its hues with every moment, now fiercely luminous, now of a dull and dying red, that again blazed terrifically forth with intolerable glare! There was a dead, heart-sunken silence, — through which there suddenly broke the roar of the fion, which was echoed back from within the building by the sharper and fiercer yells of its fellow-beast. Dread seers were they of the Burden of the Atmosphere, and wild prophets of the wrath to come! Then there arose on high the universal shrieks of women ; the men stared at each other, but were dumb. At that moment they felt the earth shake beneath their feet; the walls of the theatre trembled; and, beyond in the distance, they heard the crash of faUing roofs; an instant more, and the mountain cloud seemed to roll towards them, dark and rapid, like a torrent; at the same time it cast forth from its bosom a shower of ashes mixed with vast fragments of burn- ing stone! Over the crushing vines; over the desolate streets; over the amphitheatre itself; far and wide, with many a mighty splash in the agitated sea, — fell that awful shower! No longer thought the crowd of justice or of Arbaces; safety for themselves was their sole thought. Each turned to fly, — each dashing, pressing, crushing, against the other. Trampling recklessly over the fallen, — amidst groans, and oaths, and prayers, and sudden shrieks, the enormous crowd vomited itself forth through the numerous passages. Whither should they fly? Some, anticipating a second earthquake, hastened to their homes to load themselves with their more costly goods, and escape while it was yet time; others, dreading the showers of ashes that now fell fast, torrent upon torrent, over the streets, rushed under the roofs of the nearest houses, or temples, or sheds, — shelter of any kind, — for protection from the terrors of the open air. But THE NEWSPAPER 237 darker, and larger, and mightier, spread the cloud above them. It was a sudden and more ghastly Night rushing upon the realms of Noon! . . . The cloud, which had scattered so deep a murkiness over the day, had now settled into a solid and impenetrable mass. It resembled less even the thickest gloom of a night in the open air than the close and bhnd darkness of some narrow room. But in proportion as the blackness gathered, did the lightnings around Vesuvius increase in their vivid and scorching glare. Nor was their horrible beauty confined to the usual hues of fire ; no rainbow ever rivaled their varying and prodigal dyes. Now brightly blue as the most azure depths of a southern sky; now of a Uvid and snake-like green, darting restlessly to and fro as the folds of an enor- mous serpent; now of a lurid and intolerable crimson, gush- ing forth through the columns of smoke, far and wide, and fighting up the whole city from arch to arch, — then sud- denly dying into a sickly paleness, like the ghost of their own life! In the pauses of the showers, you heard the rumbfing of the earth beneath, and the groaning waves of the tortured sea; or, lower stiU, and audible but to the watch of intensest fear, the grinding and hissing murmur of the escaping gases through the chasms' of the distant mountain. Sometimes the cloud appeared to break from its sofid mass, and, by the lightning, to assume quaint and vast mimicries of human or of monster shapes, striding across the gloom, hurtfing one upon the other, and vanishing swiftly into the turbulent abyss of shade; so that, to the eyes and fancies of the af- frighted wanderers, the unsubstantial vapors were as the bodily forms of gigantic foes, — the agents of terror and of death! The ashes in many places were already knee deep; and the boiling showers which came from the steaming breath of the volcano forced their way into the houses, bearing 238 ENGLISH FOR BUSINESS with them a strong and suffocating vapor. In some places, immense fragments of rock, hurled upon the house roofs, bore down along the streets masses of confused ruin, which yet more and more, with every hour, obstructed the way; and, as the day advanced, the motion of the earth was more sensibly felt, the footing seemed to slide and creep, — nor could chariot or litter be kept steady, even on the most level ground. Sometimes the huger stories, striking against each other as they fell, broke into countless fragments, emitting sparks of fire, which caught whatever was combustible within their reach; and along the plains beyond the city the darkness was now terribly relieved; for several houses, and even vineyards, had been set on flames; and at various intervals, the fkes rose sullenly and fiercely against the solid gloom. To add to this partial relief of the darkness, the citizens had, here and there, in the more public places, such as the porticoes of temples, and the entrances to the forum, en- deavored to place rows of torches; but these rarely continued long; the showers and the winds extinguished them, and the sudden darkness into which their sudden birth was con- verted had something in it doubly terrible and doubly im- pressing on the impotence of human hopes, the lesson of despair. Frequently, by the momentary light of these torches, parties of fugitives encountered each other, some hurrying towards the sea, others flying from the sea back to the land; for the ocean had retreated rapidly from the shore, — an utter darkness lay over it, and, upon its groaning and toss- ing waves, the storm of cinders and rock fell without the protection which the streets and roofs afforded to the land. Wild, haggard, ghastly with supernatural fears, these groups encountered each other, but without the leisure to speak, to consult, to advise; for the showers fell now frequently, though not continuously, extinguishing the lights, which THE NEWSPAPER 239 showed to each band the deathlike faces of the other, and hurrying all to seek refuge beneath the nearest shelter. The whole elements of civilization were broken up. Ever and anon, by the flickering lights, you saw the thief hastening by the most solemn authorities of the law, laden with, and fearfully chuckling over, the produce of his sudden gain. If, in the darkness, wife was separated from husband, or parent from child, vain was the hope of reunion. Each hurried blindly and confusedly on. Nothing in all the various and complicated machinery of social life was left save the primal law of self-preservation. Edward Bulwer Lytton: The Last Days of Pompeii. FIRE FOLLOWS EARTHQUAKES • Disaster Overwhelms the Metropolis of the Pacific Coast. Oakland, Cal., Apr. 18 — The business part of San Francisco, across the bay, was shaken into debris at 5.13 o'clock this morning by an earthquake which ran over all the low lying parts of the city. It was followed by a fire which is still raging when all telegraphic communication from the city has been cut off and which will probably complete the ruin of the downtown business district and most of the tenement quarter. Smaller fires have appeared throughout the resi- dence district, and probably a great part of the city will go before it ends, for there is a strong southerly wind blowing and the water mains are all broken. No one can tell how heavy is the loss of life. The estimates run from 500 to 1,000. It would be fool- ish to set any estimate of the life loss, for the city has been thrown into such confusion with the shock, the fall of the buildings, and the uncontrollable fires that followed, that no counting of the dead is possible. The city is under martial law, so that it is almost impossible to cross the streets. All that is known 240 ENGLISH FOR BUSINESS is that the morgue is choked with dead, and that the men are piling up corpses and injured people from trucks, express wagons, and every conceivable vehicle. Just now the Hayes Valley, to the west of the Mechanics Pavilion, which early in the day was used as a temporary morgue, is afire, and the big church of St. Ignatius is burning. The city is shaken every few minutes with the explosions of dynamite by which the firemen, in default of water, are trying to stop the fire. On foot, — for there are no street cars running, — the people from outlying districts are crowding to the hills which top the city, and the parks and streets until the troops came, were alive with panic stricken Chinese. The fire has swept all the waterfront and the railroads which enter the southern part of the city by land are not running, so that the people of San Francisco are prisoners in a city which is still trembUng with Uttle minor shocks. * After details headed, "Buildings Went Down First," "Water Supply Ruined," "Gen. Funston Orders out Troops," "Other Buildings Go," "Gas Spreads the Fires," "Palace Hotel Gone," "Wind Switches to the Southwest," "Seven Great Fires Unite," "Water Got in the Afternoon," "Screams and Shouts of the People," the article proceeds: Panic in Portsmouth Square On Portsmouth Square the panic was beyond de- scription. This, the old Plaza about which the early city was built, is bordered now by Chinatown, by the Italian district, and by the "Barbary Coast." A spur of the quake ran up the hill upon which China- town is situated and shook down part of the crazy little buildings on the southern edge. It tore down, too, some of the ItaUan tenements. The rush to Portsmouth Square went on almost unchecked by the police, who had more business elsewhere. THE NEWSPAPER 241 Chinese Beat Their Gongs The Chinese came out of their underground bur- rows like rats and tumbled into the square, beating such gongs and playing such noisy instruments as they had snatched up. They were met on the other side by the refugees of the ItaUan quarter. The panic became a madness. At least two Chinamen were taken to the morgue, dead of knife wounds given for no other reason, it seems, than the madness of panic. There are 10,000 Chinese in the quarter and there are thousands of Italians, Spaniards, and Mexicans on the other side. It seemed as though every one of these, with the riff-raff of "Barbary Coast," made for that one block of open land. The two uncontrolled streams met in the center of the square and piled up on the edges. There they fought all the morning, until the Regulars restored order with their bayonets. Taking Away Bank Securities As the dawn broke and the lower city began to be overhung with the smoke of burning buildings there came a back eddy. Cabmen, drivers of express wag- ons and trucks, hired at enormous prices, began cart- ing away from the lower city the valuables of the hotels which saw their doom in the fires which were breaking out. Even the banks began to take out their bullion and securities and, under guard of half- dressed clerks, to send them to the hills, whence came to-day the salvation of San Francisco. One old night-hawk cab, driven by a cabman white with terror, carried more than a million dollars in cur- rency and securities. Men, puUing corpses or in- jured people from fallen buildings, stopped to curse these processions as they passed. Time and again a line of wagons and cabs would run against an im- passable barrier of debris where some building had fallen into the street and would pile up until the guards cleared a way through the streets. 242 ENGLISH FOR BUSINESS Vandals Get to Work Then the vandals formed and went to work. Routed out from the dens along the wharves, the rats of the San Francisco waterfront, the drifters who have reached the back edge of European civiUza- tion, crawled out and began to plunder. Early in the day a policeman caught one of these men creep- ing through the window of a small bank on Mont- gomery street and shot him dead. But the poUce were keeping fire hues, beating back overzealous rescuers from the fallen houses and the burning blocks, and for a time these men plundered at will. The article concludes with topics headed, "Troops Stop Flight," "Committee of Safety Formed," "Ground Sucked Hotel In," "Oakland Gets Off Easy." Extract from the N. Y. Sun, — April 19, 1906. Exercise 111. — Oral and Written 1. What various means does Lytton employ to secure vividness? (For example, note choice of words; sentence structure; details in description; emotions and actions of the people; the changes in the natural phenomena, etc.) How does Lytton make his narra- tive move swiftly? (Note again sentence structure and the rapid movement of persons and things.) What is the value of such a statement as "yoa heard the rumbhng of the earth beneath"? Make a list of the words which lend color to the narrative. How do they help to heighten it? How does the last para- graph give a cumulative effect — i.e., one great dis- tinct impression of inexpressible disaster? THE NEWSPAPER 243 2. Why does the second account open with the place and date of the occurrence? Outhne the first four paragraphs. Study the rest of the story. In what part of the narrative are the big facts of the disaster given .^ Where, the details.^ What is the advantage of this order to the general reader? Review Chapter IX, the one-paragraph newspaper narrative, to see if this is the customary plan. What is the purpose of this news story? Select expressions that seem characteristic of newspaper style. How does the writer make his account vivid? Where does he introduce local color? What effect does it produce? How do the topic-headings throughout the narrative help the reader? 3. Compare the preceding accounts in plan, method of handling details, range of vocabulary, sentence structure. Exercise 112.— Written 1. Following the general plan of the Suns account of the San Francisco earthquake, convert the fol- lowing hterary narratives into news stories. Write suitable headhnes. Aim for a terse, forceful, and matter-of-fact newspaper style. 1. The Story of My Aunt from Tales of a Traveler. 2. The banishment of Rosalind from As You Like It. 3. Elopement of Lorenzo and Jessica from The Merchant of Venice. 4. The death of Sir Roger de Coverley from the Spectator Papers. 5. The storming of the castle from Ivanhoe, 244 ENGLISH FOR BUSINESS 2. Write a news story dealing with any one of the following school activities. 1. The senior dance. 2. A basketball game. 3. A school play. 4. A class picnic. 5. Class day exercises. 6. A meeting of club. 7. The junior-senior debate. 8. A jQre driU. 3. Examine an editorial in one of the newspapers of your town. With this as a model, write for yom* school paper an editorial upon: 1. The importance of supporting school activities. 2. The necessity of improving gymnasium conditions. 3. A method of restricting outside social activities. Exercise 113. — Oral 1. What are the characteristics of a good car- toon? What is the artist's purpose in such work.^ What characteristics of his subject does he present.'^ How is his work similar to that of a descriptive writer.^ With what kind of subjects does the car- toonist deal.^ What is the value of his work to a newspaper.^ 2. Discuss the personal quahties of a successful reporter. 3. Read some of Jesse Lynch Williams's news- paper stories, as The Stolen Story, 4. Discuss the following poem by selecting the details that show the chief characteristics of many THE NEWSPAPER 245 of our modern newspapers. Note at the same time the vivid description of the newsboy. Elf of the City, a lean little hollow-eyed boy, Ragged and tattered, but lithe as a slip of the Spring, Under the lamphght he runs with a reckless joy, Shouting a murderer's doom or the death of a King. Out of the darkness he leaps hke a wild strange hint. Herald of tragedy, comedy, crime, and despair. Waving a poster that hurls you, in fierce black print, One word. Mystery, under the lamp's white glare. Alfred Noyes: The Newspaper Boy. Exercise 114. — Oral or Written Subjects for general discussion. (In preparation, consult Revision Questions following The Expository Paragraph, Chapter IX, page 213.) 1. The Colonial newspaper. 2. The effect of the invention of the steam engine upon the distribution of newspapers. 3. The effect of the invention of the telegraph and cable upon the making of a newspaper. 4. The evolution of newspaper machinery. 5. The scope of the news in a modern newspaper. 6. The effect of the newspaper upon rural communities. 7. The influence of the press in forming public sentiment. 8. The career of Horace Greeley. 9. The career of Joseph Puhtzer. 10. The work of the Associated Press. 11. Postal regulations governing the rates of postage on newspapers. 12. The work of a reporter on a big daily. 246 ENGLISH FOR BUSINESS SUBJECTS FOR INVESTIGATION. — OPTIONAL Exercise 115. 1. The history of a newspaper in your town. 2. The work of the art department of a large American newspaper. 3. The duties of the tally clerks of the financial depart- ment. 4. The simple principle of a linotype machine. 5. The purpose and plan of the index department. 6. The work of the information bureau. 7. A description of the press room. 8. The duties of the employees of the maiUng and delivery rooms. 9. Automatic methods of securing information in a newspaper weather bureau. 10. The assistance of the automobile in the rapid dis- tribution of a paper. 11. Early English newspapers. 12. Modern London newspapers. 13. Modern American newspapers. 14. Changes in the price of newspapers historically con- sidered. 15. The personal characteristics of a successful newspaper reporter. 16. The intellectual qualifications of an editorial writer. 17. Bulletin boards: the reasons for their existence. 18. A large newspaper as a bureau of information. (See Encyclopedia Britannica for information in develop- ing 11-14.) Chapter XII ADVERTISING 1. The Benefits of Advertising. — Advertising, as an active business force, is a modern institution. Prior to 1870, wide publicity was limited to patent medicines heralded to cure everything. About that time, other general manufacturers began to perceive the great advantages arising from such a means of promoting trade, with the result that to-day nearly every business, national or local, large or small, resorts to advertising of some kind. In the broadest sense there are two main classes of advertisers: those who wish to give their output the benefit of national publicity and those who wish to gain the advantages of local publicity. The first class includes the manufacturers of special "trade-mark" articles, the large pubhsh- ing firms, and the big wholesale dealers. The second class includes the retail dealers to be found in towns and cities, who depend for their business upon the patronage of people that Kve in the vicin- ity of their stores; local real estate agents; and the occasional ''help" and ''want" advertisers. The national advertisers aim to get a wide market 247 248 ENGLISH FOR BUSINESS through continued repetition, for in that way the pubUc becomes famihar with and gains confidence in their goods. The majority of local advertisers aim to supply local needs, and by continued ad- vertising to call attention to the special oppor- tunities which they can offer from time to time. National advertisers often have to create a demand for their goods, and then supply it. Local adver- tisers often have to emphasize how they can supply goods more satisfactorily and perhaps more cheaply than ,their competitors. All told, millions of dollars are annually expended in advertising, in the United States alone. This merely helps to prove that advertising is a valuable asset in almost every business. Advertising not only opens up the fields of trade but also acts as a promoter of taste. The great trouble with a large percentage of our immigrants has been an unwillingness to change their old habits and standards of hving. Through the pow er of suggestion in advertising, a gradual demand for better things has been created. Wide pub- licity with regard to numerous articles has made them household necessities; their very names guarantee their excellence. No national advertiser could misrepresent his goods and expect to con- tinue in business. Think of the ideas and stand- ards which we have come to associate with these words — Ivory, Uneeda, Ostermoor, Colgate, Regal, Kuppenheimer, etc. Indeed, so important are the ADVERTISING 249 benefits to be derived from advertising that it has come to be recognized as a field for the speciahst. Like other great enterprises, it requires particular study. The day has long passed since it was thought that to create an effective advertisement demanded no special training. 2. Ideas Back of Advertising. — The man who is writing an advertisement has to be famihar with that which he wishes to advertise and the pubhc to whom he expects the advertisement to appeal. Then he must shape his advertisement to bring about desired results. This requires: 1. Purpose. — He realizes that the public has not much time to devote to the reading of advertisements. Whatever is told must be told briefly and vividly. Therefore the idea first presented must arrest atten- tion, create the right impression, and fit in with the ideas that follow. In large headlines, a firm adver- tised: The State is Behind this Opportunity, and then, in smaller type, explained the opportunity and the reasons for the State Banking Department's holding the sale of real estate. This advertisement aroused, at the outset, the interest of the reader, for the headlines served as a guarantee of the worth of the scheme. Illustrations or designs should have a connection with the main idea. A national telephone and tele- graph company once illustrated its advertisement with two companion pictures. In the upper right- hand corner of one, a man was represented as talking through a transmitter the wire of which reached but 250 ENGLISH FOR BUSINESS one house in a group of twenty shown in the fore- ground. In the upper left-hand corner of this picture was printed: Europe; iOO People; 20 Houses; 1 Telephone. In the other picture, another man, sim- ilarly placed on the left side, was talking through a transmitter the wires of which connected with ten houses in a group of twenty. In the upper right- hand corner of this illustration was printed: United States; 100 People; 20 Houses; 10 Telephones, Beneath these two illustrations, in large type, was printed: Results Compared with Theories. Then fol- lowed, in parallel columns, the effects of each condition pictured above. This advertisement arrested atten- tion, was well arranged, convincing, and effectively illustrated. 2. Selection. — Only such essential points should be chosen as will add strength to the advertisement. The fewer and more striking, the keener the impres- sion will be. The selection should be made with the aim of convincing the reader that the article meets every quality ascribed to it. Some advertisers have neglected to state the price of the article and the address where it may be obtained. The importance of including these two facts is too obvious to need comment. 3. Arrangement. — The order in which you present what you have to say counts with the reader. The heavy or "display" lines should act as guides to the less emphasized material. Important general state- ments should be followed by related details. The mere mechanical appearance of the advertisement counts heavily for or against it. ADVERTISING 251 3. Testing Advertisements. — The local retail advertiser can test the efficiency of his advertise- ment by direct results. His advertisement is in- serted in the paper to-day, calling attention to a special sale to-morrow. To-morrow evening he can ascertain whether his advertising has paid or not. The national advertiser can test the value of his advertisement only in a general way. By means of a key, that is, a special identification mark in his address like DepL C or DepL 106, which differs with each medium employed, he can tell which pubfications create the greatest interest in his goods. If he offers free samples, or can supply prospective customers with his goods through the mails, he often includes in his advertisement a coupon or order form, which is to be cut from the advertise- ment, filled out, and mailed to the given address. This coupon or order form differs slightly in each medium employed, and so serves the advertiser as a key, besides providing him with a mailing list for follow-up work. Herbert N. Casson makes the following interesting statement, which it is well to bear in mind: Costly as it is, in these inefficient days, advertising is not an added expense any more than the railway is, or the telegraph, or the telephone. It pays for itself more and more. It prevents laziness and stagnation. It makes us hustle and produce more wealth. Cut off all advertising for one year, and there would be a sensational decrease in our output. At once the pace would slacken, the energy would 252 ENGLISH FOR BUSINESS diminish, and the fate that threatens all moving things would be upon us. SUBJECTS FOR ORAL DISCUSSION Exercise 116. 1. Advertising as an educational force. 2. The relation of advertising to inventions. 3. The effect of advertising upon the selling price of commodities. 4. The training and native talent required of a success- ful writer of advertisements. 5. Salaries of writers of advertisements. 6. The bill board advertiser as an enemy of the land- scape architect. 7. Electrical advertising. 8. The dependence of newspapers and magazines upon advertising. 9. The effect of modern advertising upon the work of the middleman. 10. Cost of advertising in a daily in your town. 11. Methods of checking up general advertising. 12. The importance of window displays in retail business. 13. Various methods of advertising retail goods. 14. Name ten trade-marks that you think have made commodities sell. State reasons for your opinion. 15. The cost of the distribution of samples in advertising. Discuss the effectiveness of this method. 16. The importance of illustration in advertising. 17. Methods of advertising a book. 18. Discuss the effect of riming jingle in the "Spotless Town" and "Road of Anthracite" advertisements. 19. The effect of a guarantee in advertising. 20. The value of a general knowledge of advertising to every man of business. ADVERTISING 253 21. Bring to class advertisements the purpose of which is to convince the purchaser of the following qualities of the article. By what means is the quality emphasized? a. Comfort h. Economy c. DurabiUty d. Attractiveness e. Convenience INVESTIGATIONS AND ORAL REPORTS Exercise 117. Investigate through reading, or by consulting busi- ness men of your town, any one of the following sub- jects. Prepare an oral composition upon the topic you select. 1. The work of an advertising agency. 2. The duties of an advertising manager. 3. Various mediums used by department stores in advertising. 4. The founders of modern advertising. 5. The cost of running an electric sign. 6. The advertising work of the board of trade of your town. 7. Advertising in pagan days. 8. Dr. Samuel Johnson's opinion of advertising in 1759. (See Idler Paper No. ^0, Jan. 20, 1759.) 9. A fortune made through a household necessity effectively advertised. 10. "The CoUege YeU Advertisement." 254 ENGLISH FOR BUSINESS Exercise 118.— Written 1. Expand any one of the following topic sentences. Review Chapter IX, pages 205-220. 1. Among the best advertising mediums, the newspaper is in all probability the most effective. 2. Advertising has been a factor in developing taste in house furnishing.' 3. A successful advertiser resembles a good salesman. 4. Various mechanical trades are concerned in the making of different kinds of advertisements. 5. The Sunday edition of a New York paper is a popular medium for the advertiser. 6. It is possible to make an advertisement a very inter- esting short narrative. 7. The name by which a commodity is to be adver- tised is of tremendous importance. 8. To bring results, street car advertising must be sim- ple and direct. 9. Advertising is attracting the attention of various college and university professors. 10. Catch phrases are often useful in fixing the im- pression the advertiser wishes to create. 2. Develop any one of the following subjects into a short written composition. 1. Various methods of advertising bargain sales. 2. Advertising by means of parades. 3. Indirect advertising used by theatrical and concert managers. 4. The value of the " sandwich man." 5. The street demonstrator as an advertising medium. 6. The effect upon the passers-by of a demonstrator in a window. ADVERTISING 255 7. The value to an advertiser of a course in design and lettering. 8. The advantage of various methods of putting up goods in the advertising of common commodities. Sugges- tion: Develop by using as examples such staple articles as salt, crackers, bacon, and corn meal. 9. The value of illustrated booklets in advertising. 10. The effect of weather and chmate upon advertising. Exercise 119.— Written Construct effective advertisements from the follow- ing outlines. Preliminary work: A. Read Chapter VIII, pages 186-189. B, Determine upon the advertiser's purpose. Weigh the given topics to see which are the most vital with respect to this purpose. Give these a prominent place. Decide upon capitalization and punctuation. Consult a local newspaper in planning space effects. 1. Telephone your order early for a Pickford; Harvard- Yale Game; go to Cambridge in comfort; Touring car or limousine; Watson, Main 6100. 2. Johnston Fire and Marine Insurance Co.; Johnston agents — Mansfield and Jordan, 25 State St. ; Cash capital $3,500,000; Frank R. White, President; John V. Gallagher, Vice-President; Henry J. Works, Secretary; Fremont Marston, Treasurer. 3. Hanford Oil Company, 243 Weston Ave., Chicago, 111.; The first name in oil is Hanford; Discerning automo- biHsts use it; Machinists are never without it. 4. Worcester, Mass.; Henry-Ellis Drop Forge Company; Tax-Exempt Seven Per Cent Preferred Stock; One of the 256 ENGLISH FOR BUSINESS four oldest drop forging companies in the United States; A most attractive and conservative local investment to net 7%; Tax free in Massachusetts; Write to-day for special circular; Good taxable securities are taken in exchange; Frederick Mills, High-grade investment securities; 86 Willard Street; New Haven, Conn. 5. A rare old engraving is a compliment to the taste of the recipient; As a decoration for a library it has no equal; Steel engravings; We have the largest display in Holyoke; The prices are amazingly reasonable; 4 South Main Street; Thomas Whitcomb. (Arrange and block this to show where you would place a copy of an antique engraving and its price.) 6. Office desks; Special sale; Mahogany, flat top and roll top, hard wood finish throughout; Prices from $40 to $150. (Block and arrange this advertisement to show the best placing of an office desk and its sale price.) Final suggestion for preceding exercise : Underline and indicate, according to the following rules, the necessary emphasis you wish to give to cer- tain important points. The ordinary roman type has CAPITALS (called by printers, "caps"), small caps (i.e., capital letters usually about half the size of the "caps"), and "lower case" (i.e. the ordinary uncapitalized letters) . . . To indicate on the manuscript ("copy") that "caps' are desired, draw three lines, and to indicate "small caps' draw two lines, under the word or letter to be capitalized. . To indicate italicy underscore with a straight fine. For italic caps, underscore with three lines and add "italic caps' in the margin. Fonts of italic type do not contain small caps To indicate black-face or bold-face type, underscore with a wavy line, thus ^'^-^■^-"^-.^vx-^ Manly and Powell: A Manual for Writers. ADVERTISING 257 Exercise 120. — Written Condense and, when necessary, revise and rearrange the following advertisements so that the essential facts are presented clearly but briefly. 1. Lost — About 12 keys attached to a key ring were lost between Winchester Square and Main Street on a State Street car yesterday, March 8, at about 11 A. M. Among the keys were three for Yale locks, one for a suit case, and one for a mail box. Will the finder please return at once and receive reward. 2. Lost — A watch on Main Street somewhere between State and Union Streets. It is a Waltham, gold, open face, 16 jeweled model. The identification can be proved by the initials L. V. B. which appear on the back of the cover. Finder please notify L. Brown, 128 Union St., and receive liberal reward. 3. Lost — An English bull dog. He is of dark brown color with white breast and forelegs. He has a stub tail. The dog answers to the name of Bim. He is a medium sized dog weighing about 30 pounds. When lost, he was wearing a new brass collar with owner's name and address engraved on it. Bim's license number is 2327. Liberal reward. 4. Lost — On express of N. Y., N. H., & H. R. R. leav- ing Hartford 10:40 A. M., and arriving in New York at 2:50 P. M., a black and tan terrier having a bad disposition, especially unkind to children, wears a black collar with "Rags" on plate. Tag No. 2146. Liberal reward. 5. Found — Monday morning on State Street near Main, a man's bill folder containing bank bills and checks. Claim- ant must be able to prove ownership by describing the con- tents in detail. The folder is of alligator and bears the initials R. M. P. 258 ENGLISH FOR BUSINESS PRACTICAL PROBLEMS RELATED TO STUDENT LIFE Exercise 121. 1. Construct suitable advertisements for the follow- ing subjects. Preliminary work: A. Decide upon an appropriate illustration that will (a) attract attention to the printed matter and (6) give something of the spirit of the entertainment. Place the illustration on the card in such a position that the whole advertisement will be strengthened by its use. Remember, however, that the illustration is not the advertisement. B. Appeal to patrons by selecting those points that will (a) interest and (b) instruct (matters of time, place, cost, etc.). C. Express the selected ideas in a striking manner, and emphasize the most important ideas by giving them positions of prominence and by employing a telling method of lettering. 1. A poster for your school play. 2. Posters to advertise a forthcoming issue of your school paper; a ball game; a sociable; a dance. 3. An advertising poster suitable for street car use. Imitate those you consider, from your study of advertising, to be the best. 4. A half-page "ad" for your school paper with the pur- pose of securing buyers for your school annual. 5. Design for a postal card "ad" to sell tickets for an alumni dinner. 6. A one-page program for a school entertainment. Make the "ads" of various sizes; decide upon a suitable ADVERTISING 259 scale of prices; and investigate the net gain to the pro- moters of the entertainment if such a program were actu- ally printed. 2. Prepare a speech to be given orally to meet one of the following occasions. 1. The seUing of tickets for a coming football game. 2. The "boosting" of a forthcoming issue of your school paper. 3. An explanation of the pleasures to be realized by supporting a play which will be given by your dramatic society next month. 4. The advertising of a candy sale to raise money for some worthy cause. PRACTICAL PROBLEMS OF A PERSONAL NATURE Exercise 122. Write advertisements for the following: 1. You desire a position as bookkeeper. 2. You wish to let your garage. 3. Wanted — Stenographer and typewriter. 4. For sale — A second-hand canoe. 5. You need a servant for general housework. PRACTICAL BUSINESS PROBLEMS RELATED TO COMPOSITION PRINCIPLES The man who writes a story employs a certain technique to make that story effective. His choice of words and the mental images that they invoke, his sense of proportion, of suppression of unessentials, the playing up of big points, the whole Uterary craftsmanship which makes a short story effective, or a long story effective, for that matter, has an object not dissimilar from that of the advertisement writer. He, too, has a story to tell, a story addressed to the same mind, and while his ulterior object is to make you like, not 260 ENGLISH FOR BUSINESS his story, but the article he is describing, in a sense it is the contents of his advertisement to which he wishes to draw attention, just as on the part of the story writer it is the contents of the story — the idea in it or the charac- ters — which the story writer is trying to sell you. It is easily believable that the advertisement writer, who is other- wise well equipped, can learn much from the art of writing. Ernest Elmo Calkins: The Business of Advertising. With this statement in mind, re-read in preparation for the exercises which follow : Chapter VII, pages 169-175, Emphasis in the Sentence Chapter VIII, pages 186-189, Mass in the Paragraph Chapter VI, pages 135-140, Words Chapter IX, pages 190-234, Narrative, Descriptive, Exposi- tory, and Argumentative Paragraphs NARRATIVE ADVERTISEMENTS Exercise 123. 1. Examine the following advertisements, which employ the story telling method. What is the writer's purpose in each.^ How does he secure his effects.'^ 1. A talk that cost a quarter of a miUion dollars^ "I tell you, gentlemen, — the thing can be done. "People are learning the difference in motion pictures. You say to produce the type of picture I am asking you for, would cost you $20,000 a week. "Well — what if it does! "I will spend $5,000 a week to teU the truth about what you are doing — and the public will spend $50,000 a week to see your pictures." This is a pretty literal report of a meeting in my office a good many months ago. 1 The Saturday Evening Post. ADVERTISING 261 Following this is the advertisement designed to attract the attention of moving picture patrons and managers. At the conclusion is a promise for next week's Post of a story deahng with the first Mutual Master Pictures. 2. Two Englishmen living in Australia quar- reled and one fled, followed by the other's vows of vengeance. The first man said to himself — "The surest way to get him is to go back to Lon- don, and wait for him in Trafalgar Square. He's sure to pass there some day — every- body does." He kept his post patiently each day and a few weeks later spied his man in the pass- ing crowd, and "got him." At 42nd Street and Broadway, New York, (like Trafalgar Square, London) "every- body who is anybody from everywhere" is sure to pass some time, — more than 200,000 people pass every day and night. Think of the opportunity of placing here a spectacular electrical display so dominat- ing that it forces the attention and leaves an impression on the mind of every individual. And the total cost including construction, lighting, and maintenance is less than $35.00 a day. We should be glad to send any national advertiser full particulars regarding this wonderful force in modern pubHcity, which has made the "Great White Way" famous the world around. The O. J. GuDE Co., N.Y. 262 ENGLISH FOR BUSINESS 2. Make a collection of advertisements that tell a story or start out in an effective narrative manner. Analyze five at least to discover the writer's method (a) of securing attention, (b) of sustaining interest, (c) of chnching the point of the advertisement. 3. Write a story advertisement planned to bring the following commodities in a striking way before the public. Preliminary Work: Study the article. Decide upon the point which you wish to emphasize in the mind of the reader. Plan your story to lead up to it. Analyze both your pubhc and the characteristics of the article to discover how best you can secure your aim through design^ il- lustration, and style of type. (See suggestions, page 256 of this chapter.) A screen for open fireplaces A sectional bookcase An alarm clock A dictaphone A coat hanger A gas range A vacuum cleaner An automobile An electric iron DESCRIPTIVE ADVERTISEMENTS Exercise 124. 1. Re-read the advertisements in Chapter VI. Select those that are descriptive in purpose and plan. 2. Make a collection of descriptive advertise- ments. Show how in each advertisement the descrip- tive method suited the exploiting of the commodity better than any other. Study in detail the advertise- ment in your collection which you consider the most effective. Analyze to find devices (a) for attracting the attention of the reader, (6) for interesting the ADVERTISING 263 reader, (c) for conveying the dominant characteristics of the commodity advertised. 3. Write a descriptive advertisement with the pm-- pose of selHng any one of the following: Oriental rugs A certain make of skates Chinese grass chairs A stock of pianos A country estate An office desk A new line of shoes A new model bicycle Filing cabinets EXPOSITORY ADVERTISEMENTS Exercise 125. 1. Study the following advertisements to discover (a) the writer's aim, (6) his plan (i.e., his selection Why Seattle Mortgages First, the most solid form bf security — a mortgage on carefully appraised, im- proved city real estate. Second, this safest form, in the part of the country where its interest rate is safely higher; this simply because the demand for cap- ital here is stronger in relation to the supply than in the eastern states. We will gladly send to interested in- vestors a list of loans on hand. These loans are varied as to amounts, but the list is not large — it is limited by a care- ful policy of mvestigatipn, each loan se- lected by a standard based on years of experience. THE GUARDIAN SAVINGS BANK Capital $100,000 (SucceMon to Joteph E. Thomas A Co.) First Avenue and Columbia Street SEATTLE, Wa«h- and arrangement of points), (c) his methods of em- phasizing dominant characteristics. Account for the 264 ENGLISH FOR BUSINESS use of explanation rather than narration or descrip- tion in presenting these commodities to the pubhc. 2. Make, as in the preceding exercises, a collection of advertisements. Aim to secure those that explain Having Sold $1,000,000 Northwestern Iron Company First Mortgage 6% Serial Gold Bonds We Offer the Remaining $500,000-Pnce Par and Interest Dated October 1, 1914. Coupon bonds of $1„000, J500 andllOO Maturing in Series from Octo- ber 1, 1915, to October 1,'J934. Wisconsin Trust Company, Milwaul^ee, Trustee. Secured by closed first mortgage on all the Company's property, mcluding its iron ore mine, two modem blast furnaces, by-product coke plant, etc., at Mayville, Wisconsin, together with 1,243 acres of valuable land containing over 10,000,000 toniof iron ore. We emphasize . 1^ The Company has had sixty years successful 5— The Company can lay down pig iron in Chi- operation. cago and Milwaukee markets at prices that 2 — The value of the security is over four times enable it to meet any possible competition. ■* XK^/r/Jn* 1?," ,<,no.:,. .l«n, wnnM brina S-TU Stockholders have £3,000,000 in casH '-^m'oreTnVh'e bonT'detr "°"" '""'• '-"'••^ '>''""'« '^-^ '-"«^'- 4— The Mortgage provides for sinking fund of 7 — The ownership is in unusually strong and 2Sc. per ton oh all iron ore mined. experienced hands. We strongly recommend these bonds as a^rime investment offering unusual returns. Wrila loJay for Circular No. 868 D; at»o photograph* of thU ealaabU proporty Peabodj^Houghteling &Co. (EaublUhed 186S) 10 So. La Stille St., Chicago the advantages of a commodity or its unique qualities or its special uses. Make clear to the class why you feel that a certain advertisement in your collection force- fully conveys the writer's purpose. 3. Write an explanatory advertisemejit to sell any one of the following: A certain stove polish A fireless cooker Coke A fire extinguisher A special brand of peas A typewriter such as you use A superior glue A certain kind of engine Tested seeds A particular kind of automobile tire ADVERTISING 265 Kewanec Water Heating Garbage Burners Turn Garbage Into Fuel The operation . A small coat fire 15 started on tnc luwtr niait-.-^. the garbage being thro»Ti into the upper diamber It re- quires only a short tinw to dry the garbage. Water Heating Garbage BunKrs) prevents the wet and damp garbage from smothering the fire when it is first started, as it provides a passage fcr the flames around the garbage. Q If you are the owner of an apartment building, hotel, hospital, restaurant or sanitarium you cannot afford to have your garbage hauled away. CH. Garbage contains much good fuel matter.^ And in a Kewanee Water Heating Garbage Burner you can use garbage and rubbish as part of the fuel necessary for heating the hot water needed. (Jl Furthermore, the only really sanitary way of disposing of garbage is by burning it on the prem- ises where it originates before it has a chance to decay and breed and feed flies, rats and other disease and filth carrying insects and vermin. a A Kewanee Water Heating Garbage Burner will do these two things for you. It will solve your garbage problem by burning all your garbage and rubbish without odor — and it will reduce your hot water costs to a minimum by using garbage and rubbish as fuel CI Our booklet "Turn Your Garbage Into Fuel" will be sent you on request. KE^Afiee BOILER 0a^^7ANV KEWANEE, UUNOIS Steel Power and Heating Boilers. Radiators. Tanks and Garbage Bumeti CHICAGO - NEW YORK - ST. LOUIS - KANSAS CITY ARGUMENTATIVE ADVERTISEMENTS Exercise 126. 1. Re-read the essential characteristics of an argu- mentative paragraph. Re-read also the questions for 266 ENGLISH FOR BUSINESS the student to ask himself in revising argumentative compositions. See Chapter IX, pages 214-220. With this prehminary work done, prove that the advertise- ment on page 265 is argumentative. 2. Make a collection of advertisements which in purpose and form follow the argumentative method. Analyze the most persuasive one in your collection to see by what means the writer has convinced you of the value of the article he has for sale. 3. Write an argumentative advertisement upon one of the subjects suggested for expository development. (See page 264 of this chapter.) Imitate the most per- suasive advertisement in your collection. THE LETTER ADVERTISEMENT In order to give a personal touch to their advertise- ments, advertisers sometimes make their appeal in letter form. Such an advertisement may be (a) a letter of a firm addressed to the needs of a prospective buyer or (6) a letter of recommendation from a pleased customer emphasizing the advantages of an article he has bought or a commodity he has enjoyed. Exercise 127. 1. Examine the following letters : the first, from the advertising section of The World's Work; the second, from an advertising booklet. Evidence in Favor of American Agriculturist, Discuss the purpose and plan of each letter. 2. Write a letter, using the first illustration as a model, to advertise a new book of reference. ADVERTISING 267 Scientific American Established 1845 >IuNN 8c Co. Inc. WbotwoRTH Bxjnj>ii*o 233 BROADWKy.NEwr'ybiu& Dear Ur* Exeoutive; It is your desire to conduct your "business in a manner that will result in the greatest efficiency. You cannot neglect any aid that will seem to suggest new ideas or in- form you what industrial developments are being made by other manufacturers. The Scientific American is designed to render this service, and the big men of our country are reading it. In many industrial establishments, after being placed on the desk of the Executive, it is passed among the heads of departments, and sev- eral copies are often subscribed for in order that the employees may have access to it. In many of our public libraries it is more read than any other publication, not even excluding magazines of fiction. This is the only journal devoted exclusively to this field of work, and as it is a weekly publication it announces new developments before they can appear elsewhere. If it is of value to others, both for its contents and as an advertising medium, would it not be of value to you? One important suggestion or idea gathered from its columns may be worth more to you than the cost Of a subscription for a life time. Yours faithfully, SuSBcription Price, $3.00 a year. Sample copy on request 268 ENGLISH FOR BUSINESS THI XMPIRV STATS SCHOOL OF AGRICULTURE At WATERLOO, N. Y. FREDERICK H. WESSON, Director. Varoh 14, 1916. American Agri cult uri«t , Advertising Dapt . , N«w York City. Q«Btleoen: •I have a little ooney this year for advertising the work of our school and I wiah to make it count for all that I can. I have allotted to The American Aeri culturist ^ as that agency which has given us the bast results so far, a great deal more cf our appropriation for advertising than to any other paper. It is ay intention this year to use the large advertiseoent , such as we used last year, only twice and then *to use a eicaller advertisement twice a month fron-now iintil next August. Youra very truly, '^t^idtJ,e^'^uk^^e^^Z__ Director. ADVERTISING 269 Exercise 128. — Written Write a letter of recommendation that can be placed in a booklet advertising an Indian Motor-cycle. Exercise 129. Examine the advertising sections of magazines to secure examples of advertisements similar to the one by Munn & Co. Make a collection of booklets containing letters of recommendation. Discuss each letter according to the test questions found in Chap- ter XIII, pages 288-289. Exercise 130. — Written 1. Make an advertising booklet the contents of which will be composed of letters recommending the Ford automobile. Have each of the various letters emphasize a different "seUing point." 2. Prepare an advertising circular to bring before the boys (or the girls) of your school the special ad- vantages of the summer camp with which you are associated. Illustrate with pictures showing scenery, equipment, sports, and athletic squads. Include in this circular three or four letters of recommendation from boys (or girls) who have attended the camp in previous years. 3. Make, for an advertising campaign designed to raise funds for suitable headquarters for the Boy Scouts of your town, a booklet containing information about the organization, pictures of Scouts at work, and let- ters from parents and boys, recommending the organi- zation and its ideals. Chapter XIII A GENERAL STUDY OF THE BUSINESS LETTER 1. Foreword. — A century ago, business was conducted on a very limited scale. All letters had to be written by hand, postal rates were high, postal transmission was slow, and poor transpor- tation faciUties kept most commercial intercourse within restricted areas. To-day, commercial trans- actions reach all over the world, and a mass of correspondence is necessary to carry on this great volume of business. Fortunately, improvements in methods of correspondence have kept pace with the expansion of trade. Many inventions designed to save time and energy have been perfected, such as the typewriter, duplicating machines, and filing cabinets. The use of the typewriter has resulted in the adoption of a more or less stereotyped form for business letters. Minor variations are allowed, but in the main all business letters will be found to have one general arrangement. The following illustrates the usual type of business letter: 270 GENERAL STUDY OF THE BUSINESS LETTER 271 Letterhead NEWSON & COMPANY. PUBLISHERS NEW YORK— BOSTON— CHICAGO 73 FIFTH AVENUE at FIFTEENTH STREET NEW YORK Heading (date) April 19, 1916, T X- J +^*« M3^« Ralph W. Blaokwell, Inta-oductory Business High Schiol, address Salutation Dear Sir; Body Washington, D. C We are sending you a copy of BUEHLER'S MODERN ENGLISH GRAMMAR, REVISED 1914, which is a new edi- tion of "A Modern English Grammar", first puhlished fourteen years ago. Having in mind the excellence of the original "book, we have the fullest confidence that the au- thor's riper Judgment as found in the revised edi- tion of "A Modern English Grammar" will "be fully appreciated \ty those who are seeking a thoroughly up-to-date English grammar. This is the first book on the subject to incor- porate the new terminology recommended by the Joint Committee on Grammatical Nomenclature. Our author's prompt recognition of the efforts of the Committee to standardize grammatical terras is being highly commended throughout the country. The inclusion of the new nomenclature is but one of many excellent features that have been introduced to improve an al- ready conspicuously successful textbook. We should like to have your frank criticism of the work. Complimen- tary close Signature Very truly yours, L 272 ENGLISH FOR BUSINESS 2. The Parts of a Business Letter. — The six parts of a business letter are: the Heading; the Introductory Address; the Salutation; the Body; the Complimentary Close; the Signature. A. The Heading. — The heading of a letter gives two important facts: the address at which the letter is written and the date of its composition. The address tells the recipient where a reply is to be sent, and therefore must be given with such definiteness that an answer, so directed, will not go astray. The importance of the date cannot be over-emphasized. For ordinary filing and reference, it contains a real value, and in case of a dispute it may be of inestima- ble importance. The parts of the heading may occupy one, two, or three hues. These various parts of the address are customarily set off from one another by commas. The address is usually separated from the date by a comma. In the date, the day of the month is always written in Arabic numerals, and is ordinarily sep- arated from the year by a comma. The name of the month should be either written in full or correctly abbreviated. If abbreviated, it is followed by a period; otherwise, by no punctuation. Specimens of Arrangement of the Heading: (1) Olean, N. Y., October 1, 1917. GENERAL STUDY OF THE BUSINESS LETTER 273 (2) 202 King Ave., Detroit, Mich., Jan. 4, 1918. (3) Room 437, Colorado Building, 1342 Broadway, New York, N. Y., May 16, 1918. (4) 868 Main Street, Pittsburgh, Pa., Oct. 26, 1918. Note 1 : Some firms omit the commas which are usually placed at the ends of lines occurring within the heading and the introductory address. Consult specimen letter, Section 1, and Paragraph 2, Section 5, of this chapter. Note 2: Do not follow the numeral indicating the date with st, d, th. They add nothing to the meaning. Write June 3, 1918. Note 3 : The months May, June, and July are not abbre- viated. The other months are abbreviated as follows: Jan. Apr. Oct. Feb. Aug. Nov. Mar. Sept. Dec. Note 4: A business letter is written on only one side of the sheet. If the letter requires a second sheet, that sheet is usually headed with the number in the center near the top; and on the same line as the number, beginning at the left- 274 ENGLISH FOR BUSINESS hand margin, are placed the initials of the recipient; the date is written on the same line, in figures in the right-hand corner. J. C. B. 2. 1/3/16. E. B. & Co. to J. C. B. 2. 1/3/16. Exercise 131. — Written 1. Select your own dates and make proper headings for the following: 1. A letter from yourself. 2. A letter from any small town in your state. 3. A letter from any large city store. 4. A letter from a numbered office in a city building. 5. A letter from the office of your school principal. 2. Arrange and punctuate the following: 1. Milwaukee Jan 18 1918 Wis 2. Kearns Building 14 Apr Salt Lake City 1916 Utah 3. 16 Oct New York n y 196 Broadway 1915 4. SchuylkiU Co Park Place 1917 May 29 Penna 5. EucUd Ave 277 Oct 31 Cleveland 1918 B. The Introductory Address. — The introductory address comprises the title, name, and address of the person or persons to whom the letter is sent. If the letter is addressed to a corporation, no title is used. For example, The Standard Oil Co., New York, N. Y, Mr. C. W. Webster, Metropolitan Cashier, Equitable Life Assurance Society of the U. S., New York, N. Y. The English Journal 68th Street and Stewart Avenue Chicago, 111. GENERAL STUDY OF THE BUSINESS LETTER 275 Mr. E. C.White 398 Greene Ave. Brooklyn, N. Y. P. 0. Box 762, Hartford, Conn. Mr. Henry B. Whitney, 387 Alvey Street, P. O. Box 512, Rochester, New York. Harvard, Mass. The introductory address may occupy two or three lines. The first line begins at the regular left-hand margin; the second Hne at the second or paragraph margin; and so on. Many firms are beginning to use a vertical margin. See letter, Chapter XIX, page 341. As always, abbreviated words are followed by periods. Commas generally separate the main parts of the address. A period is usually placed at its end. The titles regularly used are: Mr. (Mister), in ad- dressing one man. If he has acquired distinction in one of the professions, that distinction is usually indi- cated. Dr. (Doctor) precedes a physician's or a dentist's name; Rev. or the Rev. (the Reverend) pre- cedes a pastor's, priest's, or rabbi's name, and Rt. Rev. or the Rt. Rev. (the Right Reverend), a bishop's name; Esq. (Esquire), once used for men of mild distinction, is now almost interchangeable with Mr., although, in the United States, it is used especially for lawyers and justices of the peace. It follows the name of the person addressed. Never use both Mr. and Esq. in addressing an individual. Prof. (Professor) legitimately belongs to those who hold positions of professorial rank in our colleges and universities. Hon. (Honorable) is used as the title of an important government official; as, a member of Congress, a 276 ENGLISH FOR BUSINESS cabinet officer, an ambassador, governor, lieutenant- governor, judge, or mayor. Messrs. (Messieurs) is the title of two or more men associated in business. Miss, the title of an unmarried woman, is not an abbreviation and, therefore, is not followed by a period. The plural is Misses. Mrs, (Mistress) is the title used in addressing a married woman. Mmes, (Mesdames) is the plural. In addressing a letter to a married woman, the title of her husband should not be given. Do not write Mrs. Dr. Jones, etc., but Mrs. C. E. Jones. If she is a widow, it is customary to address her by her Christian name. Write Mrs. Lucy West rather than Mrs. Claude West. Titles conferred by colleges and universities, if mentioned, as a rule follow the name. The most dis- tinguished of these titles are Ph.D. (Doctor of Philoso- phy; LL.D. (Doctor of Laws); Litt.D. (Doctor of Literature) ; D.C.L. or J. CD. (Doctor of Civil Laws) ; D.D. (Doctor of Divinity); Mus.D. (Doctor of Music); M.D. (Doctor of Medicine) ; D.D.S. (Doctor of Dental Surgery). When the title which precedes the name is equivalent to the title which follows, use only one. Do not write Dr. J. B. Shaw, M.D. Write Dr. J. B. Shaw or J. B. Shaw, M.D. Note: For an exhaustive list of titles, see Appendix C. Exercise 132. — Written Write the suitable title for each of the following. Arrange the introductory addresses properly. 1. Smith & Brown (business firm), Kalamazoo, Mich. 2. Charles W. Eliot (Doctor of Laws), ex-President of Harvard University, Cambridge, Mass. GENERAL STUDY OF THE BUSINESS LETTER 277 3. Ellen Fairfax (unmarried), Flushing, L. I. 4. The governor of your state. 5. John S. Hales (physician), Birmingham, Ala. 6. W. A. Neilson (Doctor of Philosophy), Professor, Harvard University, Cambridge, Mass. 7. The Express Company in your town. 8. Edgar Sinclair (private citizen), Lansing, Mich. 9. 0. P. Gilford (Doctor of Divinity), Boston, Mass. 10. Joseph Wilson (Attorney at Law), Belvidere, N. J. 1 1 . Mary Parker (widow of Kenneth Parker) , Hot Springs, Ark. 12. Mildred and Bertha Blank (unmarried sisters), Pensacola, Fla. C. The Salutation. — The salutation is the cour- teous means of addressing one's correspondent. It stands directly below the introductory address and begins at the regular left-hand margin.. It may be followed by a colon, or a colon and dash, or a comma, or a comma and dash. Usage differs widely on this point. The various common salutations of business letters are: Dear Sir 1 ,. j x My dear Sir } ^PP'"** *° °"' '°^"- ^ , ] apphed to two or more men, a firm, or a Gentlemen ^^ a i- j * x» j j^ o. \ corporation. Apphed to a firm composed J of both men and women. Dear Madam, apphed to a woman, married or unmarried. Mesdames 1 i- i x x T J- apphed to two or more women. Do not abbreviate any word in the salutation. Do not capitalize the word dear if it is preceded by my. 278 ENGLISH FOR BUSINESS Exercise 133. — Written Write the appropriate salutations to the following addresses. 1. Prof. N. E. Griffin, Princeton University, Princeton, N. J. 2. The Oliver Typewriter Co., Chicago, 111. 3. Messrs. Forbes & Wallace, Springfield, Mass. 4. Miss Jane Addams, Hull House, Chicago, 111. 5. Mmes. Baxter & Rowe, El Paso, Tex. D. The Body. — The body of the letter contains the information which you desire to convey. Its contents differ according to the purpose of the letter. In another chapter some of the various aspects of this very important division will be dwelt upon. E. The Complimentary Close. — Just as the salu- tation is a sign of courtesy in opening a letter, so the comphmentary close is a sign of courtesy in ending it. Its omission would be a sign of very bad taste. To abbreviate it would be discourteous. Ordinary business letters commonly conclude with: Yours truly, Truly yours, Very truly yours. Yours very truly. In case respect is especially intended, the word respectfully may be substituted for truly. Only the first word of the complimentary close is capitahzed. This closing should occupy a line in GENERAL STUDY OF THE BUSINESS LETTER 279 itself and should begin about half way between the margins. It is followed by a comma. F. The Signature. — The signature of the letter, which is the writer's name, is important not only as indicating to whom a reply should be sent, but also as showing who is responsible for the contents of the letter. The signature stands below the comphmen- tary close. When the writer is the representative of a firm or corporation, the name of the firm, often in typewritten form, precedes that of the writer. The writer's name and his official position are usually placed beneath the name of the firm. Sometimes merely his initials are indicated, preceded by the word per. THE WHITFORD HAMMOCK COMPANY Treasurer, ' WILLIAMS BOOK COMPANY HANFORD BAKING POWDER CO. Superintendent. FRANKLIN SOMES SCHOOL ieA. /if. d. o/t. A business man should always sign his name in the same way. If his name is John Arthur Jones, he 280 ENGLISH FOR BUSINESS should consistently sign it in one of these manners: John Arthur Jones, John A, Jones, J. Arthur Jones, J. A. Jones, His signature should be legible. A woman writing a business letter places her title, Miss or Mrs., in parentheses either directly before her signature or below it at the left. In other words, she should place within the parentheses the name and title she expects her correspondent to use in his answer. (Miss) Ada Clark Lucy E. White (Mrs. John W.) Exercise 134. — Written 1. Write a letter to Perry, Mason Co., Boston, Mass., enclosing $2.00 for a year's subscription to The Youth's Companion beginning with the current number. 2. Write to the American Cloak and Suit Co., 333 Wabash Ave., Chicago, 111., asking for samples and a catalogue of their winter styles. 3. There is a reason why you wish to be reheved of some requirement at school. Write a letter to the principal asking the favor. 4. Write a letter to The Saturday Evening Post, Independence Square, Philadelphia, Pa., stating a change in your address. Indicate your old and your new address. 5. You wish to go on a vacation. Write to some hotel at the chosen place inquiring about rates, loca- tion, etc. GENERAL STUDY OF THE BUSINESS LETTER 281 3. Business Stationery. — The common size of a business letter sheet is about 8| by 1 1 inches. Two sizes of envelopes are used with it. One, 31 by 6yV inches, is known as the common business en- velope. The other, 4| by 9i inches, is called the official envelope. Business paper and envelopes should match in color and quaUty. A plain white paper of fine texture is considered the best taste. Most business concerns use specially prepared stationery. Printed headings, in desired arrange- ment, stand near the top of the letter sheet and include the name of the firm, its business, and loca- tion. Only the date needs to be supplied to com- plete the heading. In the upper left hand corner of the envelope are printed the firm name and address, and certain directions for a return of the communication if not delivered within a specified time. In sending out statements, checks, etc., when it is necessary or desirable to save time in addressing, the window envelope is used. In the front of this envelope an oblong opening is cut, across which is pasted, inside, a piece of strong waxed paper; or a space on the front, of the proper size and shape, is so treated that it becomes transparent and allows the address to show through. The sheet contained in the envelope is folded in such a way that the introductory address comes under the opening and can be read through the transparent paper. If the envelope is large enough to contain the sheet 282 ENGLISH FOR BUSINESS without folding, the address on the latter is so spaced as to come under the opening. (See illus- tration No. II, Figs. 11-15.) The use of these envelopes for letters, although not very general, is rapidly increasing. 4. Folding a Letter.^ — For the common busi- ness envelope, fold the lower edge of the letter sheet up to within half an inch of the upper edge. Crease this fold evenly and firmly. Illustration I (Fig. 1). Turn this folded sheet so that its cut edge lies squarely at the right hand, with the folded one at the left. (Fig. 2). In this position, fold from below upward one full third (Fig. 3), and from above downward, bringing the edge to within half an inch of the lower fold. (Fig. 4). Insert the letter in the envelope so that this lower fold is at the top. (Fig. 5). For official envelopes, fold the paper down from the top one-third its length, fold up one-third from the bottom (Fig. 6), and insert in the envelope with the lower fold at the bottom. (Fig. 7). In folding the half sheet, fold over the right-hand end a scant third and crease. Illustration II (Fig. 8). Fold over the left-hand end so that the edge is within one-half inch of the first fold. (Fig. 9). Insert in the envelope with the first fold at the top. (Fig. 10). ^ Note to the Teacher: Use the small letters on the figures in giving practice lessons. GENERAL STUDY OF THE BUSINESS LETTER 283 (>. 284 ENGLISH FOR BUSINESS 1 /2- If X GENERAL STUDY OF THE BUSINESS LETTER 285 6. The Envelope. — The addressed envelope must carry the name and the address of the person or persons to whom the letter is sent, and the proper postage. If the letter goes to a city, be sure to give the street and number. If it goes to a very small town or village, give the name of the county. Whether to village or city, always give the name of the state. Illustrations III and IV. Ut^ 1 CUd^u^ ,. III 286 ENGLISH FOR BUSINESS IV Such words and expressions as Personal, For- ward, In care of (c/o), R.F.D,, etc., are placed in the lower left-hand corner. The punctuation of the address on the envelope should correspond to the method used for the introductory address of the letter. GENERAL STUDY OF THE BUSINESS LETTER 287 Exercise 135. — Written 1. Address envelopes according to the following directions. 1. The Union Trust Co., Main St., Springfield, Mass. 2. George H. Bogardus, Esq., 497 Washington St., Rochester, New York. 3. Miss Laura White, Smith College, Northampton, Mass. 4. Hon. WiUiam T. Pierce, The New Willard, Washing- ton, D. C. 5. Dr. Fred W. Watkins, 234 Bond St., Minneapolis, Minn. 6. Messrs. Underwood and Pardoe, 63 White St., Wellsboro, Pa. 2. Arrange and punctuate the following so as to make suitable envelope superscriptions. 1. Miss Freda Witherspoon r f d Delmar Tioga Co Pa 2. Mrs LesUe L Wharton Allen's Glen N Y Tioga Co 3. John B.'WiUiamsDD Box 273 Oxford Me 4. "Star" Office Box 123 Washington D C 5. Messrs James Brown Watson and Co New York N Y Broadway and Canal Sts Exercise 136. — Written Write letters upon any three of the following sub- jects suggested by the actual experience of high school students. In revising, apply the subjoined test questions. 1. Order for school stationery. 2. Order for a class banner. Inclose design and written specifications. 288 ENGLISH FOR BUSINESS 3. Order for class pins. 4. Request for college catalogue. 5. Request for hotel accommodations for an athletic team. 6. Acceptance of an agency for selling a fob. 7. Card announcing the spring opening of a school mil- linery department. 8. Order of athletic material for a tennis club of six. (Consult a catalogue to get prices of equipment needed.) Questions for the student to ask himself after writing a business letter. I. Form : A. Is the letter well placed on the page; i.e., are the margins in proportion one to another? B. Is the heading arranged and punctuated properly? (See Chapter XIII, pages 272-273.) C. Is the introductory address well spaced and prop- erly punctuated? (See pages 274. 275, 335.) D. Is the salutation proper in respect to the num- ber of persons addressed, the sex, and the social or business position of the addressee? Is the salutation correct in capitalization and punc- tuation? E. Are the paragraph indentations in the body one under the other? F. Are lists or enumerations, if they are needed, arranged so as to make each item clear to the glance of the reader? (See Chapter XIX, page 341.) G. Is the complimentary close well spaced in rela- tion to the vertical margins? Is only the first word capitalized? Is the comphmentary close followed by a comma? Is it chosen suitably to the relation existing between the writer and his correspondent? GENERAL STUDY OF THE BUSINESS LETTER 289 H. Is the signature the one always used by the writer? Is it well arranged in relation to the compHmentary close? If the signature is the name of a person, is it written by hand? II. The Content of the Body: A, Does each paragraph serve a definite purpose in the development of the main idea of the letter? B. Is the body paragraphed according to a plan that brings out the main ideas of the writer? C Are the paragraphs arranged so as to show the natural development of the writer's thought? Z). Is the relation of each paragraph to its neighbor expressed, when necessary, by suitable con- necting words and phrases? E. Within each paragraph,are the sentences logically arranged and definitely connected by well- chosen relation words or phrases? Is there va- riety in the opening of the various sentences? Are all unnecessary repetitions avoided? F. Does the whole letter reflect courtesy, tact, a feeling for clear-cut, definite expression? Chapter XIV THE ESSENTIAL QUALITIES OF A BUSINESS LETTER There are certain notable qualities pertaining to all good business letters, no matter what their specific contents may be. The writer who has learned to master these attributes has laid the foundations for successful business-letter writing. 1. Brevity. — This means the inclusion of every- thing bearing on the purpose of the letter and the exclusion of everything that seems foreign to its main aim. It does not mean abbreviated English, omis- sions of necessary parts of speech, and similar mis- taken notions. It does not mean writing: "Yours rec'd. Contents noted." '* Will fill the required no. of orders." "Y'rs truly." It does not mean trying to squeeze the ideas into a night-letter limit and, there- fore, making the ideas appear misshapen. But it does imply a judicious selection of ideas and a care- ful arrangement of them in as concise and pointed a manner as possible. Brevity means saving as much of the time of your correspondent as you can, without sacrificing clearness. Brevity means wasting as little of your own time as you can, without sacrificing courtesy. Brevity means direct- ness of statement. Brevity means stopping when you have finished. 290 ESSENTIAL QUALITIES OF A BUSINESS LETTER 291 2. Clearness. — You must know what you wish to say; you must make sure that what you say will convey the same idea to your correspondent as it does to you. Clearness imphes the inclusion of every essen- tial that will help make the purpose of your letter unmistakable. A careless writer might reply to a firm, "Your letter has been received." A careful writer would reply, "Your letter of January 27 has been received." Never assume that a correspondent will be able to supply details to a general statement. In some cases, he may do so; but in the large majority, such loopholes leave room for errors and misin- terpretations. Clearness is one of the paramount requirements of all kinds of writing; but never more emphatically so than in the business letter. 3. Accuracy. — A foggy or hazy or badly written letter is a bane. It confuses the recipient and reflects unpleasantly on the sender. Accuracy, which means exactness, precision, and the hke, indicates the writer's habits of thought. It means that the writer is careful, not only about the facts within the letter, but about the very arrangement of the letter itself. It means that he writes the introductory address correctly, uses the proper salutation and complimen- tary close, and shows care in the signature. It means that he does not fail to see that such little things as grammar, spelling, and punctuation are correct. It means a statement of the exact amount of a check or draft, if either happens to be included. 4. Courtesy. — Loss of temper in a business letter is loss of dignity. Sarcasm is, more often than not, a sure means of not attaining the desired results. 292 ENGLISH FOR BUSINESS Familiarity, especially if overdone, breeds contempt and thwarts the purpose. On the other hand, a letter with a courteous tone always appeals. Restraint rather than extravagance; simplicity rather than floweriness; straightforwardness rather than high sounding phrases; terseness but not curtness, — all these intangible things contribute to courteous tone. 5. Completeness and Orderliness of Presenta- tion. — A clear letter must be complete in all its de- tails. A letter is complete when it fully records the facts about the transaction with which it deals. When the ideas follow logically and coherently, the letter reveals careful and orderly presentation. The use of method, that is, of arrangement based on the pur- pose of the letter, will lead to completeness. Exercise 137. — Oral and Written 1. Criticize the following letters. Rewrite them that they may meet with full approval. (1) Duluth, Minn., Feb. 5, 1916. The Helmer Furniture Co., St. Paul, Minn. Gentlemen : Your shipment at hand. One crate per order 20th not rec'd. What's the matter .'^ Withhold check till we hear from you. Yours, etc., Mitchell & Williams ESSENTIAL QUALITIES OF A BUSINESS LETTER 293 (2) St. Paul, Minn., Feb. 7, 1916. Mitchell & Williams, Duluth, Minn. Dear Sirs: Yours of the 5th inst. received. How can we tell what's the matter when you don't specify that particular crate which didn't reach you.^^ Your order was completely filled at the time of shipment. You had better see the railroad company about the articles. Your bill of lading would have told you everything was sent. Will look for the check by return mail according to earlier agreement. Very truly yours. The Helmer Furniture Co., Per S. S. Chase, Sec'y. 2. A wholesale book dealer wishes to explain the cause of a delay in filling an order for books. Owing to a mistake in the address, the package was returned to the shipper a few days after it was mailed. The mistake was corrected and the package shipped again. Write the dealer's letter. 3. Read the following letter written by a high school student whose specific purpose was to compose a tactful dunning letter. Analyze the method. Springfield, Mass., Apr. 25, 1918. Messrs. Little & Morse, 16 East Clark St., Baltimore, Md. Gentlemen: We wish to advise you that we have not received your check for last month's account, amounting to $650.50. 294 ENGLISH FOR BUSINESS As you are usually very prompt in your payments, we believe that some oversight or mistake is responsible for the fact that we have not yet received your remittance. Kindly inform us by return mail if you have sent your check as usual, so that, if we have made an error, we may correct it at once. We take this opportunity of informing you that our new line of spring styles has just arrived from the factory. Very truly yours, THE MASON CLOTHING CO. 4. Discuss the state of mind of a person who has had any one of the following experiences. Determine upon the best method of pacifying his or her natural feelings. Write a tactful letter to meet each condi- tion, or give orally the telephone conversation if the complaint is made over the telephone. 1. A lady has bought an expensive traveling dress, the fabric of which is so poor that it gave way in a number of places on the fourth wearing. She is starting off on her summer vacation, and is naturally annoyed to find herself deprived of this necessary garment. 2. A family entertaining guests finds, after all the shops are closed, that only part of the ice cream ordered has been delivered, so that there is not enough to serve the guests properly. 3. Window shades which have been ordered for a cer- tain room do not fit the windows, although careful, written directions were given. They are returned to the store in person, and the directions repeated. When the shades are received the second time, they are found to be even worse misfits than before. 4. A man in the country, desiring a certain technical work, writes to his dealer in New York ordering the book, ESSENTIAL QUALITIES OF A BUSINESS LETTER 295 with the proviso that it be sent within a week's time. He receives a letter in reply that the book has been ordered to be sent direct from the pubHsher in Boston. He waits ten days without receiving the book. He then writes again to his dealer. Compose (a) the letter of the New York book concern in reply to the customer's complaint; (6) the letter sent to the pubhsher with the object of hastening the dehvery of the book; and (c) the reply of the publisher to the retailer, explaining the cause of the delay. 5. You have been banking with a certain house for a number of years. The officers know you, the firm for which you work does business with this bank, and yet a check of yours, sent to an out-of-town house, is returned because, by a miscalculation, you have overdrawn your account by a few cents. Write a letter complaining of this treatment. 6. The rule of the bank mentioned in exercise 5 is absolute, — no check is honored unless the credit balance equals or more than equals the amount of the check. As an official of the bank, write a letter in which you review past relations with the aggrieved customer, state the bank's position, and express a desire for continued patronage. Chapter XV ORAL ASPECTS OF BUSINESS COMMUNICATIONS 1. The Dictation of Business Letters. — Most business men dictate their letters. Practice has developed in them the habit of saying what they have to say in a few, clear, direct, and forceful state- ments. They have learned the practical value of selecting and arranging their ideas to fulfill imme- diate purposes; they have discovered the impor- tance of being tactful, lucid, and pleasing, within a limited space. Exercise 138. — Oral 1. Each member of the class should be assigned one of the subjects below. He should make an oral recita- tion by casting his material in letter form, and by repeating it slowly enough for the other members of the class to write it in long hand.^ Later the class should discuss whether each dictation is, or is not, a good business letter. 1. An excuse for absence from school. 2. An excuse for absence from class. 3. Notice of a class meeting. 1 If the members of the class understand shorthand, this exercise should be modified so as to give them practice in this subject. 296 ORAL ASPECTS OF COMMUNICATIONS 297 4. Notice of postponing an athletic meet. 5. Notice of a school entertainment. 6. Notice of a public debate. 7. Notice of a club meeting. 8. An appeal for contributions for the athletic associa- tion. 9. The announcement of a prize offered for high scholar- ship in EngKsh. 10. A challenge to another class for a public speaking contest. 2. Dictate short business letters in reply to any five of the following advertisements. (The same method should be employed as suggested in Exercise 1.) Determine upon a definite purpose. Select and ar- range your material effectively, so as to accomplish this purpose. 1. LACE CURTAINS LAUNDERED. Done like new; terms reasonable. 2. TYPEWRITERS OF ALL MAKES FOR SALE; NEW AND REBUHiT . Williams Typewriter Exchange. 3. PAINTING AND PAPERHANGING. Prices reasonable; work guaranteed. J. S. Fenn, 159 Broad St. 4. Screen doors and windows made and repaired. Wilkins & Sons. 298 ENGLISH FOR BUSINESS 5. FOR SALE or trade, modern cottage. What have you to offer? Address K. L., Repubhcan Office. 6. WANTED — A good stenographer. Address Dr. S. E. Barnes, 45 Oak St. 7. FOR SALE — Twin cyHnder, 7 h.p. motorcycle. Address J. X., c/o The Times, Times Square. 8. FOR RENT — A modern seven-room house. Terms on inquiry. Address V. v., c/o The New York Times, N. Y. City. 9. SEASIDE COTTAGES For Sale or Rent Also lots on easy monthly payments AT GROTON LONG POINT 6 Miles East of New London. Near trolley, fine fishing, beach. Send for Circular. JAS. JAY SMITH CO. 50 STATE ST., NEW LONDON, CONN. 10. REST LODGE, Woodmont-on-the- Sound; eight miles from New Haven. Special care for those requiring rest, relaxation. Reneficial entertainment and sports. Esthetic dancing. Week ends. Special tariff for teachers dur- ing spring vacation. Rox 165. ORAL ASPECTS OF COMMUNICATIONS 299 3. Mr. Wm. Smith lives in Watkins Glen, N. Y., during the summer. For the winter he has gone to Buffalo and has rented his cottage to Mrs. Sarah Burgess. It so happens that the roof springs a leak. Different members of the class should be chosen to dictate the various letters in this series. 1. Nov. 6, Mrs. Burgess writes to Mr. Smith about the leak. 2. Nov. 8, Mr. Smith writes Mrs. Burgess that the matter of repairs will be attended to at once. 3. Nov. 8, Mr. Smith writes to George Hogan, a tinner, to examine the roof, make an estimate of the extent and cost of repairs, and report to him at once. 4. Nov. 10, Mr. Hogan writes that he has made an ex- amination, states the probable cost, and asks if he shall go ahead. 5. Nov. 11, Mr. Smith writes to Mr. Hogan to make immediate repairs. 6. Nov. 13, Mr. Hogan acknowledges Mr. Smith's letter. 7. Nov. 13, Mr. Hogan writes to Sam Baker, Ithaca, New York, asking him if he cares to assist him on a tinning job, for several days. 8. Nov. 14, Sam Baker accepts Mr. Hogan's offer. 9. Nov. 19, Mr. Hogan writes Mr. Smith that the job is completed and states the amount of the bill, which is inclosed. 10. Nov. 19, Mrs. Burgess writes to Mr. Smith thanking him for his immediate response. 11. Nov. 21, Mr. Smith returns Mr. Hogan's statement with a check for the amount due. 12. Nov. 21, Mr. Smith writes Mrs. Burgess that he is glad the repairs are satisfactory, and expresses apprecia- tion of her prompt notification. 300 ENGLISH FOR BUSINESS Exercise 139. — Written and Oral With five minutes for preparation, jot down ten subjects suitable for business communications. Dis- cuss each subject with the following points in mind. A. Is it really a practical business subject? B. What particular items must be set forth with care and clearness? C. Which is, in each case, best — a letter, a personal call, a telephone message, or a telegram? Why? What disadvantages lie in each of these means of communication? 2. The Telephone Message. — The telephone message is really a business communication that retains many characteristics of the business letter. Usually the name, as well as the address of the speaker, is given first, and then the matter in hand is taken up. The speaker must be able to say what he wishes, quickly, accurately, clearly. He has the opportunity of getting immediate replies to some of his inquiries. Exercise 140. — Oral With a hmited time at their disposal, let members of the class, working in pairs, dramatize some or all of the following telephone conversations. Deter- mine first upon a specific purpose for each conversation. 1. Between an automobile dealer and a prospective buyer. (See advertisement following). PROMINENT MANUFACTURER has one or two slightly used cars which he will sell at a low figure and on easy terms of payment to a responsible party. Ad- dress EDWARD ABBOTT, Boulevard Terrace, Chic- opee, Mass. Tel. 4723-R. ORAL ASPECTS OF COMMUNICATIONS 301 2. Between a hotel clerk and a guest making reservations for a table of eight at the hotel dinner which is advertised as follows: THE HOTEL WORTHY'S NEW YEAR'S CELEBRATION AND DINNER Will be the season's social event. Secure your reservations now and enjoy watching the Old Year out and the New Year in. 3. Between the proprietor of a market and a customer ordering goods. Select from the articles in the foUowing advertisement. GOOD THINGS TO EAT TO-DAY SPECIAL PRIME POULTRY TURKEYS, FOWLS ROASTING CHICKENS BROILERS Choice Roasts of Heavy Beef, Tender Steaks, Native Veal and Lamb, Spinach, Dandehons, Beet Greens, New Cabbage, New Potatoes, Celery, Green Peppers, Lettuce, Cucumbers, Grapefruit, Oranges, Bananas. 1916 Maple Sirup and Sugar. CHARLES E. BROWN CO. 160 Main St. Tel. 1570-157L 302 ENGLISH FOR BUSINESS 4. Between a real estate dealer and a prospective client. Discuss the piece of property described as follows: HERE is a good and sure investment: 2 building lots in the Forest Park district on Sumner Ave., $700 each; we will guaran- tee to return the money with 5% interest at the end of 2 years if you are not satisfied with the investment; act quickly, it's a bargain and will increase in value very fast; we have good reasons for making this offer, which we will explain if you are interested. Call or telephone between 12 and 3 o'clock. Chas. P. Corwin & Edward F. Seymour, Room 376, 318 Main St. Tel. 4650. 5. Between a doctor and a druggist. 6. Between a freight clerk and a department store ship- per with regard to certain foreign rates. 7. Between the class president and the class treasurer. 8. Between a decorator and a householder who wishes to inquire prices and make an appointment with the deco- rator for the latter to call and submit samples and estimates. 9. Between a clerk at a State Free Employment Bureau and a housewife who wants a "handy man" to help in spring cleaning. 10. Between the clerk in the Information Booth at a railroad station and a person asking about the time of trains running to a certain place, and the price of the ticket. Chapter XVI PARLIAMENTARY PROCEDURE The formal business discussions of clubs, socie- ties, town meetings, and similar organizations are conducted according to parliamentary rule and regulation. The following dramatization, with its accompanying footnotes, should give a student sufficient information concerning parKamentary procedure to enable him to preside over, or take part in, a simple business meeting. BUSINESS PART OF A MEETING OF THE "FORUM" The President (pounding gavel on table). The meeting will come to order and the Secretary will call the roll. (Hereupon follows the roll-call by the Secretary.) The President We shall now listen to the reading of the minutes of the previous meeting. The Secretary. Mr. President,^ and fellow members of the Forum. (Reading.) "The regular meeting of the Forum was held on Wednesday evening, April 15, at 7: 15, with 20 members present. In the absence of the President, the meeting was called to order by the Vice-President.^ The minutes of the previous meeting were read and approved. The Treasurer gave his quarterly report, showing a balance ^ The presiding officer is always addressed by his title. 2 The Vice-President presides over a meeting in the absence of the President, and is called Mr. President. 303 304 ENGLISH FOR BUSINESS of $16 in the treasury. After his report, which was accepted, it was moved, seconded, and carried that further business be laid aside, and that the regular hterary program be taken up. Mr. Dexter then delivered a declamation; Mr. Wilson gave a reading from A Tale of Two Cities; Mr. HilUs gave an original oration on Conserving Our Forests. A debate: ' Resolved : That the commission form of government should be adopted by all cities having a population of more than 50,000,' was decided in favor of the negative. The speakers for the affirmative were Messrs. Rich and Gordon; for the negative, Messrs. Lewis and Hamilton. After the debate the meeting was adjourned." ^ The President: You have heard the reading of the min- utes. Are there any corrections? Mr. Thompson: Regarding the debate — The President (ignoring Mr. Thompson): Are there any corrections? Mr. Thompson (rising) : Mr. President — The President (recognizing Mr. Thompson because he has addressed the chair): Mr. Thompson. Mr. Thompson (proceeding): The Secretary failed to mention that the judges of the debate were Messrs. Harper and Goodwin, and the Secretary. The President: The Secretary will please make note of the omission. Are there any further corrections? (Pauses.) If not, do I hear a motion accepting the minutes as corrected? A Member (obtaining the floor) : ^ I move that the min- utes be accepted as corrected. 1 A motion to adjourn cannot be debated nor amended, and is always in order. 2 To make a motion or a correction, or to take part in a discussion, a member must rise, address the President, and be recognized. This is caUed "obtaining the floor." PARLIAMENTARY PROCEDURE 305 Another Member (seated) : I second the motion.^ The President: It has been moved and seconded that the minutes be accepted as corrected. All in favor say Aye. (Here are heard a number of ayes.) Those opposed, No. (No response.) The motion is carried.^ We next proceed to communications.^ Has the Secre- tary received any communications? The Secretary (rising) : Mr. President, I have a letter from the Clay Society. It reads: Peabody High School, Waltham, Mass., May 8, 1916. The Secretary of the Forum, Technical High School, Newton, Mass. Dear Sir: We, the members of the Clay Society, hereby challenge the Forum to a debate to take place before the close of the school year. If you care to accept our challenge, we shall be pleased to have a committee of ours meet a committee of yours to arrange the details of the contest. Very truly yours, James J. Smith, For the Clay Society ^ AE motions must be seconded. To second a motion, the member remains seated and says, "I second the motion." 2 If he prefers, the President may say, "It is a vote," or "The Ayes have it." ^ The usual order of procedure is: Call to order, roll call. Secretary's minutes. Treasurer's report, communica- tions, reports of officers and committees, unfinished busi- ness, new business, program for the day, adjournment. 306 ENGLISH FOR BUSINESS The President: You have heard the communication from the Clay Society of the Peabody High School. What is your pleasure? A Member (obtaining the floor): Mr. President, I move that we pass to new business at once and consider this communication. Another Member (seated) : I second the motion. (Hereupon the President puts the motion, which is carried.) The President: We are now under new business. Mr, Harper (obtaining the floor) : I think that this is an unusual chance for us to show our abihty and, therefore, I move that we accept the chaUenge of the Clay Society to a debate before the close of the school year, and that the chair appoint a committee of three to confer with a committee from the Clay Society to arrange the details of the contest. A Member (seated) : I second the motion. The President: You have heard the motion that we accept the challenge of the Clay Society to a debate, before the close of the school year, and that the chair appoint a com- mittee of three to confer with a committee from the Clay Society to arrange the details of the contest. AU those in favor — A Member (rising): Mr. President, I rise to a point of order. ^ The President: Mr. Gordon wiU state his point of order. Mr. Gordon: This motion is debatable; and, therefore, should be presented to the society for discussion. The President: The point of order is weU taken. The question is now open for discussion. Mr. Harper (obtaining the floor) : In making my motion, 1 To rise to a Point of Order or a Parliamentary Inquiry, to object to consideration, or to call for a Division, the mem- ber rises and addresses the President, but does not need to wait to be recognized. PARLIAMENTARY PROCEDURE 307 I did so with the sincere conviction that just such a debate would be a big thing. We fellows have been doing some hard work this winter, and I beheve that this will be an excellent chance to show the public at large what stuff this society is made of. (Applause.) It would be a mistake to allow such an opportunity to slip by. (Takes seat amid applause.) Mr. Gordon (rising) : Mr. President — The President: Mr. Gordon. Mr. Gordon: What Mr. Harper says sounds well in theory, but — I want to ask him if he considered that the school year is about over, that we have not done real serious work this past month, that preparation at this time would mean almost impossible effort. As a member of last year's debat- ing team, I may say for the benefit of the uninitiated that such preparation is most arduous and requires nearly every spare minute for weeks. Furthermore, if the Clay Society wished a debate, why didn't they send their challenge earlier? I am certainly against a contest at this time. I see no reason, though, why an acceptance of the challenge might not be sent with the understanding that the debate take place in the fall. (Applause.) The President: Does the speaker wish to move an amend- ment to that effect.'^ Mr. Gordon: Mr. President, I move that the original motion be amended to read: that the Forum accept the challenge of the Clay Society for a debate, provided that the debate be held early next fall; and, furthermore, that, if the Clay Society consent to the change of time, the chair appoint a committee of three to confer with a committee from the Clay Society on the details of the contest. A Member (seated) : I second the amendment. The President: Do the mover and seconder of the original motion accept the amendment? Mr. Harper: I do. The Seconder: I do. 308 ENGLISH FOR BUSINESS The President: Is there any further discussion? If not, all in favor of the motion as amended will say "Aye.'* (Shouts of ayes.) Those opposed, "No." (Shouts of noes.) Mr, Thompson (rising) : Mr. President, I call for a Division. The President: A Division is called for. All in favor will please rise and stand until counted. (They do. The Secre- tary counts the number of votes, and reports to the Presi- dent.) Those opposed will now stand. (They do. The Secretary counts, and reports to the President.) The motion is carried by a vote of 15 to 10. The Secretary will transmit our decision to the Clay Society. Is there any further new business? (No response.) If not, further con- sideration of new business is closed.^ Mr. Secretary, are there any other communications? (The Secretary: There are none.) Are there any reports of officers and committees? (No response.) We have now come to unfinished business. If there is nothing under this head, we shall proceed to our regular literary program After the literary program has been rendered, the Presi- dent announces that a motion to adjourn is in order. A Member (obtaining the floor) : Mr. President, I move we adjourn. Another Member (seated) : I second the motion. The President: You have heard the motion that we ad- journ. All in favor say, "Aye." (Unanimous.) I declare this meeting adjourned to the fifteenth of next October.^ The following general hints may be of value for ordinary procedure. 1. When a motion is before the house, another motion may properly be made and seconded to 1 The President returns to the regular order of business. 2 In declaring a meeting adjourned, it is well to state the date of the next regular meeting. PARLIAMENTARY PROCEDURE 309 amend the first motion, or to postpone indefinitely or to a specified time, the motion under consideration. 2. When votes are close, a Division of the house may be called for. Some societies make provisions for secret balloting on certain questions. 3. The doing of a thing contrary to rules is equiva- lent to suspension of rules. Before a thing can be done contrary to the regular rules of procedure, the meeting itself must pass a vote by a two-thirds ma- jority, allowing the suspension of rules. If the motion is lost, the regular method of procedure must be followed. 4. A quorum is the smallest number of the mem- bers of a society that can transact business. Usually, the society in its constitution determines how many may constitute a quorum. In some societies it is a majority of the active members; in others, two- thirds, etc. 5. Committees may be appointed by the presiding officer, by nomination and vote, or by a resolution which contains the names of those decided upon as members of the committee. As a rule, the constitu- tion of the society prescribes how its regular standing committees are to be formed. Exercise 141. — Oral and Written 1. The foregoing dramatization should be thor- oughly analyzed, with special attention to the foot- notes, and then should be presented by members of the class. 2. The teacher may, to advantage, plan a business meeting to be conducted by parHamentary procedure, 310 ENGLISH FOR BUSINESS in which a communication is received; a committee submits a report; unfinished business and new busi- ness are taken up. Practice should be given in making and seconding motions, in moving and seconding amendments. 3. Let the student investigate and discuss: 1. The by-laws of a society. 2. The division of duties among the officers. 3. The duties of a member of a society. 4. Laying a motion on the table. 5. Non-debatable motions. 6. The object, forms, and rules of the Previous Question. 7. The different forms of amendments and rules govern- ing them. 8. A motion to reconsider. 9. The methods of appointing tellers and conducting a secret ballot. 10. The methods of nominating candidates. 11. Should a candidate for office vote for himself? 12. Amending a Constitution. 13. The Purpose of a Constitution. 14. A model Constitution for the organization of a class. Confine the discussion to the following topics. Purpose Meetings Condition of membership Quorum Forfeiture of membership Amendments Officers By-Laws 4. Write the minutes for Exercise 1. Chapter XVII AFTER-DINNER SPEAKING 1. Introductory. — Centuries ago, our Anglo- Saxon ancestors were in the habit of gathering in the long hall of a chieftain's castle for the purpose of eating, drinking, and making merry. This celebration usually occurred after a notable day's work in the chase or the battle. ^ Then, as the glow of good fellowship began to spread, the warriors pledged healths to one another as they quaffed their bumpers of ale; exchanged complimentary remarks, or, on occasions when a stranger was present, actually made formal addresses. The history of other races shows this custom of socia- bility to have been almost as old as the races themselves. From the earliest times, the banquet has per- sisted. And to it has clung the custom of having a series of speeches at the end of the dinner, which seem to round off the occasion properly. Business men and women, professional men, clubs, societies, fraternities, school orgaiiizations,^ school classes — all hold banquets. The banquet is one of the 1 See Beowulf. See also Ivanhoe, Chapter XIV. 2 See Tom Brown's School Days, Book I, Chapter VI. 311 312 ENGLISH FOR BUSINESS usual means of bringing a large number of men and women together either for mere renewal of social intercourse or for the celebration of some special occasion or event. And with the growing frequency of banquets, after-dinner speaking has come to be recognized more and more as an artistic effort and less and less as a number of rambling ideas and stray anec- dotes jumbled together. It is the purpose of this chapter to point out the essential factors of a suc- cessful after-dinner speech. The following speech, in response to the toast, *' Diplomacy," was delivered at the banquet of the New York Chamber of Commerce, November 21, 1907, by Baron Rosen, then Russian Ambassador to the United States. Mr. President and Gentlemen: Whenever a diplomat is called upon to deliver a public address, he finds himself in a position of singular embarrassment. To me, personally, to-night, it is enhanced by the fact that I have to follow the extremely eloquent, serious, witty, and admirable speech of my friend and colleague. As a matter of fact, a diplomat is trained professionally rather in the science of keeping mum — there is no hquid allusion in that — (Laughter), than in the art of speaking out, especially pubUcly; for the game of diplomacy is usually supposed to be played best, like the game of whist, by silently watching the fall of the cards and raking in the tricks that may come your way or that are being made for you by your partner; (Laughter and applause) ; and besides, there always is a danger. But that is another story. I will, however, proceed to tell it to you, because it is short, and will, I think, best illustrate the AFTER-DINNER SPEAKING 313 point I wish to make. Many of you gentlemen no doubt remember the great blizzard of March, 1888. I was then living in New York, and it made me feel like home. So I got out my furs and my snow boots and went out to have a look at snow-bound New York. It was indeed a sight to see. The storm had banked up enormous masses of snow against the west side of Broadway, nearly covering the stoops and reaching high up on the show windows of the shops. On one of these snow banks some street urchins had rigged up a signboard, bearing this highly appropriate in- scription, "Keep off the grass." (Laughter.) These four weighty words then and there impressed themselves on my brain, and ever since I have been endeavoring to live up to the wise advice of these young and precocious philoso- phers. (Laughter and applause.) The safest way of keep- ing off any oratorical grass would naturally be to practice the teaching of that Oriental sage who held that speech was silver but silence was gold; and I would, therefore, feel sorely tempted just now to place myself on a gold basis and to stand pat on that proposition. (Laughter.) But having the honor of addressing the men who, with those who preceded them as members of this ancient and venerable and honorable body, were so greatly instrumental in making the City what it is to-day, and who are going to make it what it is soon destined to be, the center of the world's commerce and finance, (Applause), I cannot resist the temptation to register my cledm to a modest share — not, indeed, in their achievements, but in their civic pride in the phenomenal growth and greatness of their City. I venture to base this claim on the fact that there was a time, nearly a quarter of a century ago, when it was my good fortune to have been, so to speak, a New Yorker myself, and ever since then I have kept a particularly warm place in my heart for this City, where I did what some of you undoubtedly did likewise — I mean some of those among you who do not 314 ENGLISH FOR BUSINESS believe in race suicide — I spent my honeymoon here. (Applause.) You will see, therefore, gentlemen, that New York has always been to me much more than a temporary home, a place of transitory residence. I have never sailed from your magnificent harbor without regret, and I have never again set my feet on the soil of Manhattan without experiencing a feehng of joyful elation at again breathing that bracing atmosphere of boundless energy and buoyant hopefulness which has made this happy land the Mecca of the toiling millions of another older, more crowded, and more sedate continent, and which has inspired the author of that charming book. The Land of Contrasts, to dedicate it in the following words: "To the land where I first real- ized how much fife was worth fiving." (Applause.) Gentlemen, your President, in his very kind and cordial introductory remarks, has been pleased to refer to events of days long gone by, whose memory, however, is still kept green in many hearts, as I have been happy to find upon my return to this country, after a long absence. This has been more of a gratification to me as I belong myself to a generation who witnessed and who shared in the soul-stirring enthusiasm that greeted everywhere in Russia the mission, after the close of the war, of Mr. Fox and Admiral Farragut, the mission of the American people to the great nation on the other side of the globe that had extended to them the hand of friendship in the hour of their trial. (Great applause.) Nature seems to have destined our two countries, so similarly situated in many re- spects, to be and to remain always the best of friends. There never have been, and I trust never will be, any justifiable grounds for pohtical rivalry between them. Gentlemen, in conclusion, permit me to express the fer- vent wish that the time-honored traditional friendship be- tween our countries may never be clouded by any temporary misunderstandings, and that it may endure for ever and ever. (Great applause and cries of "Good!") AFTER-DINNER SPEAKING 315 Humorous opening to secure attention OUTLINE OF BARON ROSEN'S SPEECH I. Making a public address always embar- rasses a diplomat A. My embarrassment is enhanced by the witty speaker who preceded me B. Diplomats are usually expected to be mum 1. Humorous touch is given by the expression " Uquid allusion " (the name of a famous cham- pagne is Mumm's Extra Dry). 2. Humorous reference is made to the blizzard of 1888 and the story of " Keep off the grass." Application — I must keep off oratorical grass. Delicate compliments to gain approval II. I want to register my claim to a modest share in the civic pride of this body of men (The New York Chamber of Commerce) A. Nearly a quarter of a century ago, I was a New Yorker myself, for I spent my honeymoon here B. New York has always been to me more than a temporary home 1. I always regret leaving it 2. I always experience elation when I set foot on its soil 316 ENGLISH FOR BUSINESS Main idea to stimulate sympathetic thought III. Your country and mine seem destined to remain the best of friends A. This has been previously proved by the hand of friendship in time of trial B, There never has been, and never ought to be, any justifiable grounds for political rivalry be- tween them Dignified conclusion to leave a striking impression IV. May this time-honored traditional friend- ship never be clouded by any tem- porary misunderstandings 2. Successful Qualities of an After-dinner Speech. — When you have eaten an elaborate dinner, you do not care for a sermon or a lecture. Your fellow-banqueters, for the same reason, would not care for a sermon or lecture from you, were you called upon to address them. A heavy dinner always tends to make one drowsy; a good after- dinner speech helps to keep one alert. A good after-dinner speech succeeds because : 1. It is brief. — Baron Rosen's speech might have been deHvered easily in twelve minutes. Five to fifteen minutes is the usual range; shorter, if possible; longer, only at one's peril. 2. It is pointed. — One main idea, presented tersely, captures attention. Concentration means impression. The best marksman hits the bull's eye AFTER-DINNER SPEAKING 317 squarely with the first shot. In Baron Rosen's speech, his main idea was to present widely the friend- ship between the United States and Russia. Not once did he use a " preachy " sentence. He began with a humorous opening in order to get his fellow- banqueters interested; then he made graceful, com- plimentary remarks to show his interest in them; and then he brought out, in a clear and forceful way, his big idea. Note how the speech gradually grew less and less personal and humorous, and more and more dignified as it advanced, until, at the end, it left a distinctly serious impression. Furthermore, observe how the Baron accomplished his main purpose largely through suggestion rather than detail. 3. It is entertaining. — The speaker must select his material with the object of arousing general interest, and making a sympathetic appeal. By giv- ing an appropriate, humorous anecdote, he keeps those who hsten in a happy frame of mind. The anecdote, however, must have some relation to what he is saying; it should illustrate or emphasize some idea. A minister, on rising to make an after- dinner speech, might tell the following anecdote to show his intention not to deliver a sermon. During the Civil War, an officer under the Government called at the Executive Mansion, accompanied by a clerical friend. "Mr. President," said he, "allow me to present to you my friend, the Rev. Mr. F , of . Mr. F has expressed a desire to see you, and have some conversation with you, and I am happy to be the means of introducing him." The President shook hands with Mr. F and, desiring him to be seated, took a seat himself. Then — his 318 ENGLISH FOR BUSINESS countenance having assumed an expression of patient wEiit- ing — he said, "I am now ready to hear what you have to say." "Oh, bless you, sir," said Mr. F , "I have noth- ing special to say. I merely called to pay my respects to you and, as one of the milUon, to assure you of my hearty sympathy and support." "My dear sir," said the President, rising promptly, his face showing instant rehef, and with both hands grasping that of his visitor, "I am very glad to see you; I am very glad to see you, indeed. I thought you had come to preach to mel" Some after-dinner speakers are so clever that, in- stead of using anecdotes, they cast their whole speech into terse and breezy epigrams. But it is only the unusual person who can do this successfully. Mark Twain excelled in this sort of thing. Here are a few epigrams from his responses at a dinner in honor of his seventieth birthday: "I have achieved my seventy years in the usual way; by sticking strictly to a scheme of life which would kill anybody else." **We can't reach old age by another man's road." "Exercise is loathsome. And it cannot be any bene- fit when you are tired; I was always tired." "My habits protect my life, but they would assassinate you." 3. Planning an After-dinner Speech. — It is wise to plan an after-dinner speech. Usually you are given your subject in advance. Now enter the needs of purpose; that is, a choice of the main idea which you wish to convey: of se- lection; that is, a rapid inventory of your minor ideas, and a choice of those which will be of vital AFTER-DINNER SPEAKING 319 service: of arrangement; that is, a grouping of your ideas so that they will stand out in an orderly, well-developed manner. It is well to select one appropriate anecdote. Try to find a bit of humor that is fresh. Stories which we all know are liable to fall flat. ''Should auld ac- quaintance be forgot? " asks the poet. The answer is "Yes," if it happens to be a time-worn story. 4. Delivering an After-dinner Speech. — When it comes to the dehvery of your speech, even though you may feel nervous, you must try to appear at ease. A nervous speaker makes an audi- ence nervous. Practice is the big factor in cul- tivating ease. Be sure you know the gist of your speech — and, above all, be able to relate your anecdote tellingly. Try to appear as if every bit of what you said came spontaneously. It is im- portant to prepare your speech so well that you can recite it readily; it is more important to de- liver your speech so that your auditors will beheve that it has come naturally and easily to your mind during its actual dehvery. Exercise 142. — Oral and Written 1. Let the class assume it is at a banquet. Let the teacher or some student act as toastmaster, and call on various members to respond to the following toasts. The outlines of the speeches should have been submitted and approved beforehand. Care should be exercised by the students to deliver their 320 ENGLISH FOR BUSINESS speeches in as easy and spontaneous a manner as possible. 1. "Of making many books there is no end." The Bible 2. The best friends are the friends we have now. 3. The spirit of loyalty to the school is the best class spirit. 4. "A little learning is a dangerous thing." Pope 5. *'He that never thinks never can be wise." Johnson 6. " Experience keeps a dear school, but fools will learn in no other." Franklin 7. Books are friends who can hold or lend their tongues. 8. If we were like what we'd like to be like, Should we once hke to be what we are? 2. Dramatize the following dinners. Prepare pro- grams and speeches. Outline and submit each speech and anecdote before delivery. 1. A dinner of farewell to a friend leaving for an ex- tended trip. 2. A reunion dinner. 3. A banquet to defeated rivals in an athletic or debat- ing association. 4. A banquet of a graduating class. 5. A banquet of business, professional, or technical workers. 7. A dinner of the editorial board of a school paper. 6. A banquet in honor of some patriotic occasion. 8. A dinner of welcome to the new students of a school. 9. A dinner given to the actors in a school play. 10. A birthday celebration. AFTER-DINNER SPEAKING 321 3. Bring to the class an anecdote which might be appropriate for an after-dinner speech. To illustrate what point would it be suitable? Prepare to read or tell orally the anecdote. 4. Submit an after-dinner speech in complete form. Dehver it. The following topics are merely possible suggestions. 1. The modern business man. 2. Modern opportunities for women. 3. The true sportsman. 4. Our town: a. From a student's point of view. 6. From a doctor's point of view. c. From a merchant's point of view. d. From a shopper's point of view. e. From a lawyer's point of view. 5. Money is time. 6. The best foot forward. 5. Supplement the model speech and illustrative anecdote found in this chapter by consulting: The National Geographic Magazine, January, 1913. Specimen Speeches. Modem Eloquence, Vol. I. Specimen Speeches. Modern Eloquence, Vol. X. Anecdotes. Forms of Public Address, George P. Baker. Chapter XVIII BANKS AND BANKING FORMS 1. Banks, Their Kinds and Functions. — Were it not for banks, the wonderful progress in mod- ern business would be impossible. Their exist- ence both facihtates and safeguards commercial transactions. Technically considered, banks are divided into two classes: National Banks, which are chartered by the Federal Government and empowered to issue paper currency under certain prescribed con- ditions; and State Banks, which are chartered by the different states. These banks are divided into banks of deposit, trust companies, and savings banks. It is more suitable for our purpose, however, to divide them into savings banks and commercial banks. In the former, persons or organizations deposit money which they intend to leave undis- turbed for some time; into the latter they put money for convenience, with the privilege of with- drawing it at any time. Savings banks pay interest or dividends at regular intervals on money left on deposit for a certain definite period. The rate and time vary with different banks; but, as a rule, 322 BANKS AND BANKING FORMS 323 interest is paid at the rate of 3 to 4 per cent per annum on money which has been on deposit for three or six full months next preceding the date when the interest or dividend is payable. In most cases, money may be withdrawn at the pleas- ure of the depositor, but the bank reserves the right to thirty, sixty, or even ninety days' notice, if required by the Treasurer. Many commer- cial banks allow interest at a low rate, such as 2 per cent per annum, on deposits left with them for any length of time. They usually require, however, that the daily average of this deposit shall be not less than a certain sum: one hundred, two hundred, five hundred dollars, or even more. The money thus deposited is lent by the banks to business men, corporations, etc., at a good rate of interest. Some commercial banks have a savings depart- ment besides their regular business; others are empowered to add a department for the adminis- tration of trusts of various sorts, and are then called trust companies. We may note, in passing, the Federal Reserve Banks, designed to assist commerce and prevent business disturbances, but a discussion of them is beyond the scope of this book. . All that is necessary here is a brief explanation of the simple banking forms with which every one, whether preparing for a business career or not, should be familiar. * 324 ENGLISH FOR BUSINESS 2. Checks. — Whenever money is drawn from a savings bank, the pass book must be presented so that the amount withdrawn can be entered in the book. It would be very inconvenient if you had to go through this process at a commercial bank every time you wanted money, and it would be unsafe to carry about with you or to send through the ordinary mails the cash necessary to pay large bills. To avoid this, a system of checks has been developed, so that even vast sums of money can be transferred ^without the handling of any currency. A personal check is a written order drawn on a commercial bank by one of its depositors, which directs the bank to pay to the person or firm indi- No. J^ Z RwooKTT^'v.uy lyijQA.e£f /Z} laig Brookiats^ Trust Comrvny • .oa EMBER or THE NEW YORK CLEARING HOUSE •^-'^•"'*^ Dollars % Z^i~% /y^ g^ S^L^,.^*^ ^ cated a certain sum of money from the depositor's account. A check is signed by the drawer, is made payable to the payee, and is paid by the drawee; that is, the bank on which it is drawn. As a per- sonal check is issued by an individual, the payee, in accepting it, has merely the drawer's assurance of his credit. BANKS AND BANKING FORMS 325 Before a personal check — or, in fact, any check — can be cashed, it must be indorsed by the payee. To indorse the check the payee turns it face down- ward, with the end that was at his left hand at the top, and writes across it, about an inch from the top. A check may be indorsed (a) in blank, that is, by writing the name of the payee only; (b) in full, by writing, *'Pay to the order of ," and signing the name of the payee underneath. Indorsements may be also restrictive or conditional. There are many forms of these. ^ A certified check is a personal check on which is written or stamped, ''Good," or "Certified," or 93-»a Thim© hatiomal Bamk ^^W<^. _Xt^i/t.«-Xu ^'^^jaZ^C ^ - tmjA^^^-^'^- No.. /S..r JVrt 22495 or TNC MSTmcT or cffLUMaiA. ' ^^ ' •wrrrwyf dollars k:»x»? c»x»y c»x*j .iBjaUar? TO THE NATIONAL CITY BANK, 1-e NEW YORK. N. Y. ^iu^.(tLtfU these cities are the great financial centers. To cash a check drawn on the local bank of a small town or city, a slight charge for collection is made. 328 ENGLISH FOR BUSINESS provided that town or city is some distance away from the place where it is cashed. No charge is made, as a rule, for cashing a New York or a Chicago bank draft. Suppose Cyrus B. Maxwell owes Louis Twining, of Cleveland, 0., $165, and wishes to send a bank draft in payment. He goes to his bank, makes out a check in its favor for that sum, and asks for a bank draft in exchange. This is supphed by the Cashier. The Cashier will, if Mr. Maxwell so desires, make the draft payable to Louis Twining; such a procedure is not wise, because it does not indicate Mr. Max- well's part in the transaction. Understanding this, Mr. Maxwell requests that the draft be made pay- able to himself. Then, before sending the draft to Mr. Twining, he indorses it: "Pay to the order of Louis Twining, Cyrus B. Maxwell." In this way there is secured complete evidence of the transaction. 4. The Promissory Note. — Banks are wiUing to cash promissory notes for their customers, where the standing of the maker and the indorser are considered good enough to warrant the transac- tion. The indorser guarantees the payment of the note, when due, by writing his name across the back. The bank, in cashing the note, keeps BANKS AND BANKING FORMS 329 back a small amount for the service; this is called discounting a note. When banks know individuals well, they may lend them money, taking only their notes as security. Usually, however, the bank requires col- ieeet'i^e^ rx J V.'i -^iM^ ^c^, ^.C, ^ ^i*^ t^lik/a^ .^tZ S%^aH^.^^ ^ lateral in the form of mortgages, stocks, bonds, or hens on personal property, held by the person to whom the money is lent. The amount of this collateral, as a rule, varies from 10 per cent to 25 per cent in excess of the loan. As soon as the loan has been repaid, the collateral is returned to the owner. Exercise 143. — Written 1. Make out a promissory note in favor of W. S. Tildon for $50, to be paid 90 days hence, interest at 5 per cent. 2. Make out a certified check for $200; you are the payee, Arthur F. Hamilton is the drawer, the Union Bank of Cincinnati is the drawee, and Horace Field is its Cashier. 330 ENGLISH FOR BUSINESS 3. Make out a Cashier's check for $150; the Corn Exchange Bank, New York, is the drawee, you are the Cashier, M. S. Hamilton is the payee. 4. Make out a personal check in which you are the payee. 5. Make out a personal check in which a business firm in your city is the payee. 6. H. S. Rollins, of your city, owes W. A. Phillips $215. Make out a bank draft drawn on the Bank of the Commonwealth, New York City. Make one of your city banks the drawer and sign the name of S. 0. Smith, as Cashier. Make out the draft so that it may give a full record of the transaction. 7. Indorse in blank the checks in the second and fourth exercises. 8. Indorse in full the checks in the third and sixth exercises. Exercise 144. — Brief Oral Reports 1. The signature card: its value and use to a bank. 2. The deposit slip: its appearance and use. 3. The most businesslike method of depositing several checks, bills of various denominations, and specie. 4. The value of the pass book to a depositor; to a bank. 5. A convenient plan for the monthly balancing of one's checking account. 6. The ways of protecting one's account in drawing a check. 7. The convenience of the "household account." BANKS AND BANKING FORMS 331 INVESTIGATIONS AND ORAL REPORTS Exercise 145. 1. The sending of money by: (1) Registered mail. (2) Postal money order. (3) Express money order. 2. Traveler's checks. 3. Letters of credit. 4. Duties of a receiving teller; of a paying teller. 5. A mail clerk's work in a bank. 6. An exchange clerk's work in a bank. 7. Duties of a discount clerk. 8. The various sources from which a bank derives its funds. 9. How banks aid in the work of production. 10. How to secure a loan at a bank. 11. Banking as a business. 12. Historical development of banking. 13. Early English banking. 14. Banking in Colonial Days. 15. A brief history of The Bank of the United States, 16. The State Banks. 17. The national banking system. 18. Federal Reserve Banks. Chapter XIX TYPES OF BUSINESS LETTERS 1. Letters of Application. — The purpose of a letter of application is to secure a position. It is hardly necessary to say that it should be written on good stationery, should appear neat, and should contain no error in grammar, spelling, or punctuation. This letter is the chief means by which an employer can gauge a prospective em- ployee. If it proves unsatisfactory or creates an unfavorable impression, the chances are that the applicant will never be granted an interview. But if it seems businessUke, it may lead to desired results. A letter of application should contain : 1. The reason for making the application. It may be in reply to an advertisement; it may be because the writer wishes to enter the service of the one ad- dressed; it may be because a friend has suggested a possible opening; etc. 2. A statement of the applicant's qualifications, references, and, usually, his age. 3. An appropriate ending. It may be a statement of the apphcant's special desires; it may be the re- quest for an interview; it may be a statement of the 332 TYPES OF BUSINESS LETTERS 333 applicant's whereabouts in the course of the next few days; etc. If testimonials are desired, copies, each marked "copy" with the word "Signed" in parentheses before the writer's signature, should be inclosed. \XX\ CZcuJ. AXysMaX,, XajJtma/rJt Ka* JCMi "m*- orV cu itx**^ -k»lAX».**v. V/»\, ^i**^"^ -v^«*» < - . .> A«.»«Ji "W Jbl>*_ jlmJUJLJtjktfnrx/ -VV •«' H ^uJ^MX-tl- -^avJL YnAAV^nTVo. 0~ ■r>y%'t. 'fi^a^ yU.A^^^'-t/^y ^'lyf'ri^^^ d^ (^A>^t^ '^Xiv^^OL, yC4-t■^^ (hl-au^ ^U^-A^OLiX^ TYPES OF BUSINESS LETTERS 335 ^82 Vine St., Hazleton, Pa., July 19, 1917. The Pennsylvania Quarry Co., Hazleton, Pa. Gentlemen: I have learned from Mr. Henry Sachs that you are look- ing for a bookkeeper who has had some general experience. I desire to apply for that position. I am twenty-four years of age, a graduate of the local high school and of McCann's Business College of Reading. For the past three years I have been in the employ of Jere Wooding & Sons. I am inclosing a letter of recommenda- tion from their manager. If you care to give me an interview during this or next week, I shall be pleased to call any afternoon after four Yours very respectfully, ' Frederick Howell Criticize letters of application by using the follow- ing outlines. Characteristics to attain: Characteristics to avoid: 1. Definiteness as to posi- 1. Conceit in the state- tion sought, training and ment of training, experience, experience, names and ad- and ability. dresses of persons mentioned 2. The impression of beg- as references. ging for the position, or sug- 2. Care in the grouping gesting in the conclusion: of ideas into unified para- (1) Any possibility of graphs. an unfavorable reply. 1 Note the difference in the headings of the letters on pages 334-335. In letters written by hand, the heading usually occupies three lines; in typewritten letters, one or two lines. 336 ENGLISH FOR BUSINESS 3. Respect in the form of (2) Any negligence on the complimentary close. the part of the addressee 4. Care in details of punc- in attending to his corre- tuation and grammar. spondence. 3. Carelessness in the use of unnecessary abbreviations and repetitions. Say: Do not say : I should like I would like five years' training, etc. five years training, etc. one years experience, etc. one years experience, etc. this morning's "Star," etc. this mornings "Star," etc. Yours respectfully, Yours resp'y, Exercise 146. — Written 1. Write an application to one of the business firms of your city for a position for which you may be qualified. 2. Wanted: A salesman with experience for hand- ling a new commodity. Large commission. Exclu- sive territory. Apply R. F., The Courfer. Write the application. 3. Salaried positions to competent stenographers. 456 Mack Rlock. Write the application. 4. You wish a position as a teacher. Write a letter of application to your city school board. 5. In order to gain admission to a certain private school, you have to make formal application. Write the letter. 2. Letters of Recommendation and Introduc- tion. — A letter of recommendation should give TYPES OF BUSINESS LETTERS 337 a truthful, careful statement of the character or the ability of the person concerning whom it is writ- ten. Specific facts rather than vague generaliza- tions should be embodied. If the letter is ad- dressed to no particular person, the correct form of salutation is, "To whom it may concern." Such a letter requires no complimentary close. A letter of introduction introduces the bearer of the letter to some acquaintance of the writer, with whom the bearer is unacquainted. The writer of the letter should know intimately the person whom he is introducing as well as the one to whom he addresses the introduction. Such a letter is written usually for a business or a social purpose. Hartford, Conn., Oct. 17, 1917. To whom it may concern: Mr. Oliver L. Norton has been my private secretary for the past two years, and has in every way shown himself to be an efficient and useful assistant. He is thoroughly famihar with the numerous details which pertain to secre- tarial work, is wiUing and painstaking, and a gentleman of high character. I feel confident that he will prove an in- valuable man to any one who may be fortunate enough to secure his services. George Elliot Mason, - President of the International Co. As a rule, after the presentation of a letter of intro- duction, the recipient sends an acknowledgment to the person who wrote it. 338 ENGLISH FOR BUSINESS Denver, Colo., Nov. 11, 1917. Mr. Curtis F. Hart, Patchogue, L. I. My dear Mr. Hart: This letter will introduce to you Mr. Philip S. Reese, one of our leading young bankers. He is visiting the East in order to study banking conditions. I shall appreciate any courtesies which you, as a director of several leading New York banks, may be able to extend to him. Yours very sincerely, Milton R. Stewart Patchogue, L. I., Nov. 16, 1917. Dr. Milton R. Stewart, Denver, Colo. My dear Doctor: I have had the pleasure of meeting Mr. Reese, the bearer of your letter of introduction. I find him a well-informed young man of pleasing personaUty and shall be only too happy to do what I can for him while he is here. Very sincerely yours, Curtis F. Hart Exercise 147. —Written 1. Write the recommendation of the manager of Jere Wooding & Sons which Frederick Howell might inclose in his letter. (See page 337.) 2. Write a letter of recommendation from the principal of your school, in behalf of one of your friends. 3. Write the necessary recommendations to inclose in the letter composed for exercise 5, page 336. TYPES OF BUSINESS LETTERS 339 4. Write a letter of introduction for a friend who is going on a journey and who will stop at a town in which another of your friends lives. 5. Write the letter of acknowledgment. 3. Letters Ordering Goods and Letters of Ac- knowledgment. — Everyone resorts, more or less, to the letter in ordering goods. Such letters may range from a single inexpensive purchase to an order involving thousands of dollars. However, whether the order be large or small, it should be definite and complete; otherwise, possible misunderstanding is liable to arise. Indefiniteness may lead to a delay in filling the order and possibly a need for future correspondence. A letter to the Curtis PubHshing Co., Philadelphia, Pa., inclosing one dollar and a half and stating that it is a subscription to their magazine would be unusually puzzhng; for, in the first place, that company publishes three mag- azines and, in the second place, the company would have no means of knowing just when the subscription should begin. A bookseller ordering fifty copies of Everyman's Library would puzzle the E. P. Button Co., for there are more than six hundred volumes included in that Library and there are two special bindings. The letter ordering goods should contain the following information stated clearly and definitely. 1. The name and address of the person ordering goods. If the writer lives in a city, the street and 340 ENGLISH FOR BUSINESS number should be clearly indicated. Furthermore, the writer ought to sign his name in full, if he is not using stationery with a printed letterhead. 2. If goods are to be charged, one should clearly state the fact, giving the charge name and address. In a first order, in case a person wishes goods charged, he should inclose satisfactory references as to his financial standing. If a remittance is inclosed to cover the order, the customer should mention the fact, stating (a) the kind of remittance (check, draft, money order, etc.) ; (b) the exact sum remitted. 3. The article ordered should be accurately indi- cated. If a number of articles is ordered, the writer should place the names in an itemized hst. Each separate item should occupy a hne by itself and each of these items should begin at the paragraph margin at which the first item began. This arrangement not merely presents a pleasing businesslike appearance, but also facihtates the task of filling and checking up the order. Each item should contain necessary statements of quantities, sizes, shapes, styles, figures, or measure- ments. If the order is taken from a catalogue, the number and date of the catalogue should be quoted. 4. Directions as to how the goods are to be sent should be included. If you order by freight, state the railroad route or steamship hne. If you order by express, state the company ; if your express address differs from your mail address, that fact should be mentioned. If you repeat or duplicate an order, you should make the second letter as concrete and explicit as the first. TYPES OF BUSINESS LETTERS 341 Re-state your order; for the original may have been lost, mislaid, or gone astray, and a simple reference to it might mean nothing to the recipient. Thus, to say, "Kindly attend to my order of June 7," would mean Httle or nothing if that order had not been re- ceived. Or again to write, "Duplicate our order of May 20," may mean loss of time, for it requires the looking up of your previous order. 84 Elm St., Cincinnati, Ohio, January 11, 1917. Houghton Mifflin Co., 4 Park St., Boston, Mass. Gentlemen: Kindly send me the following volumes in the Cambridge Edition: Browning, Half calf, $5.00 Shakespeare, Half morocco, 6.00 Shelley, Tree calf, 6.50 Wordsworth, Full levant, 7.50 Keats, Tree calf, 6.50 Tennyson, Half calf, 5.00 Byron, Full levant 7.50 Scott, FuU levant, 7.50 I am inclosing a check for $52.62, which covers the cost of the books plus the postage charge of 14^ a volume. Very truly yours, Silas Marner West 342 ENGLISH FOR BUSINESS A. F. KELMER J. G. HUTCmSON KELMER & HUTCHISON General Furniture Dealers Wheeling, W. Va., Apr. 3, 1918. The Redwood Furniture Co., 281-289 Western Ave., Chicago, 111. Gentlemen : Please send as soon as possible to the above address the following goods, as listed in your current spring catalogue: 25 Brass Beds #212 18 Fumed Oak Rocking Chairs # 38 60 " " Dining Chairs # 55 12 Mission Parlor Sets # 72a 6 Mahogany Davenports # 43 Kindly make the shipment by B. & 0. fast freight, and charge the cost to our account. Very truly yours, Kelmer & Hutchison, PerS. G. R. All orders should be speedily acknowledged by the recipient. Such an acknowledgment indicates that the order has been received and will be given prompt attention. If the order cannot be filled immediately, a letter of acknowledgment offers an opportunity to state the reasons therefor. TYPES OF BUSINESS LETTERS 343 THE REDWOOD FURNITURE CO. ' 281-289 Western Ave. Chicago, lU., Apr. 5, 1918. Messrs. Kelmer & Hutchison, Wheeling, W. Va. Gentlemen: Your order of April 3 has been received and has been given prompt attention. The goods were shipped this morn- ing according to your directions and they have been charged to your account. We trust they will reach you promptly. Very truly yours, The Redwood Furniture Co., J. S. Hartmann, Manager Exercise 148. —Written 1. Make out the statement for the shipment of furniture to Kelmer & Hutchison. (In most cases, such a statement is sent out on the first business day of the month following the shipment.) 2. Write the letter of Kelmer & Hutchison, inclos- ing check to cover the amount of the statement rendered. (See exercise 1.) 3. Order by telegraph from the Macmillan Com- pany for your dramatic society, six copies of Clyde Fitch's Girl with the Green Eyes. Guarantee pay- ment by stating that the books are to be sent by express, C.O.D. (C.O.D. is counted as one word in a telegram.) Dictate a letter to the Macmillan Com- pany, asking for the right of performing the play. Dictate the reply of the Macmillan Company. Com- pose a form letter (see text, pages 358-359) to be sent to the alumni and former members of the dramatic 344 ENGLISH FOR BUSINESS society to induce them to attend the performance of The Girl with the Green Eyes. 4. Write a letter to Helmer Brothers, Philadelphia, Pa., ordering 200 doz. towels patterned on No. 25 of the samples which they sent you. Specify that you will take the towels provided they will extend you three months' credit. Give full shipping directions. 5. Messrs. Thompson & Fetter, 317 Main St., Omaha, Neb., order from Cluett, Peabody & Co., New York, N. Y., the following: 6 doz. Collars, Arrow Brand, Belmont style, size 14; 6 doz. Collars, Arrow Brand, Devon style, size 14§; 4 doz. Collars, Arrow Brand, Belmont style, size 15; 3 doz. Collars, Arrow Brand, Standish style, size 151. They request that the goods be sent by Adams Express and that the cost be charged to their account. 6. Write Cluett, Peabody & Co.'s acknowledgment of the preceding order. 7. Write Cluett, Peabody & Co.'s statement. 8. Dictate Thompson & Fetter's letter inclosing statement and check to cover the amount of the statement. 9. You have the agency in your school for the sale of banners, armbands, fobs, stationery, and pins made by a Boston house. Write the order represent- ing your selhng efforts during the month of Septem- ber. Write the check covering the amount of your sale. Dictate the reply of the Boston house. 4. Letters Containing Inclosnres. — Letters containing inclosures should make specific refer- ence to what is inclosed. TYPES OF BUSINESS LETTERS 345 If the inclosure is a remittance, the letter should state the nature of the remittance (check, draft, money order, etc.), the exact amount, and especially how it is to be applied. Whether the inclosure is an invoice, that is, an itemized bill, or a letter of recommendation, or a receipt, or what not, — direct mention of it should be made in the body of the letter. At the lower left-hand side of the letter is frequently written Inclosure, or Enclosure, sometimes abbrevi- ated Inc., or Enc, In case of more than one in- closure, the number of inclosures is indicated; as, 2 Inclosures or 1 Enc, etc. Note: The student should familiarize himself with the general forms of remittance which are discussed under Banks and Banking Forms, Chapter XVIII; such as, the check, the certified check, the cashier's check, and the bank draft. Remittances may also be made by registered letter, postal money order, and express money order. Of course, actual currency may be inclosed, but the person who does so is taking a large risk and using unbusinesslike methods. Montclair, N. J., Feb. 15, 1918. Messrs. Pell & Brooks, 23 Broad Street, Nashville, Tenn. Gentlemen: We are inclosing a New York bank draft, drawn in our favor, and indorsed to you, for $231.27, in payment of your 346 ENGLISH FOR BUSINESS invoice dated February 10. You will observe that we have taken advantage of 2% discount for cash within 30 days. Very truly yours, S. M. Hopkins Inclosure ^ Exercise 149. —Written 1. Write a letter to the Sandusky Furniture Co., Sandusky, Ohio, inclosing a New York draft for $63.55, in settlement of your account with them. 2. Write a letter to The Harvard Trust Co., Cam- bridge, Mass., in which you inclose the following for deposit: T. W. Mason's check drawn in your favor on the Union National Bank of Cleveland, $62; a bank draft on the National Bank of Commerce, New York, drawn in favor of C. A. Hall, by J. A. Clark, Cashier of The Merchants Bank, Shenandoah, Pa., and indorsed by C. A. Hall to you, $135; E. S. Mans- field's check, drawn to the order of Ira Williams and by Williams indorsed to you, on The Union Trust Co., Springfield, Mass., $25. 3. Write a letter inclosing an itemized bill for pur- chases by F. B. Tallwood amounting to $33. 4. Write Tallwood's letter inclosing payment. 5. Write a letter inclosing a letter of recommen- dation and a letter of introduction for your friend„ W. S. Kennedy, now in Buffalo and about to go to Ithaca, N. Y. ^ The spelling enclosure is used by some firms. Both the en- and in- spellings are accepted. The employee should consistently follow the practice of the firm which employs him. TYPES OF BUSINESS LETTERS 347 6. Write a letter from Maxwell Book Co., Oswego, N. Y., to yourself, inclosing sample pages of their new books on business opportunities, a booklet en- titled "Business and the Business Book," and a printed firm-addressed envelope for reply. 5. Letters Requesting Extension of Time. — Sometimes a debtor may find temporary diflSculty in meeting a bill at the time due. In order to show his desire to be punctual and in order to gain the good graces of his creditor, he should make a re- quest for an extension of time prior to the date when the payment is required. It is usually well to give the reason for failure of payment, and it is always businesslike to state the date at which the payment may be expected. Hot Springs, Ark., May 25, 1917. Mr. E. G. Barnes, Macon, Ga. Dear Sir: I should appreciate an extension of two weeks for the payment of my bill of $136.28, due June 1. During this past week my store was damaged by fu-e and, as a consequence, I have been forced to close shop until matters of insurance can be adjusted. Very truly yours, Andrew Hawkins Preliminary work: Analyze each problem. Write down what is known to you; what is unknown. Decide what must be known to meet the purpose of the exercise. Make an 348 ENGLISH FOR BUSINESS outline, determining upon the most effective order of presenting the various necessary facts. Then write or dictate the letter as the assignment may require. Exercise 150. —Written 1. A. L. Carter, your employer, has a bill of $328, due Greenfall Wholesale Grocery Co., Minneapolis, Minn., within two weeks. Slack business in your town has made it necessary to ask for an extension of time. Write the letter. 2. Write a letter to your physician requesting an extension of time before setthng your account. 3. Write a letter asking for an extension of sixty days because of a serious strike which has affected your construction business. 4. You expected to be able to meet an obhgation with money due you from a cousin who has been laid off from work on account of a serious depression in his particular business, due to the war. Write the cousin's letter. Write your letter to your creditor. 5. E. W. Holmes, your employer, owns a dairy farm in Amherst, Mass. The interest on a mortgage due the Fifth National Bank of Springfield, Mass., falls due on May 1, 1919. On April 4, an infectious cattle disease attacks much of his hve stock, prevent- ing him from engaging in business for three weeks. Write his letter. 6. You discover on Aug. 25, 1919, that in all proba- bility you will be unable, on account of illness, to meet your entire obligation of $60 due Sept. 1, 1919. Dictate a letter to Frank W. Whitney, your creditor, TYPES OF BUSINESS .LETTERS 349 asking for a two months' extension and inclosing a check for $45. 6. Letters Requesting Payment. — Letters re- questing payment may be written either to refuse to grant an extension of time or to insist upon payment within a designated time. Whatever the object, such letters should always be poUte but firm. If the letter is written with the purpose of refus- ing further time for payment, it should state in convincing language why such a favor seems im- possible. Such a letter is likely not only to bring the payment promptly but also to retain a desirable customer. BRENDLE & WATKINS Wholesale Druggists Baltimore, Md. Nov. 23, 1917. Mr. L. S. Perkins, Brattleboro, Vt. Dear Sir: We have received your letter of November 21st, request- ing an extension of time for the payment of your account due December 1. As it requires a long time to get our goods ready for the market, and as the profit on our commodities is based on the narrowest of margins, we feel that all accounts must be settled when due; hence our regulation of a limited thirty days' credit to all customers. If we could make any excep- tion to our rule, we should be pleased to extend our period of credit to a customer of your excellent standing. We regret, however, that we are forced to ask you to 350 ENGLISH FOR BUSINESS make your remittance not later than December 6. We make this request with the full conviction that a firm of your high rating wiU be able to secure a loan readily from one of your local banks. Very truly yours, Brendle & Watkins, per A. F. B. Many customers are quick to buy but slow to pay; and yet their patronage is worth retaining. Therefore, the dealer must be tactful in the methods to which he resorts for collection. He must exert real diplomacy and careful discrimination in the case of each dilatory customer. He must exert every effort to find out which customers are merely slow and which are probably dishonest. With respect to the first class, he must endeavor to write a letter that will not irritate a customer to the point of discontinuing his purchases. With respect to the ** dead-beat" class, he must write a letter which shows plainly that drastic measures — in short, legal procedure — will be enforced, if the payment is not forthcoming. Sometimes with a customer slow to pay, a series of letters is necessary. Here are some suggestions as to their general contents. 1. A letter calling attention to the overdue account, and assuming that perhaps the failure of settlement was an oversight. To this should be added something to indicate that you value his trade. Above all, such a letter should be not curt, but cordial; should in no TYPES OF BUSINESS LETTERS 351 way imply doubt as to the business honesty of your customer. 2. A letter slightly more firm in tone, and yet with no implication of irritation or doubt, should follow the previous letter, provided no answer has been received. It gives the customer an opportunity to pay quickly or to offer an explanation. 3. A letter insistent in tone, requesting the pay- ment by a specified time. While no mention of law is made, the letter should be so phrased that the cus- tomer will "read between the lines" that your next recourse will be to law in event of further silence on his part. 4. If necessary, a letter stating that if the account is not settled by a certain date, it will be placed in the hands of your lawyer for collection. When it is necessary to write such a letter, it is more than hkely your customer is not worth retaining. THE PHIPPS PRINTING CO. South Bend, Ind., Nov. 28, 1919. Mr. G. F. Storm, 112 Lake Street, Fort Wayne, Ind. Dear Sir: Probably the approach of the holiday season has been responsible for your failure to settle your account to date, the statement of which was mailed you Sept. 28. We are inclosing a duplicate invoice in order to facilitate your reply. We hope that your order of display advertisements, which we sent you Sept. 15, is satisfactory, and will be of material advantage to yoii in your business at this time. 352 ENGLISH FOR BUSINESS We are now having engraved some very excellent cuts and, when they are finished, we shall be pleased to send you at your request some specimen printings from them. We beheve they will be unusually helpful in rendering attractive, dis- play advertising for winter sales. Very truly yours, The Phipps Printing Co. THE PHIPPS PRINTING CO. South Bend, Ind., Dec. 8, 1919. Mr. G. F. Storm, 112 Lake St., Fort Wayne, Ind. Dear Sir: Ten days ago we called your attention to your overdue account, but thus far we have received no response. We hope that you will be able to make a remittance before the Christmas hohdays. We are glad to say that the engraved cuts referred to in our letter of Nov. 28 are now completed. We shall be pleased to send you several specimen printings from them, at your request. Very truly yours. The Phipps Printing Co. THE PHIPPS PRINTING CO. South Bend, Ind., Dec. 28, 1919. Mr. G. F. Storm, 112 Lake St., Fort Wayne, Ind. Dear Sir: Our previous letters to you regarding your account have remained unanswered. We find it hard to believe that this TYPES OF BUSINESS LETTERS 353 neglect can be intentional on your part, and yet we are at a loss to understand your failure to give us any satisfaction. We must insist that the account be settled by the 2d prox,, for we do not desire to carry it after that time. Very truly yours, The Phipps Printing Co. THE PHIPPS PRINTING CO. South Bend, Ind., Jan. 4, 1920. Mr. G. F. Storm, 112 Lake St., Fort Wayne, Ind. Dear Sir: We regret that we are forced again to call your attention to your account long past due. We believe that further delay is not only unwarranted but also unbusinesslike and, therefore, unless we receive payment in full by the 10th inst., we will turn the account over to our lawyer for col- lection. Very truly yours. The Phipps Printing Co. Exercise 151. — Written 1. You have sent two statements to James H. Redmond. Write the first letter requesting payment. (See the pupil letter, Chapter XIV, page 293.) 2. To Frank R. Winslow, who has the reputation of being "slow but good," you have sent three state- ments. You are confident of his good intentions and therefore you wish merely to bring the account before him in a more forceful way than by another state- ment. Write the letter. 354 ENGLISH FOR BUSINESS 3. John R. Willoughby, who has needed much urging in setthng a previous bill, is showing the same tardy attitude in meeting his second account. You have sent two statements and one letter. Write him the second request for payment. 4. Mr. Willoughby continues to delay. Write the third letter. 5. You are convinced from your former experience with Mr. Willoughby and from his ignoring your three letters that he pays only when forced to and so you conclude to put the statement into the hands of a collection agency ^ without further delay. Write the letter informing him of your intention to take this step. 7. Letters Answering Complaints. — The best business man tries to keep his customer satisfied. He knows that in the course of human affairs mis- understandings are bound to arise from time to time and that to every business occasionally will come letters of complaint. That a customer hap- pens to lose his head is no reason why a business man should lose his temper in replying. Once more the business man — and when we say business man we mean either a member of the firm or any of its representatives — is called upon to be a diplomat. The tactful, courteous 1 Some business houses prefer to give their delinquent accounts into the hands of a collection agency. Such an agency by means of follow-up letters often secures the desired results without going to law. TYPES OF BUSINESS LETTERS 355 reply will go far towards avoiding a possible breach between dealer and customer. Very often a wrathful letter from a customer sorely tempts the business man to make a corre- spondingly sarcastic answer. But the Biblical proverb, *'A soft answer turneth away wrath, but grievous words stir up anger," is eloquently true in such a situation. The letter that ignores dis- courtesy on the part of the customer, that attempts to see the trouble from the customer's angle, and that tries to smooth out misunderstandings, is the letter bound to bring finally a reaction in the writer's favor. An even-tempered letter written in a calm, cool-headed manner reflects the dignity and the self-respect of its writer. Marshall Field's adage: '*The customer is always right" is worth beheving, in deahng with letters of complaint. It is wefl, furthermore, to remember that what has been written in bitterness is hard to forget or forgive. The curt response merely adds oil to the flames of dissatisfaction; it probably means the direct loss of one customer's patronage, and, be- cause of his iU-will, may be the indirect cause of losing the patronage of others. Very often, too, the customer is justified in his complaint, if not in his method of making it. The business man should manifest a wiUingness to investigate; indeed, he should go further, and indi- cate an eagerness to correct any mistakes and a desire to retain the good wiU of the customer. 356 ENGLISH FOR BUSINESS Tact in time saves trade; tact all the time builds business. One customer, having received a shipment of china- ware bought at a special bargain, finds among the contents several dishes broken and several cups and saucers nicked. In an angry letter he writes inquir- ing whether he is supposed to use broken china and whether it is the policy of the firm to sell only dam- aged goods at bargain prices. He plainly states that he has received goods deliberately misrepresented. The following reply illustrates how his letter of com- plaint might be answered. Dear Sir: Your letter of November 16, regarding the unsatisfactory condition in which some of our last shipment of chinaware reached you, has just been received. We regret that several of the pieces were damaged, for we realize that you may have been thereby greatly inconvenienced in getting your Christmas stock ready. Upon investigation we have found that, because of the rush of orders during our special bar- gain sale, our head packer was forced to hire temporary assistants. It is probable that the damage was due to their carelessness and inexperience in packing. However, if you will be kind enough to make an exact list of the articles damaged, we shall be not only wiUing but also glad to replace them immediately to your satisfaction. It has always been the policy of this firm to deliver goods which are precisely as advertised. We hope that you will take the opportunity of allowing us to sustain our policy with respect to your House. Very truly yours. TYPES OF BUSINESS LETTERS 357 Exercise 152. — Oral and Written Discuss first in class the attitude which you are going to assume in answering each of the following complaints. In order to make your reply both courte- ous and exact, write the letter of complaint as well as the answer. 1. The Williams Automatic Gun Co., Charlottesville, N. Y., receives a letter from a local dealer, claiming that he has been overcharged for his recent order. Investigation shows that the price of manufacture has been advanced since his former order was placed. 2. The Telephone Company receives a letter from one of its patrons insisting on the immediate removal of the telephone on the ground that he has been twice overcharged for long-distance calls which he has made. 3. A customer living in the far West angrily writes to an Eastern concern inquiring why the goods ordered by him two weeks before, have failed to reach him. His goods have, as a matter of fact, been sent by freight, and he has obviously neglected to allow three or four weeks for the goods to reach their destination. 4. Your landlord lives in the country, about forty miles away. He has promised to concrete your cellar and has informed you that he has given the order to H. E. Wells & Co. of your town. About three days after this promise is made, a wagon load of sand is dumped in your back yard. Two weeks later you write to complain of the delay, the condition of the yard, and of the cellar. Write also the landlord's letter of inquiry and complaint to H. E. Wells & Co. 358 ENGLISH FOR BUSINESS Exercise 153. — Oral Answer these telephone complaints from customers. 3. Four o'clock in the afternoon; early morning order from the market not yet dehvered. 2. Milk and cream turned; this has been the condition for the past three days; a threat to change. 3. Laundry not satisfactory; collars badly ironed, shirt torn. What reparation can be made.^ 4. Mahogany chest of drawers has sprung apart. Maker is informed and promises to come to examine the damaged piece of furniture. Rush of orders prevents his coming and so he sends an assistant. Customer insists upon the maker's attending to the job. Answer her demand. 8. Form and Sales Letters. — Of necessity, large business houses have a heavy correspondence. To write a personal answer to every letter received would make vast inroads on time needed for more important considerations or would require an im- mense increase in the clerical force. Therefore, the form letter has come to be a big asset in busi- ness, for, as we shall see, it serves numerous purposes. There is the form letter which can be mailed in response to inquiries which because of their nature can be answered by a general letter. Such a letter is usually printed in typewriter type and needs merely the insertion of the inquirer's address for response. Some firms have numerous form let- ters framed to answer the various general needs which may arise. When an inquiry comes in, the TYPES OF BUSINESS LETTERS 359 proper form letter for reply is dispatched as an answer. Form letters are valuable for general announce- ments, such as new rates of discount, changes of address, changes in partnership, instructions to local agents, general announcements, etc. Form letters are especially useful for advertising and for making sales. These letters require much care and study in their preparation. The writer must try to keep in mind those whom the letter will probably interest. He must give the letter the personal touch that is likely to appeal to its reader. He must study how to arouse interest at the out- set and how to present the subsequent material in a convincing manner. He must make sure that his letter does not sound *' cheap"; he must also avoid worn-out phrases. After the value of the article mentioned has been described, he must be able to persuade the reader that it is to his particu- lar advantage to possess that article. He should include some particular inducement for buying it. Very often some inclosure in the form of a reply postal, an order blank, an addressed envelope, a money order application, a coupon, etc., accom- panies the form letter. The form letter itself may often stimulate action by announcing special terms, an introductory cut price. Such announcements as free trial offers, easy payments, and the like, frequently bring desired results. 360 ENGLISH FOR BUSINESS Form letters are sometimes used to request pay- ment by reminding the customer of a bill overdue. Letters so designed should be as impersonal as pos- sible. Some business houses use a form card to acknowledge the receipt of a remittance. A series of form letters is sometimes used in an advertising campaign. Each of these, called a "follow-up" letter, is used to refer to and develop the ideas in the letter which has preceded. Such a series often brings results in cases where a single letter might be overlooked or ignored. Read the following form letter composed by a high school student and used by the firm for which he works in the afternoon. To whom would such a letter be sent? What is its purpose? What is the purpose of each paragraph? Account for the order of points selected. THE HOLDEN PATENT BOOK COVER CO. SPRINGFIELD, MASSACHUSETTS November, 1918. Dear Sir: Are you forced to practice economy? Then what we have to say is of vital importance to you, for it is designed to alleviate yom* troubles. Perhaps you are coerced by certain circumstances to reduce to a minimum your expenditures; perhaps you ad- vocate (and rightfully) economy in the public departments under your jurisdiction. But are you wisely and consistently practicing it? TYPES OF BUSINESS LETTERS 361 You have probably been impeded by the enormous but inevitable textbook expense; and concluded that, being the largest, it should be reduced first. Accordingly, you de- sired to lower this expense by purchasing cheaper sets of books in place of the more expensive ones you had been using. The textbook account was lowered, truly, but is that economy? Does it display a "frugal and judicious use" of the taxpayers* money? You have just what you paid for — nothing more and nothing better. Now, here is our point. Would it not have been much better had you lengthened the Kves of the expensive books already in use, and thereby necessitated the purchase of only half as many new ones? Impossible, you say? Then you have never heard of the Holden System of Preserving Books. Let us explain it and its use. Here you have a book entirely torn from its back and contemplate discarding it. With the Holden *'T" Back Binder, you can rebind it so that it will be even stronger than when new! A binding partially broken, or a loose leaf, can be repaired by means of the Holden Perfect Self Binders. Here is a torn leaf which the Holden Transparent Adhesive Paper will repair in a jiffy. And coming to the cover, — how nice it is to clothe it in a clean, brown, germ and waterproof jacket, one which will last a full school year; and best of all, will take upon itself all of the filth and wear of that usage. As a result, you have a textbook which may safely be used for another term, — and if you had practiced the Holden System when you first purchased the book, its life could have been lengthened two or three years. The cost is trivial, as the inclosed circulars prove. Is this not true economy? We do not advocate a new or untried thing. We have been in the business forty-four years, and supply thousands of school boards with our goods, among them those of New York, Philadelphia, Harrisburg, Omaha, Duluth, and Spring- 362 ENGLISH FOR BUSINESS field. Any one of these discerning boards heartily indorses our system and considers it indispensable. We are prepared to furnish any number of bona fide testimonials. However, as the Japanese say, a look is worth a thousand words. Give our articles a most exacting trial, and see for yourself why we have been in the business so long. So sure are we that our goods are all we claim them to be that we are wiUing to make you this offer. We will send you, free of charge, an assortment of our Book Covers and a Combination Out^t of our Repairing Materials, on condition that you give them a fair trial in your schools. Compare results; make exacting tests — you owe it to the taxpayers — and we know that you will be siuprised at the results. Return us this letter and receive by return mail, free of all charges whatsoever, the tnal order mentioned above. Remember, it is to your advantage. Yours for efficiency, The Holden Patent Book Cover Co. The following letter also was designed and com- posed by a high school pupil. Apply the test ques- tions found on pages 288-289, and criticize the work from the standpoint of ease and effectiveness. THE WATERBURY ADVERTISING CO. The " Tiffany'' of Advertising Springfield, Mass., October 28, 1918. Dear Sir: The old adage — "A chain is no stronger than its weakest link" — is quite true. The same adage applies to adver- TYPES OF BUSINESS LETTERS 363 tising, for that is the link that connects the manufacturer and the buyer. Thus we see its importance. Advertising looks simple from the outside. So does peanut vending. But the push cart business has its intricacies which make Tony a master, and the rest of us novices. Our method of advertising is to deal hghtly with the subject, yet forcibly; not to sacrifice the convincing for the pleasantries, but to use the lighter vein as a surface to make the forceful arguments acceptable. A snappy, forceful advertisement like this, will win the way to the busiest business man's attention. We want you to know us. It might be useful to you. Very truly yours, Ralph E. Waterbury, President The following form card is used by a large New York firm to acknowledge the receipt of a remittance. It is pasted on a blotter and hence serves as an ad- vertisement as well as an acknowledgment. We beg you to accept our theuiks for your remittance, for which we inclose receipted statement. We trust we may be favored with your continued patronage. Exercise 154. Make a collection of such cards. Note the purpose of each. Discuss each as to the message it conveys, its value as a work in commercial design, and its use as bookmark, blotter, calendar card, etc. 364 ENGLISH FOR BUSINESS Exercise 155. — Written 1. Write a form letter announcing a spring opening in a millinery store. 2. Write a form letter of an argumentative type for a trust company, advising the customer to make a will that will require his estate to be managed by a trust company. Show the advantages of having such a company act as executor or trustee compared with an individual — (a) the management is con- tinuous and not interrupted by death or disabihty; (b) investments are in the hands of an able and ex- perienced committee; (c) the heirs are protected by the resources of a trust company. 3. Write a sales letter to bring before the public the advantages of a particular globe for electric lighting. 4. Write a sales letter to advertise the advantages of a motor car. (Choose one with which you are thoroughly familiar.) 5. Write a letter to advertise the Dictionary. 6. Design and write a form letter to advertise a boys' camp. 7. If you are working for any firm on Saturdays or after school hours, study the uses of a commodity which you have to sell. Think of all the favorable characteristics that you can offer in behalf of this particular commodity. Arrange your ideas so as to win gradually the interest of your correspondent to the realization that he needs your goods and no other. Write such a letter. TYPES OF BUSINESS LETTERS 365 8. Write a form letter making a free trial offer. 9. Write a letter offering introductory cut prices. 10. Write a letter to accompany a style book de- signed to advertise a certain make of shoes. With the growth of modern charity organiza- tions, and of schools founded for the purpose of training the young to be industrially efficient, a form letter has developed, designed to appeal to the philanthropic spirit of many citizens in every community. Such letters* usually (a) thank the addressee (if he is an old contributor) for past favors, (b) state the present condition and plans of the institution, and (c) make the appeal for con- tinued help. The inclosures in such letters vary greatly: sometimes plain printed envelopes bear- ing the address to which the money is to be sent; sometimes stamped envelopes; sometimes con- tribution cards and envelopes to fit; sometimes pictures of the people helped, the institutional plants in the course of construction, etc. ; and some- times blotting cards stating the principles upon which the organization is developing. Exercise 156. — Oral Analyze the following letter. What is the main purpose? What is the purpose of each paragraph.?^ Discuss the business methods of running this institu- tion. Are they such as will appeal to the average man of business.^ 366 ENGLISH FOR BUSINESS WILLIAMS ACADEMY WellsborOf Pa. December 19, 1918. Dear Mrs. Mallary: I know that your hands must have been more than full during this distressing year, and so I have purposely refrained from asking you hitherto to remember WiUiams Academy this year among your benevolences. But pressing obhgations have soon to be met and, therefore, we shall be very grate- ful to you if you can send us a gift, no matter how small. The school is proceeding very satisfactorily along the lines of high scholarship and practiced training for efficient living. The farm has yielded an actual profit over its run- ning expenses, besides giving the boys excellent practice and furnishing the boarding department with fresh milk, eggs, fowls, and vegetables. The girls of the Domestic Arts Department have put up a large quantity of preserves and, in addition, they have made twenty-eight pairs of cur- tains for the dormitories. The boys of the Mechanic Arts course have constructed simple furniture for the school. Three meals a day are prepared by the boarding department for a total cost of thirty-four cents per person, thus saving the Academy a considerable amount over the previous plan when a capable housewife was given $3.50 a week per head. In these and other ways Williams Academy has been doing its best to keep down expenses; yet you will understand that it is obhged to ask for some help. Will you be good enough to send us such amount as it may be in your power to give us at this time? Sincerely yours, Clifton 0. Page TYPES OF BUSINESS LETTERS 367 Exercise 157. — Oral Criticise the following card. What is its purpose? How would the analysis of modern philanthropy recommend itself to a prospective contributor? What is the effect of the balanced construction? This is a blotter — let its message sink in. MODERN PHILANTHROPY WHAT IT DOES NOT AND WHAT IT DOES It does not merely treat the It aims to cure the disease. symptoms. It does not simply give alms It foUows up the gift with and pass on. personal service. It does not confine its efforts It builds for the future, while to present needs. caring for the present. It does not dole out inade- It works out a plan for per- quate and purely tern- manent betterment and porary reUef. stands ready to carry the plan through. MODERN PHILANTHROPY IS COMMON-SENSE PHILANTHROPY THE FEDERATED CHARITIES OF BALTIMORE Exercise 158. — Written 1. Study the work of any charity organization in your town. Write a suitable letter of appeal which will outline the activities and needs of the institution. 2. Write a letter of appeal for an industrial institu- tion designed to meet the needs of children in the mountain districts of Tennessee. 368 ENGLISH FOR BUSINESS 3. Study the work of The American Civic Asso- ciation, The Consumers' League, The American Indian League, and similar organizations. Investigate the needs of any one of them. Write a letter of appeal to cover the condition to be improved. 4. Plan and write an inclosure for letter 1; for letter 2. 9. Telegrams, Night Letters, Cablegrams. — The telegram or cablegram is really an abbre- viated letter. But because of its brevity, it must be absolutely clear. In day telegrams, ten words are sent at a fixed rate; in night letters (telegrams to be sent after 6 p.m.), fifty words are sent for the same rate as the day telegram of ten words. For each additional word in a telegram or a night letter an extra charge is made. In a telegram only the words of a message are counted. In a cablegram the name, address, and signature are also included. In these messages, figures, names of towns, villages, territories, states, abbreviations of weights and measures, initials, surnames of persons, decimal points, punctuation marks, the suflixes st, d, th added to ordinal nu- merals, — are each counted as one word. Exercise 159. — Oral Discussion 1. What is the advantage of the telegram over the long distance telephone message.? of the long dis- tance message over the telegram? TYPES OF BUSINESS LETTERS 369 2. What is the present day arrangement with various telephone systems for securing an instan- taneous deHvery of a telegraphic message? 3. How may the telephone be used in sending a telegram? 4. How are telegraphic messages paid for when they are sent over the telephone? Exercise 160. — Investigations 1. Find the rate of telephoning from your home to Chicago, to New York, to Boston, to San Francisco. 2. Condense letter, Chapter XIX, page 342, for a telegraphic message. Get rates for sending it from your town: (a) by telegraph; (b) by long distance telephone. 3. What is the extent of the use of the night letter in business? 4. Explain the code system in sending messages. (Consult the "ABC Code.") 5. Define telecard, teletape, teleposL 6. What is the method of telegraphing money? Work out the rates for sending $50 from your town to a definite city. 7. What is the method of cabling money? Work out the rate of sending $200 from your town to London, England. Exercise 161. — Written 1. You wish your father to meet you. Telegraph him definitely so that he can not mistake time, train, or station. Limit to ten words. Write out all figures. 2. An accident has happened on your train. You wish to reheve your family of any anxiety should they 370 ENGLISH FOR BUSINESS hear of the disaster. Write the telegram. Limit to ten words. 3. Send a telegram to your Congressman asking him to vote for Bill No , which is now before the House. 4. Follow the telegram in 3 by a night letter giving reasons for wishing the aforesaid bill to pass. 6. Condense for a telegraphic message Silas Marner West's order, Chapter XIX, page 341. Exercise 162. — Written Review 1. Write to C. E. Hayes, 23 Taylor St., Worcester, Mass., ordering 1 doz. 8 amp. 600 v. socket fuses; J doz. 60 amp. 250 v. socket fuses. State method of sending and method of settling account. 2. Order from the Library Bureau, Springfield, Mass., *'1000 pockets as per sample; 1000 cards do." State how you wish them sent, terms, etc. 3. Order, to be sent by fast freight, the following: 2 doz. half round needle files; 1 doz. pairs selected scissors; 2 gro. J" #10 screws; 2 gro. U'' #9 screws; 1 gro. li" #13 screws; 1 lb. each (bulk) 3 oz., 6 oz. tacks; 1 ream #1 sand paper. 4. Order from Hampden Lumber Co., Milan, N. Y., to be sent by freight, 200 ft. 2" rough sycamore; 150 ft. |" pine shelving; 200 ft. 1" #1 whitewood, rough, 10 to 12" side. 5. Write to Wadsworth, Howland & Co., Liberty, Pa., for: 10 lbs. light colored molding glue; 2 1" shellac brushes; 1 pt. asphaltum; 2 doz. tubes Crimson Lake oil paint; 2 doz. tubes Crimson Lake water color. Request that the shipment be made by express C. 0. D. 6. Write a letter of application to Brown, Rice & Hallett, attorneys, 218 15th St., N. W., Washington, D. C, for a position as stenographer and typewriter. TYPES OF BUSINESS LETTERS 371 7. Write a letter from Brown, Rice & Hallett, accepting the foregoing application conditionally. 8. You are engaged in the hardware business. Order from George White & Co., 195-199 St. Clair St., Cleveland, Ohio, ten different kinds of articles for your store. Make your own terms and say how goods shall be shipped. 9. Reply for George White & Co. 10. Close the above transaction by making out all necessary papers. 11. You are in the dry goods business. Order from Pancroft, Perth & Co., 297 Madison Avenue, New York City, ten different kinds of silk for your silk department. 12. Reply for Pancroft, Perth & Co., giving terms and saying how goods have been shipped. 13. Close the above transaction. 14. You desire to open a retail hardware store in Schenec- tady, N. Y. Write to the Cleveland Hardware Co., 123 Seneca St., Cleveland, Ohio, asking for three months' credit on an inclosed order for goods. Mention fact and give references which will induce the company to comply with your request. 15. Write a reply to the foregoing from the Cleveland Hardware Co., saying that the goods have been shipped, giving particulars of shipment, and inclosing invoice. State when your commercial traveler will call, and refer customer to branch house in Baltimore which will fill small orders needing immediate attention. Chapter XX SCIENTIFIC AND TECHNICAL DESCRIPTION: SPECIFICATIONS 1. The Purpose of the Specification.^ — Speci- fications are written by architects to accompany drawings, by real estate dealers to describe prop- erty, by manufacturers to explain the construc- tion of commodities, by inventors to make clear their inventions, and by a countless number of persons engaged in those business pursuits that require a very detailed specific description of the articles manufactured, ordered, or sold. Such descriptions are usually supplemented by diagrams to aid the reader in the interpretation of the text. 2. Scientific and Literary Description Distin- guished. — To reahze fully the difference between scientific and hterary description, compare the following: THE AEROPLANE My sinews are supple as steel, A motor athrob is my heart. I thrill to its beating, I feel The lift of the air as I start. With a swirl and a rush, I upwheel To stab the steep sky like a dart. ^ It is also spoken of as technical description, technical exposition, scientific description, scientific exposition. 372 SCIENTIFIC AND TECHNICAL DESCRIPTION 373 For speed and for strength am I made, Yet fragile and frail is my form; My framework is buttressed and stayed To shoulder the stress of the storm. I war with the winds unafraid, Afloat over perils aswarm. Swift soaring I tower and stoop, I hang like a haggard at view; A touch, and my planes will adroop, I fall as a bolt from the blue. I swerve on a sudden, I swoop, And shde up the airways anew. ****** I cHmb for a ghmpse of the dawn, I hold back the sunset at will, A star 'mid the stars I am borne, I hunt the moon over the hill. At even, at midnight, at morn, I float and I flutter my fill. These things are all mine to enjoy. Not mine is the praise or the plan. The strength of the winds I employ. My flight is a continent's span. Yet I am but a weapon, a toy. My maker and master is man. Behold! I am born of his brain. His thought is the father of me. Tho Daedalus labored in vain. And Icarus plunged to the sea, To man came the vision again. The dream that was greater than he. ***** * Francis Medhurst 374 ENGLISH FOR BUSINESS HOW TO MAKE A MODEL AEROPLANE The rivalry among boys in the building of safe, stable models is so keen that model-flying contests are held from time to time in various parts of the country, notably at Van Cortlandt Park, New York City. The amount of interest that is aroused is impressive to the man who is unfamihar with the spread of the model-making movement among boys. The feats accomplished by the models are indeed remarkable. One of them, devised by the writer of this article, has flown for a distance of 1,691 feet, driven only by rubber bands. The model which is here illustrated is bmlt along somewhat similar lines, and wiU fly for about 700 feet. A boy of an experimental turn of mind can supply it with supporting surfaces of difl'erent size and shape, and probably increase its flying range considerably. At aU events, the possibilities for experimenting, if the boy who makes this aeroplane is of an inquiring turn, are almost unlimited. Aeroplane models are sold in stores throughout the country. They undoubtedly fly — some better than others. Their cost ranges from two to five doUars, and upward. The model here shown can be made for much less and will outfly almost any bought model. The Main Frame The main frame of the model aeroplane consists of two strips a of spruce, each 28 inches long, and measuring in cross section J by | of an inch. As shown in Fig. 1, the two strips a are tied together at the front with strong thread and are then glued, the glue being spread over and between the windings of the thread. (Figs. 1 and 5.) The rear ends of the two strips a are spread apart 4j inches to form a stout triangular frame, and are tied together by cross bars of bamboo 6 and c, which are secured to the main strips a by strong thread and glue. SCIENTIFIC AND TECHNICAL DESCRIPTION 375 DETAILS OF THE MODEL AEROPLANE The Propellers The propellers d are two in number and are carried by the two long strips a. Each propeller is five inches in diam- eter, and is whittled out of a single block of white pine. The propellers have a pitch of about ten inches. After the 376 ENGLISH FOR BUSINESS whittling is done they are sandpapered and coated with var- nish. The thickness of the wood at the hub (eS Fig. 7) of the propeller should be about | of an inch. At the rear ends of the strips a, bearing blocks e are secured. These bearing blocks are simply small pieces of wood projecting about | of an inch laterally from the strips a. They are drilled to receive a smedl metal tube/^ (steel, brass, or copper), through which tube the propeller shaft / passes. The propeller shaft itself consists of a piece of steel wire passing through the propeller hub and bent over the wood, so that it cannot turn independently of the propeller. Any other expedient for causing the propeller to turn with the shaft may obviously be employed. Small metal washers p, at least three in number, are slipped over the propeller shaft so as to lie between the propeller and the bearing block. That portion of the propeller shaft which projects for- wardly through the bearing block e is bent to form a hook /^. To the hook / rubber strips h, by which the propellers are driven, £u*e secured. The rubber strips are nearly as long as the main strips a. At their forward ends they are secured to a fastening consisting of a double hook k l. The hook k lies in a horizontal plane, the hook / in a vertical plane. The hook k holds the rubber strips as shown in Figs. 1 and 4, while the hook / engages a hook m. This hook m is easily made by passing a strip of steel wire through the meeting ends of the main strips a, the portions projecting from each side of the strips being bent into the hooks m. The Skids Three skids are provided, on which the model slides, one at the forward end, and two near the rear end. All are made of bamboo. As shown in Fig. 5, the front skid may be of any length that seems desirable. A 6-inch piece of bamboo will probably answer most requirements. This piece n is bent in opposite directions at the ends to form arms o and SCIENTIFIC AND TECHNICAL DESCRIPTION 377 p. The arm p is secured to the forward ends of the two strips a constituting the main frame, by means of thread and glue. The strips and skid are not held together by the same thread, but the skid is attached to the two strips after they have been wound. Hence there are two sets of windings of thread, one for the two strips a themselves, and another for the skid and the strips. Strong thread and glue should be used, as before. In order to stiffen the skid, two bamboo struts q will be found necessary. These are bent over at the ends to form r^ and r^ (Fig. 5). Each of the arms r^ is secured to the under side of a strip a by strong thread and glue. The arms r^ are superimposed and tied to the bamboo skid n with strong thread and glue. The two rear skids, of which one is shown in Fig. 6, con- sist each of two 5-inch strips of bamboo s, likewise bent at either end in opposite directions to form arms s^ and s^. The arms s^ are fastened to the strips a by strong thread and glue. To stiffen the skids a strut t is provided for each skid. Each strut t consists of a 3-inch strip of bamboo bent over so as to form arms t^ and t^. The arm t^ fits the under side of the main strip a, the arm f^, the skid s. Strong thread and glue are employed to fasten each strut in position on the strip a and the skid s. In the crotch of the triangular space m, formed by the skid s and the strut t, a tie bar v (Figs. 4 and 6) is secured by means of thread and glue. This tie bar v connects the two skids, as shown in Figs. 1 and 4, and serves to stiffen them. The triangular space u is covered with paper, preferably bamboo paper. If bamboo paper is not available, parchment or stiff light paper of some kind may be used. It does not need to be waterproof. Thus triangular fins are formed which act as stabilizing surfaces. The Main Planes The main planes are two in number, but are different in size. Contrary to the practice followed in large man-carry- 378 ENGLISH FOR BUSINESS ing monoplguies, the front supporting surface is compara- tively small in area and the regu* supporting surface com- paratively large. These supporting surfaces w and x are shown in detail in Figs. 2 and 3. It has been found that a surface of considerable area is required at the rear of the machine to support it. Hence the discrepancy in size. Al- though the two supporting surfaces differ in size, they are made in exactly the same manner. Each consists of a thin longitudinal piece of spruce 1, to which cross pieces of bamboo 2 are attached. In the smaller plane (Fig. 3) all the cross pieces 2 are of the same size. In the larger plane (Fig. 2) the outer strips 2a are somewhat shorter than the others. Their length is 2J inches, whereas the length of the strips 2 is 3 J inches. In order to allow for the more gradual tapering of the plane, around the outer ends of the longi- tudinal strips 1 and the ribs 2, a strip of bamboo 3 is tied. The frame composed of the longitudinal strip 1 and cross strips 2 and 2a, is then covered with bamboo paper, parch- ment paper, or any other stiff light paper, which is glued in place. The forward or smaller plane has a spread of 8J inches and a depth of 3j inches. The main plane has a spread of 20 inches and a depth of 3i inches at the widest portion. The author has made experiments which lead him to believe that the tapering form given to the outer edge of the plane im- proves both the stability and the endurance of the machine. The planes are slightly arched, although it will be found that flat planes will also give good results. The rear edge of the main plane should be placed 4} inches distant from the forward edge of the propeller block e. The front plane must have a shght angle of incidence; just how much depends upon the weight of the machine, the manner in which it is made, and various other factors. This angle of incidence is obtained by resting the front por- tion of the plane on two small blocks 4 (Figs. 1 and 5) which SCIENTIFIC AND TECHNICAL DESCRIPTION 379 are fastened to the top of the main strip a by strong thread and glue. The height of the blocks 4 should be about i of an inch, although this will necessarily vary with the machine. The blocks should be placed approximately four inches from the forward end of the machine. The front end of the forward plane should be elevated about one-fourth of an inch above the rear end, which rests directly on the main strips a. Both the front and rear planes w and x are removably lashed to the frame by means of ordinary rubber bands, which may be obtained at any stationery store. These rubber bands are lettered y and z in Fig. 1. Winding the Rubber Strips The rubber strips can most conveniently be wound up by means of an egg beater, slightly changed for the purpose. The beater and the frame in which it is carried are entirely removed, leaving only the main rod 10, which is cut off at the lower end so that the total length is not more than two or three inches. The two brass strips 11 on either side of the rod, which are attached to the pinion 12, meshing with the large driving wheel 13, are likewise retained. A washer 14 is soldered to the rod near its upper end, so as to limit the motion of the small pinion 12 and the brass strips 11 attached to the pinion. Next, a wire 15 is bent in the form of a loop, through which loop the central rod passes. The ends of the wire are soldered to the lower ends of the side strips. Lastly, a piece of wire 16 is bent and soldered to the lower ends of the side strips. In order to wind up a rubber strip, the strip is detached from the forward end of the model, and the hook m shpped over the wire 16. The opposite end of the rubber band is held in any con- venient manner. Naturally the two strips must be wound in opposite directions, so that the two propellers will turn in opposite directions. By stretching the rubber while it 380 ENGLISH FOR BUSINESS A group of boys at Van Cortlandt Park, all of whom have made their own model aeroplapea. A hand-drill modified no as to wind ap two rubber bands at once. 1 w 9k ^^^^^^ '^^■^^W'^'i v^^mn - -, _- — -^ r.'jr^'S^^^:^: . •" ■-"■••♦r<-^ P9i9H Winding up the rubber bands b> which the model is driven. SCIENTIFIC AND TECHNICAL DESCRIPTION 381 is being wound, more revolutions can be obtained. It is not safe to have the propeller revolve more than 700 times. The ratio of the gears of the egg-beater winder can be figured out so that the requisite number of twists can be given to the rubber bands for that particular number of revolutions. Instead of an egg beater, a hand drill can be used, as shown in one of our photographs. This, however, will also have to be modified for the purpose, a wire hook being in- serted in the jaws. In the modified drill here presented, an extra gear has been provided so that the two rubber bands may be wound up at the same time in opposite directions. Cecil Peoli.* It need scarcely be said that the preceding poem would be of little practical value to a mechanic desirous of building an aeroplane. Although the poem presents a very definite picture of such a machine to the general reader, it furnishes none of that specific information which would guide him in its actual construction. And yet we do not say that the poem is worthless: on the contrary, we praise it as a composition excellently done, because the author has accomplished his purpose — to stir the imagination, to make the mind feel the beauty, the delicate mechanism, the reserve power, the unlimited possibilities of this new invention. The writer then has aimed to appeal to his reader through artistic description. For this reason, he has selected everything that will give emphasis to the desired presentation. Only * Scientific American, October 14, 1911, pp. 334-335. 382 ENGLISH FOR BUSINESS such details as are unusually realistic and vivid have been included. From the perusal of the poem, the reader gets a sense of pleasure, a cer- tain sympathetic pride in this wonderful achieve- ment of man. The poem secures the attention because it arouses the imagination. On the other hand, suppose you wanted to find out how an aeroplane might be made. No longer would the poem be of value, because it would not serve your purpose. Therefore, you would look for a scientific or technical description, or, to use a general word, an exposition, in which the facts and details are clearly set forth. You would no longer care to have your imagination kindled, but you would wish to have your curiosity satisfied by concrete information. You would turn your atten- tion, therefore, to a detailed scientific description dealing with the construction of such a machine. You would wish, as Cecil Peoli, the aviator, realized, in the writing of his specification, to know all about propellers, skids, main planes, etc. You would need to have every detail of construc- tion made absolutely clear and you would ex- pect straightforward, literal language. You would study accompanying diagrams with interest, for you would realize their scientific value in aiding clearness. Exercise 163. The following is a scientific description of a "ratchet brace." For what part of the description is SCIENTIFIC AND TECHNICAL DESCRIPTION 383 the diagram made? Compare the relative value of this part with the other parts. What is the purpose of the diagram? Probably every one of my readers has seen at some time or other, perhaps on the ironwork of a new building in course of erection, a man drilling a hole with the tool known as a "ratchet brace." The worker generally sits or lies in the most comfortable position which circumstances will permit, and alternately pulls and pushes a handle. As the handle moves in one direction, either towards him or away from him, a chcking sound is heard, but while it goes the other way the chcking is silent. Now the essen- tial part of that machine is a certain kind of tooth wheel, called a ratchet wheel, working in conjunction with another thing called a pawl. The ratchet wheel has teeth which all leeui in one direction, and the pawl is so placed that its point fits right into the jaw-like opening between a pair of teeth. The illustration will make this clear. The value of the whole appliance Hes in the fact that the pawl prevents the wheel's being turned in one direction, but allows it to turn freely the other way. Or, what is reaUy the same thing, if the pawl be pushed in one direction it wiU push the wheel round, while if it be moved in the other direction it simply slides over the teeth without doing anything at all. That is how it operates in the ratchet brace. The move- ment of the handle in one direction pushes the pawl so that it engages with one of the teeth and pushes the wheel round; but when it is moved the other way the pawl simply sUps over the teeth, producing the clicking sound mentioned 384 ENGLISH FOR BUSINESS just now. The drill is attached to the wheel and so, when- ever the handle is moved in the direction which turns the wheel, the drill is turned. And that is but one example of the use of the ratchet and pawl. They are to be found in thousands of the inven- tions of to-day, one of the best known being the "free-wheel" arrangement on a bicycle. This consists simply of a very nicely made ratchet and pawl. Thomas W. Corbin: Mechanical Inventions of To-day. 3. The value of a preliminary outline in speci- fication writing cannot be overestimated. — It aids the writer to secure an orderly arrangement of his ideas; it forces him to decide upon the rela- tive value of the topics he is to discuss and hence shows him what he needs to emphasize, what merely to notice in passing; and finally, it reveals to him which part of his exposition is most diffi- cult of comprehension and therefore requires illus- tration by means of a diagram. The following outline illustrates one of the methods of planning a brief scientific description: I. Purpose: To explain the use of the ratchet and pawl II. Plan: A. The wide use of the "ratchet brace" B. Position of the operator C. The movement of the machine producing an alter- nate pulling and pushing of the handle 1. The clicking sounds with one movement 2. The silence accompanying the other movement SCIENTIFIC AND TECHNICAL DESCRIPTION 385 D. The parts of the machine 1. The essential part — a tooth wheel or "ratchet wheel" 2. The assisting part or "pawl" E. The operation of the two parts 1. The position of the teeth of the ratchet wheel 2. The placing of the point of the pawl into the opening between a pair of teeth F. The value and application of the appliance Exercise 164. — Written 1. Plan and write a similar composition with the purpose of making clear the construction and working of any one of the following household articles. 1. A Dover egg beater. 2. A rotary flour sifter. 3. An ice cream freezer. 4. A bread mixer. 5. A coffee percolator. 6. An electric iron. 7. A lemon squeezer. 8. A rotary ash sifter. 9. A vacuum cleaner. 10. A carpet sweeper. 11. A lawn mower. 12. A safety razor. 13. A mouse trap. 14. An apple corer. 15. A Welsbach burner. 2. Plan and write specifications for making the following articles. 1. High-speed bearings. 2. Heavy-duty bearings. 386 ENGLISH FOR BUSINESS 3. Screw thread tools and gauges. 4. Ordinary bevel gears. 5. Drill jigs. 6. Designing cams. 7. Cutting cams. 8. Milling machines. 9. Electric cranes. 10. Starters for automobiles. (See Appendix D for additional subjects.) Exercise 165. — Letters of Specification 1. Order from Spaulding Print Paper Co., 44 Federal St., Boston, Mass., 1 ream 27 x 40 Saxon de- tail paper cut as per accompanying sketch. 2. Order from the Spaulding Print Paper Co. 500 sheets DE (27 X 40) No. 16 glazed Crane's Bond Tracing Paper. Order 400 sheets according to an inclosed diagram and 100 sheets according to another inclosed diagram. Show by these diagrams just how the paper is to be cut. 3. Order 160 iron castings from 4 patterns num- bered B28 (single bottle ink holders). Mention aluminum pattern sent by parcel post. 4. Order 5000 library cards to fit an odd sized drawer. Give detailed specification and make draw- ing therefor. J^i' /^i" /:>i' SCIENTIFIC AND TECHNICAL DESCRIPTION 387 5. Order 2500 oyster boxes per accompanying specification. 6. Order 18 pairs of andirons, 18 fenders, and 18 screens per accompanying specifications and drawings. 7. Order 9 gross of novelty pencils for advertising pm-poses. Make specification and drawing. 8. Order 10 gross novelty cork screws for advertis- ing a hardware store. Inclose specification and drawing. 9. From the Hartford Novelty Company, 40 Willow St., Hartford, Conn., order 1500 campaign buttons per accompanying specification and drawing. 10. Write a form letter advertising by a detailed specification any automobile with which you are thoroughly familiar. 11. Write a form letter to advertise a special make of canoe. Inclose drawing and complete specification. 12. Design special plumbing fixtures for a large apartment house. Write the order, inclosing speci- fications and diagrams. PART THREE APPENDIX A THE PARTS OF SPEECH There are eight parts of speech. These are: noun adjective adverb preposition pronoun verb conjunction interjection I 1. A noun is the name of a person, place, or thing, salesman saleswoman ledger business avenue 2. Nouns are classified as proper or common. A proper noun is the name of a particular person, place, or thing. Europe Thomas Edison July The General Electric Company (considered as a unit) All other nouns are classified as common, typewriter bookkeeper bicycle bay Proper nouns are capitalized; other nouns are not. 3. Nouns are sometimes spoken of as abstract. Such nouns name abstract qualities, hence the name. accuracy wisdom clearness brevity 389 390 APPENDIX A 4. Nouns are collective when they name groups or collections. committee congress board company corporation crowd firm regiment When the units that compose the group are con- sidered as one, the verb is singular. The crowd is listening attentively to the speaker. When the units that compose the group are con- sidered separately, the verb is plural. The committee are of various minds. 5. Nouns are verbal when they name an action. Such nouns are derived from verbs. They are some- times considered as abstract. working studying adding advertising buying eating selling dictating The possessive case is used with verbal nouns just the same as with other nouns. See Chapter IV, page 76. Lucys going was a surprise to me. He did not dream of my doing that. 6. The gender of nouns denotes sex. Nouns de- noting males are said to be masculine; females, feminine; without sex, neuter. Masculine gender Feminine gender Neuter gender man woman book boy girl day 7. Nouns are singular when they denote one per- son or thing; plural when they denote more than one. Singular Plural man men THE PARTS OF SPEECH 391 8. Case is the form of a noun which indicates its relation to other words in a sentence. Nouns have three cases: the nominative, the possessive, the objective. Nominative: John studies. Possessive: Johns books are here. Objective: He invited John. That is for the teacher. The possessive case of singular nouns is formed by adding an apostrophe and 5 ('5) to the nominative. lady's glove baby's hat Holmes's party Dickens's novels The possessive case of plural nouns not ending in s is formed by adding an apostrophe and s ('5) men's opportunities women's styles children's toys oxen's stalls The possessive case of plural nouns ending in s is formed by adding the apostrophe alone. ladies' tailor employers' liability The possessive case of a compound noun is formed by adding 's to the last word. This rule applies also to firm names, names of collaborators, etc. my sister-in-law's home Bacon, Brown & Wilcox's Allied Stores Golden and Dunham's Chemistry II 1. A pronoun is a word used in place of a noun. The antecedent of a pronoun is the word for which the pronoun stands. The antecedent of every pro- noun must be unmistakable. See 75-76. 392 APPENDIX A When a stage manager happens to have imagination, he must set before the people the fruits of his imagination. The pronoun he stands for stage manager. The word stage manager is the antecedent of the pronoun he. 2. Pronouns are helpful in avoiding the monoto- nous repetition of nouns. They are important sen- tence elements, and should not be omitted in business correspondence with the view to securing brevity. Do not say: Have received your letter of June 26, etc. 3. Pronouns are classified as personal, relative, demonstrative, interrogative, indefinite, possessive, distributive. 4. The personal pronouns are: /, thou, you, he, she, it; we, you, they. For a study of their use, see Chapter IV. 5. The relative pronouns are: who, which, what, that, whoeoer, whosoever, whatever, whatsoever. As their name suggests, they perform the office of pronouns and also relate sentence parts. This is the ledger which came yesterday. Which stands for ledger and relates the subordinate clause to its principal. 6. The demonstrative pronouns are: this, that, the former, the latter, the same, such, etc. Note the caution discussed in Chapter VI, page 132. 7. Interrogative pronouns are used in questioning. They are: who^ which? what? W/io only is declined. Nominative: who? Possessive: whose? Objective: whom? THE PARTS OF SPEECH 393 8. The most common indefinite pronouns are: some, any, other, another, one, few, many, several. 9. The possessive pronouns are: mine, thine, yours, his, hers, its; ours, yours, theirs. That machine is ours. Note that the possessive sign is not used with the personal pronoun to denote possession. 10. The distributive pronouns are: each, every, either, and neither. See pages 75-76, 87. 11. Pronouns, Hke nouns, have gender to denote sex or the lack of it. Masculine: him, his; femi- nine: her, hers; neuter: it, its. 12. The person of a pronoun denotes whether it is the person speaking (first person), the person spoken to (second person), or the person spoken of (third person). First person : / am going. Second person: You are right. Third person: He is helpful. 13. For the number of pronouns, see Chapter IV, page 67. 14. For the case of pronouns, see Chapter IV, page 67. To the subjective and objective cases discussed on this page should be added the possessive; as, His is larger than mine. Ill 1. An adjective is a word used to limit or qualify the meaning of a noun. modern methods paying investment one month taxable security 394 APPENDIX A 2. A proper adjective is formed from a proper noun and must be capitalized. Irish immigration Chinese industries 'Jewish literature French fashions 3. The articles, a, an, and the, are now generally considered as limiting adjectives. 4. Adjectives are classified as descriptive, pro- nominal, or numeral. 5. A descriptive adjective names some quality of an object. the efficient bookkeeper a pounding sea 6. A pronominal adjective is a pronoun used as an adjective. If such a word stands alone, it is a pronoun; if it modifies or limits a noun, it is an ad- jective. Pronominal adjectives are classified accord- ing to their use as demonstrative, interrogative, indefinite. These kinds of signs attract attention. These points out or demonstrates, and is a pronominal adjective modifying kinds. Other pronominal adjectives are: this, that, those, the former, the latter, the same. Which work is completed? Which is a pronominal adjective modifying work. What is also of this class. Some letters are indefinite; others are to the point. Some is a pronominal adjective modifying the noun letters, but it does not specifically state which letters are meant. Some is, therefore, an in- THE PARTS OF SPEECH 395 definite pronominal adjective. Other indefinite pronominal adjectives are: any, all, another, both, many, much, 7. Numeral adjectives are classified as cardinal or ordinal. Two orders were sent. Two is a cardinal adjective. The second order was mailed to-day. Second is an ordinal adjective. 8. Adjectives are compared to denote degree. There are three degrees: positive, comparative, superlative. Positive: This desk is large. Large describes the desk without reference to any other object. Comparative: This desk is larger than mine. Larger describes the desk with reference to the size of a second desk. Superlative: This desk is the largest desk here. Largest describes the desk, and also indicates that three or more desks are considered. IV 1. A verb asserts an act or a state of a subject. I buy. I am happy. 2. The question whether an adverb or an adjective is to be used with a verb depends upon the nature of the assertion. If action is expressed, an adverb 396 APPENDIX A should modify the verb ; if state of being is expressed, an adjective should complete the predicate. He looks coldly on my plan. Action is asserted, hence the adverb coldly is used. He looks cold. State of being is asserted, hence the use of the adjective cold, 3. Verbs are said to be regular or irregular. A regular verb (often spoken of as belonging to the weak or new conjugation) forms its past tense and perfect participle by adding d or ed to the stem of the verb. walk walked (have or has) walked An irregular verb (said to belong to the strong or old conjugation) forms its past tense and perfect participle usually by changing the root vowel. drink drank drunk 4. Verbs are said to be transitive or intransitive. A transitive verb requires an object to complete its meaning; that is, the action passes from the subject through the verb to the object. He helped George and me. An intransitive verb does not require an object to complete its meaning. The train arrived. They remained. 5. Verbs according to rank are principal or auxil- iary. The principal verb expresses the assertion; the THE PARTS OF SPEECH 397 auxiliary helps its principal in performing its office in the sentence. I should stop in Philadelphia. Stop is the principal verb; should is the auxiliary. 6. Shall and Will. — Independent Clauses. No auxiharies are so frequently misused in Enghsh as shall and will. To master the distinctions associ- ated with these verbs, the following tables, rules, and examples should be carefully studied. Table I Table II Simple Future Volitional Future I shall go We shall go (Used to express purpose, desire, ,;. .,, -.J. .„ promise, determination, on the You Will go You Will go part of tiie speaker) He will go TheywiUgo I wiU go We will go You shall go You shall go He shall go They shall go From the foregoing tables, the rule for simple sen- tences and independent clauses can be deduced. To express simple futurity, use shall in the first person and will in the second and third persons. To express vohtional futurity, use will in the first person, and shall in the second and third persons. In the sentence: "I shall be lost, for no one will guide me," the speaker names a result that may happen in the future; if he says: "I will be lost, for no one shall guide me," he expresses determination, not only to be lost, but also to have no guide. The rule for shall and will in questions may be stated thus: Use in questions the form of the auxihary expected in the answer. 398 APPENDIX A ''Shall you be at the meeting?" is a question denoting simple futurity. The answer expected is: "I shall (not) be at the meeting." ''Will he go with you?" is also a question denoting futurity, since the answer expected is: "He will (not) go with me." "Shall he be admitted?" The answer expected is: "He shall (not) be admitted," and denotes vohtion on the part of the one who answers. "Will you be at the meeting?" is equivalent to saying: "Do you wish to be at the meeting?" or "Are you wiUing to be at the meeting?" and denotes vohtion. The answer expected is: "I will (not) be at the meeting." "Will I be at the meeting?" means, "Is it my intention to be at the meeting?" a foohsh question, unless it is used to repeat the question of another speaker. 7. Shall and Will. — Dependent Clauses. The first point to note is the subject of the main verb in the independent clause and the subject of the verb in the dependent clause. In the sentence, " I think that he will go," the subjects respectively are 7 and he. In the sentence, "He thinks that he shall go," the subjects respectively are he and he, and refer to the same person. (1) In a noun clause introduced by that (See Chapter IV, page 71, for discussion of noun clauses), if the subject is different from that of the main clause, use the form of shall or will to express simple futurity or vohtional futurity which is indi- cated in Tables I or II. "We think that you will go," is really equivalent to "You will go, is our thought." "They think that we shall go," is really equivalent to "We shall go, is their thought," THE PARTS OF SPEECH 399 "He says that John shall go," is equivalent to "John shall go, is his thought." (2) In a noun clause introduced by that, if the subject is Hke that of the main clause, use shall to denote futurity and will to denote volition. "He thinks that he shall go," expresses in the dependent clause simple futurity, and is equivalent in direct discourse to "I shall go, is my thought." "You think that you shall go," expresses in the dependent clause simple futurity and is equivalent in direct discourse to "We shall go, is our thought." "They think that they shall go," expresses simple futurity in the dependent clause and is equivalent in direct discourse to "We shall go, is our thought." On the other hand, "He thinks that he will go," denotes vohtional futurity in the dependent clause and is equivalent in direct discourse to "I will go, is my thought." (3) In all other dependent clauses, use shall to denote simple futurity and will to denote vohtional futurity on the part of the subject. If Harry will help me, I can go too. (volitional futurity) If a man shall steal an ox, or a sheep, and kill it, or sell it, he shall restore five oxen for an ox, and four sheep for a sheep. (simple futurity) But if thou wilt give it, I will give thee money for the field. (volitional futurity) For when I shall have brought them into the land which I sware unto their fathers, that floweth with milk and honey; and they shall have eaten and filled them- selves, and waxen fat; then will they turn unto other gods, and serve them, and provoke me and break my covenant. (simple futurity) 400 APPENDIX A Uses of should and would. When the main clause is in the past tense, use should in the dependent clause where you would employ shall, and would where you would employ will, if the main clause were in the present tense. "He thought that we should be present," would read, "He thinks that we shall be present," if the main clause were in the present tense. "You thought that he would be late," would read, "You think that he will be late," if the main clause were in the present tense. Exceptional uses of Shall and Will, Should and Would. Shall is used in the third person to express a prophecy. And they that be wise shall shine as the brightness of the firmament; and they that turn many to righteous- ness as the stars for ever and ever. Every valley shall be exalted, and every mountain and hill shall be made low: and the crooked shall be made straight, and the rough places plain. Will is used in the second and third persons to express a polite command. You will now interview the director. He will go with you soon. Will is used in the second and third persons to . denote wilHngness or determination on the part of the subject. He will go, but only to please you. You will go, in spite of all I say. THE PARTS OF SPEECH 401 Should is used to express duty, propriety, or obligation. He should help his sister. Would is used to express a wish. Would that I were younger I Would is used to express habitual action. He would sit by the hour discussing politics. 8. A verb is said to be in the active voice when its subject is represented as acting. He threw the ball. 9. A verb is said to be in the passive voice when its subject is represented as acted upon. He was hit by the ball. 10. A verb in the indicative mood expresses a fact. He asked me to come. If I am late, it is no fault of mine. (Granted that I am late, the fault is not mine.) 11. A verb in the subjunctive mood expresses doubt, condition, desire. See Chapter IV, Rule 18. If I 6e late, it is no fault of mine. (There is doubt in my mind about my being late, but the fault is not mine.) 12. A verb in the imperative mood expresses a command or an entreaty. Stop the car. 13. The potential mood expresses ability, necessity, obligation, permission, possibility. It is formed by means of may, can, must, might, would, could, and should. 402 APPENDIX A 14. The tense of a verb indicates the time and duration of the action. "I am running,'' means that the action is going on in the present time and is pro- gressing. "I had run,'' means that the action had occurred in the past time, and was completed then. 15. A verb agrees with its subject in person and number. See page 78. "He rides." He is third person, singular; rides is also third person, singular. 16. For a study of some of the troublesome irregu- lar verbs, see Chapter IV, pages 79-85. 17. The following is the complete conjugation of the regular verb praise. iNDiCATrvr: Mood ACTrvr: voice passive voice Present Tense Singular Singular I praise I am praised Thou praisest, you praise Thou art praised He praises (He praiseth) He is praised Plural Plural We praise We are praised You praise You are praised They praise They are praised Past Tense Singular Singular I praised I was praised Thou praisedst Thou wast praised He praised He was praised THE PARTS OF SPEECH 403 Plural We praised You praised They praised Singular I shall praise Thou wilt praise He will praise Plural We shall praise You will praise They will praise Singular I have praised Thou hast praised He has praised Plural We have praised You have praised They have praised Singular I had praised Thou hadst praised He had praised Plural We had praised You had praised They had praised Plural We were praised You were praised They were praised Future Tense Singular I shall be praised Thou wilt be praised He will be praised Plural We shall be praised You will be praised They will be praised Perfect Tense Singular I have been praised Thou hast been praised He has been praised Plural We have been praised You have been praised They have been praised Pluperfect Tense Singular I had been praised Thou hadst been praised He had been praised Plural We had been praised You had been praised They had been praised 404 APPENDIX A Future Perfect Tense Singular Singular I shall have praised I shall have been praised Thou wilt have praised Thou wilt have been praised He will have praised He will have been praised Plural We shall have praised You will have praised They will have praised Plural We shall have been praised You will have been praised They will have been praised Subjunctive Mood Present Tense Singular Singular If I praise If I be praised If thou praise If thou be praised If he praise If he be praised Plural If we praise If you praise If they praise Plural If we be praised If you be praised If they be praised Singular^ If I praised If thou praised If he praised Past Tense Singular If I were praised If thou wert predsed If he were praised Plural If we praised If you praised If they praised Plural If we were praised If you were praised If they were praised THE PARTS OF SPEECH 405 Singular If I have praised If thou have praised If he have praised ACTIVE VOICE PASSIVE VOICE Perfect Tense Singular If I have been praised If thou have been praised If he have been praised Plural If we have praised If you have praised If they have praised Plural If we have been praised If you have been praised If they have been praised Singular If I had praised If thou had praised If he had praised Pluperfect Tense Singular If I had been praised If thou had been praised If he had been praised Plural If we had praised If you had praised If they had praised Plural If we had been praised If you had been praised If they had been praised Potential Mood Present Tense Singular I may praise Thou mayest praise He may praise Plural We may praise You may praise They may praise Singular I may be praised Thou mayest be praised He may be praised Plural We may be praised You may be praised They may be praised 406 APPENDIX A Singular I might praise Thou mightst praise He might praise Past Tense Singular I might be praised Thou mightst be praised He might be praised Plural We might praise You might praise They might praise Plural We might be praised You might be praised They might be praised Singular I may have praised Thou mayest have praised He may have praised Plural We may have praised You may have praised They may have praised Perfect Tense Singular I may have been praised Thou mayest have been praised He may have been praised Plural We may have been praised You may have been praised They may have been praised Pluperfect Tense Singular I might have praised Thou mightst have praised He might have praised Plural I might have been praised Thou mightst have been praised He might have been praised Plural We might have praised You might have praised They might have praised Plural We might have been praised You might have been praised They might have been praised THE PARTS OF SPEECH 407 Imperative Mood Present Tense Singular Singular Praise (thou) Be thou praised Plural Plural Praise (ye) Be ye praised Infinitive Mood Present: To praise To be praised Present Progressive: To be praising Perfect: To have praised To have been praised Perfect Progressive: To have been praising Participles Present: Praising Being praised Past: Praised Praised Perfect: Having praised Having been praised Perfect Progressive: Having been praising V 1. An adverb is a word used to modify a verb, an adjective, or another adverb. He ran quickly. This is nearly clean. He handled it very roughly. 2. Most adverbs are formed from adjectives by adding ly to the positive degree; as: fine ly, even ly, efficient ly, rapid ly, 3. Adverbs may be classified as: Adverbs of cause: why, therefore, wherefore, hence, accordingly, etc. Adverbs of concession: indeed, however, nevertheless 408 APPENDIX A Adverbs of degree: as, almost, so, very, much, enough, etc. Adverbs of manner: quickly, harshly, sincerely, respectfully Adverbs of place: there, here, hither, where, etc. Adverbs of time: then, soon, never, always 4. Many adverbs, like adjectives, are compared by adding er and est to the positive. They are, how- ever, more conmaonly compared by the use of more or most. Examples: fast, faster, fastest; easily, more easily, most easily 5. For the distinction in the use of adverbs and adjectives, see Chapter IV, page 88. VI 1. A conjunction is used to join words or groups of words. John is efficient, hut Henry is more efficient than John is. 2. Conjunctions are divided into two main classes: coordinate and subordinate. 3. Coordinate conjunctions, as the name indicates, join words or groups of words of the same order or rank. The most common conjunctions of this class are: and, but, or; and the correlatives, either . . . or; neither . . . nor; both . . . and; whether . . . or; not only . , , but (also); etc. 4. Subordinate conjunctions are used to introduce clauses. They are divided according to their use as follows: THE PARTS OF SPEECH 409 Cause: because, as, for, since, etc. Concession: though, although, etc. Condition: if, provided, unless, etc. Comparison: as, than Time: while, when, before, etc. Place: where. Purpose and Result: in order that, that, so that, lest, etc. VII A preposition is a word used to show the relation of its object to some other word or words in the sentence. The book is on the table. A hst of the common prepositions, together with their effect upon pronouns, is given in Chapter IV, page 67. VIII An interjection is a word used to express sudden emotion. Oh I Hurrah! APPENDIX B MODEL EXTRACTS AND MODEL OUTLINES Narrative . . . The King read, and mused in the entrance of his pavilion; behind, and with his back turned to the same entrance, the Nubian slave still burnished the ample pavesse; in front of all, at an hundred paces distant, the yeomen of the guard stood, sat, or lay extended on the grass, attentive to their own sports, but pursuing them in silence, while on the esplanade betwixt them and the front of the tent lay, scarcely to be distinguished from a bundle of rags, the sense- less form of the marabout. But the Nubian had the advantage of a mirror, from the brilliant reflection which the surface of the highly poUshed shield now afforded, by means of which he beheld, to his alarm and surprise, that the marabout raised his head gently from the ground, so as to survey all around him, mov- ing with a well-adjusted precaution, which seemed entirely inconsistent with a state of ebriety. He couched his head instantly, as if satisfied he was unobserved, and began, with the shghtest possible appearance of voluntary effort, to drag himself, as if by chance, ever nearer and nearer to the King, but stopping, and remaining fixed at intervals, Uke the spider, which, moving towards her object, collapses into apparent lifelessness when she thinks she is the subject of observation. This species of movement appeared suspicious to the Ethio- pian, who, on his part, prepared himself, as quietly as pos- sible, to interfere, the instant that interference should seem to be necessary. 410 MODEL EXTRACTS AND MODEL OUTLINES 411 The marabout meanwhile glided on gradually and im- perceptibly, serpent-like, or rather snail-like, till he was about ten yards' distance from Richard's person, when, starting on his feet, he sprang forward with the bound of a tiger, stood at the King's back in less than an instant, and brandished aloft the cangiar, or poniard, which he had hidden in his sleeve. Not the presence of his whole army could have saved their heroic monarch; but the motions of the Nubian had been as well calculated as those of the en- thusiast, and ere the latter could strike, the former caught his upUfted arm. Turning his fanatical wrath upon what thus unexpectedly interposed betwixt him and his object, the Charegite, for such was the seeming marabout, dealt the Nubian a blow with the dagger, which, however, only grazed his arm, while the far superior strength of the Ethio- pian easily dashed him to the ground. Aware of what had passed, Richard had now arisen, and, with little more of surprise, anger, or interest of any kind in his countenance than an ordinary man would show in brushing off and crush- ing an intrusive wasp, caught up the stool on which he had been sitting, and exclaiming only, "Ha, dog!" dashed al- most to pieces the skull of the assassin, who uttered twice, once in a loud and once in a broken tone, the words "Allah Ackbar" (God is victorious) and expired at the King's feet. Sir Walter Scott: The Talisman. I. Purpose: To show the fidelity of the Nubian slave (the Ethiopian) to his King n. Plan: A, Introduction 1. The attitude and occupation of the King 2. The position and work of the slave 3. The location and pastimes of the guard 4. The posture and appearance of the marabout 412 APPENDIX B B. Plot 1. Events leading to the Climax a. The Nubian watches in the surface of his shield the movements of the marabout. (1) The marabout raises his head gently from the ground to survey his surroundings. (2) He couches his head, satisfied that he is unobserved. (3) He begins to drag himself, as if by chance, nearer and nearer to the King. b. The Nubian begins to prepare himself to in- terfere with the apparent purpose of the marabout. c. The marabout, when about ten yards' distance from Richard's person, tries to execute his treacherous plan. (1) He springs to the King's back. (2) He brandishes a poniard concealed hitherto in his sleeve. 2. The Climax The Nubian encounters the marabout. (1) He catches the marabout's uphfted arm. (2) The marabout deals the Nubian a blow. (3) The Nubian dashes the enthusiast to the ground. 3. Events after the Chmax a. Richard coolly arises and dashes his stool at the head of the assassin. b. The marabout, uttering in a loud voice, "God is victorious!" expires at the King's feet. MODEL EXTRACTS AND MODEL OUTLINES 413 Descriptive On entering the amphitheatre, new objects of wonder presented themselves. On a level spot in the center was a company of odd-looking personages playing at ninepins. They were dressed in a quaint, outlandish fashion; some wore short doublets, others jerkins, with long knives in their belts, and most of them had enormous breeches, of similar style with that of the guide's. Their visages, too, were pe- cuhar; one had a large beard, broad face, and small, pig- gish eyes; the face of another seemed to consist entirely of nose, and was surmounted by a white, sugar-loaf hat, set off with a Httle red cock's tail. They all had beards, of vari- ous shapes and colors. There was one who seemed to be the commander. He was a stout old gentleman, with a weather-beaten countenance; he wore a laced doublet, broad belt and hanger, high-crowned hat and feather, red stockings, and high-heeled shoes, with roses in them. The whole group reminded Rip of the figures in an old Flemish painting, in the parlor of Dominie Van Shaick, the village parson, and which had been brought over from Holland at the time of the settlement. Irving: The Skekh Book. I. Purpose : To show the new objects of wonder in the scene II. Plan: A. General impression The effect of the scene upon Rip as he entered the amphitheatre B. Details of the scene 1. The company as a whole a. Position and general appegirance b. Pastime 414 APPENDIX B c. Dress (1) General impression (2) Examples d. Visages (1) General impression (2) Types 2. The commander a. Build 6. Age c. Countenance d. Dress C. The effect of the whole scene upon Rip, the onlooker Expository PRINCIPAL AND INCOME. An important rule for the preservation of property is that the line of distinction which must separate income from principal shall be kept constantly well defined; for if it is necessary to save a por- tion of the income each year, it certainly cannot be of less importance that the principal, which furnishes the income, shall be free from all confusion and complication which might lead to an encroachment upon and a consequent im- pairment of it. In order that this distinction between principal and in- come may be clearly maintained, it is necessary to consider what ought properly to constitute principal and what in- come. The dictionary gives the following definitions, — Principal: property or capital as opposed to interest or in- come; a sum of money on which interest accrues or is reck- oned. Income: the amount of money coming to a person or corporation within a specified time or regularly, whether as payment for services, interest, or profit from investment; revenues. For practical purposes these definitions, unless MODEL EXTRACTS AND MODEL OUTLINES 415 materially modified, will prove to be unsatisfactory; for to the wise investor interest will very often accrue on money which is income as well as on that which is principal, and no careful person will be willing to regard all kinds of profit from investment as income. Definitions which will be found much more serviceable to investors are these: All money which is regularly received either for the use of property or as compensation for services is income: all other property is principal. Thus rents, interest, dividends, royalties, an- nuities, salary, wages, commissions, professional fees, regular returns from business, are to be regarded as income; while capital, gifts, legacies, devises, unusual profits from invest- ments, and savings from income are to be accounted as principal. In general it may be said that that which is purchased with principal is still principal in another form, and similarly that which is purchased with income continues to be income. Whatever is of a permanent nature may be considered as principal, while perishable objects which must be consumed and replaced are to be regarded as income. The houses in which we live are parts of our principals because they were purchased with parts of our principals and are of a permanent nature; but the furniture which is in the house may well be regarded as income, because it will eventually become anti- quated and worn out and will have to be replaced. Since regularity or uniformity of income, at least so far as the possibihty of decrease is concerned, is a consideration of so great importance, an excellent guide to the distinction between principal and income will be this very quality of regularity. If, therefore, a profit is received which is unusual, occasional, or which the possessor cannot reasonably expect to receive regularly, it must be regarded as a part of the principal. If we purchase a house for five thousand dollars and sell it for six thousand, the profit of one thousand dollars, as well as the original purchase price, is principal. If we buy 416 APPENDIX B Government bonds and sell them at a profit of five hundred dollars, this profit is principal, not income. If we find fifty dollars in the street, it should become a part of our ever- growing principal, because we cannot depend upon finding that amount regularly each year. If we buy a horse and carriage for our own use, they should be purchased with in- come, and they will remain income for this reason and also because they are not of a permanent nature; but if we sell them at a profit the profit becomes principal because we cannot expect regularly to repeat the operation. The suggestions which have been made for the distin- guishing between principal and income appear to be in all respects sufficient. The necessity that such distinctions shall generally favor the principal is, however, so important, that to the suggestions which have already been ofi'ered may be added another to the effect that whenever serious difficulties in making the distinction shall arise, and investors shall find themselves in quandaries, the most advantageous solu- tion of the problem will be that which will place the doubtful items to the credit of the principals. John Howard Cromwell: The American Business Woman. (Adapted) I. Purpose: To draw distinctions between principal and income for the sake of preventing impair- ment of principal II. Plan: A. Introduction Statement of purpose B. Body 1. Definitions a. Usual definitions of (1) Principal (2) Income MODEL EXTRACTS AND MODEL OUTLINES 417 b. More serviceable definitions of (1) Income (2) Principal 2. Distinctions in property based upon a. Means of purchase 6. Permanency of thing purchased 3. Distinctions based upon regularity a. Classification of irregular profit as principal b. Classification of regulsir profit as income C. Conclusion: Importance of placing doubtful items to the credit of the principal Argumentative There are various ways of playing football, most of them good. It is the present American intercollegiate game that is not good. This game has been fashioned out of the old Rugby scrimmage by a process of miUtarizing. Two rigid, rampart-Hke fines of human flesh have been created, one of defense, the other of offense, and behind the latter is estab- lished a catapult to fire through a porthole opened in the offensive rampart a missile composed of four or five human bodies globulated about a carried football with a maximum of initial velocity against the presumably weakest point in the opposing rampart. The "point" is a single human being. If it prove not to have been the weakest to start with, — it can be made such, if the missile be fired times enough. Therein lies the distinctive American contribu- tion to the Rugby game. By allowing players to advance ahead of the ball, the American feature of "interference" has been created, and therewith the "mass play." The process of materiafization has been aided by making the ball always, at any given time, the possession of one of the two sides. There is nothing final or ideal about the 418 APPENDIX B present form of the game, nor does it exist by an authority descending out of Sinai. It happens to be what it just now is by virtue of tinkering legislation of the sort that gave us last the profitless quarter back run and changed the field from a gridiron to a multiplication table. The participants in the game are not players, but cogs in a machine. Each man does one thing over and over. One man does practically all the kicking, two do all the carrying, and the rest keep each to his own specialized pushing. A man may play the season through without having finger or toe against the ball. Weeks of special physical training are necessary before venturing into the game, and once the "season" is over no one thinks of going out to play it for fun, not even the men who have "made the team." In fact, there is no game for the individueJ to play, it is a body of evolutions into which every man of the squad must have been drilled by patient repetitions of the same maneuver in precisely the same relative position to the other members of the squad, — after the manner of chorus girls in the grand ballet. To put it briefly, American intercollegiate football is a spectacle, and not a sport. If the element of "gate money" were removed, the whole thing would vanish away — in season as well as out of season. The game is to be judged, therefore, in the present situa- tion, not from the point of view of college sport and physical culture, but from that of the query, Is it desirable, in the interest of institutional solidarity or "coUege spirit," to maintain such a spectacle? It has been unmistakably de- termined that the public is glad to lend financial support in the form of admission fees to the maintenance of the spec- tacle; shall a few stout men in each of our universities lend themselves to the gratification of this public taste? Only a few are needed. In the ten years from 1892 to 1902, at the University of California, only seventy-five dif- ferent men made the team as players or substitutes out of MODEL EXTRACTS AND MODEL OUTLINES 419 four thousand or more different male students during that time in attendance. As a player generally holds on for three or four years, seventy-five men, with a certain number of hopeless candidates as background, will suffice for the pro- posed task in any decade. A better solution, in my opinion, is to return from the spectacle to the sport; take off the headgear and the nose- guards, and the thigh-padding and the knee-padding, and introduce the Association game for light men and runners, — indeed, for the average man, — and the restored Rugby, perhaps with its Australian modifications, for the heavier and more vigorous men. Then let the student mass descend from its enthronement in sedentary athletics on the bleachers, and get health and fun and virility out of the heartiest and manhest of our sports. Benjamin Ide Wheeler: In Review of Reviews 23:71. Outline of President Wheeler's Argument Resolved, That we should give up the present game of football and resort to the Rugby game. I. Purpose: To prove that football, as it is now played, is a spectacle and not a sport n. Plan: A. Introduction There are various differences between the American game and Rugby football, the American innovation being "interference " and " mass play." Special Issue: The American game is not true sport. B, Brief proper 1. The participants are not players but mere cogs in a machine, for 420 APPENDIX B a. Each man has but one thing to do over and over through the entire game; for example, A *' guard" may go through a whole sea- son doing nothing but push without having finger or toe on the ball. b. The one thing each player does, requires no individuality, for He is trained with the others most pa- tiently beforehand after the manner of chorus girls in the grand ballet. 2. American football does not promote general physical culture or develop college spirit, for a. The game is played largely for the gate receipts of a pubhc glad to pay a price to see a spectacle, for The players have no satisfaction in the game for itself. 6. Only a few have any opportunity to enter into the game; for example, At the University of California between 1892 and 1902 only 75 out of 4000 or more had the training of the game. C Conclusion American football can be made a game for all by a "return from the spectacle to the sport." APPENDIX C ABBREVIATIONS AND CONTRACTIONS i. Commercial Terms at %; acct. . .account A 1 first class ad.; advt. .advertisement agt agent A.M. . . . {Ante Meridiem) forenoon amt amount ans answer art article Av.; Ave. .Avenue bal balance bbl barrel bdl bundle B/E BiU of Exchange B/L ) B— L> ...bill of lading B.L. ) bldg building Bros Brothers B/S bill of sale bu bushel bx box c; ^ cent, cents C. B cash book c. c cubic centimeter (In Bureau of Chem- istry written CC) chgd charged c. i. f cost, insurance, freight ck check elk clerk c/o care of C. O. D. ( cash (or collect) on de- c. o. d. ) livery com commission [countant C.P.A certified public ac- Cr creditor cwt hundredweight D. B daybook dept department dft draft dis. ; disct. . discount dist district div dividend, division do ditto, the same dol dollair doz dozen Dr debtor ea each E. E errors excepted e. g for example etc. ; etc. . . and so forth (See &c) Exch Exchange Ex. Com. . Executive Committee exp express, expense Fahr Fahrenheit fgt. or frt. freight fig figure fob I • ^^^^ ^^ board F. O. R. . . free on rails ft foot, feet al gallon . F. A.. . . General Freight Agent G. P. A... .General Passenger Agent gr. wt gross weight grs grains hhd hogshead h, p horse power hrs hours ib,; ibid., .in the same place id the same i. e that is in ^ . . inch, inches Inc incorporated ins insurance inst (instant) present month S 421 422 APPENDIX C int interest inv invoice I. O. U. . . . I owe you kg keg lb pound L/C Letter of Credit L. S (locus sigilli) place of the seal £, s, d . . . . pounds, shillings, pence Ltd Limited M (Meridies) noon M Thousand max maximum mdse merchandise memo memorandum mfg manufacturing mfr , . manufacturer mgr manager MS(S).. . . manuscript (s) N. B take notice No number O. K All correct oz ounce p.,pp page(s) payt payment pes pieces pd paid per cent ;% by the hundred pkg package P.M... (Post Meridiem) afternoon Adjt Adjutant Adjt. Gen. Adjutant General Adin Admiral Rear Adm. Rear Admiral Aldm Alderman Amb Ambassador Asst Assistant Atty Attorney Brig. Gen. . Brigadier General Capt Captain Capt. Gen. Captain General Col Colonel Com Commander, Commo- dore Corp Corporal [tary Cor. Sec. . . Corresponding Secre- Dr Doctor Esq Esquire P. .Post Office pro tem, (pro tempore) for the time Drox. ( Droximo) next month rs...:;. . postcript rec'd I reed. ( ■ ■ .received rec't 1 rect. ) ' ' : . receipt ref .reference R. F. D. . Rural Free Delivery R. R . railroad S/D . sight draft sq . square S. S . steamship Supt . superintendent T .ton Tonn . tonnage ult . (ultimo) last month V .five vs . (versus) against via . by way of VIZ . namely vol . volume W/B... .way bill wk .week t.:::::: yard and &c . and so on fnumeral # Used for "number" before a itles Gen . General Gov . Governor Hon . Honorable Insp . Inspector Insp. Gen . . Inspector General J. P .Justice of the Peace Jr. or Jun ..Junior Lieut . Lieutenant Lieut. Gen. Lieutenant General Lieut. Gov. Lieutenant Governor Maj . Major Maj. Gen. , . Major General M. C . Member of Congress Messrs.. . . Messieurs Mile . Mademoiselle M.P . Member of Parliament Mr . Mister Mrs . Mistress ABBREVIATIONS 423 Pres President Sec Secretary Prof Professor Serg Sergeant Prov Provost Serg. Ma j.. Sergeant Major Q. M Quartermaster Sol Solicitor Rec. Sec. . . Recording Secretary Sr Senior Rev Reverend Treas Treasurer Rt. Hon. . . Right Honorable Vice Pres. . Vice-President Rt. Rev. . . Right Reverend Vise Viscount 3. Degrees, Honorary Titles, Etc, A.B. or B.A Bachelor of Arts A.M. or M.A Master of Arts B.C.L Bachelor of Civil Law B.D Bachelor of Divinity B.LL. or LL.B Bachelor of Laws B.Litt. or Litt.B Bachelor of Letters B.Ph. or Ph.B Bachelor of Philosophy B.S Bachelor of Science C.E Civil Engineer D.C.L Doctor of Civil Law D.D Doctor of Divinity D.D.S Doctor of Dental Surgery D.Sc Doctor of Science D.V.M. or M.D.V Doctor of Veterinary Medicine E.E Electrical Engineer F.G.S Fellow of Geological Society F.R.G.S Fellow of the Royal Geographical Society F.R.S FeUow of the Royal Society F.R.S.A Fellow of the Royal Society of Arts F.S.A Fellow of the Society of Arts LJtt.D Doctor of Literature LL.D Doctor of Laws M.D Doctor of Medicine m!e.. . . . Mining or Mechanical Engineer Mus.b Doctor of Music Ph.D Doctor of Philosophy ^. States and Territories of the United States Ala Alabama Ga Georgia AJas Alaska Guam (not abbreviated) Ariz. ...... Arizona H. I Hawaiian Islands Ark. .. .. . Arkansas Ida Idaho Cal CaUfornia lU Illinois Colo Colorado Ind Indiana Conn Connecticut la Iowa C. Z Canal Zone Kan Kansas D. C District of Columbia Ky Kentucky Del Delaware La Louisiana Fla Florida Mass Massachusetts 424 APPENDIX C Me Maine Ore Oregon Md Maryland Pa Pennsylvania Mich Michigan P. I Philippine Islands Minn Minnesota P. R Porto Rico Miss Mississippi R. I Rhode Island Mo Missouri Samoa .... (not abbreviated) Mont Montana S. C South Carolina Neb Nebraska S. Dak. . . . South Dakota Nev Nevada Tenn Tennessee N. C North Carolina Tex Texas N. Dak. . . . North Dakota Ut Utah N. H New Hampshire Vt Vermont N. J New Jersey Va Virginia N. Mex New Mexico Wash Washington N. Y New York W. Va West Virginia O Ohio Wis Wisconsin OkJa Oklahoma Wyo Wyoming 5. Names of Railroads In abbreviating the names of raih-oads, use the initial letters; for example, Lehigh Valley Railroad, L. V. R. R. However, these exceptions must be noted: Ft. for Fort; St. for Saint; Ste. for Sainte; S. W. for Southwestern; N. E. for Northeastern. For example, Minneapohs and St. Louis Railroad, M. & St. L. R. R. When the name of a state occurs at the end of the name of a railroad, use the regular abbreviation for the state; for example, St. Louis Southwestern Railway Co. of Texas, St. L. S. W. Ry. Co. of Tex. The Maine Central Railroad is abbreviated Me. C. R. R. to distinguish it from the Michigan Central Railroad, M. C. R. R. Grammar Practice ORAL EXERCISES 1. What were you and (he, him) talking about? 2. He said that Frank and (we, us) might go. 3. He permitted Frank and (we, us) to go. 4. Are you sure that the man who called was not (he, him)? ABBREVIATIONS 425 5. May Frank and (me, I) be excused? 6. Boys like (they, them) are considered reliable. 7. He gave the money to those (who, whom) he thought could invest it to advantage. 8. (He, him) and his sisters, they said, would be invited to attend the lecture. 9. (He, him) and his sisters I invited to the lecture. 10. No one went but Wilham and (we, us) who have reported. 11. I knew the clever man of whom they were speaking to be (he, him). 12. You enjoy dancing more than (she, her). 13. The duties of the new president (was, were) read aloud. 14. Of the two boys, I think you will like John better than (he, him). 15. (Has, have) either of you two boys a pencil.'* 16. If it had been (he, him), would the result have been the same? 17. Tom was allowed to play with (whoever, whomever) was honest and fair. 18. A good race was won by Tom and (he, him). 19. If you could choose, (who, whom) would you prefer to be? 20. No one could be (so, as) cautious as (he, him). 21. (Who, whom) did you consider Arthur's best friend? 22. Every public school boy had (his, their) own battles to fight. 23. (Who, whom) do you consider the most admirable character in "Julius Caesar"? 24. All but three of the candidates (were, was) confident of victory. 25. Every one of the candidates (was, were) confident of victory. 26. Do you approve of (us, our) going to Washington? 426 APPENDIX C 27. They knew the ghosts to be (we, us) at the mas- querade. 28. Do permit Margaret and (I, me) to accompany you. 29. These are the men (who, whom) I felt confident were his companions. 30. Think of (Peter's, Peter) asking such an absurd question! 31. There is no excuse for any (girl, girl's) laughing. 32. Are you very sure it was not (we, us) ? 33. These are the children (who, whom) I know are blameless. 34. How many (was, were) at the meeting? 35. (There's, there're) the wagons. 36. (Who, whom) did you say was appointed his guardian? 37. I do not know (who, whom) to go to for advice. 38. Imagine (his, him) saying that! 39. No one but George and (I, me) (was, were) absent. 40. He was (some, somewhat) careless. 41. After a Httle guessing, we decided that it was (he, him). 42. They believed the burglar to be (he, him). 43. She was more cowardly than (he, him). 44. The officer forbade (George, George's) going. 45. My friend, (who, whom) I hoped would win, lost the race. 46. The cashier (who, whom) we suspected proved him- self to be honest. 47. He suggested an excellent plan to Fred and (me, I). 48. Why do you object to (me, my) being here? 49. How should you like to be (she, her)? 50. I fully expected the costumer to be (he, him). 51. Please let Walker and (I, me) go to the lecture. 52. (Who, whom) was I beheved to be? 53. There sat Mary and (I, me). 54. He told me (who, whom) he wished to appoint. 55. Marie is more studious than (we, us). ABBREVIATIONS 427 56. Every pupil should bring (his, their) own books to class. 57. We knew the agent was (he, him). 58. The agent was known to be (he, him). 59. The services of a new leader (has, have) been ob- tained. 60. The effect of his lectures (has, have) been to make people read. 61. The result of the recent strikes and other labor troubles (was, were) very serious. 62. Mr. Brown, with his wife, two sons, and several friends, (has, have) gone to Philadelphia. 63. Either she or we (is, are) going. 64. He will employ (whoever, whomever) is best fitted for the work. 65. (Whoever, whomever) you decide to be the right one, will have the place. 66. "Here's a book." "(Who, whom) for?" 67. Many a girl has used (her, their) opportunities; many a boy, too, has made (his, their) way by seizing every chance that presented itself. 68. You have made the mistake; for it could not by any chance have been (she, her). 69. The vacancy was filled by Mr. Jones, (who, whom) the manager said ought to be promoted. 70. The vacancy was filled by Mr. Jones, (who, whom) the manager thought worthy of promotion. 71. Send (whoever, whomever) you will. 72. Is it (we, us) you accuse? 73. Let (he, him) that is sinless be the first to chide us. 74. I used to visit (she, her) and her mother every time. 75. They do not notice (we, us), boys at all. 76. I am wondering (who, whom) to depend on here. 77. That was (I, me) you saw last week. 78. I can't believe that athletic youth is (he, him). 79. She scolded Jane and (me, I). 428 APPENDIX G 80. You may write to (whoever, whomever) you please. 81. It seemed to be (they, them) this time. 82. We seemed to be (they, them) in my fancy. 83. They sent cards to all (who, whom) they thought would accept. 84. He can skate better than (she, her). 85. If I -(was, were) he, I should go. 86. If he (was, were) a friend of Johnson's, that would alter the case. 87. He (don't, doesn't) know any better. 88. I wish I (was, were) there too. 89. (Who, whom) did you do that for? 90. It could not have been (we, us). 91. That is to be a matter between you and (I, me). 92. He went with Frank and (I, me). 93. Let you and (I, me) do that. 94. He is the man (who, whom) I invited. 95. You are the one (who, whom) I want for the position. 96. He asked Tom and (I, me) to go. 97. Everyone of us (is, are) ready. 98. He has (laid, lain) his coat aside. 99. It was difficult for him (to thus economize, to econo- mize thus). 100. He (sits, sets) great store by physical exercise. APPENDIX D I. SALES TALKS Sales Talks Dealing with Subjects of General Interest Note to the Teacher: The pupil should study the com- modity in its relation to the kind of customer for which it was made. He should give careful attention to the selec- tion and the arrangement of seUing points, modifying these essentials to suit the mental makeup of his customer. COMMODITY CUSTOMER 1. Flavoring extract Housewife 2. Life insurance Man with a family 3. Encyclopedia Professional man 4. Three-in-one oil Mechanic 5. Automobile truck Wholesale grocer Sales Talks Dealing with Subjects of Commercial Interest COMMODITY CUSTOMER 1. Typewriter A beginner 2. Cash register A country storekeeper or the proprietor of a large retail store 3. "The One Dollar Boston Pencil Sharpener" An office man 4. A dictograph An old-fashioned business man 5. A duplicating machine A man carrying on a snaall business which requires many varieties of form letters 429 430 APPENDIX D Sales Talks Dealing with Technical Interests COMMODITY CUSTOMER 1. A storage battery A motorist 2. A Knight motor A poppet valve motor car owner 3. An electric vacuum cleaner. .A busy housekeeper 4. An electric iron The possessor of an effi- ciency kitchen 5. A Mazda lamp Country storekeeper Sales Talks Dealing with Subjects of Farming Interest COMMODITY CUSTOMER 1. Electric milking apparatus. . .A modern farmer 2. Starret tools A modern farmer 3. Bread maker A busy farmer's wife 4. Flash light A farmer devoted to a lantern 5. Corn harvester A mechanical farmer Sales Talks to Illustrate the Effect of the Customer upon the Salesman's Methods COMMODITY CUSTOMER 1. An automobile A man who understands a car 2. The same as 1 A woman 3. The same as 1 A man and his wife who have owned a car before 4. The same as 1 A doctor 5. The same as 1 A farmer SUBJECTS DEALING WITH VOCATIONAL INTERESTS 431 II. SUBJECTS DEALING WITH VOCATIONAL INTERESTS Long Compositions 1. The Bessemer process. 2. The advantages of the "hot blast" in the cheap production of iron. 3. The ad- vantages resulting from the invention of the "regenerative furnace" in the manufacture of iron. 4. The benefit to the world from the invention of cheap steel. 5. Early his- tory of iron. 6. Causes for America's lead in the 20th century in the production of iron and steel for manufactur- ing purposes. 7. The new steels and their significance. 8. The various sources of heat in the smelting of iron. 9. The use of the Bessemer Converter. 10. What the iron industry owes to the invention of Henry Cort. 11. De- scription of our forge shop. 12. The dependence of various professions upon the manufacture of steel. 13. The hfe and work of Bessemer. 14. The use of the electric furnace in the making of steel. 15. The growth of the iron and the steel industry. 16. The making of iron or steel castings. 17. Wire-making. 18. How wire is made into ropes. 19. The making of nails. 20. Styles and methods of jewel setting. 21. The making of an IngersoU watch. 22. Trend in the construction of modern automobiles. 23. Cost of horse versus motor trucks. 24. Various kinds of automobile lamps. 25. The qualities of an efficient chauffeur. 26. The evolution of the rubber tire. 27. Kerosene as fuel for engines. 28. The principle of the wireless. 29. The use of electricity in medicine. 30. The Nernst electric lamp. 31. Electroplating. 32. Electric motors and dynamos. 33. Electric engines. 34. Electric fireless cookers. 35. Lights of lighthouses. 36. Evolution of modern searchlights. 37. The growth of the insurance business in the United States. 38. Various kinds of roofing. 39. How to protect an invention. 40. Methods of marketing a new invention. 432 APPENDIX D 41. The manufacture of files. 42. The manufacture of saws. 43. The manufacture of pens. 44. The manufac- ture of type. 45. The manufacture of Springfield rifles. 46. The manufacture of automatic pistols. 47. The Edison record disc. 48. Punch and die work. 49. The systems of gearing (spur, spiral, bevel, and worm). 50. Automatic screw machine. 51. Belt, rope, and chain transmissions. 52. A floating dock. 53. Strength of materials in bridge construction. 54. Principles of steam engine construction. 55. Principles of gas engine construction. 56. Principles and use of water turbine. 57. Locomotive design. 58. Steam boilers. 59. Fla:t turret lathe: its importance in machine building. 60. Army aeroplanes. 61. Balloon tor- pedoes. 62. Guns for firing upon air craft. 63. The mechanism of a disappearing gun. 64. Naval aeroplanes. 65. The work of the world's great aviators. 66. Improve- ments in raflway service. 67. Description of the first en- gine. 68. A comparison of the first engine with a modern "iron horse." 69. Cinematographic advertising in the railroad business. 70. The process of making blotter cor- ners. 71. How to draft a pattern. 72. How to run a Singer sewing machine. 73. The malting of a reed basket. 74. Making, covering, and lining a buckram frame. 75. From a buckram frame to "a creation!" Short Compositions of Interest to Boys 1. Explain the difference between a block plane and a jack plane, indicating the kind of work for which each is used. 2. Explain the process of sharpening a plane-iron, pointing out the difficulties to be overcome. 3. Describe three or more hand tools used in woodturning. 4. Describe three types of wood-cutting saws. 5. The planing of wood (pur- pose, method, kind of planes used). 6. Saws; kinds and uses. 7. Explain the operation of turning a napkin ring. 8. Explain the operation of turning a plain cyfinder. 9. The J SUBJECTS DEALING WITH VOCATIONAL INTERESTS 433 grinding and sharpening of lathe chisels. 10. Wood poUsh- ing in the lathe. 11. The effect of sulphur in iron ore. 12. The advantages of silicon in iron ore. 13. The distinc- tive peculiarities of the three kinds of iron — cast iron, wrought iron, and steel. 14. The old way of manufacturing steel. (One paragraph.) 15. The manufacture of "open- hearth steel." 16. The making of crucible steel. 17. The uses of crucible steel. 18. Methods of removing gangue from iron ore. 19. The disadvantages of the old iron rail. 20. The advantages of the steel rail. 21. The use of petroleum in treating roadways. 22. The advantages to a community of a "clean-up week." 23. The business ad- vantages of having automobilists pass through towns. 24. Another view — the wear and tear on country and town roads. Short Compositions of Interest to Girls 1. How to make a French knot. 2. How to make a buttonhole. 3. Featherstitching. 4. How foods are pre- served. 5. How to sterilize a jar. 6. Why we knead bread. 7. How to put enamel upon a copper pin. 8. How to saw out a design in copper. 9. How to set a table. 10. The making of a French seam. 11. How to whip on lace. 12. Building a range fire. 13. Thrift in planning meals. 14. Smocking. 15. Picture hanging. 16. How to make a bed. 17. The difference between hemming and facing. 18. Protection of woolen goods and furs from moths. 19. Closing a house in summer. 20. Closing a house in winter. 21. Butter making. 22. How to "set up" for knitting. 23. The care of a window garden. 24. How to launder lace curtains. 25. Directions for hemstitching. The marks used hy proof-readers ■ THE PROOF-READER'S SIGNS No % No new paragraph. Run in Let there be no break in the reading. ^ Make a new paragraph. V V V CJorrect uneven spacing of words. ^ Strike out the marked type, word, or sen- tence. 9 Reverse this type. ^ More space where caret ^ is marked. ^ — Contract the spacing. ^ Take out all spacing. f Move this to the left. "I Move this to the right. •"^ Raise this line or letter. . . 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