comparison with the preceding selection there is a surprisingly large number of them.

look over this

Viewed from the scientific standpoint the successful administration of tropical dependencies presents a number of difficulties which fall readily into two classes. -the difficul

ties inherent in the nature of the local conditions and those incident to the imperfection of the instruments employed; in other words, the difficulties involved on the one hand in the formulation, on the other hand in the execution of a policy.

Unfortunately, however, mankind in general refuses absolutely to include government administration among those things which are to be considered proper subjects for scientific treatment. So, in setting out to examine some of the practical problems cf tropical colonization we must realize at once that the simple statement of the scientific difficulties of the task falls far short of expressing the magnitude of the work in hand.

ALLEYNE IRELAND in the Independent, July 5, 1900.

Glancing over the words in italics we see at once that there are many for which a primitive people, or a people not already advanced in civilization, would have no use, since they would not have in their thought the things for which these words stand. Such words are scientific, administration, tropical, dependencies, inherent, incident, instruments, involved, and perhaps others. As civilization advances it demands new words continually, and these additions to our vocabulary come very largely from the Latin or the Greek. These words, when they have come into the language, are just as much a part of it as are those which have been in common

use for

centuries, but they do not quicken our emotions in just

the same way.
Words of classic origin are of more fre-
quent occurrence in the literature of thought than in
the literature of feeling. When we see them on the
printed page or hear them spoken, they bring to mind
things that have been a part of our mental life rather
than those that are a part of our experiences; and words
influence us quite as much through their associations
and suggestions as through their definite meanings.

39. The Anglo-Saxon Element. Only a small part of our English words have been English always, but these few are used much more in ordinary speech and writing than are the words derived from other sources. We will see how a few of them are made up, so that we may use them more intelligently. Perhaps you have fancied that, if you know the meaning of a word, you know quite enough to enable you to use it effectively, but that is not true. The significance of any word is so bound up in its history and in our experience that probably it does not have exactly the same value for any two readers. Below is a list of words with Anglo-Saxon prefixes. Study each group carefully, and define the meaning of each prefix.

16

Overspread, overdo, overmatch.
To-day, to-morrow, to-night.

Untruth, unfulfilled, unhonored.
Undertake, undergo.

Withstand.

Bring to class a list of words made with each of the following noun suffixes, and say what the suffix adds to

Now it is to be remembered that in writing we do not stop to think that in one place we should use an AngloSaxon word and in another a word that bears the classic stamp upon it. Did we do that, our writing would become stiff and mechanical. But a discriminating familiarity with the two elements in the language makes it more natural for the word that is associated with deep feelings to come readily to mind when it is wanted to touch a like feeling anew. Let us see whether in our own writing, even without this familiarity, we make a distinction in favor of the English word when we have subjects of a certain kind in hand. On one subject from each of the two lists following write not less than one hundred words. When you have finished find out, with the aid of a dictionary, what proportion of the words employed in each case is Anglo-Saxon, and be prepared to state in the class why it is greater in one

case than in the other.)

5. The benefits of immi gration.

6. Dying civilizations.

That portion of our

40. The Classical Element. English vocabulary which comes from other than strictly English sources is so much more complex and in many ways so much richer than our native vocabulary, that an acquaintance with some of its more important root words, and with the prefixes and suffixes that occur more frequently in it, is particularly valuable for any one who wishes to use the language effectively. Naturally, one can best come to a knowledge of the exact force of words derived from classical roots through a direct study of the Latin and Greek languages themselves, but even a second-hand acquaintance with them is worth while. We will consider briefly some of the various uses to which a single Latin root is put when it has been transferred to our speech. Let us take the very common verb duco, meaning I lead. We have it in the words adduce, abduct, aqueduct, conduct, conduce, deduct, deduce, ductile, educate, educe, and many others. Now, taking the nouns derived from some of these words, which as given are mostly verbs, we can define them readily enough in terms of the original root and its prefix. A deduction

is a conclusion which we have led down from some other fact, an abduction is the leading away of something, an education is the leading out of the powers and faculties of the one who has been educated. Observe, too, that deduce and deduct are compounded of the same root and prefix, and yet, as we use them, they mean altogether different things, although both clearly retain the original significance of root and prefix. This is true of other words of classic origin. Clearly, we shall be helped in our understanding and use of words derived from foreign sources by a study of the way in which they are put together in the process of becoming part of our English speech. Bring in a list of not less than thirty words in which the following Latin prefixes occur.

The d of this prefix is usually changed to the sound of the consonant following it in the root, becoming then a-, ac-, af-, ag-, al-, an-, ap-, ar-, as-, at-. This has come from the difficulty experienced in pronouncing two dissimilar consonants in succession without an intervening vowel.

ad-here = to cling to.

con = with or together.

Then changes sound occasionally, forming co-, cog-, col-,

com-, cor-.

=

con-tract to draw together.

dis apart, asunder, opposite of.

This changes to di- and dif-.

disjoin to make the opposite of joined.