Exercise 3
Notice carefully the use of the infinitives in the following sentences. Underscore all infinitives.
1. To remain ignorant is to remain a slave.
2. Teach us to think and give us courage to act.
3. Children love to be praised, but hate to be censured.
4. To obey is the creed taught the working class by the masters.
5. To be exploited has always been the fate of the workers.
6. Ferrer wrote on his prison wall, "To love a woman passionately, to have an ideal which I can serve, to have the desire to fight until I win—what more can I wish or ask?"
7. The people wish the man to be punished for the crime.
8. Primitive man found plenty of wood to burn.
9. We have learned to use coal and oil.
10. The lecture to have been given this evening has been postponed.
11. They are eager to hear the news.
12. He has failed to come.
13. We felt the house shake on its foundation.
14. Have him find the book for me.
15. To be defeated is no crime; never to have dared is the real crime.
16. The rich will do anything for the poor except to get off their backs.
17. To have slept while others fought is your shame.
18. Claim your right to do, to dream and to dare.
Exercise 4
Write sentences containing the six infinitive forms of the verb obey.
DON'TS FOR INFINITIVES
165. Don't split your infinitives. Keep the to and the infinitive together as much as possible. Don't say, They intended to never come back. Say rather, They intended never to come back. Sometimes, however, the meaning can be more aptly expressed by placing the adverb modifier between the to and the infinitive, as for example:
To almost succeed is not enough.
It will be found to far exceed our expectations.
In these sentences the adverbs almost and far express our meaning more closely if they are placed between the to and the infinitive. Ordinarily, however, do not split your infinitives, but place the adverb modifier either before or after the infinitive.
166. Don't use to by itself without the rest of the infinitive. Don't say, Do as I tell you to. Say instead, Do as I tell you to do; or, Do as I tell you. Don't say, He deceived us once and he is likely to again. Say rather, He deceived us once and he is likely to deceive us again, or to do so again.
167. Don't use and for to. Don't say, Try and go if you can. Say instead, Try to go if you can.
Correct the following sentences:
We ought to bravely fight for our rights.
I will do all my employer tells me to.
We shall try and get our lessons.
I ought to at least help my comrades but I am afraid to.
Exercise 5
Study carefully the infinitives in the following quotation. Notice which are active and which are passive infinitives.
The twenty thousand men prematurely slain on a field of battle, mean, to the women of their race, twenty thousand human creatures to be borne within them for months, to be given birth to in anguish, to be fed from their breasts and to be reared with toil, if the members of the tribe and the strength of the nation are to be maintained. In nations continually at war, incessant and unbroken child-bearing is by war imposed on all women if the state is to survive; and whenever war occurs, if numbers are to be maintained, there must be an increased child-bearing and rearing. This throws upon woman, as woman, a war tax, compared with which all that the male expends in military preparations is comparatively light.
It is especially in the domain of war that we, the bearers of men's bodies, who supply its most valuable munition, who, not amid the clamor and ardor of battle, but singly, and alone, with a three-in-the-morning courage, shed our blood and face death that the battle-field might have its food, a food more precious to us than our heart's blood; it is we, especially, who, in the domain of war, have our word to say, a word no man can say for us. It is our intention to enter into the domain of war and to labor there till in the course of generations we have extinguished it.—Olive Schreiner.
Exercise 6
Mark the participles and infinitives.
Gold! Gold! Gold! Gold!
Bright and yellow, hard and cold,
Molten, graven, hammer'd and roll'd;
Heavy to get, and light to hold;
Hoarded, barter'd, bought, and sold,
Stolen, borrow'd, squander'd, doled:
Spurn'd by the young, but hugg'd by the old
To the very verge of the churchyard mould;
Price of many a crime untold:
Gold! Gold! Gold! Gold!
Good or bad a thousand-fold!
How widely its agencies vary—
To save—to ruin—to curse—to bless—
As even its minted coins express,
Now stamp'd with the image of Good Queen Bess,
And now of a bloody Mary.—Thos. Hood.
SPELLING
LESSON 9
In our English lessons, we have been studying the division of words into parts of speech. We have been studying them as we use them in expressing our thoughts but we may study them in other ways also. We may study them as words alone.
Studied in this way we find that we have simple, compound and derivative words. For example, man, man-slaughter, manly. Man is a simple word. Man-slaughter is a compound word formed of twosimple words. Manly is a derivative word derived from man.
When a compound word is first formed, it is usually written with a hyphen; but after the word has been used awhile the hyphen is often dropped and the two parts are written together as a simple word.
A simple word is a single word which cannot be divided into other words without changing its meaning.
A compound word is composed of two or more simple words into which it may be divided, each retaining its own meaning.
A derivative word is one which is derived from a simple word by the addition of another syllable.
In next week's lesson we will take up the study of these derivatives.
Divide the compound words in this week's lesson into the simple words of which they are composed.
Monday
Birthday
Coal-tar
Craftsman
Foreman
Gunpowder
Tuesday
Handkerchief
Headquarters
Lawsuit
Lockout
Bookkeeper
Wednesday
Motorman
Newspaper
Pasteboard
Postage-stamp
Postmaster
Thursday
Salesman
Second-hand
Shirtwaist
Sidewalk
Staircase
Friday
Trademark
Time-table
Typewriter
Tableware
Sewing-machine
Saturday
Undergarment
Underhand
Water-mark
Woodwork
Workshop
PLAIN ENGLISH
LESSON 10
Dear Comrade:
We have been studying this course in Plain English for some weeks now and I trust that you have been enjoying as well as benefiting by the study of our wonderful and expressive language. Did you ever stop to think what a wonderful step it was in evolution when man first began to use the spoken word? And yet it was a still more wonderful step in advance when he began to use the written word for our highest evolution, and development would have been impossible without the help of written speech. An illiterate man may be a good workman and prosperous so far as the material things of life and his immediate contact with his fellow men are concerned, but we have only to think for a moment of what this world would be if we had no written language, to understand what a mighty power it has been in evolution.
Suppose we had no way by which we could communicate with our friends at a distance. Suppose there were no written words by which we could set down the countless dealings between man and man. What a hopeless tangle this social life of ours would soon become! Suppose also that we had no knowledge of the past, no knowledge of the discoveries and inventions of past generations except that which could be handed down to us through oral speech. All our knowledge of history, of the deeds and development of the past, all the observations by which science has uncovered to us the mysteries of nature would be largely lost to us. It was the invention of writing alone which made possible man's growth from barbarism to civilization, and it is more true than we oftentimes realize, that it is "only a wall of books that separates the civilized man of to-day from the savage of yesterday." And yet I wonder if we have ever stopped to think how this art of writing developed. Knowledge of the alphabet and of the letters by which we form our words and hence are able to express our ideas, has become such a common-place thing to us that we have forgotten what a wonder it is and how it has slowly grown and developed through the centuries. Yet there are races to-day that have no written language such as we know and to whom our written language seems truly a miracle.
The story is told of an Indian who was sent from one colony to another with four loaves of bread accompanied by a letter stating their number. The Indian ate one of the loaves and of course, was found out. The next time when he was sent upon a similar errand he repeated the theft but he took the precaution to hide the letter under a stone while he was eating the bread so that it might not see him!
But it is only the things that we do not understand which we invest with mystery and as we study the story of the alphabet in this series of letters we find that it has been a natural development accomplished by the growing powers of man. In succeeding letters we will trace this most interesting story of the alphabet.
Yours for Education,THE PEOPLE'S COLLEGE.
HELPING VERBS
168. We have found that whenever a verb is used by itself in making an assertion it denotes either present or past time. When we use a verb phrase, it expresses some other time than the past or present. These verb phrases are formed by using shall, will, have, had, and the various forms of the verb be with some form of the principal verb. These verbs which help to form verb phrases are called helping, or auxiliary verbs. Auxiliary means helping.
We have used have and had with the past participle to form the present perfect and past perfect time forms. We have used shall and will with different forms of the verb to denote future time, and we have used different forms of the verb be in making the various other time forms. So shall, will, have, had and the various forms of the verb be are helping verbs, which we use to help us in making verb phrases.
169. But these are not all of the helping verbs. There are other helping verbs which we use in forming verb phrases to express different ideas. These are such verbs as should and would, may and might, can and could, must and ought, do and did.
Exercise 1
Fill the blank spaces in the following sentences with the appropriate forms of the helping verbs, shall, will, have, had and be.
1. When......the workers organize?
2. Education......help us win.
3. The world......had enough of war.
4. We......deceived by the masters.
5. The workers......organized into craft unions.
6. They......never ceased the struggle.
7. The state......founded on exploitation.
8. Mutual aid......been an important factor in evolution.
9. The truth......taught to the people.
10. The victory......gained by the proletariat.
11. The nations of Europe......preparing for war for years.
12. The International......recognized war for defense.
13. We......not made the class distinctions, but we......recognize them as long as they exist.
14. The evolution of animals and the evolution of plants......proceeded according to the same general laws.
15. We......never win while the majority remains ignorant.
16. The strikers......betrayed by their leaders.
SHOULD AND WOULD
170. Should and would are the past-time forms of shall and will. We use them to express action or existence dependent upon some condition, thus:
I should go if I were well enough.
He should join us if you asked him.
In these sentences should and would express action which is possible now or will be in the future, provided some other action takes place.
The same distinction which we found made in the use shall and will has been made with should and would; that is, that should used with the first person, expresses action dependent upon condition; but would, used with the first person, implies exercise of the will. This rule is not closely followed, though it expresses a nice distinction in the use of should and would. In ordinary usage we use either should or would with the first person without any distinction of meaning, as for example:
I should struggle on even if it meant death.
I would stand for my principles though I stood entirely alone.
We do not use should however, with the second and third persons to express an action or existence dependent upon some condition. Should used with the second and third person implies obligation. Would is used with the second or third person to express an action dependent upon some condition, as for example:
He would not go, even if you insisted.
They would come if you invited them.
You would believe him if you could hear him.
You would be surprised if I should tell you the reason.
171. Should and would in all of the sentences which we have quoted are used to express action or existence dependent upon some condition which is expressed in that part of the sentence introduced by such conjunctions as if and though.
The parts of the sentence introduced by these conjunctions express the condition upon which the other action is dependent. When we use should in sentences without this condition, it means practically the same as ought, and implies an obligation. We use should with the first and second and third persons when we use it with this meaning, as for example:
I should have gone yesterday. You should be with us in this fight. They should never fear defeat.
172. Ought could be used in all these sentences and express practically the same meaning. Should used in this way implies obligation.
Exercise 2
Study carefully the following sentences. Write in the blank space preceding each sentence the number of the paragraph in the lesson which governs the use of the helping verb in that sentence.
1. ...... The workers should organize if they desire to control production.
2. ...... The proletariat would destroy this system if they understood their power.
3. ...... Every worker would join his fellows if he could but realize the class struggle.
4. ...... We would all enjoy plenty if we produced for use instead of for profit.
5. ...... The ruling class would not give up their privileges even though they knew that their cupidity endangers society.
6. ...... The injury of one should be the injury of all.
7. ...... The workers' International should stand for the international solidarity of the workers.
8. ...... You should never fear the ridicule of little minds.
9. ...... You would never fear ridicule if you were conscious of your own power.
10. ...... No man should fear to think for himself.
11. ...... No man would fear to think for himself if the world were truly free.
12. ...... Compromise now would mean defeat.
MAY AND MIGHT
173. May used as a helping verb means present permission in regard to an action or possession, as:
You may come with us.
He may have the money.
174. It may also mean a possible action or possession. You may come with us, for example, might mean that some time in the future it is possible that you will come with us. He may have the money, might mean either He is given permission to have the money, or It is possible that he has it.
May, used with many verb forms, means it is possible. For example: He may be hungry, He may have starved. He may have been starving; that is, it is possible that he is hungry; that he has starved; that he was starving.
175. Might is the past form of may and expresses past permission to do or to be and also possibility in the past. For example: The officer said he might go. That is, he gave him permission to go. You might have helped your comrades; that is, you had the power to have helped.
Might is also used to express permission or the power to do in the present and future, on condition. For example:
He might find work if he were trained.
The workers might destroy this insane system if they would.
Exercise 3
Study carefully the following sentences. Write in the blank space preceding each sentence the number of the paragraph in the lesson which governs the use of the helping verbs may or might in that sentence.
1. ...... The solidarity of the workers might have averted this war.
2. ......"Of all sad words of tongue or pen,
The saddest are these—'it might have been.'"
3. ...... You might join us.
4. ...... The people struggle that they may live.
5. ...... Try; you might succeed.
6. ...... The day may come when this day's deeds shall be remembered.
7. ...... Victory might be ours if we dared to face the issue.
8. ......"Men may come and men may go;
But I go on forever."
9. ...... It seemed possible that we might win.
10. ...... May we ever be loyal and true!
11. ...... It appeared for a time that we might be involved in war.
12. ...... Let come what may, we will not yield.
CAN AND COULD
176. Can is the present-time form and could the past-time form, and both imply ability or power to do or to be.
You can go means You are able to go,—You have the power to go. You may go means You have permission to go. Can is often used when we should use may, when we mean to give permission. Habit plays a great part in our life and knowledge of the right way does not always suffice. It is only continued effort that will establish correct habits of speech. Good English would be easy of accomplishment if "to do were as easy as to know what it were good to do."
We are too often like the mother in the story. "Can I have a piece of pie?" asked the child. "May I?" the mother corrected. Then the child asked, "May I have a piece of pie?" and the mother answered, "Yes, you can." Knowledge said, may; habit said can, and the ready tongue obeyed the force of habit.
Say the correct word over and over aloud until it sounds right to your ear and flows readily to your tongue.
177. Could is sometimes used in the present sense to denote power to do, conditioned upon willingness, as:
He could if he would.
Exercise 4
Study carefully the following sentences. Write in the blank space preceding each sentence the number of the paragraph in the lesson which governs the use of the helping verbs can or could in that sentence.
1. ...... I can say love when others say hate;
I can say every man when others say one man;
What can I do? I can give myself to life,
When other men refuse themselves to life.
2. ...... No one can be free till all are free.
3. ...... They could win their freedom if they would prepare themselves to be free.
4. ...... What can I do, being alone?
5. ...... If all men could catch the vision of freedom, wars would cease.
6. ...... Could you find a better way to spend your time than in study?
7. ...... Men would rise in revolt if they could know the facts.
MUST AND OUGHT
178. Must and ought imply obligation. Must conveys the idea of being obliged to do an action from necessity or compulsion, as,
You must have known it.
He must go.
Ought was originally the past time form of owe, hence means to be indebted to, to owe. It conveys the idea of a moral obligation, as,
You ought to help the cause.
You ought to understand.
179. Ought is always used with the infinitive, and the same form is used to express both the present and the past time. The difference in time is expressed by a change in the infinitive instead of a change in the form of the helping verb. With may and might and can and could, present and past time are expressed by a change in the form of the helping verb. With the helping verb ought, the difference in time is expressed in the infinitive. For example:
He ought to pay us our wages.
This means, He owes it to us to pay us our wages now.
He ought to have paid us our wages.
This means, He owed it to us to pay us our wages some time in the past.
180. The present infinitive is used with the helping verb ought to express present time and the perfect infinitive is used with ought to express past time.
Exercise 5
Study carefully the following sentences. Write in the blank space preceding each sentence the number of the paragraph in the lesson which governs the use of the helping verb must or ought in that sentence.
1. ...... Service must be the key note of the future.
2. ...... Competition must give place to co-operation.
3. ...... Ought we to fear, who know the truth?
4. ...... Government ought to be the administration of things.
5. ...... No man ought to have the power of life and death over any other human being.
6. ...... It may cost much but humanity must be set free at any cost.
7. ...... What ought to be the attitude of the workers toward war?
8. ...... "For man must work and woman must weep,
For there is little to do and many to keep."
9. ...... The day must come when we can live the dream.