s, (b) kind-hearted employers, (c) the employees.

12. Advocate higher public school taxes before (a) men with children, (b)
men without children.

13. Advocate a further regulation of the speed of automobiles before (a)
automobile-owners, (b) non-owners.

14. Urge advocacy of some reform upon (a) a clergyman, (b) a candidate for
office.

15. Combat before (a) advertisers, (b) a public audience, (c) a lawmaking
body, the defacement of landscapes by advertising billboards.

16. Describe life in the slums before (a) a rural audience, (b) charitable
persons, (c) rich people in the cities who know little of conditions among
the poor.

17. Describe the typical evening of a spendthrift in a city to (a) a poor
man, (b) a miser, (c) the spendthrift's mother, (d) his employer, (e) a
detective who suspects him of theft.

18. Describe the city of Washington (any other city) to (a) a countryman,
(b) a traveler who has not visited this particular city. (If it is
Washington you describe, describe it also for children in whom you wish to
inculcate patriotism.)

19. Give (a) a youngster, (b) an experienced angler an account of your
fishing trip.

20. Recount for (a) a baseball fan, (b) a girl who has never seen a game,
the occurrences of the second half of the ninth inning.

21. Describe a fight for (a) your friends, (b) a jury.

22. Narrate for (a) children, (b) an audience of adults some historical
event.

23. Give (a) your partner, (b) a reporter an account of a business
transaction you have just completed.

24. Narrate an escapade for (a) your father, (b) your cronies in response
to a toast at a banquet with them.

IV

INDIVIDUAL WORDS: AS VERBAL CELIBATES

Thus far we have studied words as grouped together into phrases,
sentences, paragraphs, whole compositions. We must now enter upon a new
phase of our efforts to extend our vocabulary. We must study words as
individual entities.

You may think the order of our study should be reversed. No great harm
would result if it were. The learning of individual words and the
combining of them into sentences are parallel rather than successive
processes. In our babyhood we do not accumulate a large stock of terms
before we frame phrases and clauses. And our attainment of the power of
continuous iteration does not check our inroads among individual words. We
do the two things simultaneously, each contributing to our success with
the other. There are plenty of