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+21. Vocabulary.+—A word is the symbol of an idea, and the addition of a word to one's vocabulary usually means that a new idea has been acquired. The more we see and hear and read, the greater our stock of ideas becomes. As our life experiences increase, so should our supply of words increase. We may have ideas without having the words with which to express them, and we may meet with words whose meanings we do not know. In either case there is chance for improvement. When you have a new idea, find out how best to express it, and when you meet with a new word, add it to your vocabulary.
It is necessary to distinguish between our reading vocabulary and our writing vocabulary. There are many words that belong only to the first. We know what they mean when we meet them in our reading, but we do not use them in our writing. Our speaking vocabulary also differs from that which we employ in writing. We use words and phrases on paper that seldom appear in our speech, and, on the other hand, many of the words that we speak do not appear in our writing. There is, however, a constant shifting of words from one to another of these three groups. When we meet an unknown word, it usually becomes a part of our reading vocabulary. Later it may appear in our written work, and finally we may use it in speaking. We add a word to our reading vocabulary when we determine its meaning, but we must use it in order to add it to our writing and speaking vocabulary. A conscious effort to aid in this acquisition of words is highly desirable.
A limited vocabulary indicates limited ideas. If one is limited to awfully in order to express a superlative; if his use of adjectives is restricted to nice, jolly, lovely, and elegant; if he must always abominate and never abhor, detest, dislike, or loathe; if he can only adore and not admire, respect, revere, or venerate,—then he has failed, indeed, to know the possibilities and beauties of English. Such a language habit shows a mind that has failed to distinguish between ideas. The best way to study the shades of meaning and the choice of words is in the actual production of a theme wherein there is need to bring out these differences in meaning by the use of words; but some help may be gained from a formal study of synonyms and antonyms and of the distinction in use and meaning between words which are commonly confused with each other. For this purpose such exercises are given in the Appendix.
+22. Choice of Words.+—Even though our words may express the proper meaning, the effect may not be a desirable one unless we use words suited to the occasion described and to the person writing. Pupils of high school age know the meaning of many words which are too "bookish" for daily use by them. Edward Everett Hale might use expressions which would not be suitable for a freshman's composition. Taste and good judgment will help you to avoid the unsuitable or grandiloquent.
The proper selection of words not only implies that we shall avoid the wrong word, but also that we shall choose the right one. A suitable adjective may give a clearer image than is expressed by a whole sentence; a single verb may tell better how some one acted than can be told by a lengthy explanation. Since narration has to do with action, we need in story telling to be especially careful in our choice of verbs.
What can you say of the suitability of the words in the following selection, taken from an old school reader?
Mrs. Lismore. You are quite breathless, Charles; where have you been running so violently?
Charles. From the poultry yard, mamma, where I have been diverting myself with the bravado of the old gander. I did not observe him till he came toward me very fiercely, when, to induce him to pursue me, I ran from him. He followed, till, supposing he had beaten me, he returned to the geese, who appeared to receive him with acclamations of joy, cackling very loud, and seeming actually to laugh, and to enjoy the triumph of their gallant chief.
Emma. I wish I had been with you, Charles; I have often admired the gambols of these beautiful birds, and wondered how they came by the appellation of silly, which is generally bestowed on them. I remember Martha, our nursery maid, used often to call me a silly goose. How came they to deserve that term, mamma? they appear to me to have as much intelligence as any of the feathered tribe.