The Copy Book

Imagine

Part 2 of 2

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From the LSE Women’s Library Collection, via Wikimedia Commons. Licence: Public domain.

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Imagine

From the LSE Women’s Library Collection, via Wikimedia Commons. Licence: Public domain. Source
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A painting by Bertha Newcombe (1857-1947) showing Emily Davies and Elizabeth Garrett waiting in Westminster Hall in June, 1866, for libertarian MP John Stuart Mill. Mill was to present Parliament with a petition of 1,499 signatures in support of women’s suffrage. “They were a little embarrassed by the size of the roll in their charge,” recalled Millicent Garrett Fawcett, “and deposited it with the old apple-woman, who hid it under her stall. Mr Mill was much amused on his arrival when he found the petition was hidden away under the apple-woman’s stall; but he was greatly delighted by the large number of names which had been obtained, and exclaimed, “Ah, this I can brandish with great effect.” A Reform Bill (1867) widening the male franchise was approved, but Mill’s amendment was defeated.

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Continued from Part 1

THE same difficulty is experienced in a degree by any one in easy circumstances in realising the condition and looking from the point of view of a very poor, or comparatively poor person. It is probably equally difficult to ordinary minds to imagine the condition of always having more money than you quite know what to do with. The absence of sympathy between youth and age is traceable to the same want. Old people have either forgotten their own youth, or they remember it too well, and fall into the not less fatal mistake of supposing that the new youth is like their own. Young people, on their part, are equally at a loss to understand what it is to be old.*

In all the relations of life, the want of imagination produces defective sympathy, and defective sympathy brings in its train all sorts of vague and intolerable evils. In every branch of study a vivid imagination is a most powerful agent, aiding the memory, and bringing clearly before the mind the materials on which a judgment has to be formed.

Abridged

From ‘The Higher Education of Women’ (1866), by Emily Davies (1830-1921). Additional information from ‘Women's Suffrage; A Short History of a Great Movement’ (1911) by Dame Millicent Garrett Fawcett (1847-1929).

* See also Hubert Parry on Youth and Age.

Précis

Davies noted how difficult it was for anyone to put herself in the shoes of another, whether it was the rich and the poor, or the young and the old. Only a lively imagination can do this. Without it, elusive but grave social ills quickly follow and every field of study is the better for it. (56 / 60 words)

Davies noted how difficult it was for anyone to put herself in the shoes of another, whether it was the rich and the poor, or the young and the old. Only a lively imagination can do this. Without it, elusive but grave social ills quickly follow and every field of study is the better for it.

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Variations: 1.increase the length of this precis to exactly 60 words. 2.reduce the length of this precis to exactly 50 words. 3.introduce one of the following words into the precis: if, may, must, otherwise, ought, since, until, whereas.

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Word Games

Spinners Find in Think and Speak

For each group of words, compose a sentence that uses all three. You can use any form of the word: for example, cat → cats, go → went, or quick → quickly, though neigh → neighbour is stretching it a bit.

This exercise uses words found in the accompanying passage.

1 Awaken. Girl. Sympathy.

2 Clear. Duty. Must.

3 Bring. Seldom. Sort.

Variations: 1. include direct and indirect speech 2. include one or more of these words: although, because, despite, either/or, if, unless, until, when, whether, which, who 3. use negatives (not, isn’t, neither/nor, never, nobody etc.)

Adjectives Find in Think and Speak

For each word below, compose sentences to show that it may be used as an adjective. Adjectives provide extra information about a noun, e.g. a black cat, a round table, the early bird etc..

This exercise uses words found in the accompanying passage.

1 Lifeless. 2 Unkind. 3 Seldom. 4 Manifest. 5 Pointless. 6 Doubtful. 7 Poor. 8 Oldest. 9 Equal.

Variations: 1.show whether your adjective can also be used as e.g. a noun, verb or adverb. 2.show whether your adjective can be used in comparisons (e.g. good/better/best). 3.show whether your adjective can be used in attributive position (e.g. a dangerous corner) and also in predicate position (this corner is dangerous).

Homonyms Find in Think and Speak

Each of the words below has more than one possible meaning. Compose your own sentences to show what those different meanings are.

This exercise uses words found in the accompanying passage.

1. Well. 2. Set. 3. Clear. 4. Found. 5. Own. 6. Like. 7. Point. 8. Train.

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For each word above, choose one or more suitable meanings from this list.

1. Harden. 2. A string of railway waggons. 3. A deep hole providing water. 4. Sharp. 5. Ready for something. 6. A long coat-tail dragging behind the wearer. 7. A collection of similar things. 8. Coach in a skill or habit. 9. Not badly. 10. Aim e.g. a gun at a target. 11. A group of tennis games. 12. Possess. 13. Admit. 14. Find pleasure in, approve. 15. Indicate a direction. 16. A retinue of attendants. 17. Belonging to oneself. 18. Lay a table. 19. Similar to. 20. The primary issue. 21. A television. 22. Out of reach of danger or accusation. 23. Empty out, vacate. 24. A unit of score in e.g. tennis. 25. Fix the mind or heart on something. 26. A particular spot. 27. Establish an institution. 28. Transparent. 29. Discovered. 30. Easy to see or understand.

High Tiles Find in Think and Speak

Make words (three letters or more) from the seven letters showing below, using any letter once only. Each letter carries a score. What is the highest-scoring word you can make?

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