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 Copyright © 2018 by SAGE Publications, Inc.

All rights reserved. No part of this book may be reproduced or utilized in

any form or by any means, electronic or mechanical, including
photocopying, recording, or by any information storage and retrieval
system, without permission in writing from the publisher.
Printed in Canada.

Library of Congress Cataloging-in-Publication Data

Names: Levine, Laura E., author. | Munsch, Joyce, author.

Title: Child development : an active learning approach / Laura E. Levine, Emerita

Central Connecticut State University, Joyce Munsch, Emerita, California

State University, Northridge.

Description: Third edition. | Los Angeles : SAGE, [2017] | Includes bibliographical

references and index.

Identifiers: LCCN 2016034251 | ISBN 978-1-5063-3069-3 (pbk. : alk. paper)

Subjects: LCSH: Child psychology. | Child development.

Classification: LCC BF721 .L5225 2017 | DDC 155.4—dc23 LC record available at

https://lccn.loc.gov/2016034251

This book is printed on acid-free paper.

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Typesetter: C&M Digitals (P) Ltd.

Proofreader: Sally Jaskold

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Indexer: Michael Ferreira

Cover Designer: Gail Buschman

Marketing Manager: Katherine Hepburn

10
Brief Contents
Preface
About the Authors
PART I. UNDERSTANDING DEVELOPMENT: WHY AND HOW
WE STUDY CHILDREN AND ADOLESCENTS
1. Issues and Themes in Child Development
2. Theories of Development
3. How We Study Development
PART II. BIOLOGICAL BEGINNINGS AND PHYSICAL
DEVELOPMENT
4. How Children Develop: Nature Through Nurture
5. Prenatal Development, the Newborn, and the Transition to
Parenthood
6. Physical Development: The Brain and the Body
PART III. COGNITIVE DEVELOPMENT
7. Theories of Cognitive Development
8. Intelligence and Academic Achievement
9. Language Development
PART IV. SOCIAL AND EMOTIONAL DEVELOPMENT
10. Emotional Development and Attachment
11. Identity: The Self, Gender, and Moral Development
12. Social Development: Social Cognition and Peer
Relationships
PART V. CONTEXTS FOR DEVELOPMENT
13. Families
14. Activities, Media, and the Natural World
15. Health, Well-Being, and Resilience
Glossary
References
Author Index
Subject Index

11
Detailed Contents
Preface
About the Authors
PART I. UNDERSTANDING DEVELOPMENT: WHY AND HOW
WE STUDY CHILDREN AND ADOLESCENTS
1. Issues and Themes in Child Development
Why Study Child Development?
Understanding the Process of Development
Using Our Knowledge of Child Development
Parents and Family Members
Child Development Professionals
ACTIVE LEARNING: How Much Do You Know
About Careers in Child Development?
Policymakers
ACTIVE LEARNING: Social Policy Affecting
Children and Adolescents
Understanding How Development Happens
Domains of Development
Ages and Stages
Themes in the Field of Child Development
Nature and Nurture
Continuous Versus Stagelike Development
Stability Versus Change
Individual Differences
The Role of the Child in Development
Positive Psychology
Integrating Themes and Issues
Contexts of Development
Family
School
Community
Culture
ACTIVE LEARNING: Cultural Competence and
Grief
Being a Smart Consumer of Information About
Development
Knowing Your Sources
ACTIVE LEARNING: Evaluating Information on the

12
 Web
Becoming a Critical Thinker
Guarding Against Generalizations
Avoiding Perceptual Bias
ACTIVE LEARNING: Testing Your Knowledge of
Child Development
Getting the Most From Your Textbook
2. Theories of Development
Test your Knowledge
Basic Principles and Applications
Why Theories of Development Are Important
How Do Developmental Theories Differ?
How Does Change Happen?
Why Does Change Happen?
Theories of Child and Adolescent Development
Psychoanalytic Theory
Sigmund Freud’s Psychosexual Stages
Erik Erikson’s Psychosocial Stages
ACTIVE LEARNING: Comparing Psychoanalytic
Theories
Modern Applications of Psychoanalytic Theory
Learning Theories
John B. Watson and Classical Conditioning
ACTIVE LEARNING: Understanding the Process of
Classical Conditioning
Modern Applications of Classical Conditioning
B.F. Skinner and Operant Conditioning
ACTIVE LEARNING: Reward Yourself!
Modern Applications of Operant Conditioning
Albert Bandura and Social Cognitive Theory
Modern Applications of Social Cognitive Theory
Theories of Cognitive Development
Jean Piaget’s Cognitive Developmental Theory
Modern Applications of Piaget’s Theory
Lev Vygotsky’s Sociocultural Theory
Modern Applications of Vygotsky’s Theory
Information Processing
Modern Applications of Information Processing
Evolutionary Theories
Ethology
ACTIVE LEARNING: Rough-and-Tumble Play

13
 Sociobiology
Modern Applications of Evolutionary Theory
Ecological Theory
ACTIVE LEARNING: Examples of Ecological
Systems
Modern Applications of Ecological Theory
Dynamic Systems Theory
Modern Applications of Dynamic Systems
Theory
Overview and Historical Context of Theories
Journey of Research: Theories in Historical and
Cultural Context
The Impact of Biology and Culture on Child Development
Theory and Research
Neuropsychology and Behavioral Genetics
Developmental Theory in a Cultural Context
3. How We Study Development
Test your Knowledge
The Scientific Method
Basic and Applied Research
Developing Hypotheses
ACTIVE LEARNING: The Scientific Method—
Forming a Hypothesis
Operationalizing Concepts
ACTIVE LEARNING: The Scientific Method—
Operationalizing Concepts
Reliability and Validity
Sampling and Representative Samples
ACTIVE LEARNING: The Scientific Method—
Sampling
Methods and Measures
Observations
ACTIVE LEARNING: Observation or Interpretation?
JOURNEY OF RESEARCH: Doing Observational
Research
Self-Report Measures
JOURNEY OF RESEARCH: Children’s Eyewitness
Testimony
Standardized Tests
Physiological Measures
Archival Records

14
 Case Studies
Ethnography
ACTIVE LEARNING: The Scientific Method—
Measures
Replication of Results
How Research Is Designed
Experimental Research Designs: Identifying the
Causes of Behavior
ACTIVE LEARNING: Experimental Research Design
Natural or “Quasi” Experiments
Correlational Designs
ACTIVE LEARNING: Positive and Negative
Correlations
ACTIVE LEARNING: The Scientific Method—
Research Designs
Developmental Designs
Longitudinal Research
Cross-Sectional Research
Sequential Research
Microgenetic Research
Interpreting and Communicating the Results of a
Study
Ethics in Research With Children and Adolescents
PART II. BIOLOGICAL BEGINNINGS AND PHYSICAL
DEVELOPMENT
4. How Children Develop: Nature Through Nurture
Test your Knowledge
The Study of Genetics and Behavior
JOURNEY OF RESEARCH: The History of Research
on Genetics
Molecular Genetics: Chromosomes, Genes, and DNA
Mendelian Inheritance: Dominant and Recessive
Genes
ACTIVE LEARNING: Understanding the Inheritance
of Tay-Sachs Disease
One Behavior, Many Genes; One Gene, Many Effects
Genetic Disorders
Single Gene Disorders
Chromosome Disorders
Multifactorial Inheritance Disorders
Genetic Counseling and Testing

15
 ACTIVE LEARNING: Assessing Genetic Risk
Ethical Considerations in Genetic Testing
Treatment of Genetic Disorders
Behavioral Genetics
Studies of Adopted Children
Studies Comparing Identical and Fraternal Twins
Studies of Identical Twins Reared Apart
ACTIVE LEARNING: Concordance Rates
The Interaction of Genes and Environment
How the Environment Shapes Gene Expression
Canalization
Behavioral Epigenetics
Complexities in the Study of Gene-Environment
Interaction
How Genes Shape the Environment
5. Prenatal Development, the Newborn, and the Transition to
Parenthood
Test your Knowledge
Prenatal Development
The Three Stages of Prenatal Development
The Germinal Stage (Conception to 2 Weeks)
The Embryonic Stage (2 Weeks to 2 Months)
The Fetal Stage (Week 9 to Birth)
ACTIVE LEARNING: Old Wives’ Tale or Scientific
Fact?
Health and Risks in Pregnancy
Three Trimesters of Pregnancy
Miscarriage
Maternal Health and Well-Being
Maternal Diet
Exercise
Teratogens
Alcohol
JOURNEY OF RESEARCH: Understanding the
Effects of Alcohol on a Pregnancy
Tobacco
Prescription and Over-the-Counter Drugs
ACTIVE LEARNING: Safety of Medications During
Pregnancy
Illegal Drugs
Diseases

16
 Maternal Stress
Environmental Toxins
The Birth Experience
Labor and Delivery
First Stage: Early and Active Labor
Second Stage: Pushing
Third Stage: Delivering the Placenta
Birthing Options
The Newborn
The Baby’s Birth Experience
Infant States
Mirror Neurons
Risks to the Newborn’s Health and Well-Being
Prematurity and Low Birth Weight
JOURNEY OF RESEARCH: From Child Hatchery to
Modern NICU
Infant Mortality
Sudden Infant Death Syndrome (SIDS)
Abusive Head Trauma and Shaken Baby Syndrome
The Transition to Parenthood
Becoming a Mother
Becoming a Father
Becoming a Family
ACTIVE LEARNING: Easing the Transition to
Parenthood
6. Physical Development: The Brain and the Body
Test your Knowledge
Brain Development
ACTIVE LEARNING: Brain and Body
Structures of the Brain
Developmental Processes
Neurons and Synaptic Connections
Plasticity of the Brain
Myelination of Neurons
Brain Development Through Childhood and
Adolescence
Disorders Related to Brain Development
Cerebral Palsy
Autism Spectrum Disorder
JOURNEY OF RESEARCH: Searching for the Cause
of Autism Spectrum Disorder

17
 Schizophrenia
Development of the Senses
Vision
Hearing
Smell
Taste
Touch
Cross-Modal Transfer of Perception
ACTIVE LEARNING: How Toys Stimulate Babies’
Senses
Body Growth and Changes
Changing Bodily Proportions
ACTIVE LEARNING: Head-to-Body Proportions
ACTIVE LEARNING: Your Growth in Childhood
Teeth
Sexual Development
The Timing of Puberty
ACTIVE LEARNING: Timing of Puberty
Risks of Sexual Maturation: Pregnancy and STDs
Teen pregnancy
STIs and STDs
Motor Development
Infant Reflexes
Development of Motor Skills
Myelination of Motor Neurons
Motor Development in Older Children
Body Awareness
ACTIVE LEARNING: Developing Body Awareness
Motor Disability: Developmental Coordination
Disorder
Nutrition
Breast-Feeding
Healthy Eating
ACTIVE LEARNING: School Lunches
Malnourishment
Obesity and Being Overweight
Eating Disorders
PART III. COGNITIVE DEVELOPMENT
7. Theories of Cognitive Development
Test your Knowledge
Piaget’s Theory of Cognitive Development

18
 ACTIVE LEARNING: Organizing by Cognitive
Schema
Piaget’s Stages of Cognitive Development
Sensorimotor Stage (Birth to 2 Years)
ACTIVE LEARNING: Testing Object Permanence
Preoperational Stage (2 to 7 Years)
Intuitive thought
Egocentrism
Conservation
ACTIVE LEARNING: Conservation
Stage of Concrete Operations (7 to 12 Years)
Stage of Formal Operations (12 Years and Older)
ACTIVE LEARNING: Formal Operations
Adolescent egocentrism
Is Formal Operations the Final Stage?
Critique of Piaget’s Work
Ages and Stages
How Universal Is Cognitive Change?
Theory of Core Knowledge
JOURNEY OF RESEARCH: Is Object Permanence
Learned or Innate?
Vygotsky’s Sociocultural Theory of Cognitive
Development
The Zone of Proximal Development (ZPD)
Scaffolding
Private Speech
Information Processing
Attention
Attention in Infancy
Attention in Childhood
Attention in Adolescence
ACTIVE LEARNING: Studying and Distractions
Attention-Deficit/Hyperactivity Disorder
Memory
Memory in Infancy
Infantile amnesia
Memory in Childhood
ACTIVE LEARNING: Working Memory
Encoding processes and information processing
speed
ACTIVE LEARNING: Encoding Processes

19
 Knowledge base
False memories
ACTIVE LEARNING: Creating False Memories
Memory in Adolescence
Executive Function
Executive Function in Childhood
ACTIVE LEARNING: Executive Function: Head-
Shoulders-Knees-Toes
Executive Function During Adolescence
Metacognition
ACTIVE LEARNING: Metacognition
Comparing Four Theories of Cognitive Development
8. Intelligence and Academic Achievement
Test your Knowledge
Defining and Assessing Intelligence
Defining Intelligence
ACTIVE LEARNING: Defining Intelligence
Measuring Intelligence
JOURNEY OF RESEARCH: The History of
Intelligence Tests
Standardized Testing and Alternative Testing
Methods
Infant Intelligence
The Nature-Nurture Controversy and Intelligence
Neuroscience and Intelligence
IQ Scores and Academic Achievement
Alternative Views of Intelligence
Gardner’s Theory of Multiple Intelligences
ACTIVE LEARNING: Applying Multiple
Intelligences
Sternberg’s Triarchic Theory
Variations in Intellectual Ability
Intellectual Disability
Specific Learning Disorder
Giftedness
Creativity and Intelligence
ACTIVE LEARNING: Creativity Tests
Academic Achievement: Learning in the School Context
Classroom Environment
ACTIVE LEARNING: Teacher-Heroes in Movies and
Real Life

20
 Student-Teacher Ratios
Ability Grouping
Grade Retention
School Dropouts and High School Graduates
College-Bound Students
Group Differences in Academic Achievement
Gender and Academic Achievement
Boys’ Academic Achievement
Girls and the STEM Fields
ACTIVE LEARNING: Implicit Associations Test
Single-Gender Classrooms
Ethnic, Racial, and Cultural Influences on School
Achievement
The Impact of Poverty on Academic Achievement
9. Language Development
Test your Knowledge
Aspects of Language
Language and the Brain
Theories of Language Development
Behaviorism and Social Cognitive Theory
Nativism
Interactionism
Cognitive Processing Theory: Statistical Learning
Stages of Language Development
JOURNEY OF RESEARCH: Is There a Critical
Period for Language Learning?
Prenatal Development
Infants’ Preverbal Communication
Crying
Cooing
Babbling
Preverbal Perception of Language
How Adults Foster Language Development
Shared Attention, Gestures, and Sign Language
Child-Directed Speech
SES and Language Development
Toddlers’ Development of Words and Sentences
Growth of Vocabulary
ACTIVE LEARNING: Using Linguistic Constraints
Creating Sentences
ACTIVE LEARNING: The Impact of Word Order

21
 Language Development in Early Childhood
ACTIVE LEARNING: Collecting a Language Sample
ACTIVE LEARNING: Private Speech
Language Development in Middle Childhood
ACTIVE LEARNING: Metalinguistic Awareness
The Language of Teenagers
Literacy: Reading and Writing
Reading
Emergent Literacy
ACTIVE LEARNING: Using Dialogic Reading
Learning to Read in School
JOURNEY OF RESEARCH: What’s the Best Way to
Learn to Read?
Writing Skills
Bilingualism and Bilingual Education
Growing Up Bilingual
Bilingual Education
JOURNEY OF RESEARCH: Bilingual Education—
Sink or Swim?
Culture, Identity, and Bilingualism
Language Disorders
Communication Disorders
Autism Spectrum Disorder
ACTIVE LEARNING: Observing Conversation Skills
Dyslexia: A Language-Based Learning Disorder
PART IV. SOCIAL AND EMOTIONAL DEVELOPMENT
10. Emotional Development and Attachment
Test your Knowledge
Emotions: Universality and Difference
What Is Emotion?
ACTIVE LEARNING: Why We Use Emoticons and
Emoji
Development of Emotions: The Role of Self and
Others
Social Referencing
Empathy
ACTIVE LEARNING: Empathy and Sympathy
Self-Conscious Emotions
ACTIVE LEARNING: Shame and Guilt
Temperament
Measuring Temperament

22
 Stability of Temperament
ACTIVE LEARNING: Temperament
Regulation of Emotions and Self-Control
Self-Control and Self-Regulation
Effortful Control and Delay of Gratification
ACTIVE LEARNING: How Do Children Resist
Temptation?
Long-Term Outcomes of Self-Control
Normal Emotions and Emotional Problems
Fear and Anxiety
Sadness and Depression
Anger and Aggression
Oppositional Defiant Disorder (ODD)
Disruptive Mood Dysregulation Disorder
(DMDD)
Conduct Disorder
The Development of Secure Attachment
ACTIVE LEARNING: Experiencing a Sense of
Secure Attachment
JOURNEY OF RESEARCH: The History of the Study
of Attachment
The Development of Attachment: Bowlby’s Stages
Preattachment (Birth to 6 Weeks)
Attachment in the Making (6 Weeks to 6-8
Months)
Clear-Cut Attachment (6-8 Months to 18
Months–2 Years)
Goal-Corrected Partnership (18 Months On)
Security of Attachment
Attachment as a Relationship
The Role of the Mother
The Role of the Father
The Role of the Infant
All Together Now
ACTIVE LEARNING: Educating Parents
Attachment to Nonparental Caregivers
The Biology of Attachment
Attachment and Culture
Attachment Beyond Infancy
Long-Term Outcomes of Infant Attachment
Attachment in Childhood and Adolescence

23
 ACTIVE LEARNING: Romantic Attachment Styles
Attachment Disorders
Causes of Attachment Disorder
Prevention and Treatment of Attachment Disorders
11. Identity: The Self, Gender, and Moral Development
Test your Knowledge
Development of the Self-Concept
Self-Concept and Culture
The Self in Infants and Toddlers
Mirror Self-Recognition
Use of Pronouns
Visual Perspective-Taking
Possessiveness
The Self in Preschoolers
The Self in School-Age Children
The Self in Adolescents
Marcia’s Identity Statuses
Adolescent Rites of Passage
ACTIVE LEARNING: Rites of Passage
Development of Self-Esteem
ACTIVE LEARNING: The Difference Between Self-
Concept and Self-Esteem
Self-Esteem During Childhood
JOURNEY OF RESEARCH: The Self-Esteem
Movement
Self-Esteem During Adolescence
Media, Self-Concept, and Self-Esteem
Gender Identity
Theories of Gender Development
Behaviorism and Social Cognitive Theories
Cognitive Developmental Theory
ACTIVE LEARNING: Kohlberg’s Cognitive
Developmental Theory of Gender Development
Gender Schema Theory
Gender Self-Socialization Model
ACTIVE LEARNING: Going Against Gender
Stereotypes
Identity in Lesbian Gay, Bisexual, and Transgender
(LGBT) Children and Teens
Lesbian, Gay, and Bisexual [LGB] Children and
Teens

24
 ACTIVE LEARNING: The Heterosexual
Questionnaire
JOURNEY OF RESEARCH: Explanations for
Homosexuality
Transgender, Transsexual, and Gender
Nonconforming Children and Teens
Ethnic and Racial Identity
Moral Identity
The Role of the Environment
The Role of Cognitive Development
JOURNEY OF RESEARCH: Kohlberg’s Life History
and His Theory
Gender Differences in Moral Thought
Cultural Differences in Moral Thought
Moral Thought and Moral Action
Social Domain Theory
The Role of Emotional Development
The Role of Innate Processes
Promoting Moral Development
12. Social Development: Social Cognition and Peer
Relationships
Test your Knowledge
Social Cognition: Theory of Mind
ACTIVE LEARNING: Mind Reading and
Mindblindness
ACTIVE LEARNING: False Beliefs
Peer Relationships in Infancy and Early Childhood
Infants and Toddlers: From Parent to Peer
Preschoolers and The Role of Play
ACTIVE LEARNING: What Is Play?
Physical Development
Emotional Development
Social Development
ACTIVE LEARNING: Parten’s Stages of Social Play
Cognitive Development
Playgrounds That Accommodate Children (and
Adults) With Disabilities
Peer Relationships in Middle Childhood
School-Age Children and Friendships
ACTIVE LEARNING: Rejection Sensitivity
Gender and Play

25
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Standeth God within the shadow, keeping watch above His own.

We see dimly in the Present what is small and what is great,

Slow of faith, how weak an arm may turn the iron helm of fate,
But the soul is still oracular; amid the market’s din,
List the ominous stern whisper from the Delphic cave within,—
“They enslave their children’s children who make compromise with
sin.”
 CHAPTER VI
ARTICULATION EXERCISES

The pronunciations and definitions throughout these pages are

those given in “Webster’s New International Dictionary,” published by
G. & C. Merriam Co., Springfield, Mass., 1918 Edition.

Without a graceful and pleasing enunciation, all your

elegancy of style in speaking is not worth a farthing.
—Chesterfield.

In the utterance of words we are concerned with the following

terms: Pronunciation, Enunciation and Articulation. In a general way
their meanings are identical, but yet there is a mark of difference
characterizing each.
Pronunciation has to do with the act of uttering a single letter,
syllable, word, sentence, or whole address. This concerns
correctness.
Enunciation has to do with careful, distinct utterance so that any
word or any part of a word is completely audible. This concerns
distinctness.
Articulation has to do with the act of gracefully and skillfully
manipulating those organs of speech necessary for the correct
pronunciation and distinct enunciation of words. This concerns
skillfulness.
At least a part of the following exercises should be practiced daily,
preferably in the morning. A few minutes’ practice is a splendid tonic
for the tasks of the day.

I. For the Lips and Jaw

1. Repeat e a aw ah o oo. In doing this extend the lips and use a
relaxed jaw.
2. Repeat again, giving a rising inflection to each. Then give each
sound the falling inflection, and then the circumflex inflection.
3. Intone them on successive pitches. Be sure you have pure vowel
quality.
4. Whisper the sounds e aw permitting the jaw, in the latter sound, to
drop completely relaxed each time.

II. For Lips, Tongue and Soft Palate

1. Repeat eb ab awb ahb ob oob.
2. Repeat ed ad awd ahd od ood.
3. Repeat eg ag awg ahg og oog.
4. Repeat ek ak awk ahk ok ook.

III. The Aspirates, or Breath Sounds

1. Repeat the breath sound of p wh f th s t sh h k.
2. Repeat wh (when) whe wha whaw whah who whoo.
3. Repeat fe fa faw fah fo foo.
4. Repeat th (thin) the tha thaw thah tho thoo.
5. Repeat se sa saw sah so soo.
6. Repeat te ta taw tah to too.
7. Repeat she sha shaw shah sho shoo.
8. Repeat he ha haw hah ho hoo.
9. Repeat ke ka kaw kah ko koo.
10. Repeat pe pa paw pah po poo.
 IV. The Sub-Vocal Sounds
1. Repeat the vocal sound of b w th v z d r zh y g.
2. Repeat be ba baw bah bo boo.
3. Repeat w (wise) we wa waw wah wo woo.
4. Repeat ve va vaw vah vo voo.
5. Repeat ze za zaw zah zo zoo.
6. Repeat de da daw dah do doo.
7. Repeat re ra raw rah ro roo.
8. Repeat zhe zha zhaw zhah zho zhoo.
9. Repeat ye ya yaw yah yo yoo.
10. Repeat ge ga gaw gah go goo.
11. Repeat th (thine) the tha thaw thah tho thoo.

V. The Liquid Sounds

1. Repeat l m n.
2. Repeat le la law lah lo loo.
3. Repeat me ma maw mah mo moo.
4. Repeat ne na naw nah no noo.

VI. The Nasal Sounds

1. Repeat m-m-m-e m-m-m-a m-m-m-aw m-m-m-ah m-m-m-o m-m-
m-oo.
2. Repeat n-n-n-e n-n-n-a n-n-n-aw n-n-n-ah n-n-n-o n-n-n-oo.
3. Repeat ng-ng-ng-e ng-ng-ng-a ng-ng-ng-aw ng-ng-ng-ah ng-ng-
ng-o ng-ng-ng-oo.

VII. Combination Sounds

 1. 2. 3. 4.
Breath Voice Breath Voice Breath Voice Breath Voice
fe ve whe we se ze she zhe
fa va wha wa sa za sha zha
faw vaw whaw waw saw zaw shaw zhaw
fah vah whah wah sah zah shah zhah
fo vo who we so zo sho zho
foo voo whoo woo soo zoo shoo zhoo

Here follow a number of difficult combinations especially good for

the pupil who mumbles or is habitually careless and indolent. Their
use is effective in producing flexibility of lips, tongue and palate. It is
not advisable to spend too intensive or too long practice, however,
upon these so-called tongue-twisters lest verbal utterance becomes
a laborious, mechanical process. But there are some who need just
such exercises, and those who desire rapid and distinct articulation
cannot practice them too much, provided their exercise is interesting
or amusing.

Betty Botter bought some butter.

“But,” she said, “this butter’s bitter;
If I put it in my batter,
It will make my batter bitter;
But a bit of better butter
Will but make my batter better.”
So she bought a bit o’ butter
Better than the bitter butter,
And made her bitter batter better.
So ’twas better Betty Botter
Bought a bit of better butter.

—Sheffield Telegraph.

“Thunder,” thought Theresa.

“Thieves!” throbbed Theodore.
 Theresa thumped, threatened, thwarted those three thieves,
throwing the thick thesaurus—that thrilled them! Theodore thanked
Theresa.

I like to write about Marie,

For glee and she and be and see
And we and plea and free and me
All go nicely with Marie.

—Chicago Herald.

How much wood would a wood chuck chuck

If a wood chuck could and would chuck wood?
He’d chuck as much wood as a wood chuck would
If a wood chuck could and would chuck wood.

A thatcher of Thatchwood went to Thatchet a-thatching.

Five flippy Frenchmen foolishly fanning fainting flies.
Eight eager, earnest, eccentric Englishmen eating eleven elusive
eagles.
High up the hill he heaved a huge hoe.
A cheap, changeable, child-like chimpanzee champion playing
checkers with Charles.
Black bugs’ blood. (Repeat quickly.)

When a twiner a-twisting will twist him a twist,

For the twining his twist he three twines doth entwist.
But if one of the twines of the twist doth untwist
The twine that untwisted, untwisteth the twist.
 As much of the dew that the dew drops drop, if dew drops do drop
dew.

A tutor, who tooted a flute, tried to tutor two tooters to toot. Said
the two to the tutor: “Is it harder to toot, or tutor two tooters to toot?”

A shy little she said shoo

To a fly and a flea in a flue.
Said the flea, “Let us fly.”
Said the fly, “Let us flee.”
So they flew through a flaw in the flue.

Amidst the mists and coldest frosts,

With barest wrists and stoutest boasts,
He thrusts his fists against the posts,
And still insists he sees the ghosts.

Bring a bit of buttered bran bread.

Lucy likes light literature.
Around the rough and rugged rocks the ragged rascal ran.
A lovely lily lying all alone along the lane.
Can a stammerer flatter a flatterer?
The bald lawyer saw all in the hall.
Ask at last the flask for the task.

To the Windmills said the Millwheel:

“As the wind wills do you still wheel?”
“Yes, we still wheel when the wind wills!”
To the Millwheel said the Windmills.

She stood at the door of Mrs. Smith’s fish-sauce shop in the

Strand welcoming him in.
 Sisyphus sold six pairs of shining steel, slippery scissors.
What noise annoys a noisy oyster most? A noisy noise annoys
noisy oyster most.
A little leaven leaveneth the whole lump. (Not whole hump.)
A sad dangler. (Not angler.)
A languid dame. (Not aim.)
His crime moved me. (Not cry.)
He will prate to anybody. (Not pray.)
Chaste stars. (Not tars.)
Irish yews. (Not shoes.)
“Give the cat stale bread!” “The cat’s tail, mamma?”
“Silence, child!”
Fill the sieve with thistles, then sift the thistles in the sieve.
A glowing gleam glowing green.
The bleak breeze blighted the bright broom blossoms.
Flesh of freshly dried flying fish.
Six thick thistle sticks.
Two toads tried to trot to Tedbury.
Give Grimes Jim’s great gilt gig whip.
Strong Stephen Stringer snared slickly six sickly silky snakes.
Much water makes the meal-mill wheel work well.
Eye her highness, how high she holds her old haughty head.
The soup must be heated before he eat it.

Hugh Go goes for the girls that he sees;

Pa Go goes ’cause it limbers his knees;
Ma Go goes for the ease ’neath the trees;
Nanny Go goes for the coasters that please;
Letta Go goes for Galligher’s squeeze.
So, go where the Goes go.

Max with a wax match.

The sea ceaseth—it sufficeth sufficiently that the sea ceaseth.
Six slick slim slippery slimy sleek slender sickly saplings.

Owen Moore went away

Owing more than he could pay;
Owen Moore came back one day
Owing more.

There was a young fellow named Tait

Who dined with his girl at 8:08.
As Tate did not state,
I cannot relate
What Tate and his tête-à-tête ate at 8:08.

A farmer had a seeder for the seeding of the seed. It was a cedar
seeder, and said he: “I never seed a seeder that could exceed this
yere cedar seeder for the seedin’ of the seed.”

SIMON SHORT’S SON SAMUEL

Shrewd Simon Short sewed shoes. Seventeen summers’
speeding storms, spreading sunshine, successively saw Simon’s
small shabby shop still stanch; saw Samuel’s self-same squeaking
sign still swinging, silently speechifying: “Simon Short, Smithfield’s
sole surviving shoemaker, shoes sewed, soled superfinely.”
 Simon’s spry, sedulous spouse, Sally Short, sewed shirts, stitched
sheets, stuffed sofas. Simon’s six stout, sturdy sons, Seth, Samuel,
Stephen, Saul, Shadrach, Silas—sold sundries. Sober Seth sold
sugar, starch, spice; Simple Samuel sold saddles, stirrups, screws;
sagacious Stephen sold silks, satins, shawls; skeptical Saul sold
silver salvers; selfish Shadrach sold salves, shoestrings, soap,
skates, saws, sausages, sawdust; slack Silas sold Sally Short’s
stuffed sofas.
Some seven summers since, Simon’s second son, Samuel, saw
Sophia Sophronia Spriggs, sweet, sensible, smart Sophronia
Spriggs. Sam showed strange symptoms. Sam seldom stayed
storing, selling saddles. Sam sighed sorrowfully, sought Sophia
Sophronia Spriggs’ society; sung several serenades slyly. Simon
stormed, scolded severely, said Sam seemed so silly singing such
shameful, senseless songs. “Strange, Sam should slight such
splendid summer sales! Strutting Spendthrift! Shatter-brained
simpleton!”
“Softly, softly, sire!” said Sally. “Sam’s smitten; Sam’s spied some
sweetheart.”
“Sentimental schoolboy!” snarled Simon. “Smitten! stop such
stuff!” Simon sent Sally’s snuffbox spinning, seized Sally’s scissors,
smashed Sally’s spectacles, scattered several spools. “Sneaking
scoundrel! Sam’s shocking silliness shall surcease!” Scowling Simon
stopped speaking, starting swiftly shopward. Sally sighed sadly.
Summoning Sam, she spoke sweet sympathy.
“Sam,” said she, “Sire seems singularly snappy; so, sonny, stop
strutting streets, stop smoking segars, spending specie
superfluously, stop sprucing so, stop singing serenades, stop short!
Sell saddles sensibly. See Sophia Sophronia Spriggs soon; she’s
sprightly; she’s stable. So, solicit, sue, secure Sophia speedily,
Sam.”
“So soon? So soon?” said Sam, standing stock-still.
“So soon, surely,” said Sally, smiling, “’specially since Sire shows
such spirits.”
 So Sam, somewhat scared, sauntered slowly, shaking
stupendously. Sam soliloquizes: “Sophia Sophronia Spriggs—
Spriggs—Samuel Short’s spouse—sounds splendid. Suppose she
should say—shoo? She shan’t! She shan’t!”
Soon Sam spied Sophia starching shirts, singing softly. Seeing
Sam, she stopped starching, saluted Sam smilingly. Sam stammered
shockingly: “Spl-spl-splendid summer season, Sophia.”
“Somewhat sultry,” suggested Sophia.
“Sar-sartin, Sophia,” said Sam! (Silence seventeen seconds.)
“Selling saddles, still, Sam?”
“Sartin,” said Sam, starting suddenly. “Season’s somewhat
sudorific,” said Sam, stealthily staunching sweat, shaking sensibly.
“Sartin,” said Sophia, significantly. “Sip some sherbert, Sam?”
(Silence sixty seconds.)
“Sire shot sixty sheldrakes, Saturday,” said Sophia.
“Sixty? sho!” said Sam. (Silence seventy seconds.)
“See Sister Susan’s sunflowers,” said Sophia, sociably scattering
such stiff silence.
Sophia’s sprightly sauciness stimulated Sam strangely; so Sam
suddenly spoke sentimentally, “Sophia, Susan’s sunflowers seem
saying, ‘Samuel Short, Sophia Sophronia Spriggs, stroll serenely,
sequestered spot, some sylvan shade. Sparkling springs shall sing
soul-soothing strains; sweet songsters shall silence secret sighings;
super-angelic sylphs shall—’”
Sophia snickered, so Sam stopped.
“Sophia,” said Sam solemnly.
“Sam,” said Sophia.
“Sophia, stop smiling. Sam Short’s sincere. Sam’s seeking some
spouse, Sophia!”
Sophia stood silent.
 “Speak! Sophia, speak! Such suspense stimulates sorrow.”
“Seek Sire, Sam, seek Sire!”
Sam sought Sire Spriggs. Sire Spriggs said, “Sartin.”
So Sophia Sophronia Spriggs serenely signs Sam’s screeds
“Sophia Sophronia Spriggs Short.”

Theophilus Thistle, the successful thistle sifter, in sifting a sieve full

of unsifted thistles, thrust three thousand thistles through the thick of
his thumb. Now if Theophilus Thistle, the successful thistle sifter, in
sifting a sieve full of unsifted thistles thrust three thousand thistles
through the thick of his thumb, see that thou, in sifting a sieve full of
unsifted thistles, thrust not three thousand thistles through the thick
of thy thumb.

There was a man named Bill. The said Bill owned a bill-board and
he also owed a board-bill. Bill’s board-bill fell due, but owing to the
fact that Bill’s bill-board held all his money, the said Bill was unable
to settle the board-bill. Bill’s landlady was much bored with Bill, with
Bill’s board-bill and with Bill’s bill-board. Bill also became bored with
himself, bored with his landlady, bored with his board-bill, and bored
with his bill-board. So Bill, bored and bored and bored by her who
was also bored and bored and bored, sold his bill-board and paid his
board-bill; and thus Bill who was often bored and the board that was
often billed and the bill that often bored—Bill, bill-board and board-
bill, together with the thrice-bored board-bill lady served to make
history, the reading of which continues to bore all owners of bill-
boards and owners of board-bills to this day.

Though doubtless written with some immediate political purpose,

with which we have no concern, the student of a perfect enunciation
will find the following a most helpful exercise.
 AIN’T IT THE TRUTH?
By Threl Fall

Woodrow Wilson works wonders while

Windy worldlings weary welkins with
What were whilom winful warcries.
While wayward Washingtonians without
Wit whimper wearisomely, while witless
Wretches whine weasel words with will,
While woebegone weaklings wobble,
Waver, wizen; while weasened warlocks
Who want weapons wickedly weave webs,
Woodrow who would wither weltering
World war works wholesouledly. Woodrow
Warps world-peace woof with western
Wisdom, whipsaws wayfaring wastrels
Who would wantonly wreck. Woodrow
Whangs werewolves, watches whisperers,
Whales welchers. Woodrow warily
Wheedles world-hardened wiseacres
Who wrangle. Woodrow without
Weakening whacks wooden-headed
Whippersnappers who warble. Woodrow’s
Welcome World Weal wins war-weary
Womankind, wan widows whose warriors
Were wasted, wink warmly, winsome
Wenches whoop wildly, waltzing
Walkyrie-like, worthy wives warble
Whimsically. Woodrow withal wakes
World wants which were withered.
Whangdoodles with warlike ways
Would well ’ware Wilson.

—Los Angeles Times, March 20, 1919.

 FAR-FAMED FAIRY TALE OF FENELLA[1]
(1) A Famous Fish Factor Found himself Father of Five Fine
Flirting Females—Fanny, Florence, Fernanda, Francesca, and
Fenella. (2) The First Four were Flat-Featured, ill-Favored,
Forbidding-Faced, Freckled Frumps; Fretful, Flippant, Foolish, and
Flaunting. (3) Fenella was a Fine-Featured, Fresh, Fleet-Footed
Fairy; Frank, Free and Full of Fun. (4) The Fisher Failed and was
Forced by Fickle Fortune to Forego his Footman, Forfeit his
Forefather’s Fine Fields, and Find a Forlorn Farmhouse in a
Forsaken Forest. (5) The Four Fretful Females, Fond of Figuring at
Feasts in Feathers and Fashionable Finery, Fumed at their Fugitive
Father. (6) Forsaken by Fulsome, Flattering Fortune-hunters, who
Followed them when Fish Flourished, Fenella Fondled her Father,
Flavored their Food, Forgot her Flattering Followers, and Frolicked in
Frieze without Flounces. (7) The Father, Finding himself Forced to
Forage in Foreign parts for a Fortune, Found he could afford a
Fairing For his Five Fondlings. (8) The First Four were Fain to Foster
their Frivolity with Fine Frills and Fans, Fit to Finish their Father’s
Finances; Fenella, Fearful of Flooring him, Formed a Fancy For a
Full, Fresh Flower. (9) Fate Favored the Fish-Factor For a Few days,
when he Fell in with a Fog; his Faithful Filly’s Footsteps Faltered,
and Food Failed. (10) He Found himself in Front of a Fortified
Fortress. Finding it Forsaken, and Feeling himself Feeble and
Forlorn with Fasting, he Fed upon the Fish, Flesh and Fowl he
Found, Fricasseed and Fried; and when Full, Fell Flat on the Floor.
(11) Fresh in the Forenoon he Forthwith Flew to the Fruitful Fields,
and, not Forgetting Fenella, he Filched a Fair Flower; when a Foul,
Frightful, Fiendish Figure Flashed Forth, “Felonious Fellow!—
Fingering my Flower—I’ll Finish you! Go, say Farewell to your Fine,
Felicitous Family, and Face me in a Fortnight.” (12) The Faint-
hearted Fisher Fumed and Faltered, and Fast was Far in his Flight.
(13) His Five daughters Flew to Fall at his Feet, and Fervently
Felicitate him. (14) Frantically and Fluently he unfolded his Fate. (15)
Fenella, Forthwith, Fortified by Filial Fondness, Followed her
Father’s Footsteps, and Flung her Faultless Form at the Foot of the
Frightful Figure, who Forgave the Father, and Fell Flat on his Face;
For he had Fervently Fallen in a Fiery Fit of love For the Fair Fenella.
(16) He Feasted and Fostered her, till, Fascinated by his
Faithfulness, she Forgot the Ferocity of his Face, Form and Feature;
and Frankly and Fondly Fixed Friday Fifth of February, For the affair
to come off. (17) There were present at the wedding, Fanny,
Florence, Fernanda, Francesca, and the Fisher. (18) There were
Festivity, Fragrance, Finery, Fireworks, Fricasseed Frogs, Fritters,
Fish, Flesh, Fowl and Furmenty; Frontignac, Flip, and Fare Fit For
the Fastidious; Fruit, Fuss, Flambeaux, Four Fat Fiddlers, and Fifers;
and the Frightful Form of the Fortunate and Frumpish Fiend Fell
From him, and he Fell at Fenella’s Feet, a Fair-Favored, Fine, Frank
Freeman of the Forest! (19) Behold the Fruits of Filial affection!—
Comic Times.

MY M-MADE MEMORY MEDLEY

MENTIONING MEMORY’S MARVELOUS MANIFESTATIONS[2]
(1) Memory Means Mind—Mind Means Memory. (2) Memory Most
Mysteriously Makes Mental Memoranda. (3) Matured Metaphysical
Meditation Manifests Memory Man’s Mighty Maker’s Manifoldly
Marvelous, Magnificent Masterpiece. (4) Memory Makes, Molds,
Modifies, Moves, Maintains Mind; Memory Moves Man’s Mouth;
Memory Manages Man’s Manipulations. (5) Multitudinous
Misfortunes Mark Meager Memory, Municipal Mismanagement,
Maritime Mishaps, Mercantile Miscalculations. (6) Meager Memory
Means Mystification, Misconception, Misunderstanding, Mournful
Mental Malady. (7) Many Men Meditating Merge ’Mid Mystification,
Mostly Meaning Mismanaged Memory. (8) Meager Memory Makes
Many Men Mere Mute Mummies. (9) Mold Memory, Manage
Memory; Make Memory-Meditations Mind-Making Material. Mere
Mechanical, Muttering Memory Makes Many Men Mere Meaning-
Minus Magpies. (10) Memory Managed Methodically, Manifests
Marvelous Might. (11) Many Maddened Masters Murmuringly
Mistrust Meritedly Mistrusted Menials’ Muddly Memories. (12)
Menials’ Message Mangling Misconduct, Magical Modern Memory
Methods Most Materially Mitigate. (13) Memory Methods Master
Most Marvelous Medleys. (14) Miss Market-Much Might Memorize
Meat, Mustard, Mushrooms, Melons, Marmalade, Milk, Mullets,
Mops, Matches, Medicine, Myrrh, Musk, Muslin, Music; Moreover
Many Miscellaneous Momentous Messages. (15) Many Men Much
Misunderstand Memory Methods, Making Mental Mazes Much More
Mysterious; Making Mere Mole-Mounds Mule Maddening-Mountains;
Making Minutest Mites Mighty Mammalia. (16) Many Men Mentally
Merely Move Mobward, Mingling Mimicked, Meaningless
Murmurings ’Midst Misty-Minded Men’s Maniacal Mutterings,
Menacing Memory Method’s Mutilation. Mildly, Manfully, Mockingly,
Memory Men March, Maintaining Majesty. (17) Mercenary Motives,
Mistaken Monetary Management May Make Many Meanly Miss
Mentally Masticating Memory Methods. Moral Men Manifesting
Manly Motives May Mention Memory’s Marvelous Malleability,
Making Memory’s Maximum Man’s Mental Meridian! (18) Murky-
Minded, Misanthropic, Monopolizing Men May Malevolently Mutter
Many Mischievous, Malice-Molded Maledictions, Mockingly
Mistrusting Memory Methods. (19) Memory Methods Master Minutely
Many Manuals, Mosaic Maxims, Mediæval Memorables, Masonic
Mysteries, Mechanical Movements, Mineral Mixtures, Medicinal
Metamorphoses, Musical Measures, Mathematical Materials,
Mercantile Managements, Momentary Mementos. (20) Memory
Methods Might Make Monarchs, Ministers, Members, Mayors,
Magistrates, Mouth Most Mightily, Minus Manuscripts. (21) Memory
Methodically Manifested Makes Man Muscularly, Mentally, Morally,
Mercantilely, Much More Manly. (22) Memory May Make
Metropolitan Manufacturers Manufacture Many Most Magnificent
Materials, Merely Marking Mentally Modistes’ Modified Matchless
Models. (23) Memory Makes Money-Moving Merchants Mass Many
More Money-Mounds. (24) Memory Makes Morose Men Much More
Mannerly. Memory Makes Men’s Motto “Mutely Miss Mischievous
Meddling.” (25) Memory, Marking Man’s Misguided Mind, Makes
Man Merciful. Mingled Mortifications, Minus Merciful Memory, Make
Minor Mistakes Miscreant Misdemeanors. (26) Memory, Methodized,
Makes More Magnetic, Meltingly Melodious, Meekminded, Modest,
Marriageable Maidens. (27) Memory Makes Mothers Manage
Minutest, Multitudinously Miscellaneous Matters Meritoriously
Maternally. (28) Memory Makes Model Men Matchlessly Master
Mimicry. Memory Makes Mimics Mimic Minutely. (29) Mind—
Memory! Mockingly, Maddeningly, Manages, Masters, Manacles
Men’s Mere Muscular Might. (30) Memory Molds Men’s Musings;
Millionaires’ Musings May Mark Moldering Marble Monuments,
Mutely Mentioning Magnificent Munificences. (31) Military Men,
Musing, May Mark Muskets, Matchless Marksmen, Mortars, Majors,
Men, Movements, Maneuvers. (32) Milkmaid’s Musings May Mark
Mist-Moistened Meadows, Mirthful Milkmen Merrily Milking, Millers,
Mills, Men Mowing, Moving Mud-Mounds, Minding Mares, Managing
Managers, Malting; Master’s Mansion, Master Making Market
Memos.; Mistress Making Mincemeat; Miss Millie “Musicking”;
Master Mathew Meeting Miss May Marry-Me. (33) Man’s Misconduct
Makes Meditation—Memory—Mental Misery. (34) Murderers’ Morbid
Minds Meek Morpheus Molests, Making Midnight’s Mysterious
Musings Merciless Mental Martyrdoms. (35) Methodical Memorizing
Means Mating Mentally—Mark! Minister Manuscript—Manuscript
Mission—Mission Money—Money Missionary—Missionary
Mohammedan—Mohammedan Meditate—Meditate Misconduct—
Misconduct Mediator—Mediator Messiah! Mark, Moreover, Memory
Methods Make Mixed Mental Masses Most Marvelously
Manageable. Meager Memory, Moderate Memory, Mighty Memory,
Method May Magnify Much. (36) Mentioning My M-Made Memory
Medley, May Make Many Melancholy Moping Men Manifest Much
Merriment. (37) Many Merely Muttering My M-Made Memory Medley
May Make Multitudinous Mistakes. (38) My Memory Men May
Memorize My Matchlessly Mouth Martyrdomizing M-Made Memory
Medley!!!
—William Stokes.

If one has a little spare time, he can use it to good advantage in

making alliterative exercises for himself. It will enlarge his
vocabulary, discipline him in the use of unfamiliar words, and, at the
same time, afford him opportunity for linguistic practice for the
improvement of his pronunciation, enunciation and articulation. For
instance, here are a few crude attempts made by one of the authors
when he was lying on a sick-bed and desired a change of mental
occupation.

MIGHTY MAJESTIC MIND

Man’s Muscular, Mental, Moral Master
Mind magnificently masters man. Mind majestically manages
man’s muscular, mental, moral movements. Man moves materially.
Material movements mean motions made muscularly, mechanically.
Man’s mechanics move as man’s mind mandates. Mere mechanical-
man, muscular-man, means microcosmic majesty, but man’s moral
mentality, mysteriously manifests man’s Mighty Maker’s magnificent,
matchless majesty. Mind manifestations mean mentation, mystery,
method, municipal management, music, melody, multifarious
manufactures, market manipulations, Marconi messages,
macadamization, motor movements, mechanical mastery, metallic
mixtures, muscular motions mentally mandated, maritime
maneuvers, magnetic mastery. Men’s mental missteps mean misery,
morbidity, moroseness, many moon’s mournful meditations. Man’s
mind mismanaged means mental mirages, miserable miserliness,
mean marriages. Many men marry mistakenly, merely marking mean
mentality, moral mismanagement. Miserable marriages mean morbid
mouthings, misleading marital mirages, moral missteps, monotonous
months, mean moments, miserable meetings. Mean, malicious,
morally morbid, meddling marplots make many marriage mates
miserable, mouthing mendacious misstatements, manufacturing
mean messages, making matrons mutely meditate mauling
mysterious maidens who merrily manipulate meager-minded men.
Methodistical, Mennonite maidens, meditating many men’s
malodorous matrimonial mishaps, mercilessly meditate maidenhood,
mocking marriage misfits. Maidens morally, mentally, muscularly
married, majestically move matronward, meeting motherhood
merrily. Mighty Majestic Mind made Maiden Mary’s motherhood
mysteriously materialize. Moral man’s meditations magnify Maiden
Mary’s marvelous motherhood. Mans’, matrons’, maidens’ managed
mentations mean mentally-manipulated meritorious monogamous
marriages, making mates materially merry, managing maternity
modernly. Moreover, man’s managed mentations mean mercantile
might, maritime majesty, masterly mechanics, monkish manuscripts,
marble mansions, moon maps, martial maneuvers, military
marchings, magnificent masquerades, mail movements, mystic
materializations, mathematical mazes, Maypole maidens, molded
medals, modern medicine, megalithic monuments, musical
megaphones, melodramatic monologues, man’s melioration, mellow
memories, Mennonite missionaries, merciful mandatories, Messianic
masses, metaphysical messages, mighty metaphors, metaphrastic
metamorphoses, metallic mercuries, marvelous metropolises,
Methodistic morals, monks’ meditations, Mohammedan mosques,
miniature minarets, masterful ministers, miraculous mirrors, martial
mobilizations, multiplied musicians, marble mosaics, meaningful
mottoes. Mendelssohn made manifold music, monkish masses,
modulated madrigals, mincing minuets, military marches. Moor
mountebanks make money monkey-shining. Melancthon’s managed
mentality materialized moral mottoes, manuscripts, mandates,
mental manna for mighty monarchs, manifold multitudes. Macbeth’s
moral missteps materialized manichean morbidity, malignant
moroseness, murderous manifestations, maniacal madness. Merry
Maryland’s melody moves men’s, matrons’, maidens’ muscular
movements mightily. More meditation might materialize many more
m-made mental meanderings.

SOUL SUBLIME
Spirit sees spirit surely. Spirit shuns sensuous symbols,
shibboleths, signs, sins. Spirit seeks serenity, sociability, salvation,
supreme spiritual standards, splendid sympathy, starlike success.
Sin, sensuality, sear, singe, scorch, send suffering, sorrow, sadness.
Spirit, soul, soaring supremely, senses slumber soundly. Senses
sleep, spirit solves. Soul subjects senses securely—sight, sound,
smell, space—storing spirit secrets, sweet sounds, soulful sympathy.
Spirit sends soul starward seeking spirit’s shoreless, shining seas
sublimely serene. Soul survives sense’s subjugation. Soul seeks
successful solutions such staggerers as syncopation, syncretism,
syndicalism, symbiosis, symmetricalism, synesthesia, synovitis,
syringomyelia, strumæ, stronglyidæ, strobilation, stock swindling,
solfatara, solaria, Sivaism, Shintoism, sisymbriums, siphonophora,
shunning shilly-shallying, sloppy sentimentality, slippery sneakiness,
sulky slovenliness, secret sinfulness, shekel stealing, saucy
slandering.

One might write a “Wordy Wabble on Women,” telling how “women

wheedle wary woodmen woefully in western, wild Wyoming and
Washington. Warring, waspish women wear war-paint wielding
willow wands whackingly when weary Willies wantonly waste
wages,” and so on. Or he could picture Dauntless Daniel daringly
defying Desperate Desmond. A war correspondent might have
gained fame a few years ago had he headed his German letter:
“Blatant Billy Blusteringly, Belligerently, Bellows Braggingly,” and
later he might have told how “British bulldogs beat Billy’s bragging,
brutal, bullying battalions; beneficently, benignly, beautifully backing
beleaguered Belgium’s bruised, but brave batteries. Billy bemoaned
beaten battalions, but Bulldog Britain beamed benignly, bantering
Billy’s Brunswick backers, bagging Billy’s belongings, bogging Billy’s
boasted bootsteps. Britain’s bulldogs made bragging, boasting Billy
bow bendingly before bully belligerents.”
Let not the intellectual student deem this kind of exercise too
frivolous. It will be of far greater benefit to him than he is aware,
especially if he will read and reread his alliterations, with clear
understanding, in accordance with the principles laid down in the
earlier part of Chapter I.
Of a different type, but equally useful as exercises in composition,
and intelligent and carefully articulated reading, are such
compositions as the following. Let the student try to make up
something of the kind descriptive of a battle, a rainstorm, an
earthquake, etc.