PART III : BASIC HELP IN SEEING WHAT IS SAID

(a) in the sense of "objective" -- not complicated by states of telling;
(b) in the sense of "unadorned" -- not conveyed by metaphor or graceful indirection;
(c) in the sense of "uncontrived in pattern" -- not heightened by antithesis, balance, and rhythm

(1) The grouping of 200 words for concrete things, which may most easily be taught by pictures, represents an expressive need for some words that have little analytic function, but refer to things in such wide and, frequent use (e.g., apple1 bird, cake, pump) that we cannot afford the inefficiency of naming thorn by circumlocutions.
    (2) The 400 words for "general things" represent in part a group of objective things--in the literal sense (break, cover, land, road); but in the main they cover general ideas that involve relations to fields of experience and enter as notional ingredients into more complex matters of thought. As nouns they all use the grammatical category for "things" in forming the pattern of statements, but their naming function covers acts, processes, feelings, and other ideas fundamental to most thinking.
    (3) The 150 adjectives are obviously analytic tools, in that they designate "qualities" aspects, modes and relations by which we differentiate the manifold kinds of "things" in the matters we communicate through speech.
    (4) The 100 words for "operations" cover the most needed "general" verbs (come ,go, do, get, give, take, etc.) the pronouns, conjunctions, and the particles of direction (at, in, to, there, etc.) Between them we get all the mechanisms of idiom by which we must fit ideas into the accepted. patterns of expressed thought.

    What is most necessary to a writer in putting his observations into an order which may be made sense of ., and in giving his writing a form in which readers will take pleasure, is a condition of mind, which makes his ideas and feelings come into a general harmony.

    Those who took part are in agreement that it is now important for nations to get together in measures against war -- all starting from the idea that peace will not come through separate attempts by governments acting every one for itself.

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1 . See Basic Teaching, East and West, pp51-52, where Mr. F. L. Lucas of Kings' College Cambridge University is quoted as saying : "One grows tired of reading denunciations of Meredith's prose (not that I wish to defend much of it) by writers who on their next page will attribute to him a piece of Sir Philip Sidney--and "The great and outstanding difference between a paper in English and a paper in classics remains that the first asks for opinion--estimates of Burke estimates of Johnson from people who a year or two ago were fresh at school. What wonder if meandering is the result?"

PART IV : BASIC IN ADULT ALIEN EDUCATION IN THE UNITED STATES

PART V : SUMMARY

PART VI : REFERENCE LIST OF BOOKS ON BASIC ENGLISH

1929-50	Editorial: Section on Panoptic Conjugation, p. 9.
1934--	Editorial: Word Magic and Education
	The Magic of Words by C. K. Ogden
1935 --	Sound, Sense and. Intelligibility, an orthological
	interpretation of stress and rhythm by C. K. Ogden
1936 --	Sprung Rhythm by C. K. Ogden, which shows the importance of stress in the interpretation of poetry. Basic English and Grammatical Reform by C. K. Ogden, which is Basic's suggestions about traditional grammar.

Electric Power at Work
Fireside Stories
Across the Isthmus of Panama
Schoolboys of Early Times, Part I
The First Virginians
The White Man Comes to New York
Great Discoveries

(All the above are Psyche Miniatures, published by Kegan, Paul & Co., London.)

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