[F]

Because the air in the country is really clean, we ought to live
there much as is possible. Since, however, a great deal of the world's
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work must be done indoor in cities, it is important that we take every
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precaution to ventilate our houses properly. Some people have
thought that night air is injurious. But careful study shows that night
air is identical with that which we breath during the day. In fact the
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proper ventilation of a bedroom is one of the first necessity for good
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health. Since the exhaled air is usually warmer and lighter than the
inhaled air, it rises to the top of the room. Therefore it is better to
open a window both at the top to let the warm up air out and also at
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the bottom to admit the fresh air in. Of course, this does not mean
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that one should sleep in a strong draft. In many places it is feasible to
sleep out-of-the-doors on a sleeping porch and so to secure perfect
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ventilation.

In recent years we have seen steady progress made in the development
of equipments to supply proper conditioned air not only in large
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auditoriums, class-rooms, and factories, but also in railroad trains
and in private homes. This equipment cleans the air off dust, keeps
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the temperature comfortable, holds the humidity at the right point,
and keeps the air in the motion. Such a condition is conductive to
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efficiency as well as good health.

[G]

I think it is true to saying that, in general, language teachers
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have paid little attention to the way sentences are used in combination
to form stretches of disconnected discourse. They have tended to take
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their cue from the grammarian and have concentrated to the teaching
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of sentences as self-contained units. It is true that these are often
represented in "contexts" and strung together in dialogues and
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reading passages, but these are essentially settings to make the
formal properties of the sentences stand out more clearly, properties
which are then established in the learner's brain by means of practice
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drill and exercises. Basically, the language teaching unit is the
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sentence as a formal linguistic object. The language teacher's view of
what that constitutes knowledge of a language is essentially the same
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as Chomsky's knowledge of the syntactic structure of sentences,
and of the transformational relations which hold them. Sentences are
seen as paradigmatically rather than syntagmatically related. Such a
knowledge provides the basis for actual use of language by the
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speaker-hearer'. The assumption that the language appears to make
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is that once this basis is provided, then the learner will have no
difficulty in the dealing with the actual use of language.
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