+To the Teacher+.—We suggest exercises on the uses of words similar to those preceding. Before attempting this it may be well to let the pupils go over these condensed expressions and supply the words necessary to the analysis. For instance, in the first paragraph hair may be followed by was and Highland bull by is big. In the next paragraph wounds may be followed by marking, as night by is black, etc. In the third paragraph and then may be followed by there was, etc. The pupils will determine whether supplying these words makes the description stronger or weaker.
Pupils may note especially the offices of nouns, verbs, and adjectives. This selection abounds in descriptive nouns and verbs that are particularly well chosen. Let the pupils point out such.
+The Description+.—How does the description above impress you? Are only characteristic parts and features selected? Are these few features enough to give you a distinct and vivid picture of Rab? What comparisons do you find? How do they help? Pick out some words or phrases that seem to you very expressive. Find some words that are used, not in their first or common sense, but in a figurative sense. How do they help?
+Paragraphs+.—Which paragraph puts before you the dog as a whole? Where must this paragraph naturally stand? Why? Which paragraph describes Rab's character? What does each of the other paragraphs describe? If you think the arrangement of paragraphs above is the best, tell why.
Make a framework for this description.
ORIGINAL COMPOSITION.
Write a description of some animal which you have closely observed and in which you are interested. Be careful to pick out leading or characteristic features that will bring others into the reader's imagination. First prepare a framework.