12-1. Everywhere, in America and England, as well as in Germany, the cry for peace is heard.
The use of the first comma in this grouping notifies the reader that a grouping different from the apparent grouping must be made. It also notifies him that a meaning different from that of No. 12 is to be conveyed by the new grouping. The second comma readily falls into its place; and by the same reasoning the third comma is called for.
The two groups are slightly parenthetical; and, treated as one group, they could be set off by parentheses.
12-2. Everywhere (in America and England, as well as in Germany) the cry for peace is heard.
They are not properly included in marks of parenthesis, because they do not constitute a pure parenthesis. They are inserted, not to explain the word “everywhere,” but for emphasis, being equivalent in meaning to even in America, etc. It will be observed that “everywhere,” as here used, means in all parts of the world. Nothing can be added to it; and therefore what the group of words under consideration explains is, that the word is used in its inclusive and exact meaning. The marks give a shade of meaning somewhat similar to that given by commas in setting off “one or more times,” discussed above.
It may be noted, in passing, that the middle (the second) comma in No. 12-1 acts with the first comma to form one group and with the third comma to form another group, thus making the three commas equivalent to two pairs of commas.
Our next sentence is an exceedingly interesting one. It has been submitted for interpretation to a number of persons, including editorial writers, authors, teachers, lawyers, and printers. Not a single one of them saw the real meaning; and, when the meaning was pointed out, not one of them could explain why the commas are used. Moreover, not one of the score or more of text-books on punctuation at hand gives a satisfactory explanation. The rules of all the books, it is true, cover the point; but the application of the rules is often so difficult as to render them valueless.
When understood, the sentence is simplicity itself, and the punctuation becomes equally simple and very informing.
The sentence (No. 13) is a part of a larger sentence taken from an essay on “Literature and Education” by Dr. Henry van Dyke, the larger sentence being one of several directions how to determine the value of a story:
13. Ask whether the people in the story develop, for better or for worse.