ELEMENTARY COMPOSITION

BY
DOROTHEA F. CANFIELD
FORMERLY SECRETARY OF THE HORACE MANN SCHOOLS
AND
GEORGE R. CARPENTER
PROFESSOR OF RHETORIC AND ENGLISH COMPOSITION
IN COLUMBIA UNIVERSITY

New York
THE MACMILLAN COMPANY
LONDON: MACMILLAN & CO. Ltd.
1918
All rights reserved

Copyright, 1906,
By THE MACMILLAN COMPANY.

—————

Set up and electrotyped. Published August, 1906. Reprinted July, 1907; February, August, 1909; September, 1910; February, 1911; March, 1913; September, 1914; June, 1915; March, twice, November, 1916.

Norwood Press
J. S. Cushing Co.—Berwick & Smith Co.
Norwood, Mass., U.S.A.

PREFACE

The authors have endeavored to provide an unusually rich collection of material for work in composition,—material well arranged, well graded, well adapted for use in the seventh and eighth grades, and accompanied by a clear and suggestive statement of the grammatical and rhetorical principles involved. For skilled advice and assistance in connection with Chapters II-VI we are greatly indebted to Miss Jennie F. Owens, of the Jersey City Training School.

D. F. C.
G. R. C.

New York City, July, 1906.

CONTENTS

TABLE OF SECTIONS

[The roman numerals refer to chapters; the arabic, to sections.]

TABLE OF EXERCISES

ELEMENTARY COMPOSITION

CHAPTER I

INTRODUCTION

For several years you have written, from time to time, short compositions. These have been letters, or stories, or descriptions, or explanations of ideas you had in mind, or summaries of your lessons in history or geography. You have now come to a point in your education where it will be well for you to take up composition as a separate subject, studying it as you would geography or history. Let us begin by asking ourselves what it is. What is composition?

What geography and history are, it is easy to see. Geography is the subject that has to do with the world as a place. We learn the names that men have given to the parts of the world, large and small; and, with regard to each country, what are its climate and the nature of its soil, its products and manufactures, its cities, and mountains, and rivers. History is the subject that has to do with the actions of the inhabitants of the world. We learn what were the chief nations that have existed or still exist, what were the important events that took place in each nation, as time went on, and who were the great men that shaped its destinies. Any one who knew about all the main events in the life of all the great nations would be a very learned person indeed; but you have already read or studied some very important things in the history of Greece or Rome, or the United States, and thus have a general idea of the history of one or more of these nations.

Since the beginning of time men have been talking to one another, and many thousand years ago they found a way of communicating with one another by written signs or letters; and not so many hundred years ago they discovered printing, which enables one person to communicate with many people in different places at the same time. All over the world, then, people are speaking words or writing words, and other people are hearing or reading these words and trying to understand the thoughts intended to be expressed by them. We have various words to express combinations of spoken or written words, such as talk or conversation, speech, oration, address, lecture, sermon, letter, telegram, essay, novel, poem, and very many others.

Now, it is obvious that a person may wish to express his ideas and yet not be successful in doing so. Words may be combined so as to express thoughts well or to express them badly. Composition is the subject that has to do with the best expression of thought by language.

But how, then, does composition differ from grammar? Grammar is really a part—a small part—of composition. Each language has certain customs with regard to the forms which words have under various circumstances, and to the order in which the parts of a sentence are placed, as well as a system of names for different kinds of words and sentences and parts of sentences. This body of customs or rules we call grammar. But grammar takes into account mainly the form of a sentence, and pays little or no attention to its meaning. Composition, on the other hand, deals mainly with words as expressions of thought.

In our study of composition, then, we are to learn how to combine or group our words so as best to express our ideas. There are three ways of gaining skill in composition:—

1. By following a rule or theory.
2. By practice.
3. By imitation.

There are certain rules in composition which are based on the experience of many writers and speakers. These you will learn as we go on. These rules will not be of very much value to you, however, unless you put them into practice. If you want to learn how to swim, you can get the general idea from a friend or a teacher; but that general idea will not enable you to swim. You must learn to swim by swimming. In the same way, you must learn composition by composing. Keep trying to express your ideas; let your teachers and friends tell you how clearly they understand you, take their criticism to heart, and try again.

The third way to learn composition is by imitation, and that is a very good way indeed. When you think that some one else writes well, try to write like him or her. Imitation is the greatest possible help in learning how to do anything well.

CHAPTER II

THE SENTENCE

1. Phrases, Clauses, and Sentences.—Composition means putting together or combining or grouping. The things that we combine are words. There are three simple ways in which, according to the customs or grammar of our language, words are combined:—

1. Into phrases.
2. Into clauses.
3. Into sentences.

A phrase is a group of words that does not contain a subject and a predicate.

Examples. On the way. In the morning. By the fire. Sailing over the sea.

A clause is a group of words that contains a subject and a predicate. A clause in which the words do not make complete sense is called a dependent or subordinate clause.

Examples. If I could go. When the sun rose. While I was speaking. Which I saw.

A sentence is a group of words containing at least one subject and one predicate and making complete sense. A sentence is thus a single clause or a group of clauses. In a group of clauses, a clause in which the sense is complete is called an independent or principal clause.

Examples. He started at once. If I could, I should start at once. When the sun rose, the mist disappeared. While I was speaking, the rain fell heavily.

Neither the phrase nor the dependent clause can be used by itself. Each is only a part of a sentence. The first rule of English composition is that we must group our words in sentences.

Exception. Exclamatory words, phrases, or clauses, such as, Fudge! Silence in the ranks! If I could only go!

Exercise 1.—Which are dependent clauses? phrases? sentences? Fill out the phrases and clauses so that they become sentences.

1. A little after noon. 2. I found the sea very calm. 3. If we had kept on board. 4. We should have been all safe. 5. Taking off my outer clothes. 6. When I came to the ship. 7. How to get on board. 8. I spied a small piece of rope. 9. By the help of that rope. 10. That all the ship's provisions were dry. 11. When this was done. 12. Putting them together in the form of a raft. 13. I filled the chests with provisions. 14. Toward the land. 15. My raft went very well. 16. In the mouth of a little river. 17. On the right shore of the creek. 18. I made a tent with the sail. 19. Near the sea. 20. Protected from the heat of the sun.

Exercise 2.—Divide the following passages into sentences. Supply the omitted capitals and the periods or question marks.

1. How late the chimney-swifts are abroad I cannot determine long after I failed to detect any in the air I could hear them in my chimney it was the same rustling sound I heard by day when I could see them coming and going and I know that these birds were leaving and returning when the night was very dark I think they can be classed among the nocturnal species

2. Many years ago there was a cold rain-storm in June for comfort a fire was built on the open hearth instead of in the air-tight stove that stood before it all went well until the night was well advanced suddenly a struggle was heard and suppressed cries after a brief silence there was a shuffling of feet at the doorstep the men went out with a lantern but no one was to be seen the windows were then searched but there was nobody near them the matter was discussed in whispers again and again the noises were heard at last when everybody was roused to a high pitch of excitement the long stovepipe heated by the flames upon the hearth parted at a joint and out flew a sooty and bedraggled little owl no one was superstitious then but suppose the owl had made its way back to the chimney and by this way escaped would not every person present have had vague uncanny feelings would not the house from that time have been haunted

Exercise 3.—1. Write a short passage containing the phrases and clauses used in Exercise 1.

2. Write a short passage containing the following phrases and clauses:—

About noon—going toward my boat—on the sand—the print of a man's naked foot—as if I had seen a ghost—up to a rising ground—to look around—so frightened was I—behind me—every now and then—fancying every stump to be a man.

2. Simple, Complex, and Compound Sentences.—According to the custom or grammar of our language, we may group our words in sentences in three ways. Sentences are, from the point of grammar, of three kinds: simple, complex, and compound.

A simple sentence consists of a single clause.

Examples. The man fell. The birds sing most sweetly at morning and at evening.

The subject or the predicate of a simple sentence, or both, may, however, consist of several parts.

Examples. The man and the child fell. The man slipped and fell. The man and the child slipped and fell.

A complex sentence contains one independent or principal clause and one or more dependent or subordinate clauses.

Examples. It was nearly night when we heard the glad news. Before help could reach the city, it had been captured by the enemy.

A compound sentence contains two or more independent or principal clauses, either with or without dependent or subordinate clauses.

Examples. Every minute seemed a day; every hour was a year. Finally, I dropped into an exhausted slumber, but I was awakened by the sound of bells. The sun, which resembled a ball of fire, touched the horizon and passed beneath it, and the darkness of the tropical night came swiftly over us.

Exercise 4.—Which sentences are simple? complex? compound? In the complex sentences, which clauses are dependent? In the compound sentences, separate the independent clauses from each other. Mention any dependent clauses which you find in the compound sentences.

1. It was now near the beginning of the month of June, and we had twelve weeks of bad weather before us.

2. Our rocky home was greatly improved by a wide porch, which I made along the whole front of our rooms and entrances.

3. The weeks of imprisonment passed so rapidly that no one found time hanging heavy on his hands.

4. As the rainy season drew to a close, the weather for a while became milder.

5. Thunder roared, lightning blazed, torrents rushed toward the sea, which came in raging billows to meet them.

6. Nature resumed her smiling aspect of peaceful beauty; and soon all traces of the ravages of floods and storms disappeared beneath the luxuriant vegetation of the tropics.

7. The recent storms had stirred the ocean to its depths.

8. We crossed the river for a walk along the coast, and presently Fritz observed on a small island something which was long and rounded, resembling a boat bottom upward.

9. The island being steep and rocky, it was necessary to be careful; but we found a good landing place on the farther side.

10. The boys hurried by the nearest way to the beach where lay the great object, which proved to be a huge stranded whale.

11. Look at these glorious shells and coral branches!

12. Did you notice the extreme delicacy of the shells?

13. We were soon ready to return to the boat, but Ernest had a fancy for remaining alone on the island till we came back.

14. The more oil we could obtain the better, for a great deal was used in the large lantern which burnt day and night in the recesses of the cave.

15. It was unpleasant work to cut up blubber.

Exercise 5.—Expand the following simple sentences by substituting clauses for the italicized words or phrases.

Example. I consider him a trustworthy man. I consider him a man who can be trusted.

1. The early bird catches the worm. 2. We started before sunrise. 3. The faithful steward received a reward. 4. I do not doubt your prudence. 5. They lived in a rose-embowered cottage. 6. Santa Claus came at candle-lighting time. 7. We pity the friendless. 8. The prayer of a righteous man availeth much. 9. We should share the burdens of the heavy-laden. 10. She carried a dainty lace-trimmed handkerchief. 11. We lingered in the lilac-scented garden. 12. A kind-hearted man delights in the happiness of others. 13. The traveler wore a fur-lined coat. 14. I enjoy driving a spirited horse. 15. A solemn-looking servant opened the door.

Exercise 6.—Use single words in place of the italicized phrases and clauses in the following sentences.

1. We were stepping toward the west. 2. A shout of joy rang through the woods. 3. The song of the bluebird sounds from the elm. 4. Her wedding gown, which was made of silk, was very expensive. 5. Words of kindness cheer those who are unhappy. 6. We listened to his tales, which were often repeated. 7. His deeds of mercy made him beloved. 8. A look of sadness clouded the face of the leader. 9. The lawyer who is able secures many clients. 10. He visited the country, which had recently been discovered.

Exercise 7.—Substitute, for the italicized words, phrases or clauses with the same meaning.

Example. Contented people are happy (word). People with contented minds are happy (phrase). People who are contented are happy (clause).

1. An honest man is the noblest work of God. 2. A friendly man will have friends. 3. He is said to be a good-natured man. 4. A beautiful child opened the garden-gate. 5. She wore a simple muslin frock. 6. The king wore his golden crown. 7. He lived a noble life. 8. The garden is filled with fragrant blossoms. 9. Old King Cole was a merry old soul. 10. The queen made some delicious tarts. 11. He spoke hastily. 12. You have a very comfortable home. 13. He treated the boy harshly. 14. Take her up tenderly. 15. Beware the fury of a patient man.

Exercise 8.—Combine each set of simple sentences into one complex sentence by changing one of them into a dependent clause.

1. The sun is in the west. Man ceases from labor. 2. The dew is falling. You must not walk in the garden. 3. The clock struck twelve. The door opened to admit Marley's ghost. 4. Mary has not written to me. She has been gone a month. 5. The bee is very industrious. It is always gathering honey. 6. I saw a little red owl. It lives in a hollow tree. 7. We pitched our tents on the shore. Then the sea winds blew. 8. We anchored in the bay. The water was calm. 9. They lived in a village. It was many miles from a railroad. 10. The poor suffered. The good man mourned.

Exercise 9.—Combine the simple sentences, making compound sentences.

1. The wind blew freshly from the shore. The uneasy billows tossed up and down. 2. Eustace sat under a tree. The children gathered round him. 3. Cowards are cruel. The brave love mercy. 4. Charms strike the sight. Merit wins the soul. 5. He invited his guests to remain longer. They wished to start before the heat of the day. 6. The heaven was above his head. The sand was beneath his feet. 7. The water trickled among the rocks. A pleasant breeze rustled in the dry branches. 8. The commander was badly wounded. His men were scattered. 9. It was half-past eight in the evening. The conflict had raged for an hour. 10. The heavens declare the glory of God. The firmament showeth his handiwork.

Exercise 10.—Combine the following statements into simple sentences. In each group express the idea of one statement by a modifying word or phrase.

Examples. 1. She lay down. She was sorrowful. Sorrowfully she lay down. 2. She had no shoes. She had to go barefoot. Having no shoes, she had to go barefoot.

1. He looked back. He saw a cloud of dust. 2. He sprang to his feet. He ran after the messenger. 3. He donned the white cockade. He fought for the exiled prince. 4. We climbed the mountain. The day was cool. 5. We started for home. The sun had set. 6. He lifted his eyes. He looked toward heaven. He thanked God. 7. It was early morning. He rowed across the lake. 8. He left early. He wished to catch the train. 9. He was very studious. He won the scholarship. 10. I went for a ramble. I took little Annie with me. 11. John is a blacksmith. He lives in the village. 12. He shoes horses. He does it skillfully. 13. The bluebird sings. He tells us spring is here. 14. We feared to start. The night was stormy. 15. The watchman was weary. He slept at his post.

Exercise 11.—Combine the following statements by using relative pronouns.

Examples. The flames lit the wreck. They shone on the dead. The flames that lit the wreck shone on the dead.

1. We heard the roll of ponderous wheels. They roused us from our slumbers. 2. Travelers are surprised at the beauty of the spot. They occasionally come upon it by accident. 3. Our throats are choked with the dust. It lies thick along the road. 4. He drank a cup of cold water. This refreshed him. 5. Along came a flock of sheep. They were being driven to market. 6. I went to live in a country village. It was more than a hundred miles from home. 7. The water gushed from a little spring. It sparkled in the sunshine. 8. The villagers were kindly people. They welcomed strangers. 9. I watch the sunrise stealing down the steeple. This stands opposite my chamber window. 10. Up came a gallant youth. He wore a scarf of the rainbow pattern crosswise on his breast. 11. He found under it a slender little boy. The boy wailed bitterly. 12. The Puritan saw the boy's frightened gaze. He endeavored to reassure him. 13. Here is a little outcast. Providence hath put him in our hands. 14. A young man was on his way to Morristown. He was a peddler by trade. 15. A little canary bird sings sweetly. It hangs in its gilded cage at my window.

Exercise 12.—Fill the blanks with conjunctions selected from the following list.

and, also, likewise, moreover, besides, furthermore,
but, yet, however, nevertheless,
or, either, nor, neither,
therefore, hence, then, accordingly.

1. They had been friends in youth, —— whispering tongues can poison truth. 2. The waves beside them danced, ---- they outdid the sparkling waves in glee. 3. The sun sank to rest; —— we lingered. 4. I came, I saw, —— I conquered. 5. He wanted to live, —— he wanted to work. 6. The owl has a backbone; —— it is a vertebrate. 7. Our forest life was rough; —— dangers closed us round. 8. Knowledge comes; —— wisdom lingers. 9. 'Tis winter now, —— spring will blossom soon. 10. We had guns; ---- we had an abundance of ammunition. 11. I go, ---- I return. 12. All the rivers run into the sea; —— the sea is not full. 13. It is storming; —— we will not go. 14. He forgave his enemy; —— he was merciful. 15. He is not tired, —— he is lazy. 16. The day proved clear; —— we began our journey. 17. They had —— locks to their doors —— bars to their windows. 18. I assured him of my willingness; —— he hesitated. 19. He proved himself honest; —— I trusted him. 20. The storm raged; —— we pushed on.

Exercise 13.—Two ideas are sometimes stated as of equal importance (compound sentence), when one is really dependent upon the other (complex sentence).

Example. "I was on my way to school yesterday morning, and I met my cousin Raymond."

To revise such a sentence as this, decide which clause contains the main idea, and make this the principal clause, putting the subordinate idea in a subordinate clause.

E.g. "As I was on my way to school yesterday morning, I met my cousin Raymond."

Reconstruct the following sentences, making them complex instead of compound:—

1. The sun was hot, and we rested in the shade.

2. We visited Stratford, and here Shakspere lived.

3. The poor man was bent with age, and he staggered under the heavy load.

4. The old woman lived in a little cottage, and it stood on the edge of the woods.

5. I was walking along the country roads, and I saw some wild strawberries.

6. The little boy carried a bundle, and it seemed very heavy.

7. The night was chilly, and we built a fire in the grate.

8. I wished to pass away the time, and I read a newspaper.

9. He was very ambitious, and he wished to become President.

10. She struck a match, and it burned with a feeble light.

3. Variety in the Use of Sentences:—All your sentences must be simple, or complex, or compound; but there is no reason why you should use one of the three kinds in preference to another. If you examine a passage which you think interesting, you will be quite likely to find that some sentences are simple, some complex, and some compound. The variety is pleasing. If all the sentences had been of one kind, the result would have been decidedly monotonous.

Pupils sometimes ask whether they should use long sentences or short sentences. This question is really answered in the preceding paragraph, for a simple sentence is usually shorter than a complex or a compound sentence. The fact is that what we like is variety. Until you are more experienced in composition, it will be well for you, in general, to use comparatively short sentences,—that is, sentences of not more than twenty-five or thirty words. You should feel at liberty, however, to follow your own taste in such matters, provided that your sentences are not regularly of about the same length and about the same form, so that your writing is lacking in variety.

Be particularly careful, moreover, to avoid the sentence which is so long as not to be easily understood, such as the following:—

I rose softly, slipped on my clothes, opened the door suddenly, and beheld one of the most beautiful little fairy groups that a painter could imagine, consisting of a boy and two girls, the eldest not more than six, and lovely as seraphs, who were going the rounds of the house, singing at every chamber door, until my sudden appearance frightened them into mute bashfulness, so that they remained for a moment playing on their lips with their fingers, and now and then stealing a shy glance from under their eyebrows, until, as if by one impulse, they scampered away, and as they turned an angle of the gallery, I heard them laughing in triumph at their escape.

See how much this passage is improved when the long sentence is broken up into shorter sentences:—

I rose softly, slipped on my clothes, opened the door suddenly, and beheld one of the most beautiful little fairy groups that a painter could imagine. It consisted of a boy and two girls, the eldest not more than six, and lovely as seraphs. They were going the rounds of the house, singing at every chamber door, but my sudden appearance frightened them into mute bashfulness. They remained for a moment playing on their lips with their fingers, and now and then stealing a shy glance from under their eyebrows, until, as if by one impulse, they scampered away, and as they turned an angle of the gallery, I heard them laughing in triumph at their escape.

Exercise 14.—I. Improve the following passage by combining some of the sentences, making larger complex or compound sentences:—

I explored an old cellar. I noticed a slight break in the wall. The neck of a bottle projected from it. I drew it from its resting place. It proved to be a quaint green glass bottle. It bore a label. The label read "Currant Wine, 1802." I smacked my lips.

I handed the bottle to my companion to open. He pulled the cork out with his teeth. We filled two tumblers. I thanked him. I raised the glass to my lips. I took a deep draught. Instantly I bounded to my feet. My bound would have done credit to an athlete. I made for the spring-house.

"Seems to me," remarked the old tenant of the house,—"seems to me that was horse liniment. I know the smell."

II. Improve the following passage by using a greater number of sentences:—

Once upon a time there were two princes who were twins and they lived in the pleasant vale of Argos, far away in Hellas, where they had fruitful meadows and vineyards, sheep and oxen, and great herds of horses and all that men could need to make them blest, and yet they were wretched, because they were jealous of each other, and from the moment they were born began to quarrel.

Exercise 15.—Improve the following by varying the length of your sentences, making some long and some short:—

A sleep fell upon the whole castle. The beautiful princess slept in her chamber. The king and the queen were in the great hall. They fell fast asleep. The horses slept in their stalls. The dogs slept in the yard. The pigeons slept on the roof. The very fire on the hearth slept like the rest. The meat on the spit ceased roasting. The wind ceased. Not a leaf fell from the trees about the castle.

Around about that place grew a hedge of thorns. At last the whole castle was hidden from view. Nothing could be seen but the vane on the roof.

Years after a king's son came into that country. He heard about the enchanted castle. He came near the hedge of thorns. It changed into a hedge of beautiful flowers. He passed through into the castle yard. He saw the horses and the hunting dogs lying asleep. On the roof, the pigeons were sitting with their heads under their wings. He entered the kitchen. The flies on the wall were asleep. The cook had her hand uplifted to strike the scullion. The kitchen maid had a fowl in her lap ready to pluck.

He mounted higher. He saw the whole court asleep. The king and the queen were asleep on their thrones. At last he came to the tower. He went up the winding stair. He opened the door. He entered the room of the princess.

He stooped and kissed the princess. She opened her eyes and looked kindly at him. She rose. They went forth together. Then the king and queen and whole court waked up. The horses rose and shook themselves. The hounds sprang up and wagged their tails. The pigeons flew into the field. The kitchen fire leaped up and cooked the meat. The cook gave the scullion a box on the ear. He roared out. The maid went on plucking the fowl.

The wedding of the prince and princess was celebrated with great splendor. They lived happily ever after.

4. Periodic Sentences.—We have now discussed sentences with regard to their grammatical structure and with regard to their length. There is one more way in which they may be looked at; that is, the degree to which the sense is suspended. This will require a little explanation.

In each of the following sentences two vertical lines are placed at the spot where the words first make complete sense.

1. Whenever he comes, he is warmly welcomed.||

2. He is warmly welcomed|| whenever he comes.

3. When Absalom died, David mourned.||

4. David mourned|| when Absalom died.

5. As the President passed, the soldiers saluted.||

6. The soldiers saluted|| as the President passed.

7. While there is life, there is hope.||

8. The sun shines|| on the just and the unjust.

9. The steam tug had long since let slip her hawsers,|| and gone panting away with a derisive scream.

10. The ship seemed quite proud|| of being left to take care of itself, and, with its huge white sails bulged out, strutted off like a vain turkey.

When the words in a sentence are so arranged that the sense is not immediately complete, the sense is said to be suspended. A sentence in which the sense is suspended until the end, or near the end, is called a periodic sentence. A sentence in which the sense is not suspended until the end, or near the end, is called a loose sentence.

A periodic sentence, unless it is long and clumsy, often stimulates the attention. You cannot understand it at all until you get near the close, and this very fact keeps your interest alive and leads your mind on.

In the following passage the sentences are periodic:—

In the midst of a garden grew a rosebush covered with roses. In one of them, the most beautiful of all, there dwelt an elf. So tiny was he that no human eye could see him. Behind every leaf in the rose he had a bedroom. Oh, what a fragrance there was in his rooms! The walls, which were made of the pale pink rose leaves, were very clear and bright. Flying from flower to flower, dancing on the wings of the butterflies, rejoicing in the warm sunshine, he led a peaceful and happy life.

Here is the same paragraph, so written that none of the sentences is periodic. Does not the paragraph seem a little flat?

A rosebush covered with roses grew in the midst of a garden. An elf dwelt in one of them, the most beautiful of all. No human eye could see him, he was so tiny. He had a bedroom behind every leaf in the rose. Oh, there was a great fragrance in his rooms! The walls were very clear and bright, and were made of the pale pink rose leaves. He led a peaceful and happy life, flying from flower to flower, dancing on the wings of the butterflies and rejoicing in the warm sunshine.

The point here, as in the other similar matters we have discussed, is that the mind likes variety in expression. You need not worry yourself by thinking much about the form of your sentences; but you should, if possible, get into the habit of varying them from time to time. Let them be sometimes short and sometimes long; sometimes simple, and sometimes complex or compound. And above all, when you are revising what you have written, try to make sure that in some cases the sense is sufficiently suspended to make your sentences interesting.

Exercise 16.—In the passage quoted on page 00, mark the place where the sense is complete in each simple or complex sentence. In compound sentences mark the place in each independent clause.

Exercise 17.—Construct periodic sentences by placing phrases before the following statements.

Example. We idly floated. In among the lily pads we idly floated.

1. The child slept. 2. They eagerly searched. 3. The prisoner escaped. 4. We explored the creek. 5. The boys laughed. 6. The people rejoiced. 7. We despaired. 8. The girl fainted. 9. He blithely sang. 10. She succeeded. 11. He failed. 12. He received his diploma. 13. The soldiers retreated. 14. Mary turned.

Exercise 18.—Construct periodic sentences by placing dependent clauses before the following statements.

Example. They immediately started. When they heard the signal-gun, they immediately started.

1. They landed. 2. I am happy. 3. We watched. 4. The coward fled. 5. The raven croaked. 6. The flag will float. 7. The child died. 8. The poor suffered. 9. Our president died. 10. The slaves were free. 11. We quietly left. 12. They fled. 13. She returned. 14. We received the message. 15. He encouraged us.

Exercise 19.—Construct periodic sentences by filling the blanks in the following with phrases or clauses.

1. —— the village smithy stands. 2. —— he runs. 3. —— lay the little village. 4. —— to grandmother's house we go. 5. The moonlight —— flooded the room. 6. —— there was a honeysuckle arbor. 7. —— he reached home. 8. —— yet I trust him. 9. —— I will help you. 10. —— Washington —— took command. 11. —— rode the six hundred. 12. —— a youth —— passed by. 13. A traveler —— was found. 14. —— he still grasped a banner. 15. The prisoner —— made a confession.

Exercise 20.—Construct periodic sentences by filling in the blanks with phrases or clauses.

1. Far away in the forest ——. 2. Out in the country ——. 3. A city that is set on a hill ——. 4. With a look of delighted surprise ——. 5. This young lad, hard as the world had knocked him about, ——. 6. Yet, through all his fun, ——. 7. Though they spake little ——. 8. Without any discussion, ——. 9. Looking about her uneasily, ——. 10. Late that night, as I sat up pondering over all that had happened, ——.

Exercise 21.—Rewrite the following sentences, making them periodic.

1. The night wind swept by with a desolate moan. 2. The old shutters swung to and fro, screaming upon their hinges. 3. The village preacher's modest mansion rose near yonder copse, where once the garden smiled. 4. The noble six hundred rode into the jaws of death. 5. A sound came from the land between the fitful gusts of wind. 6. The silvery rain comes aslant like a long line of spears brightly burnished. 7. The snow arrives, announced by all the trumpets of the sky. 8. Great burdocks grew from the wall down to the water, so high that little children could stand upright under the loftiest of them. 9. The loveliest children ran about on the roads, playing with the gay butterflies. 10. The clear sun shone warm on the first day of spring in a little court yard. 11. An old castle looms over the narrow road. 12. The ivy grows thickly over the crumbling red walls, leaf by leaf, up to the balcony, and a beautiful girl stands there. 13. She glances up the road as she bends over the balustrade. 14. The lighthouse of Inverkaldy stood on a little rocky island, quite a distance from the mainland. 15. He rowed across the water with a cheerful heart.

5. Bad Sentences.—Good sentences, then, are sentences that have some variety in form and in length, and, in particular, that are frequently periodic. You will soon learn to give to your writing the little touch of grace or beauty that comes in this way.

But what are bad sentences? What sorts of sentences should you try not to make? There are really only three kinds of sentences which are positively bad. The first is the "comma sentence."

6. The "Comma Sentence."—This name is sometimes given to sentences in which two or more independent clauses, not connected by conjunctions, are separated only by commas. You should guard carefully against this fault. If two independent clauses be placed in a single sentence, they should be connected by a conjunction or separated by a semicolon.

When independent clauses in the same sentence are connected by a conjunction, it is proper to use either a semicolon or comma. When they are not connected by a conjunction, only the semicolon can be used.

Examples. 1. It was late, and the moon shone brightly. 2. It was late; and the moon shone brightly. 3. It was late; the moon shone brightly. 4. It was late, the moon shone brightly. [Wrong.]

Note for the Teacher.—Occasionally, in a compound sentence, particularly when it consists of three or more short statements, commas are used instead of semicolons. But it seems best to encourage pupils to use the semicolon invariably. Insistence on this practice will greatly strengthen the pupil's grasp of the sentence and its structure.

Exercise 22.—Correct the following sentences:—

1. Everything has its time to flourish, everything passes away. 2. It was late at night, the moon shone through the windows. 3. We are in a rich, a happy house, all are cheerful and full of joy, 4. The door opened and the maid came in, they all stood still, not one stirred. 5. I was right, we were not of the smallest importance to her. 6. I'm glad they are gone, now we can be comfortable. 7. The frost had broken up, a soft plentiful rain had melted the snowdrifts. 8. The window was a grand advantage, out of it one could crawl on to the roof, and from the roof was the finest view in all Nortonbury. 9. It was one of my seasons of excessive pain, I found it difficult to think of anything but pain. 10. The stream lay so low as to be invisible from where we sat, you could only trace the line of its course by the small white sails.

Exercise 23.—Insert capitals and periods.

1. I left Salem House upon the morrow afternoon, I little thought then that I left it, never to return, we traveled very slowly all night, and did not get into Yarmouth before nine or ten o'clock in the morning, I looked out for Mr. Barkis, but he was not there; and instead of him a fat, merry-looking little old man in black, with rusty little bunches of ribbons at the knees of his breeches, came puffing up to the coach window, and said, "Master Copperfield?"

2. The conflict had raged for an hour, it grew more furious, from deck to deck the combatants rushed madly, fighting like demons, the Richard and her crew suffered terribly, yet they fought on, she had been pierced by several eighteen-pound balls below water, she leaked badly, but she would not surrender.

Exercise 24.—Construct ten compound sentences in which no connectives are used, and the clauses are separated by semicolons.

7. Sentences without Unity.—We put into a sentence thoughts that belong together. Indeed, a good sentence is a group of words representing thoughts that have a close relationship in the speaker's or writer's mind. A sentence thus constructed is said to have unity; that is, "one-ness." A sentence in which the words represent facts or thoughts that do not have such a relationship is said to lack unity.

Examples. 1. The owl, which is a nocturnal bird, has round, staring eyes, and superstitious people dislike to hear it hoot. [Two thoughts not closely related.]

2. Columbus was assisted by Queen Isabella of Spain, and sailing across the Atlantic Ocean with a fleet of three vessels, he discovered a new world. [Two thoughts not closely related.]

3. Columbus was assisted by Queen Isabella, who pawned her jewels and used the money thus procured in fitting out for him a fleet of three vessels. [Thoughts closely related.]

4. William Penn settled Pennsylvania and made a treaty with the Indians under a large elm, which is one of the most graceful of our trees. [Thoughts not closely related.]

5. William Penn, who was himself a Quaker, founded Pennsylvania as a place of refuge for the persecuted Quakers. [Thoughts closely related.]

Exercise 25.—Rewrite the following sentences:—

1. The wild strawberry has a delicious flavor, and we enjoy picking the berries, which belong to the rose family. 2. Mary has a new beaver muff which her father bought for her in Montreal, the largest city in Canada. 3. Sir Walter Raleigh was a favorite of Queen Elizabeth, called the Virgin Queen, and he introduced tobacco into England. 4. We visited the Metropolitan Museum of Art, where we saw the picture called "The Horse Fair," and met Mary, who is certainly the most discontented girl I know. 5. Once, a long time ago, in a little cottage beside a dark wood, lived a naughty little boy, and his mother told him repeatedly that the old witch that lived in the wood would get him.

8. The Formless Sentence.—There is still one other sort of sentence to be avoided; that is the ugly, shapeless sentence that results from placing together a number of complete statements loosely connected by and, but, or so. Sometimes this is called the and sentence or the so sentence, because these two connectives are so frequently used by inexperienced writers. Let us call it the formless sentence, meaning thereby a sentence which is deficient in form, or the form of which is ugly or distasteful to the trained eye and ear. You will have to acquire your sense or taste for form in sentences by practice and experience; but you will be helped by studying the sentences given below. Those in the left-hand column are well-written; those in the right-hand column are formless.

You will see, then, that there is certain "knack" which you must acquire of giving a sentence a pleasing form. With a little patience, you will soon learn it, and you will gain it all the more easily by remembering that the ugly formless sentence, which you are to avoid, is simply a long loose sentence (see § 4).

Exercise 26.—Reconstruct the following sentences:—

1. There once reigned a queen, and in her garden were found the most glorious flowers of all seasons and from all lands, but she loved best the roses, and so she had the most various kinds of this flower, and they grew against the earth walls, and wound themselves round pillars and window frames, and all along the ceiling in all the halls, and the roses were various in fragrance, form, and color.

2. Many years ago there lived an emperor, and he cared enormously for new clothes, and he wanted to be very fine, so he spent all his money for clothes, and he did not care about his soldiers, but only liked to drive out and show his new clothes, and he had a coat for every hour of the day, and just as they say of a king, "He is in council," they said of him, "The emperor is in his wardrobe."

3. Napoleon's marshals came to him once in the midst of a battle and said, "We have lost the day and are being cut to pieces," but the great soldier drew out his watch, unmoved, and said, "It is only two o'clock in the afternoon, and though you have lost the battle you have time to win another," so they charged again and won a victory, and we should enter our battle-fields of difficulty with the same unconquerable spirit.

4. The highest courage is sustained courage, for the power of continuance adds to all other powers, and to face danger, appreciate the full demand and meet it to the end, is the height of brave living, for most young hearts can respond to a sudden demand for courage, but the long stretch finds them lacking.

5. A New York woman called on Emerson one morning and found the philosopher reading in his study, while near him on a plate there lay a little heap of cherry stones, and the visitor slipped one of these stones into her glove. Some months later she met Emerson again at a reception in Boston and recalled her visit to him and then she pointed to the brooch she wore, a brooch of gold and brilliants with the cherry stone set in the center and she said, "I took this stone from the plate at your elbow on the morning of my call," and Emerson replied, "Ah, I'll tell my amanuensis of that and he will be so pleased, for he loves cherries, but I never touch them myself."

6. John was a boy who wanted to be a ventriloquist, and one day he visited an old engineer in a factory and after a little conversation he imitated the squeak of badly oiled machinery, and the old engineer trotted to a certain valve and oiled it, so John let a few minutes pass and then emitted another series of squeaks and the engineer again oiled his machinery, and the third time John squeaked the engineer saw through the joke and, walking up quietly behind John, squirted a half-pint of oil down the back of his neck, saying, "There! There'll be no more squeaking to-day."

Exercise 27.—Reconstruct the following sentences, putting the underlined phrases in their proper places.

1. The musician was playing a sonata with long hair.

2. I saw at once that he was a villain with half an eye.

3. A woman desires a home for her dog going abroad for the summer.

4. The kind old gentleman lifted the trembling child with a gold-headed cane.

5. A wreath was made by a little girl of roses.

6. The house was painted brown with the tall flag-pole.

7. We saw a magnificent cedar tree entering the woods.

8. We found some golden-rod walking along the dusty road.

9. We saw the lakes climbing a tree.

10. The old lady gave alms to a young beggar with the white hair.

CHAPTER III

THE PARAGRAPH

9. The Use of the Paragraph.—Composition is the combining or grouping of words. We group our words in sentences. We also group our sentences in paragraphs.

A paragraph is a group of sentences which together express an important thought. In a way, of course, every sentence expresses a thought—a small thought, so to speak. But experience has shown that the educated mind can best understand written language if it can take in several of these smaller thoughts, in as many sentences, in rapid succession, provided only that these smaller thoughts, when taken together, make up a larger thought. A paragraph is, then, the expression of a large or important thought, made up of several smaller or less important thoughts, expressed in sentences.

Note.—Sometimes, but not often, a single sentence represents such an important thought that it can best stand by itself.

A paragraph is indicated to the eye by the fact that the beginning of the first sentence is placed a little way to the right of the left-hand margin; in other words, it is indented. On the printed page, a paragraph is indented only the space which would be occupied by two or three letters. In a written composition the paragraph is indented about an inch.

Another fact that makes it easy for the eye to recognize a paragraph is that it frequently does not close with the end of a line.

When, therefore, you look at a piece of printed or written composition, you see at once that you are to receive a certain number of thoughts or ideas, each of which is placed in a section or paragraph by itself. In listening to an address or oration you notice the separation between the thoughts by the fact that the speaker usually makes a pause of several seconds to indicate that he has finished the expression of one thought and is now ready to pass on to another.

Note.—In writing a long conversation, it is usually customary to make each speech of each person a paragraph by itself, even if it consists of only a few words. This is because it is of the utmost importance, in reading an account of a conversation, to know just who is speaking.

10. The Beginning.—We group our sentences. But how shall we begin? What sentences shall come first? Usually we shall express our thoughts most clearly if we begin with a sentence that shows in brief what the whole paragraph is about. This is sometimes called the topic sentence, because it is the sentence that states the topic or central idea of the paragraph.

Examples. 1. To the simple-hearted folk who dwelt in that island three thousand years ago, there was never a sweeter spot than sea-girt Ithaca. Rocky and rugged though it may have seemed, yet it was indeed a smiling land embosomed in the laughing sea. There the air was always mild and pure, and balmy with the breath of blossoms; the sun looked kindly down from a cloudless sky, and the storms seldom broke the quiet ripple of the waters which bathed the shores of that island home. On every side but one, the land rose straight up out of the deep sea to meet the feet of craggy hills and mountains crowned with woods. Between the heights were many narrow dells green with orchards, while the gentler slopes were covered with vineyards, and the steeps above them gave pasturage to flocks of long-wooled sheep and mountain-climbing goats.—James Baldwin: A Story of the Golden Age.

[Here the first sentence shows that the paragraph is to be about the beauty of the island.]

2. Upon the ridge above our tent was a third tiny clearing, where some trappers had once made their winter camp. It was there that I watched the rabbits one moonlight night from my seat on an old log, just within the shadow at the edge of the opening. The first arrival came in with a rush. There was a sudden scurry behind me, and over the log he came with a flying leap that landed him on the smooth bit of ground in the middle, where he whirled around and around with grotesque jumps, like a kitten after its tail. Only Br'er Rabbit's tail was too short for him ever to catch it; he seemed rather to be trying to get a good look at it. Then he went off helter-skelter in a headlong rush through the ferns. Before I knew what had become of him, over the log he came again in a marvelous jump, and went tearing around the clearing like a circus horse, varying his performance now by a high leap, now by two or three awkward hops on his hind legs, like a dancing bear. It was immensely entertaining.—William J. Long: Ways of Wood Folk.

[Here the first two sentences show that the paragraph is to be about watching rabbits in a clearing by moonlight.]

3. Soon after he was raised to the dignity of postmaster another piece of good fortune came in his way. Sangamon County covered a territory some forty miles long by fifty wide, and almost every citizen in it seemed intent on buying or selling land, laying out new roads, or locating some future city. John Calhoun, the county surveyor, therefore, found himself with far more work than he could personally attend to, and had to appoint deputies to assist him. Learning the high esteem in which Lincoln was held by the people of New Salem, he wisely concluded to make him a deputy, although they differed in politics. It was a flattering offer, and Lincoln accepted gladly. Of course he knew almost nothing about surveying, but he got a compass and chain, and, as he tells us, "studied Flint and Gibson a little, and went at it." The surveyor, who was a man of talent and education, not only gave Lincoln the appointment, but, it is said, lent him the book in which to study the art. Lincoln carried the book to his friend Graham, and "went at it" to such purpose that in six weeks he was ready to begin the practice of his new profession. Like Washington, who, it will be remembered, followed the same calling in his youth, he became an excellent surveyor.—Helen Nicolay: The Boys' Life of Abraham Lincoln.

[Here the first sentence shows that the paragraph is to be about a new piece of good fortune in Lincoln's life.]

When you are writing a composition in a single paragraph, you will find the topic sentence very useful. In no other way can you so quickly give the reader a notion of what to expect. But it is not necessary always to begin with a topic sentence. What is important is that you begin with a hint that will turn the reader's thoughts in the right direction. Look at the beginnings of several paragraphs in your reader, and you will see how the hint is given.

Exercise 28.—What do the opening sentences in the following paragraphs show?

1. One cold morning early in December, 1800, a party of tourists was crossing the Alps,—a pretty large party, too, for there were several thousands of them. Some were riding, some walking, and most of them had knapsacks on their shoulders like many Alpine tourists nowadays. But instead of walking sticks, they carried muskets with bayonets, and dragged along with them some fifty or sixty cannons.

2. There was one among them who seemed quite to enjoy the rough marching and tramping along through the deep snow and cold gray mist. This was a little drummer boy ten years old, whose fresh, rosy face looked very bright and pretty among the grim, scarred visages of the old soldiers. When the cutting wind hurled a shower of snow in his face, he dashed it away with a cheery laugh, and awoke all the echoes with a lively rattle on his drum, till it seemed as if the huge black rocks around were all singing in chorus.

3. Ezekiel made the first plea. His argument was a strong one against all wild and destructive animals in general, and against this woodchuck in particular. He called attention to the damage which had been done already to the growing vegetables, and to the further mischief which might be done if the animal were set free.

4. Between two cliffs lay a deep ravine, with a full stream rolling heavily through it over bowlders and rough ground. It was high and steep, and one side was bare, save at the foot, where clustered a thick, fresh wood, so close to the stream that the mist from the water lay upon the foliage in spring and autumn. The trees stood looking upwards and forwards, unable to move either way.

Exercise 29.—Supply topic sentences for the following paragraphs:—

1. He [George Washington] was very tall, powerfully made, with a strong, handsome face. He was remarkably muscular and powerful. As a boy, he was a leader in all outdoor sports. No one could fling the bar farther than he, and no one could ride more difficult horses.

2. It [the old-fashioned school] is a large, dingy room, with a sanded floor, and is lighted by windows that turn on hinges, and have little diamond-shaped panes of glass. The scholars sit on long benches, with desks before them. At one end of the room is a great fireplace, so spacious that there is room enough for three or four boys to stand in each of the chimney corners.

3. The hall [of the Imperial library] is two hundred and forty-five feet long, with a magnificent dome in the center. The walls are of variegated marble, richly ornamented with gold, and the ceiling and dome are covered with brilliant fresco paintings. The library numbers three hundred thousand volumes and sixteen thousand manuscripts, which are kept in walnut cases, adorned with medallions.

4. [The Country Boy's Vacation.] When school keeps he has only to "do chores and go to school," but between terms there are a thousand things on the farm that have been left for the boys to do. Picking up stones in the pastures and piling them in heaps used to be one of them.

5. [Recess in a Country School.] He is like a deer; he can nearly fly; and he throws himself into play with entire self-forgetfulness, and an energy that would overturn the world if his strength were proportioned to it. For ten minutes the world is absolutely his; the weights are taken off, restraints are loosed, and he is his own master.

Exercise 30.—Write short paragraphs to complete three of the following topic sentences:—

1. From the summit of the hill they saw the sun set.

2. When the flames were out, we saw how great the damage was.

3. In a moment, the storm was upon them.

4. At ten years old, I was taken to help my father in his business.

5. It was a beautiful little craft.

6. There stood Lincoln, a remarkable figure.

7. It was market day.

8. Close by the roadside stands a little schoolhouse.

9. In the year 1776 a remarkable event occurred.

10. His attention was arrested by a dove, pursued by a kingbird.

11. Unity in the Paragraph.—In your study of the sentence, you learned that every good sentence must have unity; that is, that the thoughts included in a sentence must be very closely associated. You are now to learn that every good paragraph must likewise have unity. A paragraph, whether it be long or short, has unity when it treats of but a single topic. The topic sentence will be a great help to you in giving your paragraphs unity. You will not be so apt to jumble into one paragraph material that should be placed in two or three, if you will, before you begin to write, decide upon the subject of your paragraph and make a topic sentence for it. You can test the unity of your paragraph by asking with respect to each sentence that you construct, "Does it relate to the subject of my paragraph?"

Exercise 31.—The following paragraphs lack unity. How many topics are treated in each?

1. In the German land of Würtemberg lies the little town of Marbach. Although this place can be ranked only among the smaller towns, it is charmingly situated on the Neckar stream, that flows on and on, hurrying past villages and old castles to pour its waters into the proud Rhine. It was late in autumn. The leaves still clung to the grapevine, but they were already tinged with red. Rainy gusts swept over the country, and the cold autumn winds increased in violence.

2. Cecelia's home was an old family mansion situated in the midst of a pleasant farm. This was inclosed by willow hedges and a broad and gently murmuring river; nearer the house were groves with rocky knolls and breezy bowers of beech. Cecelia's bosom friend at school was Alice Archer; and after they left school, the love between them rather increased than diminished.

3. Alice Archer was a delicate girl with a pale transparent complexion and large gray eyes that seemed to see visions. Her figure was slight, almost fragile; her hands white and slender. The old house in which she lived with her mother, with four sickly Lombardy poplars in front, suggested gloomy and mournful thoughts. It was one of those places that depress you as you enter. One other inmate the house had, and only one. This was Sally Manchester, the cook. She was an extraordinary woman of large frame and masculine features,—one of those who are born to work. A treasure she was to this family.

4. Far out in the sea the water is as blue as the petals of the most beautiful corn-flowers, and as clear as the purest glass. But it is very deep, deeper than any cable will sound; and down there live the sea people. The Sea King had been a widower for many years. His old mother kept house for him and his daughters, the little sea princesses.

5. Shylock, the Jew, lived at Venice. He was a usurer, who had amassed an immense fortune by lending money at great interest to Christian merchants. Being a hard-hearted man, he was much disliked by all good men. Antonio was the kindest man that lived, the best loved, and had the most unwearied spirit in doing courtesies. He was greatly beloved by all his fellow-citizens; but the friend who was nearest to his heart was Bassanio, a noble young Venetian. One day, Bassanio came to Antonio and told him that he wished to repair his fortune by a wealthy marriage with a lady whom he dearly loved.

12. The Body of the Paragraph.—We are to begin with a topic sentence, or with a sentence that gives some hint of what is to follow. And what next? Next comes the body of the paragraph, the real paragraph, the idea we had in mind to express.

The best plan to follow in the making of your paragraph is this:—

1. Write brief notes of your material on the topic you have in mind, and make sure that it all bears directly on the topic.

2. Arrange these notes in the order that would be most natural and intelligible to the reader.

3. Find a good topic sentence.

4. Write the paragraph according to the plan arranged.

Example I. Subject of paragraph: The Long-spurred Columbine.

A. Material: 1. Native of the Rocky Mountains. 2. Blooms abundantly. 3. Grows on shady slopes. 4. Color—blue, white, occasionally pink, never red. 5. Sepals—ovate with slender spurs, spreading; double length of the petals with which they alternate. 6. Petals—round and lighter in color than sepals. 7. Size—three inches broad. 8. Beauty—so great that it has been introduced into gardens.

[In this example, the material has fallen of its own accord into a good order: general statements, 1, 2, 3; color, 4; form, 5, 6; size, 7; beauty, 8. In this case, therefore, it will not be necessary to rearrange the material.]

B. Topic sentence: The long-spurred columbine is an exquisite flower.

C. Whole paragraph: The long-spurred columbine is an exquisite flower. It is a native of the Rocky Mountains, where it blooms abundantly on shady slopes. It often wears a blue gown; it also wears white and occasionally pink, but never red. The ovate sepals, with their slender spurs, are spreading, and double the length of the round, lighter-colored petals with which they alternate. In size it is quite three inches across. It is so beautiful that it has been introduced into many gardens.

Example II. Subject of paragraph: Emigration to California in 1849.

A. Material: 1. In '49, "gold fever" reaches Eastern states. 2. Rush for West. 3. Eighty thousand men reach California before end of year. 4. A few gain riches. 5. The greater part barely make a living by exhaustive toil. 6. Hardships of journey across Isthmus of Panama and across continent (overland route). 7. San Francisco, from an insignificant settlement, sprang into city of twenty thousand inhabitants.

B. Material rearranged: 1. In 1849—"gold fever" reaches Eastern states. 2. Rush for West. 3. Hardships of journey. 4. Eighty thousand men reach California. 5. San Francisco's rapid growth. 6. A few gain riches. 7. The greater number barely make a living by their exhausting toil.

[Notice that 6 has been made 3. The hardships of the journey should naturally be described before the facts about the arrival are given.]

C. Topic sentence: In 1849 the "gold fever" reached the Eastern states, and a great rush of emigration began, both by land and by sea.

D. Whole paragraph: In 1849 the "gold fever" reached the Eastern states, and a great rush of emigration began both by land and by sea. Many died of sickness contracted in crossing the Isthmus of Panama; multitudes more perished on the overland route across the continent. Notwithstanding the hardships and loss of life, over eighty thousand men succeeded in reaching California before the end of the year. From an insignificant settlement San Francisco suddenly sprang into a city of twenty thousand inhabitants. A few of these emigrants gained the riches they so eagerly sought, but the greater part barely made a living by the most exhausting toil.

Example III. Subject of paragraph: President Lincoln's Call for Volunteers.

A. Material: 1. Lincoln calls for seventy-five thousand volunteers April 15, 1861. 2. Wishes them to serve three months. 3. Within thirty-six hours several companies from Pennsylvania had reached Washington. 4. Men of all parties at the North forgot their political quarrels and hastened to the defense of the capital. 5. The Sixth Massachusetts Regiment was the first full regiment to march. 6. Few supposed the war would last longer than three months. 7. The Sixth Massachusetts speedily followed the Pennsylvania regiments.

B. Material rearranged: 1. Lincoln calls for seventy-five thousand volunteers April 15, 1861. 2. For three months' service. 3. Few supposed the war would last longer. 4. Men of all parties at North forgot their political quarrels and hastened to the defense of the capital. 5. Within thirty-six hours several Pennsylvania regiments had reached Washington. 6. The Sixth Massachusetts was the first full regiment to march. 7. The Sixth Massachusetts speedily followed the Pennsylvania regiments.

C. Topic sentence: On April 15, 1861, President Lincoln called for seventy-five thousand volunteers.

D. Whole paragraph: On April 15, 1861, President Lincoln called for seventy-five thousand volunteers. They were to enlist for only three months, for few then supposed the war would last longer than that. In response to the President's call, men of all parties at the North forgot their political quarrels, and hastened to the defense of the capital. Within thirty-six hours several companies from Pennsylvania had reached Washington. They were speedily followed by the Sixth Massachusetts Regiment—the first full regiment to march.

Exercise 32.—Make notes for completing the paragraphs suggested by the following topic sentences. In arranging your notes, you should follow some simple plan. If you are writing a story, for instance, you will naturally follow the order of time, and put things down in the order in which they occurred. If you are writing a description of scenery, you may mention the various objects in the order in which you saw them, or in the order of place, or in the order of importance. If you are explaining something, you will present facts in the order of their importance, and according to their connection with each other, always keeping in mind that you wish to make your explanation simple and clear.

1. The journey had been long and tiresome.

2. At sunset I stood on a hill, overlooking the town.

3. The dew had not disappeared, when, just after sunrise, I started out, fishing rod in hand.

4. Golden-rod is one of the most common and the most beautiful of our wayside flowers.

13. Too Many Paragraphs.—Sometimes matter that might be properly included in one paragraph is spread over two or three paragraphs, as in the following passages:—

I. As the Hurons, to every appearance, had abandoned the pursuit, there was no apparent reason for this excess of caution.

The flight was, however, maintained for hours, until they had reached a bay, near the northern termination of the lake.

Here the canoe was driven upon the beach, and the whole party landed.

II. The Duke of Normandy landed in Sussex, in the year 1066. He had an army of sixty thousand chosen men, for accomplishing his bold enterprise.

Many gallant knights who were not his subjects joined him, in the hope of obtaining fame in arms and estates, if his enterprise should prosper.

Exercise 33.—Write the following selection in three paragraphs. State the subject of each paragraph.

Burton Holmes, the lecturer, says that the Indians of Alaska regard white men and canned goods as so closely associated that they are nearly synonymous.

Wherever the white man is seen, canned meats, fruits, and vegetables are found.