of the recollection]... Such was the experience which came to me... [particulars, time, place, circumstances] . . . The upshot of the whole matter was [result]. ... 5. It is probable that the southern states would not have begun the Civil War had the southern people realized the great wealth and resources of the populous North. Had they known of the... [particulars, specifying resources] [result]... The leaders of the secession movement doubtless did not underestimate the strength of the North, though they did misunderstand its temper. But the plain people of the South who filled the southern armies and bore the heaviest burdens of the they would not so hastily. . . [result]. . . conflict... [contrast] · They were misled by appeals to their state pride, while the real facts as to the power and spirit of the North were concealed from them. That they maintained a brave and stubborn contest so long was due [cause and effect] · ; their uniform success at the beginning of the war was mainly owing. . . [cause and effect]... Once the North was fully aroused . [result] They were clearly over-matched. 6. There are times in the life of every one when new and strange things occur with such rapidity that one is hardly able to catch one's breath between the happenings. It is as though... [analogy to show suddenness of change] . . To-day one may be . . . [contrast] . . . Twenty-four hours may [repetition emphasizing rapidity of events] It was so with... [example from history] .. when he... [particulars] From such sudden changes one may come forth much stronger in character, and . . . [result]. 7. During the annual meeting of the Westinghouse Electric Manufacturing Company at Pittsburg recently, a test was made of a new railway electric motor. This motor ... ... easily drew several loaded freight cars at a rapid rate and with a low supply of electricity, and the opinion was general that in this invention there has been found an economical substitute for steam power on long-distance railways. If this should prove to be the case . . . [results] .. These changes are sure to come in time, because [proofs showing their desirability] . . . The only thing that can delay the substitution of electric for steam power is the question of expense. . . [particulars]... But... [contrast showing that this objection will be overcome]. . . The present situation is somewhat similar to that which existed when . . . [comparison showing that expense did not prevent the adoption of an earlier invention] . . . It will be so with this latest invention. The extraordinary demand for the new motor will enable the manufacturers to furnish it at rates very much lower than now appear possible; and we may, therefore, expect... [final result]. D. What method of growth and development do you expect from each of the following topic statements? Think what you might say if called upon to write on any or all of them in class. Which of these sentences suggests more than one method of growth? 1. Some of the songs of Burns are favorites with all classes of people. 2. Tam o' Shanter teaches a valuable lesson. 3. Burns's poetry is characterized by rugged strength and vigor. 4. Christmas is the joy of old and young alike. 5. We should not complain if a man who is both good and great lacks riches and honors. 6. Some people seem to be ashamed of cultivating good manners. 7. Conversation is a fine art. 8. The other day I heard an amusing blunder in the use of English. 9. There are perils in school life at home as well as away from home. 10. It is hard to say just what true hospitality is, though we all know it when we experience it. 11. This town looked very different twenty years ago. 12. Many of our soldiers in the Philippines came back with new ideas and habits. 66 13. It is a very serious thing to be a doctor. E. The following poem is by Wordsworth. Does the title express clearly and fully the theme of the poem? If not, state the theme in a single compact sentence, avoiding, if you can, the language of the poet. What, in your opinion, led to the writing of this poem? What comes into your mind when you read the lines 'overflowing with the sound," "old, unhappy, far-off things"? Do you think “melancholy strain,” in the first stanza, is consistent with "welcome notes," in the second? What contrasts in mood do you find in the poem? What contrasts in idea? What comparisons are there, expressed and implied? What means has the poet used for the development of the main idea? Trace the development through the four stanzas, expressing in a phrase or sentence the idea of each stanza. THE SOLITARY REAPER. Behold her, single in the field, No Nightingale did ever chaunt A voice so thrilling ne'er was heard Will no one tell me what she sings? Or is it some more humble lay, Whate'er the theme, the Maiden sang Means of Connection. 32. If the topics in the plan have been well managed, the reader will not need much help in passing from one topic to the next. Occasionally, however, in a long essay, we find a brief paragraph of transition inserted between the treatment of two topics and containing a reference back to the topic that precedes, and a reference forward to the topic that follows. This is seen in the following. The writer has treated of Milton's poetry, and his next topic is the objections that have been urged against Milton's prose. From Milton's poetry we turn to his prose; and first it is objected to his prose writings that the style is difficult and obscure, abounding in involutions, transpositions, and Latinisms; that his protracted sentences exhaust and weary the mind, and too often yield it no better recompense than confused and indistinct perceptions. CHANNING: Milton. Channing's next paragraph is occupied with a consideration of these objections to Milton's prose. Usually the transition from one topic to the next requires but a single sentence, clause, or phrase. The first words in a paragraph frequently repeat or echo the thought with which the preceding paragraph closed. Thus : As the education and even the employment of the two sexes are plainly coming nearer together, — contrary to what used to be predicted as the result of advancing civilization, it would seem that the problem of education must be in this respect much the same for both. Yet there are undoubtedly many parents who, while able to see the advantages of a more public education for boys, draw the line there, and demand for their growing daughters what is called “a select school." My own impression is that this distinction is a mistake, and that whatever arguments apply to public school education for boys must reach girls also. In the first place, girls need, even more than boys, to learn at school the qualities and merits of those in a different social circle, |