b1. By chance he has been surprised into a good nap at sermon (adv. of condition). B. Upon recovering out of it he stands up. +C. He looks about him. +D. He wakes them himself. -E. He sends his servant to them. de. He sees somebody else nodding (adv. of condition). 5. la1. A person looked on the waters only for a moment (att. to “per son"). 2a1. The waters were retiring (subs. obj.). A. That person might fancy this. 161. A person looked on the waters only for five minutes (att. to 261. The waters were rushing capriciously to and fro (subs. obj.). +B. That person might fancy this. 1c1. A person keeps his eye on the waters for a quarter of an hour (adv. of time). +2c1. He sees one sea-mark disappear after another (adv. of time). 3c1. The ocean is moved in some general direction (att. to "direc tion"). XC. Then it is impossible for him to doubt of that general direction. 6. 1a2. Unavoidable difficulties might be expected from the nature of Columbus's undertaking (att. to "difficulties"). 2a2. Other difficulties were likely to arise from the ignorance and timidity of the people under his command (att. to "such"). a1. Columbus had to be prepared to struggle not only with the former difficulties, but also with such as the latter (subs. comp.). A. The early discovery of the spirit of his followers taught Columbus this. b3. He had discoveries in view (att. to "discoveries "). b2. Naval skill and undaunted courage would be requisite for ac- +B. He believed. Chapter VI.-Original Sentences. 69. The preceding exercises afford sufficient practice in the mechanical construction of sentences, of which both the thought and the language are supplied. The next step in the course of instruction suggested in these lessons is the writing of Original Sentences, in which both the thought and the language shall be the pupil's own. This may best be accomplished by proposing questions, the answer to each of which shall be in the form of a complete sentence,-simple, complex, or compound, according to the necessities of the case, the ability of the pupil, or the judgment of the teacher. 70. In performing this exercise, two things must be carefully attended to: 1. The sentence must in every case be a direct answer to the question; not a vague statement about the subject of inquiry. (a) This will conduce to accuracy of thinking, as well as to precision of language. A loose answer should in every instance be rejected. 2. Every sentence must be grammatically complete. It must make complete sense, apart from the question. In other words, the subject of the question must be repeated in the answer. For example, if the question be: "How is an eclipse of the sun caused?" it is not a complete answer to reply, "By the moon intercepting its rays." It must be: "An eclipse of the sun is caused by the moon intercepting its rays." (a) When an incomplete sentence is presented to the teacher, he should ask the pupil to analyze it. This will demonstrate its incompleteness. The construction of every sentence should further be tested by the principles explained in Chapter II. 71. Question: Answer: Example. What is a volcano? A volcano is a mountain which from time to time throws up burning matter or lava, together with ashes and stones, through an opening in its summit called the crater. Exercise 22. Write one sentence in answer to each question. 1. What is coal? 2. What is the diamond? A. 3. Which is the most precious metal? and why? 4. How is paper made? 5. What is leather? 6. Whence is linen obtained; and what are its uses? 7. What is an earthquake? 8. How is an eclipse of the moon caused? 9. Is snow of any use to the farmer? 10. What are the motions of the earth; and what changes depend upon each. 11. What is the cause of the tides ? 12. What are gregarious animals? B. 1. What is the mariner's compass? 2. What is the microscope? 3. What was the Gunpowder Plot? 4. Who were the Pilgrim Fathers? 5. What were the Jacobite Rebellions? 6. Who was Christopher Columbus? 7. For what is William Wallace famous? 8. What was the fate of Sir Walter Raleigh. 9. What led to the invention of printing? 10. What is trial by jury? 11. What is the difference between exogenous and endogenous plants? 12. What is the difference between reason and instinct? 47 PART II. THE STRUCTURE OF PARAGRAPHS. Chapter I.-Principles of Construction. 72. A Paragraph is a connected series of sentences relating to the same subject. As the sentence is the result of the synthesis, or building up, of clauses, so the paragraph is the result of the synthesis, or building up, of sentences. Indeed, the elements of the sentence and of the paragraph are substantially the same. They differ only in form. In the sentence they appear as words, phrases, or clauses; in the paragraph they appear as complete sentences. A sentence may thus be expanded into a paragraph, by expressing each of its important members in the form of a separate sentence. 73. There are three qualities to be aimed at in the construction of paragraphs,-1. Unity; 2. Continuity; 3. Variety. 74. I. Unity.-This quality requires that all the sentences in a paragraph should bear directly upon the main subject, or division of a subject, to which it refers. It should not be overloaded with details which tend to destroy its clearness and force; neither should it be prolonged so as to embrace elements which have not a manifest connexion with its leading topic. 75. II. Continuity.-As all the sentences in a paragraph should thus relate to the same subject, they should be arranged so as to carry the line of thought naturally and suggestively from the one to the other. For this purpose free use should be made of the continuative particles and phrases; as, "however," "moreover," "indeed," "thus," consequently," "at the same time," "in like manner," etc., etc. 99.66 76. III. Variety.-The successive sentences should differ from one another, both in the manner of their construction and in their length. It will be found to be of advantage to make the sentences at the beginning brief. The attention of the reader is thus arrested at the outset, without being subjected to any unnecessary strain. A longer sentence than usual, gathering up the various threads of thought, has its appropriate place at the close. 77. These qualities are illustrated in the following brief paragraph from Macaulay : (2.) (3.) (4.) (5.) (6.) (1.) "It is by his essays that Bacon is best known to the multitude. The Novum Organum and the De Augmentis are much talked of, but little read. They have produced, indeed, a vast effect upon the opinions of mankind; but they have produced it through the operation of intermediate agents. They have moved the intellects which have moved the world. It is in the essays alone that the mind of Bacon is brought into immediate contact with the minds of ordinary readers. There he opens an exoteric school, and talks to plain men in language which everybody understands, about things in which everybody is interested. He has thus enabled those who must otherwise have taken his merits on trust, to judge for themselves; and the great body of readers have, during several generations, acknowledged that the man who has treated with such consummate ability questions with which they are familiar, may well be supposed to deserve all the praise bestowed on him by those who have sat in the inner school." (7.) The unity of this paragraph is complete. The subject to which it relates is announced in the opening sentence. The fact thus stated is illustrated and enforced, chiefly by comparison and contrast, in the succeeding sentences; but no new topic is started throughout the paragraph, and its oneness is thus unimpaired. The continuity is also very evident. Sentences (1) and (2) are connected by the relation of antithesis. Sentence (3) is an amplification of (2), and is connected with it by the pronoun they, and the particle indeed. Sentence (4) repeats the closing clause of (3) in another form, and is joined to it, also, by the pronoun. Sentence (5) is the return from the antithesis, and repeats the statement of (1), which in sentences (5), (6), and (7), is still further elaborated. (5) and (6) are linked together by there; (6) and (7), by thus. The variety in length is sufficiently indicated by the spaces between the |