the parts of the story and the development. From this discussion establish the outline or plan of the narrative. 2. EXERCISE—Brevity. Use one word in place of the italicized expression in:—(1) Italy is a country bordering on the sea. (2) The boy that is easily frightened suffers much from those who are at school with him. (3) The boy given up to thought will prove a better scholar than the boy given up to talk. (4) This cottage covered with vines is situated quite near to the forest. (5) In the distance you see a castle entirely surrounded by the ocean. (6) That is the Duke's seat, and that of his ancestors. (7) The family have held it for ten generations, one following after another. 3. EXERCISE-Amplification. There is often need to describe an object exactly and fully, or to modify a statement definitely, for which purpose adjectives and adverbs are freely employed. The sailor sank unknelled, uncoffined, and unknown. The kettle cocked its spout pertly and mockingly at Mrs. Peerybingle. Describe, using three suitable adjectives or adverbs. (1) The weather in the dog-days is (2) The weather on a March day is apt to be (3) The best time for a walk into the country is in September, when the air is The clouds at sunset are sea spreads before us extends (7) The (8) The shore (9) The ships sail by (10) When night comes we are IV. Principles-Punctuation. The Colon.-Rule 1. The colon (:) marks a greater division of the clauses of a sentence than is indicated by the semicolon. Study the thought in the following and observe the reason for the punctuation: The year's at the spring The snail's on the thorn: God's in his heaven All's right with the world! When the subordinate clauses are subdivided by semicolons, the main clauses are usually separated by colons. Rule 2. Notice that the colon is used to precede a direct quotation: The story is as follows: "We were separated by a storm in the latitude of 73°." NOTE 1. The colon is frequently strengthened by a dash, in which case the quotation usually forms a new paragraph. NOTE 2. The colon is preferred to the comma (see Comma, Rule 7) when the quotation contains several sentences. NOTE 3. When the quotation depends directly on a preceding word no stop is required: The Queen never left off shouting "Off with his head!" or "Off with her head!" NOTE 4. Note also the publishers' imprint:-New York: Charles Scribner's Sons. The Dash.-Rule 1. Notice that the dash (—) must be used when the writer suddenly breaks off his dis Course: From the top of the mountain he could see what could he not see? Rule 2. Notice the effect produced by the pause that the dash suggests here: Strike for your altars and your fires; Strike for the green graves of your sires. 3. Notice how the parenthesis is marked by the dash: Farewell! for in that word—that fatal word-there breathes despair. Her voice was ever soft, gentle, and low-an excellent thing in woman. NOTE 1. The comma is likewise used; see Comma, Rule 4. Sometimes the two are combined. NOTE 2. The dash indicates also omitted words or letters: His Grace the D of W―. NOTE 3. It is sometimes used with exemplifications:-The answer is in three words-health, peace, competence. EXERCISE.-Punctuate, assigning reasons:-(1) The question then is this Had Charles I. broken the fundamental laws of England? (2) At last the Gryphon said to the Mock Turtle drive on old fellow. (3) Sweet is revenge especially to women. (4) In the following indicate the broken words of the speaker: In faith 'twas strange 'twas passing strange 'Twas pitiful 'twas wondrous pitiful She wished she had not heard it yet she wished (5) The ancient time-piece says to all Forever never never forever. (6) The illuminations began before we arrived and I must confess that upon entering the gardens I found every sense overpaid with more than expected pleasure the lights everywhere glimmering through the scarcely moving trees the full-bodied concert bursting on the stillness of the night the natural concert of the birds in the more retired part of the grove vying with that which was formed by art the company gayly dressed looking satisfaction and the tables spread with various delicacies all conspired to fill my imagination with the visionary happiness of the Arabian law-giver and lifted me into an ecstasy of admiration. V. Composition.-1. Write the story of Ruth, following the outline made during the oral composition. 2. Draw up a formal outline and underneath write one of the following stories:-(1) Joseph sold into Egypt (Genesis xv). (2) Gideon's Victory (Judges vii). (3) The story of Daniel (Daniel vi). (4) The story of the Prodigal Son (Luke xv). CHAPTER IV. CLASSICAL MYTHS.1 LESSON XII. I. Memorize:-FROM "THE BUGLE SONG," IN "THE PRINCESS." The splendor falls on castle walls Blow, bugle, blow, set the wild echoes flying, O hark, O hear! how thin and clear, O sweet and far from cliff and scar The horns of Elfland faintly blowing! Blow, let us hear the purple glens replying, O love, they die in yon rich sky, They faint on hill or field or river: And grow forever and forever. Blow, bugle, blow, set the wild echoes flying, And answer, echoes, answer, dying, dying, dying. -Alfred Tennyson. 1 REFERENCES FOR READING. Readings in classical story are contained in Gayley Classic Myths in English Literature; J. Baldwin, A Story of the Golden Age; and the usual classical dictionaries like Smith's. |