Doubting the strength of his tackle to lift even the dead weight of the fish, and much more to meet his despairing rally, he happily saw a little shallow gut, or backwater, where a small spring ran out. Into this by a dexterous turn he rather led than pulled the fish, who was ready to rest for a minute or two; then he stuck his rod into the bank, ran down stream, and with his hat in both hands appeared at the only exit from the gut. It was all up now with the monarch of the brook. As he skipped and jumped, with his rich yellow belly, and chaste silver sides, in the green of grass, joy and glory of the highest merit, and gratitude, glowed in the heart of Lorraine. "Two and three quarters you must weigh. And at your very best you are! How small your head is! And how bright your spots are!" he cried, as he gave him the stroke of grace. "You really have been a brave and fine fellow. I hope they will know how to fry you." While he cut his fly out of this grand trout's mouth, he felt for the first time a pain in his knee, where the point of the stake had entered it. Under the buckle of his breeches blood was soaking away inside his gaiters; and then he saw how he had dyed the water.-Blackmore: Alice Lorraine. II. Expression of Ideas in Composition. Class discussion. 1. The illustrative compositions that accompany this Lesson are narratives of personal experiences. In a few words give the substance of each experience. 2. Why does the author take so much time to tell what might be told in a few words? 3. There is a humorous vein running through both stories. Find it. 4. The interest of the stories does not lie wholly in the facts related. In what then besides does it lie? 5. What do the exclamations of Hilary in the second story do for the narrative? 6. Find some words or expressions that seem exactly suited to the thought in the two selections. 7. What is the climax of each story? 8. What illustrations and examples are given to make the stories more effective? More subjects for long compositions. Relate a personal experience of your own: (1) Your experience in landing a fish, (2) bagging game, (3) being upset in a canoe, (4) extricating yourself from some scrape, (5) being pursued by a farmer's dog, (6) being alone in the house, (7) getting accustomed to a bed of boughs at camp, (8) being lost, (9) finding yourself at the station in a strange place with no one to meet you; (10) your first day at school, (11) or at church; (12) your first experience at tobogganing, (13) at sailing, (14) in the dentist's chair, (15) hunting for hens' nests, (16) making a loaf of cake for company, (17) keeping house for mother, (18) taking care of your neighbor's cross baby; (19) your first experience at roller skating; (20) your experience with a tramp; (21) a night at your amateur wireless station; (22) chasing your pet kitten. LESSON XXXII I. Position of Phrases and Clauses in the Expression of Ideas. 1. A Phrase is a group of related words having neither subject nor predicate. It was in the golden summer-time. 2. A Clause is a group of related words having both subject and predicate. When I was a small boy I thought that the moon was made of green cheese. 3. Phrases and clauses may take the place of the parts of speech. 1. The man who lives next to us has gone away. (Clause used as an adjective to modify man.) 2. Whoever desires to do so may go home. noun, subject of may go.) (Clause used as a 3. The boys in the school (adjective phrase) are classified according to their ability (adverbial phrase). 4. The position of the phrases and clauses in a sentence has much to do with making the sentence both clear and forcible. 5. The phrases and clauses should be placed with regard to, 1. Their grammatical construction. 2. Their importance to the reader. (1) In the following sentences, either arrange ment is grammatically correct, but the first arrangement is better. Why? a. When he entered the house, the conquest of his heart was complete. b. The conquest of his heart was complete when he entered the house. (2) In the following sentence the position of the clause is neither clear nor forcible nor grammatically correct. Why? "The boy will never be a successful man who thinks that things are his by right" It should be, "The boy who thinks that things are his by right will never be successful." Exercise 1. Rearrange the following sentences for the sake of force as well as clearness: 1. Molly was fond of dolls like most little girls. 2. The boy spoke up bravely, feeling that he was not to blame. 3. She did not notice what she was doing in her distress. 4. School will begin at 8.15, until further notice. 5. I hastened to answer, wondering at my stupidity. 6. Nothing further is known about the matter up to the present time. 7. There is nothing I like to do better than to lie in a hammock when my work is done and my mind therefore free. 8. The fields are green and the sky blue in summer time. 9. A very exciting and unusual experience is to shoot the rapids. 10. My mother could not buy me a new dress for Mary's party for she was away at the time. 11. No one can fail to be lost in wonder who beholds Niagara Falls for the first time. Exercise 2. Write a full statement in answer to each of the following questions: 1. What is the first thing a stranger would naturally notice on entering your town? 2. What are the best conditions for good fishing? 3. What three things do you like to do best? (Answer by participial expressions.) 4. What was your sensation when you fell and struck your head on the ice? 5. What was the most thrilling experience you had when you were a boy? 6. What is the first thing you do when you reach home after school? 7. What peculiar natural feature (hill, brook, tree), is near your house? 8. What must you do in order to turn on the electric lights? 9. As you close your Latin book after studying, what is your feeling? 10. What kind of a pupil wins most honors in school? II. Expression of Ideas in Composition. Write a composition of not more than fifty or sixty words, on one of the following subjects. Give especial attention to the position of phrases and clauses. 1. How to fill a fountain pen. 2. How a squirrel provides for winter. 3. How an oriole (or other bird) builds its nest. 4. How to build a fire. 5. How to dust a room. 6. How a squirrel disposes of his nuts. 7. How to set an alarm clock. 8. How to eat steamed clams successfully. 9. How to put on a veil. 10. How to pick a chicken. |