Literature in Composition Work.

LESSON CLXX.

Wearing away of Rocks.

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Material. A few pieces of broken rock, and some rounded smooth pebbles from the brook.

The children may examine and describe the broken pieces, the pebbles. What is their shape, color, texture and weight? Why are there sharp edges on the rocks? Flat sides?

Examine the smooth pebbles. In what ways are they alike? Are they of the same color, texture?

May the pebbles ever have been rough like the other pieces? How have they become smooth?

Notice the pebbles along a brook. What is the shape of most of them? What do you think is the cause of this?

"Commoneys" or white marbles are made by rolling a box or cask of limestone cubes in water until they are rounded. Write a composition telling all that you have learned from this lesson. Describe the process by which rough rocks with sharp corners are worn down to smooth, round pebbles.

LESSON CLXXI.

How to Use the Selection of Literature in Composition Work.

1. Read the selection carefully and try to obtain the thought as a whole.

2. Try to determine what the idea, as a whole, about which the author is writing, is. The question might be put this way: What is the idea about which the author is writing; or what is the idea treated in the selection; or what is the subject of the selection?

3. Try to determine what kind of idea this is which the

author is presenting. Is it a particular, complex idea, such as, Westminster Abbey, The Charter Oak, The London Plague; or is it a general idea, such as, Noun, Books, Work, Libraries?

If the idea is particular, and is set forth as it exists at some particular time, having co-existing attributes and parts, the discourse process is description. If one should set forth the idea, Indiana, just as it is now or at any other particular time, he would write description.

If the idea is particular and is set forth as changing in time, the discourse process is narration. If an author should set forth the idea, Indiana, as it was when it was a territory, and then as it was when it was admitted to the Union in 1816, and then as it was in 1830, and then as it was at the close of the Civil War, and then as it is now, showing how it has grown, and developed, and changed, he would write narration.

If the author sets forth, for its own sake, a general idea, such as Books, he writes exposition.

In considering the selection under this third point, the pupil would try to decide whether the discourse form is description, narration, or exposition.

4. Try to decide what purpose is embodied in the selection. Try to realize how you thought and felt before you read the selection; then, how you think and feel since you have read the selection. What change has taken place in your thought and feeling? This will indicate to you the purpose embodied in the selection.

The question might be asked as follows: What is the purpose embodied in the selection; or what effect has the selection on you; or what does it make you think, or feel, or wish

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to do; or what do you think the author hoped to accomplish by writing the selection?

A writer may set forth an idea or write a selection in order to give the reader information about the subject; or his writing may be intended to awaken some feeling; or his purpose may be to lead the reader to perform some act or make some choice.

The purpose which the author has in mind will determine the nature and number of the attributes to be selected in order to set forth the idea in such a way as to accomplish the purpose. It will also determine the order in which these attributes shall be presented and what language should be selected to best express the thought.

You may see how the choosing of one or another of these purposes by the author will affect his composition, if you will think of three persons writing about The London Plague, each ·with a different purpose in mind.

The one who writes to give information will give the date of the plague, how long it lasted, its probable causes, how many people died, etc. The one who writes to awaken the feelings of terror and dread arising from the contemplation of such a great calamity, will tell of the consternation of the people, the helplessness of the physicians, the sufferings of those afflicted, the destitution following, etc. While the writer who is writing to induce his readers to act, to render assistance, will speak of the needs of the sufferers, the nurses required, the shelter needed, the means necessary to stop the spread of the plague, the families broken up, the children half-clad and suffering for want of care, etc.

Under this fourth point, try to determine whether the purpose embodied in the selection is to give information, or to

awaken the emotions, or to cause the reader to act or choose. If it is to give information, just what information is given? If it is to awaken the feelings, what feeling is awakened; joy, sympathy, dread, awe, reverence, etc? If it is to make the reader choose, what is the choice desired?

5. The means employed in accomplishing the purpose. After the purpose has been determined, consider each statement in the selection to see how it helps to accomplish the purpose. Are the attributes presented those best fitted to accomplish the purpose? Have necessary attributes been omitted, or unnecessary ones been presented? Is the order in which the attributes and parts are presented that which is best adapted to the accomplishment of the purpose? Is the language of the selection well adapted to the expression of the thought?

6. The pupils will write out these points as the work progresses. The papers should be read in the recitation, criticisms on thought and language should be made, and the pupils should be required to rewrite their compositions as often as is necessary.*

LESSON CLXXII.

Description.

Description presents a complex, particular idea as it appears in space at a particular time, having co-existing attributes and parts.

The Old Clock.

As I look up the stairway, my glance rests upon the old clock, whose white face seems to look down with a solemn

See the author's "New English Grammar," p 194.

stare, as if it felt itself impelled to keep an eye upon me. It is of the "ancient time" order, made of mahogany almost black with age. It is fully eight feet high, and in form is a pillar with base and capital and tall shaft.

It is rather a plain specimen of its kind, the base and capital resembling square boxes. The shaft, straight and slender, has a glass door, through which I catch the glimmer of the pendulum as it swings to and fro in stately march. The door is hung on huge brass hinges, and is further ornamented with a brass scroll-work key-hole. The capital, surmounted by a simple carved gable-pointed roof, bears the face. The figures on the face are black, and the hands, which I suspect to be of modern make, are of bluish steel.

In the four corners, cut off by the line which encircles the numbers, are painted stiff, quaint, old-fashioned roses in pink and blue, with marvellously green leaves all quite undimmed by age.

LESSON CLXXIII.

The Old Clock.

1. Read the above selection carefully.

2. What is the main idea of which the author is telling us? 3. Is it an idea that may be applied to a number of things or to one thing? Write reasons for your answer.

LESSON CLXXIV.

The Old Clock.

1. Review the work of the preceding lesson, and write a statement of the idea set forth by the author, and a statement of the kind of idea it is.

2. Re-read the selection and state what effect it had upon