THE PARAGRAPH
=9. The Use of the Paragraph.=--Composition is the combining or
grouping of words. We group our words in sentences. We also group
our sentences in paragraphs.
A _paragraph_ is a group of sentences which together express an
important thought. In a way, of course, every sentence expresses a
thought--a small thought, so to speak. But experience has shown that
the educated mind can best understand written language if it can
take in several of these smaller thoughts, in as many sentences, in
rapid succession, provided only that these smaller thoughts, when
taken together, make up a larger thought. A paragraph is, then,
the expression of a large or important thought, made up of several
smaller or less important thoughts, expressed in sentences.
_Note._--Sometimes, but not often, a single sentence represents
such an important thought that it can best stand by itself.
A paragraph is indicated to the eye by the fact that the beginning
of the first sentence is placed a little way to the right of the
left-hand margin; in other words, it is _indented_. On the printed
page, a paragraph is indented only the space which would be occupied
by two or three letters. In a written composition the paragraph is
indented about an inch.
Another fact that makes it easy for the eye to recognize a paragraph
is that it frequently does not close with the end of a line.
When, therefore, you look at a piece of printed or written
composition, you see at once that you are to receive a certain
number of thoughts or ideas, each of which is placed in a section
or paragraph by itself. In listening to an address or oration you
notice the separation between the thoughts by the fact that the
speaker usually makes a pause of several seconds to indicate that he
has finished the expression of one thought and is now ready to pass
on to another.
_Note._--In writing a long conversation, it is usually customary
to make each speech of each person a paragraph by itself, even
if it consists of only a few words. This is because it is of the
utmost importance, in reading an account of a conversation, to
know just who is speaking.
=10. The Beginning.=--We group our sentences. But how shall we
begin? What sentences shall come first? Usually we shall express
our thoughts most clearly if we begin with a sentence that shows in
brief what the whole paragraph is about. This is sometimes called
the _topic sentence_, because it is the sentence that states the
topic or central idea of the paragraph.
EXAMPLES. 1. To the simple-hearted folk who dwelt in that island
three thousand years ago, there was never a sweeter spot than
sea-girt Ithaca. Rocky and rugged though it may have seemed, yet
it was indeed a smiling land embosomed in the laughing sea. There
the air was always mild and pure, and balmy with the breath of
blossoms; the sun looked kindly down from a cloudless sky, and the
storms seldom broke the quiet ripple of the waters which bathed the
shores of that island home. On every side but one, the land rose
straight up out of the deep sea to meet the feet of craggy hills and
mountains crowned with woods. Between the heights were many narrow
dells green with orchards, while the gentler slopes were covered
with vineyards, and the steeps above them gave pasturage to flocks
of long-wooled sheep and mountain-climbing goats.--JAMES BALDWIN: _A
Story of the Golden Age_.
[Here the first sentence shows that the paragraph is to be about
the beauty of the island.]
2. Upon the ridge above our tent was a third tiny clearing, where
some trappers had once made their winter camp. It was there that I
watched the rabbits one moonlight night from my seat on an old log,
just within the shadow at the edge of the opening. The first arrival
came in with a rush. There was a sudden scurry behind me, and over
the log he came with a flying leap that landed him on the smooth
bit of ground in the middle, where he whirled around and around
with grotesque jumps, like a kitten after its tail. Only Br'er
Rabbit's tail was too short for him ever to catch it; he seemed
rather to be trying to get a good look at it. Then he went off
helter-skelter in a headlong rush through the ferns. Before I knew
what had become of him, over the log he came again in a marvelous
jump, and went tearing around the clearing like a circus horse,
varying his performance now by a high leap, now by two or three
awkward hops on his hind legs, like a dancing bear. It was immensely
entertaining.--WILLIAM J. LONG: _Ways of Wood Folk_.
[Here the first two sentences show that the paragraph is to be
about watching rabbits in a clearing by moonlight.]
3. Soon after he was raised to the dignity of postmaster another
piece of good fortune came in his way. Sangamon County covered a
territory some forty miles long by fifty wide, and almost every
citizen in it seemed intent on buying or selling land, laying out
new roads, or locating some future city. John Calhoun, the county
surveyor, therefore, found himself with far more work than he could
personally attend to, and had to appoint deputies to assist him.
Learning the high esteem in which Lincoln was held by the people
of New Salem, he wisely concluded to make him a deputy, although
they differed in politics. It was a flattering offer, and Lincoln
accepted gladly. Of course he knew almost nothing about surveying,
but he got a compass and chain, and, as he tells us, "studied Flint
and Gibson a little, and went at it." The surveyor, who was a man of
talent and education, not only gave Lincoln the appointment, but,
it is said, lent him the book in which to study the art. Lincoln
carried the book to his friend Graham, and "went at it" to such
purpose that in six weeks he was ready to begin the practice of
his new profession. Like Washington, who, it will be remembered,
followed the same calling in his youth, he became an excellent
surveyor.--HELEN NICOLAY: _The Boys' Life of Abraham Lincoln_.
[Here the first sentence shows that the paragraph is to be about
a new piece of good fortune in Lincoln's life.]
When you are writing a composition in a single paragraph, you
will find the topic sentence very useful. In no other way can you
so quickly give the reader a notion of what to expect. But it
is not necessary always to begin with a topic sentence. What is
important is that you begin with a hint that will turn the reader's
thoughts in the right direction. Look at the beginnings of several
paragraphs in your reader, and you will see how the hint is given.
=Exercise 28.=--What do the opening sentences in the following
paragraphs show?
1. One cold morning early in December, 1800, a party of tourists
was crossing the Alps,--a pretty large party, too, for there were
several thousands of them. Some were riding, some walking, and most
of them had knapsacks on their shoulders like many Alpine tourists
nowadays. But instead of walking sticks, they carried muskets with
bayonets, and dragged along with them some fifty or sixty cannons.
2. There was one among them who seemed quite to enjoy the rough
marching and tramping along through the deep snow and cold gray
mist. This was a little drummer boy ten years old, whose fresh, rosy
face looked very bright and pretty among the grim, scarred visages
of the old soldiers. When the cutting wind hurled a shower of snow
in his face, he dashed it away with a cheery laugh, and awoke all
the echoes with a lively rattle on his drum, till it seemed as if
the huge black rocks around were all singing in chorus.
3. Ezekiel made the first plea. His argument was a strong one
against all wild and destructive animals in general, and against
this woodchuck in particular. He called attention to the damage
which had been done already to the growing vegetables, and to the
further mischief which might be done if the animal were set free.
4. Between two cliffs lay a deep ravine, with a full stream rolling
heavily through it over bowlders and rough ground. It was high and
steep, and one side was bare, save at the foot, where clustered a
thick, fresh wood, so close to the stream that the mist from the
water lay upon the foliage in spring and autumn. The trees stood
looking upwards and forwards, unable to move either way.
=Exercise 29.=--Supply topic sentences for the following
paragraphs:--
1. He [George Washington] was very tall, powerfully made, with a
strong, handsome face. He was remarkably muscular and powerful. As a
boy, he was a leader in all outdoor sports. No one could fling the
bar farther than he, and no one could ride more difficult horses.
2. It [the old-fashioned school] is a large, dingy room, with a
sanded floor, and is lighted by windows that turn on hinges, and
have little diamond-shaped panes of glass. The scholars sit on long
benches, with desks before them. At one end of the room is a great
fireplace, so spacious that there is room enough for three or four
boys to stand in each of the chimney corners.
3. The hall [of the Imperial library] is two hundred and forty-five
feet long, with a magnificent dome in the center. The walls are of
variegated marble, richly ornamented with gold, and the ceiling
and dome are covered with brilliant fresco paintings. The library
numbers three hundred thousand volumes and sixteen thousand
manuscripts, which are kept in walnut cases, adorned with medallions.
4. [The Country Boy's Vacation.] When school keeps he has only to
"do chores and go to school," but between terms there are a thousand
things on the farm that have been left for the boys to do. Picking
up stones in the pastures and piling them in heaps used to be one of
them.
5. [Recess in a Country School.] He is like a deer; he can nearly
fly; and he throws himself into play with entire self-forgetfulness,
and an energy that would overturn the world if his strength were
proportioned to it. For ten minutes the world is absolutely his;
the weights are taken off, restraints are loosed, and he is his own
master.
=Exercise 30.=--Write short paragraphs to complete three of the
following topic sentences:--
1. From the summit of the hill they saw the sun set.
2. When the flames were out, we saw how great the damage was.
3. In a moment, the storm was upon them.
4. At ten years old, I was taken to help my father in his business.
5. It was a beautiful little craft.
6. There stood Lincoln, a remarkable figure.
7. It was market day.
8. Close by the roadside stands a little schoolhouse.
9. In the year 1776 a remarkable event occurred.
10. His attention was arrested by a dove, pursued by a kingbird.
=11. Unity in the Paragraph.=--In your study of the sentence, you
learned that every good sentence must have _unity_; that is, that
the thoughts included in a sentence must be very closely associated.
You are now to learn that every good paragraph must likewise have
_unity_. A paragraph, whether it be long or short, has _unity_ when
it treats of but a single topic. The _topic sentence_ will be a
great help to you in giving your paragraphs _unity_. You will not be
so apt to jumble into one paragraph material that should be placed
in two or three, if you will, before you begin to write, decide upon
the subject of your paragraph and make a topic sentence for it. You
can test the unity of your paragraph by asking with respect to each
sentence that you construct, "Does it relate to the subject of my
paragraph?"
=Exercise 31.=--The following paragraphs lack _unity_. How many
topics are treated in each?
1. In the German land of Würtemberg lies the little town of Marbach.
Although this place can be ranked only among the smaller towns, it
is charmingly situated on the Neckar stream, that flows on and on,
hurrying past villages and old castles to pour its waters into the
proud Rhine. It was late in autumn. The leaves still clung to the
grapevine, but they were already tinged with red. Rainy gusts swept
over the country, and the cold autumn winds increased in violence.
2. Cecelia's home was an old family mansion situated in the midst
of a pleasant farm. This was inclosed by willow hedges and a broad
and gently murmuring river; nearer the house were groves with rocky
knolls and breezy bowers of beech. Cecelia's bosom friend at school
was Alice Archer; and after they left school, the love between them
rather increased than diminished.
3. Alice Archer was a delicate girl with a pale transparent
complexion and large gray eyes that seemed to see visions. Her
figure was slight, almost fragile; her hands white and slender.
The old house in which she lived with her mother, with four sickly
Lombardy poplars in front, suggested gloomy and mournful thoughts.
It was one of those places that depress you as you enter. One other
inmate the house had, and only one. This was Sally Manchester, the
cook. She was an extraordinary woman of large frame and masculine
features,--one of those who are born to work. A treasure she was to
this family.
4. Far out in the sea the water is as blue as the petals of the
most beautiful corn-flowers, and as clear as the purest glass. But
it is very deep, deeper than any cable will sound; and down there
live the sea people. The Sea King had been a widower for many years.
His old mother kept house for him and his daughters, the little sea
princesses.
5. Shylock, the Jew, lived at Venice. He was a usurer, who had
amassed an immense fortune by lending money at great interest to
Christian merchants. Being a hard-hearted man, he was much disliked
by all good men. Antonio was the kindest man that lived, the best
loved, and had the most unwearied spirit in doing courtesies. He was
greatly beloved by all his fellow-citizens; but the friend who was
nearest to his heart was Bassanio, a noble young Venetian. One day,
Bassanio came to Antonio and told him that he wished to repair his
fortune by a wealthy marriage with a lady whom he dearly loved.
=12. The Body of the Paragraph.=--We are to begin with a topic
sentence, or with a sentence that gives some hint of what is to
follow. And what next? Next comes the body of the paragraph, the
real paragraph, the idea we had in mind to express.
The best plan to follow in the making of your paragraph is this:--
1. Write brief notes of your material on the topic you have in mind,
and make sure that it all bears directly on the topic.
2. Arrange these notes in the order that would be most natural and
intelligible to the reader.
3. Find a good topic sentence.
4. Write the paragraph according to the plan arranged.
EXAMPLE I. Subject of paragraph: The Long-spurred Columbine.
_A._ Material: 1. Native of the Rocky Mountains. 2. Blooms
abundantly. 3. Grows on shady slopes. 4. Color--blue, white,
occasionally pink, never red. 5. Sepals--ovate with slender spurs,
spreading; double length of the petals with which they alternate.
6. Petals--round and lighter in color than sepals. 7. Size--three
inches broad. 8. Beauty--so great that it has been introduced into
gardens.
[In this example, the material has fallen of its own accord into a
good order: general statements, 1, 2, 3; color, 4; form, 5, 6; size,
7; beauty, 8. In this case, therefore, it will not be necessary to
rearrange the material.]
_B._ Topic sentence: The long-spurred columbine is an exquisite
flower.
_C._ Whole paragraph: The long-spurred columbine is an exquisite
flower. It is a native of the Rocky Mountains, where it blooms
abundantly on shady slopes. It often wears a blue gown; it also
wears white and occasionally pink, but never red. The ovate sepals,
with their slender spurs, are spreading, and double the length of
the round, lighter-colored petals with which they alternate. In size
it is quite three inches across. It is so beautiful that it has been
introduced into many gardens.
EXAMPLE II. Subject of paragraph: Emigration to California in 1849.
_A._ Material: 1. In '49, "gold fever" reaches Eastern states. 2.
Rush for West. 3. Eighty thousand men reach California before end of
year. 4. A few gain riches. 5. The greater part barely make a living
by exhaustive toil. 6. Hardships of journey across Isthmus of Panama
and across continent (overland route). 7. San Francisco, from
an insignificant settlement, sprang into city of twenty thousand
inhabitants.
_B._ Material rearranged: 1. In 1849--"gold fever" reaches Eastern
states. 2. Rush for West. 3. Hardships of journey. 4. Eighty
thousand men reach California. 5. San Francisco's rapid growth. 6. A
few gain riches. 7. The greater number barely make a living by their
exhausting toil.
[Notice that 6 has been made 3. The hardships of the journey
should naturally be described before the facts about the arrival
are given.]
_C._ Topic sentence: In 1849 the "gold fever" reached the Eastern
states, and a great rush of emigration began, both by land and by
sea.
_D._ Whole paragraph: In 1849 the "gold fever" reached the Eastern
states, and a great rush of emigration began both by land and by
sea. Many died of sickness contracted in crossing the Isthmus of
Panama; multitudes more perished on the overland route across the
continent. Notwithstanding the hardships and loss of life, over
eighty thousand men succeeded in reaching California before the end
of the year. From an insignificant settlement San Francisco suddenly
sprang into a city of twenty thousand inhabitants. A few of these
emigrants gained the riches they so eagerly sought, but the greater
part barely made a living by the most exhausting toil.
EXAMPLE III. Subject of paragraph: President Lincoln's Call for
Volunteers.
_A._ Material: 1. Lincoln calls for seventy-five thousand volunteers
April 15, 1861. 2. Wishes them to serve three months. 3. Within
thirty-six hours several companies from Pennsylvania had reached
Washington. 4. Men of all parties at the North forgot their
political quarrels and hastened to the defense of the capital. 5.
The Sixth Massachusetts Regiment was the first full regiment to
march. 6. Few supposed the war would last longer than three months.
7. The Sixth Massachusetts speedily followed the Pennsylvania
regiments.
_B._ Material rearranged: 1. Lincoln calls for seventy-five thousand
volunteers April 15, 1861. 2. For three months' service. 3. Few
supposed the war would last longer. 4. Men of all parties at North
forgot their political quarrels and hastened to the defense of the
capital. 5. Within thirty-six hours several Pennsylvania regiments
had reached Washington. 6. The Sixth Massachusetts was the first
full regiment to march. 7. The Sixth Massachusetts speedily followed
the Pennsylvania regiments.
_C._ Topic sentence: On April 15, 1861, President Lincoln called for
seventy-five thousand volunteers.
_D._ Whole paragraph: On April 15, 1861, President Lincoln called
for seventy-five thousand volunteers. They were to enlist for only
three months, for few then supposed the war would last longer than
that. In response to the President's call, men of all parties at the
North forgot their political quarrels, and hastened to the defense
of the capital. Within thirty-six hours several companies from
Pennsylvania had reached Washington. They were speedily followed by
the Sixth Massachusetts Regiment--the first full regiment to march.
=Exercise 32.=--Make notes for completing the paragraphs
suggested by the following topic sentences. In arranging your
notes, you should follow some simple plan. If you are writing
a story, for instance, you will naturally follow the order of
time, and put things down in the order in which they occurred.
If you are writing a description of scenery, you may mention
the various objects in the order in which you saw them, or
in the order of place, or in the order of importance. If you
are explaining something, you will present facts in the order
of their importance, and according to their connection with
each other, always keeping in mind that you wish to make your
explanation simple and clear.
1. The journey had been long and tiresome.
2. At sunset I stood on a hill, overlooking the town.
3. The dew had not disappeared, when, just after sunrise, I started
out, fishing rod in hand.
4. Golden-rod is one of the most common and the most beautiful of
our wayside flowers.
=13. Too Many Paragraphs.=--Sometimes matter that might be properly
included in one paragraph is spread over two or three paragraphs, as
in the following passages:--
I. As the Hurons, to every appearance, had abandoned the pursuit,
there was no apparent reason for this excess of caution.
The flight was, however, maintained for hours, until they had
reached a bay, near the northern termination of the lake.
Here the canoe was driven upon the beach, and the whole party landed.
II. The Duke of Normandy landed in Sussex, in the year 1066. He had
an army of sixty thousand chosen men, for accomplishing his bold
enterprise.
Many gallant knights who were not his subjects joined him, in the
hope of obtaining fame in arms and estates, if his enterprise should
prosper.
=Exercise 33.=--Write the following selection in three
paragraphs. State the subject of each paragraph.
Burton Holmes, the lecturer, says that the Indians of Alaska regard
white men and canned goods as so closely associated that they are
nearly synonymous.
Wherever the white man is seen, canned meats, fruits, and vegetables
are found.
When Mr. Holmes visited Alaska recently, he carried with him a
phonograph. This was exhibited to an old chief who had never seen a
talking machine before.
When the machine was started, and the sound of a human voice came
from the trumpet, the Indian was much interested.
He listened gravely for a time, then approached and peered into the
trumpet.
When the machine finished its cylinder and stopped, the Indian
pointed at it, and smiling an expansive smile, remarked, "Huh! Him
canned white man."
=14. The End of a Paragraph.=--Occasionally you will find that it is
convenient to put at the end of a paragraph a sentence that will sum
up your whole idea in a few words. Such a sentence is particularly
useful when no topic sentence has been used.
EXAMPLES:--
1. The great error in Rip's composition was a strong dislike of
all kinds of profitable labor. It could not be from the want of
perseverance; for he would sit on a wet rock, with a rod as long
and heavy as a lance, and fish all day without a murmur, even
though he should not be encouraged by a single nibble. He would
carry a fowling piece on his shoulder for hours together, trudging
through woods and swamps, and up hill and down dale, to shoot a
few squirrels or wild pigeons. He would never refuse to assist a
neighbor even in the roughest toil, and was a foremost man at all
country frolics for husking Indian corn, or building stone fences;
the women of the village, too, used to employ him to run their
errands, and to do such little odd jobs as their less obliging
husbands would not do for them. In a word, Rip was ready to attend
to anybody's business but his own; but as to doing family duty,
and keeping his farm in order, he found it impossible.--WASHINGTON
IRVING: _Rip Van Winkle._
2. I was fatigued with traveling, rowing, and want of rest; I was
very hungry, and my whole stock of cash consisted of a Dutch dollar
and about a shilling in copper. This latter I gave the people of
the boat for my passage, who at first refused it on account of my
rowing; but I insisted on their taking it. A man is sometimes more
generous when he has but a little money than when he has plenty,
perhaps through fear of being thought to have but little.--BENJAMIN
FRANKLIN: _Autobiography._
3. We are a part of the public, and help to make its opinions and
give it its power. Laws are practically useless unless the general
sentiment of the community sanctions them. The rules of great
corporations prohibiting the use of liquor by employees are now
enforced as they could not have been a few years ago. They can be
enforced now because of a growth of the belief that intoxicants are
harmful, and a growing demand that those intrusted with human lives
and with great interests shall be clear of brain and reliable of
hand. Public opinion is a power, and it is one that we should help
to form and help to use.
=Exercise 34.=--Make notes for paragraphs suggested by the
following summary sentences:--
1. In a word, it was a magnificent sight.
2. Thus died a brave soldier.
3. It was a simple but a kindly act.
4. It was too late.
=Exercise 35.=--Find summary sentences for the paragraphs
suggested by the following notes:--
1. Tom obliged to whitewash fence.--Holiday.--Other boys come
for him.--Pretends to enjoy his task.--Refuses to let them help
him.--Finally accepts bribe and lets the boys do his work. [Summary
sentence expressing an opinion of Tom's cleverness.]
2. Autumn storm--rocky coast--high wind--big waves--dashing spray.
[Summary sentence expressing your pleasure or discomfort.]
3. Getting up early on a winter
morning--unpleasant--dark--cold--sleepy. [Summary sentence
indicating your dislike.]
=15. Quotations.=--This is a convenient place to explain the
punctuation of quotations.
Quotations are _direct_ when the exact words of the speaker or
writer are repeated. They are _indirect_ when the thought is
expressed without using the exact words.
1. _Direct._ "Good evening, Dance," said the doctor, with a nod.
"And good evening to you, Jim. What good wind brings you here?"
2. _Indirect._ The doctor nodded, said good evening to Dance and
Jim, and asked what good wind brought them there.
In writing down a conversation, it is customary to make each speech
of each person a paragraph by itself, even if it consists of only a
few words.
A direct quotation should be inclosed in quotation marks.
When a direct quotation is broken or separated by words which
are not quoted, each part of the quotation should be inclosed in
quotation marks.
1. _Unbroken._ "Have you any money?" asked the baker.
2. _Broken._ "Run along," said the woman, kindly; "carry your bread
home, child."
The first word of a direct quotation should begin with a capital
letter.
If the quotation when _unbroken_ is composed of two independent
parts separated by a semicolon, a semicolon (not a comma) should
follow the author's words when the quotation is broken.
1. _Unbroken._ Solomon said, "Boast not thyself of to-morrow;
for thou knowest not what a day may bring forth."
2. _Broken._ "Boast not thyself of to-morrow," said Solomon;
"for thou knowest not what a day may bring forth."
When a quotation is long or formally introduced, it is usually
preceded by a colon, or by a colon and a dash.
1. Nathan Hale, before he was executed, spoke the following words:
"I regret that I have only one life to give for my country."
2. In Tennyson's _Bugle Song_ we find the following beautiful
lines:--
"O love, they die in yon rich sky,
They faint on hill, or field, or river;
Our echoes roll from soul to soul
And grow forever and forever."
=Exercise 36.=--Rewrite the following sentences, putting in the
quotation marks. Make each speech of each person a paragraph by
itself.
1. The mother turned her head as Alice entered, and said, Who is
it? Is it you, Alice? Yes, it is I, mother. Where have you been so
long? I have been nowhere, dear mother. I have come directly home
from church. How long it seems to me! It is very late. It is growing
quite dark. I was just going to call for the lights. Why, mother!
exclaimed Alice, in a startled tone, what do you mean? The sun is
shining directly into your face! Impossible, my dear Alice. It is
quite dark. I cannot see you. Where are you? Alice leaned over her
mother and kissed her. Both were silent,--both wept. They knew that
the hour, so long looked forward to with dismay, had suddenly come.
Mrs. Archer was blind!
2. Yonder comes Moses. As she spoke, Moses came in on foot, sweating
under the deal box, which he had strapped round his shoulders like
a peddler. Welcome, welcome, Moses; well, my boy, what have you
brought us from the fair? I have brought you myself, cried Moses,
with a sly look, and resting the box on the dresser. Ah, Moses,
cried my wife, that we know, but where is the horse? I have sold
him, cried Moses, for three pounds five shillings and twopence.
Well done, my good boy, returned she. Between ourselves, three
pounds five shillings and twopence is no bad day's work. Come, let
us have it, then. I have brought back no money, cried Moses again.
I have laid it all out in a bargain, and here it is, pulling out a
bundle from his breast; here they are, a gross of green spectacles,
with silver rims and shagreen cases. A gross of green spectacles!
repeated my wife in a faint voice. And you have parted with the
colt, and bought us back nothing but a gross of green paltry
spectacles! Dear mother, cried the boy, why won't you listen to
reason? They were a dead bargain, or I should not have bought them.
=Exercise 37.=--Change the following _indirect_ quotations to
_direct_ quotations:--
1. The fir tree wished it were tall enough to go to sea, and asked
the stork to tell it what the sea looked like; but the stork replied
that it would take too much time to explain.
2. The little boy asked his grandmother whether the swarm of white
bees had a queen bee and she replied that they certainly had.
3. Rip asked in despair whether nobody there knew Rip Van Winkle,
and some one answered that he stood leaning against a tree yonder.
Rip looked, and beheld a precise counterpart of himself as he went
up the mountain. The poor fellow was now completely confounded and
wondered whether he was himself or another man. In the midst of his
bewilderment, the man in the cocked hat demanded who he was and what
was his name. Rip replied that he was not himself but somebody else,
and that he could not tell who he was.
=Exercise 38.=--Write from dictation.
1. A little daughter of a clergyman was not feeling well, and had to
be put to bed early.
"Mother," she said, "I want to see my dear father."
"No, dear," said her mother, "father is not to be disturbed just
now."
Presently came the pleading voice, "I want to see my father."
"No, dear," was the answer, "I cannot disturb him."
Then the four-year-old parishioner rose to the question of privilege.
"Mother," said she, "I am sick woman, and I want to see my minister."
2. One night my friend put up at a small country hotel. The next
morning, at breakfast, the landlord said to him, "Did you enjoy the
cornet playing in the room next to yours last night?"
"Enjoy it!" my friend replied, "I should think not. Why, I spent
half the night pounding on the wall to make the man stop."
"It must have been a misunderstanding," said the landlord. "The
cornet player told me that the person in the next room applauded him
so heartily that he went over every piece he knew three times."