aLast Saturday's Football Game
I.The first quarter.II.The second quarter.III.The third quarter.IV.The fourth quarter.
bLast Saturday's Football Game
I.The excitement for a week before the game.II.The tension during the struggle.III.The celebration after the game.
cThe Two Decisive Plays in Saturday's Game
I.The long forward pass.II.The end run to the five-yard line.
Still other divisions may be made if we consider the subject from the point of view of the teams or the players themselves. Can you suggest any such divisions?
In the same way choose one of the subjects given below. Change it, if necessary. Then write out the topic of each division in as few words as possible.
1. An important electrical device.2. A ball game.3. Getting dinner.4. The aeroplane.5. Photography.6. How styles change.7. The back-to-the-farm movement.8. Why oriental rugs are expensive.9. Wireless telegraphy.10. The business course in this school.
Exercise 156—The Outline
If your theme consists of more than one division, before you begin to speak or write you should prepare a definite working plan or outline. It should include enough to suggest the first sentence of each division and the more important details within each. The outline will help you in speaking or writing to arrange the topics so that they will follow one another clearly. If you have an outline, there will be much less danger of including details which do not belong to the subject and of omitting details which should appear.
In the following very simple outlines notice the use of indentation:
1The Problem of Keeping our Cities Clean
I. The cleaning of streets.(a) In summer.(1) The cost of sprinkling.(b) In winter.(1) The cost of removing snow.II. The cleaning of alleys.(a) The disposal of garbage.III. The smoke nuisance.(a) Smoke consumers.(b) Smoke inspection.
2Public Gymnasiums
I. Definition of a public gymnasium.(a) Location.(b) Equipment.(c) Management.II. Benefits to the public.(a) Keeps children off the streets.(1) Congested districts.(b) Develops them physically.(c) Affords them pleasure.(1) Outdoor and indoor games.(2) Bathing at beaches connected with gymnasiums.
One more suggestion is in place here. In writing an outline, be careful that you express similar subdivisions of a topic by similar grammatical elements. For example, in the first outline above, (a) under I is a phrase; (b) under I should be a similar phrase. It would be incorrectly wordedWinterorWhat the winter problem is. What is the advantage of such similarity?
Using the divisions you made for one of the subjects underExercise 155, develop an outline for a theme.
Exercise 157
Choose one of the following subjects; restrict it or expand it, if necessary; select a proper title; write an outline; and then write or deliver your composition, following your outline closely. Notice that the shorter your title the more it includes, and therefore the longer your composition must be to deal adequately with the subject.
1. Giving talks before a class develops self-reliance.2. Most inventors would not have succeeded without perseverance.3. The more training a man has, the better chance he has to succeed.4. Most rich men learned to save early.5. The value of courtesy in a retail business.6. The dangers of football.7. The various methods of heating a house.8. The sporting page often sells the newspaper.9. Educational features of the modern newspaper.10. Our national game.11. Baseball is a better game than football.12. The use of machinery has lowered the cost of manufactured articles.13. How to prevent taking colds.14. Athletic contests develop courage.15. Qualities essential to good salesmanship.16. Our debate with ——.17. The qualities of a good street car advertisement.18. A good cartoon.19. Learning to swim.20. The trials of washing day.21. Birds as money savers.22. Birds as destroyers.23. Open air as a cure for tuberculosis.24. Making a raft.25. Every one should open a savings account.26. Laziness.27. Tennis is better than baseball.28. Our respiratory system.29. The bad effects of ridicule.30. The good effects of ridicule.
1. Giving talks before a class develops self-reliance.
2. Most inventors would not have succeeded without perseverance.
3. The more training a man has, the better chance he has to succeed.
4. Most rich men learned to save early.
5. The value of courtesy in a retail business.
6. The dangers of football.
7. The various methods of heating a house.
8. The sporting page often sells the newspaper.
9. Educational features of the modern newspaper.
10. Our national game.
11. Baseball is a better game than football.
12. The use of machinery has lowered the cost of manufactured articles.
13. How to prevent taking colds.
14. Athletic contests develop courage.
15. Qualities essential to good salesmanship.
16. Our debate with ——.
17. The qualities of a good street car advertisement.
18. A good cartoon.
19. Learning to swim.
20. The trials of washing day.
21. Birds as money savers.
22. Birds as destroyers.
23. Open air as a cure for tuberculosis.
24. Making a raft.
25. Every one should open a savings account.
26. Laziness.
27. Tennis is better than baseball.
28. Our respiratory system.
29. The bad effects of ridicule.
30. The good effects of ridicule.
Exercise 158
Recall one of the books that you have read recently. Name two subjects that it suggests to you and that you can talk about. Write a careful outline for each of them, and be prepared to speak on one.
Exercise 159
Name a subject taken from one of your studies, history for example. Let it be definite enough so that you can tell all the details that you know about it in a speech lasting two or three minutes. Use examples and illustrations to make the subject interesting and clear. Prepare an outline.
Exercise 160
Reproduce an article that you have read in a current magazine. Be careful that you make the material your own before attempting to retell it. Do not under any circumstances try to memorize the article. Understand fully what it says, make an outline of the facts that you wish to reproduce, and then give them as if they were your own ideas. At the beginning of your speech tell the name and date of the magazine from which you are taking the facts.
Exercise 161
As has been said, most of us get our ideas of what is taking place in the world from the articles that we read in current newspapers and magazines. We cannot always form our opinion from what one newspaper on one day says of a particular event. We must read what it says on successive days and, if possible, consult other newspapers on the same subject, for it is well known that not all newspapers are non-partisan. If one in the city is known to be so, that is the paper to read for the material for this exercise. Then, if we can read what one of the magazines says on the samesubject, our knowledge will probably be more definite and more nearly true.
Let the class be divided into different sections, representing different kinds of news; for example, national, local, foreign, and business news. Under national news, you can perhaps find articles on national politics, legislative measures being discussed at Washington, rumors of war, immigration; under local news, anything pertaining to the city or the state in which you live; under foreign news, anything of interest to any of the other countries of the world; under business news, the prices of food products, strikes, panics, and their effect on business conditions. These are but suggestions. Such topics change so rapidly that nothing more definite can here be given.
When you have been assigned to one of these divisions, prepare a talk on a topic that you understand thoroughly. Begin your talk with a clear statement of your subject, as explained inExercise 140; amplify it by details or illustrations; and end with a sentence of conclusion, forecasting the future of your topic or restating what you have proved.
Exercise 162
For a week follow the same current event as recorded in the newspaper, taking notes as you read. Then choose from all your material only those facts that belong strictly to one topic. Write an outline, setting forth the facts in logical order. Deliver the speech, following your outline closely.
Exercise 163
Let the class choose four or six members one week in advance, who are to prepare a debate on a topic of current interest. Let the other members of the class act as judges or volunteer on either side, as the instructor may see fit. Such debates should occur as often as possible.
Exercise 164
About once a month devote a day to the production of a class paper. Let the class choose a name. During the first year let the items be developed into paragraphs. Longer compositions should be reserved for the second year.
Suggestions for Articles for the Paper
1. A column of interesting business items clipped from leading papers.2. An important news item that would make a good "story."3. Original editorials on one or more of the following:a.Needs or improvements in city, school, or home.b.Recent city news.c.Business news.d.State news.e.National news.f.Foreign news.4. Personal experiences, amusing incidents, or anecdotes, preferably of the business world.5. For sale advertisements, or "want ads" that the class would understand.
Exercise 165
Criticise the following outlines. Each topic is supposed to represent a division in thought.
1The Wheat Harvest1. A group of reapers.2. Their costumes.3. The field.4. Starting the harvest.5. Carting the sheaves to the barn.6. The stacks.7. The field after the harvest.2The Tongue1. What it is.2. It is a good thing.3. It instructs.4. Evils done by the tongue.5. Especially slander.6. Conclusion.3The Newspaper Strike1. The cause.(a) Strikers want higher wages.(b) Poverty of the families of the strikers.(c) Police have to protect newsboys against strikers.2. Disadvantages.(a) Newspapers are losing business.(b) Newsboys sympathize with strikers.3. Riots.(a) Newsboys hurt and newspapers burned.(b) Police cannot watch all sections of city.4. Conclusion.
PUNCTUATION
Whenwe speak, we make our meaning clear by the expression that we put into our words and sentences. Some sentences we say all in one breath and with not much change in emphasis from one word to the next. We may be pretty sure that such a sentence is short and simple, with all its elements arranged in their natural order. In this respect compare the sentences given below.
Notice that the following sentence is spoken as one word group:
Steam and electricity are making one commercial community of all nations.
Steam and electricity are making one commercial community of all nations.
A part that is subordinate in idea is subordinate in tone; as,
Steam and electricity,which are the greatest of all discoveries, are making one commercial community of all nations.
Steam and electricity,which are the greatest of all discoveries, are making one commercial community of all nations.
In the usual order of the sentence the subject comes first. Sometimes for emphasis a participial phrase or an adverbial clause precedes the subject. Such inversion is always indicated; as,
If the grape crop is large, the price of grapes is low.
If the grape crop is large, the price of grapes is low.
Sometimes a word or phrase is thrust into the sentence to give clearness or force; as,
If,on the other hand, the season is poor, the price of grapes is high.What,then, determines the price of grapes?
If,on the other hand, the season is poor, the price of grapes is high.
What,then, determines the price of grapes?
We cannot become good speakers until we learn to subordinate in tone those groups of words that are subordinate in idea, and to bring out clearly those groups which, for one reason or another, are emphatic. The same thing is true in music. We cannot become good musicians until we learn phrasing; that is, until we learn to group the notes to form distinct musical ideas. But when we write our thoughts, we cannot indicate the tone in which the words are spoken. We must show in some other way which groups of words belong together, which are important, and which are subordinate in idea. For this purpose punctuation marks have been invented. When we write, we unconsciously speak the thoughts to ourselves; we hear the divisions between the parts of ideas; and, if we understand punctuation, we indicate the divisions.
Questions
1. Why in writing and printing do we separate one word from the next? In ancient writing this was not done.
2. Why do we separate one sentence from the next?
3. We use punctuation marks for the same reason. Explain.
4. The word to keep in mind in punctuation isseparate. If two words belong together in idea, the two making one idea, allow them to stand unseparated. If they give two ideas, separate them by a mark of punctuation. What is the difference in thought in the two sentences that follow?
(a) She is a pretty, energetic girl.(b) She is a pretty energetic girl.
Exercise 166—The Apostrophe (')
Theapostrophe(') is used—
1. To show the possessive case of nouns (SeeExercise 82); as,
Theboy'swriting is excellent.
Theboy'swriting is excellent.
2. To indicate the omission of one or more letters; as,
I'llattend to the matter.
I'llattend to the matter.
3. To show the plural of letters, figures, and words that usually have no plural; as,
Your3'sare too much like your5's, youra'slike youru's.Don't use so manyand's.
Your3'sare too much like your5's, youra'slike youru's.
Don't use so manyand's.
Write sentences in each of which you use one of the following words correctly:
you'rewe'rewho'sthey'reyourwerewhosethereit'she'sdon'ttheiritshisdoesn't
Explain why the apostrophe is used in the following:
1. I've received no reply.2. This month's sales exceed last month's by one thousand dollars.3. Politics doesn't affect the matter very much.4. The mistake was caused by his making his 7's like his 9's.5. Have you received the treasurer's report? No, I haven't.
1. I've received no reply.
2. This month's sales exceed last month's by one thousand dollars.
3. Politics doesn't affect the matter very much.
4. The mistake was caused by his making his 7's like his 9's.
5. Have you received the treasurer's report? No, I haven't.
Point out the mistakes in the following:
1. For sale, A ladies fur coat.2. The boy's have gone skating.3. We wo'nt worry over the political situation.4. Lets decide now where were to spend our vacation.5. Dot your is and not your us.6. Is this book your's or her's?
1. For sale, A ladies fur coat.
2. The boy's have gone skating.
3. We wo'nt worry over the political situation.
4. Lets decide now where were to spend our vacation.
5. Dot your is and not your us.
6. Is this book your's or her's?
Exercise 167—Capitals
Capitalsare used for—
1. The first word of every sentence.
2. The first word of every line of poetry.
3. The first word of a quotation (SeeExercise 169).
4. The first word of a formal statement or resolution; as,
Resolved, That women shall be given the right to vote.
Resolved, That women shall be given the right to vote.
5. The first word of every group of words paragraphed separately in an itemized list, as in an order for merchandise.
6. The pronounIand the interjectionO(notoh).
7. The wordsBibleandScripture, the books of the Bible, all names applied to the Deity, and all personal pronouns referring to Him.
8. All proper nouns, proper adjectives, and words that are considered proper nouns; as,
a.Names of the days of the week, holidays, and months of the year, but not names of the seasons.b.North, South, etc., when they refer to sections of the country, but not when they refer to a direction or a point of the compass.c.Official titles or titles of honor when they are used in connection with names, but not when they are used without names; as,Vice-President Roosevelt, ex-President Roosevelt.Nominations are now in order for vice-president.d.Names of political parties.e.Names of religious sects.f.Names of important events or documents; as,The Revolution, The Declaration of Independence.g.The salutation in a letter; as,Dear Sir, Gentlemen.h.Words indicating relationship, when they are used in connection with a proper name, or when used alone as a name, but not when used with a possessive pronoun; as,We expect Aunt Ellen at four o'clock.I expect my mother at four o'clock.
a.Names of the days of the week, holidays, and months of the year, but not names of the seasons.
b.North, South, etc., when they refer to sections of the country, but not when they refer to a direction or a point of the compass.
c.Official titles or titles of honor when they are used in connection with names, but not when they are used without names; as,
Vice-President Roosevelt, ex-President Roosevelt.Nominations are now in order for vice-president.
d.Names of political parties.
e.Names of religious sects.
f.Names of important events or documents; as,
The Revolution, The Declaration of Independence.
g.The salutation in a letter; as,
Dear Sir, Gentlemen.
h.Words indicating relationship, when they are used in connection with a proper name, or when used alone as a name, but not when used with a possessive pronoun; as,
We expect Aunt Ellen at four o'clock.I expect my mother at four o'clock.
9. The important words in the title of a book, play, or composition. Prepositions, articles, and conjunctions are not capitalized; as,The Call of the Wild.10. Such words asParagraph,Article, orSection, when accompanied with a number; as,Paragraph 26, Article 3.11. SeeExercise 75.
9. The important words in the title of a book, play, or composition. Prepositions, articles, and conjunctions are not capitalized; as,
The Call of the Wild.
10. Such words asParagraph,Article, orSection, when accompanied with a number; as,
Paragraph 26, Article 3.
11. SeeExercise 75.
Exercise 168
Theperiod(.) is used—
1. To indicate the end of a declarative sentence; as,
The business is prosperous.
2. To indicate an abbreviation; as,
The firm of Clark Bros. has opened a new office at 144 Pleasant St., Erie, Pa.
Theinterrogation mark(?) is used—
To indicate the end of a sentence that asks a question; as,
When did you order the goods?
Theexclamation mark(!) is used—
To indicate the end of a sentence or other expression that shows strong feeling; as,
Such demands are inhuman!
Frequently, all that shows exactly how the writer wished his thought to be understood is the punctuation. The same words may express different ideas according to the mark of punctuation that follows them. Read the following to show the meaning that the writer wished to convey by each. Explain the circumstances under which each might have been spoken.
1. The price is too high.2. The price is too high!3. The price is too high?4. The crop will not be good. There'll be no corn.5. Corn! There'll be no corn!6. You didn't tell him that.7. You didn't tell him that!8. You didn't tell him that?9. You are enjoying yourself.10. You are enjoying yourself?11. You are enjoying yourself!
Exercise 169—Quotation Marks (" ")
1. When a speaker's words are quoted exactly, they should be enclosed in quotation marks. This is called adirect quotation.
He said, "The business is growing."
Notice that the wordsaidis followed by a comma, and that the quotation begins with a capital letter.
2. If the quotation itself is a question, although it forms part of a declarative sentence, it requires an interrogation mark before the quotation mark; as,
Have you been waiting long?She opened the door and said, "Have you been waiting long?"
3. The same applies to a quotation that requires an exclamation mark; as,
Look!He cried, "Look!"
4. When the words of explanation follow the quoted words, the punctuation is as follows:
(a) When the quotation is a declarative sentence, put a comma after the quotation and begin the words of explanation with a small letter; as,
"The business is growing," he said.
(b) When the quotation is a question, conclude it with an interrogation mark, and begin the words of explanation with a small letter; as,
"Have you been waiting long?" she asked.
(c) When the quotation is an exclamation, conclude it with an exclamation mark, and begin the words of explanation with a small letter; as,
"Look!" he cried.
5. When the author's words of explanation interrupt the speaker's words, the punctuation is as follows:
(a) When the interrupted parts are not naturally separated by any punctuation mark, the comma is used as follows:
I do not believe that the report is true."I do not believe," he said, "that the report is true."
Notice in what way the quotation marks show that the wordshe saiddo not belong to the quoted words.
(b) Whatever mark of punctuation would naturally appear between the interrupted parts must be used; as,
(1) I shall buy the Boston ferns; they seem to require but little care."I shall buy the Boston ferns," she said; "they seem to require but little care."(2) Oh! The flames are higher!"Oh!" she cried. "The flames are higher!"
(1) I shall buy the Boston ferns; they seem to require but little care.
"I shall buy the Boston ferns," she said; "they seem to require but little care."
(2) Oh! The flames are higher!
"Oh!" she cried. "The flames are higher!"
4. Division into sentences is made within a quotation just as elsewhere. When the thought ends, the sentence must end. The different sentences, however, must not be divided by quotation marks; as,
"The train came in," said he, "half an hour ago. I do not see them in the waiting room. I think they did not come."
"The train came in," said he, "half an hour ago. I do not see them in the waiting room. I think they did not come."
5. When a quotation is very long, consisting of several paragraphs, quotation marks should be placed at the beginning of the quotation, at the beginning of each succeedingparagraph, and at the end of the quotation—not at the end of each paragraph.
6. When a quotation occurs within a quotation, the one within is distinguished by single marks; as,
John explained, "After I had told Mr. Brown how I thought the work could be done more easily, he said, 'Thank you for your suggestion.'"
John explained, "After I had told Mr. Brown how I thought the work could be done more easily, he said, 'Thank you for your suggestion.'"
7. Any words quoted from a book or article, or any words quoted with a special significance, such as slang, should be enclosed in quotation marks; as,
The day of the salesman who is satisfied with the "good old way" is fast passing.
The day of the salesman who is satisfied with the "good old way" is fast passing.
8. A formal question, statement, or resolution for a debate is not enclosed in quotation marks; as,
The question we are to discuss is, Shall women vote?
The question we are to discuss is, Shall women vote?
Exercise 170
Punctuate the following, dividing into sentences wherever the sense demands division:
1. Thank you for your suggestion said Mr. Brown2. Mr. Brown said thank you for your suggestion3. Thank you said Mr. Brown for your suggestion4. If you will ask the shipping clerk I volunteered I think you can get definite information5. How can we enforce the law asked the man6. The law cried the man how can we enforce the law7. Tell me said the man how we can enforce the law8. Tell me this said the man how can we enforce the law9. The question before us is how can we enforce the law10. John whispered did you hear his mother say yes you may go11. As I was walking along the river he continued I heard a voice cry help12. Halt shouted the captain the bridge is down13. The captain shouted halt the bridge is down14. We cannot cross said the captain the bridge is down15. The bridge is down said the captain and I fear there is no other way to cross16. Is the bridge down asked the captain does no one know another way to cross17. The captain said the bridge is down do you know another way to cross18. What shall we do asked a soldier if the bridge is down19. Do cried the captain swim that's what we'll do20. As we were riding along spoke up one of the soldiers I heard a farmer shout you fellows better try the bridge lower down
1. Thank you for your suggestion said Mr. Brown
2. Mr. Brown said thank you for your suggestion
3. Thank you said Mr. Brown for your suggestion
4. If you will ask the shipping clerk I volunteered I think you can get definite information
5. How can we enforce the law asked the man
6. The law cried the man how can we enforce the law
7. Tell me said the man how we can enforce the law
8. Tell me this said the man how can we enforce the law
9. The question before us is how can we enforce the law
10. John whispered did you hear his mother say yes you may go
11. As I was walking along the river he continued I heard a voice cry help
12. Halt shouted the captain the bridge is down
13. The captain shouted halt the bridge is down
14. We cannot cross said the captain the bridge is down
15. The bridge is down said the captain and I fear there is no other way to cross
16. Is the bridge down asked the captain does no one know another way to cross
17. The captain said the bridge is down do you know another way to cross
18. What shall we do asked a soldier if the bridge is down
19. Do cried the captain swim that's what we'll do
20. As we were riding along spoke up one of the soldiers I heard a farmer shout you fellows better try the bridge lower down
Exercise 171—Indirect Discourse
In the preceding exercise we saw different forms of direct quotations, or direct discourse. In each case, the speaker's words were quoted exactly. When the substance of the thought is given in slightly different form, we have an indirect quotation, or indirect discourse, in which no quotation marks are used. An indirect quotation is usually a subordinate clause depending on a word ofthinking,saying,telling, or the like. Indirect statements are usually introduced bythat, and indirect questions bywhen,where,why,whether,if,who,which,what, and the like. When a sentence is changed from direct to indirect discourse, the person and usually the tense of the direct quotation are changed; as,
Direct:He said, "I do not believe the report."Indirect:He said that he did not believe the report.Direct:He said, "Germany is over-populated."Indirect:He said that Germany is over-populated. (SeeExercise 107.)Direct:She said, "I did my work before I went to school."Indirect:She said that she had done her work before she went to school.Direct:"I have finished my work," said the girl.Indirect:She says that she has finished her work.Direct:"Why didn't he succeed?" I asked.Indirect:I asked why he had not succeeded.Direct:"When may I go?" she inquired.Indirect:She inquired when she might go.
In the following change the italicized parts to direct quotations. Do not change the paragraphing.
1The Seal's Lesson
The baby seal saidthat he could not swim.His mother answeredthat he could try.The little fellow persistedthat he could never learn.His mother looked at him sternly, and saidthat every seal must learn to swim.He repliedthat the water was cold and that he liked the sand better, but because his mother insisted, he slid into the water whimpering.After he had gone a short distance, he turned around and called outthat the water was much pleasanter than the sand.His mother saidthat she knew that it would be so. She saidthat young people must do as they are told because they have not had enough experience to judge for themselves.
The baby seal saidthat he could not swim.
His mother answeredthat he could try.
The little fellow persistedthat he could never learn.
His mother looked at him sternly, and saidthat every seal must learn to swim.
He repliedthat the water was cold and that he liked the sand better, but because his mother insisted, he slid into the water whimpering.
After he had gone a short distance, he turned around and called outthat the water was much pleasanter than the sand.
His mother saidthat she knew that it would be so. She saidthat young people must do as they are told because they have not had enough experience to judge for themselves.
2A Faithful Servant
A certain old time king saidthat he needed a servant who could be depended upon. He said he knewthat such a man is difficult to secure, and in the hope of getting the right one, he would hire two.When he had engaged them, he took them to a well and, showing them a large basket, told themto fill it with water. He saidthat he would return at night to see what they had done.The men were very much in earnest when they began the work, but, after pouring five or six bucketfuls of water into the basket, one of them stopped and saidthat he did not see any use in doing that because, as soon as he poured the water in, it ran out again, and his time was lost.His companion repliedthat the kind of work that their master gave them was no concern of theirs; that they were paid to do the work; and, whether it seemed useful to them or not, they ought to do it.The first speaker saidthat the other man could do as he pleased, but, as for him, he did not expect to waste his time on such foolish work. Throwing his bucket down, he walked off.The one that was left continued at the work until about sunset, when he had nearly emptied the well. Looking into the basket, he saw something glittering. Stooping to look more closely, he found in the basket a ring of great value which his bucket had scooped up from the mud at the bottom of the well. He saidthat now he knew why the king had wanted the water poured into the basket.Shortly afterward, when the king came up with some of his officers and saw the ring in the basket, he knew that the man had obeyed him, and he saidthat he knew he could trust him, and as a reward for obedience he would make him master over other servants.
A certain old time king saidthat he needed a servant who could be depended upon. He said he knewthat such a man is difficult to secure, and in the hope of getting the right one, he would hire two.
When he had engaged them, he took them to a well and, showing them a large basket, told themto fill it with water. He saidthat he would return at night to see what they had done.
The men were very much in earnest when they began the work, but, after pouring five or six bucketfuls of water into the basket, one of them stopped and saidthat he did not see any use in doing that because, as soon as he poured the water in, it ran out again, and his time was lost.
His companion repliedthat the kind of work that their master gave them was no concern of theirs; that they were paid to do the work; and, whether it seemed useful to them or not, they ought to do it.
The first speaker saidthat the other man could do as he pleased, but, as for him, he did not expect to waste his time on such foolish work. Throwing his bucket down, he walked off.
The one that was left continued at the work until about sunset, when he had nearly emptied the well. Looking into the basket, he saw something glittering. Stooping to look more closely, he found in the basket a ring of great value which his bucket had scooped up from the mud at the bottom of the well. He saidthat now he knew why the king had wanted the water poured into the basket.
Shortly afterward, when the king came up with some of his officers and saw the ring in the basket, he knew that the man had obeyed him, and he saidthat he knew he could trust him, and as a reward for obedience he would make him master over other servants.
Exercise 172—The Paragraph in Dialogue
In conversation the words of each speaker, together with the author's words of explanation, form one paragraph. Whenever the speaker changes, the paragraph changes; as,
"Mimer," boldly said the god Odin to the gray old guardian of the well where wit and wisdom lie hidden, "Mimer, let me drink of the waters of wisdom.""Truly, Odin," answered Mimer, "it is a great treasure that you seek and one which many have sought before but who, when they knew the price of it, turned back."Then replied Odin, "I would give my right hand for wisdom willingly.""Nay," rejoined the remorseless Mimer, "it is not your right hand, but your right eye, you must give."—Keary:The Heroes of Asgard.
"Mimer," boldly said the god Odin to the gray old guardian of the well where wit and wisdom lie hidden, "Mimer, let me drink of the waters of wisdom."
"Truly, Odin," answered Mimer, "it is a great treasure that you seek and one which many have sought before but who, when they knew the price of it, turned back."
Then replied Odin, "I would give my right hand for wisdom willingly."
"Nay," rejoined the remorseless Mimer, "it is not your right hand, but your right eye, you must give."—Keary:The Heroes of Asgard.
However, when one speaker talks at length, what he says is formed into paragraphs according to the divisions into which it falls. (SeeChapter XIV.)
When a short quotation is simply part of a paragraph, it is punctuated as follows:
This, however, was of use to me, the impression continuing on my mind. Often when I was tempted to buy some unnecessarything, I said to myself, "Don't give too much for the whistle," and I saved my money.
This, however, was of use to me, the impression continuing on my mind. Often when I was tempted to buy some unnecessarything, I said to myself, "Don't give too much for the whistle," and I saved my money.
Paragraph the following:
1
On the next morning we had gone but a mile or two when we came to an extensive belt of woods, through the midst of which ran a stream, wide, deep, and of an appearance particularly muddy and treacherous. In plunged the cart, but midway it stuck fast. Then approached the long team and heavy wagon of our friends, but it paused on the brink. "Now my advice is,—" began the captain, who had been anxiously contemplating the muddy gulf. "Drive on!" cried R. But Wright, the muleteer, apparently had not as yet decided the point in his own mind. He sat still in his seat on one of the shaft-mules, whistling in a low, contemplative strain to himself. "My advice is," resumed the captain, "that we unload; for I'll bet any man five pounds that if we try to go through, we shall stick fast." "By the powers, we shall stick fast!" echoed Jack, the captain's brother, shaking his large head with an air of conviction. "Drive on! drive on!" petulantly cried R. "Well," observed the captain, turning to us as we sat looking on, "I can only give my advice; and if people won't be reasonable, why, they won't, that's all!"—Parkman:The Oregon Trail.
On the next morning we had gone but a mile or two when we came to an extensive belt of woods, through the midst of which ran a stream, wide, deep, and of an appearance particularly muddy and treacherous. In plunged the cart, but midway it stuck fast. Then approached the long team and heavy wagon of our friends, but it paused on the brink. "Now my advice is,—" began the captain, who had been anxiously contemplating the muddy gulf. "Drive on!" cried R. But Wright, the muleteer, apparently had not as yet decided the point in his own mind. He sat still in his seat on one of the shaft-mules, whistling in a low, contemplative strain to himself. "My advice is," resumed the captain, "that we unload; for I'll bet any man five pounds that if we try to go through, we shall stick fast." "By the powers, we shall stick fast!" echoed Jack, the captain's brother, shaking his large head with an air of conviction. "Drive on! drive on!" petulantly cried R. "Well," observed the captain, turning to us as we sat looking on, "I can only give my advice; and if people won't be reasonable, why, they won't, that's all!"—Parkman:The Oregon Trail.
2
Rebecca walked up the lane and went to the side door. There was a porch there. Seated in a rocking-chair, husking corn, was a good-looking young man. Rebecca was a trifle shy at this encounter, but there was nothing to do except explain her presence; so she asked, "Is the lady of the house at home?." "I am the lady of the house at present," said the stranger with a whimsical smile. "What can I do for you?" "Have you ever heard of the—would you like—er I mean, do you need any soap?" queried Rebecca. "Do I look as if I do?" he responded unexpectedly. Rebecca dimpled. "I didn't mean that; I have some soap to sell; I mean I would like to introduce to you a very remarkable soap, the best now on the market. It is called the—" "Oh! I must know that soap," said the gentleman genially. "Made out of pure vegetable fats, isn't it?" "The very purest,"corroborated Rebecca. "No acid in it?" "Not a trace." "And yet a child could do the Monday washing with it and use no force?" "A babe," corrected Rebecca. "Oh! a babe, eh? That child grows younger every year, instead of older—wise child!"—Wiggin:Rebecca of Sunnybrook Farm.
Rebecca walked up the lane and went to the side door. There was a porch there. Seated in a rocking-chair, husking corn, was a good-looking young man. Rebecca was a trifle shy at this encounter, but there was nothing to do except explain her presence; so she asked, "Is the lady of the house at home?." "I am the lady of the house at present," said the stranger with a whimsical smile. "What can I do for you?" "Have you ever heard of the—would you like—er I mean, do you need any soap?" queried Rebecca. "Do I look as if I do?" he responded unexpectedly. Rebecca dimpled. "I didn't mean that; I have some soap to sell; I mean I would like to introduce to you a very remarkable soap, the best now on the market. It is called the—" "Oh! I must know that soap," said the gentleman genially. "Made out of pure vegetable fats, isn't it?" "The very purest,"corroborated Rebecca. "No acid in it?" "Not a trace." "And yet a child could do the Monday washing with it and use no force?" "A babe," corrected Rebecca. "Oh! a babe, eh? That child grows younger every year, instead of older—wise child!"—Wiggin:Rebecca of Sunnybrook Farm.
Change the following from indirect to direct discourse and paragraph:
When Whittier went on his first fishing trip, it was a day in early summer. The long afternoon shadows lay cool on the grass. The boy said that the flowers seemed brighter and the birds merrier than ever before. When they came to a bend in the river, his uncle said that this was a good place to try. He told the boy to throw out his line as he had seen others do and move it on the surface of the water in imitation of the leap of a frog. The boy did as he was told, but he caught no fish. His uncle said that he should try again. Suddenly the bait sank out of sight, and the boy cried out that he had caught a fish at last. As he spoke, he pulled up a tangle of weeds. His uncle said that he should try again, because fishermen must have patience. In a moment the boy felt something tug at his line, and as he jerked it up, he saw a fine pickerel wriggling in the sun. In uncontrollable excitement he called out to his uncle, telling him to look at the big pickerel. His uncle said that the boy didn't have it yet, and as he spoke there was a splash in the water, and the boy's hook hung empty. His uncle assured him that there were more fish in the river, but the boy would not be comforted. His uncle smiled shrewdly and told Whittier to remember never to brag of catching a fish until it was on dry land. He said that he had seen older people doing that in more ways than one, and so making fools of themselves. He said that it was better not to boast of doing a thing until it was done.
When Whittier went on his first fishing trip, it was a day in early summer. The long afternoon shadows lay cool on the grass. The boy said that the flowers seemed brighter and the birds merrier than ever before. When they came to a bend in the river, his uncle said that this was a good place to try. He told the boy to throw out his line as he had seen others do and move it on the surface of the water in imitation of the leap of a frog. The boy did as he was told, but he caught no fish. His uncle said that he should try again. Suddenly the bait sank out of sight, and the boy cried out that he had caught a fish at last. As he spoke, he pulled up a tangle of weeds. His uncle said that he should try again, because fishermen must have patience. In a moment the boy felt something tug at his line, and as he jerked it up, he saw a fine pickerel wriggling in the sun. In uncontrollable excitement he called out to his uncle, telling him to look at the big pickerel. His uncle said that the boy didn't have it yet, and as he spoke there was a splash in the water, and the boy's hook hung empty. His uncle assured him that there were more fish in the river, but the boy would not be comforted. His uncle smiled shrewdly and told Whittier to remember never to brag of catching a fish until it was on dry land. He said that he had seen older people doing that in more ways than one, and so making fools of themselves. He said that it was better not to boast of doing a thing until it was done.
Exercise 173—The Comma (,)
Rule 1.—The comma is used to separate a direct quotation from the words of explanation.
For illustration see the foregoing exercises.
Write the following from dictation; then compare your version with the original:
Literature, the ministry, medicine, the law, and other occupations are hindered for want of men to do the work. To test this statement thoroughly you need only hunt up a first-class editor, reporter, business manager, foreman of a shop, mechanic, or artist in any branch of industry and try to hire him. You will find that he is already hired. He is sober, industrious, capable, reliable, and always in demand. He cannot get a day's holiday except by courtesy of his employer, or of his city, or of the great general public. But if you need idlers, shirkers, half-instructed, unambitious, and comfort-seeking editors, reporters, lawyers, doctors, and mechanics apply anywhere.—Mark Twain.
Literature, the ministry, medicine, the law, and other occupations are hindered for want of men to do the work. To test this statement thoroughly you need only hunt up a first-class editor, reporter, business manager, foreman of a shop, mechanic, or artist in any branch of industry and try to hire him. You will find that he is already hired. He is sober, industrious, capable, reliable, and always in demand. He cannot get a day's holiday except by courtesy of his employer, or of his city, or of the great general public. But if you need idlers, shirkers, half-instructed, unambitious, and comfort-seeking editors, reporters, lawyers, doctors, and mechanics apply anywhere.—Mark Twain.
Rule 2.—The comma is used to separate the members of a series.
Exercise 174
Divide the following into sentences and supply the necessary commas:
Abraham Lincoln was a tall strong powerfully built boy he could lift a load cut down a tree or build a fence more quickly than any one else in the neighborhood his perseverance in his boyhood helps us to appreciate the firm true steady hand that guided our country through its great crisis Lincoln unceasingly showed his wise brain his great courage and his kindness of heart his character was not made in a day nor a month nor a year it was built up after years of yearning years of striving and years of hard work.
Abraham Lincoln was a tall strong powerfully built boy he could lift a load cut down a tree or build a fence more quickly than any one else in the neighborhood his perseverance in his boyhood helps us to appreciate the firm true steady hand that guided our country through its great crisis Lincoln unceasingly showed his wise brain his great courage and his kindness of heart his character was not made in a day nor a month nor a year it was built up after years of yearning years of striving and years of hard work.
In the above point out the instances where the comma is used—
1. When several nouns follow one another, all being in the same case.
2. When several adjectives follow one another, all modifying the same noun.
3. When a succession of phrases modifies the same noun.
This kind of succession is called aseries. Each new member gives a new idea, the comma being used to help the reader to separate one from the next with ease. Notice that the comma is used between the last two members before the coördinate conjunction as well as between the other members.