Could you include all the main topics that Ruskin has included, and by a change in proportion keep the essay on the subject?

WEBSTER'S BUNKER HILL ORATION.

(Riverside Literature Series, No. 56.)

Number the paragraphs in this oration.

Why is paragraph 3 introduced?

What method of development is used in paragraph 7? In paragraph 8?

In how many paragraphs is the last sentence short?

In how many is the last sentence a repetition of the topic?

What purpose is served in paragraphs 8, 9, and 10?

In paragraph 12 note the use of contrast.

What kind of development in paragraph 27?

Analyze the oration from paragraph 28.

Does he place the topic sentence near the beginning of the paragraphs?

Does he frequently use transition sentences?

Do you think the outline of this as distinct as that of Macaulay's Essay on Milton? Should it be?

What figure of speech in the word "axe" in paragraph 32, and "bayonet"

in paragraph 36?

What figure at the end of paragraph 40?

Does he use figures as frequently as Macaulay?

EXERCISES.

This year, taking up the study of exposition, offers especially good opportunities for exercises in paragraph and sentence construction.

During the first eight or ten weeks the pupils will write isolated paragraphs. The unity and arrangement of these should be carefully criticised. Also the exercises should be arranged so that the pupils will employ all forms of paragraphs. Before he begins to write a paragraph, the pupil should know what he is to include in it, and in what order; otherwise the paragraph will fail in unity and effective massing. Paragraphs are made by forethought, not by inspiration.

Following the writing of isolated paragraphs is the composition of the long essay. The first thing is a study of outlines. This will take up six or eight weeks. To secure the view of the whole in different arrangements, use the cards.

When the class has gained some grasp of outlines, the writing of essays should be begun. At the option of the pupils, they may write some of the essays already outlined, or study new themes. Two or three paragraphs are all that can be well done for a lesson. Good, not much, should be the ideal. In this way a single essay may occupy a class from three to six weeks.

It should be remembered that these exercises are written consciously for practice. They are exercises--no more. Their purpose is to give skill and judgment in composition. It is because they are exercises that they may be somewhat stereotyped and artificial in form, just as exercises in music may be artificially constructed to meet the difficulties the young musician will have to confront.

During the writing of these essays special attention should be given to sentence construction. The inclusion of just the ideas needed in the sentence and no more; the massing that makes prominent the thought that deserves prominence; and the nice adjustment of one sentence to the next: these objects should be striven for during this semester.

1, 2. Write definitions of such common terms as jingoism, civil service, gold standard, the submerged tenth, sweat shop, internal revenue, cyclonic area, foreign policy, imperialism, free silver, mugwump, political pull, Monroe doctrine, etc. Five or six terms which are not found in a dictionary will make a hard exercise; and two or three lessons in definitions will set the pupils in the direction of accurate and adequate statements.

For isolated paragraphs write upon the following subjects:--

3. Novel reading gives one a knowledge of the world not to be gained in any other way. Particulars.

4. Novel reading unfits people for the actualities of life. Specific instances.

5. Among the numerous uses of biography three stand forth preeminent,--it furnishes the material of history, it lets us into the secrets of the good and great, and it sets before us attainable ideals of noble humanity. Repetition.

6. It is beyond any possibility of successful contradiction that the examination system encourages cheating. Proofs.

7. Electric cars and automobiles are driving horses out of the cities.

Instances.

8. Every great development in the culture of a nation has followed a great war. Proofs.

9. From the following general subjects have the pupils state definite themes. Write isolated paragraphs on a few of them.

Political Parties.

War.

Books.

Machines.

Inventions.

Great Men.

Planets.

Civil Service.

Coeducation.

Roads.

Tramps.

Boycotts.

10. Place another similar list on the board and have the pupils vote on what three they prefer. Use these in making outlines. Then select more.

Supposing they had settled upon this theme: The tramp is the logical result of our economic system; have it outlined. The result might be as follows:--

A. What is a tramp?

1. Who become tramps?

2. Their number.

3. Where are they?

B. Why is he a tramp?

1. Inventions have increased the power of production more rapidly than the demand for products has grown.

a. On the farm.

b. Transportation.

c. Factories.

d. Piecework.

2. Women now do much work formerly done by men.

a. As clerks.